I love that. Can I do it again? >> Well, we're even not on We're not even on camera yet. >> Are we ready? >> We are. Okay. Adequate notice of the
meeting of the Berkeley Heights Board of Education was given as required by the Open Public Meeting Act NJSA 10:4-6 and in accordance with the updated regulations on January 7th, 2026. Notice the board education meeting schedule was posted on the Berkeley Heights Board of
Education official website, posted at the administrative administration building, provided to all Berkeley Heights public schools, PTO presidents and the BHEA president, filed filed with the municipal clerk, and provided to the public library for public inspection.
Um, Miss Nicholson, would you please take roll call? Miss Airi, Miss Bradford, >> here. >> Mr. Dylan, Dr. Forger >> here, >> Mrs. Jolly >> here. >> Mr. Morales
>> here. >> Mrs. Stanley >> here. >> Mrs. Terrarero >> here. >> Please stand for the flag. stands one nation under God, indivisible, with liberty and justice for all. >> Adjourn to executive session. Whereas
the Berkeley Heights Board of Education seeks to adjourn to executive session in full compliance with the Open Public's Meeting Act, NJSA 104-6. And whereas the public the Open Public Meetings Act provides that the public body may be excluded may exclude the
public from that portion of the meeting at which it discusses matters related to those identified below. Matters rendered confidential by federal law, state law, and court rule. Individual privacy, collective bargaining agreements, purchase and lease of real property if
public interest could be adversely affected. Investment of public funds if public interest could be adversely affected. Tactics or techniques utilized in protecting public safety and property. Pending or anticipated litigation, attorney client privilege,
personnel employment matters affecting specific prospective and current employees. Be it resolved the B Berkeley Heights Board of Education adjourns to executive session to discuss matters related to students personnel negotiations and legal matters. And be it further resolved the minutes of the
discussion of any of these items will be disclosed to the public when matters have been determined and confidentiality is no longer applicable. And I have a motion to enter an executive session. >> So moved. >> Second. >> So Miss Bradley is first and Mr. Morales is second. Voice vote. All in favor? I
>> I >> Okay. Um, we are entering into exemp session at 6:33. Three. Okay. Can I have a motion to return to public session? >> So moved. >> Seconded. >> Miss Bradford and Mr. Morales. Uh, all
in favor? >> I >> I We're back in session at 7:45. >> Um, report of the superintendent. >> Uh, yes. Thank you very much. Um, tonight we have uh Pippa and Howard to
provide us with their student reports. >> So, good evening everybody. Um, I don't know why my mic is so loud, but it's loud today. Um, this is the 10th edition of Happenings on the Hill. Uh, we are in double digits now. I've been here for 10 meetings, so great to hear that. Um
before I begin, I would like to congratulate Pipa on her commitment to uh Smith College. She also got a she also got a very prestigious uh research scholarship which will be allowing her to do research as a freshman, which you really don't do as a
as in college. Um so I know you're going to have a fantastic time there. I've had family members go there, so I've heard lots of great things about Smith. Um, not much has happened since my last report, which was two weeks ago. Uh, student council elections were last Friday, and there were a ton of close
races. I would like to congratulate everybody who ran and all of those who were elected. In other news, the Governor Livingston High School's Highlander robotics team, which are all the way back in the corner. You'll be hearing from them shortly. Uh they made history by compete
by by competing at the first Tech Challenge New England Premiere event on April 17th through 18th. This marks the first time a GLHS robotics team has reached this level of competition. Out of 55 teams from 17 states, they placed
fifth in their division and ranked within the top 5% globally, which is an impressive achievement that reflects the years of dedication, hard work, innovation, and growth. This their season was defined by persistence, including a major mid-season redesign of their robot and supported by a strong
team culture and continued alumni involvement. Congratulations to the entire team on an outstanding season and on rep on representing our school at such a high level. Yesterday, GL held the third annual BHEA talent show where students and staff were able to share
their talents. I watched some of the acts before I got here and I was pretty entertained. Uh tomorrow is National College Decision Day, which will be recognizing seniors as they finalize their plans for next year, whether that be college, workforce, other paths. Uh it's an exciting milestone and a
reminder of how quickly time moves. Also, it's a tradition where all the seniors uh go to school in their college garb. So, I'll be on the lookout tomorrow. Uh next week, it also marks the start of the dreaded AP exams, which will run over the course of two weeks.
Uh the testing period begins with AP Biology on Monday and concludes on May 15th with AP Computer Science A. I may or not be here next week because I'll be studying for the AP US History exam after taking the AP Physics 1 exam earlier the same day. Um so best of luck
to everybody who will be taking the exams in the coming weeks. I'm going to end my speech tonight with a quote from Gandhi. The future depends on what you do today. This idea feels especially relevant today between AP exams, college decisions, and end ofear commitments.
The effort to put on put in this effort is what will shape what comes next. It's a reminder that even small actions, studying a little bit more, staying focused, or supporting one another can have a lasting impact. Thank you. >> Uh hello everyone. Apologies for my absence at the last meeting. As Howard
mentioned, I had my final college admitted students day at Smith College, which I'm now committed to. But now to move on to sports for the rest of April. The GL spring sports student athletes represented their teams at the first UCCC sportsmanship summit at Union Catholic High School. The team represented their school well, and this
was for the GL track and field team. The GL softball team faced Highest Town as a part of the Autism Awareness Challenge. The Highlanders came away with a 10-1 win and Coach Lanigan's 100th career victory. Congratulations on this amazing achievement. The girls lacrosse team was down five goals and delivered a comeback
on Friday and outlasted Depal Catholic which had not been seen before for this team. Reed Bazidlo pitched a four-time hitter and Owen Kia reach reached base four times out of the leadoff spot as Governor Livingston beat Elizabeth 8-0 and the boys lacrosse team earned a confidence boosting road over win for
Oldbridge High School. The GL baseball team and Glowcaster Catholic Rams faced off as a part of the autism awareness challenge on Sunday. Congratulations for both teams for participating in such an amazing event. GL Sports Zone also conducted themes throughout the week of
4-9. This included wearing blue neon sports jersey, Hawaii or beach themed clothes, wearing your class colors, and a pep rally on the 24th, which went very well. On April 20th, the girls softball team had a win on their senior night against Oaknull. Congratulations to all seniors for an amazing four years. On
April 22nd, the girls lacrosse team fought extremely hard in their senior night. They had a major comeback in the game and even though they unfortunately lost, the girls portrayed great team spirit. Abby Deainy and Lily Sanholm signed off their letters of commitment to continue their academic and athletic careers at the collegiate level. Abby
Deainy will be attending Delta State University and Lily Sanholm will be attending FDU. On top of that, Abby Dei was also named Valerico Heating and Cooling Highlander Athlete of the Week. The GL baseball team celebrated their senior nights on April 23rd with an 8 to1 victory over Summit. They honored
the 12 seniors on the team. Congratulations to all. The GL Highlander color guard will be having a spring clinics throughout May. Go check them out. And track and field captain Riley Conover signed her national letter of commitment to continue her academic and athletic career at the collegiate level at Suscoana University.
Congratulations, Riley. It's welld deserved. GL will also be hosting or just finished hosting the Union County Conference Championships for track and field. It is one of the biggest meets of the year and from what I've heard so far, they did well today and I wish them good luck tomorrow. Thank you.
Thank you very much. Well, I can't outdo Howard's introduction to our Geo Robotics team, so I'm just going to introduce tonight. We welcome Mr. Moresca and the Highlander Robotics team to present highlights of their season and showcase
their skills. All right, good evening guys. Thank you so much for having the Higher Robotics team out uh to the board meeting. Uh I am Mike Moresca, the Highlander robotics coach and uh technology engineering design teacher at GL. My classes focus
on woodworking and modern technology as well as robotics and technology engineering and design. So, both as a resident and an educator of Berkeley Heights, I'm proud to give back to the community. It makes me feel really, really good to be able to do things for my own town, the school, and
the community. Uh, Highlander Robotics started out 10 years ago as an idea from a former supervisor and my um um another teacher I work with, Dan Gayton, uh just an idea. Hey, we want to create an FTC team for the school. And it it started out really, really slow. Just an idea.
and a couple kids coming by during lunch and after school. And over the past 10 years, it's turned into so much more. Right? So, this year, we reached new heights, uh, growing to a nationally award-winning team. Uh, over the past 10 years, some of the
things that I feel that we've been able to do that were awesome was we started hosting our first tech challenge competition here at GL. So, roughly 18 schools, 18 to 20 schools come to GL every year now. We started this about three years ago to compete in an FTC event which which makes us feel like
we're part of the uh we're part of the uh the season more people look up to us. They know they remember being at our house and it makes great connections with other teams. Uh the team participates in a lot of awesome things for the community. Uh they do some STEM day events for the Berkeley Heights Public Library. They also help out some
robotic schools in Berkeley Heights and Mountainside. Uh they also support the Governor living the Highlander Robotics Club over the summer. Uh we also work with Columbia Middle School to judge their Lego League competition um and help to give them some mentoring and and and and peer partnership with them. Uh
I'd like to say that the Highlander robotics provides students with the ability to apply their academic learning into a real world problem. So it's one thing to learn about math and science and all these things, but but they're actually applying it to something real, a real problem. Um students engage in
the engineering design process to design, build, test and improve technology similar what are on on modern automobiles like vision systems that uh that are a part of uh modern uh crash avoidance systems like things that are on cars. So so it's amazing to see these
real world um unique experiences uh helping students uh to get a feel for the problems that engineers are currently dealing with, right? Stuff like that. So so a bit about this year. It's been a long season. It started in August, early September. We're thinking about what we're going to do all season long. We were off to a really, really
slow start. Uh we had some great ideas. We had some great engineers. We had some great programmers, but uh the first couple competitions not so well. In fact, in-house we didn't win a lot of our first matches, but we picked it up towards the middle of the season and then we headed uh towards the end of it. Uh in the tournament in Bayon is where
we really started to shine. Uh in Bayon, we wound up getting uh finalist alliance and uh we got the reach award. So, two awards in Bayon helped us to to rank very highly in our tournament uh promoting us to the state finals in
Hillsboro. Uh at Hillsboro, we got an award for the finalist alliance first team selected. So, we did really well with that, which led us to an even further competition in um Springfield, Massachusetts, which I I got to thank you guys, uh Dr. Curtis, uh
Mrs. Barry, Dr. Feltry, Jennifer Nicholson, Jamie Sammon. Um, it was amazing. Such short notice. I think it was two weeks notice we had that, hey, you guys qualified for this event. So, I call you guys up and it's like, how are we going to make this happen? And, uh, Miss Barry's like, oh, we're going to
make it happen. Don't worry about it. So, it was a lot of uh, a lot of making ends meet, but in the end, it came together and we ended up in New England and we had an awesome awesome time there. That was two full days of competitions. The team did awesome. I mean, I was so proud of them. uh to the ju just seeing other teams look up to
them and and and the mentoring and just working with other teams was awesome. In the end, we made it to the uh the third round of the uh the semi-finals. And um unfortunately, I feel like we could have went all the way. We had a disconnection issue with our robot having to do with
the hardware beyond what we've done. Nothing that we put together, none of our software. It was a vendor issue. And uh they actually stopped the tournament for uh about what 10 15 minutes. They were talking about trying to have it redone as a fuel failure, but they couldn't do that. So, unfortunately,
that put us out of competition, but I think we could have went all the way. So, I have the team tonight. I'd like them to talk about who they are, uh what robotics means to them, what they've done for the team, and then we have some I mean, some real demonstrations of our autonomous and our, uh, tell programming. So, Highlander Robotics
Club. Um, hi, my name is Ian Stanbaw and for the past two years I've been the captain of the Governor Livingston robotics team. First I would like to thank you all for being here allowing us to present um and just we're going to go a little more into depth about all the
topics that Mr. Mesca briefly covered. So um the team this year we have um 11 members um mostly seniors but we are working a lot on getting our recruitment up for um our underassmen. So, um, I've
been the captain for two two years and then all the members behind me, they've also been here for a year or so. We also have have a few rookies, a few freshman that are really interested in the club and we're definitely going to push to have them more involved next year. Um, overall it was a really successful
season and we're happy with how we did and just the amount of members that we were able to bring in was really good for us. >> Hello. Nice to meet you. Um, my name is Arya. I'm the programming captain of uh, Highlander Robotics and I'm just going
to talk a little bit about who we are. So, we compete in this league called the First Tech Challenge is an international league consisting of teams of around 20 uh, high school students on average. And uh, we basically spend a year we are
given a challenge and we try to make a robot that does that challenge as best as we can. And um uh uh these students can be from anywhere from 7th grade to 12th grade. And this year, as Mr. Mesca was saying earlier, we were able to go all the way to uh a national level
tournament and we did pretty well in it, I'd say. >> Um so our season highlights, um during regionals, that was really our first um big competition that we had. So, we started off um our first two
competitions went very very very very poorly. Partly in due to the fact that we have a lot of seniors on the teams and just having to balance school college applications and robotics is really really difficult especially considering how much time of being part of a robotics team actually requires.
But um after that um we after college applications were starting to close and um we were a lot able to spend a lot more um time on the robot. We also went through a huge design change. Um just um there's different areas where you can score points in the game and just
focusing on one area instead of the one that we were focusing on before. Um for uh regionals, as we said before, we had the finalist alliance captain. And then in states, we again were the finalist. And for um just qualifying for the
premier event was amazing for us. It's never happened before. It's just been states, states, states, states. And um it was really good to get past that boundary for the first time. So yeah, premier event we finished um fifth in our division which was by far the more
competitive one and um top 8% in New Jersey and top 5% in the world. Um what we're really proud about those top percents in the world is that unlike all your other sports, it's not separated. You have your public schools, you have
your private schools, it's everyone. So um we were competing against the best schools in the world. Um uh the one of the teams that beat us at premier event was Philips Exit Academy who is ranked by a lot of of boards like the best
private school in the nation. So yeah, just being able to like go up and like beat Princeton Day Academy, beat Milburn, beat Del Barton is like we're really proud of that one. So um this is kind of our team's history. Um, we have,
as you can see, we've been pretty successful the past four years making it to states um, every single year. 2019 was another really, really good year, but sadly due to COVID, that ended short. But, um, yeah, I've been the drive for for the past four years. So, really just making it to states over and
over is really cool. And just being ranked among some of the top teams in the world while still being just like a public school team while other schools have access to like all this machinery, all like the funding is absurd. Like
their school's giving them like $15,000 for who knows what, but um they're spending it on something. Just being able to like rapidly go through this design, this design, this design, and building like five robots at the same time, it's just like really good for us. It feels amazing to get to the level
that we did. >> Hi everyone, I'm Eric. I've been the outreach captain for the past two years for Highland Robotics team. I'm just going to talk a little bit about our outreach. So, we place a big emphasis on our community. Um, this year we reached a record-breaking over 135 elementary
and middle school students. Um, some of the events we do are we do a Highlander Robotics Summer Camp. Um, this year we had over 80 students come in to our to GL during the summer. We taught them basic building, coding, and stuff like that. Um, we've also had a partnership
with Robo Think for the past two years where we volunteered as counselors for a six week after school robotics camp where we worked with a bunch of students, helped them build their own mini robots and then we gave them little demos on our of our robot. Um, we also do STEM days at our two of our
elementary schools. Last year we did Hughes and uh Mountain Park, I believe. And we also do um Makers Day at our at the Berkeley Heights Public Library, which we just did last month. Um and that was good for some students to come in. They were mainly like younger
students. They came in. We gave them a little demo and um hopefully inspired them to maybe take part in robotics and STEM related fields in the future. >> That's pretty much all we have for our main presentation, but now we're going
to go more into the technical side and we're actually gonna show you guys what a robot for this year can do. >> Let's go. Yeah. Start. What's the same thing that happened? The most part Um, it's actually so heavy that
motor down. It's just not This is probably hour. There's not Thank I mean, I'm a senior.
