Take notice of this meeting of the Berkeley Board of Education given as required by the public act in accordance with the updated regulations on January 172. Berkeley
website building, Miss Bradford here, Mr. Dylan, Dr. Forger. Mrs. Jolly >> here, >> Mr. Morales, Mrs. Stanley, Mrs. Teruro
>> here. >> We have quum. >> Please stand for the flag. I aliance to the flag of the United States and to the republic for it stand indivisible with liberty and justice for
all to executive session opening act NJ provides the Public matters rendered confidential by federal law, state law, individual privacy, collective bargaining agreements,
purchased investment of public funds, public adversely. Tactics protecting employment employees matter. I have a motion to enter.
>> So moved. All in favor? I for an executive session at 6:30. motion to return to public session. >> So moved. >> Second. >> Bradford's first. >> The second. Uh voice vote. All in favor? >> I. >> I.
>> Okay. So, we're back in at 7:39. Can I have the report of the superintendent? >> Thank you, Madam President. All right. Sorry. Tonight, we are very excited and I'm sorry for my back people. Um, but we
are very excited to recognize um many of our uh student athletes here tonight, especially our softball team and our baseball team. And we appreciate you all coming out. And without further ado, I'll go over there.
Okay, we'll start with softball. So, if I could have um coach uh uh Lanigan come up, please. And then can I have um all of the softball players as well as any of the other coaches who are here come up and
join us Open up. Open up there. >> Whereas the varsity softball team of Governor Livingston High School located in Berkeley Heights, New Jersey consists of players
always >> start again. Whereas the varsity softball team of Governor Livingston High School located in Berkeley Heights, New Jersey consists of players Hannah Belaluchcci, Mia Busen, Leah Dasty, Abby
Deainy, Gabriella Donado, Paige Drenin, Adeline Figler, Ally Gardner, Isabelle Jolly, Katherine Clay, Addison Miller, Alyssa Monaco, Carly Feifer, Vanessa, Maggie Quinn, Lily Sandhome, Liv
Steinmet, and Luchia Excel. And whereas the team is coached by head coach Aaron Lanigan and assistant coaches Casey Warswick and Kristen Maher and manager Charlotte Keenan. And whereas the varsity softball team of
Governor Livingston High School captured the title of 2026 NJIAA North to group two sectional champions after defeating Hannover Park 5 to four at Hannover Park High School on Thursday, June 4th, 2026. And whereas
the team's tournament was highlighted by defeating Borhees High School in the first round 16 to1 and advancing to play Bernard's High School in the quarterfinal round defeating the Mountaineers 13 to 12. And in an exciting 12inninging thriller
where the Highlanders came from behind five times, the team advanced to the semi-final round defeating Caldwell High School with a score of 5 to one. And whereas Governor Livingston High School won the NJSIAA sectional championship for the third
time in school history. And whereas the team saw each of its members contribute individually to the team. And whereas the Berkeley Heights Public Schools community is very proud of the accomplishments of this team and its coaches. And now therefore, be it
resolved that the Berkeley Heights Board of Education members applaud the 2026 varsity softball team and congratulate the student athletes on an outstanding championship season. And be it resolved that a signed and sealed copy of this resolution be framed and kept on display
at Governor Livingston High School, signed and sealed this um the 25th day of June on two 2026. And there are individual um uh certificates for each one of you. So congratulations girls.
>> Natasha, you should go get a picture. Do that. >> Dr. Felry, you should Thank you everybody. >> Thank you. And now Coach Roof, would you please join me? And uh can the boys baseball team please
join coach and all the other coaches that are here please. >> You're on camera. Pretend you're a team and you like each other. >> They all >> right. So whereas the varsity baseball team of Governor Livingston High School
located in Berkeley Heights, New Jersey, consists of players Addison Adonado, Michael Basil, Reed Bazidlio, Bazidlo, Bazidlio, uh Owen Kio, Dominic Leesi, Matteo Loya,
Keith Man, Michael Natne, Ryan Papus, Zack Girtzma, Matthew D Radio, Raido, Liam Frra, Michael Donahghue, Parker Chatfield, Connor Jakabowski, Aiden Feldman, Jaden Fernandez, Michael
Healey, Noah Ornstein, Jackson Cromaldi, Matthew Canarak, and CJ Canagle Kantagalo. Did I say that right? Did I don't lie to me. Okay. And whereas the team is coached by head
coach Chris Roof and assistant coaches Jame uh Carellio >> Carello I did write it phonetically that way and I can't read it phonetically that way. Carello Chris Flynn Sha Flynn Matt Rego Brian Young and Jim Monahan.
Managers include Braden Trip, Michelle Espinosa, Abigail Espinosa, Sierra Isbirian, Hudson Mclofflin, Alex Trano, Alexandra Tranquil, Tranqu
Ellie, Tranquility, Tranquility, and Leah Shahedi. And whereas the varsity baseball team of Governor Livingston High School captured the title of 2026 Central Jersey group 2 sectional champions after defeating Allentown High
School 5 to4 at Governor Livingston High School in the final round. And whereas some of the highlights because there are so many that we'd be here very long time. Some of the highlights of the championship run include defeating Cinnamon Sun High School in the first
round 10 to1. Governor Livingston High School advanced to play Point Pleasant Burough High School in the quarterfinal round, winning 12 to four. The team advanced to the semi-final round and played Robbinsville High School and defeated them with a score of 9-2. And whereas Governor Livingston High School
won the Central Jersey Group 2 state sectional championship for the third year in a row and 12th time in school history. And whereas the team won the Union County Conference WA Chung Division with a 11 to1 record. And whereas the Berkeley Heights Public
Schools community is very proud of the accomplishments of this team and its coaches. And now therefore, be it resolved that the Berkeley Heights Board of Education members applaud the 2026 varsity baseball team and congratulate the student athletes on an outstanding
championship season. And now therefore, be uh and be it resolved that a signed and sealed copy of this resolution be framed and kept on display at Governor Livingston High School. Signed and sealed this date, the 25th of June, 2026.
>> Congratulations. Hold it here. Perfect. Thank you. >> Just a little. >> Thank you. >> Uh, real quick, I just want I want to congrats coach Lanigan, the girls.
Unbelievable season and great job win this section. It was exciting matter. So, let's clap it up for them again. Totally. >> Uh, and I just want to thank the board of education for for all you do. Thank you so much. Have a enjoyable summer because I know I will. I need a break.
All right. >> Yeah. All right. Well, thank you. Another round of hand for our uh athletes, please. Round of applause. All right. At this point, something equally as exciting as what we just
celebrated is just the strategic plan presentation. So, we have made it to the finish line. Um, we started this process back in September with uh engaging the community in um uh community meetings.
And now we are uh culminating this. I will turn it over to Jean Clearary at this point to recap the highlights and explain the book that she's presented you and then I will review the strategic plan. And good night and enjoy guys.
Happy summer. Yep. >> Uh and then I will present the um year one action plan. >> Okay. So thank you. It's a pleasure to be here and congratulations to all of your student athletes. That's always
wonderful. Um it's a little hard to follow, but I'll do my best. Um I have left a copy of the strategic plan final document with each of the board members. Um the superintendent as well uh with the president. I've left an extra copy.
