million 207 204 keeping it at the 2% living cap and that's the dollar amount increase. This is where our revenues will come in. Okay, you can see it. The
local tax levy again is where the change is. We do have state aid includes any extraordinary aid that has been budgeted. Extraordinary aid is any aid that the state gives us above and beyond for special education. It is not a
onetoone dollar amount. It's always been I 25 30% of whatever we expend. Let's say whatever we spend on special ed. the state will give a district a percentage of that. So with
our state aid number, I'm looking at an increase of just shy of 15,000. The appropriation, that's where our change is. I went from 900 to 479 to
about 200,000 in the excess surplus trying to keep it at a minimum to save whatever we have for our future project. Diane, sorry. Um, there's a certain amount of that surplus that's mandatory.
It was mandatory. It was like $160,000. I want to say 140. Okay. Okay. You're not allowed to carry too much surplus from year to year to year. Our gave me the figure is about 140
16 150 maybe and this was the max that I could use from the unassigned surplus. Understood. Okay. So this is where the interest is being increased to take from using the unassigned surplus. Can you explain that because I don't understand
what I mean? What interest bank interest? So normal why are we increasing our income from bank interest? We always budgeted a low amount 4,500 on one account but because I
needed to increase what I'm expecting and couldn't take it from surplus. I knew that we would get the interest. Right now I'm already above 150,000 in bank interest just for this year. So how how does that why we have so much more this year compared to prior years? It's
not that it's just that I budgeted a lot less in prior year to add it to surplus. Okay. Thank you. Whereas now I needed right I needed to use it in my figures. Um so our total operating budget comes
to the 16,848,93 and then the federal grants we did budget a decrease just because this is what we're expecting. Now, where most of the appropriations go is in our tuition for regular education,
special ed and vocational. The biggest portion of that and overall for the past several years, our tuition to Manisquan High School has always been 25% of the
budget. So this year, it's a little over 4.6 6 million just for the high school tuition for general ed students from Belal going to Manisquan the vocational school in
comparison manqu is 21,389 for a gened student to attend from Bal vocational 7100. So that's where the majority of our appropriation go. The regular education
salaries administration our health benefits and dental the health benefits are going up 9.5%. Dental is going up three. Transportation is in the area of
about six. Uh it's a 3.57 increase over last year for our transportation cost through MOESC and it's 6% of our budget. Is that is that strictly transportation that we utilize or is that like the refunds we
give for district um for students that live in Burell that go to a different school? that encompasses all it would be gened um students are whoever lives within the distance two miles two and a half miles to the high school special ed
students are always the most because between the route the aid on the route and then any aid and loo for students going to a non-public that qualifies and then special ed is any resource any
OTP speech any related services for those students as well. And then this gives you more detailed numbers. The regular and special ed that includes the gened
students going to manuan vocational and any special ed out of district students. The regular ed instruction encompasses here employee benefits, special ed, building maintenance. These are all within bell whereas the top line is
pretty much Nasquan and any other district students. May I just say something about Nasquan quickly? Yeah, go ahead. So you you know sometime sometimes what happens that number gets people upset sometimes. you know, it's it's it's a large number
and and it's you know, it's expensive and but but there we you know, if you know you know our our population our population in Manisquant High School something something around something around 30 30%. They they are our our BL
kids. Yeah, we're next to Manisquan if I'm mistaken with the second highest. We're very close. Exactly. students. I budgeted for 214 14 students going to Madison from Belle
all grades 9th through 12th and in previous years we were the were higher I know when our daughters were there so yeah again transportation we're expecting an
increase just in costs and other expenses. This is where we had to cut, right? So, right, in order for us to stay within the 2% cap, right, when certain things are going up by a certain percentage, we obviously have to move
some things around and take things out of other lines. So, you will see down at the bottom, and I'm going to talk to this a little bit. So, I'm going to talk specifically about district goals and how this budget supports it. and some of our district goals are what have allowed us to make those cuts in certain areas.
So, um you know, we do see some things going down there because the cost of other things are going up and we're working within the 2% cap. We'll talk a little more specifically when we get to certain things that I'm going to point out. Diane, were any of these things
proportionally out of whack for this year versus previous years? % change. I think it was pretty much in line. Health benefits actually went I think we were expecting a bigger increase than we ended up with. They
told me to budget for 15% and it came in at 9 and a half. I think electricity our ACES group person told me 20 to 25% it came in at 15. So there were some
initial budget numbers. Even Madison's tuition, I was told to raise it higher. When it came in lower, I was very happy and can use it elsewhere. These are just summing up what we had increases on our out of
district tuition and related services. The increase for transportation through MOEC is looking at 3.5% 3.57. Healthcare was 09 and a half. Dental is 3%. And then here the tuition for Mass
went up a little over $1,100 per student. And that's gened. We did have a little decrease in one of their programs that was budgeted higher and then it came in lower because they're
utilizing a paraprofessional aid in other areas. So they were able to lower that tuition for us. And the tuition for Massond also includes their adjustment that we get every year. Some years we'll get a decrease and a credit. This year it was
an increase of 114,000 and change and that's included in their overall tuition. Now, the tax impact for the school tax because the town has been evaluated at at a
higher figure every year. This is the third year in a row that the school portion school tax impact actually has a decrease. The top number is the burrow average for an home in town. This is a specific house that I used and I will
not say where it is. That also had an increase. And based on the evaluation, my school tax levy, that's how I get my tax rate and then against
the value of the house. So it is the third year in a row that that is going down. So minute. Sure. So when we look at the budget overall, um you know, I think this this board has
been very fiscally responsible for a good number of years and that has put us in a very good position as a district uh to be able to, you know, be very fiscally responsible, maintain our educational programs. Uh the district
supports all the co-curricular programs that are currently in place, our athletic programs. um it meets the state mandates and I would say even goes above and beyond those and still stays at the 2% cap. So um again I think the district
has been really fiscally responsible and has thought long term also along the way and that's what as certain things fluctuate and go up and down it has been that past management of budget that allows us to continue to be in a very
good position. So, um, you know, my praise to the board for for many years of of setting us up for this success. I want to talk just a little bit about the specific district goals we had this year and how the creation of this budget, you
know, has allowed us or will allow us to continue to work on certain initiatives that we've adopted. um and and you know where we are taking some of what is in this budget and applying it to these goals. So we know for goal number one
our ELA and math programs were really getting um a thorough analysis this year. Um and along with that you know we were really looking specifically at early intervention and literacy and we were also looking at our math program.