That's my They And lastly, Thank you so much. on. >> Oh, really? So intense. >> Um, yes I do. >> No, I do.
>> Yes. That's my last automatic launcher. That would be great. the womb. I wonder. >> All right. Thank you again to the robotics team. Um, as some of the community may be
aware, since we are hosting the track UCCC Championship this week, the new press box is fully operational at this time. On May 6 at 5:00 p.m., the Berkeley Heights and Mountainside Boards of Education will be coming together on the GL Turf Field for a formal grand
opening of the press box. Please feel free to join us on the field and officially celebrate this occasion. Uh, as has been reported out via the the curriculum committee reports, we have been engaging in a study of future scheduling options for Columbia Middle
School. We want to update the community on this continuous process. A team of six teachers accompanied by Mr. Kab Kabisa visited four schools in November of 2025 to gather information from successful models. These visits explored
specific elements, including how other schools incorporate recess, schedule, music classes, and determined the weekly minutes for core subjects like ELA and math. The team returned energized with ideas for potential changes to the current schedule. As you can understand,
with each change comes a challenge that requires additional exploration. We saw that here. Uh we will continue to explore and evaluate viable scheduling options throughout the next school year and more information will be shared over the next school year as decisions are made. And this concludes my
superintendence report for tonight. >> Thank you. I want to also congratulate the robotics team for for your accomplishments. We're very proud of you. >> Very proud. Um, and moving on to the report of the business administrator, BIS board
communications, your final budget report. Or do you want to do correspondence first? >> Okay, great. I'm not sure how we're going to follow that. Good evening members of the board and
Berkeley Heights community. Tonight we are presenting the final 2026 2027 budget proposal. This budget reflects a thorough collaborative process focused on maintaining our commitment to students while navigating significant
latestage financial pressures. Our commitment remains unchanged, providing a world-class education for every child guided by our core mission to include, inspire, and empower every student who walks through our doors. However, the financial landscape
continues to be challenging as fixed costs outplace revenue growth, outpace, sorry, revenue growth. The final budget demonstrates our district's fiscal resiliency and our ability to adapt to new information and maintain stability without compromising core instruction
for student learning and continued academic excellence as well as supporting and retaining highquality staff. We want to keep safe functional facilities and we want to have transparency and fiscal responsibility. We worked very diligently to make sure
that we were communicating um out information as we got it. Um even though sometimes it felt like a little bit of a roller coaster, that's what the process can be like. All right, so we're just going to recap because this is what we discussed in our
preliminary. Um so where we are, so costs continue to outpace revenue. So we know that costs are increasing well above 2% per year. Uh although our levy revenue is 2% per year, um we worked
with the administration and the board committees to do uh determine a balanced approach to our budget and determine those priorities. Moving forward, the budget will serve as our basis for our financial plan, and we
will continuously monitor revenues and expenditures throughout the year, review accounts regularly, and make adjustments as needed to stay on track. So, major cost drivers. So, um, just to note, and we'll go into
this a little bit more later, we did have an increase to our health insurance on April 17th. Um, so that was something that we kind of that was a challenge that we were up against uh late in the game. But just to reiterate, our major cost drivers beyond salaries are health
insurance, liability insurance, umbrella, workers comp, and of course, those rising energy costs that everybody is facing right now. So the challenge initially we had a $2 million gap. Um again we did we collaborated with our administrative
team to determine you know how we could trim that down a little bit. Many many discussions with board committees and board members to determine what our what our goals were and how to stay on track with that. Um we were able to reduce that gap by March. Um March we got some
of our uh health insurance information in our referendum was approved um stated came in it increased $284,000 uh which is better than decreasing and um so we were able to shift some of
those capital costs out of the budget lines which further decreased the gap and we were notified April 17th that health insurance be an additional 517,4 2. So that was something we were dealing
with late in the game. And then we also are exploring revenues, revenue sources to make sure that they're equitable for the district and looking at strategic interest earnings as well. >> During the creation of the budget, we
were forced to make numerous difficult decisions while trying to ensure that any adjustments stayed as far away from the student experience as possible. And to do so, we focused on the areas in this slide. Because our major cost drivers outpace our revenue, we were to
the point this year that we had to identify areas that would impact students and were forced with deciding which of these decisions would result in the least amount of impact to the fewest number of students. items such as help teachers, CMS athletics, the number of
languages we offer for world language, administrative costs, substitute procedures, staffing numbers, and whether or not to backfill retirees and resignations based on enrollment all came under scrutiny. While we value all the positions and staff we have, we ultimately had some difficult decisions
regarding a reduction in force of two positions in order to balance the budget and directly impact the fewest number of students. We are cognizant that the community approved an increase in taxes for the referendum and we were intentional intentional in not overt
taxing the community during the budget development process. Ultimately the budget process is a strategic student- centered approach. We have made tough choices so that we can maintain excellence without asking for more than is absolutely necessary from the
taxpayers. So, let's talk about that latestage financial challenge. So, we had a $517,42 health insurance increase at what I call the 11th hour. Um, and so we had no new
revenue coming in. The first thing that we did was we notified the finance and facilities committee to let them know what was happening. Um there was uh different analysis thrown out what could
we do conversations um supportive uh we our response was that the difference generated a healthcare waiver of $228,111 and then looking at the banked cap that
we had generated we had generated bank crap from previous years um generated by a healthcare waiver that got transitioned into bank cap from that year for uh $240,890 and then further uh to close that gap
and create the $517,42 we reduced a maintenance line for $48,41. So we were able to maintain a balanced budget um without compromising those core priorities or making further cuts
um to that would affect those priorities. So here is your snapshot on expenditures. Um this gives you an idea of where the budget funds go. Total budget 62,299,166.
That's just a a breakdown uh into where those items go. You know, you can see that salaries, health insurance, uh instructional, special services, transportation, custodial maintenance, energy costs, athletics, bonds, bond repayment, and other insurance are all
are all all big drivers. And then the smaller pie chart represents the amount of educational costs that go to each grade level. So you have the the little blue um sliver is prek and K. Then you
have the green which represents grades 1 through 5 at 34.13%. Uh grades 6 through 8 22.27% and then grades 9 through 12 uh 34.72%. So let's update the tax impact.
So, our general fund levy now with the utilization of the waiver and the bank cap, it's going from 47.7 million to 49.12 million. Uh, that's a 2.98% increase. Uh, it addresses the 517,000
health increase at the 11th hour. We did have a reduction in the debt service levy as we're only taking the net out from what we are earning uh in interest over the first year uh versus our payment that we will have to make next May. Uh as the prior debt rolled off
that number decreased that was a negative 53.13%. And then overall that totals out to 1.78%. This year our levy 48.7 million goes to 49.6. six. Uh the debt reduction offsets
some of those increases uh and we were able to stabilize the tax impact. And then you can see below the estimated impact per average assessed home based on the ratables in the county 65.36. So again, just to reiterate, we absorbed
the $517,42 remaining our focus on students, staff, and minimizing taxpayer impact. Our total expenditures year-over-year 2425 were 62,382,93. 2526 budgets 64,125
$125,412 at a 2.79 increase and now we have decreased it to 62,299,166 uh negative2.85%. So just to reiterate, very high pressure environment. It took a lot of discipline to put this budget together and a lot of
collaboration >> in alignment with the new strategic plan which will be presented to the full board and community in late May or early June. The budget preserved curriculum and instructional programming resources, professional development, and in doing
so continues to support students in their growth and development academically and socially. This year's budget is focused on stabilizing operations while investing in core instruction for student learning and continued academic excellence to promote
student success. Thanks to the community supporting the referendum in conjunction with the strategic plan and fiscal budget development, we are reviving our district by investing in infrastructure projects to position our facilities and instructional programs for long-term
growth. We will be upgrading our facilities and learning environments to support innovation and student centered inquiry, expanding academic opportunities, and promoting community engagement and communication to build stronger school community connections.
Through the lens of the strategic plan, we will thrive through a connected vision where whole child development, academic excellence, and lifelong learning and community connection through family and community engagement work in unison. We will continue to build trust through positive communication and ensure our facilities
and programming support student success. So the budget about this year budget this year stabilizing strengthening and building. So we're getting through it. I know that everybody's been watching the news, listening to other what's happening in other districts and wondering what's
going to happen in ours. We will revive by looking at revenue sources, contracts, making sure things are equitable and get to a point where we can thrive and build uh utilizing referendum, utilizing resources,
um being responsible today to build stronger tomorrow and and make improvements. >> Thank you. >> Does anybody have any questions? Go ahead, M. Quick question. I think this is on the
expenditures uh slide where they broke down the percentage of educational expenditures by grade level. So is this staff salaries the 58% broken down? I don't have a slide number, but it's
this one. >> Yeah, I'll tell you. Hold on. I wrote it down. >> So, that includes instruction, teacher salaries, supplies for teaching, uh, operations, maintenance, transportation, benefits, and distributed benefits. Uh,
things that wouldn't be included are debt service, equipment grants, non-operating items. This doesn't include athletics and other programs. >> It does include athletics. >> Okay. >> But if I look at the number of enrollment, we where is our highest
enrollment? Is it in grades 1 to five, 6 to 8? Our highest enrollment numbers. >> So we have about roughly 2,435 students. If I remember it correctly from the last board meeting
that's K through Yeah, this pie chart is also K through 12 moments at the bottom of the I have the >> Do you need a minute? >> No. >> To look >> just find the page. So according to our ASSA report which we
do in October every year, we have average daily enrollment our total overall enrollment sorry 2245 students.
uh 228 prek and K 746 grades 1 through 5, grades 6 through 849, grade 9 through 12. The average daily enrollment is reported out on the home room software to be 760, although we do have 832
832 in the high school. >> Uh well, right now it's 836. This month it's 8 or March was 836. So, highest is in high school and no,
>> um, K to 5 is 943 according to the enrollment report that's on the bottom of our agenda tonight. >> Um, uh, middle school is 490, high school is 836. >> But the but you guys broke it down a little further and you did prek and K,
so you split that up. >> Yeah, prek is 51. >> So, does this divi? So my question is like we we're spending 34% and 34% in so can this be looked at making it more equitable across the board by student or
No, >> you have some costs at the high school that you don't have at the elementary level and then you have like costs at the elementary level that you don't have the high school. So >> right, >> no I guess is the easy answer. Is it um
so where I'm leaning for is is it because of more administrators in certain buildings compared to the others? >> I don't believe so. >> Okay. Thank you. >> Thank you for the presentation. Um I just had one comment to make in case uh folks u aren't familiar because we
haven't talked about bank cap uh in a while actually means right. So just for those in the room, it's just um tax levy um tax authority that hasn't been used that can be used. So in previous years where we had not used the healthcare
waiver, it had come into bank cap and so it's essentially tax authority that not previously used. >> Thank you. There's a question from Pipa. Oh Pipa, go ahead. Sorry. Uh, it's less of a question, more
of a statement. I know this has to mainly do with budget and the taxation regarding how the budget's going to be allocated and how it's going to impact the people in our community, but I did hear you just mention talking about teacher resources specifically for students. And I just feel like I really
want to reiterate the importance of that. as a student. I've been here for four years and I feel like consistently I've seen across the board that many teachers I guess struggle in silence uh specifically in the STEM area. They have to use a lot of their own resources,
time and money and they allocate their own funds towards our personal experiments. Uh specifically in biology, I've seen this happen multiple times. I'm fortunate enough to have the same teacher uh I had in freshman and senior year and they have faced the same issues
uh across those four years where the resources are just lacking in the science department specifically and for experiments uh they have to use their own money out of pocket even if it just may be buying a large bag of potatoes from Costco or spinach in order to look
at denaturing of enzymes. I just feel like that isn't something that teachers should have to focus on or worry about. Um, and I just feel like that's just been consistent across even honors courses or friends who are in regular courses or even AP courses. And I feel
like this school has a lot to offer and it's given me a lot and I'm very grateful for that. But I do think that moving forward, especially with uh the referendum being passed, with the taxation being involved, that I do think it's also important to look at the teachers as well and supporting them and
providing for them. Uh I'm only just saying that because I heard you mention that uh teacher resources are a percentage of where the budget is going. So I just want to say on behalf of my teachers, they aren't specifically telling me to say this. This is just how I feel about it. uh that I do think that
they could really use the support in times like this because we have a great staff and they do a great job of teaching the students. So I don't feel that they should have to spend their own uh outside money on experiments for us because I am grateful but I just feel really bad about it. Uh and since I will
be leaving the school soon I just want the best for students who are to come to the future and the best for our staff as well. Thank you, >> Pippa. Teachers are a great resource, right? So, they are a great resource.