Um, and the purpose of that is to really remember that we should be keeping this on the board table at all times so that over the next five years as you move forward through this plan, you can have it in the front of your mind because of all of the efforts that your community and stakeholders have put into it. So,
um, I know it's the end of a a busy year, so I'm not going to be here too long, but I promise, but I do want to just um provide this as a way to move on. um because while we did conclude the meetings um it's really just beginning the the work of the strategic plan and
um it really takes all of you to move forward together. So, just as a reminder for your community, the strategic plan was really an opportunity to create that organizational vision um and mission that really serves to have everyone in a
coordinated way working together um all of your stakeholders keeping student uh achievement and performance at the center of all of the work that you do. So it started with commitment um by the board to um present this as an
opportunity to engage with your community and get the input of um your stakeholders who are you know caring and concerned about um all of your students as they move through your system. So we
started the process of course with the state of the schools that Dr. Feltry provided to give everyone um the common information about all of the wonderful things that are happening here in Berkeley Heights and then looking at the um the challenge areas, opportunity areas and that's what really uh began
the work that we came together to do. So the what we really look for um the strategic plan to do from this point forward is to really create that waterfall effect to really align all of the planning and the goals at all levels
to be focused on those areas that came out of the strategic plan. So when we align the the annual district goals um and the board goals and all of the department goals, school-to-school, those bring everyone together with that
common vision to move forward and all of that will really help to bring efficiencies and optimize your resources to really serve your students um and student achievement. So the the um presentation of the state of the schools began the process. We
worked in small groups after that. Um the first meeting was about the strengths and challenge and opportunity areas. Um the second meeting moved into looking at the vision. Um you know aspirationally where would you like to see your students in five years from
now? Um and then bringing that work together in the third meeting to really um have everyone through the continuous consensus model that was applied through this process of people working together from the community to say you know what are those goal areas that should really
be the focus that should unite everyone's work over the next couple of years and um creating those goal statements and objectives which were turned over to the superintendent and the administration so that they can plan those action plans which you'll hear
about in a few minutes for the first year which is really the roadmap of ensuring that you're making that progress towards meeting these goals over the next couple of years. So I'm delivering it to you tonight. Um please take your you know time to read through it but keep it handy and the board copy
should be on the table as I mentioned just for um helping to refocus us as different things throughout the year can sometimes lead us a little bit astray or challenge us. We want to always tie it back into this. This was an amazing opportunity to engage with your
community, for your community members to be heard. Um they came in and um I know the first meeting and second meeting were challenged by people coming in um and being told that they couldn't sit with the people maybe they came with, right? so that they got to really hear
and work with community members who also were concerned about students and wanting to support students and a lot of connections were formed and people were smiling and talking on the way out of all of those meetings. So this is really also just the beginning of a way to
widen that circle to keep these people engaged and also extend that to other community members as you um continue reporting out on the progress being made towards these goals. Um the superintendent and administrative team will of course um own the action plans
and the day-to-day operations and and working with all of the staff um and be report and the superintendent will be reporting out progress for the benefit of not only the board but certainly your community as well. So we have just a summary here of the meeting dates and the amount of
participants. And what I do want to just emphasize is that while the groups may have been smaller that came out to participate, they represented a cross-section of all of the stakeholders, right? We were even fortunate enough to have, you know, a couple of students involved themselves
in the process along the way, which student voice is always, you know, so important. Um, so when we, you know, started this work and on all of the outcomes reports from all the meetings that I provided, you know, we want to keep the mission statement of Berkeley
Heights front and center. Um, this was an opportunity for the community to come out and keep that in mind and then say, we're doing great work, but how do we even go further from here? So there were three um goal areas that
were identified and will be the focus over the next couple of years. Um whole child development, academic excellence and lifelong learning and family and community engagement. Um these are really the pillars that all other work
should be um God bless you. um all other work should be uh tied to so that we really stay true and faithful to um seeing the progress for these. So just a quick um review for the benefit of the community that may watch this and uh see
this meeting. Um the first goal area and the goal statement were for whole child development. The first um one was meeting students where they are so that they can succeed or thrive in their own personal growth. And we really recognize um through the work of the community
that that was really a value to really meet um the whole child um beyond academics so that they are prepared to go about and be successful um when they leave your school system and graduate out so that they have paths and um ways in front of them and that they feel
fulfilled as a full person. Goal area two, academic excellence and lifelong learning. Surely Berkeley Heights has always valued um academic excellence and the goal statement that came from your community is to cultivate a rigorous modern learning environment that builds
academic excellence and student ownership of success creating lifelong learners who think critically. Um, and you know, I think those are important statements about um, it's not just test scores, but it's really a commitment to
um, being able to move ahead successfully um, and value learning that goes on even beyond the classroom. And the third and final one is um, a focus on family and community engagement. And certainly this strategic plan was a great step in that direction
to be bring people in who um maybe don't attend your board meetings or have had questions about um why some of the decisions and plans are made in the district and they have a better sense and a better connection to your schools now. So um the next steps for you as a
board are that you have this in front of you to retain. Um knowing that you'll hear in a little while from Dr. Feltree about the first year um action plans and those first steps moving through. Um going forward, there will be updates
that should be presented at board meetings for the benefit of your community and that constant engagement and and bringing people in. Um it should be listed as an item on the board agenda. So if people go online and look to see what the agenda is going to be for the meetings, they'll know that, oh, that might be one I want to tune into
because we're going to be talking about that. Um it should be also an annual report um so that you know at the end of each year that you know how far we've made it through this year is kind of spoken about and um this final plan can
uh be posted up to the uh website also so that it's in the tab and people can refer to it either now or over the next couple of years just to see all of that. So, one of the things I just want to leave you with and we all know the importance of good communication is this
has been a wonderful um opportunity and I really want to thank you for the opportunity for myself to work with the board and the community on this and to see the passion and concern that everyone has for your students. Um, and all the best intent of of making what's
already great even better. Um, but just remember that we want to widen that circle and really invite people in. And the people that showed up after long days of work and commitments to do this work with us, um, showed, you know, really a commitment. Um, so those are
your allies to help get the word out about the great work that you're doing as a board team, um, and the great efforts that you're making to support your students. So, at this point, I really just want to thank you all, first as board members for all of the work you do throughout the year to serve the
students of Berkeley Heights. Um, and for also this opportunity to to do this work um is work that I love to do um to help you um you know, more fully engage with your community in the service of your students. So that I have if anyone
has any questions for me otherwise I'm going to just wish you really a very um wonderful summer and hope that you get to uh you know refill your tanks for the busy next year ahead of you. Okay.
>> All right. Thank you. So, as Jean just presented, um I'm going to go through the action plan. Some of this is going to be redundant. You guys are aware of it, so I'm going to skip through it. The presentation's on the website for the community who, um, you know, want to go deeper into it. But we
didn't build this plan in a vacuum. Um over the past year, we've engaged with parents and staff in three different community meetings uh to look at our strengths and challenges, envision what we want the district to look like in five years, and map out our goals and objectives for this strategic plan. This
roadmap is a direct result of those conversations, ensuring that our direction is aligned with community values and that was very important in the start of this process. This plan is anchored in three pillars
and actually Gina and I didn't talk about this uh when she said the word pillars I was surprised but it is anchored in three pillars to promote student success. Goal one ensures that every student feels they belong. Goal two pushes them towards excellence and
goal three creates a two-way street between the district and our families so that we can form a strong partnership. Um together these three pillars form a cohesive plan for whole child academic excellence and a thriving district. A
powerful combination in order to support our students success. As Jean stated, goal one is about whole child development, meeting students where they are. Um we know that a student cannot reach academic excellence if they don't feel safe, seen, and
supported. This goal focuses on internal regulation, executive functioning, mental health to ensure our culture is one where every background and ability is celebrated and so that students are positioned to be ready to learn. In year one,
uh our focus for goal one uh are to expand our zones of regulation skills and lessons to provide consistency across schools. We will also be using climate surveys to move beyond anecdotal evidence and get real-time data on how
our students feel about their environment, allowing us to be proactive versus reactive. For goal two, academic excellence and lifelong learning, we are maintaining our tradition of high standards while modernizing our approach. We want a student- centered environment where
learning isn't just about passing tests, but about finding personalized pathways to future success, whether in higher education or careers. We want students to be engaged in productive struggle to become critical thinkers, problem solvers, and informed citizens. We want
students to become producers, creators, and cultivators of their learning as opposed to consumers of information. The referendum will also support this goal by providing modernized learning spaces to help our students thrive. For goal two in year one, we are
focusing on these four areas. Universal design for learning, affectionately known as UDL, because we just need one more acronym. In education, our primary action is to redesign tier 1 instruction. By embedding UDL principles, we ensure that rigorous
learning and necessary supports are provided by design for every student rather than waiting for additional services to be provided. This will strengthen our tiered systems of support, inquiry based practice. Um, we're continuing to shift our pedigogy
by providing two focused professional learning opportunities for our staff. The goal is to move beyond passive learning, ensuring students own the thinking, discourse, and problem solving process in every core classroom. We're also working on normalizing
reflection at the secondary level. Reflection is key for students to be able to understand what they know and understand and how they can transfer their learning to new situations. For our secondary students, we are normalizing self-evaluation and feedback. We are introducing two
professional development sessions on these practices aiming for 80% of the staff consistency in grading and assessment to help students take responsibility for their growth. The 80% comes from our core courses because our
electives don't necessarily have more than one teacher and um with one teacher they should be consistent but we need to make sure of that too. And then data and operational ownership. We are evolving our data culture by training staff to analyze student growth data and shifting
the focus of our meetings to engage the students in the conversations to go back to the other one to help them understand where they are in their learning journey and know what goals they need to set to get to where they want to go. And we're shifting um uh simultaneously we are
building consistent accessible departmental procedures with direct staff input so we can get to that consistency that we're trying to get to. For goal three, family and community engagement reimagines our relationship with
parents. We're moving towards a partnership loop. This means communication isn't just about sending emails. It's about inclusion and mutual support, about engaging parents in conversation as we continue to move forward. When we understand our roles,
each of our roles in our partnership, we can work together more productively. Um, when families are empowered with the pertinent information and they feel heard, our students perform better. So for year one to support goal three,
we are auditing our communication methods to help ensure communications are targeted, timely, and relevant. We want to promote balance in communication so parents are informed but aren't overwhelmed. We hold many community events throughout the school year, and
we'll be analyzing these to identify the more successful ways we can generate partnerships and engage families. So in a nutshell is this slide. Implementation is starting very soon. This summer the administrators are
engaging in relational training to position us to best build lasting trusting relationships with all stakeholders. This training will also help us one uh help us understand one another as a team and how we function as a team for student success. This fall
will be spent gathering audit information and baseline data. Professional development will be provided to staff in the fall and the winter and in the spring we will be able to then plan for year two. Please keep in mind that the goals outlined um and
in this presentation span five years and um the board has the blueprint for the projected plan for all five years. This is a living document and as we meet our milestones, we will either, you know, speed up or slow down what we need to do
in order to accomplish all of this over the next five years. And then we will be updating the strategic plan section of the website um uh and just for the community to know that's that's where it's located so that
we can communicate and track our progress and be open and transparent. um where we are in the progress. Thank you for your time. >> Thank you. >> Uh thank you um Dr. Feltree. Um and I
you know personally appreciate the metrics um that that are there. So thank you for that. Um I do have um a question um and and maybe it's not a year one item but um I know that we've um often
discussed surveys, right? Um so in goal three we have a survey to families to see how how they prefer to be communicated with. >> Right. But what where in the plan or will there be in the plan um any sort of
um surveys out to parents about other things right about um you know uh about I don't know how their student you know did so the parents can tell you in an honest format right just feedback right maybe nothing was wrong and maybe
everything was great but just so you're even receiving both maybe some you know things to work on as well as positive positive feedback. Um or you know, we've surveyed uh parents um you know, we did surveys when we did the referendum. We did surveys quite a bit, but we don't
really survey um families about like academic experience. At least to my knowledge, we don't. Right. So, um it would be good to maybe include that in the communication portion of both three as well.