So that was our first goal. Our second goal was around social emotional learning um and providing support and services to students in that area. And then our last goal was really to look at our use of our technology tools and determine you know where there were
maybe redundancies, inefficiencies and were there some tools we could use um or replace or uh look into that could make us um more efficient and um make better use of our resources. So, I want to just
talk a little bit about our progress on our goals and then how the budget supports that. So, uh the math, we had a math committee this year. Uh that math committee took a close look at the state standards, examined a variety of different math programs, visited other
schools, had conversations with other districts, had presentations by publishers, um and really dug into uh looking at the replacement particularly of go math and starting at our K5. So that work has been ongoing. We're making
some decisions. Um and the other pieces that we've been working on is really looking at data analysis with respect to how our students are doing. Really looking at benchmark assessments, creating targeted instructions. We the win period at the elementary games
really got a second look. Uh we've been revamping our interventionist schedules over the course of the year. Um so that is another place that we've really focused. Uh we've revised our schedules to provide more opportunities for small groupoup instruction and as I said we
really did focus on early intervention um and getting some of you know two teachers in the room to create more small group um particularly with respect to literacy and really what we've seen this year are fewer referrals to special
education. We really feel like that, you know, getting our kids early um and providing that extra support that they need has been effective because our referrals are definitely um at a lower rate this year, which is encouraging.
So, how this impacts the budget, um resources will be dedicated from this budget to adopt a new math program. Still working on that. Not sure we're going to be able to do kick five all at once. uh things are a little more expensive I think than I initially um
anticipated but even if it is done incrementally we do have resources in the budget to begin that process um we do have some short-term increases you saw the special ed costs increasing that I think is a shortterm
um need our special education largest special education populations are in the upper grades Um, so as those students graduate, right, I do foresee that that portion of the budget may in fact
decrease as we see fewer students being referred for special education. Sorry. Uh, the math program in in the lower grades, what what would be what would be the um
uh what's the thing that's holding us back from doing doing that? But in terms of cost, is it additional teachers? Is it the cost of the material program? It's the cost of the materials and the programs. Yeah. Um what you know what is a little disheartening about um some of
these programs is now with everything being online, right, you are paying for a site license on an annual basis. We used to be able to buy a textbook and use it year over year. Yes. still had to buy textbooks and I
mean workbooks and manipulatives and things like that, but you would think going to an online platform would be a cost savings. The publishers have not reduced their costs at all. Makes sense. And you know, and and you really do get
in a little bit of a uh bind trying to figure out, you know, when you buy a one-year license, it's at a certain price, and then they offer you a six-year license at double the one-year price, but you're getting it for six
years, right? So then you're like, "Oh my," you know, so it is a very interesting you have to do try to negotiate. Um, you know, and and try to work the best deal for your district. I don't say there's flexibility in terms
of what price they're going to give you for a license. But for example, one of the publishers we were looking at, it's one year or six years. So I said, "Well, how about three years? You don't have that on your price sheet, but can we work something out?" you know, they're open to that. So, it
is the the cost of the program is is is what's a big investment. Okay. I guess kind of related to that, how much did you kind of see around the the curve when it comes to the the standards? I mean, I know the younger math, as we're living in right now, is still very much
common core. And I don't know like is that going to be Well, New Jersey just redid their standards and they put some revisions in at the elementary level. Not a ton of changes, but certain things made their way back into the standards like money, which was kind of
deemphasized for a while. Now that is back. And the good thing about these online programs is that they are pretty quick to adapt to change their online licenses to make sure that they can get those standards in and create lessons
and, you know, activities for kids that do adapt to those changes in the standards. Yeah. So, if you're if you're in a multi-year license, then they're they have to be compliant with the standard or are you stuck with what they most of the time they will say to you that they will make those adjustments in
real time each year. So um and so that's a good thing right because if you're working with the textbook it doesn't have a chapter on money you know they say we will stay consistent with the standards if there are state standards changes that get adopted you know and then they have to make adjustments to
the workbook the next year because especially at our younger grades kids still have a workbook um but yeah that's that's the good thing about the online is that they will be responsive in that way. Oh yes or I'll take them. It's okay. Sure.
So question is you talked about the older special ed eventually changing because they're so would it would that change increase the mask on high school? Do they charge a different fee per student for special ed will that follow? I think it depends upon each student's
services they get that they get through their IEP. So, you know, if if they are not in a resource room or they don't get additional services, I do not think there's there's not a change in cost if they have a gened program.