Um, one of the things that we're doing in the business office is, and we have been working on this for quite a bit, is we're looking at purchasing, right? And making sure that when we do give a budget for things like supplies, that they can get the biggest bang for their buck possible. So, that's something
we've been working on. >> Thank you. That's important to me, so I appreciate it. I just wanted to to Peppa's point. Um, one of the hardest parts is that every year the 2% cap really kills us, right? It really does. And so the budget
process starts off with asking our principles and our admin to cut their their budget every year. So this year alone, they cut $600,000 just from their budgets, right, for supplies, right? And that's that's basically what it is, right? in order to deal with the
buildings and to deal with staff and to deal with the increases in uh utilities, right? >> Um so it is very very difficult, right? And we've had this 2% cap for 15 years now and that's it, right? It's building and building and building and so now we're getting tighter and tighter and
tighter and I see this on the liazison for the BHEF and they are the ed foundation so they support all the grants our teachers ask for and some of the grants that they ask for is like so embarrassing as a board member right you're like we should be able to afford this right and we are so lucky to have
institutes like that but last year the BHF had $13,000 they had nothing to do with >> because we also need our teachers to use this resource right? Reach out to them, create those connections because we are so lucky to have them, right? I give them all the
credit for us going into COVID, right? If we didn't have our PTOs and our BHFs, we wouldn't have been able to do it so smoothly because we had all this technology they had supported over the years and during COVID. So, that is one thing I want to reiterate to our teachers and our staff is that we really
do need to use these parent organizations, but it is really, really hard in the budget, right? and and this is, you know, something we're dealing with. We had to use bank cap this year, but we don't have a lot of it, right? Because we've been going to the 2% every year, right? So, we even had to use the
health waiver. Um, but yeah, it is it is very very difficult, but we see, right, we see those issues and we are trying to address them. It's just really difficult when you have these caps. Um, and we are hoping that the state continues to uh work with schools and figure out
especially when it comes to healthcare, right? So our healthcare is about 12% this year, right? Last year it was 11%. >> You can only tax the taxpayer 2%. Right? That other 9%'s coming from somewhere else. And that's why it's really really difficult. But these organizations from
the parents are so vital to our schools being able to have robotics clubs. So um so I thank you for speaking up for our teachers because they don't deserve that, right? They don't deserve to be spying spinach at Costco to make sure you can do your projects, right? I find that ridiculous myself too, right? And
it breaks my heart. Um, but I also I also know when I look at our budget how extremely tight it is every single year. Um, and trying to get these things done. So, right, the the press box had to practically fall apart for us to fix it. So,
>> yeah. And I totally understand that and I appreciate you for explaining to me because I don't always understand what goes behind it. Um, and I do know that you guys are obviously doing your best to provide uh for them, but even if it's not the resources, just even a support system, just telling them, encouraging
that they can reach out, especially because I know that there are a lot of younger teachers at school. So, they might be a little bit more afraid to step forward. Um, but I just do think that I appreciate you uh telling me that and saying that you're going to do your best about it. I just want to make sure
that there is resources for them because they have been a great part of my experience at this school and you don't want to lose people uh who have the passion and the talent to teach students uh for reasons that are out of their control for the most part. But thank
you. >> Go ahead, Howard. And reiterating off of what Piva was saying, I find it a little bit sad that only 10% of the budget is going towards the
instructional needs of the teachers. And according to the I'll say interesting pie chart that was under the expenditures page that we got almost double the amount going to health insurance. And although I understand
that part of this is a fault of the American health care system and how much healthc care is in the US as a compared to other parts of the world. It it's just it impacts me as a student and it impacts all of the students
throughout the whole entire district. As Pipa mentioned that teachers are having to go out of their own way to buy materials for us to use. I'm very thankful for teachers doing this, but this should be the budgets issue. The
teachers keep asking me, "Please ask for more money. Go tell your parents to go ask the board for more money. We need more money." Last week in my physics class, our whole entire whiteboard system fell off the wall. like is and
our teachers like well I'm very thankful that I have to have this at the end of the year as opposed to in the beginning of the year because we have AP exams and we don't really need the whiteboard now but it just it's an emphasis of
how little goes into the actual education aspect. Um, yeah, that's that's all that's all I really am going to say. And also, you said that that 12% goes to health insurance, but on the pie chart, it says 19%.
And also, where did the extra 500 grand from the healthcare come from? >> Yeah. So, the the you can answer. >> So, you're looking at two different numbers, right? 12% is the increase of health
insurance costs and the other percentage that you were referencing makes up the amount of the total budget. Okay. >> Yeah. And then we we did have right so we work with a broker um for the
insurance uh increase um they give us uh right in the in December they give us an estimate of what it's going to be but then they have to work with these companies to give us our final numbers and that's what happened is that we had our final number come in and it came in at a different
rate than what we were expecting um and that caused us to have um some issues at the very end um and I really wish we could have gone over the 2% cap to actually bring something back to the students. Um, but this is to get make sure that our our teachers do get health
insurance, right? And they deserve that too, right? So they they not only get paid, but they have a benefits package, right? And as you can see, right, they're the most costly thing in our thing in our in our budget and they need to be, right? Because we have great teachers. Um, but it is really hard
>> and and I don't I don't know like how you say like with all the stuff that you already do, how but you pay attention to like what's going on with other districts, but um those healthcare increases that you're talking about and you're on point. They are high, right? Other districts are experiencing 30 to
40% increases right now. And I don't want to say we got off lucky because I don't feel like that's lucky, right? But on the other hand, um I'm glad I'm not dealing with a 30 or 40% increase and then trying to balance budget past that.
>> Any other comments? >> Yeah, sorry. >> I'm trying to compare uh apples to apples. So I'm I'm mainly on the tax impact update slide. So I think last time we were together
uh you guys had educated me that there was really two different numbers that I was looking at, right? There was a 2% um operational cost and then a 1.03 increase related to the referendum and the bonds and all that. Right? So I was
asked to separate the two out because it was distorting. H how do I look at these new numbers through that lens? So, I had a two and a 1.03 when we were here a month ago. What are the equivalent numbers against the two and the 1.03 in this version?
>> Sure. So, the two that you were looking at is now 2.98. That would be your first column, right? And then finance committee, we discussed a couple of things happened when we put the information into home room. We weren't taking the whole 2 million um and
assessing it against the debt. And then also we had debt rolling off. So what that did was that actually created a negative debt service uh levy atgative 53.13%. That's your middle right. So instead of that increasing it another 1.03 it
actually decreased it and then so between the general fund levy which is your first column on the left the center the overall levy impact prior was 3.03% 03%. It actually landed at 1.78 net.
>> Okay. So, we're we're adding it this time. >> What? >> We're we're we're adding them together this time. >> Well, yeah, we've broken them apart just like we did last time, but yes. So, that's our net, but we do have 2.98 is
our general tax levy as opposed to two. >> Amazing how numbers work. So I think right the I understand where your confusion is. So that I think that 1.03 that you saw last time really hasn't
changed. It's just where we're taking it from. Um so you'll see right if the difference between 2.98 and 1.78 is 1.10 right? So that's how much the taxpayer will be taxed right is that 1.10. But
it's not an increase this year. It's actually a decrease from last year, right? So that's why you see that 53%. >> So So last year, right, um you paid the debt service, right? Which is different
from the 2% tax levy, right? You paid a debt service of over I think it was almost $2 million, right? Um but then next year you're going to pay a new debt service, right? We're taking on the new
bond. However, because we're using the interest, I know it's very complicated. We're using the interest from the $50 million that's sitting in the bank right now, right? To offset that cost. It your payment next year will be lower. So, the
real important thing to know is that this year you're getting about $70 per household lower in your debt serviceon portion, right? So last year you paid 181 for debt service. This year you're going to
pay like a 109, right? Was what we talked about last time, but that's right. So it's about $70 back in the debt service portion of your payment. But you really won't feel that because we're going up by 2.98, right? So you never really feel when we give back bond
money. My biggest concern is that people understand that next year you will feel the full referendum next year in your taxes, which you do not feel, right? So you voted on the referendum this year, you will pay a small
um bond payment this year, but next year the full bond goes into effect. So that 250 we kept talking about, you will feel that next year plus the remainder of the 181 that you are not paying in 2627. So you will feel a tiny relief in your
debt service payment next year, but you will feel the full of the referendum next year. And this is why at the first presentation, right, I said we needed to talk to the bond people because the very first budget meeting we had, I was like, I'm don't I'm not understanding how the
budget I'm sorry, how the referendum is affecting the budget and this is this is how we got here, right? Right. And that's that's why we had to uh change that preliminary budget last meeting is because of the way we were looking at it
was right incorrect, right? It it we have to take the tax levy as a separate than the debt service and the debt service was going down, right? So you weren't taking a 3.03 above last year because your debt service payment actually went
down this year. >> Sorry if I can add. So I think the numbers haven't changed. So the separate um amount the 489 for the um debt service that was previously calculated as an additional 1.03%. But the calculation should have did not
in I guess went off of the general fund uh tax levy as opposed to taking into consideration the debt that was rolling off. So from a tax percentage you know perspective that shouldn't have been a 1.03. But if you see the actual dollar
amount for the tax levy for the debt service has remained unchanged. >> No, I I get it. Uh it's marketing, right? We were here a month ago and we were asked to separate the two out and we already voted on
that. So eh, leave that over there. Focus on the two. Okay. So if that's the case, then today I'm focusing on the 2.98. I just want to make sure we're we're comparing apples to apples, right? I I could walk away from this and look at the 1.78 and say, "Oh, we're below
two." Well, if that was the case, then we should have focused on the 3 point 3.03 last time. That that's all. >> Yeah. >> Right. I we we have we have changed the focus of what numbers are important because the debt service is now favorable to the story. That's all I'm
trying to say. Right. So, from my perspective, spent a lot of time here about 2% 2% 2%. We're now at 2.98. So, when we're comparing ourselves to all the other districts and and everything that's about to come out come out um and and how we're doing, right, it's 2.90, right? We took bank cap, we went for
waiverss, um everything that's legal, right, but we're going up above and beyond the 2%. >> Yeah. No, you're absolutely right. You need to focus on that 2.98 number. The other Right. I think you just got to realize that the preliminary budget percentage numbers were just inaccurate,
right? So these numbers are the accurate numbers. But yes, the 2.98 is the only really important number other than next year you have to understand that you are going to feel the full referendum. You are not going to feel the full referendum this year, right? Because I
think I don't want people to think, oh, we passed the referendum and then next year, right, they're going to feel this big increase and be like, where did this come from? And that's actually the referendum, right? So, um, but yes, 2.98 is a lot and we are using pretty much
every bank cap and health, uh, coverage to cover the budget this year on top of the fact that we are taking $450 um,,000 from maintenance reserve to fund um, the budget, which is like a one-time thing, right? So, next year you will not
have that. on top of the fact that we have to find a way at the end of this year to hopefully put money into that fund to make up for it. So, um so yeah, it's it's it's a so I would just say from the preliminary budget to today,
the dollar amounts um the only dollar amount that's changed is the um is in the general fund where we've taken the bank cap and the health waiver. So that is increased by 90.98%. the 489K is still the same. That's for
the debt service and the reserve amount withdrawal is also the same. So the only thing that changed was using bank cap and health waiver to um uh to close the gap of the 517,000. >> I'll add on to that. There are two
critical numbers that changed for me. this uh change uh increased the cost per pupil at Governor Livingston and this increase this also increased the certified tuition rate. So there are you
said there's one key number. I have two other key numbers that both went up. So, um, anybody paying attention, my comments from last month, um, they are now worse, right? The costs have gone up in both areas that I was
concerned about a month ago. >> No. And the cost to the taxpayer has gone up, right? It's gone up, right? Five, right? 1.5. Right. So, it's it's the taxpayer, right, is is going to definitely have to pay for this half a million dollar
increase in healthcare insurance that we got, you know, a week before. Um, so yeah. So, I I totally agree. And our tuition rate this year, right, I had a hard time even voting for it because it's it's so high. Um, so yeah,
any other comments? Okay. Um, M. Nicholson, I know you also have some board correspondents. >> No, we have to do public comment on the budget. >> So, you don't want to do your correspondence first after the vote. >> Okay.
>> So, resolutions one through four. All board members, do I have a motion? >> So, move. >> I know, but it but I'm doing this then we're discussing then we have comment. >> But wouldn't we want public comment before we vote? >> Yeah, we are going to have to bring it.
just the resolution to bring it forward. We're going to do comments. >> Yeah, >> we're going to do I'm going to do comments from the public before we actually do the vote. >> Okay. >> It's not listed that way in the agenda. Thank you for clarifying it. It is. >> Yeah, >> it's confusing how it's documented on
here. >> Um, okay. So, let me go back for resolutions one through four. All board members, do I have a motion? >> So, move. >> Okay. So, Miss Jolly, could I have a second? Second.
>> So, Mrs. Bradford is second. We're going to move on to discussion about the four resolutions first. Does anybody have anything else they want to discuss or have we already done that? >> No. Uh, Debbie, I'm just curious. Are we
allowing the public comment? >> Yes. Yeah. >> So, why are we doing the discussion? >> That's the order of the agenda, how it's been documented. >> Why don't we just >> Okay. So, you guys don't want to have a discussion? No, we'll have it after. I think we should have the comments first and then
>> Okay. Comments from the public on final budget adoption only. During this portion of the meeting, district residents and staff are invited to address the board of the of education on final budget adoption items only. The board request that all 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 complex complexity of the question. It may or may not be answered during the meeting by the administration. If so, the
response would 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 comment all public comments may 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 that can be 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 members of the public become 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. At this time, I will be taking inperson comments first and then I will be doing the online comments. So, would anybody in person like to speak? Here it is. Okay. I didn't see a sign in
back there. I'll do it in a second. Uh Shauna Williams, Berkeley Heights. Um I just wanted to thank Dr. Feltry for her acknowledgement earlier about the fact that the taxpayer did approve the referendum and that now some hard choices need to be made in order to keep
us on track. That's very appreciated. Um it's kind of ties in a little bit to agenda, but it's also budget related. So I'm just going to go ahead and um you know, you spoke about the elimination of position and I understand how hard that must be. Um it's also I'm sure going to
put a little bit of strain on the remaining staff. Um, I know we've got other people who are leaving and I'm heard you mention that the poss there's a possibility of not filling those positions. Um, I know you guys are also aware that there's a letter been
circulating about athletic trainer. Um, just we, you know, I appreciate your comments. It gives me faith that you guys will keep all of this in mind, especially looking at how we've kind of gotten a little bit of a reprieve this year because we don't have the full debt service and everything else. But um you
know, keep up the good work basically. And then just a comment on this slide that's up here. Survive, revive, and thrive. Um so we we survived. You guys did it. Um we'd be very interested in hearing what the revive looks like given
our constraints, you know, the 2% cap and everything else. So, I know you guys have been busy, but uh looking forward to hopefully, you know, over the next couple months or maybe September, hearing what that revive is going to look like. Thanks. >> Thank you.
>> Does anybody else want to speak? Hi, Steve Greguski, Berkeley Heights. Uh, so I moved here in 2011 and I got used to driving 40 miles an hour on Park A. Um, and then there were some unfortunate
things that happened and the speed limit was reduced to 30 and I found it very difficult to do that, but I did it because that's the law. Whether I agreed with it or not, it's the law. Now, I how does that relate to
the budget? Uh there are things that are the law and I was kind of surprised to read that one of your policies basically requires our administration to go contrary to federal law. So, I thought I would bring that to your attention because that's going to be reflected in
the amount of money you're going to spend for legal representation. Probably hopefully not, but I'm talking specifically about policy 5756 which relates to transgender students. I I
encourage you to look at that policy because you are basically mandating the administration to do things that are totally contrary to title nine. And I would suggest that you either get rid of
that policy or rely on the administration with that policy being gone to do the right things for all of our students. Now I'm not picking any side on this. I'm just saying the law and I hope that's that you take it that way.
And then also I want to tell you that I am a mentor of the Villa Walsh first robotics team. It's team 8513. It's all ladies and I have to say it's really an impressive organization. This first
robotics organization. It was developed by some NASA engineers and it's been ongoing for 30 years now and it is worldwide and there are a lot of major corporations that pay close attention to
this first robotics organization and the fact that you have this success going on now. I want to encourage you to do what you can to keep that momentum going because this is one way for a lot of these students to really get into the
future and get very good jobs. I can tell you having been involved as a mentor going through these opening u sessions where the rules are explained Qualcomm shows up and hosts these things. Temple University comes, they
people are coming to recruit. They want to find out the names of all these people that are working on this kind of stuff. It's a big deal. I asked about a banner earlier and I would encourage you to put a banner up there that says finalist. That is a big
deal to be a finalist. They had to go up against a lot of other schools to do that. So, you know, I guess in closing is take a real good look at and that then I understand there's something too with u drones. That's a very interesting thing
to get involved in. Now, remember I'm I'm doing it for Villa Walsh. It's all girls. These young ladies do solid modeling. That's out of this freaking world. and they do programming with Java and they run CNC equipment and they do drills and they I mean physical drilling
and tapping and building stuff and cutting aluminum and working with synthetic materials and unbelievable stuff. So do the best you can with that. Okay. And if there's anything I can do to help, please you know where I am. Come see me. Thank you.
