001Okay, good evening everyone. I would like to bring this mo this meeting to order. Please rise for the pledge of allegiance. Heat. [music] Heat. Heat. [music] HEAT. [music] >> [music] >> HEAT. [music] HEAT. [music] HEAT. [music] HEAT. [music] Thank you. Good evening everyone. Fire exits are located in the sides room in the front and back. In the event of a fire, you will hear a fire at that time. Please move in a common orderly fashion to the nearest exit. Um now make a motion to open the floor for public speaking. I have a second. >> Second by Vice President McGill. All in favor say I. and repos of same motion carries. Speaker number one. Hope I don't get kicked out for this. Despite all taxpayers money being used to hire unprecedented number of staff to
002help improve instruction, additional money is being spent on consultants. If everyone did what they were supposed to do, taxpayer dollars could be used towards filing the inordinate amount of vacancies to filling the inordinate amount of vacancies that still exist. Monitors watch idly as those in position in power compromise hiring process by keeping people in intern positions that were never posted for others to apply and making backdoor deals with those who are less qualified but more politically correct. A board member who sleeps through board meetings says that the community doesn't care due to low turnout in town halls. Meanwhile, he has never stepped foot into a public school so that he can learn about the community and understand the responsibilities and properly represent. At a board meeting, a board member also stated that the community doesn't
003care. As I recollect, it's a community as a whole. So, if we're looking for a superintendent, how many private community members are in our school district? Okay. Think about ICE. Think about the streets. Think about what our community is going through. Stop being selfish. How do we go from 80% students below the level 66 graduation rate? principles from high schools being moved due to lack of students achievements. An AP of another high school was relocated to another school while individuals that were principles during that time should be questioned about that graduation rate. Yet, they're still allowed to continue to work in another school. Who is monitoring students progress? Schools where data remained stagnant for years. Why are some being held accountable while others are not being held accountable? Attendant rates continue to drop yet persons
004responsible for conducting 504 visits during the pandemics continues to be overlooked because of the advocate of the well-being of students and the community. We all care. Enough has been done. We must learn to break this vicious cycle that is continuous and never ending. Community advisory board should also include individuals within our village, our community, not people from outside that don't understand what's going on with our community. It has come to my attention that more than one time in elementary schools that lunch has been running out. Kids are given four mozzarella sticks, not enough fruits or vegetables. It's time to have enough hot meals for all these children to eat in every single school. Thank you. >> Thank you. That concludes public speaking. We will now move on to our superintendent report. Superintendent Rusco, please take
005it away. Thank you. >> Thank you. >> Uh good evening community, members of the board. Uh it is my honor to present the tenure recommendations for nine outstanding educators today in the East Ramapo Central School District. Each of these professionals has shown exceptional dedication, professionalism and a deep commitment to the growth and success of our students. They were all invited here today and um I would like to um call them by name and say a few words about them. I will start with um one person that was recommended for tenure at a previous board meeting this year. Rudy Atammy, teaching assistant from Keat. If you are here, please stand. [applause] A few a few comments that were made by the principal demonstrates effective classroom instruction while engaging students and families in schoolwide initiatives fostering pride,
006inclusivity, and cultural awareness. Thank you, Miss Caroline BS, not here, a ENL teacher from Pomona Middle School. The principal writes, "Brings passion and care to her classroom, differentiating instruction to meet diverse student needs while contributing to a positive and collaborative school culture." Miss Tanya Garzia, teaching assistant, Spring Valley High School. [applause] Principal writes, "She is a cornerstone of the special education program, providing academic and emotional support to students with dedication and reliability." Miss Rosanna Miselli from Margett's Elementary School ENL teacher. She excels in supporting multilingual learners, collaborating with colleagues to ensure consistent academic support, and creating a welcoming environment where every student can thrive. [applause] Miss Katherine Morurell, Ramapo High School, ENL teacher. [applause] Miss Morel engages students effectively in both English and Spanish, uses innovative teaching strategies, and actively participates in school leadership initiatives
007that benefit the entire school community. Miss Sonia Dominguez Saravia, unfortunately, she's not here today. our East Ramapo central office director of instructional technology. Uh, Miss Dominguez demonstrates exceptional leadership in instructional technology and districtwide initiatives, including family university, connecting families and educators to enhance learning experiences across the district. [applause] Miss Wanda White, ENL teacher, early childhood center. Miss White delivers high-quality instruction to English language learners, contributes actively to professional learning communities, and serves in leadership roles that support equity and student growth. Miss Rosemary Abraham, elementary teacher, Khakiad Elementary School, a collaborative and dependable teaching oh teaching assistant uh whose positivity, patience and dedication strengthen classroom instruction and creates a nurturing environment for students. Miss Alexandra Williams, Pomona Middle School teaching assistant. [applause] Miss Khakiat provides engaging instruction aligned to state standards, leads family and community events,
008and supports students. These nine educators exemplify excellence in teaching, leadership, and community engagement. We are proud to recommend them for tenure, confident that they will continue to making a lasting and meaningful impact on our students and schools. Thank you for all that you do. [applause] And now we would like to take a moment to um present some student highlights. We have three here. The first one is girls on the run. Uh this fall 16 East Ramapo scholars competed uh the regional uh girls. They completed the regional girls on the run 5K at Rockland Lake State Park. many of them returning for their second, third, or fourth season. Principal Amma Ausu Afrii supported this initiative in our district in 2022, and it continues to grow and thrive. Today, our students are building confidence, resilience, and wellness
009and reminding us that they can do hard things. Congratulations at Ramipo High School. Uh last week, Ramipo High School's student actors, the Ramipo Players, performed their fall drama, Late Bus. We are proud of the hard work and dedication that goes into bringing a full production to the stage. Thank you to the staff and families whose support makes these creative opportunities possible for all of our students. And lastly, we want to recognize that at GR at Grand View Elementary, they had pages and pajamas hosted a joyful literacy night for families highlighting the strategies students used to build reading and comprehension skills. families engaged in hands-on activities that strengthen the home and school connection. Thank you to the teachers, the Finkelstein Library, and the PTA for making this event possible. [applause] Uh before you move on, um
010I just want to say that I had the opportunity to attend the Rample Players full production of Late Bus on Friday. Um and they did an amazing job as always. Um, as many of you may know, Rample's auditorium is currently being renovated, and I know Miss Wmouth is here. So, I would just like to thank Miss Wmouth and her staff for opening her doors, uh, to our students. Um, it truly takes a community and a village, um, to making experiences like this possible. So, thank you, uh, Miss Wmouth and your staff. [applause] Now, we move on to our transportation updates. We have Mr. Stark uh with us virtually and I'd like to uh pass it on to him. >> Thank you so much. I hope you can hear me. >> Yes, >> volume is loud
011enough. Okay, great. So um at this point um the update is um based upon the fact that the Ammon Consulting Group has completed its initial assessment of the district's transportation operations following the 2526 school year start failure. Their findings confirm that the root causes are systematic and longstanding particularly in data management and the structure of responsibilities within the department. Ammon consulting group outlines a set of nearterm decisions and actions that uh we will be working on immediately to ensure stability for the remainder of this year and to prevent a repeat of this fall's failures. Uh the 2526 startup failure was fundamentally a failure of process not a single event. Data systems were incomplete, inaccurate and outdated, especially for the non-public schools. The introduction of a new routing software occur occurred without proper preparation, clear objectives
012or updated operational processes. The department's structure and responsibilities have not kept pace with East Ramapo Central School District's unusually large and complex transportation needs. Those being serving approximately 45,000 students, uh 35,000 of which are non-public school students. Non-public transportation work dominates the department but is intertwined with public school routing and daily opera operations in ways that prevent either from function that in ways that prevent either from functioning effectively. Student data management for non-public schools is a major point of concern and should not remain within the transportation department. Um without structural change, a return to a disciplined annual planning cycle, the district remains at high risk for future service disruption. So those were the um those were the findings. Um and then um we know that moving forward we need to make um some important decisions.