Okay. Um, okay. So, that's goal one. Um, oh, and this is our Oh, we missed one. Sorry. Yeah, you advanced. Sorry. Sorry. I advanced it before the question. Okay. So our second goal uh was around social emotional learning this year and
providing support for students in this area. Um we integrated zones of regulation, trained our teachers on that. Uh we implemented a consistent code of conduct this year. Um trained our teachers with morning meeting. Um other programs to reinforce those
expectations. Um our guidance counselors sometime sometimes they pushed into classes to do certain lessons on certain things. And you know this impacts our budget because we are fortunate to have two full-time counselors. We started that last year and this budget continues
to support that. Uh one of our counselors has really taken on the role of um heading our intervention and referral services which is really to help at risk students. and our other counselor has really done more of this
type of work with lessons and working with students, small groups, lunch bunches, things like that. So, we're really fortunate to have two full-time counselors and this um budget will continue to support that as well as you know resources for some of these
guidance programs like Character Strong um bringing in some assemblies things like that. So, um this budget continues to support this goal as well. And our last goal is really we started to really look at our technology tools.
Um you know we hired Mr. Greenfield this year and he worked very closely with us to look at each of our platforms. Um you know Genesis Rubicon Atlas we brought in paper cut as a way to um better use our
copers. Uh we did usage reports on certain programs to determine how many teachers are actually using that if we're paying for it. Uh there were some we decided we're going to phase out going into next year and others we're keeping. Uh we eliminated school
messenger and got parent square instead because we felt that that was more efficient for the cost. Uh we brought in Clever which was actually free but just allows our students especially at the younger grades to log into their online programs much more efficiently. Um and
this is work that is still ongoing. Uh we actually have a presentation by Genesis tomorrow just to show us some other modules of their program. Um you know we use frontline for certain things. It's quite expensive. you would
like to consider, you know, looking um at Genesis and continuing to explore options. So, when you go back to that slide that shows you the the one that's the minus on tech and whatever p what I know it was it was
um right there. Yeah. other expenses. We were able to make significant cuts by eliminating some of the things that we felt were redundant or weren't being used enough to justify those costs. 30% reduction. That's
pretty impressive. Yeah. And I think the other piece too is that some things were housed in certain lines and we tried to align them more with their purpose. So there may have been some like non I I want to say tech things and non- tech
lines. So it was also a little bit of realignment. Um but you know um you know Mr. Greenfield, Miss Pearson, Mrs. Panetti, uh, Diane, like we all really sat and and you know, and I do still think like we should continue to look at
this because especially when you're renewing certain platforms. Um, sometimes they put things into the contract kind of know like with your cell phone bill, all of a sudden you're like, wait, did we really need that? So,
you know, we are really going over every platform and contract with a fine tooth comb and saying we didn't have that last year. We don't really need it. Don't put it in. You know, so um it is ongoing work, but it really has allowed us, you know, to be more efficient, um and and
put our resources where we really want those resources directed. The other thing that's impacting the budget is our enrollment. Um, these are our projected enrollment numbers for next year. Kindergarten is
still coming in. Um, last year at about this time, I think we were in the low30s and we were really like panicking a little bit. We ended up having, you know, um, as you could see over 50 students, you know, and so that rolled
into three sections. I think currently we're at about 38 or so. So, we're pretty confident based on our experience last year that we'll get to those three sections. What we do have, however, is our incoming fourth grade is even smaller than the it's about the same
size or smaller than the incoming fourth grade was last year. So, what I am recommending is that we run two sections in both fourth grade and fifth grade next year. Um and we will put two teachers in one
section and a teacher and an aid in the other sections in both of those. Um, as I said, you know, our special education needs will decrease over the next few years and therefore as these these larger numbers start to come in, we will
have staff to be able to put back into those um once those smaller cohorts graduate because our special larger special ed numbers will be moving out if that makes sense. Can you clarify graduate? Is that graduate from the elementary school or Yes, sorry. Yeah,
from here. Oh, from here in here, not from fifth grade into the middle school. So I Yeah, from eighth grade. So you anticipate a a two section following those students all the way through. Well, look, I will say we look at these enrollment numbers every year, right? So
if and this is still being looked at very closely. This is what I'm recommending today, right? And this is how I'm building the schedule. However, if there was a big change, right, then we've got to say, okay, maybe we need to to create three sections again. So, it
is really ongoing depending upon who's moving in, who's moving out. These are where our numbers are now. And you know, we do have some flexibility with our staff. And, you know, we are not there's no reduction in force or anything like
that. It's just a matter of where do we see our resources being best utilized. Um, can I ask that just sorry, how does it work in middle school when you have specialized classes? So, how would you have two quote? Well, this four five
is going to be ELA and math and then the science and social studies will be shared between the two teachers because up until this grade, you do not need subject matter specialization to teach. You can use your elementary cert to teach any subject area. Now, what's
exactly going to happen when this group gets into sixth grade? I have to think that through a little bit because every year is its different puzzle to put all the pieces together. But what I foresee for both of these grades, and this is a little I'm still contemplating for fourth exactly what I want to do, but
one will have ELA, one will have math, and then they'll share the science, social studies. So, um, and then like I said, moving into six, seven, eight, we still have a solid three sections. Um, and we'll work from there. Um, this also continues to
support professional development. As we know, our teachers meet weekly. We stay committed to that common prep time. We want to stay a part of BDO consulting. that is our professional development cohort that we participate in with the
sending districts. Our teachers have great experience there. Uh continue to consult with experts in specific fields. We had a great experience this year with Dr. Jennifer Gouki from Montlair State and special ed and Kate Sullivan who worked with our teachers on assessments.