>> Thank you. Any other questions? Just want to say right so this is the strategic plan for five years but we will be receiving district plans for this year that right are inclusive of this we should see that >> district goals >> yeah I'm sorry y
>> district goals um that would be in August September when the >> Yes August >> okay so the community should look in August that will be our district goals for this year based off of our fiveyear plan. >> Yeah. Based off of what I presented tonight. >> Exactly. >> So, yes.
>> Just so everybody realizes like they're two different things, but >> but it's all going to be connected. Yeah. So, um the strategic plan is the lens through which we develop our district goals. That's the lens through which the district professional development plan is developed through
which the individual um admin and staff professional development plans are through and also through the lens um with which we're going to be looking at the budget. And you will notice in the action plan portion um I put green
dollar signs on areas that I identified as we are going to need commitment in the budget if we're going to actually accomplish it. So and I think I noted referendum on the parts where the referendum was going to be contributing to that. So,
we're going to try to remember I'm looking at my business administrator board secretary to help me that we can really know on agendas when the when agenda items are tied to the referendum and or the strategic plan. So, we can
just be um very intentional and overt about it. All right. And I just have one more thing. So, so June always brings a unique mix of high energy, reflection, and anticipation, at least for me. Um,
watching our graduate c graduates cross the stage last week, seeing the pride in our family's eyes, and witnessing the joy of our second grade students during their end of the year celebrations reminded me deeply of why we do this work and especially why I am committed
to this work. An extraordinary school year doesn't happen by accident. And tonight, I want to extend my deepest gratitude to everyone who made this year a success. To our board of education, thank you for your unwavering
leadership, governance, and dedication to our district's mission. Your support ensures our schools have the resources and direction necessary to help every student thrive. And I appreciate you all. to our educators and staff from the classroom to the front offices, the
cafeterias to the bus loops, the maintenance bays to the counseling suites. Thank you for showing up every day with passion, patience, and a commitment to excellence. To our students, yes, to our students, thank you for your
curiosity, your resilience, your creativity, and for making our schools such vibrant places to learn and grow. You have inspired me all year long as I watched you learn. Um, the board may or may not be aware that I do walk and talks on a monthly basis in the schools
and I am known as the woman who roams the halls, the woman who walks around with Mr. D. Um, and there was one other one that I can't think of at this at this point, but um, so I appreciate the students
recognizing um, uh, that their learning is important to me and to all of us. So, and then to our families and community partners, thank you for your tr Thank you for trusting us with your children and for
partnering with us to promote your child's growth and success. We've enjoyed watching them grow and thrive, and we are truly stronger together. And thank you all. Oh. Oh, wait. Sorry. While our campuses will be quieter over the next two months, our district team
will remain hard at work preparing our facilities, overseeing the start of the referendum work, which we've made some significant progress on today, refining our curriculum, hosting summer camps and events, and welcoming new staff in August for the upcoming school year. My
highest hope for all is that this summer brings a muchneeded opportunity to pause, reflect, and recharge. I encourage everyone to step away from the screens, spend time with loved ones, find a great book, find a great book, and enjoy the slower pace of the season.
Thank you all for an incredible school year. Have a wonderful, safe, and happy summer. And this concludes my superintendence report for tonight. >> Thank you. Um, resolutions one through two. All board
members, do I have a motion? >> So moved. >> This is Bradford's first. Can I have a second? I'll second. Mrs. Jolly is second. Discussion. >> Congratulations again. >> Okay, Madam Secretary. Roll call,
please. Miss Bradford, >> yes. >> Mrs. Stanley, >> yes. >> Mr. Morales, >> yes. >> Mrs. Jolly, >> yes. Mr. Dylan, >> yes. >> Mrs. Akiri, >> yes. >> Dr. Forger, >> yes. >> Mrs. Terrero, >> yes.
>> Motions passed. >> Board of the business administrator U board communications. >> Well, as on the agenda, I am pleased to announce that Antonio Centurion has officially accepted the position of head custodian at Mary K. McMillan. Antonio has been successfully serving in this
role on an interimm basis since January and we are excited to have him permanently leading the building. His dedication and hard work have been evident through his time in the position. Congratulations are also extended to Michael Gascarini who will assume the role of head custodian at the Columbia Middle School in August
following the retirement of Ted Mazinski. We wish Antonio and Michael continued success in their new leadership roles and thank them both for their outstanding service and commitment to the district. Our new transportation supervisor, Greg Cohen, continues to settle into the district and has been
working closely with families and staff to prepare for the upcoming school year. This is a reminder that the subscription busing portal closes on June 30th, 2026. After that date, families interested in subscription busing should contact the business office to be placed on the wait
list as space permits. Transportation information, including bus pass distribution and add and additional back- to-school updates, will continue to be posted on the district transportation website throughout the summer with bus pass information expected in late August. The business
office remains focused on successfully closing out the fiscal year. This is an especially busy time and I would like to thank the entire team for their hard work and dedication as we complete year-end financial activities and prepare for the new school year. And on behalf of the entire business office, we
wish everyone a happy, healthy, and safe summer. We look forward to welcoming everyone back in September. >> Do you have any board communications or anything? >> No. Okay. Thank you. Comments from the public on agenda items. During this portion of the meeting, district
residents and staff are invited to address the board of education on agenda action items only. The board requests that individuals state their name and town of residence or school of attendance for the record. Additionally, additionally, all in-person public commenters are asked to please sign in.
All comments should be directed to the board president and depending upon the nature and complexity of the question. It may or may not be answered during the meeting by the administration. If so, the SP response will occur after the public portion of the meeting has concluded. Although the board may not
respond to all items raised during the public forum, all public comments will be considered. The board asked that members of the public be courteous and mindful of the rights of other individuals when speaking. Specifically, comments regarding personnel matters are discouraged and cannot be responded to
by the board. Students and employees have specific legal rights afforded by the laws of New Jersey. The board bears no responsibility, nor will it be liable for any comments made by members of the public. Please note that if any member of the public becomes disruptive during the meeting, the board president may
terminate the participant statement. Continued disruptions may result in removal from or adjournment of the meeting. Each speaker's statement will be limited to three minutes in duration. I will take in-person comments first and then we will move over to online comments.
Is anybody in person like to speak? Okay. Um it looks like we have some people raising their hands. online. Can you please promote one of them? >> Hello. Can you hear me? >> Yes, please.