>> Thank you. Any other comments in person? Okay, let's move on to comments online. Uh John McGuz, Berkeley Heights. Um yeah, I want to echo uh this this budget and I said this last meeting was
a good step. Um, and I think we can get to the question of how do we buy more potatoes? Um, we can get more potatoes by looking at some of the costs. So, money doesn't come out of the sky. And I'm not a tax
hawk by any stretch of the imagination. I think schools are one of the things that we should 100% invest in. I don't mind paying higher taxes for good schools as long as the money is going into the right spots.
but and you did a good job this year and the work's not done, right? This isn't this it shouldn't be a but looking at we shouldn't look at this budget as a response to a crisis but perhaps the beginning of a much needed correction. Um and so we get to more potatoes
by looking at our admin spend and looking at what might be sort of topheavy. There's going to be a lot of potatoes coming out of those positions. We could look at those potato. We could look at getting more potatoes by looking at our athletic spending. Really, really
happy to see the robotics team here today. The future leaders of Skynet. Really thrilled to see that being celebrated. That's where our money should be going. That's what schools are for. So, there's a lot of potatoes
hidden in this budget, and we can get to them. We can also get more potatoes by having all the parents and all the organizations that pushed for the referendum, which I was kind of mad on, to show up to a town council meeting and do the
same thing there, and ask them why $1.7 million a year is being withheld from our schools. That's a lot of potatoes there as well. So guys, there is so many potatoes in this budget and I definitely appreciate
the comments from our representative Mountainside. It's refreshing. But I would also remind him that there were decisions made by Mountainside representatives that led to the situation we're in today. Thank you and have a good night. >> Thank you.
Okay. So, going back, um, we have a motion on the table, um, for resolutions 1 through 4. Um, and I want to see if anybody else would like to discuss anything else.
Um, I would like to move to amend resolution one as follows. The general fund budget and tax levy are each reduced by 175,000. So for general fund budget it would be
61 million38,596 and for tax levy it is going to be 48,946,093. As a result the total budget is 62,24,166 and the tax levy is going to be $49,435. Basically, I'm asking for a reduction of
175,000. >> Can I have a second? >> Second. >> So, um I'm basically saying we we've discussed it in personnel committee. I've raised this concern to the finance chair about um having administrative
positions at um GL and the need for having um the the the number of administrative positions that we have and I was initially told that um given the number enrollment numbers at GL we might only be we will be reducing one
administrative position at GL but the administrative position remains in the existing budget. So all I'm trying to do is reduce it by 175,000. So this particular administrative position is no longer there. >> Roll call.
>> Yeah. But I got a question. So but by doing this there there's no stipulation as to how where that 175 comes from, right? So we're not I think what you mentioned is more of a personnel thing, right? So if if if we
remove the 175 right and and we go ahead with this there's no saying where >> it has to be it can be reduced from the administrative line or I'm basically saying that is where it should be reduced from if it passes if if my amendment passes >> but I don't I don't I don't think we're
doing that we're not voting on this on the individual specifics right we're voting on the dollar amount itself right so >> so I'm asking for the overall dollar amount to be reduced that's why I gave the breakdown >> no I I I understand it. I'm just thinking through it. Right. But by doing
so, there's no guarantee that your explanation as to how it would be used would be actually implemented that way. Right. >> I'm hoping because we've had multiple discussions and there were I think at least half of the board or more were in
favor of not having we we are very administratively topheavy. Everybody in the room knows that. And given the current enrollment at GL, I and I have asked this multiple times. What is the actual give me top three you know
number like reasons why having this additional administrative position is going to have an educational impact and I did not get it. So I'm hopeful that that is where it'll be cut from. >> Is your concern that it's not specific to a line or something else?
It wouldn't it wouldn't be specific to a line, right? So, we would just be >> less less money in in the in the bucket. >> I think it's would be understood what's supposed to happen here. >> That's why I
take it that it means it should come out of that a particular position. >> Nick, you're also according to the New Jersey DOE line rules. I think when we are looking at structural changes to administration, we have to discuss this publicly and I
felt I've tried through the committee. I've tried talking to all the board members and to the administration and unfortunately that the position still remains. >> But to Bill's point, right, you're not actually changing any positions in this motion. You are changing the dollar
amount of our budget. >> Yes. >> Right. So, and then right all the other things, right? So this idea that we're topheavy administratively like I have not seen the evidence for that right like just because it's said doesn't mean it's
actually accurate right and we >> when the the finance and facilities went through the budget right we had a lot of things on the table >> um that we looked at for cutting in this budget right because at the different
points the budget was different numbers And um I can tell you that this position wasn't even on the options, right? There are other places, right, that we looked first because when you're talking about the high school and the programs that go on here, right, and we're trying to
prepare these kids to go to college and we want the guidance department to do that, right? And we want programs like the robotics team and we want all of these great things for our students and all these AP courses. We need staff to support those teachers, right? We need staff to support the building, right? So
they can accomplish those things and I think Dr. Feltree has made it very clear right that she does not think this will help improve our scores. It will not help our students achieve what they want to achieve. But I also think that this
is just not the right time to do it. Right? We're in a budget right now and we're trying to pass the budget and by just trying to decrease the budget numbers is not actually changing personnel. on top of the fact that you are not working with right the the BHAA
in in this right so I I I I just don't understand why we're going about it this way it doesn't make any sense to me especially when we we have students here telling us that we need to do so much more for them right those students sat
there and were like we need more right we need more at the high school we need more attention spent on us and our teachers and our staff I don't know why we would think cutting it and again I I don't right just because we say that we're administrative heavy or some people say we're
administrative heavy doesn't mean that there's actual evidence of that. >> The evidence is in the New Jersey DOE reports on administrative cost per pupil. >> But when you go at a district that has three buildings and we have six, we are going to be more administrative heavy than that district because we alone will
have more administrators covering buildings. So if you want to cut administrator costs, we can combi start com combining buildings, right? But that means you're going to have to build on to Hughes and you're going to have to build on to Woodruff, right? We can do that and it will cut costs, right? We will have one lunchroom, right, instead
of two for both of those building >> or we can have one administrator share multiple buildings. That is what most districts do. So there are multiple options. So just because we Yeah. Anyways, I think that that's not what's right and I think it's not what the educators are asking us to do. Um, but
again, right, I just don't think this is appropriate for this topic. Right. We're trying to get our budget passed. And again, what you're asking for is a decrease in the budget, not in staff. >> I think it's implied though that uh it's
to come from a particular place. as as you know though right as the Robert rules carrier you know that's not right that implied is nothing right in Robert's rules right it has to be an
actual motion and again we are not in a personnel discussion right we are in a budget and finance discussion >> okay I think um unless somebody has something else to say I think we should just move forward with the vote Bradford
No, >> Mrs. Stanley. >> No, >> Mr. Morales. >> Yes, >> Mr. Dylan. >> No, >> Mrs. Airi. >> Yes, >> Dr. Forger. >> Yes, >> Mrs. Terrarero. >> No, >> Mrs. Jolly.
>> No. >> Motion doesn't pass. Does anybody have anything else they want to discuss or can we move towards actually voting on the >> So I wanted to try to get some of the questions answered for the public. So um
I just want to start by saying that um all students are welcome here in Berkeley Heights including our transgender um students. Um, our LGBTQTTQ community here in Berkeley Heights is uh a part of our community and every student that is here is welcome in our
buildings and she'll feel safe and welcome in our community. Um, and we do take Title 9 seriously and we are working on all of those things. Um, but that really does not um change uh the transgender student um needs in our
building. Um but then so one of the questions was what does the revive look like? Um so how are we going to Right. So we're going to survive this budget. How are we going to revive in the future? >> Right. >> Go ahead. Why don't you Jen?
>> So Kim, you can chime in anytime you want. Part of the revive portion of it is being able to utilize the funds from the referendum in a responsible manner to fix the buildings, roofs, uh improve our media centers. Um that's part of the
revive. Part of the revive is to look at our revenue sources, see what's coming in and making sure that they're equitable for the district. Um part of our revive is to look how our purchasing is done to make sure that we are getting
the best um pricing and the most responsible pricing and the biggest bang for our buck. Uh part of the revive is again looking at our revenue sources, right? what are we taking in? Um are we
taking in enough on things or are we take where are we taking losses and mitigate those losses? So, um it's just a process over time where we're going to be where we have already started looking at um different ways that we've been doing things, different
ways we've been reporting things out um to improve those processes so that people are more understanding and we can really take advantage of you know some of the things like I you know I there
are purchasing ways to purchase out there that um I think have been utilized uh for many years that you know I think that you know we have to really look at and make sure that they're they're they're giving districts the best dollar
amounts at this point or has the business model changed? That's something we have to look at. um you know, we have to look at uh purchasing in a way to give our staff the chance to utilize their budgets in the most effective manner and and get the the most out of
that. Um I don't know what you want to add, Dr. infiltrate you. >> Well, the other pieces of the revibe, I think you spoke to the referendum, leveraging the referendum, being um very intentional uh on being fiscally responsible with that to get as much out
of it as we can, but also budgeting in the future through the strategic plan. Now that we have a strategic plan, um looking through the lens of the strategic plan to make sure that we are budgeting according to that. And I just want to point out and remind
the public that as far as the referendum goes, um, the items that are actually on the project list is what the money is spent for. It's not spent for anything other than what's on the project list. Okay.
>> Can can I ask a question? Uh, just procedurally, why why are one, two, three, and four separate? Right. I by voting for one, aren't I already essentially agreeing that we're going to use bank cap and we're going to use the health care waiver and we're going to
withdraw from the maintenance reserve. >> No. >> Yes, but we have to specifically write it out and the county wants us to do different resolutions for each and again reiterating the 450 that we already approved the preliminary budget because that number hasn't changed. We still
have to keep that in as a resolution. So one is just making so if this was if we did not have the March meeting then all these different things would wouldn't be required. They're required to call them out separately because it's an it's a change
from what was in the preliminary budget. >> No, this is these are required resolutions for the final budget. Right. So, if there were no changes, I mean, like if you look at number four, number four is the $450,000 maintenance with reserve withdrawal. That's no change
from the preliminary. We still have to vote on that again. Okay. >> The bank cap and healthcare adjustment were not part of the preliminary budget. >> Correct. >> Those are new. >> We didn't need it at that. >> We didn't have those. We didn't have those. >> Okay. I just thought by
it's my understanding all those details are included in the numbers that I'm approving in number one. Right. Okay. Sounds logical. Anything else? Okay. Madam Secretary, roll call vote.
>> Miss Bradford? >> Yes. >> Mrs. Stanley. >> Mr. Morales? >> Yes. >> Mrs. Jolly? >> Yes. >> Mr. Dylan? >> No. >> Mrs. Akiri? >> No. >> Dr. Forger? Uh, >> no. But, uh,
yes. on the maintenance reserve red withdrawal. >> So no on one, two, three. >> Yeah. >> And yes on four. Correct. Okay. >> And Mrs. Terrarero. >> Yes. >> Motions pass.
>> Comments from the public on agenda items only. 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, all in-person public
commenters are asked to sign in. All comment should be directed to the board president and depending upon the nature and complexity of the questions. It may or may not be answered during the meeting by the administration. If so, the request would occur after this 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. Board asks 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 the 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. Williams, Berkeley Heights. I'll keep it really fast because I mentioned this
when I talked about the budget. Um, just wanted to make comment about the abolishment of the position. Um, I do encourage you guys to support that as hard as it is. I've heard nothing but good things about Dr. Cordderero. Um, but we've got to
make some really difficult decisions and, you know, with regret, but hopefully you guys will vote to approve to abolish the position. Thanks. Anybody else in person? Okay, let's move to online comments. Does anybody have
any comments online? Okay, moving on to minutes. Um, resolution one. All board members, do I have a motion? >> So moved. >> Mrs. Bradford is one is first. I'll second. Miss Jolly is second. Uh,
discussion. Okay, Madam Secretary, roll call, please. >> Miss Bradford, >> yes. >> Mrs. Stanley. Mr. Morales, >> abstain. >> Mrs. Jolly, >> yes. >> Mr. Dylan, >> yes.
>> Mrs. Akira, >> abstain. I wasn't here. >> Dr. Forger? >> Yes. >> Mrs. Turo? >> Yes. >> Motions passed. >> Finance resolutions 1 through eight. All board members. Resolutions 9 and 10. Berkeley Heights only. Do I have a motion?
So, they're good. >> Who was that? >> Jolly and Morales. >> Okay. Mrs. Jolly is first. Mr. Morales is second. Uh, committee reports. Finance and facilities. >> Um, so finance and facilities met on
Monday, April um 27th. And obviously a large part of the discussion was around the budget and the bank cap and the healthcare waiver. So I won't um speak to that um since we've already discussed it. Um we were we um met um Mr. David Rutenberg
who is an attorney um specializing in construction and public contracting. Um reason being is that um you know as we look ahead to the referendum and the complexity of the project that um we would all we would most certainly use
legal you know our attorneys to review. Um Mr. Rutenberg has um you know the specialized legal expertise in labor, construction and public contracting. Um so and again this is to protect the district and so some of the services
that Mr. Rutenberg would provide. Um he would review bid con uh bid documents for projects, ensure construction agreements include protections for the district, review bids that come in. Sometimes the lowest bid is not necessarily the best. And review signed
contracts. Um the total cost for the service will not exceed 53,000 which is the bid threshold. Um and the the services are $185 per hour. Um and this would provide expertise and alleviate the pressure on
our board attorney who is um currently juggling many things for us. Um so um so that was a presentation we've we heard um from Mr. Rutenberg. Um I think then um there was the budget which I said as
I said we uh already discussed. Um and then several um items on the finance agenda. Um the board secretar's report is as of March 31st. So now we have caught up um due to that uh delay into
to that software issue. Um, we want to thank the booster club for their generous donation of funds to purchase a new record board for the weight room at GL. And we briefly touched upon participation in the Omnia co-op um, which is on the agenda and this is to
enable the purchase of Gaggle licenses which I cannot necessarily explain but um, this is for a technology um, uh, purchase. Um, sorry. Um and then uh last item is uh we discussed um salaries for two
positions for the 26 27 school year. >> Okay. Um athletics and co-curricular >> no update. >> Technology and communications. >> Okay. Um technology and communications
uh committee met April 14th. Uh we talked about technology in the elementary school. Students in K gra grades K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K to 5 have access to touchscreen Chromebooks that are housed in charging carts within each classroom. These devices are recycled from the district's
secondary schools, providing a sustainable and cost-effective approach to maintaining one to one or nearly one to one access. Because the devices remain in the classroom, students do not transport them between home and school. Chromebook uses uh use varies by grade
level and in some cases by teacher preference. Younger students typically use devices for shorter, more structured activities while older elementary students may engage in longer or more independent digital tasks. Overall students are not on computers for the
entire school day. Technology is integrated intentionally to support instruction. A variety of digital tools and curriculum platforms are used across subject areas. Commonly used resources include BrainPOP for multimedia learning, Big School, Big Ideas Math for
core math instruction, and I Ready for both reading and math diagnostics and personalized practice. Additional tools such as TCI support social studies instruction while newella provides
leveled news articles to support differentiated reading. The 195 literacy platform is used to reinforce phonics and foundational literacy skills. Clever uses as use serves as the district's rostering and single sign on system. It
pulls student and class information from power school ensuring that students automatically have access to the correct digital tools and classroom resources without manual setup. Overall, the K25 technology environment is structured development developmentally appropriate
and designed to enhance instruction through purpose purposeful use of digital tools. So, we talked about that. Um, discussion, >> Madam Secretary. Roll call, please. >> Okay. >> Oh, I'm sorry. I thought you were
talking about discussion on kids. So, I just want to thank uh the booster club, the Highlander booster club um for their donation um for a new record board in the wait room at Governor Livingston. Again, like I told Pipa, we can't do this stuff without our parent organizations. They they do so much for
our district and we can't we appreciate it so much. >> Okay, Madam Secretary, roll call, please. >> Mrs. Bradford. >> Yes, Mrs. Stanley. >> Yes. >> Mr. Morales. >> Yes. >> Mrs. Jolly. >> Yes. >> Mr. Dylan.