013So um the ammon consulting group and the administration are considering a new direction for the operational model. District staff will focus exclusively on planning, oversight and management of public school transportation. Non-public transportation management functions will be separated and transitioned to a contracted management services model after a defined transition period. The division will allow each area public and non-public to be managed more effectively and with clearer accountability. The non-public registration process will have to be modified and such modification will require the process to be fully electronic. We continue to work on this model and we'll be sharing it with the facilities and transportation committee tomorrow and then follow up with the full board of ed at its next meeting. >> Thank you. >> Can can we make sure that for tomorrow's transportation committee meeting that we
014have the latest third report from the consulting company? >> Yes. Yes. >> Yes. not at a meeting prior to the meeting. >> I'm sorry. >> Prior to the meeting. >> Oh, surely. Yes, we can certainly. >> Yes, I will send it to you. Yes. >> Okay, we'll move on. Um, the next slide is about parent teacher conferences. On Wednesday, December 3rd, we have parent teacher conferences for grades K through six. There are no school for students. Conferences are held during the day. For grades 7 through 12, uh there's a full day for students and the conferences will be held during the evening. Buildings will share their lists of in-person and virtual conference appointment slots so parents can participate in person or virtually. >> Uh just when will that information be going out to the parents?
015>> Uh Mr. Um Gandhi, >> so we'll we'll start communicating with the buildings tomorrow. Uh we we'll share the flyers starting tomorrow and the buildings will communicate with the families with the time slots with sending a link to signup.com. That's the platform we use. >> So it's going to be sent uh via Remind >> Remind uh Blackboard as well and we'll do a robocall as well just to and it'll be posted on the website as well >> and also on the website. >> Yes. and um flyers home for elementary. Yep. >> Yeah. Okay. >> Thank you. >> For those grades that there's no school, is that for special ed as well or just for the regular school children? >> All children K through six. Okay. On um Friday, November 21st, beginning at 3:00, there is
016a turkey giveaway. families at the family welcome center which is right here in this building. Um if you're interested, please bring a school ID or the child your child's bus pass. Turkeys will be given away on a first come, first serve basis until they're all gone. And again, it starts at 300 p.m. on Friday, November 21st. And now I'll pass it on to uh Miss Kibi for an update. Thank you. So the board at the previous meeting had asked for an extended uh stakeholder survey that was extended until November 12th. It has closed. Uh Dr. Kohl's said they will have a summary of the input for the board by the end of next week and they open the applications for superintendent and those applications are open until December 29th and information and forms uh can
017be found at the south uh western Boseis site which is up on the board. You can also get to that site from our superintendent search pages which has a friendly URL of superintendent search 2025 and we have a link there to go to the Boseies page. All applications must go to Boseis not to East Ramapo and um so there won't be any update at the December meeting because we'll be waiting for applications. Thank you. >> Thank you. And now it is time for our student voice and I invite our student member Maria Jiannis Mendes to speak. Um, good evening members of the district board educators and fellow students. My name is Maria Janes and I'm here today on behalf of the student body at Rampo High School. I would like to address an important concern.
018Many students are unsure of when and where they will be able to take the SAT. In previous years, the SAT was administrated in the school on the same day as the PSAT, which ensured clarity and equal access for all. This year, however, the lack of clear communication has left students anxious and uncertain. Some students were uh even unable to apply for early action because they were not able to take the SAT at all. This has placed many of us at a major disadvantage during an already challenging college application season. So, I would like to know if the district is going to be offering the SATs and if they're going to be offered at the schools. Thank you, Dr. Gonzalez. Quick response. Good evening. Um, great point. So, the afterchool program will begin shortly. We are
019um still finalizing all of the details. The last over the last year, the district held different afterchool opportunities for students. So, we're trying to make it one streamlined program for all of our students K through 12. Um in terms of the SAT administration, we are we have partnered with Kaplan to provide both um small groupoup instruction as well as individualized instruction for students that want to receive that. That information has gone out to the secondary principles. Um so uh administration of the next SAT test isn't until December. Uh we have been in touch with college board who supervises uh SAT administration and uh have notified them that uh if our if any of our students qualify for um scholarships or qualify for the merit scholarship in particular uh due to the score that they receive
020in December, the district can write a letter on their behalf and still uh make that round of um finals. Uh some applications for early action were due uh starting in November, I believe November 15th. Um a lot of the early decision and early action uh college applications do continue in through December. Um so we're hoping that if you or particular students have questions around that, they can speak to their guidance counselors and we'll make sure that school counselors have all of the information they need um so that we can package that information um on on each and every student's behalf. M Miss Bendz will make a commitment that we will work together with the school building leadership to make sure that we um communicate this very clearly and frequently. >> Okay. Thank you. >> Thank
021you. >> Um this is this is the second time this has been brought up at a board meeting from our student rep. Um [clears throat] can we find a way to communicate this with our students um so they know what's going on? I mean, I know there's you guys are working behind the scenes with uh putting certain things in place, but I I think that leaving our students in the dark is not helping. So, whatever we can do to let them know what their next steps are, I think would be very helpful and beneficial to them. >> Yes, we will do that. We will start um once everything is finalized, we will share that information out to students and and families as well. Can we maybe put a deadline on that on when they could
022probably receive that information? >> Sure. If you give me a minute. I was actually searching last board meetings board docs to see what that timeline was for Kaplan. >> We'll give updates this week for sure. >> Thank you. Thank you. Okay, we're now at the section of our meeting where we're going to talk about student outcomes and we have three administrators who will be presenting data to us today. Uh, we have executive director Ellen Andreello, executive director Tamara Truax, and director Samantha Sherer. Welcome. Good evening, President Rose, Vice President McIll, uh, trustees, uh, cabinet, Superintendent Raliscoco. Good evening. Um, we're here to talk about American Reading Company, which is our core reading program for elementary students. So, what is American Reading Company, which is ARC Core? It provides an English and Spanish elementary literacy curriculum
023grounded in the science of reading. ARK Core, it supports differentiated small groupoup instruction. It has culturally responsive text for all of our students, enriched classroom libraries in both English and in Spanish. We use also ongoing student achievementbased formative literacy assessments which are the ERA which is the English literacy and the anneal which is also Spanish literacy. So we're measuring both and this is ongoing monitoring. So, my colleagues will continue. >> Um, so we're going to be using the terms Erlin and Neil a lot. So, we wanted to make sure that it's clear to everyone what we're we're talking about when we say those words because anyone outside of uh those of us in the buildings wouldn't uh wouldn't know. So, both of these are ongoing literacy assessments to see um what students are able to
024do with reading and where they need to go. The ERA is the English assessment which all of our students using our core um are assessed with and then the anal assessment is for Spanish language. So our students in bilingual programs are assessed with both the ERA and the anal. So what is the ARC core implementation timeline? In 2425 we implemented ARC in all transitional bilingual education classes in grades K through six. This year we expanded to all monilingual and special education classes in grades K through five. Next year in 2627 we will continue the use of the literacy curriculum at the district for all elementary level programs and classes. So what's new this year? Just to expand a little bit on what Tamara just said. So all K through five monolingual and special education classes