Uh we continue to provide training for our technology tools. Um, again, I think our teachers have done a tremendous job with really learning how to use Lincoln and EXL to identify gaps, target instruction, continue to work with students at their level, and we continue
to use GCN, um, which is a very cost-effective way for our staffs to meet their statemandated training. It's all online. It comes free without insurance. That was something else that we were able to find savings with this year. In terms of safety and security,
we continue to pay for our school um resource officer here. Our security cameras and our related systems are in very good shape. We had the visit from the state earlier back in November. Um and they shared very positive feedback about what we do have in place as far as
that goes and any you know it allows us to do all the things that we need to do um as manded by the the department of ed in terms of safety. So, I want to thank everybody. Um, hopefully we were clear and uh,
thank you to the board for your ongoing fiscal responsibility. I don't know if that's the right word. Uh, about 476. All right. Thank you, Miss Pra. Yeah. Does anybody on the board have any other
questions or concerns about her presentation? Uh I do want to thank uh Miss Pra as well as Miss Quigley. A lot of work put into that budget. It's sincere. I would also like to thank Mr. Vitali. I mean his years of
understanding and input crucial. Our administration was extremely well prepared for this. Believe me, extremely well prepared. Thank you, Mr. Thank you. Uh that is presentation. We
are now at visitors business. Uh visitors are permitted to comment on agenda items only at this time. We just ask that you approach the mic and state your name and your address. There seems to be none. There are no correspondences. And that brings
us to committee reports. Uh district operations. Mr. Vitali. Uh I I do not have a specific report, but I did speak with Mrs. Quigley a few days ago and asked if there if there were any updates. I was more focused on the building. Uh and um you know um
um no specific need for for for a for you know for a committee meeting at the time. Uh the you know the where we're where um uh the boilers are in the process of being installed. I think there's a little bit of a hiccup which we're overcoming and uh you know we'll
we'll have to see when the next meeting is warranted. Did I say that right? Okay. The boilers are in the building. That was good to take care of. Thank you by Kelly. Uh Dr. Dean Broio High School.
I actually couldn't make the last meeting. Um but one thing that did come up that is just worth mentioning has to do with um Italian language program at the high school. Due to uh declining interest, they've actually eliminated
the in-person um program. Children's can still opt to take Italian if they wish based based on an online platform. Um so there was there there was actually one of our constituents reached out to me about it from Bel was concerned about it. Um so he was meeting
with uh with the superintendent there to discuss it. But um my understanding is that over the last few years the enrollment the inperson enrollment has been declining significantly and there have been children the last few years who have been doing the taking Italian
through this online course and they will still be able to take it if they wish but there will not be inerson instruction for now. They can obviously always revisit it in the future if if there's an interest enough to justify it.
Any questions? That does make me sad. Language is very important. Yeah. Curriculum and programs. Miss have a couple of things. We decided with the break in the middle and then we're going to have a meet in two weeks. We're going
to have a meeting. So, we just had a couple items basically to support the budget. We had a kind of an email meeting. Um, so math program, we're doing a lot of extensive research. They're gathering the prices like I said before. They're doing site visits and talking to people actually experience
the program. They're looking at one closely called Reveal Math. Um, right. We're in the testing season. Uh, they had a faculty meeting where they trained all the staff to be proctors and handle the NJSLA materials on Monday. Today
they ran a infrastructure where tech um tested out that everything rolls out that everything is working with the students computers because that's a nerve-wracking experience to do it on the day you're actually testing aka o'clock this morning. So I lived it myself. Um but a special thanks to Miss
Pearson, Mr. Greenfolk, and Miss Sedo there and all the counselors for organizing it and they're going to be ready now for May 12th. That's when NJSLA will begin. The budget presentation will be held tonight and that will support all the programs that we're currently discussing at each
meeting. Um, this week is Earth week. I'm sure your children have come home or talked about it. The kids are excited. They're doing doing all sorts of different things in collaboration with PTO. Each day they focus on a different theme to raise awareness about the importance of the environment and how we all play a part in caring for the earth.