>> Yes. On one through eight. >> Mrs. Akiri. I'm a no on uh two three and four. And yes on the rest.
>> Dr. Forger. >> Yes. On 1 to 10. Mrs. Truro. >> Yes. Motions pass. >> Personnel resolutions one through 14. All board members resolutions 15 through 21. Berkeley Heights only. Do I have a
motion? >> Motion. >> Mr. Morales is first. Second. >> Mrs. Bradford is second. Committee reports. Personnel. >> Yes. Personnel uh committee report. The personnel committee met on Friday,
April 24th from 11:30 to 12:55. Members were in attendance along with Dr. Feltry. Uh items reviewed and discussed were contracts to be for review to be sent to the county superintendent. The committee review and discuss three contracts that require county approval. The committee is
requesting a discussion in the finance and facilities meeting on Monday, April 27th concerning a contract, and that was done. The committee requested that Dr. Feltry speak with the county superintendent about an extension which I believe was not needed at all. Uh contract for review that does not need
county approval. The committee reviewed and discussed the contract that does not require county approval. The committee discussed with Miss Barry and Dr. Maher the impact of the on the GL staff if there's only one position of an assistant principal at GL. Miss Barry and Dr. Maher presented the following
information to the committee in support of two assistant principles at GL. They stated that the amount of work at GL does not decrease with a decrease in student enrollment. The needs at GL were presented and there were among other needs. The need for administration to be present in the classroom to support
staff. The need for administration to oversee grading practices. The need for administration to provide timely staff observations. The need for additional professional development for staff for the MTSS and the 504 needs. the need to keep up academic rigor and higher uh and
rigor high and knowing how to scaffold instruction for students. The need for administration to conduct timely parent communication and the need for administration to supervise referendum projects at GL and building facilities. These were the impacts that they discussed that would affect the GL
staff. The superintendent's recommendation is for two assistant principles. The majority of the committee supported one. A minority of the committee supported two assistant principles at GL. Requests for email from Dr. Feltry concerning restructuring of elementary education curriculum
responsibilities. These were action items and request her administration amended contract with job responsibilities and the request to add a comment column for the personnel committee non-tenured Excel document was denied. Dr. Feltry preferred uh direct conversations with board members and
administration. The meeting adjourned at 12:55. The next personnel meeting is next Tuesday, May 5th, uh from 12 o'clock to 1 pm. >> Thank you. Discussion, >> Madame Secretary, real quick, please. >> You got to get on it.
>> I know. Okay. Um, so I I'm hoping it's appropriate. Uh, Crystal number six, is this replacing or no >> it's replacing next year.
>> Okay. >> Um because I just hadn't heard this come through at all. I don't did it go to curriculum or >> teacher. >> No, it did not. Um because uh as Craco was an additional um company that we contracted with, we contracted with them
because we were unable to fill the position. But since we're able to fill the position, then it would be filled as any regular position. >> Again, I hate to ask in public, but how did that how did that relationship go? Right? Like is it something we would use
in the future if we're in the same position? >> If we are in the same position, we will retain the ability to use them in the future, but our hope is that there will not be a need to. Um,
I would appreciate if we went into um the thought process um around the the position that we are no longer keeping. Um so number 14,
right? because I know right there's people have this idea that our administrative costs are high right I don't feel that way but I also know that removing this position right this position was created because we were having issues in the K through five and
keeping all of our buildings um on track and getting the same um needs right meeting the same needs so for me right abolishment of this whole position is is is hard for me to see right after having fought for it for so many years, right? Obviously, I'm on the finance committee
and I know, right, our options were not great, right? It was um programs that students are currently in or um staff, right? And so, I know this was a really tough decision. Um would you be able to
speak any more on the impact this will have this push like ch moving forward and how we plan on accommodating this change? >> Partially. So, I do want to acknowledge that this was a sacrifice. Um, no staffing decisions are easy. Uh, but I
also want to acknowledge this is an administrative position that was cut. Um, so in my mind addresses some of the narrative that we are administratively high even though this is a position that um has value and it will impact us at
the elementary level. Um the teachers lean on this position for support when we are um evaluating and adopting new programming and we have two major uh curriculum adoptions next year. So uh I know that
staff is nervous right now. We are in the process of um planning uh we have some creative ideas that I haven't brought to the board yet. So, I don't really want to speak to publicly without talking to the board, but um a primary
uh way that we're handling it initially as we are talking is Dr. AR is assuming um a a good deal of those responsibilities uh at at this time and then as we move forward uh we'll have some organizational restructuring that could
uh further support teachers in the the various content areas that they teach. >> Yeah. And I know right when we talk about administrative costs, right, we we've had a couple retirements of administrators who had been here 25 plus years, right? And so sometimes when we
look at administrative costs, right, it's also because we've have employees that stick with us, right? That stick around. Um and that's a good thing, right? And and having that continuity. Um but right, we had about half a million dollars in um breakage this year
in staff, right? I think it was 514 something this year. Yes. This this current year. Yes, we did. >> Yeah. So that Right. And we're still dealing with a tough budget. Yes. Even with all of that. >> Yes. >> Um Right. Because of all of the increases. >> Yes. >> Um so I know for me, right, this is a
hard a hard loss and I know once you lose a position like this, it is very hard to get them back. Um and I do worry, right? Right. I know Crystal's amazing. Um but when you pull them to go lower right to the lower schools right that also means the the upper schools
are not getting the same support right that and that 6 through 12 pulls so much that's why one of the reasons why we created this position right is because 6 through 12 has so much and so much programming and so many needs to now right have to make sure you focus on K
through five was always really difficult. Um, so I find this position really, really hard to let go and um, I know, right, I know it was not easy and I really appreciate everybody's support in trying to figure out how we're going to move forward and make sure that K
through five is still supported, right? And they're getting what they need, especially when it comes to curriculum and implementation. So, >> does anybody else go ahead? I have uh one question on I think it's 11. Is this
the entire list of uh summer employment? I thought we approved like a very long summer employment few months ago. So is this an addition to that list or are we is this
everything for this summer? I don't know to be honest with you. I know that that as the summer employment memos are coming in, they're being put on the board agenda. I I'd have to ask Diane if this concludes all of it or not.
>> It it no Yeah, there's no summer programming on here. So, um ESY is not represented our our summer program. So, there will be additional uh personnel that will be approved. So can we So there was like a very extensive list I believe and I
questioned why were we approving it early on and it it covered like all the three different like K to5 middle school and high school. >> So do I hear you saying that there was one approval of all summer employment? >> There was summer employ.
Okay. >> And now I'm seeing So I'm just trying to see can we get like a consolidated list? Is this it? Or >> we could we can we can put together a consolidated list of all the summer employment. Absolutely. We can do that. >> Okay.
And uh one other question is the employment says new staff institute on number 11. So what is that? >> There's an addendum that removes those. the new staff institute are staff that provide uh professional development for
our new staff when they come in at the end of August and we pulled that on the addendum because we have to post for those uh positions post for that and then um fill it. So you'll see them again in the future. >> I don't understand. And then
>> okay >> okay It's an addendum. >> Okay. >> Yeah. I I just wanted to see like a one consolidated list because I thought it was a very extensive list which covered pretty much the all summer and if this
is not the final that's all I'm looking for. Thank you. Anybody else? Madam Secretary, roll call please. Miss Bradford Bird. Yes, >> Mrs. Stanley. >> Yes, >> Mr. Morales. >> Yes,
>> Mrs. Jolly. >> Yes, >> Mr. Dylan. >> 1 through 13. Yes, >> Mrs. Airi. >> Yes. >> Dr. Forger? >> Yes. >> Mrs. Terarero? >> Yes. >> Motions passed.
>> Education resolutions one. All board members, resolution two, uh, Berkeley Heights only. Do I have a motion? >> So moved. >> Bradford is first. >> Second. >> Mr. Morales is second. Committee reports curriculum.
>> I think there was only one like I think we had a curriculum committee. This was the second one that we wanted to go over the amended CMS schedule. I believe Dr. Thank you for actually including it in the superintendent report. Um basically
I just wanted to comment that it was four years in making to include core subjects on every single day and I think Mr. Kobeska put together a very detailed presentation. I hope we can like park some date on the calendar for the
community to see where we are going with the new schedule. I know you said as with any new change, it takes time, but all I was looking for is a committed target date. I know doing it for 2627 um school year is tough, but are we
saying we could do it for 2728? That's all I would like to know. and then reviewing that presentation of attend like you know the staff and the CMS principal visiting these schools and coming back with feedback on how many
minutes of education these other schools were getting in terms of core subjects and also maybe the option of including a recess period. So these are all something that middle school parents are very interested about and we've been hearing about it at the CMS days and the
coffee with the principal for the last four years. So some sort of an update on when can we expect the new schedule not not this year but are we talking because for the last four years we were told it is going to take three years
because it takes it's difficult to change the schedule. The concern here is um four years ago when a new principle came over the schedule was the bell schedule was changed. So now what we are being told is because
implementing it so soon is difficult but changing a schedule was done very easily. So how long will it take? Is it an year or two years? So there's a couple of things the board is in negotiations with the teachers union.
So if the teachers union can settle, we are discussing schedules. Right now the current contract prohibits any kind of a schedule change because of the way the language ties the middle school and the high school schedules together. So we need that to be done first. So if that
gets done, then we can plan a a targeted date. We also have a new middle school principal that is coming in and we have a committee of teachers that have been evaluating this. So, you know, there I would love to give you a hard fast target date, but there are too many
variables there that to say I'm, you know, committed and I've heard horror stories about prior negotiations. Um, and if we don't have a settled contract, we can't move forward in even planning what type of, you know, bell to bell and
what type of of uh hours we have because we're talking all kinds of things. >> Could we at least get an update on where we are six months from now, like maybe October? >> Absolutely. Yeah. Just a date for a date. Just give us where we are. Thank you. >> Can can these things be shared with the
rest of the board? Um, right. I I know last time we talked curriculum um I also asked for this um right the rest of the board has not seen this schedule um we also have not seen the CMS criteria for awards um so we can share that in the
board buzz both of those things um there have been no shifts to the CMS schedule as as far as planning goes right so but we can share what we have currently in the board buzz happy to do that right because I mean right my last minutes from curriculum were March 9th and right
at that one right they talk about seeing the schedule right but I haven't even seen what what Mr. Kabisa and his team has seen right or what >> it's a mockup it's it's >> I haven't seen that mockup I'd really right I'd really like to
>> also in March 9th we did not see a schedule we saw a presentation that was attached to the minutes we says it talks about it but that's what I'm saying is is the last time we talked about these minutes right I asked for the same thing I'd like to see the details >> so we have we have a document that he
and his team put together and so and then we now have as of la as of the last committee meeting a mock schedule. So, what I can do is I can merge those two documents together and we can attach them um as a link in the board bus. That would be great. Thank you.
>> Anything else, >> Madam Secretary? Roll call, please. >> Mrs. Bradford? >> Yes. >> Mrs. Stanley? >> Yes. >> Mr. Morales? >> Yes. >> Mrs. Jolly? >> Yes. >> Mr. Dylan? >> Yes. To number one, >> Mrs. Zaryi?
Um, I'll abstain from I think there's only one agenda item, right? On education. >> There's two. >> Um, I'm a no on both. >> You're a no? >> Yeah. >> Dr. Forer. >> Okay. Uh, yes on number one. That's the
GL thing. And then on number two, just a minute. Uh, yes on the CMS thing and no on the Oh, I'm sorry. There's two CMS's. Okay. So, yes on 306412 CMS and no on 306415
CMS. >> Mrs. Churo. >> Yes. >> Motions pass. Policy resolutions one and two. All board members. Do I have a motion? Miss Stanley first, >> second, >> Miss Bradford is second. Committee
reports policy. >> Um, so the policy committee met on April 20th. Um, we have a semi small agenda. So the policy 1220 employment of chief school
administrator um mandatory. This was a revision to um the previously passed um uh it passed first read and we brought it back for first um re we brought it back to policy committee. So it has to
go back to first read today because we are removing the sentence. Um superintendent shall devote themselves fully exclusively to the duties of the office. Um so that one should be pretty straightforward because you've already seen it. It already passed first read.
Now we just removed that one sentence and hopefully we can move forward tonight with our first read again. Then we have policy 3324 rights of privacy revision. So these um the next three policies on that um
minutes um were brought to us because we've had to cl reclarify on personal devices and taking photos and recordings of students on personal devices. Right? I think it's really difficult now. We all have a cell phone in our back
pocket, right? So we grab our phone and we take a picture of our students. However, our policy kind of um states that you're not allowed to bring those things home right on your personal device because that's student record. Um so we had to recclarify on how you need
to do that in your classrooms. Um so we discussed these three policies. We are going to wait for stress EMA's um revision on the policy um the policies they're creating um in reference to the New Jersey new law on
cell phones ban in the schools. So we're going to wait for more clarify clarity for most of them. However, in policy 3324, rights of privacy, we are adding language to clarify the use of personal devices for staff for photography and video of students. Um, we are waiting
again for stress estimate to give us more information. Um, hopefully you guys had a chance to read those three sentences just to make it really clear um that you should be using a school device to record students if it is not a public event open to the public. Um,
then we looked at policy 0149 retiring board members revised. Um this was brought to the committee because um we felt that there need to be clarity in the sentences um because everyone was kind of reading it a little bit
differently. Um I was on the committee that made this policy the last time it was um revised. Um so as a committee we looked at it. Um, this basically we looked at the language that deals with board members giving their children
their diplomas or grandchildren their diplomas at the high school graduation. Um, the committee felt that many of us have multiple children. And if you have the honor of giving one of your children uh a diploma, it's
really hard to tell your second child, sorry, but I don't get to give it to you because I didn't rerun for uh election. Um, board members also do this for free and we don't have many perks um, besides going to a conference. So, we felt like this is one of those things that is an
honor. Um, we did talk about some of the difficulties that it can cause if you have large uh, graduating classes, but most of our graduating classes are under 200 kids. And we felt that this is something that makes GL really special um is that we do have teachers and board
members that are able to give their children their um diplomas. Um so we clarified the language to add 10 and a half years. 10 years because we figured make sure anybody who has three kids definitely got all of them. And then the 0.5 is because your term ends in
January. Um and we just wanted to make sure you got all of it. Um, and so again, we just wanted to clarify who gets this and how long it is so that way, um, the staff has the ability to,
um, tell people in the future. One of the things that came up also was the grandkids situation. Um, that was really put in there, I think, for board members who are retired, who don't have current children, right? It's not meant for people like me who have children in the district to come back 30 years from now
and give my grandchildren their diploma. Um so the 10 years will help with that. Um so this is up for today. Since then we did realize that the language could seem like um it was denying Mountainside
um the ability to do the same for their children. Um that obviously is not the intent of our policy. The intent was to put in the three-year term to make sure that you are actually serving as a full term. Um, so we are we are going to have
to go back. So, Bill, thank you for reaching out for me um to me and we're going to have to add language um to that. I don't know. Uh, Bill gave us some language that he thought was good. I don't know if we should bring it back to um to the policy committee and add that language or if you just want to
make a motion and do it tonight. That is up to us. I'm going to move on just real quick to the adoption of textbooks. This is up for second read tonight. Um again, we double checked on this one to make sure that they that everybody on the committee felt comfortable moving
forward. Um this is about um our current um look at textbooks and how often we um make sure that they're up to date. Um and again, we felt like it was ready to go so it's ready for second read.