>> Hi, this is Rama Castori. I live in Berkeley Heights. Um, based on tonight's agenda, it looks like 26 students are enrolling full-time in UCBTS next
year. And combined with those attending private schools, it appears to me that more than 20% of this year's graduating eighth grade class may not be attending Governor Livingston. Um, so just based
on these numbers, which I know might fluctuate or not be 100% accurate, but hopefully in the ballpark, I had a couple of questions. Um, first, can the administration confirm the total number of students choosing an alternative to
JL this year? And similarly, can the administration indicate whether this level of attrition has increased, decreased, or pretty much remained consistent over the past several years? Um second, what analysis, if any, has
been done to understand the reasons driving these famil family's decisions to leave and more importantly, what specific steps are being taken to address those factors and improve student retention? And then finally, how
does the board intend to monitor progress on this issue? What data, what benchmarks are you going to use to ensure that retention efforts are actually improving outcomes over time? And given the scale of this attrition,
particularly for this year, and I'm assuming this will be a pattern going forward, I would urge the administration and the board to treat this as a priority issue. Thank you. >> Thank you.
Um, can you please promote the other person? Thanks. >> Can you hear me? >> Yes, please go ahead. Yep. >> Uh, John McGuz, Berkeley Heights. It was nice to have somebody go on before me. That was great. Uh, and those were good
questions. Those were really good questions. Um, so let let's talk about why testing is important because I feel like it was minimized a little bit in the speech. A proficiency test is about
how well a school is teaching. It shouldn't be minimized. And in the first round of parent feedback in the district's own survey or whatever data thing it took, uh, concerns included math program changes, testing scores, instructional
cons. So don't put this on students proficiency tests. What the state is testing is how well the school is teaching and we want to know that right and those should be in the strategic plan. So that's not there. What we have are go
and I know this is year one and year one will turn into year five. Like five years ago year one turned into year five and it's still not happening. So the goals that we have there, well that was a Peter Brady moment. The goals that we have there, completing training is a
goal. Collecting communication preferences is a goal. Collecting communication preferences is a checkbox. It's a popup that shows, hey, do you want to be communicated by email? What do you want? And emotion regulation is a behavioral
health goal. And I've had that goal actually in a lot of the programs I used to run. If that was the only goal, I'd be laughed out of my funding sources office because like, okay, so your kid's able to identify a zone. So, what are you
going to do with that? Like, does that translate into any meaningful, objective, concrete thing in terms of suicidality? Does it translate into school achievement? I've had more school achievement pro uh goals in my behavioral health programs than this
strategic plan has for a school. Like we would have goals like students would achieve like if a kid was getting a C a B. You know I you keep running away from this. It's nowhere on this document. We've been talking about this for 10
years. What are you so afraid of? Why can't you put a number indicating how where is your level of confidence in terms of our kids passing proficiency? Meaning your level of confidence in how well the schools can teach. That's what proficiency is.
That needs to be on this document. It's ridiculous to me. I have you ever guys hear about the 12 tribes? It's a fundamentalist Christian group. The end of the world, according to them,
can't happen until each tribe produces 12,000 celibate men. There's more evidence that they're going to achieve their goal than this strategic plan is in producing our achievement. Not saying it's a bad plan. I don't know the details. There's
nothing in here that gives me any confidence to answer the question of why our kids are going to vote. It's because of this. We're going in circles. more questions. Some of the policy changes are actually pretty good. However, it seems like the
superintendent is getting less and less responsibility and accountability in a lot of them. Why? Also, why do our staff have to take pictures of our kids? How are you going to police that? How are you going to police that those pictures are removed from devices, not put in
Dropboxes, not put in Google Drive? You might want to say, "Oh, our teachers wouldn't do that, or our counselors wouldn't do that, or our administrators wouldn't do that." I have years of institutional abuse data to prove otherwise. I I don't know what's going on, guys. It It's just not being thought through.
Have a good night. Enjoy your summer. >> Thank you. Okay. So, before we proceed, um I don't know if there's anything you want to respond to with any of those questions or if there's any information you have right now.
>> I don't have any information at this time to be able to, but we'll we'll we'll gather the information and I know her name. I have her email address. I can respond. >> Okay. My only ask would be to include Mountainside in that evaluation. Why
students are coming to GL? Right. Let's not have a BA Berkeley Heights only question. >> Um I just have a question. I know there was a survey question that was going to go out to parents of students who are not enrolling in GL. Did it go out Dr. Mark?
So, as we discussed last month or month before last, um there is going to be a survey that is provided to both students who chose to attend a school other than GL both this year and last year per request. And so that is going to be
qualitative data that we are going to take and Mountainside will be included in that as well. Absolutely. But we are wait still awaiting the full list. While we have the list for UCTVs, we're still awaiting some of our other student responses. And so our plan is for that to be disseminated in late July.
>> Late. But you do have the list for last year though, right? >> That is correct. >> Okay. But both the both the sets of parents and students will be >> It will be disseminated at the same time. >> Yes. Thank you. >> Sure. >> So you have the list of Mountainside students who decided to go private.
>> No, we do not. Go ahead. I see. No. Uh, so no, we do not have that this year. That's more that's additional data that we have to collect. >> Do you need help getting it? >> No. No, we can get it. >> Okay. >> Yeah. >> Thank you. >> Check. Make sure my email's on there. If
you want to validate, right? Because I'm in that list. I I would have received the survey as a parent of a child who decided not to come to Houston. >> You will when it goes out in late July. That's correct. >> Okay. Perfect. Yeah, I think it's uh varies. I think the list should be there
because anybody who's promoted from 8th grade in CMS and in Mountainside, their records automatically get transferred to GL and if a parent wants to transfer out, it goes through the counseling department here. So, >> it's a withdrawal, correct? >> Yes. Yeah. Yeah. You should have that.
>> So, I just want to confirm those emails are not just going to the students. They're going to the parents. >> They are going to the parents only. >> Okay. The parents only. >> That's correct. Can I ask why wouldn't we send it to all students um even the ones coming to GL
like what what influenced their decision right because I think right I I think I've said this before is I think as our community changes um I do think GL becomes an option right not the
only option right it becomes one of many options in this area um and I do think it's good for us to know like why are students choosing GL? Um why are students choosing other places, right? I think all of that data is helpful to us, right? Um not just why are you leaving?
>> No, I agree completely. So that would be something that would be done through the school. So I'm happy to talk to Miss Barry about that. >> Yeah, I'm just surprised to hear that it's only going to students who we think are not returning. Um and we've had students leave and come back, right, and they've decided not to stick at where
they went. Um, and we've had the opposite. We've had students start here and then, you know, decide to do something else. So, we've had a little bit of everything. So, for me, right, I think the data I would like to see the whole data, right, because I do, yeah, I do think >> at this point many families are ch like
they choose either Union County or private school or they choose GL. Like I do think it's now a choice, right? Not everyone has to go to the public school in our area anymore, right? That's just I think it's changed, right? It's changed the way public school is.
>> Um so I would be interested to see all of that data together. That's I sure >> it might also just to kind of add on that not for this initial data collect but um as something moving forward if we
do have a family leave the district or a child leave the district in second grade in fifth grade whatever >> maybe actually trying to get feedback on them. Maybe it's they're moving, maybe they're going to a private school, whatever it may be. But I think as we
move forward, I mean, your initial data collect is really obviously >> what's going on between the middle school and the high school. But I think it's also important to kind of collect that data. >> I agree other way. >> I agree, Miss Trarero stepped out. So I'm not sure if that
discussion was included in the curriculum committee minutes that went out to the board, but that was a discussion in curriculum committee. And so this survey is going to become so after the initial data pool will become part of the withdrawal process across schools. >> That's great.
>> Anybody else? Okay, let's move on to minutes. Resolution one, all board members. Do I have a motion? >> So moved. >> Mr. Bradford's first. Second. Mr. Jolly is second. Uh discussion. Madam Secretary, roll call, please. Miss
Bradford, >> yes. >> Mrs. Stanley, >> yes. >> Mr. Morales, >> I want to abstain. >> Mrs. Jolly, >> yes. >> Mr. Dylan, >> yes. >> Dr. Forger, >> yes. >> Mrs. Trarero,
>> yes. Motions pass. >> Finance resolutions 1 through 32. All board members, resolutions 33 through 35, Berkeley Heights only. Do I have a motion? >> Wait, wait. There's an addendum and I also like >> I'm going to bring it up. Yeah. Once we once we move this forward, I'm going to
bring it up. >> We have to vote >> note the addendum items that were voted. >> I But I thought I had to do the motion first and then >> No. So, you got to read it like this. >> Oh, I'm sorry. Okay. Thank you. Okay. >> Sorry. I didn't understand what you're
saying. Okay. So, resolutions 1 through 32 and 36. All board members. resolutions 33 through 35 and 37 through 38 Berkeley Heights only. There is one little quick modification I just wanted to point out on here under uh 37
it should read Colombia Middle School >> in the title >> on the in the title not Governor Livingston High School. >> Thank you. >> Okay. >> So moved. >> Second. >> Miss Stanley's first, Miss Bradford
second. uh committee reports. Um finance and facilities um the finance and facilities committee met on this past Tuesday. Um and we covered the following agenda items. Um obviously we looked at uh the agenda
items on that you'll see in the main agenda and discussed um you know a number of them. Um so I might be getting the numbers wrong um if the agenda is shifted slightly but um I think we'll get the gist. Um board secretaries
report attachment D would discuss page three of the attachment that shows available budget after transfers expenses and incumbrances. U wanted to understand how that number will hold up that number that says um that it's available. Um, Miss Nicholson confirmed
that there is um no resolution and we'll see there's no resolution to move funds into reserves as there was in the prior years. Um, the treasures report um the BA confirmed that the assistant BA prepares it and the BA approves it.