025are using ARC core which is the core reading program plus the ERA formative assessment on an ongoing basis. Also for our K1 and two classes which really we rely on early foundational skills we're using Wilson foundations which is supplanting the ARC core foundational skills. It's a very scripted program for our students. Literacy and multilingual education instructional coordinators are also providing ARC core coaching cycles with the teachers with support from district leadership. And also we have ARC coaches that go into every one of these buildings and work with the literacy coordinators to turnkey this to teachers. So they're getting constant coaching on this and they also teachers al also using formative assessment to data to guide academic instructional decision decisions which ensures literacy equity equity across all and elementary schools. So before we get into the
026data from the Erlin and Neil assessments, we want to explain how they work because they do work differently than a lot of the other assessments um that we've talked about in previous board meetings. For example, um Dr. Gonzalez talked last week or last meeting about the STAR assessment which happens three times throughout the year and students are sitting on a computer taking that um all at the same time. This is in this is different because teachers are meeting one- on-one with students to assess their reading skills using the assessment tool. They're finding out what students can already do and what the students need to learn um to grow their reading level. Um and this is as we've mentioned before and we'll talk more about it is going to happen on an ongoing basis throughout the
027school year. Right now the data we're going to share is the baseline assessment. So teachers spent September and October meeting with each and every one of their students using this assessment tool to get to know them as readers. So along that line, this visual is to show you the correlation with the three star benchmarks. Last board meeting, as Sam said, we shared our star results and you can see the three star cycles identified with the three circles along the along the line. Now at the same time you can see that the ERA and anal assessments are ongoing throughout the year. The assessments are interwoven into the STAR assessment cycles giving teachers real time data as they go along working with their students. Okay, so we're about to going go into showing you some data on
028the elementary level for both the Earl and the Anneal. And just remember this is a first full implementation year for the monilingual and special education students. For the bilingual this is their second year. And again this is baseline data. This is right in September and October really assessing where the students are and really getting an idea besides just the star really where are the students and where do we need to take them. So in front of you, you see this is the district-wide ERA assessment for students K through six. You can see the green we have proficient or above reading level for their grade which is 6%. At risk is just a little bit below grade level. They're almost there. We have 18% and there are 71% students at a level that is signi significantly
029below grade level. And those are the students we really target and we'll talk more about that when it comes to conferencing. The next sheet just shows you on a grade level the percentages of where the students are with their reading grade level. This is not proficiency. This is where they're at with their reading level. Uh you can see that the fifth grade has about 9%. It's the highest out of the grades. and third grade we have about 4% but it's also the most the students we've tested which are pretty pretty high there that is the English literacy assessment right now for ERA so Ellen shared the ERA which was the English assessment here are the results from the baseline ENIL assessment so this again is all of our students in the bilingual programs in addition
030to being assessed in English they are also assessed in Spanish using the anneal so um we see that we have 70% of of our students um that are reading significantly below grade level. Um we have 18% of our students who are reading just below grade level and 8% of our students reading on grade level in Spanish. To break that down by grade level, um you can see it varies quite a bit from grade to grade. Our kindergarteners um have the most room to grow and our second graders have the highest rate of proficiency at 17%. Um and certainly we're looking to grow all of those students over the cost course of the year. >> I see as the amount of students that are tested the percentages go up. Is it possible that we are testing
031the weakest students? >> We are testing all of the students. So the numbers I'll go back for a second >> but the numbers are really affected when when you have a bigger amount of students the percentages go up. Said something is wrong with the sampling. >> So so what it say so what the student numbers there say. So if I give kindergarten as example, 2% of them are currently reading on grade level. So five out of the 287 students that were tested, this is bilingual students. So there we have 287 students in our dual language kindergarten program um who were tested assessed in English and in Spanish. So in Spanish 2% of them are on grade level. So every student um we have other reports that we can see. We can see exactly how many
032students are on a grade level or in a class and how many of them were assessed. So all of the students in those classes were assessed. >> Thank you. >> Okay. So we just showed you the baseline data and where do we go from here? All students now have an individual reading goal. The teachers are providing small groupoup instruction based on their goals. And when teachers see that a student is ready, they can choose to reassess and assign a new goal, which then continues the assessment cycle throughout the year. So, as we all can see, there's a lot of urgency. How are we going to help move these students up so that they are reading on grade level? Um, so ARC uses equitable conferencing. So, we know equitable doesn't mean everyone gets the same thing.
033It means everybody gets what they need. So, um, teachers meet with students in those small groups like Tamara was talking about. Each small group, they're focusing specifically on what those students goals are. So, a group of students with the same goal will work with the teacher um and they will meet the students at the red level um are going to meet with their teachers two times within a two-eek cycle. Right? So, we all of their planning for small group happens within a two-eek cycle. So, they'll meet with them three times. The students at the yellow level will meet with them two times. And the students who are proficient readers will meet with them once. When they're not meeting with the teacher, they're all working either independently or collaboratively on those same reading goals. So that
034constantly during the daily literacy block um there's a section of time where that is all everybody is working on so that the students can move forward. Again recognizing definitely we have some a lot of work to do just to continue what Samantha was saying. So the district will continue to monitor real time Earla and eneal data. We will monitor this. Teachers do it on a daily basis. The district, the school buildings do it on a weekly, monthly. We just constantly monitor it to identify the trends, the needs and the growth, the growth that is needed across all schools to inform and adjust instructional practices. We're going to continue to align and refine the instructional coordinators, the coaching cycles to support the teachers so they really have the tools that they need to provide this high
035quality instruction and especially for small group instruction during their daily literacy block. We're going to continue to provide ongoing professional development on reading goals. What do they truly are? Small group instruction and effective use of ARC toolkits, which is the intervention pieces that they work on to close those gaps. If they're a little bit below, they go into the toolkits. The teacher works with the child to close those gaps. And we will coni continue to conduct district level learning walks and progress checks to monitor the implementation of this new core reading program. Before you I just want to say um do we I think it's imperative that we also kind of um some way include the parents. >> We're going to talk about that definitely. >> Okay. It's there. Okay. >> Yes. Thank you so
036much. >> Okay. So simultaneously teachers will continue to assess students literacy skills to keep reading goals and levels up to date. They will utilize real time ERA and anal data to plan instruction. They will collaborate with the reading interventionists and ENL teachers to assess students unique needs. And they will initiate family communication such as parent home reports for ERA and Anneal to foster the home and school connection. So to speak a little bit more um to that last point um ARC has a home update document. This is something that helps families understand where their child is with reading and commu it's strengthen strengthens the communication between home and school. Um it's a family friendly report um available in both English and Spanish. Teachers can send reports home to families to share their students reading progress