Um, we're having our lovely third round of enrichment classes. Uh there are a lot of great offerings this this session and a lot of the students are loving being after school and trying out new skills and learning new things. Uh May 6 is a great art show that they put on and
they combine the art band and choir concerts. As you walk the hallways, you'll see all of the art on display, encourage community members, parents to attend and enjoy the talent of the students and also hear the performance. Um, and then these last seven weeks are
really exciting in a elementary school, especially at K8, because there's so many fun activities, field trips, and kids are just celebrating a great year. And we have field day, battle of Blazers, and then we commemorate this eighth grade class is going to have a
lot of exciting things because this is their culminating experience here at EBS. So that's it, and we'll hear more in next month. Thank you. Any questions? I have I have a question. I'm not sure if you're you're going to be able to answer it or you guys. I just in in
regards to A7 on the action items. I know this isn't new, but if someone could kind of refresh my memory and clarify what was the genesis of this, what it's for, and what it's what it's all about. I know that the state passed something that we had to do this, but maybe you can. Yeah. So every few years
the state requires districts to complete the comprehensive equity plan and basically that is um certain things that they require you to demonstrate to show that you're not discriminatory. And so the affirmative action team their job is to put that
comprehensive equity plan together. Our comprehensive equity plan is due to the state at the end of June. Um, and basically again it is a a set list of I guess requirements that the state has and then we align policies to
demonstrate that we're meeting those requirements. Um, and then we get a board resolution saying that we've completed it and then that gets sent to the state with a statement of assurance. This is the first step of that because the first thing is we have to show that this isn't just done by one person but
that there are there's a teacher administration um involved in the creation of that plan. Is this new like in the last five years? Um no I I don't know how long it's been going on but the last plan was a three-year plan. So this is also a
three-year plan. It comes up every few years, but I don't know how how long it's been in existence off the top of my head. Quite a long time. Yeah, quite a long time. Those flyers have been hanging in my office and school for as long as I can read it across. Yeah. You
have to the mandate is that you have to have an officer and it has to be publicly. You have every building room shows that that's the person you go to if there's something that comes up. So this is good. And actually it's a long long time and at at some point many
years ago they switched it to requiring that the person be a certified uh staff member. Didn't used to have to be here. Thanks. All right, Miss Walsh. Thank you very much. Elant informative. Thank you. Uh
next we have human resources. Uh I chair that. We did meet last evening. Uh we met for about an hour. It was myself, Miss Pulsra, uh Miss McDevik, and Miss Huck. Uh the majority of our dialogue
focused around the uh enrollment and the placement of teachers uh based on certification. I did not have time to create a formal report. I have my notes. I will formalize that and submit it. But uh pretty much it was all covered in the
budget under the Any questions? Uh policy Mr. Wall. Yes. Um policy uh committee met on April 17th uh 4 p.m. virtually. Um all credit for this
meeting lies with Miss Pster and administration. Um there's a number of policies that we're putting forth. There's nine policies that we're putting forth um this evening for first reading. These are policies uh largely we believe that came in during the 2021 2022 time
frame um under a previous BA that many of them we believe were actioned by the policy committee and the board and did not subsequently make them into our actual policies. Um so these are missing policies uh that that are mandated and we need to have them. Um so we're
putting these forward tonight. Additionally, there's about 35 policies that through our board docs process, we've we've updated, we've put them online, and then we found that the version that we have, there's actually updates from Strauss SMA since then. So, these could be historical policies. So,
it's it's, you know, close to uh 45 policies here um that need some work. Um so, again, thank you so much for for catching this. Uh our plan is to split those 35 up over the summer um to push those through uh once the board once the policy committee has a chance to meet
and discuss them. Some of them are straightforward. Some of them we actually have to put in a specific decision for our school. So they do take some time to process. Um there's um in addition to that to try to stop this from happening in the future, you
know, the board docs uh platform is working fairly well. Dianiana has been excellent putting as we get new updates into drafts. The the meetings flow very well. Now we we go through each one. Once we action them, they move into um uh they move into our final policy. But
we also do need to make sure that we keep record of the adoption date, the revision date, and have that paper trail. Um, and so Miss Pollster is also uh in addition to that, we're also going to have a check following the board meeting once the policies are approved for second reading to ensure that they
actually get updated. And that's just going to be a internal internal procedure. Yeah, that was awesomely explained. That is exactly how I understand it. Uh, and we do appreciate that audit. You know, it's something that you committed to not just
in a budget fashion, but policies and I had tremendous help from Mrs. spin a pond. You know, she really once we realized that we were missing a few and you know, then of course you kind of go down, you start peeling back a little bit more and you say, "Oh, we are definitely, you know, there's some
things that, you know, wherever it got lost got lost." And so, you know, I think we have a very good handle on exactly where we are. I know getting the policies to this point has been work on everyone's part. Uh but I'm very confident that by the end of August we
will be exactly where we need to be. Everything will be in you know the correct dates. Um and you know and it it's really I'm so glad we discovered it. Um not only because it's something that we should do but we have QAC next
year too. So going through that state bud the county process right we really and we really need to make sure that everything is eyes dotted tees crossed but we're definitely making progress and I think we're in a good good place to get there
we all just want to say good night Isabelle yeah it's a big deal is there for a reason it's a big deal Um, no, no, I think everybody covered it and I'm excited that, you know, it's not just cleaning up, it's
also a process moving forward, which is key to keep us on track. Seven, uh, Mrs. Reed, community relations. All right. Um, I did not get in uh, touch with all of our community partners this month. I was away last
week and I'm still trying to readjust, still a little tired, but um I know the BEF had a really successful um last meeting of the year. Um Mrs. McDevit attended. Yeah. From the
board. Um do you have anything that you'd like to um comment about that? I mean just you know credit to um uh the BPEK or sorry what do we is it it's BP sorry I lost my mind for a minute um for uh bringing in the specialist that um
that they brought in. She was great. I thought it was very well attended um by parents and teachers. It was really great to see um the teachers there to um discuss uh neurodiversity in the classroom. Um I think it was like
classroom at home uh at the workplace as well because neurodiversity is continues into adulthood uh and when you're working as well. Um so she was it was very informative. I I definitely
encourage um you know parents to check out I know that it the presentation has been published on the website um I believe right? No not yet. Okay. Okay. Sorry, my fault. I remember she said she was going to, but I didn't check up on it.