Um, number 10, we had the reestablishment of the student activity accounts for each school. Um the uh this is a a resolution that happens annually but the action item is um for the BA's office to provide a documentation of source of funds. So for example,
activity fee could be funded by parking fees. Um and then what these accounts are used to purchase. There's also a student athletic account or there there's just a number of accounts that um we're just going to get confirmation of in terms of how they're funded. Um
number 16 uh we discussed the chapter 192 193 services. These are related to special education services for which the state is supposed to reimburse the district. Um number 17 parental contract. Um the district needs to pay for 23 days in the
2425 school year for parental transportation of student. I think this was just something that came to light recently. So it's uh retroactive. Um number 18, revised contract amount from Mountainside. Um the contract that we previously approved in the prior
meeting contained a credit from prior year. This amount reflects the actual contract amount for the 2627 school year. Um number 23, facility use fee for the theater. Um there's an attachment shows u the facility fees are increasing for
the theater use. Um number 29 revision of the LLD tuition rate. Um there was some discussion about how um the rate was calculated uh versus where it had been um last year and versus what our
certified tuition rate um states. But I think that the number that we have on the agenda currently um reflects um a fair compromise and a fair rate. um other additional items um that were uh that were there for review, the
purchasing manual, it was stated that it was very well done. Um and then the facility use fees, etc. Um for the referendum update, I'll read out what I have, but I think Jen might have some more to add on. Um so I think uh we said
that for the security project, which was the first one, um there should be a PO in place by this meeting date. Um and then for the larger contract um for all the other projects um solution was was reviewing the changes proposed by the district.
Um and then uh the we had an item with respect to condition of the GL locker rooms possibly having the condition analyzed by architect to possibly add to a future longrange facilities plan. Um, so there is currently an analysis in flight, a gender- based equity analysis,
um, that was recommended by the athletics committee. And so pending that analysis, we'll see what needs to be updated in the LLRP. So Jen, if you want to give another a little bit more on the referendum. >> So um, we did meet our goal of having
POS issued today for our first project, which is cameras, clocks, uh, the PA systems in the school district. Um we've gone over everything very carefully um utilizing it's expertise uh Jeremy Marks
and um so we're happy to say we've you know analyzed what our different options are. Um, we've assessed that what we're doing is the most financial financially respons responsible
um, way to proceed that's going to get the district the best bang for the buck and um, so we're comfortable in proceeding. We've issued POS and we will be monitoring the progress very carefully throughout the summer and the
next few months. um hoping to I think the hope was to get most of it done by the end of August. So, >> in time for the school year. So, >> thank you. >> Athletics and co-curricular.
>> Did I have something to say on that too? >> I'm fin. >> Okay. Um Natasha, you mentioned about the special education. I attended a webinar yesterday on special education overview uh and what's new and it also had a highlight on current data regarding special education costs and
the legal basis for this cost. So as soon as I get that slides I will share it with the whole board. >> Um athletics and co-curricular >> I don't think we've had a meeting. This is our third June meeting. Uh yeah we haven't met since the last time.
um technology and communication. >> We have not had a meeting. >> Moving on to discussion. >> Can I ask um for number 10? Um how are we making sure that like who's in charge of these and that
they're reporting them to the business office appropriately, right? because different different buildings will have different people in charge of some of them, >> right? So, actually this was an item um I think it was in um May that we
actually approved our corrective action plan because this was an audit finding two years in a row uh that we had failed to have two signatures on checks, right? So we actually created a process and procedure that the people managing these
counts are to submit them to VJ. Um they have they need to reconcile them provide all documentation supporting documentation on a monthly basis by VJ what date was that they have to submit by do you remember I think it's the 5th
or the 5th by the 5th of the following month. So that way VJ can review that everything's been done appropriately. >> Thank you. I appreciate the the followup on that one. And then I just number on 19. It looks like the the one from the
amend is also in the Governor Livingston one. >> Yes. So what we did was in order to create the addendum, we had to pull Warren the Warren Township out of that. So 19 on the addendum references what it
should look like without Morren in there and then the new uh the new resolution is below that on the addendum. >> I see. So there's a and a new 20 or whatever it was. >> Yes. 37.
>> 37. Okay. We're crossing out this whole night. >> Thank you. So, just one comment on uh number 18. Thank you for the change. Um I had requested this because it was a little inconsistent when I went back and looked at um how we we were reporting tuition
for Mountainside. Uh I don't want to miss the opportunity to point out that this is $4.4 million that's being collected from Mountainside for the 26 27 school year. As you guys think ahead to the 2728
without a contract in place, that's possibly $4.4 million that will not be available to the district. Um, so I will continue to remind everybody of that as we have multiple items of spend and hiring more and more people at GL. Um,
that you have 200 plus students that are still potentially uh in limbo in the future. Anything else? Madam Secretary, roll call, please. >> Miss Bradford, >> yes.
>> Mrs. Stanley, >> yes. >> Mr. Morales, >> yes. >> Mrs. Jolly, >> yes. >> Mr. Dylan, >> I'll abstain from 18 and yes to the rest. >> Dr. Forger, >> yes. To >> Mrs. Terrero,
>> yes. >> Motions pass. personnel. Uh resolutions on the new addendum resolutions 1 through 14 and 24 all board members resolutions 15 through 23 and 25 through
26 Berkeley Heights only. Um do I have a motion? >> So moved. >> Bradford's first. >> Second. >> Stanley is second. Committee reports personnel. >> Yes. Um the personnel committee met on Thursday, June 18th at 3:00 attending
where myself as chair, Miss Terrarero, Mrs. Stanley, and Dr. Feltry. The committee discussed salary increases for the superintendent, and that will be continued uh today. Discussion on two staff member salary adjustments, additional 10,000 for the supervisor
building grounds, and for the confidential administrator assistant, the assistant superintendent is on the agenda tonight. discussion on job responsibilities for web masters within the administration team. A discussion on job description for the proposed board certified behavioral analysis to be
posted on the district and that was in our agendum items today and it's also in the minutes. Uh discussing discussion on administrative organizational structure, a discussion on spring coaching assignments will be further discussed. we discussed today and there was a
discussion on splitting the role of spring track coach to male and female coaches in conjunction with the athletic committee discussions. Um the meeting adjourned at 4:00 and we're going to be needing another meeting of personnel as soon as possible but has not yet been
scheduled. Well, we have one scheduled for August 21st, but there'll be one prior to that. >> Can I just make one comment that I think it was just the way I heard it. We aren't necessarily going to hire one male and one female head coach for
track. The intent is to have a boys team and a girls team for spring track and we will have co-head coaches, one for each side, right? Yeah. Okay. >> Correct. That was the discussion. Thank you. >> Um discussion. So, um I think I I would like to make a
motion to table uh resolution number 23 until our August meeting. >> Do I have a second? >> Second. >> Second. >> Okay. Um, so do we go discussion first
or do we make do we vote on the tableing first? >> Okay. >> Yeah. >> Vote on tableling first. Discussion is on the motion to table because that's an interior motion. So you vote. Discussion is on that first assuming no discussion
and then discussion on the remainder. >> Does anybody want to have a discussion about tableabling it? Okay. Let's do a roll call. Madam Secretary, on uh tableabling item number 23, >> Miss Bradford, >> yes. >> Mrs. Stanley, >> yes. >> Mr. Morales?
>> Yes. >> Mrs. Jolly? >> Yes. >> Mr. Dylan, >> this is not a mountainside voting item. >> So, uh, yeah. >> Abstain. Fine. Yeah. >> Dr. Forger. >> Yes. >> Mrs. Terrarero. >> Yes.
>> Motion passes. >> Okay. Moving on to discussion on all the other items under personnel. So can I just ask? So I was surprised to see eight and nine, right? These are very um these positions have changed a lot on this agenda.
