All right, good evening everyone and welcome to our board of education meeting for the month of October. Uh, as always, happy to see so many of our honored students and faculty members here to celebrate with us tonight. Before we get started, we will do a
couple of administrative items just to get those cleared out of the way. First one is a reading of our open public meeting statement which says that the New Jersey open public meetings law was enacted to ensure the right of the public to have advanced notice of and to attend the meetings of public bodies at
which time any business affecting their interests is discussed and acted upon. In accordance with the provisions of this act and board of education policy 0162, the board of education of the bureau of bound has caused notice of this be meeting to be posted in the board office and at Bound Brook High School and mailed or faxed to the
Courier News Bound Brook Clerk, South Bound Brook Board of Education and any person who has paid uh any person who has requested individual notice and paid the required fee. At this time, please join me in the pledge of allegiance. I pledge allegiance to the flag of the
United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Miss Lee, can we have a roll call, please? >> Here.
here. >> Thank you very much. Uh for my president's comments tonight, I just want to give a shout out to our PTO. Um the activity that we're seeing and the increase in participation has been remarkable and uh a specific shout out
to Mr. Bal and the rest of the board of education members for the work that they did at the trunk or treat and the victory for the board of education. So before we get started, round of applause for the board. Nice job. >> Thank you. >> You know, we're there for the kids, but
we're also there to win. I just want to say that is >> setting the example along the way. Very good. At this time, I will turn over to Dr. Freeman for his superintendence report. >> Good evening everyone and welcome to our October meeting. It's great to see so many people in the audience. At this
time, I'm going to call up Mr. Smith to announce the the students of the month for the high school. I caught you off guard, right? So it's different direction today. >> Come on up. Salomies
include playing volleyball and our future career include business administration. Our next citiz of the month is Deborah. Favorite hobbies include future career plans include becoming a combat medic.
Our next Crusader citizen of the month is Abel Van Hislo. Bill has two siblings. Favorite subject in school is math. Favorite hobbies include art, gym, going to the gym, and gaming. And
future career plans, still considering options. And last, but certainly not least, our last Crusader citizen of the month, Christian Gutierrez. Christian has two brothers. Favorite subject in school is fizzed. Favorite
hobbies? He doesn't have any hobbies because he's too busy working. and his future career plans include um potentially plumbing. >> Yay. Next up, we have >> Dr. Santa Surma from Community Middle School.
Hello everyone. Uh, the Community Middle School is proud to recognize as its seventh grade student of the month, Sebastian Gavvara. Sebastian Gavvara. Sebastian was nominated by his teacher, Mr. Heiser. He has two siblings.
Favorite uh subject, of course, is social studies. Coming from Mr. Heiser. Uh favorite hobbies include camping, fishing, and hiking, and wants to be a geocientist when he grows up. Our eighth grade student of the month from Community Middle School is Ashley
Diaz Lopez. Ashley was nominated by her teacher, uh Mrs. Diaz, has five siblings. Favorite subject is language arts. I'm sure because of Miss Diaz. Uh favorite hobbies are makeup and hanging out with friends and wants to be a cosmetologist
few years down the road. Congratulations. Let's come over here. And next up from Smallley School, we have Mrs. Morgan. All right, our fourth grade student of the month at Smally is Lucas Beal.
I loved talking with him this this uh last week. Lucas has one big brother named Larry who's in sixth grade. Uh his favorite subjects are math and science. He likes to practice his times tables and fractions, right? Especially the nines. Yeah, I know. He loves science
because he's good at doing experiments at home. Talked about that. His favorite hobby is playing soccer. He's got lots of friends uh from school on his team and he's learning to play striker. And his school his team just won three games in a row. He has three choices for
careers. one may be a police officer, possibly a carpenter, or maybe an astronaut. Okay, >> congratulations. This picture >> I'm not taking it. You got to turn
around. >> I am a soccer coach. >> Congratulations. All right. Now, our fifth grade student of the month is Anelise Lent. I know I was gonna say it wrong. She is here with her mom, her dad, her two her brother
and her sister. Um, she's got one little brother and one little sister that are there in the audience. Her favorite subject is math because she likes to multiply. She likes to play all sports, but she scores a lot of goals with soccer, right? And when she grows up,
she wants to be a teacher here in Bound Brook with her cousin. >> Congratulations. And finally, our sixth grade student of the month is Angelie Miranda. Um, she has four siblings, one brother and three sisters. Her favorite subjects
are ELA because she write likes to read and write, likes reading and writing. Um, her favorite hobby is doing gymnastics and her friends are helping her learn. And when she grows up, she wants to be a dancer, cosmetologist, or a gymnast. She loves doing nails. We talked about that for a bit. And she's
very good at it and will get better as she practices. Right. >> Great job. And next up from Lafayette, we have Miss Cahas. Good evening. Our second grade student of the month is Ashton Rambar from
Missampa's class. >> All right. Okay. Okay. You ready? Ashton has one brother, Nathan. His favorite school subject is math. He loves playing soccer and coloring. And he wants to be a firefighter when he grows up. Congratulation, Ashton.
Okay, you're going to hold this. You want to take a picture? Ready? We're going to go over here and take a picture. Our third grade student of the month is Ryan Ma. Ryan is from Miss Civ and Miss Glassman's class. He has one older
sister, Briana. His favorite school subject is math. He loves to play on Switch, watch soccer, and play football. And when he grows up, he wants to be a police officer. Congratulations, Ryan. We're gonna hold this. We're going to
take a picture. Okay. And last but not least, we have Dr. S. from Lamont, Lamont Annex. >> Good evening. Congratulations, Sdana Pineila. She's she's busy back there. >> Wrong way.
>> Um she's in prek. Teacher's name is uh Miss Hardy. Adonna likes art and music. Um she loves to play with cars, do arts and crafts, and loves to sing and dance. Congratulations
She's like, "No, >> you're gonna set aside some pictures. Okay. Congratulations to Jonathan Martinez. Is Jonathan here? Okay. Okay. Jonathan is in kindergarten.
He has a little brother named Axel and sister Stephanie. Um he likes to play um in math and count. He enjoys playing with his brother and sister. Um, when he grows up, he wants to be a police officer. Congratulations, Jonathan.