That's my policy report. >> Um, yeah. So, uh, thanks for that. I, um, I think with respect to policy 149, I think we do need to change it and I prefer we go we send it back to committee. So, I think I'll vote no. Um,
just to make sure we address Mountainside, we address CMS, um, etc. >> Yeah. So, I want to ask Dr. for feltry, right? We are in this kind of weird position where we do have a board member
who has asked to give his child um hit their diploma. If we vote no tonight or table this tonight, do you still feel comfortable moving forward or do you want us to vote yes with it going back to policy so that way you know which direction the board
feels comfortable with? >> Say that again. >> Right. So I don't want to put you in a position if we delay this, >> right? So I do want to bring it back to the committee, >> but I want you to know whether or not the full board supports this policy or not because you are in a position where
we have current, right? We have a current graduation being planned planned. >> Okay. Do you want us to vote yes or no on this tonight knowing that it's going to have to go back to first read so you know where the entire board feels or do
you feel comfortable moving forward with us tableabling it tonight? >> Well, we have three more board meetings. I guess it I mean personally it doesn't make a difference to me one way or the
other because we have three more board meetings. I think the bigger issue is for the other person, you know, for anybody who would want to make that request. >> Um, it's it's yeah, to me, we can adapt. >> So,
I think it's important that if you're going to do this for board members, for people with diplomas at the high school level, you need to include the elementary schools, you need to include the middle schools. If you're going to do it, you should be doing it at all schools, at least making it available.
>> So, board members don't give anything out at the elementary schools. The CMS one, I have no problem with adding this back in. It was removed uh I think I don't know three years ago because they felt like they didn't want board members like six years from now asking to do
their middle school child. But personally, I don't have a problem with it. So, if you would like to add CMS, um >> I think it's important number one to do that and I think it's also important to make sure that just in general the language is 100% covered for send and
receive in general. >> I think we need to do it correctly. Yes. >> If we're going to make the change, we should be doing it correctly. >> Yeah. And again, the language was never meant to um remove Mountainside. We just add the three-year term in there because we didn't want Right. Over the past
couple years, we've had people resign or leave for whatever reason. All right? And people that come in for a few months, right? I don't want them 10 years from now saying, "I want to give my kid their diploma." Right? So, this is for people who served their three-year term um but maybe had given one child but not their their future
children. >> But I think we need to be careful with the terminology three-year term because, for example, Mr. Dylan has maybe only served here for less than that. So, I think we need to make sure that the language specifically
stipulates in their current district. >> Yeah. Which is what >> it doesn't say where they served. It just says one three-year term. It could be >> Mountain could be implied in Berkeley Heights because it's a Berkeley Heights policy. >> Yeah. But it doesn't say which board.
>> Yeah. And that was what our intent was, right? It could be from Mountainside or Berkeley Heights. But I agree that we need to put it explicitly which is why we are saying to bring it back to first read. >> Yeah. So it all depends on what we're trying to do. Right. So um if you're
trying I I don't know if the assumption is that you've done you've spent some time here on the board like myself or if you're going to let any Mountainside board of ed member who has a child here um and has done three years at Mountainside you're going to have them
hand out diploma. I don't know what um what the intent is, right? So, I don't know if it's you have to have at least served one uh term here, right? And and what what I was trying to explain was is that uh we don't intend to at least I think the strategy would be that we're going to
rotate more frequently within Mountainside who who represents up here. Um so, you would never get somebody who's probably going to do three years. I I never say never, but I just wanted to protect the language. >> Uh and I and I do want to I mean, again, it shouldn't say mountain side, it should just be send receive. um because
you know you may have another partner uh in 12 months 13 months. Um, so that that was my only take was, hey, if you're having questions now on the on the contents of it, I can easily say, why is that person giving it out? Um, again,
from a retired perspective. And and just my other thought on this is I I I really don't see the need to cap it in a year, right? I it just seemed like too much to me. Um, so I I just ask that the the
committee look at that again and and and understand like is that critical, right? So if you want to do kids and grandkids, that's fine, but it seemed like the years were not unnecessary just for my opinion.
>> The you're talking about the 10-year cap, >> the 10 and a half years, you know. >> Yeah. So the 10 and a half was because of the January thing, but the 10 years was because of uh the concern of the administration of like where does it end, right? Because of the grandkid
situation, right? Like the intent is that if you're a retired, right, board member and you hand one grandkid their diploma, you should be able to give the next one their diploma as well. >> But it's not meant for me to come back in 30 years and be like, "Hey, remember that three years I spent on your board?
I want to give my grandchild their diploma. >> Yeah. And and I and I think they should have the right to do that. Um you know, if you've served whatever time you guys want to put out there, if you've done it,
come back a 100 years later. You know, we're here endless amounts of hours, a month, a year, um for a quick I mean, we we did it last year. 20 seconds in and out. come on the side. It It's not
disruptive. I I I just don't know what problem we're trying to solve here. Um I'm okay tightening it up, but anything that would put parameters or limit the future considerations of a retired board member to have the right to hand out a diploma
to a child or grandchild. I just I I think that the years is unnecessary. But that's my own opinion. >> Yeah. Well, can we can definitely discuss it. And honestly my take on this is I feel it I think before the policy was even created it was an
administrative decision. I don't see the need for a policy. It is just self understandable. And then also the school ethics law says that we shouldn't give ourselves any personal perks and you said we don't get any perks other than
attending the conference. the the role clearly defines it's a bipartisan like you know there is no partisan position you don't get paid like the town council members you shouldn't be voting on any perks for yourself and this is something I think we should just leave it to the
administration and itself that is how it was handled before this policy was there so I don't actually see the need for a policy and then putting all these term limits just leave it up to the administration and then let them handle it because they run the the graduation
ceremonies and that's how it was handled for like I don't know five decades. >> I I Yeah, go ahead. >> Uh when this came up uh initially when policy was invented was a few years ago and I voted against it. I I don't think
it's a good idea. Um it seems to be a local policy. I looked it up. I couldn't find any other board that does this and I think it detracts from the seriousness of graduation. So I don't I don't agree with having the policy at all.
>> So this policy is not um this policy is other districts do have this policy. However, they don't have the diploma situation added in. Right. That was something that Berkeley Heights did. But there's there's plenty of other districts that have this exact policy. It's just >> through 12.
>> What? K through 12. >> K through 12. What >> district? >> Yeah. So that's what I'm saying, right? Like other districts like New Providence and Chadam have a policy like this. The only thing is that >> they don't have the diploma part, right? But they do have that you get a plaque
when you retire or whatever. Some districts put in that it can only be $40 worth of a thing, right? It could the bowl can only be $40 worth because you're not supposed to be taking money from the students, right? Um, that's the point I think of the policy is to say that you're not taking anything from the
students. Again, for me, I think this is one of those nice perks and you give it to one kid, right? And we've had, right, we've had board members give it to one kid and then you you get off the board for whatever reason and now you can't give it to the second kid. And I think
that's I don't know, that's not right in a small district. And I think I really like when people come up and give their kids it. I think it makes it special. Um, so yeah. So I think that's why I'm ready to move forward with it. >> Um, the only other thing I just want to
point out just because Mr. Carrick, you had a you had a comment about um, you don't think it's going to be a problem. Um, I know that there was a board member with a prior superintendent who said no. So I think if you leave it out and leave
it at the discretion of a superintendent, you may have um inequity across board members depending on who's the superintendent. Um and I think that was the whole purpose of why this was put in place. Um it does seem
kind of ridiculous. I don't disagree with you, but I think it kind of protects board members from that perspective. >> Well, and that's what policy is, right? policy is putting right parameters for the superintendent and her staff to follow, right? That's that's really what
the whole point of policy is. Um, so I'm going to make a motion just to table then um if Dr. Felry doesn't feel that we need to vote on it. So, I'm going to make a motion to table
policy 0149, retiring board members. Do I have a second? >> I'll second it. >> Roll call. >> Mrs. Bradford? >> Yes. >> Mrs. Stanley? >> Yes. >> Mr. Morales? >> Yes. The table?
>> Mrs. Jolly? >> Yes. >> Mr. Dylan? >> Yes. >> Mrs. Airi? >> Yes. >> Dr. Forger? >> Yes. >> Mrs. Terrero? >> Yes. Motion passed. >> Can we move forward with the other policy changes or does anybody have anything else to discuss?
>> Are we going to we're going to consider 1220 and I'm sorry 12 1220 and um 3324. >> Yes. >> Okay. I have some uh amendments I want to make. Um
so for 1220 employment of chief school administrator Does everybody have a copy of this in front of them? >> It's in the minutes. >> It's in the minutes or attached >> these are changes.
So Tom, this is the third time this policy has come before the committee at a board meeting. >> Yes, that's good. That's good. We we should consider these things. >> Uh okay. >> Wait a minute. Did I Did everybody get
the first page? >> Yeah, >> one page. >> Yeah, >> they're all one page, right? I gave you page one and three. >> Did everybody get page one of it? Maybe
I didn't send that around here. >> One and then the other one. >> Okay. >> All right. I I want to uh amend 1220. I don't like some of the things at 1220 and I thought the simplest thing is just to give you my markedup copy. That's why
I made a copy for you. Okay. Um All right. So, the first change is on page one and there's a numbered list one through six. The third item says uh the opportunity for applicants to visit the
district where feasible. And my amendment would be to strike the words where feasible. Why is that? Because it already says up above, recruitment procedures may include but are not limited to the following activities. So you really don't need to say where feasible.
Uh the next thing is uh number four, I'm striking the amendment is to strike the entire paragraph. I do not believe that uh the recruiter uh should be involved in the interview
process. Their job is to identify candidates for us. And I don't like the idea that uh as happened with NJSBA, they had a prior approval on any questions that we asked. That was a restriction on the board member's speech
and I disagreed with that. So I I don't want them involved in the interview process at all. So that's why I struck paragraph four. Um paragraph five, I also suggest we would amend it to strike paragraph five solicitation of
applications from a wide geographical area. I don't think you need to state that at all. We can do that or not do it according to whether we want to do and I don't even know what wide geographical area means. Um, and then the fourth
change is on page two, and I gave everybody a page two. It says in the first paragraph, uh, let's see, uh, in the in the event the board notifies the superintendent, they will
not be reappointed, the notification shall be given prior to the expiration. Da da da. Okay. Uh I don't care for that wording. Uh and I'm ch I would change it to say
they will not they will not be uh I would substitute the words uh of non-reappointment. So in the event the board notifies the superintendent of nonreappointment that avoids the awkward use of they
instead of he or she. The they of course is grammatically incorrect and I think you all know I don't agree with these uh this kind of language. So I'm proposing proposing a workaround that avoids that awkward construction. So that's my change to that's my
amendment uh for changes to this policy. Uh do we want to vote on that or do I go on to the right of privacy changes? >> So I'll just have some comments. So the um number three that's not a s that's
not a substantial change it's just you know whatever wording right >> um number four because it says recruitment procedures may include right like you said with four and five it's up to us really how we do it so they may include it and may
not include it so I don't understand why we would need to strike it >> because that's not really recruiting once they've given identified a candidate and delivered the candidate to us, their role is really done. They should have no role role in sitting in on the interviews uh
monitoring the questions, pre-approving questions, I don't agree with that. >> Right. But we but as a the board that is handling can can decide not to have that happen, >> right? So why would you put in anything about the interview process? >> But maybe that deals with recruitment,
>> but maybe some boards like liked that structure. Right. It's not it's not forcing you to use it though. >> Yeah. But it's not part of recruitment. And that's what the paragraph deals with recruitment procedures and there you're sneaking in here interview process. >> Okay.
>> Right. So again I to Natasha's point right like you're looking at this that we must use a recruitment service. >> I'm not saying it doesn't belong in a in a section on recruitment. You're talking about what does >> it does because it it it establishes
that the board is going to be the one that reviews and discuss the candidates's credentials. >> They do and they can do that without this paragraph. What you're doing is you're saying the recruiter is going to be part of the interview process. So that's what I disagree with.
>> I So I disagree that that's what this sentence says, right? Because it says the recruitment procedure. It doesn't say the consultant must do this. It says the recruitment procedure may include but not limited to the following activities. >> But what does >> and we're not forced to use a recruiter, right? Like >> what what does recruiting have to do
with interviewing? >> Nothing. You're just going once you've gotten the candidate in front of you, then you're going to go through an interview process. So, you would not put that in the recruitment procedures. It's misplaced.
Well, I I was going to say that uh you know if the if the board we if we do not use a consultant, right, our recruitment procedures would include an interview process. Well, I guess you're what you're saying is that a recruit it's interviewing
candidates is not a recruitment. Recruiting is the actual getting of the candidates. >> Yes. delivering a candidate to you, bring him to their your attention. >> That's not typically how recruiting works in today's world, though, just so you know.
>> Well, I'm not from this world. >> So, Tom, I can tell you that the policy committee can look at it. Um, but again, right, this is the second time that it's been in first read. >> No, I don't. I'm I'm suggesting an amendment. You make the amendment and then we'll just vote on the thing
tonight. Right. It doesn't have to go back to policy at all. >> Well, it does because right like I I think right you have two people here from the policy committee who >> are saying it >> we got to discuss this further because I don't think >> right that what you're what you are
feeling is what the language actually implies. So there would need to be a bigger discussion on this than just making an amendment tonight. >> Do you want to take it back? Go ahead. But you know I'm not I'm not asking it for to go back. I'm just saying strike three, strike four, strike five, and
then on uh the next page, >> I uh proposed a change on the uh how about notifying the superintendent what happens. >> Just so you know, um for item three. >> Yeah. >> Um you're just removing the where feasible, you're talking about on three
at the end. >> Yes. >> Okay. >> Yes. It's already been removed at the beginning apparently, but it reappeared at the end. So now I'm saying just take it out. >> But what if a candidate can't make it to the building? We're not going to
interview them. >> You're not. There's no requirement here. Uh it says may include the opportunity for applicants to visit the district, right? So it may include it. >> So Tom, by your logic though, um by your
logic, the getting of the candidate, you know, is is the recruitment procedure. Yes. you would you why would you strike out three entirely as well? Because recruiting doesn't necessarily mean I mean by your logic of striking out four
does not mean anything having to do with visiting the district. It's just getting an applicant into a pool. If you know if by your logic recruitment is just the getting of the candidate for the application. >> I mean so
>> do you want to strike three? >> No. I mean, I I guess like I would say I'm comfortable with the way it is. >> Okay. Why don't we do this? Why don't you make a motion? >> Okay. >> And just we'll vote on it. >> All right. >> And then we'll see where this goes. And then you >> That makes sense.