Um, but perhaps maybe it's on a the BPAG something. No. Okay. Well, uh, I definitely encourage that to happen in some way. Uh, and, um, for,
uh, parents and teachers to check out. I think that um a lot of the teachers that I spoke to after uh had really great feedback and um I think it's something that even within potentially the school for the future um to have you know that
be part of professional development as well just in terms of of neurodiversity because that's also part of um and those goals. So um working to to complete those goals. So, um yeah, I thought it was a great a very successful
yes presentation and event. Thank you for attending and commenting. Um the PTO has a lot going on. Um as was mentioned, they Earth week going on this week. They have uh so much in store for the
teachers for teacher appreciation week next week. and um you know they just have so much involvement in everything especially at the end of the school year field day the t-shirts and parties and a lot of uh celebration for the kids. So
um that's exciting. And then of course the BEF has their big annual fundraiser next week. Um and they are still gathering and accepting donations I think for the baskets that they're going to be um auctioning off. Um, so as
usual, our community partners are very involved in uh everything that they can do to positively contribute to our students education and well-being here. So that's what I have. Thank you. I bet
those partnerships are critical uh particularly things that are uh blossoming into uh really good stuff like BPAC. You can't hear enough about it. and uh it is a supplement uh to the school that uh is increasingly uh
filling some really good voids. So, thank you to our partners. Uh we I mean you did your administrative report. Do you have more? I think most of it was shared by through committee here, but I do want to highlight a couple of things that we didn't hit on because our last
meeting was March 12th. And I just wanted to congratulate um everyone who participated in the drama production. We haven't had a meeting since then, but Mrs. North, Mrs. Donnelly, uh Mrs. Rosen, and Mrs. Mc Williams, who comes back to volunteer, they did an amazing
production of Beauty and the Beast. There were over 90 students involved in that production. Um, so you know, I just really commend everyone, the volunteers, the parents, um, everybody who worked together for that. Um, one fun thing
that we did for the first time, Mrs. Panetti organized a couple of weeks ago was called Undercover Spirit Week. I don't know if any of your kids noticed it, but the teachers had a theme every day, and then the kids had to kind of guess every day what the theme was. So,
it was a lot of fun. Um everything from you know undercover and we all wore black and sunglasses to you know there was day anything but a cup where nobody could use a water bottle. All the teachers had to use some other and to try to see the kids figure out like what you know. So it was a lot of fun. So uh
we also had the pickle ball tournament that was sponsored by the booster club. Um and also this week we had a a guest reader um in recognition of autism awareness. Mr. Ron Italiano came and he read his book that he has authored um to
our younger students. He has two autistic kids and um just to see them, you know, interact and and and share him share his story and read his book was really great this week. Um as I said, as
Mrs. Walsh said, we have the spring art show and the concert coming up next week on Tuesday. Even if your child is not a musical performer, um I encourage you to come out. Um Miss Craig has put a piece of artwork up for every single student
in this school and she has run a gallery um you know where part of the students art classes to come and observe one another's art and to give each other feedback and then Miss Creek passes that feedback along. So it's become something that you know is a defining event in the
spring here as well. Um, and I just think it's great for our parents to see all our students artwork, even if their children are not musical performers. Um, looking forward to the Rock the Boatyard event. Um, on Thursday night, we have our fourth grade tree planting at the
end of Eco Week as well. If you saw the hole outside, there will be another new cherry tree. Um, NJSLA the week of the 12th. And, you know, we do know that we have some retirements for the spring. We have started to interviews for open positions so that we can be ready for
September. So that's my is it tomorrow uh dance? There is a dance tomorrow night for our sixth, seventh and eighth graders and it's I think it's Bel only like we we've done a few sending district and our student council students felt like we want something just for us. So Mrs. O'Reilly and Mrs.
Stove uh with student council will be running that dance tomorrow night. Question. I I have a question um or something to bring up and if it's not the appropriate time, just Tony and talk that another time and it it has to do with not just this particular
presentation, but this has happened a few times this year and I've I brought this up before. Um I think it's great to have outside participation. Um but part of part of these presentations is that an email is going uh out to parents um asking them if they want to purchase a
book for the speaker. I'm just questioning whether or not that that's appropriate, if that's appropriate or not. You know, we we met we we've talked a lot about in the past year about having outside people come and run classes and and and profiting off of that and and I'm not saying this is the
same thing. Um, but unless the person who's coming in is is donating these back to the school or the let's say the the the PTO is paying for the books, I I think it creates somewhat of a conflict of interest here where are the people really coming to to to present something
for the good of the students or are they trying to to sell something? So, yeah, I mean with authors that is a very common part of their contract. Um, if that is something that the board would, you know, feel strongly and would like
to eliminate, we would probably have fewer authors come in. Um, so they actually like promote it. Yes. No. Well, they just say this is a book, right? And and they do, but but the parents get an email like, "Your kids may come home and
talk about this book. If you want to purchase it, it's for sale at blah blah blah." Well, they it's it's more than just that. then they're they're told that the the author is going to sign it that day. So I I mean to me it it it it to me makes me a little uneasy and I don't I don't recall in years past my my
son's a freshman in high school now you guys have older kids maybe I don't recall this ever being a thing before maybe I just wasn't paying attention or well I think it's also important to differentiate between when PTO or BF or somebody else is sponsoring like when we are bringing
because there are difference right there there's one is like the school is actually like bringing this person in the other one is there's a third party organization that's providing a service and they're looking to raise funds. Yeah. Personally writing literacy events for the majority of my career. Um you know it's tricky and also having a
mother-in-law who's an author who wrote a book for free and donates everything to the veterans when we have her come in. You know she offered if you offer it's typical that people want to buy the book. Personally I think um if they're donating their time for free to come that's totally acceptable in my opinion.