Congratulations to Mia Castro in first grade. Ready? It's okay. Okay. She had so brother named Alex, Adriana, a sister Natalie and Nicole. Her favorite school subject
is math, favorite hobbies playing on the playground, and she wants to be a teacher when she grows up. Congratulations Another round of applause for all of our students of the month. Did someone just walk in?
principles. Anybody recognize? Let's do it. Yes. Welcome back to the stage, Mr. Smith. All right. Once again, Deborah is Arios. Deborah has four siblings. French and
ELA are her favorite subjects in school. favorite hobbies include tennis and sleeping and wants to be a combat medic. So, let's give it up again. >> Congratulations. >> Thank you. >> That's for you. So, come over here. Another
round of applause, please, for all of our students of the month. At this time, we'd like to invite all of the students and their families to come join us on the stage in front of the table. We're going to take a nice big group photo. Come on down. We are We're going to do it.
>> It's all right. Congratulations. >> Oh, hey. How's it going there, sir? >> Congratulations. Good to see you. Is that a rental? >> It's a rental. I don't think he >> Yes. >> All right. >> You know what, Lucas? I heard today you
are in a newspaper club, too. All right. Dave was telling me about all the people he knows in there. >> Yes. But unfortunately we meet there for total of 10 minutes.
>> Yeah. We're going to have to move and make two lines in front. So you guys can slide down. Make a second line. There's still people coming up. on the side of the suit. Really? By the time the sun goes down,
Hi, how are you? I don't know. Okay, at this time I would like to call up Miss Cahas from Lafayette to announce one of our district employees of the month.
if Miss Young would come forward. Hello again. So, I am proud to nominate Erica Young for educator of the month. Since joining Bound Brook in March 2025, Erica has made a remarkable impact on student learning and growth, especially
with our third graders from 2024 25 as they prepared for the NJSLA. From day one, Erica came prepared with a clear instructional vision and a deep commitment to helping students succeed. Erica's preparedness, professionalism, and collaborative spirit make her an
invaluable part of our Lafayette team. She is a team player, always ready to offer instructional strategies, support colleagues, and step in wherever needed. Erica exudes both confidence and care in her teaching. She skillfully manages students with a calm, fair, and
nurturing approach, creating an environment where students feel both supported and challenged. A highlight of Erica's dedication was the pep rally she organized in May 2025 to build excitement and confidence for the NJSLA. She led the students in a spirited candy
themed cheer that got everyone energized and united as a Lafayette community. This creative and joyful event reflected Erica's ability to inspire students not only academically but emotionally, making them feel proud and ready to shine. Her connections with students are
exceptional. She engages them in meaningful math learning, celebrates their successes, and helps them grow through thoughtful feedback and encouragement. Equally important important, Erica has been a constant source of support for staff, sharing ideas, uplifting those around her, and
bringing positivity to every interaction. Erica is a phenomenal addition to Lafayette School and the Bound Brook community. Her dedication to students and colleagues alike exemplifies what it means to be an outstanding educator. She is caring, professional, and truly a joy to work
with. Thank you. Congratulations, Erica. And next, would Mr. Smith come forward? Would Mr. Desenna come forward? I'd like to congratulate Mr. Patrick Desenna for being selected as staff member of the month. This year, Mr. Denna has embraced an expanded
leadership role as the facilitator of the RBCC workforce learning program, a dynamic partnership between Bound Brook High School and Raritim Valley Community College. Through this initiative, students engage in career and technical education pathways that combine academic
rigor with hands-on technical learning. These programs enable students to earn both high school and college credits, equipping them with valuable industry relevant skills and a strong foundation for future success. Under Mr. The center's guidance students have thrived
in specialized programs such as advanced manufacturing, mechanical engineering, makeup design, emergency medical response, healthcare, drone technology, biotechnology, aseptic cleaning, and welding. His oversight ensures these
programs operate smoothly um and students remain engaged and our partnership with RVCC continues to grow stronger each year. Beyond his leadership in the workforce learning program, Mr. Denna has shown remarkable flexibility and dedication by using his
special education certification to provide in-class support in mathematics. Though his background is rooted in business education, he stepped into this new role with enthusiasm to meet the evolving needs of our students and the school community. Mr. Desenn's professionalism, adaptability, and
unwavering commitment to student success embody the spirit of excellence that defines Bound Brook High School. We are proud to recognize him for his outstanding contributions and leadership. Congratulations, Mr. Denna, and thank you for all you do. So at this time we will have a
presentation of the um 2025 NJSA LA results. Mikey, >> is there a group picture? Mr. President. Mr. President, >> where's your your certificate? >> Come on. There we go.
>> Congrats. Thanks again. Thank you so much. >> Wait, wait, wait. Wait for the pictures in the back. >> Come on. Come on. That's right. Thank you so much. Thank you. Thank you. Thank you so much.
Where do you have it here? >> You don't want to mess with that. >> Yeah. Let's see here. We'll turn. Hello. Welcome back. Anybody know welcome back carter here.
>> All right, here we go. Just don't sing it. All right, so are we all settled in already? Um, so this is a story of thirds and you know threes. So we're looking at that um a way of growing but our spring data from uh NJSLA reflecting
on our progress looking at our growth and what we have planning forward. Um, so what we're going to do is we're going to keep with what we call a maritime theme or a water theme. You know, we've sort of stepped into the waters. So here's the waters that
we've tested. Tier one, tier 2 um, strategies. So just for those in the non-educational field, tier one is that, you know, classroom instruction. Tier two is when we start to add further supports. And then tier what?
And then tier three is where we really start to dive into supporting students with programs like afterchool. So you'll see here in the past two years we've implemented a connect for learning in the preschool. We've implemented um instructional coaches. Uh we've added I
ready and throughout um 3 through 12 supporting our students um an adaptive testing process that's very helpful. Um, we've developed through Robin and her team the Win ASI programs which are supports for students after school. Um,
we have dual language programs that are very dynamic and supporting our students um, really starting at the younger grades um, and making their way up to the high school. We've extended our targeted reading supports and we have some writing benchmark and tier reading
interventions. So these focus on the third of students who really maybe struggle the most and then those who are getting to approaching. Okay. So with that, here's what we're doing now that we're
tested the waters, now that we're on the ship, we've sort of established it to keep the analogy going. Um we're charting a precise course. So we're creating systems to enhance the quality and the consistency of our tier one. So this um
image, thank you Mrs. Morgan for providing it for us. This image really gives us the sense of what we need to do to establish the foundation for the data that we're going to look at. So tier one instruction is that classroom instruction that really is going to raise the rigor of where students are going. The tier 2s and tier three
supports we already have in place. So, what we're going to do is create tier one instruction across all classrooms to ensure every student receives key rigorous standards align and engaging core teaching to meet everybody's needs.