037so far, what their student needs to learn to get to the next reading level, and what families can do at home to support their students literacy growth. So, we're going to show you a sample one. All right, this is a sample earlier report. The Inel looks similar, and again, these are both available in English and Spanish. Um, even if the student is not in a bilingual program, anything can be sent home in English or Spanish. So, you can see in this sample here, there is one section that talks about the progress. It tells her her level is 1G. That probably doesn't mean anything, right? To a parent. If I get that at home, I'm not sure what that's about. But there are bullet points underneath that explain what that means for the child, what she
038can do already, and then what she needs to do to move to the next level. And then the biggest section at the bottom talks about what families can do. Um, and this is something that we hope teachers will talk with parents at those parent teacher conferences to explain what this report is and how they can use it so that when they come home throughout the year, the parents have an understanding of what they're seeing and it's not just a piece of paper coming home. >> So to conclude this evening, how can families help at home? Well, ask your child to share their power reading goal. Read with them every day. Even 10 minutes makes a difference in any language. talk about the books they bring home and most importantly celebrate their progress. Thank you. >>
039Thank you. Um I I have a question before you guys walk away. Um so I I know in the past we've we've had different programs for our students, elementary and secondary. We had the ELT program, we had the high school Saturday academy program, we had the secondary afterchool academy program. Um, I know there was another reading program as well. I haven't heard anything about afterchool programs for our students besides whatever is going on in the high school and middle schools with sports and clubs. Um, what is the plans for after school program knowing that we're already in November, holidays are coming up, so there's really not much we can do now or time to put in work to make sure that there's after school programs right now for our students K through 12. Yeah, we
040are definitely uh I think Jalisa or Ron can Dr. Gonzalez can speak to that. We started those conversations about extended learning time where the students can come to after school to practice further. >> So um great question trustee Charles Pierre. Um just to elaborate what I tried to mention earlier is uh last year the programs and the afterchool activities were done in isolation. So rather than doing a separate ELT, a separate uh regions prep or a separate uh program for our English language learners, we're combining that into one after school component. Um so we're collaborating uh with the office of PPS and and Miss Maronei and um Mrs. uh Ringong Tomisawa to make sure that all of our students have access to that. And so we're going to do that for the rest of the
041year as one afterchool program which will meet the needs of all of our students. So it takes a little bit more planning to do it that way. cohesively. Um, but that's the goal is to make sure that each and every student that needs an afterchool activity has access to one. >> And that would be starting when? >> January. >> Who would know how many kids we have in each grade? Because it I'm just curious to know what percentage of kids took the tests >> because the total amount of students that we have from K to six over here is,00. I believe we have probably in the 5,000 range. Right. So all students were assessed. I would say the inal slide that we were looking at was only looking at students in bilingual programs. So that
042number is significantly smaller than the total number of students in K through six. Um but the slide with the ERA assessment, the total numbers of students were much higher on those slides. um because that we are talking about all of the students um in K through five in bilingual, monilingual, gened, specialed programs and then also our sixth grade bilingual students. >> And just to clarify, not all of our L's are in bilingual programs. Some of them are receiving services through ENL teachers. So it doesn't represent all of our L students. >> Exactly. >> So when there's 2% in K, that means 2% of the weak kids. It means 2% of all of the So that what one slide we were looking at was the um the ENAL slide. So those are kindergarteners in the dual
043language program. I believe there's approximately 10 dual language classes. I have to double check that number across the district um in K. So that's 2% of all the students in all of those classes are on grade level at this point in the school year. I know at the last meeting um I know one of the questions that I asked had to do with um students opting out of taking assessments. Were we able to look into that to see if students how many students are opting out of assessments and testing throughout the year? So with respect to the assessments that we've been uh implementing for the beginning of the year, those are not optional for opt out. Uh parent opt out assessments are uh explicitly for state assessments. So what we have done is we have
044issued the assessment to every student that has sat in a seat in the district >> and that's K through 12. >> well K through depending on the >> it depends on the assessment. Sure. >> Thank you. And now I'll pass it on to um President Rose. >> Thank you, Mr. Lusco. And thank you for the presentation. Um we will now move on to consent and agenda items. Um, does anyone wish to change anything on the consent and agenda items? I I think there's a typo on the minutes from two pre meet two meetings prior, the one that was in Spring Valley. It says that scote was absent and one of the motions it says it's moved by escote >> with catch what was it say it was moved by Mr. Cth >> it's when you
045move escort is is absent and then on page three I believe no it's it's on page three a motion by Mr. as Scott. >> So >> Kathy, any comment? Can it be that perhaps we mixed up the costs? >> It's probably [snorts] either M or >> I'm I'm sorry, which item is he asked a question about? >> Uh the minutes from the meeting from 10:21. >> Yes. >> It says in the beginning that members absent was escout and then by motions is consent and agenda motion by Mr. escout. So, it's either MCOT or it's somebody else. >> Okay, >> that's on the third the third page. >> It's a typo, >> right? >> I I'll get that corrected and bring it back to the next meeting. Thank you so much. >> So, are we going
046to remove the minutes? >> Yeah. >> Is there nothing? >> Yeah, >> we'll just approve the minute. >> So, again, thank you. So the amendment to the consent agenda is that we'll remove the minutes and they'll be approved at the next meeting with the correction. >> Um okay again so before we move on the consent and agenda items is there any changes or removals anybody would like. >> Well I have questions so I think we need a motion. >> Well being that it's consent and agenda item we can move it to action items but we're not doing discussions on the consent agenda items. >> You'd like to one of the items move to action. We can do that. Which item would you like move to action? >> I'm sorry. Say that again. >> Being that
047it's a under consent and agenda items, we will not be having discussion on these items. If you'd like, if there's any items that you'd like to have a discussion on, we can move it to action items and we'll open it up for discussion on all action items. So, if you can point out which of the consent and agenda items you'd like removed and move to action items, we can do that. There's no discussion on consent agenda items. >> No, it's not discussion. I just have a a question. Looks like there's a few typos. >> So again, >> yeah, I mean, if there's typos on something that certainly can be corrected. I can just pass that to Kathy if you want. Is that I don't understand. Supreme, would you like us to move any of the
048items to action items? >> Any of the consent and agenda items to action items? So, like I said, there's a there's a few typos comparing um items on the consent that I noticed that I I think needs to be looked into to be corrected. >> Were you saying bring it up? >> Which item on consent agenda are you saying have typos? We we've there's a few >> we're removing the minutes to be corrected already. >> Correct. >> That's the the the minutes. But I think we are we doing the consent and agenda items as a whole? >> Yes. >> Minutes are being removed. >> Yes, >> we're being Yes, we're moving the minutes. So, there's a few typos on number three, certificated personnel. Um, in terms of grades for coaches, and then, um, I know
049for there's two coaches on here for Chestnut, one that coach for girls basketball that's now here for boys and vice versa. So, I don't know if that was a mistake or um, so I just wanted to confirm Okay. Um, so that's item number three. Okay. We will now move item number three to action items, certificated personnel recommendations, Marina, and we'll address that. Um, I will now make a motion for consent and agenda items 1 through 10. And we're removing the certificated personnel and minutes. So it would be 1 4 5 6 7 8 9 and 10. Do I have a second on the motion? >> Well, I'm not asking for it to be removed. >> That's fine. We can remove it. >> We're simply moving it. We're moving it to action items. We're going to
050vote on consent items. So, we'll just do it in action items. >> Do I have a second? >> Second by Mr. Moses Cth. All those in favor say I. >> I. And on oppose abstain. Motion carries. Moving on to item G, return of unpaid school taxes. This will need to be a roll call vote and I will make the motion for item number one. Do I have a second? >> Second by Vice President McIll. Um Kathy, we're doing roll call. >> Miss Charles Pierre >> I. >> Mr. Feder. >> Mr. Gruber. >> Uh Mr. Moses Coff. >> Hi. Mr. Simon Cth. >> Yes. >> Mrs. McIll. >> Yes. >> Mr. Rose. >> I. >> Thank you. So, it passes with seven eyes. And just a reminder to board members that you all need to sign