Um I believe there was some discussion that happened in personnel, but I I don't believe I was under like I didn't realize that there was going to be changes to eight and nine, right? like these are different staff
members than usual. >> Number nine is was previously a finance agenda item that we put on to personnel and the only changes we made were to fill positions for people who have left the district. >> Well, so like um
the the English as a second language officer I think has changed, right? number eight, that person has changed. I also don't know if we can vote on the 504 officer without having voted for the person on the agenda first.
Right. So, that person hasn't been approved. They'll be approved on number 26. >> No, they were already approved. There was just a change in date. It was just a change in start date. >> Oh, sorry. Okay. So, that one isn't a big deal. But then the other one, the
English language officer officer changed and so did the anti-bullying coordinator, right? And I don't see we usually have someone doing the nursing. I don't did I miss that one. We still do that person, >> right? So in the past we had every
>> every principal do a position, a job, >> right? >> It looks like we're moving away from that. >> No. So the the changes that you see listed here are part of um some of our reorganization. Um after the the disillusionment of the elementary
director position, there were some shifts and changes that needed to be made made administratively and uh namely number eight as well as the ESL officer are the two that you would see reflected there. >> Are those the only two that are going to
change? Like >> those are the only two on this agenda. >> Okay. So, um, be happy to add it to a personnel agenda. Yeah. For further discussion. Great. >> Anything else? >> Yeah, I have a question number 10. Is
that a part of the CBA or that's something the collective bargaining agreement or is that something that's extra? >> This was a change, wasn't it? >> Yes. So, this was approved in personnel a couple months ago. Um, it removed that
position from the transportation position and broke it out. Um, it is being filled by two people who have previously done position, but um it was not within their job responsibilities. So, they're being
awarded siphons for >> aren't they're currently under what was it? But um I'm curious about the contract. They just signed their contract. Yes or no? The custodians and grounds. This is the people. >> Totally different. >> This is administrative assistance. >> This is different. >> Yeah. They used to have an
administrative assistant for buildings and grounds, but that position no longer exists. >> Okay. >> Anything else? >> I would like to make an abbreviated statement on number 24. I believe that this is an overreach of the role of the
board of education members as opposed to the role of administration. And I have other things, but I'm going to save those opinions. But um my vote will be to abstain on this one. >> 24 on the U Madam Secretary, roll call, please.
>> Miss Bradford, >> yes to all except abstain on number 24. >> Mrs. Stanley, >> I'm also going to abstain on 24 and yes to everything. >> Mr. Morales, >> yes. >> Mrs. Jolly,
>> yes. Mr. Dylan, >> yes. >> Dr. Forager, >> yes. >> Mrs. Terrero, >> yes. >> Motions pass. Education. Um, I want to make sure there's nothing. Okay.
Education resolutions one through four. All board members resolutions five, Berkeley Heights only. Do I have a motion? >> So moved. >> Bradford is first. >> Second. >> Stanley a second. Committee reports curriculum.
We don't have a report. Um, does anybody have anything to discuss? Right. Um, Madam Secretary, roll call, please. >> Miss Bradford? >> Yes. >> Mrs. Stanley? >> Yes. >> Mr. Morales? >> Yes. >> Mrs. Jolly? >> Yes. >> Mr. Dylan? >> Yes.
>> Dr. Forer? >> Yes. >> Mrs. Terrero? >> Yes. >> Motions passed. policy resolutions one and two all board members can I have a motion >> so moved >> Bradford's first >> second Stanley a second committee report
policy >> yeah sorry >> so we are seeing um policies from two policy meetings, right? So, one on June 9th and one on June 18th. I read the June 9th minutes at the last meeting. June 18th is what I'm reading now. Um,
so you will see policy 2260, equity in schools and classrooms. Um policy 2260 now includes the entire code section of NJAC 6A7-1.7 uh which must be included in a board approved policy to satisfy the
requirements of the comprehensive equity plan. Uh the committee agreed with the changes and confirmed the wording follow state statute. Then we have policy 2411 career education and academic counseling. Um
the the whole policy is being replaced. Um it was rewritten to align with the recently adopted NJAC6A 8-61 and 6A8-6.2 and includes the policy language required by the comprehensive equity
plan. Um the committee agreed with changes and discuss with Dr. Maher the current practices. uh the committee chose one option in the language based on the administration's re the administrator's recommendations.
Then we have policy 5460 high school graduation. Uh policy 60 5460 includes the requirements of the new administrative code and ali and is aligned with the NJAC 6A8-5.1
and 6A88-5.3. The committee worked through the changes with the administration. An entire section on diplomas was moved to the new policy um 5461 which is also on the agenda. Um but otherwise most of it is
updating just the actual code and the state statutes. Then you have policy um 5461 high school diplomas. Again this is new. It is also mandatory. Um this was to address the new New Jersey high school equivalent
equivalency assessment which is the NJHA. Then we have policy 5561 use of physical restraint and seclusion techniques for students with disabilities. We already follow the procedures listed in this policy. Most of the update is to the language changes that were happened in
the statute. Then we have policy 6112 reimbursement of federal and other grants. Um this is um changes to both this policy policy
6115.02 and 6311 all have minor revisions that were required by the monitors. the monitor changes. Uh there were monitor changes but the but they were very minimal to
this policy. The BA has suggested the language in red at the end of the policy. Um so there's an addition at the end. And then we have policy 6115.02 federal awards funds internal controls
mandatory disclosures. Um again small changes to the policy. The BA asks for a paragraph at the end. We are talking to stress Esme just to make sure that they uh agree with the language. Um I don't I haven't received a response from stress EMA but I don't see that as a problem
for tonight. >> It's not a problem and we did receive a response and he actually >> asked where it came from because it might end up in other in their policy book. >> Yeah. So yeah, >> maybe we should share the other paragraph with them too then. Um, so
yeah, so Esme said they like it, but we obviously have time in between to discuss it at our next policy meeting before we do a second read. Um, where was I? Um, so policy 6311, contracts for goods
or services funded by federal grants. Um, again, minimal and we agreed with the committee agreed to the changes. Um, we did talk about policy 8561, procurement procedure for school nutrition programs, which is new. However, we are not going
to uh move forward with this policy because it does not apply to our district. So, we don't need it. Um, we did discuss regulation 6115.01. Um, but unfortunately during our meeting, we had some uh misunderstanding
of which policy we should be looking at. So, we're going to hold that one for next time. Um then we also have policy 3324 rights of privacy. Um this policy was up for first read. Um and we passed it. It was waiting in second read but we
finally um had a chance to sit down with stress EMA sit down with the administrators and come up with language that works for our district. Um and it is back on for first read tonight. Um this addresses our administrator.
This addresses our staff um taking photos of students during the school day. Um as we all know in Power School, you are asked if you want your student to have their photo taken and you give us permission to do so. Um,
obviously it's very difficult because a lot of these uh rights of privacies were written before everyone had a cell phone in their pocket, but now we do and we needed to make sure that we addressed it with our staff and how we want to move forward as a district. Um, we did go through multiple um ways that we could
handle this. I think this is the best um that we came up with and the administration agrees because we don't want to stop our administrators from being able to take photos of events and of our students and of our wonderful um school days. We also know that our staff send pictures of their students to
parents, which obviously parents love. Um so we didn't want to stop that, but we wanted to come up with a reasonable way to make sure that we didn't put our staff in awkward positions. Another thing that is going to happen um that the administration talked about is communication. They are going to
communicate um with their staff and their staff is going to communicate with families about pictures being taken. Um they're going to also communicate with students when they are taking pictures and why they are taking the pictures. So all the students are aware of what's going on. Um and that way nobody has
questions or feels um you know that they were not aware that their photo would be taken and used. Um but the main change is that we now will have the you know you can use your phone as long as you download it to the school um server.
Obviously we are not going to be monitoring staff phones and that's not what we want to be doing. But if an issue ever occurred and you found it on there, they would be right. They would be not following policy and we could move forward from there. Um all of these policies come from the alert that came
out in April. That's why we have so many of them. Um, we just got this alert and we are trying to get all of these changes in. Many of them are minor. Um, I did have a bunch of questions today um, over the last couple of days. I know
one of the questions um, came around policy 6311. So it looks like we caught one change of debarment to disbarment. So Dysler, I'm
going to Mr. Dler, I'm going to ask you some questions. So a quick Google search, right? Debbarmment and disbarment are different. Okay, our policy has debarment. And if you
look at the CFR 200, they also say debarmment. However, when I printed today the stress estimate guide, they have changed it in theirs to disbarment. So, I'm okay with changing the one
disparment that made it on to our changes back to debarment. And I will reach out to stress estate to find out if theirs is just a typo, too. Right? Because sometimes, you know, uh the word document just changes it on you. But if
do you have any concerns on the word debarment and disbarment? Is is there a major issue? >> I would like to know why they changed. So on the state list, the state utilizes debarment. I'm try to really emphasize the D and not the DIS. The state has the
debarment list. >> I don't know if the feds change the name, but typically speaking, the state uses debarment. >> Okay. So, we will switch tonight's um agenda. Tom, would you like to make that motion?