So, here's what we're looking at our district snapshot, our overview. This is where id said we look at thirds. So, we have about 31% with ELA. We're looking at about 20% of our students who are meeting or exceeding expectations.
That group um is followed by that approaching we'll call bubble and those students are the ones who are waiting to make the next step right and grow forward. And we notice we have 25 and 35%. We're to add those numbers together and we're looking
at 56 and um pretty much 56 and 55 yeah percent. That puts us at state average for passing andor above state average passing. So really the tier one instruction is going to help focus on the circled area those students who are
approaching. Why? because with the other percentages that we're seeing down below, we have the tier 2 and the tier three pieces. So, I know that was a question that we've had in the past. So, that's how we support that group. Next, so we're going to break it down by the
demographics here. So with um our demographic groups, the same pattern that we're seeing in um the general district view, you can see again in our groups of with our African-American, our Hispanic, our two or more races are
white. There is that bubble group of 30% 26% 22% 18% in English who are looking to go from approaching to um you know achieving and performing. So our main goal is to focus on that through our tier one instruction. Same thing when
you look at math look at the size of that group who are at approaching looking to get to proficiency 40% 33 35 35 32. So what this data is showing us is that with strong tier one supports
that the students are ready to rise. Next piece by gender again similar ELA and math male and female are similar so we don't have a huge disparity there. Same thing with or students receiving
special education. Now with students receiving special education the key thing that I want to point out is that they're making growth within their own IEP and or 504 landscape. So we're really looking at growing. You can see that their numbers um in the not
proficient are a little higher but what we're tracking is their growth towards the proficiency right however we still have a large population of students who are very close to the approaching um and getting to be proficient so again with
stronger tier one supports we see students grow so with our ML students this is a moment where as previous uhly presented from Dr. Heistman. We saw that we've seen growth in our ML learners. We can
see that same growth here with the current MLS. We know students are managing their language acquisition, right? And they're still working on their academic growth. So, we can see that of course they have a lower percentage of students who are proficient or advanced proficient. You have to imagine that this could be a
student who's been in country for a year and is working on acquiring a language. However, what the chart shows us, what the data shows us is once those students manage language acquisition and then start to be more comfortable in the English landscape and their native
language, their academic growth is exponential. You can see 49 and 4% in the proficient, advanced proficient, that's 53%. Um, that exceeds our gened population in other demographics. So students who go through
the ML program are showing to be capable in in ways that we haven't you know expected which is a good thing for us. So you see that again for both English and math. So that's a key element. So again for us students who are
economically uh disadvantaged um or are managing that's a place where also we want to grow. Um but again we look at the bubble of those kids who are right at the approaching mark 25 28 25 34 38
26 again with good tier one instruction we're going to see those kids rise. So again, to quote Kennedy, that rising tide, you know, raises all boats. So I had to work on that one because I was
flipping it around. Boats and tides, but the tides are rising and so our students will be rising. Um, next. So now with this picture, what it does show if you know if we're direct with our data, we show that there's a little bit of a,
you know, roller coaster to our numbers where our students, you know, rise and fall. Um, and that's something that we need to work on through our tier one instruction, right? Tier two and tier three is going to support the students who are struggling. But when we look at
our percentages here from the yeartoyear, we notice that we would rise and fall, we get that again with um our math grades three through six. And again,
what we're looking at here is how do we take the you know people who are at the 30% and rise, you know, raise them up by doing more tier one. So what I really would like to look at is for me the three-year trend in ELA
and with the math with the ELA we can see that you know there has been moments of growth and we need to you know continue focusing on what's working well in those programs to support the students right so and then
the big key for me is how do we do that well if we look at math math shows us 23 24 and 25. So the 23 year we can see the seventh grade group is at 23%. At 20 in 24 it's at 26% at 25 it's 31%. That's
where the program and the teacher are showing growth with different students and that's what we need to focus on and that's where we're looking at that tier one instruction to show how do we make sure we're replicating that.
So I think that's a key element for us. >> So with that, I'm going to have Robin sort of dive into the particulars of where we're going, where we've been, and how we continue to grow. >> Yep. >> Okay. So we've tested the waters. We've
identified that we have strong tier 2 and tier three intervention. We've trained. We have those students identified and we have come to the conclusion that our tier one instruction so that's our general instruction that our classroom teachers are doing needs
to strengthen. So last year we worked a lot on um instructing the teachers on understanding their standards, what is expected to be taught at each grade level, how that looks with the students coming up from the grade level before and where the students need to go the
grade level after. So we're going to, you know, continue to keep our tier one and tier two in place, but we are going to enhance our tier one. We are uh showing the teachers how to analyze data, how to identify the groups. We have intervention periods built into the
school day. We are continuing professional development. We have a large group of our um math staff in middle middle school um algebra 1 and geometry that are getting training all
together as a team on hands-on approaches that they can bring into the classroom and different strategies to support the students. We expanded the win program and we have that from kindergarten through 8th grade and that is specifically targeting those students
who are in that bubble that that group that we are really trying to move to the next level. um the the academic support teachers analyzed the data. they really identified and honed in on who are the kids that we can we can move and we you
know as I said we're aligning the teachers expectations to what they are supposed to teach in that grade increasing the rigor and really setting the the expectation this is what you need to teach this is where the students need to be and instructing in in that
way and um you know just to continue with the the theme uh growth is our goal Intentionality is our path. So >> we >> Oh, did you skip that one? >> Yeah. >> Okay. >> All right. So, well, this is basically
what I just said. A lot of the things that that we've done. Okay. So, back to what I said. Growth is our goal. You know, intention is our path. Um, and then we'll go we'll go to this. So, we we are seeing the growth. So we want to
continue the trend of growth but intent with intentional intentional plan and target to get there. So some of the things that we are doing in order to be intentional is we have uh our district and building level collaborative walkthroughs. So that's where district
administration, building administration, supervisors are walking through the classrooms together with a targeted focus and um providing feedback afterwards to the teachers on the things that we've seen. And you know, we're going to consistently
um provide that feedback through our observations. So it's a a team approach to support the teachers. Um, and these are the the areas that we're looking at the higher order thinking questions, student discussion, and datadriven instruction. And then our professional
development is focused on data deep dives dives. Um, as you'll see in the, um, agenda, we had a lot of our teachers, especially our academic support teachers, do presentations for the staff on how to analyze data, how
they came up with sorting the students and identifying who has um, you know, where you can can um, make groups and how you can support the students in the class. And we got a lot of great feedback on that because they're hearing it from their peers and now they can go