051the uh papers for the towns before you leave tonight, please. Thank you. >> Okay. Thank you, Kathy. Um, moving on now to action items. action items 1 through 12 with the addition of certificated personnel recommendations which is item number three from consent and agenda items. Do I have a motion for items 1 through 12 with the addition of number three? >> So move by Vice President Miguel. Do I have a second? >> Second by Mr. Mov. And we'll open it up for discussion. Sabrina, I believe you had some concerns. Item number eight. Why are we still not signed the contracts from September? And there's no contract numbers for them. >> Number eight. >> Oh, number eight. >> Could you please repeat the question? Why aren't the transportation contracts that were supposed to be in effect
052already by September 1st, why isn't it signed yet? And why isn't there any contract numbers for them? [snorts] >> Thank you. >> [snorts] >> Um I do not have an answer for you as to why the there are no contract numbers. But the reason that they are um coming now is that these are for um well one of them is a parent contract which is um a contract where we the district is reimbursing the the parent to take their own child uh to the school for the for the um for the mileage. And the other two uh contracts are for additional routes that were needed um in order to uh get children to school on time. So we have a number of routes that were taking too long at as the as the routes are
053stacked as you know you go they go to perhaps a an ele high school then an elementary school then a middle school or it could be a non-public school in one of those routes. And we had um due to the um amount of traffic or or other situations, the early arrests weren't um getting done early enough to start the next runs in order to get the students to school on time. So we've had to add um a number of uh additional runs and that's what these contracts are for. >> So those are not from September 1st. Th those were decided later on. >> Yes. The contract is not a September 1st contract, why is it on the contract September 1st? That's number one. And if that's the the answer, so we should have much more
054than just these two bus companies. She's just more than just this company. >> I don't think it totals to this amount. That was the information that I got from transportation when I asked the question. I if uh I will I will go back and um double check that again tomorrow morning first thing and I will uh get back to you. But uh these are these are routes that are are needed um to transport our children. >> And just to clarify the the parent contract that amount is for the year. >> [snorts] >> Yes, that's for the year >> from September to June. Correct. >> Yes. >> On the contract that we are signing that mended contract with Omar, who is going to follow to make sure which vehicles they are using? We are going to
055rely on what they say or someone from transportation is actually going to check which buses they are using. So, um the contract was I'm sorry, the addendum was written in order to um I'm sorry, not in order to requiring them to um obtain a specific document that uh they're able to request on a monthly basis from the Department of Transportation that they will have to supply to the district on a monthly basis. And if they uh do not have a satisfactory rating during that period, um the contract was written with um a penalty clause that would would therefore nullify the contract. Uh if if I'm misstating that, um Douglas, could you please uh >> No, that's right. That's right. The addendum allows the district to the district will will receive information about the ver verifying
056that their their buses are are valid and serviceable and and and if they aren't [snorts] that gives the district the ability to cancel the contract, which is something we did not have prior to this. >> On item, >> this is an improvement for the for the district. >> Item four, it says failed inspection of vehicles. Contractor shall not utilize any vehicle for school district crowds if said vehicle failed an inspection. Who is going to check that? That was my question. [clears throat] I understand that what they have inspected and uninspected we could get from the state. But this physical to check if they're using this vehicle or not this VIN number because bus numbers they could easily change. It's a VIN number that has to be. Do we have someone in house that will be
057doing those inspections? >> We do. We do have a safety inspector and they can be assigned to uh look at any of our contractors on any particular day. So, yes, we do have a person um in transportation department, Mark um who um is our safety inspector and does does do those things. Do we know how many vehicles they have that are available for the district? Which >> I do not recall that off the top of my head. >> Which means on top of the uh cont the contracts, they have to set aside an X amount of vehicles in case of any breakdowns. That's part of the bid. I'm not I'm not sure we know the number of vehicles that this company has, but we know the this the company has enough vehicles for us and
058the need that we have for them. >> Yeah, that's the question is that besides the vehicles that are actually riding, every company has to set aside a certain amount of vehicles that's in the bid. >> We do not know the answer to that and that's not something that we ask in an RFP as to how many vehicles they have. >> It's part of the bid. It's in the bid. Well, then then it's then it's in their bid response, but we don't have the bid response here. >> My understanding is that the analysis of the bids when the transportation companies bid, they're analyzed and determined if they meet the qualifications set forth in the RFP. I have >> but the RFP says very specific that on top of the vehicles that you're let's say you have
05915 packages and you need 15 buses to ride on a daily basis there must be an X amount of there's a ratio for that X amount of vehicles set aside and in case there's a breakdown that [clears throat] the district shouldn't lose out >> right >> it's in the RFP >> yeah no >> the question is do they meet that standard >> we have no reason to believe they do not they would not have been awarded the RFP if they didn't right They're only awarded right now. Nobody's It's not part of the amendment. >> No reason to believe that they did not what I mean >> have the amount of buses necessary to be awarded the RFP. This is >> Oh, no. No. They have more than enough. Yeah, >> we've communicated with them. We
060had a nice long meeting with them. Their lawyers present. Ours ours was present. They have more um buses than they need to serve our district, right? And so they have to um they have to submit a report every um month um indicating that their safety rating and they have to give us a list of all the buses that they're going to be using and those buses that have passed their safety rating beneath the 25%. >> Yes, we know they have a lot of vehicles because they're a New Jersey company. They have vehicles that the question is if it's DOT approved, those vehicles have to be DOT approved. >> Yeah. >> Right. So, so I think >> my my I don't get involved in the RFP process as you can imagine >> or the award process,
061but I have to believe that when the award was made, the folks in the district and the transportation department who analyze the various companies that come before it requesting to be considered are looked at to ensure that they meet the necessary qualifications that we have asked in the RFP as well that state the state asks of these companies. So at at this juncture, we have no reason to believe that they don't have what is required by the RFP and by state law. The only thing that is being looked at for this amendment is further really beyond what the RFP was because we had an initial question about Omar and now we're rectifying that issue and actually they're agreeing to provide us more than was originally asked for in the RFP which is only good for
062the district verification that they have these buses how many are are certified and and what the vehicle list is and so on. So this is being presented to the board for its consideration to enhance what was previously approved for Omar >> and could we know why what brought up that we had to do this amendment >> when they realized that they did stuff that they weren't supposed to because otherwise why did we amend all of a sudden their contract >> there there was in the initial analysis of them as a company it was presented that they did not have the proper number of buses that were qualified to be on the road. >> That was two years. That was two years ago. >> That information was completely wrong. So the analysis of that in the
063when that was initially analyzed in the transportation department was done incorrectly. This cor we now realize that was not right. So this is that and they were the lowest responsible bidder. So if either Eric or Matt or Anna have further details they want to share but that's the concise answer. What was done in the transportation department when this bid originally came in where the question came up with Omar was done incorrectly. So this is now we re we've done a new analysis realize they are the lowest responsible bidder have the requisite number of buses and for lack of a better way of saying it this amendment is sort of a belt and suspenders for us benefits us more but it also allows us to use them as the lowest responsible bidder. So it was wrong