>> Yes. >> So, on policy 6311 >> 6311, change the word where it says uh debarment and it says it's being changed to disbarment. Leave it as debarment.
So, I'll give this over to you guys. If anybody wants to see it, you can. Basically under the paragraph that says continuation of current contracts and restrictions on subcontracting with vendors who are on the SAM list or
proposed for debarment. We had it at disbarment shall be in accordance with the limitations as outlined in 2CFR 200. So it will now say debarment. >> I have a second.
He's got it >> and I will reach out to stress estate in between to clarify. >> Does anybody want to discuss the change to >> any discussion >> to 6311? discussion on 6311.
>> The only question I had was it wasn't 6311, it was the one that you were talking about the cell phone usage for the teachers. Um, and maybe this >> we vote on the motion first. >> Oh, sorry. >> Okay. >> Okay. So, >> so we're voting on the um
>> debarmment versus disarmment. >> Sure. And we're leaving it as D. Barman. >> Roll call, please. >> Okay. Miss Brad. Miss Bradford? >> Yes. >> Mrs. Stanley? >> Yes. >> Mr. Morales? >> Yes. >> Mrs. Dolly? >> Yes. >> Mr. Dylan?
>> Yes. >> Dr. Forer? >> Yes. >> Mrs. Terrero? >> Yes. >> Motion passed. >> Okay. So, I want to go back to the question about the cell phone usage with the teachers. And I think this is actually a question for the administration because I thought one of
the positions was going to be moving forward in the school year that we were not going to have the teachers using their cell phones much like the rule is going to be with the students. That accurate and if so why do we need this
would be my question. So, we're still waiting for guidance and it will all depend on um it's protection. We need protection of students and staff. Um we will also have to determine based on
what the final uh information is from um the state and strauss because originally the law was focused on instructional time like not using it during instructional time and then there were exceptions. Um,
so right now staff take pictures of all kinds of activities that are going on in the classroom for newsletters. You know, >> I mean, I don't have a problem with the change at all. I just was curious as to why it was necessary if as a district we
were it's fine if it's there as a safeguard, but if it's the goal is to get rid of cell phone usages in the buildings as a whole, >> right? Then let's yeah make sure we do that. Yeah. >> Yeah. I think right from the
administration's um request when we had it held kind of in second read was that some of the administrations felt like if they can't take photos on their cell phone it would make it harder for them. Um and like that some teachers send out newsletters to the parents with lots of photos and like we don't want to stop
that. That's not really the goal. The goal really is that we don't want our staff bringing the photos home and having them on the weekends and that kind of stuff, right? It's it's not good for our staff. It's not good for our students, but also, right, they got to communicate with their students why they're taking photos, right? And
especially once you get to middle school and high school, right? Like those kids deserve to know, right? Like why you're taking their photo or video for and what you're planning on using it for, right? And so I we we think this is a good compromise is that um and this is what
you know some other districts do and we did talk to stress EMA and they did come to our policy meeting um and this is kind of what he suggested what other districts are doing um and again right it's really trying to just protect everybody um while making sure that you
know they can still function in their classrooms. Are we uh are we asking for consent >> of the students? And does is a minor able to give consent or does the consent
have to come from their parents? >> From the parents. We're asking for consent from parents. >> Okay. >> So, every every parent signs the par the power school at the beginning of the year uh whether or not they want their student to have their photo taken. But
then I think moving forward as they take photos, they should be communicating, I'm taking photos of the class to send to your parents through the email, right? So the kids know like why the teacher is taking their photo. Um, and just like that, just taking that
extra step to make sure that everybody understands why the camera's out and like that it is going to change next year because cell phones will be away a lot a lot more. So, >> is there a u when I when I went to school in the
Paleolithic age? Uh um there was always a uh class photo at the end of the year. I still have mine. Um we do that here. >> Yeah. It's not at the end of the year. They take class photos, I believe, at
the beginning of the year. Right. >> So, we do a little bit of both, right? But we do Right. We do class photos um you know sometimes at the beginning of the school year when you have your photo taken but then at the end of the year like eighth grade fifth grade at Hughes right like they have a whole wall of
every grade right so like they do specific grade level ones when they're moving on from that building they do a little both >> discussion on any of their uh policy items >> yeah um I'd like to discuss um policy um
2200 um it's now called curriculum content. Um, so I think family you said it's being rewritten in its entirely entirety. Um, I guess I'm just a little and maybe this is a question maybe more
for David, you know, as I read this, um, there is a lot of things that the board is responsible for when it comes to curriculum, you know, and the sentence and this and the sentence that's being struck out that we had in
the old policy um, is that um, the superintendent is responsible for implementing the curriculum approved by the board, which is, you know, pretty straightforward. But this new policy says that the board shall be responsible
for the progress of all students in developing knowledge and skills specifically by the NJSL, whatever, including all content areas not currently included in the statewide assessment program. Um, and it says a lot of there are a lot of statements that say the board is responsible. The
board is responsible. I don't really um I I don't know how to, you know, think about that because in what I understand, someone who's been in like a racy matrix, someone who's responsible is actually doing the thing, right? And
whereas like maybe we're accountable. I I I don't know because I don't I don't see what the administration is responsible for. I honestly don't know what's in the standard versus what's being what's being given in the statewide assessment. So I don't know I
I don't even know if I can if I know that it's everything is being taught right there's a lot of um the board shall be responsible for the delivery of the educational programs like we have no direct impact or influence on you know
the way teachers teach or what have you. If I'm responsible, then, you know, I feel like I would need to be there in the classroom um directing traffic, right? Um and then I'd be responsible for it. Um, so it it it there's there's,
you know, it would take a a simple statement like that, like yes, we approve the curriculum, but I'm not like I I I wouldn't feel comfortable being responsible for writing the curriculum or like there's I I don't see where the um what the administration is
responsible for with respect to curriculum in this in this new policy. This this came from Strauss Esme. >> So I would go back to them. I don't disagree as a concept. I think it probably I would probably say the board through its administration shall be responsible for deliver of educational
programs at all grade levels. I see what they're trying to do here, but I think the point is actually well I think the point is well taken. Obviously you're not responsible for delivery of educational programs or you may need a new day job, >> right? Um, so yes, I I don't disagree
that I I I think that when they're using the word board here, I don't think they mean the board members, but I don't as I agree that as a responsibility that's really the board through its administration. So it may not be a bad point to raise with stress as may say, can we change it something like the board through its administration or something to that effect?
>> Well, I but it's I I don't I don't understand why it's written like I would like to understand why it's written in this way, right? because um you know what and and it's not clear it's fine you could talk about board responsibilities but it's not clear what
the administration is responsible for right you know our superintendent is our highest educational leader and there's like no reference to that individual maybe there is I don't know it's a lot of words um with respect to curriculum
>> I I I'm in agreement I think the way as written this might be seen as Someone could look at this policy and see it as board overreach, right? That you as a board aren't your responsible is overarching to make sure it's done generally correctly, but this is really some of the responsibilities through your administration.
I think they might be using the board as a as a whole because if you read the NJC 6A8-3.1 the whole thing says okay if you read it it's like district board of education shall include right district board of
education shall implement district board of education of school districts that include students of at least two shall right like it's constantly ly, right? The this this whole thing was now changed to right the district's board of
education shall ensure that curriculum and instruction are designed and delivered, right? Because our role is to make sure that the superintendent is doing her job, right? Which is to make sure her staff is doing their job for
our student. So, I don't see it as a conflict. Um >> well I mean even the sentence >> we can definitely go back to stressesme and and ask them to clarify but I think the if you look right because this whole this whole thing was changed right but
even the sentence that you read the board shall ensure which is different than the board shall be responsible right because I ensure to me means like oversight which is our you know responsibility as opposed to the actual delivery and you know implementation of
it which which is how this wording reads. >> Yeah. I mean the the wording does mimic the regulation but I don't as a concept right. I understand why stress last night just took the regulation and put it into your policy but I get you know I get what
you're saying it's not a bad just something like the district through its administration is need >> we can table it. Again, I'm I'm a big fan of first reads passing and we can ask these questions during the in between because if we don't change
anything, we keep going. If we do change something, we kick it back to first read anyways. But again, if the board wants to table it, I have no problem tableling it. I also think um Tom, you know, has expressed some concerns with this policy. >> Yeah, just a few. So um he might want to
also talk about this one but um >> if if they make minor changes I don't think it would be substantive because I don't think the the intent would change if you do something to just correct the again I am very confident that the regulation is not intended for the board to do the things it's the board as an
entity oversight but just some clarity in the policy to make the regulation clear which I think you can pass as a first read assuming stress estimate either a says um it's okay or b says let's make some minor changes just to address Jolly's point, that's fine as well. Or if the board wants to table it,
that's also fine. >> My personal preference would be to table it. Um, I would not approve this as it reads the current language. >> Get a motion to table P2200.