to their peers to ask questions and find that information. And that was very successful. We had that at all the levels. And then um you know we were focusing on academic language and and literacy. So right away from preschool on uh the teachers using the academic
language that the students will know so that they can continue that on through the high school level. And then rigorous and engaging classrooms. So making sure that you know you're when you're teaching the standard even though some of the standards overlap that the standard is grade level and age
appropriate. And um the big one is the student organization 6 to 12 using with AVID. So we have the binders that we've done for 6 to 12 which overall has been pretty good. You know it's some growing pains here and there. I know it's a lot harder
for the older the upper classmen because it's something totally different that they're not used to. Um but what we're seeing especially at the middle school and we're getting this feedback from the teachers and even from the kids is um is helping them get organized and the
teachers are saying like we can see the students organizational process in front of them because they're seeing like kids who shove all the papers in front of the binder or they're hidden in their backpack. So, um, they can kind of help the student to organize because they're
seeing it like in front of them. And then the other nice thing is that the kids aren't on the computer as much. So they're do with the focus notet taking with the binders with the planners they're doing a lot more writing
highlighting um talking to each other because the computers are not there and the phones are not there too which is is a good one. Um and yeah that's it. That's >> yeah and I think so for me that's where what what Robin highlighted here just
happened today for me. Like I walk into the small room building. I I go with the principal to visit a classroom. We have a discussion about academic rigor. Should they be, you know, using more vocabulary? What does that look like? Um we're talking about the binders. How are
they working? How are they helping students? And then we're also, you know, having that discussion about, all right, well, what does it mean to get that student to the next level? How what do we need to put into place? So for me the the big piece is the precision of the
course that we have now because for me in the past I haven't been we haven't been walking around together as that team. So me going out with a principal connecting with them seeing what I'm trying to do. I think it's really going to transform the way teachers are teaching in the classroom. So that leads
us to our last slide which is growth is the goal. Intentionality is our path. And I think that's one thing that we're we're really seeing through the conversations that the directors principles are having so that teachers can have actionable things to do in the
classroom to you know make sure that teaching is more targeted and that students need who need the supports are getting the supports that they need. So that's from the NJSLA spring data of what we're doing. Thank you. There you go.
Okay, thanks. So now you know the NJSLA test for this year is different >> um you know so right now the students are doing the field test >> to kind of test out the new platform and um you know
>> we've seen yeah so >> we're gonna see how that goes. Just so you know, most of you have, you know, children still in the district. They have been working fourth grade through 12th grade taking the assessments. Um, they have done very well with taking it seriously. Uh, we have done, I think, a
great job with making sure our teachers are getting comfortable with it and this is really helping us prepare for spring. Um, really what we've gotten out of it is the tide system, which is the new uh platform rather than Pearson. Um, we understand Cambium better. Um, it's going to help us be prepared in that
way. Unfortunately, this is just an NJSLA. It's not an adaptive. So, they're not getting the new version. However, um what it's doing for us is it's building more of that district vision of okay, what do we need to do to prepare for
this? Um the test shifts a bit because there's more writing with the essay and there's more reading and so reading and answering the short answer questions. So, it'll help us to prepare students for spring. So it's a lot of work but we
are making sure this curveball that the state has thrown at us is going out of the park >> and also it's you know practice on the seriousness of the testing >> um having the teachers you know um model the seriousness having the students understand you know the importance of
taking these kind of tests seriously um you know all the practice that you can do on that is is going to benefit in the long run. That's where we are. >> Yeah. Yeah. >> Yeah.
>> Oh, you had it. >> This one. >> You had it. This one. >> This one. Yeah. Yeah. So, this for me is So the way that I want to unpack this for us. So there's many ways that we can look at data. Data is numbers until it's interpreted. Right? So um for me what
I'm seeing is I can either follow cohorts of students as they move along or I can look at teachers and their programs and what they're doing. So in this chart it's not really a cohort model. It's more of a what's going on with the programs and seeing there's growth. So for me, we look at the y the
seventh grade throughout the three years and we can see that there's a steady incline there. You can see that even with the eighth grade as well. Um so for me that's what I'm looking at. I need to go all right what is going on in the seventh grade with that program that's
creating the success? How do we take that package it and share it out? Yeah. Y >> they're different folks, >> right? Because there is a different group of students because at that point >> tricky >> at that point eighth grade they go to
algebra. They go into other classes. Go back. This one >> the three to six maybe. >> Yep. >> Yep. >> Yeah. So the red is high in three and five and low in four and six.
Um so it it you know honestly it's hard to know exactly what the reason is but the the state also has similar you know um trends like this where it's all over the place because some of it's
the testing, some of it could be the group of kids. It's it's a a strange and unique um result that we're seeing there. So like you know the third graders in that are at that 30% in 2024 in fourth grade
you know um they have 20% that they got. So it's it's a 10% drop. Um but and then the fourth graders the 13% that they got in 2024 and they grew to 17% in 2025. So
you know it's it's not it's so it's such a roller coaster it's very inconsistent. >> So that's right. So that's where for me with with our how I'm unpacking the data and what we're using it for. So for me the data is data until we turn it into information on how it changes what we're
doing. So for me, we see that fluctuation and with that fluctuation, we need to look at programming and the programming that we need to look at is that tier one instruction. So this is the precise vision that we're really honing in on is programming needs to be, you know, managed so that that
fluctuation that we're seeing goes away, if that makes sense. If we strengthen the the instruction in the classroom and it's consistent in every section year to year, this should level off. >> So I think that's why for me the the the
main focus of the whole bless you the main piece is really that idea of tier one instruction changing in the classroom so that all students can be more comfortable with the academic vocabulary. So when they're moving from grades to grade, we're not seeing them
go up or down. so dramatically >> and moving forward. >> So that's where for me when we're when we're looking at this data for you, it's are we looking at the cohort of the students growth? Are we looking at the program? Right now we're really looking at program and saying, "All right, with
tier one, if we have students take notes in class, they're going to capture more academic language and they're going to know what's going on." I was seeing a science class today where they're talking about gases, altitude, stratospheres, and those pieces like that. That's something where for me with an avid notebook notetaking I want the
students to capture it so when they go into eighth grade and they may be talking about something else in physics class related they can then use that language again. So I think that's what our takeaway from the data is. It's what are the actionable things that we can do
with teachers in our programs to support our students. So in what we've done with this data is to say programs need to be shifted so that there's more rigor. How do we do it? We utilize Avid strategies, binders, more note-taking in the
classroom, students capturing ideas um in their own language and then getting the academic language too. So I think that's really where we've been going with the data. Those for me always want to say data is just a bunch of numbers until we interpret it. Right? data only
becomes information when we apply it somewhere and that's the way we're applying it. So, thank you for the question. Yes, sir. I want to support One of the things that I've noticed I see.