>> Yeah. You can just vote it down. >> All right. >> Just make your motion. >> Okay. >> And we'll just vote on >> the amendment is I went through the amendment. It's basically in number three, strike the words where feasible. Number four, strike the whole paragraph. Number five, strike the sentence.
That's it. And then number page two, it's uh substitute, let's see, uh delete the phrase they will not be reappointed and substitute the words of non-report of nonreappointment.
That's so there are four changes. And I'll I remind you if you don't agree with a change, you could ask for what's called a separation or division of the question and we could vote on each change separately.
>> Reminder, you could email the policy committee. >> Uh yes, I could. >> Um would would the one on the second page require a second read? I mean a first
read again. Is it non It's non >> the one on the second page I think is nons substitive. >> Okay. >> So I don't think he's changing >> but the other three would be >> not changing the meaning of it. He's just changing how it's um >> but the other three would be correct.
>> Um give me a second. >> Uh four and five certainly >> and I'm with you have the language up top. Um, so if the intent of number three is
to require applicants to visit the school, that's not substantive. But I think because you have the May language found in number one, if the intent is just to clarify because you have may in the first paragraph, then it's not substantive. Is everyone following me there? >> No. >> Okay. So number four and five are
clearly substantive changes. >> Right. >> Paragraph three, you're removing the phrase where feasible. >> Right. Now in as noted here user may include. So if the purpose of simply removing where feasible is because you already just using the word may, you
don't have to include it, you're giving yourself discretion, then where feasible is just nons substitive. If the real intent of removing where feasible is because you want to require applicants in all your recruitments process to visit the school, which I don't think
that is the intent here, then it is substitive. So, in my view, the intent of removing where feasible is likely just to say we still want this, but it's because the it indicates you may have this and obviously for the record, you can't see me shrugging my shoulders, but I did. Um, I don't think it's
substantive. So, I think the one number three and this change on the third page are not substantive, but I do think changing four and five are. >> But I think this is why it's so important that every word matters in policy, right? Because right the intent
you can't really know the intent once the policyy's passed right you just have to follow what's in the policy. >> Correct. So that's why I'm using if I had to interpret this policy the where feasible language to me is not substantive because I would use the I would rely upon the may in the first
paragraph to say that the board is not locking itself into a specific recruitment process. Instead, it's giving itself future guidance on when you are going through recruitment process, here are the terms that you should look for uh that you should consider, right? So, you're not locking yourself in. You can add more, you can
have less, but here are the ones that really the board should be focusing on. >> I think Tom needs a second. >> Okay, I can second it. >> Uh If you're all willing to vote yes on the amendment, I'll I'll leave it the way it
is. >> So, the vote is for the entire to amend as set forth in the paper and as described by Tom all four changes. >> And I would ask that if you disagree with a change, you call for a separation
of the question individual parts. >> Maybe he's asking you to do separation. >> I think you should separate it. That would be my recommendation. >> Hey, I just want every >> Debbie, that sounds ominous. >> So, if it's nonsubstantive, then it's nons substantive to begin with. Right.
So, we're arguing over, right, language that could have been changed three times ago because it's not subsidive, right? So, whether that language is changed or not is not substantive, right, to the policy moving forward for the district, right? were supposed to be focused on the students and doing stuff for the
district and these are nonsubstantive things that could have really been looked at prior. And I know you don't like the word they. I get it. But that is where policy is going. That is where contracts are going. So again, let's just make a decision and vote because
I'm like we're just >> I think you should look upon >> our night long. >> I think you should look upon my change as a friendly amendment so that we could all agree on it. I would haveed a friendly amendment if you sent it to the policy committee last week. Tom, do you want to just
>> You want to talk about >> this policy as a whole. >> Personally, I think there's not much substance to the whole thing. >> Okay, Tom, >> you could just almost abolish this policy. I don't know what the substance is here. >> So, it's mandatory. So, you can't
abolish it. >> Well, who says I mean >> the state? >> The state. >> Tom, just do you want to separate the >> Right. I'll separate it. There's four separate amendments then. >> Okay. >> I think we have to vote on the motion first. >> What? >> We'll vote on your initial motion.
>> Uh >> if you can then split. >> All right. Let me let me do it this way. We'll do four separate amendments. Okay. The first amendment is to strike number three. Oh, no. Strike the words where feasible to number three. Okay. That's
the first amendment. Can I have a second on that? >> I'll second it. Thank you, >> Tom. Uh, sorry, Dr. Forer, are you I think you're clarifi we have a clear record. You are clarifying >> your first your motion that was I guess
seconded, but I think you're clarifying it that is actually was meant to be four motion. Yeah. >> Are we all on the same page to make our lives? >> We would like to have four separate things. So, >> you're just clarifying that your original intent that was seconded is make four motions. >> Right. Right.
>> Okay. So the the uh first amendment is to strike the words where feasible on number three. >> Yeah, we get it. So we just have to vote on number one, number two, number three, number four. Correct. Yes. >> Second that. >> Yes, I seconded it. Yeah.
>> Is everyone comfortable doing that? You know, similar how you do the other ones. You can vote all yes. You can vote all you yes to one and four. Yes to two and three. So I think that >> Well, I guess are we are we going to force separate votes here? Or you could do it all as one, right?
Similar to your resolutions and then you know you can vote yes. >> You want to have people vote just yes to >> Is that easier? >> The clear I vote yes on one two three and four. >> Sure. So I I will make it easy for
everyone. Are is everyone am I on? Is everyone okay voting for this all as one? >> Yes. >> So resolution number one for the amendment is striking out where feasible on your paper. Resolution amendment sorry amendment number two this is one
is striking out paragraph four resolution or sorry amendment number three is striking out paragraph five and last but not least this is on page three paragraph the the second full paragraph
number amendment number four is striking out the words they >> they will not be reappointed. >> They will not be reappointed. Changing it to >> of non-mpointment >> of non-reappoint of nonreappointment. Does everyone follow this?
>> Yes. >> Y >> any questions before we vote because I don't want Okay. >> Mrs. Bradford. >> Yes. No. Sorry. Wait. You're asking me. Okay. Are you devoting or one? First one.
>> All four. All four. Go to all four. >> You're like, "Wait, what?" >> Mrs. Stanley, >> no. >> Mr. Morales. >> One to yes.
>> Two to no. Three to no. Four. Yes. Mrs. Jolly. >> Yes to one and four. No to two and three. >> Mr. Dylan.
>> Yes to all. >> Mrs. Airi. >> Yes to all. >> Dr. Forger. >> Yes to all. Mrs. Terrell. Yes to one. No to two. No to three. Yes to four.
>> Yeah, we're have to do math here. >> Hold on. One. One has to pass, right? Five minutes. We still have to vote on >> one and four pass. Two and three do not. >> And just as a reminder to everyone, that
doesn't mean that this policy passes. You only are voting on the amendment to the policy. So this policy is now amended for number one paragraph three being revised. The word where feasible is struck
in both places and then go to page three second full paragraph. It will now read the sentence in the event the board notifies the superintendent of nonreappointment the notification shall be given prior to the expiration of the first or any subsequent contract by a
length of time equal to 30 days for each year in the term of the current contract. Everyone following? >> Yeah. >> Perfect. >> Can we move on with the actual vote for everything else? Are we good? >> Yep. I have uh right of privacy to talk about, too.
>> Okay. Go ahead. >> All right. Uh this policy has a mistaken idea of what is the right of privacy. Individuals value their reputation. As a result, they seek privacy to protect reputation.
Now, if a teaching staff member does not want anyone outside the classroom to know what they are doing in class, then I have a concern about that. What we could also have instances where a student is misbehaving towards another
student and engaging in HIV HI law violations and recordings can be used to document such behaviors. So, my motion here is to strike paragraphs three, four, five, and six. So I have a clarification question
before the board ask >> is the three the three is the paragraph 4 the new paragraph or the original paragraph so I know what we're talking about. I I have a thing 3324
right of privacy that re we received and uh >> so there's a a revised paragraph proposed to be added to this >> that revi there's a paragraph added in red if there's a need to video or photograph a student that's paragraph four paragraph three is already there
and I'm I'm moving to uh strike that whole paragraph >> so it's two two original paragraphs as one of the one that is added And then and then two >> two three four five and six would be deleted. >> So just so we are on the same page. >> Yes. >> Wait. 2 3 4 5 6.
>> No. No. One and two stay. Yes. Three four five and six. >> The paragraph that begins the board prohibits any audio or video. >> Yes. >> The paragraph begins if there is a need to video or photo uh photograph a student. >> Right. >> And the paragraph beginning a person requesting prior approval to audio video record. Yes. Motion is to strike those
paragraph full paragraphs. >> This has nothing to do with the right of privacy. it has a mistaken notion of the right of privacy. >> Yeah, I can second that. >> So unfortunately I
major difference um in opinion here which is not surprising but the if you look right this is actually one to protect our staff as well as our students um you should not be videoing them um on your personal devices and
bringing it home. There was a staff member um not here in Berkeley Heights but in another district who had um images of students and they used it in AI and they changed the students through an AI program, right? That is not
appropriate, right? Whether it was innocent or not, right? So these things are are there for a reason. Our students need to be protected. our staff members should not be uh being recorded either, which is one of the things you're crossing out. Um I don't think
right what you're saying happens often, right? Um we have video cameras in the building that video our kids. We don't need our staff members to go around videoing our kids and actually I' I'd really rather them not video our kids misbehaving, right? Like I don't think
that's appropriate either. um we have the devices that we need to make sure that the hallways and stuff like that are are watched over and we can pull the tape up, but no one should have are, you know, trying to shame our kids by
videotaping them every time they do something that we think is misbehaving, right? Just like we shouldn't have our staff members telling, you know, girls what they should and should not wear, right? That's not appropriate. Um so I think you you got to be really careful. I my guess is they do tell them that.
>> I I that's I think a huge problem. >> I don't believe you can. A girl can wear anything she wants. >> Well, we have a policy that says exactly what they can, but our teachers should not be going around telling girls what they should and should not wear. They should be telling them what's in the policy, right? And think there's a big
difference, right? And so again, right, taking a picture of a student on your cell phone, right, doesn't seem like a big deal until it goes home with you, right? And we have devices in the building that you can use to photograph students to video students, right? The
students can use their own devices to record their debates and whatnot, right? But we really shouldn't have staff you using their personal devices that go home. I'd also like to point out something that if I'm not mistaken, under federal law,
when you take a photograph of a student, it actually creates a student record and there are certain laws about how you have to remove that information from devices. >> So, I think this is a really I think we
need to be really careful about something like this. I don't think the staff should ever be taking photos or videos of our students without parents knowing. >> So, I'm just curious. Um, my kid was
there from first grade till 8th grade. There were multiple times staff were taking pictures in middle school and, you know, and kindergarten. So, are you saying that was that is not going to happen anymore? They're not going to be called for like a CMS day picture or
they're not going to be called over and then staff will be taking pictures if this policy passes. >> I think it's important to keep in mind that they shouldn't be taking pictures of any students or videos unless the parents are notified. Correct. >> No, but I think this policy says the
staff cannot take pictures on their device. >> On their personal device. >> Yeah. So they were being t like all the pictures that BHPS posts right now. I don't believe they're being taken or captured on district owned devices with all the activities. Like if I go on
the BHPS district website, there are hundreds and thousands of pictures of various activities. Are those being taken by district devices or personal devices? At this time, they're probably being taken on personal devices. You are absolutely correct. This is trying to
protect because there are situations where you know some parents may not want their children on other other adults staff members personal devices. That's where the permission comes in >> and that's what the policy currently says. We are just clarifying it. We are
making it evident that personal devices should not be used right because I think there was you know some I don't want to say misunderstanding but like it is hard right? you have a cell phone, I'll just take out my phone and take a picture. Right? Also, in one of these policies, I don't think it's in this one, right?
There was three policies that we looked at, one of them actually talked to the fact that like if you're in a public event, it's a public event, right? So, people are going to take pictures and staff can take pictures, right? Because sometimes their own student is in part of that event, right? So, sporting events, right? Anything that's open to
the public, right? So, even awards ceremonies, right? Anything that's open to the public is a very different situation. But if you if the child's in school and they have the right to have privacy, we should not be videotaping them, recording them. But then more importantly, the teachers putting
themselves at risk by having this stuff on their phone, right? They are putting themselves at risk too. >> David, do you have any comment on this? >> I I have one just to answer the question. Just to answer the question, so it's not I assume it's not as if and Dr. Fouch,
it's not as if staff members are not is it's not impermissible for staff members to take pictures of students. It they're allowed to get take pictures with approval from their supervisor or principal. >> So, I think that's just an important point to make and the parent that's coming in what parents can, you know, if
the if there's language changes in here, >> class party or activities or the teacher knows they're going to document learning experiences all year long. you have a permission form, you get it documented.
If there's some reason why some person doesn't want their child out on VHPS media, we should be honoring that, you know. So, it's it's that and I know part of it's in our acceptable use policy, but part of what has happened this year is some students weren't aware and some
parents weren't aware that videotaping was taking place in classrooms and then it became a problem because they didn't know why. And it was for legitimate um uh you know uh instructional andor uh
like future back to school night type presentation type things and uh but the the concern was the parents and the students didn't know that it was going to be taking place >> and I think it's just important to understand under the policy I think there is a difference from what Dr. Feltry said and then the scenario where
a teacher sees two kids fighting in the hall and whips out their cell phone that is not permissible under your policy because that is not with approval from the principal or supervisor. So your staff really should not have the you know idea I can just take my phone out and do something. Instead it's as said it's an educational setting where
they've spoken both to the parents and the principal to make sure they have approval. Could you just comment on uh I think Debbie mentioned federal law and some thing uh something about student records. What what does federal
law say about student records? >> So there's federal law and state law. So federal is furpa and state law is youru student record laws. So I think the concern is if a staff member takes a video again of two students in a fight, right? and that is then used for student discipline. That record is surely a
student record, right? Because a you have a district employee taking a recording of a student that is used for discipline. And so I think the concern would be do you have a now a student record on a private device. Um and then therefore it can't be deleted because it's a student record but it's really
not in the appropriate location which would be on our system. So it's protected because obviously we must protect all student records. So like for example if a staff member decided, I'm going to take that video, give it to the district administration for discipline, but then also post it on Facebook, we
could have an issue. >> And my understanding is that if it's not properly discarded, we can be held liable. >> I mean, if it's if it's a student record, you can't destroy student records, right? I mean, I think if the staff member appropriately transferred it and then wanted to delete it from the
personal device, I'm fine with that. But it it does run into issues. Now, don't forget not all I think there's a misnomer where all pictures of students are student records, right? You know, just a general picture of someone taking a picture of a class science project, right? Or, you know, just a general picture of the class, the kids smiling.