064in which sense they were better or they were worse >> bet reading this it sounds they were worse because we are taking drastic measures something we didn't do with anybody else >> right so >> so part of it had to do with the fact that um inspections of buses runs from a April 1st to March 31st period of time >> inspection in that's no inspections are six month from wherever they done. >> the last time it was done was 3:31 when the buses originally were put forward. They had not all yet been inspected. Most of their buses are brand new. 25, you know, the 25 model buses, but had not yet been inspected. So, it appeared as though they didn't have enough buses that were inspected. That was inaccurate. So now when we relook at
065it correctly, we find this was they were in fact did have an accurate proper number of buses that were inspected that could be on the road. But the analysis that was done initially, I believe it was two years ago, was was incorrect. >> Something doesn't add up. If they were better than we expected, why are we doing a amendment that we could terminate the contract if they failed? This was the resolution that was reached between us and them to ensure that we had what we needed in terms of safeguards with respect to their buses and to ensure that they were provided this contract as they as as was originally thought they would be. Something is missing >> in terms of I want to go to um number four. Uh just the community advisory committee. I
066made note here. I read that it said that um no committee members recommendations were received from the board and I do want to say that I did send in some recommendations. I emailed um and I have the email I I screenshot it where I did give three names by the way for you know consideration. >> Okay. So I did not get that information. Kathy, did you >> I don't recall it. >> Yeah. So um are of the three names are one of those chosen were one of those uh recommended >> looking at the list not one. >> All right. We'll have to um >> So, I just want that on the record because I did I did send recommendations. >> Can we Can we um >> Can we add Kathy? Can we remove it until
067we get some >> We will. >> Anna, I we can add additional names to it if you're willing or we can take it off and put it on next meeting. Your your choice. I'm fine with adding a name. Yeah. No, not a problem. Not a problem at all. >> So, would you like to make a recommendation? >> Perhaps we should pull it and then talk. We should talk to Vice President Miguel after that. >> Yeah. >> Okay. M Mrs. Miguel, could you reforward that email to both uh M Rusco and myself after tonight? Thank you. >> Okay, no problem. On item number six, external audit report. Are we getting a briefing on this report? >> I'm sorry. >> On the external audit report, are we getting uh an explanation or a briefing or any information
068on it? >> External audit report. Eric, >> yeah, I thought that Tom was there. Oh yeah. >> Good evening everybody. Uh hi. >> So we actually met with the audit committee uh including Sean uh last Thursday to go over the financial statements and the audit in more detail. This way we could really have a very robust conversation about the district's finances and certain different items that we came across during the audit. This way we could address those questions ahead of time if there was any concerns. this way we could make any revisions to the report and go through any question in detail but I'm here tonight to give you a brief version of the results of the audit for the year ended June 30th 2025 uh we are planning on issuing what's called a cleaner
069unmodified opinion on the financial statements essentially that's the highest level opinion you can receive meaning the financial statements are fairly stated uh we also did an audit of the extra classroom activities reports that is also going to be received giving a clean unmodified opinion. Uh typically at this time we also have a third audit called the single audit. It's the audit of your federal awards to make sure that they're in compliance with all the federal laws and regulations. Uh we unfortunately we can't issue that at this time because the documents from the federal government they usually release in the late summer have not been released at this time. So that that will be released as soon as we can but it's just because of a little bit of administrative hold up on that end. Uh
070just to go through some of the financial results of the audit, the general fund did have an increase in fund balance in the from the prior year of approximately $2.7 million. Now that puts your fund balance at June 30th at $74.8 million. Uh we do have to point out that we do have one finding in relation to this. your unassigned fund balance, which is essentially your total fund balance a less any amount you put aside for reserves. That amount, that unassigned piece, can only be up to 4% of your subsequent year's budget. Now, right now, that number is sitting at 10.9%. And really, that is a function of some reserves not being fully funded. that those only increased in the prior year by interest earnings. But having spoken with management, there is a plan to
071go forward with that to fund some other reserves. But I do like to point out that the total fund balance as a percentage of this next year's budget is approximately 21 a.5%. That's typically where you want to see your fund balance as a percentage. Uh it's essentially two to three months of operating expenses. So, I would say the district's fund balance a year on right where the total fund balance is right where you want to be. Uh, just from a couple other highlights I do want to point out is that the district has received a large amount of COVID grants over the past few years. You did receive a total of $216 million and as of June 30th, 212 million of that have been spent. So, you just see that that one time extra funding
072from CO is nearly gone. There's only $4 million remaining at June 30th. I just like to point that out because that is a oneshot deal and we're not going to see another round of those coming through. There's a couple other items that we do need to point out is we did have a couple other findings in the current year. Uh one of them is a repeat from the prior year is that we had did have a couple of adjustments to accounts payable what year expenditures go in. Uh but I do really want to point out with that finding is it showed a lot of progress from the prior year. Now last year it was there was a lot more adjustment we had to make but this year was only a couple of them. So I
073think that the district is moving forward in the right direction in regards to that comment and we did have one other prior comment in regard to personnel files that a lot of information that we request or were looking for we could not locate. It was a lot of the employees have been with the districts for a long time but management has moved forth a digital platform for the personnel files. So we are able to find all the information for newer employees but because a lot of the employee files are relate to older employees that information is still not there. So we do have to repeat that as a current year finding but I do want to point out again that the district is moving in a positive direction in regards to that comment. And we
074also did have a fourth finding the prior year in regards to claims auditors approval missing from certain expenditures. Uh we are clearing that as a current year finding because we did not come across any cash dispersions this year that were missing that. So overall I really want to point out that the district even though there are a couple findings here is moving in a solid direction. The audits have gotten a lot smoother every single year that we've been here. So I really want to thank Eric and his team for making that possible. >> Yeah. Thank you Scott. Um h how is it that last year uh >> question I asked >> in the audit report we had the unrestricted fund balance increase approximately $ 35 million and we were told this was due to vacancies
075that are not filled this year in the middle of the year we heard I think it was June and July that most of these vacancies weren't filled in 2024 as well and now the in this report they only see 2.7 increase in unrestricted fund balance. Where is the difference between 2.7 and approximately 35 million >> uh for vacancies? I can't speak to to that. Eric, I don't know if you have any information on that. >> Yes. So the the the the difference in the the the amount in total has to do with with not only um expenditures but also with um revenues. Okay. So yes, there were unfilled um positions. Um and then in the current year's budget, we have obviously added many more which we went through during the budget process. But um one
076of the things that um uh you also have to take into consideration both the the increase in um revenues as well as um not spending all of your um not spending all of your expenditures. So the delta in between the two uh was reduced uh greatly during the 20. Remember this is the audit of last school year. So this is the 2425 school year. Um uh when when when all was said and done um the uh the total revenues exceeded the uh total expenditures by uh the number that was just under three 3 million. >> Another large piece contributing to it that there was a large amount of state aid that was received over budget. Uh we actually received $1.9 million of state aid revenue. That was the higher than your budgeted amount. So that