Exactly. Yeah. >> So, it's a little bit of both. Um, if we change, adjust and strengthen our tier one instruction, it should lessen our need for the tier 2 and tier three interventions.
um you know, that would be the goal, not to like, you know, um remove a program, but to to lower those numbers to where we're really strengthening the students overall skills so that many students don't need to be in tier 2 and tier three. You know, right now we have such
a large number, but we shouldn't have that. It is. >> No, it is. So, from here they're they're going through the Whoopsie. >> Yeah. Go look at the bottom. >> Oopsie. Sorry. Yeah. So, ultimately what you look at here is we have 15% who are
in that bubble there. And then you go down to the former MLS, they're at 53% of them are meeting or exceeding. That's more than our Jed population is meeting exceeding. So once they get out of that program, they've received. So what what and through discussion with the team
here is what we're noticing is with the multilingual learners over the past few years they've been getting a lot of SCOP training. Scop training is tier one training for what to do in the classroom. The teachers have >> train all of the teachers. So I think that's part of what we're seeing here is teachers being trained uh through the
dual language program in SCUP in tier one your strategies how to modify something how to make sure that you're um grading something so that a student is showing progress those strategies teachers are applying and it's changing the way that students are performing I
think so that's a key thing that's what we're trying to do in the gened and you know special ed classroom Yeah. What is your I don't know. So, so our team, we've been in our roles
for two years. This is the beginning of our third year. So, the first year when we we stepped into these roles, we kind of had to take a year to investigate and determine where we saw weaknesses and what we can do to strengthen that. So um
then we targeted last year on um increasing the teachers understanding of what they need to teach, what are the resources we need to put in place and how do we show the teachers how to use those resources. So we did a lot of that last year and then this year we're
continuing on that. But now is the time where they can take action on the things that we've trained them on last year and uh use that in the classroom to move the needle. I'm glad to see
the moment we are in where we are going tremendous I think they have raised expectations for students. Once that strong foundation is there,
we're going to start numbers start here so many different dynamics. So what I'm seeing people know
purpose giving people tools now I understand where you're coming from but look at things also you want and >> yeah
over and over again the last couple years but it's those slow and steady steps And it really is looking and I often say we know that we have to know that but we're getting the tools
and looking at the standard 50 together and then >> and we're doing those meetings with their supervisors, you know, they're having the department meetings and they're having their whole team together to kind of talk about like what are you seeing and you in this grade and how can
we move it to the next grade? Uh, one of the things too that we didn't put on here, but that's very important is that we um, you know, we provided more opportunities for students to have other courses not not only in the ele, you know, in high school, but also all the way down to the elementary so that
students start believing in themselves that they actually are capable of doing more than they think they are. um you know because that was something too we had to work on building up the students self-esteem and the um awareness that you know you can you can take a risk you
can try harder classes so we've increased the AP classes other um honors classes and then we have universal screeners now for G&T for K to6 uh or opportunities for K to6 so we're
including students who are in special education students who are multilingual learners they didn't they weren't included in the mix before. It was just teacher nomination. And then in the middle school, you know, making sure we have the honors classes. So, not only um the teachers, but opportunity for the
students and uh strengthening their um belief in themselves too. I think to rephrase maybe what D is asking, we see numbers, we we see percentages up there and we see let's say approximately 33% of our kids are in
>> meeting or ex exceeding >> no uh the approaching approaching >> right realistically well let's talk state what's the state average of kids that are at meeting and exceeding right is that our goal to get to state average so realistically
When do how many years do you think that takes to get there? I mean you see the way that the data is trending and you have a little bit more um a little bit more data than we have. You know we kind of the broad overview. So how many years do you think let's just let's just say state how many years do you think it
takes us to get there? What's your goal? >> Well you have a quantitative goal. Well, the typical the typical model is three to five years because it does take some time to identify the issue. But, you know, not saying that in five years is where we wait until the goal, but within
the three to five year range. So, we're in in we would say we're we're in the three now >> is where you're going to start seeing the needle move. Um that is that is the goal. um that starting at this three years and then hopefully within three,
four, five, we should see um a significant So Yeah, I think the key for me was also that this is one measure too. So this is a snapshot. The NJSLA NJGPA data is really only capturing one three-hour
moment or six-hour moment of the students lives and it some of the other measurements that we do see is our percentage of students who are going to four-year universities, right? Moving from 22 to 44% there. The >> graduation >> graduation cohort is now at 90.4. I I I
was hoping >> that belief. >> So, and I think for for me that is part of where we are and I do hear where you know Mike and where you're coming from is that idea of yes that number is not where we need it to be or where we want it to be or where any of us accepts it
at and that's what we're doing to to change it. I believe that it is a three-year process maybe here from here where now that we've identified the tier one that work is going to be the most substantial because they are changing what the teachers are doing in the
classrooms and then therefore the students are doing something different. That's the bottom line right now. Our students need to be taking notes. Our students need to be handwriting while typing. our students to need to be managing AI chat GPT while figuring out
something without a calculator. So I think that is what all the tier one stuff is going to do. It will take probably it in my mind if we were to look at a measure we have you know a three-year growth process where that instructional transformation can happen
plus we can then target specific students right because we could just target specific students and watch our numbers grow. that's not, you know, where we want to be. So, we are going to target students and make them grow, but it's also we're looking at every student
and we're making everybody grow by tier one being there for every student. So, you will, I think, see, again, last year I threw out like a 3% number. Can we do that? Can we have a steady rise of 3 to 5%. That's a norm, right? from my 28
years in this, you know, business, from being in other districts, it's always a three to five percent number of we're going to get that growth. >> It's gonna be hard to do. >> Um, we don't know what the test is going to look like to be honest. So, we're going to have to start this, you know,
in the spring. It's like ground zero again with the NJSLA. So, it's a new baseline >> in house data, but this data is gonna it's going to look different because we can't it's not an apples to apples comparison in spring because it's going to be a totally different test. >> So, it's a new baseline.
>> So, unfortunately, right when we're like at this time is when we get a new test. >> Questions are always a good thing. I talk about a large Yeah.