Um, but the conversation I had in the car on the way home that evening was so quality from my second grader based on the experience he had with that author um having autistic children and the conversation he was asking a lot of questions. I had really like really deep
conversations. So I think vetting like maybe the purpose of the person like not just make a profit but the educational piece. So, I see your point of like profit based, but the whole picture of the why we do it because it was a autism awareness. I thought it was like really
amazing. No, I mean I I see but I did get hit up for books across America. I bought those books too, the graphic novel. So, I I hear you know what you're saying. I see your point, Kristen, but it's the same thing. Like, I love my kids teeth to be healthy, too, but I also question, of
course, when when the when the dentist comes in to give the fairy presentation, h and how are we picking who's coming, who's not, you know what I mean? Because and I'm not saying this guy wasn't being altruistic and and I it's not the content that I'm questioning. It's is it
appropriate for a public school to be promoting something where someone is selling a product for for a for a profit? if he's donating your if your mother-in-law is donating all her that's a different story, right? But I don't and I don't know I don't know enough about this to say that what I want us to
do is have a conversation about it and not just say that it's okay because totally the topic is good and I think I mean it would be useful to to come up with consistent parameters. I mean you know the the dentist has been coming here forever as far as I know. I think it's part of the health curriculum to
have that piece, but then they I know in my experience with the tooth fairy coming, this woman dresses up in a bridal gown and she's there and the kids, they can present, they can teach children. Not every dentist could walk into a school and talk about what they need. So like if the person's giving
them quality free, they're coming for free a day out of their office. But Kristen, they're giving they're giving kids swag bags to come home with their business cards. I mean pieces of that, but I'm you do for free that are not really they're not really you're not really doing them for free. We do have the the
commercial use of the building. We've revised that policy a number of times over the last year and a half, right? Um you know, we look to put some guidelines in there about what we feel is appropriate. It feels like there's like almost like a like a a market rate at this. It seems like this is fairly common on the on the author. You don't
want I don't I've not even seen it done any other way that I can And one thing is that the um books are not being sold at the merch. No, it's sometimes offered ahead of time. Sometimes it's often offered after the
fact and it's always like you have to go through these lengths to do this if you would like to do it. So, I do understand what you're saying and I do understand where it's something for us to talk about, but I do think it is a difference that it's not being like brought up
here. Yeah. It's not on the table. I think that does for me it feels like a little different that it's kind of being offered separately. But I would definitely, you know, like I think Yes. And I think we should I mean it'd be helpful to everybody, right? Because then we know when we talk to
people to bring in we could say this is our expectation this is what parameter that will where do you think that would fall like committeewide that like a policy I would guess so policing too yeah or
curriculum programs if it's a program yeah I'm just wondering standard you know I think it is important to have discuss but probably like it should it should start in committee at the very least and then and be worked upon there. But if that's the issue, it's really important policy. Okay.
I you have like an assembly policy, right? Tied to that is the type of people you're going to bring in and what the parameters are. Okay. Makes sense. We'll take that up for our next meeting. Thank you, Dr. Any other questions or concerns?
Right. Uh there are no HIV reports which brings us to action items. Uh Miss Walsh, can you move curriculum? I'm sorry. I'd like to make a motion to move the following items A1 through A7 approval. Second. Thank you,
Mr. Becker. Yes. Dr. Groia. Yes. Mrs. Huck. Yes. Mrs. M. Yes. Mrs. Re. Yes, Mr. Vitali. Yes, Mrs. Walsh. Yes, Mr. Waldman. Yes. Motion pass. Thank you.
Uh, Mr. Vitali, District Operations, please. Uh, under district operations, like to move action items B1 through B6, please. I'll second. Mr. Becker, yes. Dr. Drosio,
yes. Mrs. Tuck. Yes. Mrs. McDev. Yes. Mrs. We Yes. Mr. Vitali. Yes. Mrs. Walsh. Yes. Mr. Walton. Yes. Thank you. Mr. Walman, can you move
policy, please? Absolutely. I'd like to motion that the board moves policies listed under C1 for first reading and the policies under C2 for second reading. Second. Mr. Becker. Yes, Dr. Jrojo. Yes, Mrs. Huck. Yes, Mrs. McDev. Yes, Mrs. Week.
Yes, Mr. Vitali. Yes, Mrs. Walsh. Yes, Mr. Walton. Yes. Motion pass. Okay. Thank you. Miss Huck, will you please move human resources? I would like to make a motion um that we move
items D1 through 17. D17 um for approval. Second, Mr. Becker. Yes. Dr. Drosio, yes. Mrs. Huff, yes. Mrs. McDev, yes. Mrs. Reed,
yes. Mr. Vitali, yes. Mrs. Walsh, yes. Mr. Wall, yes. Motion passed. Perfect. uh at 8:03 I think it says over there we are at visitors business where visitors are permitted to comment on agenda and
non-aggenda items at this time. Again, we just ask that you please approach the microphone, state your name and address. Mary, only so people at home can hear you. Yeah, so people at home can hear you. Um Mary Burks, Cedar Lane. Um there's
another question. And I knew when you were going through the class sizes for sixth, seventh, and eighth, they are fairly small, but you have three sections of each. Um I was kind of surprised. So the sixth and seventh grade, that's like 17 students in a class. in eighth grade there's 20 in a
class because um I just think it's when you go through a K through eight school and then you go over that high school it's a drastic change when you have such you come from such a small environment with 17 students in a class and you get to mask one high school and it's like so
have you ever thought about making them smaller classes like more two in a two two classes for each grade because I think that's my p I just think it's a very small class for the shock of the students it's pretty significant when you get to high school. Yeah. I think
when especially in like we're at a very interesting kind of tipping point, right? Because we have 61 in 8th grade. If we were to do that in two, we'd have two sections of 30, right? Which I think people would say is too large. Um even
once you start to get into the 26 27 range, I think most people consider that a larger class. But 17 and a class for sixth and seventh, those are small classes, class sizes. But yes, but we either have two or we have three, right?