077is almost $2 million that contributes right to that bottom line. >> I I I didn't get it. I didn't understand. I'm sorry. All these vacancies from last year, they weren't filled. So we should have instead of 2.7 million in unrestricted funds, we should have we should have much more than that. And we only used I believe for this year's budget we only we only used uh I believe five $5 million from the unrestricted funds. So how is it the under that the unrestricted funds only increased by uh 2.7 million instead of 35 million that we were told in June July I believe it was June or July that there will be much more funds um not being out not being used over the year. >> I'm not familiar with this. We're >> are you I'm
078sorry. Are you saying that that we said in June at a June meeting in of in June of 25 that we were going to have a an additional fund balance of of $30 million again? >> If I remember well, yes, >> I I do not recall having that conversation. I know that there that there was talk of the fund balance going up to $100 million. I never verified that. I never said that that was uh the case, but um so I'm not sure where that where that um would have come from. At one point we was we were talking about over $und00 million in in surplus and and if I remember well we're talking it was unrestricted funds. Right now there's only 35 million in restricted funds to be exact. It's uh 38 million. I'm
079sorry. Unrestricted funds >> under under what? I'm sorry, I didn't hear that. Under what? >> I understand the general fund balance is about 74 million, but that that includes restricted funds. We were told there will be approximately 100 million unrestricted funds between the three between the three years. Again, I I I if I don't know who who said because it wasn't me that that it was going to go million. I do remember hearing others say that as well, but it was not said by me. >> That that was a calculation in a meeting in the spring. I think uh Trustee Gruber was kind of doing some quick math and and we were looking and saying, "Well, this could approach hund00 million." um that was thrown out there at the time, but that was not ever
080verified. That's why you have the the audit and and you do all the pluses and minuses. Um um and I I remember um there was some and I maybe Trusty Gruber you because you were doing some quick math there at the time and uh so well you know it could the fund balance could be $100 million but that turned out not to be the case. >> It it was based on what we were told that the actual cost of last year was versus the income and that was 30. Unless the cost went up after that. >> Yeah. And that was early in the pro. That was way before the end of the fiscal year before the audit. Um and that's why you you do an audit that you you close out the year. All the
081pluses and minuses and changes. >> So what was the actual total cost of last year? 30 something three uh 300 million something because the last one we had was like 291. the uh in the audit report the total expenses in the general fund last year approximately 323 million >> at that meeting we were told it was about 291 so this is why >> to be 291 or 292 something like that >> something in the 290s low 290s >> so somewhere some cost to another 30 million. >> So, so from June to to December, it jumped another 30 million. >> So, what >> you can't the the reason why you have an audit at the end of the year is to verify numbers. These are actual the actual numbers as opposed to numbers that are thrown
082around during the year that are not complete and not audited. That's why you have an audit. That's why you produce this report to tell you what really, you know, what where you actually ended up as a district. By the time all the expenditures, all the revenue is calculated um by accounting period and all the expenses are calculated. Actual versus budget. Okay. >> Um >> Okay. Um Sabrina, there was some issues in item number three from certificated personnel. Thank you. >> Thank you. that we wanted to correct. Can you point out which concerns you had so we can correct them? >> Well, yes. >> Clarifications. >> So, I know I know Winter Sports was supposed to start today. Um, I know we have a few coach positions on the agenda. Um, but I think I noticed
083that we also have about about 12 to 13 or 14 positions still not filled. Um, also for Chestnut Ridge, um, I noticed that the two head coaches that we have for boys and girls, there's been a switch. So, um, the coach we had for boys last year, we have it on the agenda for girls and vice versa. So, I wanted to see if that was correct. um and to see if the grades for uh the freshman basketball and wrestling varsity head and assistant the grades for those three position if those were correct because I noticed it was different last year. >> Do you want to take the first one >> with a follow-up question? But what is the goal to um fill all the coaching positions knowing that winter sports starts well started or should
084have been start should be starting this week? >> So I can answer that part in the the first question. Um trustee Charles Pierre. So um Ray Pepellardi our interim director of athletics was at uh Spring Valley today to help run uh open workouts for all of the activities that would have been set to begin today. um because there was a carryover with certificated personnel uh it it was easier for him to do that and have them there with him. Um so students may have we may not have done tryyouts today but there were still opportunities for workouts to be conducted under his direct supervision at Spring Valley. Um and in terms of the >> what about for Ramipo? >> So many of our student many of our athletic programs are merged for the winter. Um,
085and so I know that, um, what was happening at, uh, Spring Valley was in place for almost all of those students. I will check. Um, >> Ramo, we're still missing. Um, >> I see there was a resignation for cheerleading at Ramo. Um, we're still missing, I believe. >> Um, I didn't see anything here for the girls basketball team. Um, so I just want to make sure whatever we're doing, we're doing it on both sides of the, you know, in our district. >> Yes. >> Because it's, like I said, the it's about 12 to 14 positions throughout from high school and middle school >> that are haven't that are not uh presented on the agenda for tonight. >> Do you want to speak about the process? >> Sure. So, uh I guess about a month ago,
086uh positions had closed. The postings had closed, maybe even uh less than a month ago, positions closed for the head coaching positions. Uh the athletic director put together a uh process that included student representation as part of the development of questions, creation of a rubric, uh had uh school-based administration, as part of the interview process for all of the head coaching positions. Um, so what you see tonight specifically around uh the varsity programs is a number of head coaches being appointed this evening without assistant coaches or without JV coaches because once the head coaches are um approved by the board if uh if the board um so chooses to approve them, the head coach would then work with the athletic director to select the assistant coaches. So there was student voice and administrator voice under
087the direction of the interim director of athletics uh to select the positions that are posted this evening for consideration by the board. In some instances there may not have been a number of candidates to go through. Um and so there were incumbents that were previously coaching in in specific uh positions and for specific teams and that made the process a little bit easier. but where the process was a little bit more competitive with a number of candidates. Those uh recommendations are being made this evening. >> We've also committed to posting for every coaching position and for the spring season. Those postings will happen in the next two weeks so that we're not up against the start of a season and we can have things in place prior to this the season beginning. >> But could
088you please repeat the you had three people I think. Um, >> wrestling >> varsity head, varsity assistant wrestling. Um, freshman boys at Ramipo. >> Freshman boys. >> I just noticed there was a change in grade from last year. >> They they change a grade each season, each year. It's comes with experience. So, you start at a grade three. If you begin at a grade three, the following year, you'd be at a grade two. The following year, you'd be at a grade one. >> Okay. Just wanted to confirm >> confirmation on that. >> Yep. Thank you. >> Okay. Thank you. We have a motion and a second for items 1 through 12 with the addition of item number three, certificate of personnel recommendations from the consent and agenda items. All those in favor say I. >>
089Oh, I'm sorry. We're going to amend the motion. We're removing item number four. Right. The community advisory committee. So, we're going to amend the motion. Who made the motion? >> I believe I believe the decision was to leave it and they can amend it. Next meeting additional names. >> Okay. Can I Okay. So, we will not amend the motion. We have a motion second. All those in favor say I. And on oppose of motion carries. Thank you. Information reports from the board. Vice President McIll. >> I have a question. >> Oh, I'm sorry. uh on the agenda items or information reports. >> No, no, no. >> Just one second. Let's Vice President McGill is going to start and then we'll have >> Yeah. I'm just going to be really quick. Um I just want to