>> And you know, part of part of um that is programming and some sometimes opportunity, you know, so we're trying to break that barrier down and making sure they have the correct programming and opportunities to get into courses that they might not have been in before. Um, another thing that the special
education department is doing is working really closely on training their child study team members on making sure that the IEPs are written correctly to support the student and make sure that they have the correct um, you know, supports put into the IEP. And then
they're also working on training the teachers on just understanding the students that are in front of them and how they can adjust their instruction to meet those individual needs. um you know that was an area that really wasn't focused on in the past. Um and you they're really focusing on that now
and we have a supervisor in there and a director so they're you know they're able to split their time and really cover everybody and support them really well. And in addition to that the supervisors and directors we we're working as a team together. So in if one
group sees something you know we're sharing it with each other. So it's more of a partner approach. So that way um nobody is in an isolation like that. It's more of a team effort. So that that's how we're tackling that >> to add more things for us to consider
conversation. There's always a lot of good stuff going on really use a moment and also remember that Whatever the problems are that are in society, they walk into a teacher's door.
Think about your own life. If you've ever tried to go to work, but you forgot to have breakfast ever stop, it's really hard to focus on. And we asked a lot of our teachers, our
administrators, our support. There's also a responsibility kids to achieve responsibility on campus and I'm wondering if we can think about are there opportunities
in the upcoming budget in the community where we can work to better support families and how to partner with us. >> Yes. >> So one idea that comes to mind and I have a colleague
in a nearby They started a reading intervention program knowing that a lot of families go to long enough for a couple hours every Saturday. Um what are you going to do while you watch the clothes
sit down and read books are there? They know how to help their home. So the entirety of the burden is not schools. >> Yeah, that's important. And you know, we we are we do have like a a missing piece
in the community that we've had for a couple of years, which is the library because we did a lot of partnering with them. We had a lot of family events there um you know that we ran with partnership with them and we haven't had them for a couple of years. So that has definitely been a hole that has been um
a challenge to fill I think. Um but yeah, we always can look for for other options. It's a great idea. >> Okay, that's okay. Thank you. >> Thank you. >> Here we go. No, it was worth it.
>> It was worth Yeah, we should do him first. I was going to say we get we get him. >> No, let's just do Harrison. All right. Next item up is the report from our student board member Harrison.
Take it away. So, this month has been a pretty busy month. So, for our sports news, um, starting with Boundberg Football, they've had a pretty successful season this year, going 5 to 4, and they've even made it to playoffs, and they'll be
going against Burlington City this Friday on October 31st. Um, last Friday, October 24th, our football team and cheer team also celebrated their seniors at their annual senior um, night at the homecoming football game.
As for boys soccer, they've had a tremendous season so far going 11 to 8. And coach ABS was honored with a plaque for his 100th win at the pep rally this past Friday. So, congratulations to him. And on October 16th, the boys uh seniors
were honored at their um senior night. For girls soccer, they've also had a pretty successful season. Um and they've gone 8 to9. They celebrated their senior night on October 14th. Um girls tennis has also finished their season. Um their
last match was yesterday, October 28th, and they went 8 to4 this season. They celebrated their seniors on October 24th. They went against North Planefield and they won four to one. As for our cross country team, they've been doing um okay, pretty good this
year. Lots of new runners and they have their sectionals meet this Saturday, November 1st at Thompson Park. They've also been very inclusive with our STARS program this year with many STARS program students constantly showing up at practice. Um it's a great
step towards our school's inclusion and diversity. Um ALS for our last thing for sports is our varsity students were honored this past Friday at the pep rally for their hard work and um this season. So yeah,
for other news um the Bound Brook robotics team jointly hosted an event on the 27th and 28th of September at the Bridgewater Commons Mall with five other focal first robotics competition high school teams. The robotics event brought
lots of innovation and joy. A highlight of the day was the robot rumble competition which was right in the middle of the mall. On September 30th, National Spanish Honor Society did a heritage day in celebration of Hispanic Heritage Month.
So, the whole school came to the gymnasium and we celebrated the different Hispanic heritages at our school. On Friday, October 24th, there are many homecoming festivities such as the fall pep rally, which was a huge success among the students. Many students had
lots of fun and it was amazing opportunity to bring our school spirit up. October 25th was homecoming. Um, it was a a success with over 200 people attending and lots of memories and dancing.
Today, our school took the PSAT and SAT. So, um, underassmen took the PSAT while select juniors and every senior took the SAT. The newspaper club in the high school has published the first BREA Crusader
newspaper for the 2025 to 2026 school year with many publications from our students. And finally, tomorrow is the first blood drive of the year. The blood drive committee hopes to get over 80 donations. And that's all.
>> Excellent. Thank you for the great report. I'm just going to add one extra shout out because I see Dr. Santa is still sitting here for our CMS boys soccer team who will be playing for their third consecutive conference championship uh early next week. But excellent report. Proud of all of the
accomplishments of our students and athletes. Yeah, >> there you go. Congratulations. Credit where words do. Nice job. Any questions for Harrison, >> please. If there's cookies, you'll eat that
right now. All right. Thank you very much. Um, so we have a little bit of an adjustment tonight. Normally, we would go right into committee meetings, but we have a few things that we need to talk about in executive session first, uh, that will be voted on later in this
meeting. So, we are going to skip ahead, uh, and go to item 13. Be it resolved that the Bound Brook Board of Education enter executive session as allowed by NJSA 104-11 for the purposes outlined in the agenda under items 1 3 7 and 8. May I have a
motion? >> Motion. >> Thank you Mr. B. Second. >> Thank you Mr. Zupkco. All in favor? >> I we are journ to executive. All right, since we are all back now, we will resume the regular meeting. Uh we are up to committee reports. Feel free
to be brief. We will start with education committee Mr. Dawson. >> Uh we discussed the same report that uh Will and Robin gave us earlier. So we examined that in more depth and uh continue that discussion tonight and
that was the education report. >> Thank you Mr. Dawson. Any questions? >> Hearing none. Governance Mr. Ba. >> Okay. We talked about a few different things this month. Um first we talked about the option two program that we are
implementing. Um more recently for our athletes. We have about 90 students in the program. One issue that we're still facing and and needs to be resolved by administration is specifically what happens when a season ends. Does the
athlete um continue to uh use the option two or do they then have to go back into a fizzed class? And so that's being discussed at this time and I don't as of our meeting nothing had been decided on that. I don't know if that has been okay. Um the other question that was
brought up was students who are taking online classes. Um if you don't know some of our AP courses are taught online and we had a little bit of an issue getting our students enrolled in time this year. So before we even brought it up, administration has already fixed
that issue. Um, it will be by us voted and approved in August next year so that they are able to start the classes on time next school year. Everybody's enrolled now at this point. They just got a little bit of a late start. Um, we did have to approve and it's on the
agenda tonight a policy policy 2365. Um, it has to do with AI. You, if you read it, if you read policy 571, I stumbled upon this completely by accident in a meeting at my school. We were talking about AI and they brought
put 5701 on on the screen for us to read and in it it references policy 2365. So I went of course to they said all the districts have this policy. So I went to Bound Brook and we do certainly have policy 5701 in our policies. What we
don't have as of today is policy 2365 which is referenced within. So we are going to be approving that policy. It's being read tonight for the first time. We caught it. So, that'll be uh fixed. And our question going into the meeting, which was addressed, I think the day
before the meeting, uh, coincidentally, we had asked how I was we were going to ask how the district goals were going and, uh, Miss Winter emailed every all that. If you didn't check your email, it's so much um such such a good job. Not only is it the um the goals
themselves, but there's a very extensive road map to success that was emailed with that as well. And then we also got hard copies of that at the meeting and were able to go through it. So really good job by Miss Winter on that on on getting those goals out to us. And that was governance.