So, you know, when we have I forget, I don't have the numbers right in front of me. I think it was 52 for both of them. Yeah. So, when it's um 52, right? That's going to be 26 students in a class. and looking at our sending districts
which are like are we are consistent with our class sizes with our sending districts. So yeah the other thing that also it starts to impact six seven eight that is where we start to have math placement right so depending upon which math level kids are in that's also
creates three sections. So actually by 8th grade we have four sections when it comes to math because we have geometry, algebra and then right those are pullout classes. So right they're done and algebra. Do you do them as they the whole they follow the whole curriculum
those kids are all in the same block like all the math and all the English are all the same or do you split them all up differently? Math is different. It's different than Yeah. Okay. Because I know when my kids came here, their classes sizes weren't much bigger. And even when they went to the high school, it was still like, "Oh, wow." Because,
you know, we still do the you probably still do um the holiday parties and all that kind of stuff. And then when you get to the high school, it's like, "Oh, wow. We don't do anything for like, you know, that typical when you go from elementary to high school." But it's kind of like because it's kind of a
shelter in here and then all of a sudden it explodes when you go to the high school. It's a completely different world. just I just thought about that. Thank you. Thank you. Thank you. Yeah. Thank you. It's all it's very valid. I think it's important to remember though that uh K through 8 is a period of time
and when you transition to high school, it is supposed to be a challenge. It is supposed to be another level. They are supposed to uh be challenged in certain ways. I believe and I've paid attention for the last 20 years that Belle kids in
particular are very well suited at Madison Swan and at most graduations are represented at the top very well. Uh but it it is valid. You don't want to shock these kids. You want to challenge them as they move ahead and that is what high
school is. It's a it's the next level of challenge for them. I guess rel I guess related to that you did confirm earlier at least as it looks like right now that we would go to two sections for the current rising fourth and fifth graders when they go to sixth, seventh and eth which is an opens if their numbers stay
the same if the numbers stay the same. Right. It would just answer the question they are serving three sections now. Right. So does that mean that you would anticipate that you could you could utilize them for more than sixth, seventh and eighth grade in some cases for certain subjects? Yeah, it would
impact staffing for sure. Yes. And so there's ups and downs to that. One down being that you potentially could have the same teacher for three years in a subject or four years in a subject, right? Depending upon how you schedule them. I don't I don't see it being three years in a row at all. Um I mean in
small small districts, yes, that's the case year and what I think is most important is that we have leadership that takes a look at the numbers and is willing to make decisions accordingly. I think that's a it's really reassuring to
to take everything into account and make informed decisions. Um, so that's something that I know people get really uncomfortable with class sizes changing, but I think that Miss Pulster really takes into account like all the information that she's and also, you
know, you're not necessarily locked into the same schedule every year either, right? So even this year um you know the administrative team went to our grade level teachers and said what's working in the schedule it's not working in the schedule. So you know shifting some of
the times that we're looking at. So you know 40 minutes for foundations doesn't seem to be enough. So let's make that a 60 minute block. 80 minutes for wisdom is a little too much. Let's make that a 60 minute. So we're we're playing with the schedule too just like we did last year. We're looking at how to use
teachers to get them in for early intervention. And so when we're dealing with a shift in numbers too, we can also look at how can we create a schedule that, you know, maximizes our staff doesn't have kids, you know, in the same
with the same teacher for multiple years in a row. Um and and how can we get creative with our use of time? So that is something that you know you'll see some changes into going into next year schedules in terms of minute allocations and an order of periods. Um really
working to do a rotating schedule with the middle school kids so you don't have math last every single day. The next next day it'll be first. And so you know there's a Yeah. So we're really working on that too. It's not all finished yet, but I'm really confident we're going to
be able to do that because when I sit with teachers, they're like, you know, have a math last, that group last every single day. Well, then we can do something about that. So, let's look at how we're using our time, how we're using our staff. And, you know, every year it should get a fresh set of eyes.
Um, yes, a lot of times you want to keep the basic structure, right? You don't want to throw everything up in the air, but if we can make those tweaks based on feedback and you know I I think we'll find ways to adjust even as those sections come through and it might provide some new opportunities too.
Julie's point that's I mean to be that dynamic is a lot of work. So I I'm kind of a schedule geek though. I have a lot of fun doing this so that would make sense if we're preparing our kids for a different type of schedule where you're not going to have
the same. You have to pay attention and follow along. Yeah. Thank you. Thank you, Miss. Yeah, that's why I I appreciate your feedback on the on the too small of the class size which we I don't know if anyone was
anticipating that. Thank you. Any other questions? All right. Uh that brings us to Mr. Vitali. Yes. Payment of the bills. Payment of the bills. Uh like to make a motion that the board of education
authorizes payment of the following April 2025 bills list and that the secretary is authorized to draw warrants of the treasurer in the in the total amount of 2,500,676.39. Second Mr. Becker. Yes. Dr. Mr. Deberia, yes.
Mrs. Tuck, yes. Mrs. McDev, yes. Mrs. Reed, yes. Mr. Vitali, yes. Mrs. W. Yes. Mr. Wall, yes. Motion. Yes. Thank you. Uh, we have the uh board secretary certification, which is standard from
our Austin board secretary. Uh, there is no executive session this evening, which brings us to a motion for adjournment. Motion to adjurnn, please. Second. second all in favor. Thank you everybody.
I don't think