090um I had at the at one of the previous meetings, um I know that they needed someone to be on the committee for the teacher center, which takes place on Mondays. um I sent an email out um where I am no longer going to be able to participate within that committee. Um if I I felt there was a email that went out where um it talked about how you know board members your your responsibility of being at these um meetings for each committee which I understand so that's why and then when I took this role I was hesitant but no one else would of course step in. So therefore, I am I just want everyone to know that I am going to have to resend my participation with the teacher center committee because I cannot
091make every Monday. So I just want to say that for the record. Thank you. >> Thank you. Uh Mr. Feder, you had something? >> Yes. I wonder if we have any numbers on the absency rate in the district. >> Sorry, the what? the absenteeism individ what's the average >> we we can get that information for you u it would vary by by grade level >> okay can it be sent out to the board please >> it was supposed to be sent out after the last board meeting also with the organizational chart that we've been asking for >> yes I know the organizational charts are almost finished we're almost there um the absentee ju if you could just remind me and then we'll work and make sure that we have it. So, you're looking for absentee
092information. Yes. >> Yes. >> Uh I imagine grade level by grade level. I imagine that would be and maybe perhaps even building by building. We can look at it that way. Also, >> this question has been asked many times and we never get an answer. >> Okay. So, um Mr. Gandhi, we'll work on that together. Okay. >> Yes. Also was I was wondering of the 35,000 applications that were submitted by April 1st, how many is already in the system? >> Um, if the applications are submitted by April 1st, what was the question? >> From the application, the 35,000 applications that were submitted by >> April 1st, how many are in the system currently? We were having some issues with the data, etc. So, I think Mr. The federal is asking how many of the 35,000
093applications are in the system or and how many are not. >> I think that that's uh neither Eric nor I I don't believe we're ready to answer that today but we can we can look at that. So my understanding is that the applications start to become sub start to be submitted in January and must be it's before then they can start before I'm asking >> what is it >> talking about last year. No, it's >> so last year's were submitted. How many are was submitted last year is your question? >> 35,000 was submitted. How many was entered in the system already in the district? >> Well, uh I would have to look at that um carefully. We're looking at hopefully doing it slightly differently in January. >> We're talking about the current applications, not the
094one the new application in January. In this school year, in the preceding April 1st, we have 35,000 applications. So I think he's asking how many are in the system currently. This is nothing to do with >> all that receive um transportation clearly are in the system. If there are any if there are anybody that are uh any students that are not receiving transportation and that continues to be a concern then we may not have them. We would have to look into it >> not answering the question. >> I don't know what you mean by in the system. >> How many applications were entered? >> I I will have to look that up. So, we're happy to do that. I don't have those figures off the top of my head, but I'm happy to look it
095up. >> Mr. Feder, I think what superintendent is saying is that if the ch if the child is receiving transportation, that means that an application was entered. Is that >> No, it's No, no, no, no. The children got books just by numbers that the schools gave them. Same thing was with transportation. >> They're relying on numbers that the schools gave them. They're not relying on the actual applications that they got. >> All right. So we >> So this was our issue. You know, they only entered um 10,000 about two two months ago and since then we didn't hear anything. >> Eric, do we have any idea of where we're up to on that? Like just a rough number of like an estimate? I mean, I think it's I think it's a pretty straightforward question. It
096>> I agree it's a straightforward question. I think Anna answered it correctly that we don't have that with us. I'd rather not give uh information that's not correct. We can get it and and get it back to you. >> I I do think it's important information to have. I mean, because if the applications are not in the system, I'm assuming these children are not getting paid for or are they getting paid? >> No, that that is that is not correct. So, the the the >> that is not correct. Maybe I'm not understanding the question correctly, but the YPC students do not necessarily need to be input into the transversal system in order to get that transportation done. >> But but I think the question is when when is all the I mean when is the
097information going to be rectified like that? we we're confident and that there's no discrepancies in the the building etc. I mean I understand what you're saying. I know you said that you know they're going to pay based on but you know when are we going to get when is it all going to be in essentially I mean do we have an estimate? I understand you don't have the current numbers. Do we have an idea of when we're anticipating to have all the applications in the system properly and the correct way? Um I we again we are working with the consultant on um the the process that was used and potentially changing how that works. So uh again I' I'd like time to to um have the conversation with them as they have been doing all
098of that work over the past month and get back to you with uh without making a guess. >> According to the consultants memo, they're only working at 26 27. They're not working 25 26. >> That's not true. >> Well, read the memo. You'll see. >> Okay. Um, moving on. >> Before you move on, if I may share. >> Um, I just want to congratulate our East Rample marching band. Um, they've been on a roll the past few weeks. Um on Saturday, November 8th, the East Rample marching BL band placed fourth in group VA regional completion uh at Ellentown, Pennsylvania with a score of 85, which is their highest score in over 20 years. So congratulations to our Eastwware marching band. >> Also before we move on, I do would like to offer my condolences to
099our dear district Kathy who lost her half sister recently. heart goes out to you and our praise go out to you and your family. Very sorry. So, moving on to future meeting dates. Regular meeting is scheduled for December 9th, 2025 beginning at 7:30 p.m. right here in the PLC room in the administration building 105 South Madison Avenue, Spring Valley, New York 10977. Written communication. Since the last board meeting, the board has not received written communication. We'll now make a motion to enter executive session. Kathy, what are we discussing? Uh to discuss matters regarding possible employment of particular persons and also to receive advice from council on litigation with LLN and there we may take action following executive session. >> Thank you. Do I have a second? >> Second by Vice President McGill. All those in
100favor say I. And on oppose of stay motion carries. Thank you all. Have a good night. Did you get my text that >> they started? Okay. Okay. Would like to bring this meeting back to order. [sighs] Okay. I will now make a motion as follows. Where is the East Ramo Central School District entered a cont a contractual agreement with New Jersey based corporation Kraco Inc. doing business as language learning network Craco Inc. collectively parties for the provision of the language English language learning teaching services agreement and whereies a dispute arose between the parties with respect to the implementation of such and of the terms of such agreement and where is the district filed an action federal courts versus critical doom as language LLN network 72503319 suit in the United States District Court for the southern
101district of New York white plains division regarding terms of the agreement and where is the parties have reached reached a mutually agreeable settlement of all claims associated with above agreement and suit. Now therefore, the board of education of the Easter central school district resolves as follows. One, the board hereby approves the payment of the amount 125 says 150. But here it says 125,000. Should I cross it out 150? 150,000. Who gets the 25 >> now to Craco Inc. and following complete settlement of any and all claims associated with agreement and suit with such amount to be paid to Craco Ink no later than December 31st, 2025 in exchange for an executed stipulation of dismissal and agreeing such payment shall finally and complete resolve all matters as between the district and Craco Inc. Authoriz number two
102authorizes council to the district to enter into stipulation of dismissal with prejudice. Number three, authorizes council for the district to draft a settlement agreement containing all terms necessary to effectuate settlement of all claims authorizing corresponding payment as set forth in number one above. Number four, authorize the board president to execute a final settlement agreement for acceptable to the council of the district. Number five, authorize taking all action necessary to implement the terms of this resolution. Do I have a second? >> Second by Mr. Federer. All those in favor say I. and oppose of stay. Motion carries. Thank you all. I will now make a motion to adjourn this meeting. Do I have a second? Second. >> Second by Vice President Miguel. All in favor say I. And when oppose of stay motion carries. Thank