That's the one. It's uh >> so before we um also um I because um I would also argue for the regulation as well and because they kind of come together um the regulation is >> so the regulation is up for abolishment. >> Yeah. >> So you want to table
>> Yeah. until right because the new policy 2200 is a combination of policy and regulation. So until we get the proper, you know, agreement on what the new policy looks like that it's inclusive of the regulation, then I would I would they kind of go hand in hand.
>> You don't want to lose 2,200 alto together before you have the other one in place, right? >> Well, so one's a policy and one's a regulation. So they're not the same. No, but I think the new policy, the new 2200, I think in the minutes that it's meant to combine
the regulation into the policy. So, if we're not going to if we're going to table the new policy, then I would leave the regulation alone as well. >> So, basically, table R 2200 and table
P 2200 you're requesting. >> That would be Yeah. >> All right. I put a motion to table R 2200 and P 2200. >> I I'll second. Tom, did you want to add anything? >> Well, >> as discussion,
>> yeah, I I understand what they're trying to do here. I mean, they're trying to consolidate a lot of stuff together, right? If you look at the structure of that regulation uh 6A88-1
8-8-3.1 there's a lot of subchapters there and they they basically combined a lot of that into this policy. So this policy is not only dealing with curriculum it's dealing with a whole bunch of stuff
you know assessment um and so on. You can see what they're doing. It's too many things in one policy. Um, my proposal actually is that the 2200 should reflect three dash 3.1.
Okay? And there should be a policy that matches each of the other things in that chapter. Sub there subchapters parallel to 3.1. Um I do have a problem also with the uh you see what what's going on is 2200
says the superintendent or designate shall develop a procedure to address and eliminate any possible bias in the curriculum. That's what your regulation is. So you're you're probably going to wind up say regulation in the end 2200-R.
So I would want I would not want to get rid of 2200 hard dash tonight because I think it's it goes with 2200 as even even our current 2200 and the proposed 2200 both need that regulation. Um and
the the regulation is actually pretty good. We've talked about this. You're to identify bias and we're to teach the students how to identify bias. Okay, that's a good thing. I don't think you I don't I think it would be impossible actually to eliminate all
bias from your curriculum. I mean, we'd be back to fun with Dick and Jane. I think that would be a maybe they'd find a problem with that, too. But I I do support the idea of tableabling all of this stuff. Uh and just
consider, you know, the structure of that that NJAC regulation and how there should be a polic responding each subject. >> We we we have a motion on the table to table U policy 2200 and regulation 2200.
>> Okay. Roll call. >> Roll call. >> Miss Bradford? >> Yes. >> Mrs. Stanley? >> No. >> Mr. Morales? >> Yes. >> Mrs. Jolly? >> Yes. >> Mr. Dylan? Yes, >> Dr. Forer. >> Yes,
>> Mrs. Terrell. >> Yes. Motion passes. >> Do we want to talk about any other policies or are we comfortable with moving forward on everything else? >> Okay, Madam Secretary, roll call, please. >> Miss Bradford, >> yes.
>> Mrs. Stanley, >> yes. >> Mr. Morales, >> yes. >> Mrs. Jolly, >> yes. >> Mr. Dylan, >> yes. >> Dr. Forger. >> Yes. >> Mrs. Terarero. Yes. Motions pass.
>> Um, strategic planning. >> We we saw we just saw the report tonight. We will see the district uh goals in August according to the superintendent. So, um, if anybody has any questions that they want this the committee to meet prior to that, please
let me know. >> Can I can I just make a comment about this? Are are we actually as a board can we amend this strategic plan or is it just are we are we even going to vote on it?
>> Not tonight. >> I don't think we do. I think it's owned by the district now. Right. I mean I think as um Kim I think as you said in one of the um documents right it is an evolving document right and as we
see I guess things progress we can certainly provide feedback um to you know to amend to for the administration to adjust accordingly. Just I just want to say that during our
meeting that that I was in I just elaborated on Drs. Kim, as far as hiring, you know, she elaborated that we're not with our current staff the way it is and you
know, she is showing us that that won't we're not going to be a we're not going to need to hire correct something that with with our current staff, we were able to do this. Correct. That's what >> correct?
So, I just want to emphasize on that. >> Okay. Negotiations. >> Um, the Mountain Side Committee negotiations will be meeting tomorrow internally to discuss current negotiation updates and uh the head custodians was already approved last
month. So, I did it. Great. >> When's the next time uh the two districts plan to get together, Mountainside and Berkeley Heights, to discuss further negotiations? >> Can I address that? >> Yes, sure. >> So, uh I received an email from Mountain
Side's attorney, I believe either Monday or Tuesday with a request that we'll be talking about tomorrow. I let her know that the board committee will be meeting um tomorrow and that we will get back to her on a specific request that she made
um for the BHEA. Um the committee is also going to be meeting tomorrow as well. I think right is tomorrow. Yeah. Um the committee is going to be meeting tomorrow and then we are scheduled to have another meeting with the union um next week.
And that's it. Liaison reports. >> There are no updates to liazison. Berkeley Heights Town Council or the Union County Educational Services Commission have not met. It's the last meeting. >> Okay. Great. >> Comments from the public on any topics during this portion of the meeting. District residents and staff are invited
to address the board of education on any item. The board requested individuals state their name and town of residence or school of attendance for the record. Additionally, all inerson public commenters are asked to please sign in. All comments should be directed to the board president depending upon the nature and complexity of the question.
It may or may not be answered during the meeting by the administration. If so, the response will occur after the public portion of the meeting has concluded. Although the board may not respond to all items raised during the public forum, all public comments will be considered. The board asked that members
of the public be courteous and mindful of the rights of other individuals when speaking. Specifically, comments regarding personnel matters are discouraged and cannot be responded to by the board. Students and employees have specific legal rights afforded by the laws of New Jersey. The board bears
no responsibility nor will be liable for any comments made by members of the public. Please note that if any member of the public becomes disruptive during the meeting, the board president may terminate the participant statement. Continued disruptions may result in removal from or adjournment of the
meeting. Each speaker statement will be limited to three minutes in duration. I will take inerson comments first and then online comments second. Does anybody want to speak? Okay, we'll move on to online comments. It does not look like there's anybody there. Um moving
on, we do have one thing um that we need to do before we adjourn. Um and that is that we need to go back into executive session. So, we need to make a motion to do so. You do I it is a continuation of your prior executive session. I believe the
reasoning is personnel. Correct. >> Correct. >> Do you have an estimated time of how long you think that will be? >> 20 minutes, half an hour. >> Okay. And you have to indicate that uh no action will be taken. >> Okay. And do we need to come back or can we close the meeting out as a result of
this? >> You have to physically be in here. I don't think you need to leave the technology on since no action will be taken otherwise. So there's no requirement to leave that on. technically need to physically be in this room >> like we did the other time where >> correct but I don't think you need for example if the question is do we need to
leave someone here to leave the virtual running since no action is going to be taken outside it uh the public will learn when your meeting is adjourned via your minutes >> okay so >> so basically the staff can leave because no >> that's the insinuation I'm trying to make that you don't have to hold
everyone here just to close the meeting >> and I also want the public to know that's why right we we don't it's not that we don't >> want to leave everything up. It's just that the staff will have to sit here for no reason because we don't have any action to take. >> Correct. Right. So that's why you're indicating very clearly the time. If
anyone wants to stay here in person, they know when to come back. And you're also indicating that no action will be taken knowing that again you're the only thing that you will be doing is physically coming in the room and closing the meeting. >> Okay? >> And again, your minutes will reflect when that is and how long the meeting place. >> Okay? So the only other thing I need to
do is >> I need to have a motion to enter an executive session. >> So moved. >> Second. >> So Bradford is first, Morales is second. All in favor? >> I >> I >> um we will be entering into executive
session at 9:26. And just for public announce the reason is personnel and you expect to be 30 minutes and