>> Excellent work. Any questions for Mr. Bow? Hearing none, we are up to Miss High on human resources. Okay. Um, with the um, HR committee, the first thing that we always do is we go
over um, the status of hiring in the in the district and there are a few positions that they're interviewing for and hopefully, fingers crossed, we'll be able to fill those um, ASAP. We also went over um, CQAC. You know the district is up for a CUSAC visit this
coming March and we met and discussed we there was a self assessment a self assessment there are five areas in CQAC and the personnel with the committee what we went over is um how teachers are evaluated the mentoring program the
hiring process um criminal criminal checks etc uh certification and it just each of these categories then have indicators. So that was all explained to us with the um
within that committee meeting of you know where we are and there was just one area from last year that we know that we need to work on and it's just because one thing was submitted one day late. So now we know that we just have to keep on track with that. Um the other thing that
came up is with and this is something new this year. It's called the one month check-in and this is just reaching out to new employees to see how they, you know, how they are adjusting to the district and to their position. Do they need any assistance with anything and
who they might go to if they have any questions. And the final thing that we discussed were job descriptions. and that was just upgrading, revising to our district's um current needs in particular to the business um business office and the business administrator.
Uh we also t uh talked about building and grounds and looking to fill um an assistance to the facility manager. And that really is it questions? >> Yeah, thank you Miss High. Any questions? Okay. >> Hearing none, Mr. Zepco operations.
Okay, it's going to be brief. Probably the briefest one I've given, so strap in. All right, we had an update on the preschool modular project. There's an NJD review. The site drawings and permit applications remain under review by the
department, their deadline of November 21st is still in place and since the last update, the uh department has not issued any follow-up questions. Uh the department of education has approved the schematic submission and is now reviewing the drawings for the final education adequacy following the
standard process. Modular building the fabrication of the modular building is proceeding as scheduled at the out ofstate facility and the site coordination is currently coordinating with the burrow on various site related items including utility and connection
planning. Also talked about unearned vacation and sick days. There's been uh recent reviews revealed instances where employees leaving the district had used unearned vacation and retiring employees had claimed unearned sick days. Currently compensated absence form addresses some aspects of this but no
formal policy exists for non-affiliated staff and to assure clarity and consistency is recommended that we would formalize an approach to compensate absences. Uh the auditor's report will be presented on the 19th of November and
there is a revised job description for the business office included in tonight's meeting I believe. And that's it. Questions? >> Thank you, Mr. Zepco. Any questions? All right.
Sue SC me notes. Okay, you're on. >> Okay, with that, um, at our last meeting, we what we did was we reviewed what the district goals were. Uh, the first one was enrollment increasing by 25%, however, they feel that they will
probably increase by 35%. Um, they're t um there are also new classrooms to um, you know, handle the number of students that they're getting and also to modify the career center. They the another goal is marketing just to get the word out to the districts of
um the opportunity opportunities that ESC provides. Um the buildings and grounds they want to add security cameras throughout the campus. Uh the network infrastructure they want to build up sun shades so that you know
there isn't glare in the classroom and to hire um more building and grounds workers. Um, another uh one of the goals was the special ed transportation. They'd like to increase that revenue by 5%. They presently have 600 routes and
90 vendors that they all coordinate together. It's a huge job. They are also looking to hire one or two more office assistants. Um, they have a timeline for reviewing the district goals. The first one is February and the next is August.
And then it will just go into that same cycle. the superintendence report they actually did like we do here. They did a hip presentation on how it um how the hibs are handled and all the legalities of it. Um the superintendent said this
was the smoothest opening that they've had in four to five years. He attributes that to having a principal and vice principal on each floor. So they are readily available to the teachers and the counselors and the students. Uh the renovations taken place they uh the
multi-purpose room is now four new classrooms. Um the administrative suite was changed from three to seven offices to handle the guidance counselors and child study team members. And all of their projects have been on time and on
budget. And that is it. >> That was a great report. Any questions for Sue? All right, last but not least, we are up to our southbound brook report. The roof repairs are now finished and
are awaiting imaging for the non-slip surfaces for EMS use and for uh the imaging company that keeps the records. The trunk or treat was held and had approximately 24 cars
and went rather well and that's about the size of it. Any questions? >> Thank you, Mr. Inc. Alcantater. Any questions? Hearing none, we are done with our committee reports. So, at this point,
we're up to item 5.1, open to the public for agenda items only. Uh, in accordance with district policy 0167, public participation in board meetings, members of the public are required to sign in either at the podium providing their name, address, and group affiliation if applicable. Uh, when addressing the
board, please state your name and and address and limit comments to agenda items only directed to the presiding officer. Each participant is allowed three to five minutes to speak. No individual may address the same topic more than once until all others wishing to speak have had the opportunity to do
so. I don't see anyone in attendance to offer public comment. So, we will move on to item 6.1. Be it resolved that the Bound Brook Board of Education upon recommendation of the superintendent approves the minutes for the following meetings. Regular and executive meeting
minutes September 24th, 2025. Have a motion. >> Motion. >> Thank you, Mr. Dawson. A second. Thank you, Miss Mson. Any discussion? Okay. Hearing none. Miss Lee, can we have a roll call, please?