That's not necessarily a student record. Not all pictures of students are student records. Student record is one where a student is actually doing something, right? So, two students are in a fight. It's a student of it's the record of those two students because it's used for discipline. Then there's three students in the background. It's not the student
of those. It's not the student record of those students in the background because they're not really doing much. >> So, but did anybody take a picture of our robotics club members tonight? I thought I saw a picture. >> Yep. And it's a public event open to the public. >> David.
>> All right. >> I have a rebuttal to that. So >> yeah, you're about to >> hypothetically if if a stu where a student sees a teacher doing something yelling at a student
at in a manner that's unacceptable and they record are they within their parameters? They are not. So currently under your policy they would not be permitted to do so. I have been run into, I'll be honest, u and I probably may be going
too far by saying this in public. I have run into the the difficult dilemma of what do you do with that situation? Because now you have the video though. Once the video is recorded, you you have knowledge of it and you need to take action, but at the same time, under your current policy, students aren't really
to take out their cell phone and report staff members. They their policy really indicates they should report it to the appropriate, you know, the appropriate school administrator and them to handle it. But it's tough. Don't get me wrong. I've had situations where students have said something to the effect of I didn't think anyone believed me so that's why I did it right
>> but technically speaking it is a violation of your policy and disciplinary actions could follow >> so I have a I have two questions for you David so all the I know these are not personal devices these are district own devices what's the retention policy of I
think we used to have like 40 cameras at middle school now we I don't know what the number is and then we're adding more so what's the retention policy for all those videos and we have them across all buildings from kindergarten to 12. >> I I think that is a question that we
should answer in executive session. Not because so there's document destruction laws and if it becomes a student record, we have to comply with the student record laws. What I don't want to publicly say though is how long you retain security footage because I think that might be a security issue. But I
think if it becomes a student record, that's a different story. >> Okay. So, >> but uh if it's once it becomes a student record, we we should pull it off the feed and then required to save it. There's something called the document destruction law. >> I don't I I don't memor I haven't memorized every single one of those, but you I can certainly look it up. You have
a specific one. >> Yeah. >> So, let's go back to policy. >> I I just have one other question on so regarding what Javier asked. So, what's the worst case scenario? So, we the district can record students in every angle and every corner, but if a student records it, it's a violation of the
policy. So what they're going to get suspended, they're going to get code of conduct. >> So that's obviously up to your administration what the appropriate disciplinary action is. Again, I think there's a difference though between right again because the security footage equally records students and staff and administrators. >> That kind that records everyone. I think
the concern is the personal devices which should equally apply to both your teachers and your students. >> Now again, that doesn't mean if we get something that's recorded, we just ignore it. But that could disciplinary action could follow because of it. Maybe we should have the same policy that we give to our students like students can't
have cell phones in the building. Lock them up in your locker room. Staff like staff has to lock the lock up their devices. No need of this policy. End of story. >> September. >> Will the staff be >> I believe the staff is going to have be held to the same standard, right?
>> That's our intent. Yeah. >> Yeah. >> It's not the um intent of the guidance from the state, but that is our intent. They need to model the behavior. >> Okay. So, let's go back to the policy. So, Tom, did you actually make a motion for this change? And you seconded it,
right? >> Yeah. >> Okay. So, let's vote on the motion >> first. >> Hold on. >> So, I second it. >> So, this is policy. >> So, okay. Now, >> 3324. >> So, does everyone remember what the motion is?
>> Negative. Can you repeat that? >> I can. Do you have Does everyone have policy 3324 as amended in front of them? >> Yes. Correct. >> So it is to amend. There's if you go to the fir the third full paragraph in black starts with the board prohibits any audio or video recording.
>> Correct. >> There the next paragraph is in red if there is a need to video or photograph a student. >> And then the fourth paragraph is a person requesting prior approval to audio video record. It's the three paragraphs paragraphs
>> three four and five >> that are being struck. >> There's >> if there's a need Four, five, and six, right? >> Three, four, I thought it's just three, four, five. >> Three, four, five. >> Any person making an audio video recording? >> Three, four, five, and six. >> And six. Yeah. Okay. Is it six? >> Yeah. But uh
>> so is it every paragraph? So it's just to maintain the first two paragraphs and strike the remaining. >> Yeah. But I mean the real the real problem here is, you know, the prohibition on student recording. >> So I'm looking not with the problem.
What is the the motion? Is it to strike everything but the first two paragraphs? >> Keep one and two strike the rest of it. >> Okay, >> that makes it easier. >> All right, so Mrs. Bradford, >> no. >> Mrs. Stanley, >> no. >> Mr. Morales,
>> no. >> Mrs. Jolly, >> no. >> Mr. Dylan, >> abstain. >> Mrs. Airi, >> yes. >> Dr. Forer, >> yes. >> Mrs. Terrarero, >> no. >> Motion does not pass.
Okay. Can we now vote on policies themselves? Policies one and two. >> Mrs. Bradford. >> Just two. You mean uh >> just so we're clear on what everyone's voting for. So now if everyone recalls
um you're voting on the original policy 0149 as in the attachment. >> No, no, that was already >> Sorry, that was t goodness. Sorry. So policy number one, policy 0149 has been tabled. So you are not voting on that. Policy 1220 as amended by approved by
the board with one and four passing and two and three as amended failing. And policy 324 as in the amendments as in the attachments >> and >> yes >> and number two >> and number two >> and then there's also number two that
you're voting around. >> Roll call. Mrs. Bradford, >> the textbooks. >> The textbooks. What about that one? >> Okay. >> Yes. >> Mrs. Stanley. >> Yes. >> Mr. Morales. >> Yes.
>> Mrs. Jolly. >> Yes. >> Mr. Dylan. >> Yes. >> Mrs. Airi. >> Uh, I'm a yes on I'm a no on the right to privacy. I'm a yes on the remaining. >> That's a no on three. Got it.
>> Dr. Forager. >> Uh, no on 3324. Yes. On the rest, >> Mrs. Terrarero. >> Yes. >> Motions passed. >> Strategic planning committee report.
>> That's me. Um, so we met on Tuesday. Um, we had a very short meeting. So, um I know last time we were at um the board meeting, we talked about
having the strategic plan has an action plan. Um we did not receive any feedback on that action plan. Um so the committee asked some clarifying questions on certain items. Uh we applauded um the initiative to balance between hands-on
learning and screen usage. Um the administration is aiming to present the strategic plan at the May 28th board meeting. The latest it would be would be June 11th. Um again by getting this strategic plan um set and uh presented to the board, they are able to start
working on the district goals that would be presented in late August. The district is working on yearly scaffolding chart to help us see the progression um of the goals. Um it will look similar to our five-year curriculum plan. Um so that way you can see year
one what's going to happen on that goal on that task and then what year two is going to look like. Um the committee asked for the timeline to be more precise and to split up the goals and task for each year. Um and the committee would like to see items that require budget commitments to be labeled in some
way so that all members are aware of the requirements needed to accomplish this task. Um so the committee is not meeting before the strategic plan is presented. Um the committee's next meeting will be sometime in August to see how the strategic plan is being linked to the
district goals for year 2627 school year 2627. >> Thanks Pam. Um the only thing I would suggest um I maybe because some folks were distracted because we were focused on the budget. If you just resend the link um and ask for feedback again just pointing them to the
>> right. It's right in the minutes, >> right? >> Oh, okay. >> Right in the minutes. You can click on it. 262031 strategic plan action plan. >> Um, you can put your comments in there, but I do want to say that right the the staff need to move forward
to actually make the presentation and and and finish the goals. Um, so I don't think, you know, the feedback I'm sure they'll appreciate it, but I think they they have to move forward at this point. Um, we already delayed this a little bit because of the referendum,
um, and all that needed to get done for that. Um, but I do understand we are all really busy. I know Natasha and I between finance and negotiations um, are living at the board sometimes. So, it's it's definitely uh, all of us have a lot
going on. So, I would I would appreciate everybody taking a few minutes to look at the strategic plan um so you can give your feedback, but again, they need to move forward to uh so they can get district goals for next year. >> The only thing I want to point out is that we just got the action plan like
five days ago. So, to ask the board members to have had it done, like we didn't see that until five days ago with those minutes. >> So, we didn't get the April 8th stuff until like five days ago. So, I sent it last week.
>> It was sent on the 24th. >> I don't know. Maybe it's six days. >> 24th. Yeah. >> Okay. >> So, I mean, I I did write in my email, right? I I think it's >> I just think just keep in mind that like we're all busy, just like you said, and
you know, there's a lot of moving parts. So, to kind of not give us that much time to comment on it. I'm not saying I have an issue with it and I'm not saying I'm going to have questions. I think we just need to give everybody a little bit of grace um to be able to give feedback. >> You can comment. My comment is that the
district has to move forward at some point, right? We can't keep delaying things, right? Because right board members want to have everyone's feedback, right? The the the strategic committee plan did their job, right? And at some point we have to
allow committees to do their job, including policy, right? We have to allow those committees to do their jobs. >> Clarification though, >> that doesn't mean >> I I have a clarification. We had a strategic planning meeting on April 8th and I >> didn't get the minutes until like last
week like the like within the last six or seven days. >> Yeah. >> So, we weren't really given a lot of time. And that's the point that I'm trying to make is that board members, we need to be given a little bit of grace because there's been a lot of moving parts and a lot of things going
on, >> which is also why it's hard for me to write two committee minutes, right? It it's a lot, right? We haven't seen curriculum minutes, right? A lot of people sent their minutes the beginning of this week, right? So, I did send mine last week. I know that we had a meeting on Tuesday, but I did highlight when our
meeting was, right? And I I we got to we all got to >> Pam, this isn't beating up on you, okay? It's not I just think you need to just give people a chance to actually give their feedback. That's all I'm saying. >> You said where the link is. I said you
can give your feedback, but I do want everybody to recognize that the staff needs to move forward, right? We can't go back to step one. We have to keep moving forward. So please, please put your feedback Yeah, which is what I said at the last
board meeting. >> Okay. Um, negotiations committee. Gail, do you want to do yours first? >> Uh, all right. Mountainside committee negotiations. A proposal was shared from the Berkeley Heights board attorney. An internal committee meeting is being scheduled for next week. The head
custodians committee negotiations continue over a contract. Okay. And um the BHA is also we're still in the process of negotiations with them and I can't really comment anything more than that. Please on reports
I have Berkeley Heights Town Council. The Berkeley Heights Town Council met on April 21st 2026. Two Eagle projects were approved from the scouts Logan Melendez and Jimmy Barter. One project included adding benches around trees in lower Columbia Park for additional seating.
The town authorized a resolution for the application of the World Cup community initiative of Berkeley Heights. Look for more information as the World Cup draws closer. The town council introduced a bond ordinance for various capital improvements and please check the town's website for that. It is the beginning of
bulk cleanup also the best time of the year. The Berkeley Heights, if I can go the education foundation. Yeah, the Berkeley Heights Educational Foundation met on Tuesday, April 28th uh 2026. A report was given on the successful fundraiser from the Wizards basketball game. A special event was discussed
concerning the World Cup raffle in conjunction with the Berkeley Heights Town Council's effort efforts to promote the town during the game. So that goes along with what the town council is doing. Student witches wishes were granted and scholarships were discussed. The BHEF Junior Board presented a
proposal for initiative to promote intergenerational activities between the community seniors and students and that initiative was approved. The BHEF board suggested looking into activities during downtime for students taking the NJSLA and finishing early. And the board the
BHEF board also suggested that the technology team look into grant opportunities for technology needs as our budget is getting tighter. Um, the Union County Educational Services, there's no additional information from their last meeting on April 15th, but May 6 is the next
meeting, but it is also the same date as our Berkeley Heights Board of Education meeting, so Berkeley Heights will not be represented at that next meeting. >> Anybody else have any other reports? Go ahead, Tom. >> Did the town council say anything about
what they're doing about Lower Colombia? No, they just approved two eagle projects and one by um um Mr. Melendez is for Logan Melendez was for these I think it was hexagonal types of benches going around some of the mature trees
there and he's going to do that as his eagle project to for additional seating. He's going to make them so as the tree matures you can also take those benches apart in two parts and move it to another tree. So the town approved those that eagle project for that. So it just
has to do with seating in an eagle project which is um and he had pictures. He was great and he has talked with the environmental um services of the town council to also talk about the types of trees and how it will not harm the trees.
>> Oh okay. Now I remember uh the coming meeting they're accepting revenue from Cannell 250,000 towards improving Lower Colombia. >> Thank you.
>> That's coming up Tuesday. Yes. >> But Tom, was that new? I mean, I think that was part of the >> I saw that on the agenda. >> Oh, that's coming up. I'm just wondering if that's the same amount that was listed if it's the same
money that was listed in their proposed funding of Lower Colombia or if this is something net new. >> No, I I believe it's uh the same thing. Be nice if they gave another 250, but I think it's the same.
>> Um comments from the public on any topic during the 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 direct 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 would occur um 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 asks 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 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's statement. Continued disruptions may result in removal from or adjournment of the meeting. Each speaker statement, it will be limited to three minutes in duration. I will take inperson first. There is nobody. I will move on to
online comments. Is there anybody looking to make an online comment? Okay. It's not a Berkeley Heights budget meeting until it goes to midnight, baby. John McQueen's Berkeley Heights. Uh so, uh so Dr.
Felter, before I go, you know, I do like you. I do respect you. Um but I think we're going to have to disagree on the the administrative narrative. I I just if you look at Westfield has I think I want to say I between eight to 10 school
buildings. Milbour has 8 to 12 10 school buildings. They're underneath us when it comes to administration. And again, I'm not saying there's an exact match, but it's very hard for me to look at our numbers and believe that nothing more. Look, the budget was good this year. you
know, I'm gonna I think we could all take the win, but um you know, it it it concerns me when we have this sort of and and I think you've built a great administrative top level administrative team. I don't know everything from top to bottom. Dr.
Jennifer I think that you know big improvements in in those areas but you know we are b there's some there there's something that's burning money there and we h we have to look at that and I think part of it and I know you know some people are going to roll their eyes the
re reconfiguration was you know a mis one of the downfalls or the one of the downsides to that decision was building out when we're shrinking the we narrowed bands when we should have been looking at broadening Um I uh you know I I want to also uh
support Deb in in sort of her position on Thank you for for sort of slowing things down on this and and Pam, I think you have the best of intentions, but thank you for slowing things down on the strategic plan. That's exactly what needs to happen. Um I I believe in
strategic plans. I think they're important. I don't think they need to be rushed. Uh thanks. Have a good night. Talk to you soon. Next. See you next time. >> Um, can I have a motion to adjurnn? >> Motion. >> Second. >> Mr. Mis and Mr. Dylan. All in favor? I.
Yes. Meeting concluded at 11:07.