>> Yes. >> Yes. Thank you. Item 7.1 be resolved that the superintendent recommends for approval of the resolutions as outlined in district personnel resolutions. This is item 7.2 through 7.56. I have a motion. >> Motion.
>> Thank you, Mr. Zupkco. A second. >> Thank you, Miss High. Any discussion? Please go. >> And the grand scope of things is not really that important, but clarification. Why are we now going by employee number for people that want to
leave? >> We had a request last year from one of our staff members who said that she would rather her information not be shared on the board minutes. And recently we sent our HR to um professional development uh with Strauss Esme. those who give us the
recommendations for the policy and they said that we should move to um using ID number instead for um privacy reasons. So that's why we did it. >> So then we're approving someone to take a leave of absence and basically nobody
knows who that is. I mean I don't know who that is. >> Okay. Right. >> So I just have to go in the basis of so this is what I'll do. I'll get jobs estimated right as a statement and uh I'll share that with you. >> Okay.
>> All right. Right. Thank you. Other questions? All right. Miss Lee, roll call, please. >> Yes. >> Yes. Yes. >> Yes. >> Yes.
>> Thank you. Item 8.1. Be it resolved that the Bound Brook Board of Education approves the resolutions as outlined in district education resolutions. These are items 8.2 through 8.27. May I have a motion? >> Thank you, Mr. Inc. Incalcera. A second.
>> Second. >> Thank you, Mr. Dawson. Any discussion? >> I have one thing. I just wanted to say, you know, I love seeing the field trips, etc. >> I want to be a chapron on that one that goes to the Liberty Science Center.
They're going to be watching a a a heart surgery there. I think that's incredible. I was also very happy to see the vote coming to the community middle school to talk to the students. Uh that just is um a whole another avenue. I
just was very happy to see it. Great points, Mrs. High. Any other comments or questions? >> All right, hearing none. Miss Lee, can we have a roll call, please? >> Yes. Yes.
>> Yes. >> Yes. >> Thank you. Item 9.1. Be it resolved that the Bound Brook Board of Education approves the resolutions as outlined in board action resolutions. These are items 9.2 through 9.47. I have a motion.
>> Thank you, Mr. Inc. Calcatera. A second. >> Second. >> Thank you, Mr. upco any discussion >> one thing >> go forward Sue >> and what I wanted to say I'm so very happy to see grant applications here because this is um
you have the opportunity to bring something else into the district but only if you apply. So I was very happy to see those applications and you know we've been successful with grants so it it just was nice to see. Thank you for doing that. Just wanted to add uh we'd
like to thank the women's literacy club for the incredible winter donations, the winter coats. Uh this winter is going to be cold, so uh definitely appreciate it for all of our students. Thank you. >> Well said, guys. >> Any other comments or questions? >> I have one question about the uh the
policies that we're revising. Um >> can you um know which item you're talking about, Danny? >> Oh, sorry. Uh 9.2, two I guess or 9.3. >> Okay. >> Um so regarding the policies that are
being revised revised sorry um do we know what exactly has been added or modified or changed from the original or what the revision is exactly like what exactly are we approving >> for 9.3?
>> Yes. So, this is something we went we actually went over last year with um allowing stu seniors. So, that was the piece. We didn't have that piece. >> Oh, we didn't have that piece at all. So, everything in there is brand new. >> Yeah. So, okay. So, the the one piece we
added was that was that the if you were a senior and you had certain grades, certain met certain criteria, you were able to stay for your senior year. That's what was added. It was something we talked about last year. Unfortunately, because it wasn't a Strauss SMA packet, >> it was separate. It didn't get entered until this year.
>> Gotcha. Gotcha. I thought it was I I misunderstood earlier because I thought it was we already had something and we just may have like added a paragraph or made a revision or something like that. So, okay, cool. Thank you. >> And then Danny 9.2 uh 2365 is the policy I mentioned in my governance report.
Yes. We don't currently have that policy at all. So, that's brand new as well. >> Okay. All right. Thank you. Yes. >> Other comments or questions? >> That was good. Thanks, guys. All right, Miss Lee, a roll call, please. >> Yes.
Yes, >> yes, >> yes. >> Thank you. We are up to item number 10. I have received no other matters to come before the board. So, we will move to item 11, which is any new business from
the members. Just wanted to uh congratulate our board in relation to a very successful uh attendance at the uh New Jersey School Board Association conference. um having incredible workshops um just uh learning
from other boards and uh really reflecting on how fortunate Bound Brook is, how we fortunate, how we are fortunate to have such an incredible administrative team and fellow board members. Um so many boards that I have
met had uh deep divisions and criticisms of each other and their administrative team and uh we're kind of a gem uh because we really uh the respect that we give for each other the administrative team the shining examples of success
that we have on every level. I just was I was my first time going. Definitely would do it again. But it's just to realize for a small little burrow the successes that we continue to rack up. I don't think we realize that on a
day-to-day basis. And I just want to congratulate everyone. Uh I want to congratulate our staff. I want to congratulate the citizens of the town because you've you you've put your trust in us and we so appreciate it. So, um, the conference was incredible and, uh,
definitely well worth it. >> Well said, Roger. Thank you. Any other new business comments? All right. Uh, we are up to item 12.1, open to the public uh, for general discussion. I will spare everybody the
reading of the statement just acknowledging that there is no one in the room to make a comment. Uh and we will move past executive session which we already did to item 14.1. Be it resolved that the Bound Brook Board of Education approves the resolutions as outlined in approval of HIV cases under
high school. This is only item 14.2. May I have a motion? >> Thank you, Mr. Incalcera. A second. >> Second. >> Thank you, Miss High. A roll call when you're ready, Miss Lee. >> Yes.
>> Yes. >> Yes. >> Thank you. Item 15.1. Be it resolved that the Bound Brook Board of Education approves the resolutions as outlined in approval of HIBB cases under middle and elementary schools. This is just item 15.2. I have a motion.
>> I'm gonna give it to Mr. Bow. Second. >> There you go. Mr. Minhas. Miss Lee, when you're ready, the uh roll call, please. >> Yes. >> Yes. >> Yes.
Yes. >> Very good. We are up to item 16.1 one resolve that the Bound Brook Board of Education adjourns. A motion. >> Motion. >> I'm going to give it to Mr. Ball again. A second. >> Thank you, Mr. Dawson. All in favor?
>> I. We are adjourned.