in the February 27, 2025 notice in the Asbury Park Press, the co-star and the co-star setting forth the date, time, and location of this meeting. Similar notice has been posted in the Burrow Hall, the Belle school website, and the burough clerk has been notified. We
could have roll call, please. >> Mrs. Baldino here, Mr. Becker, >> present. >> Dr. Damrosio, >> Mrs. Huff, >> here. >> Mrs. McDev, >> here. Mrs. Reed >> here. >> Mr. Vitali,
Mrs. Walsh >> here, >> Mr. Waller. >> All right, if we have a farm, if we could stand to the flag 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. an awesome ritual that underscores our unity. >> Uh if I could get a motion to approve
the uh September 2024 25 meeting notes. >> I'll make a motion. >> Second. >> Julie and Lisa. >> Yeah. No, it was Kelly. >> Oh, wow. >> Yes, I knew it was you.
>> Sorry. Sorry. I should have heard from this side. >> I wrote down >> KB. KB Kelly. >> There is Alisa. >> Mrs. Baldina. >> Yes. >> Mr. Becker. >> Yes. >> Mrs. Hut.
>> Yes. >> Mrs. McDev. >> Yes. >> Mrs. Reed. >> Yes. >> Mrs. Walsh. >> Abstain. Motion pass. Mr. Waldman is out. Motion pass. >> All right. Uh that brings us to the uh
presentation HIV and NJSLA test results. >> Yes. So I don't have specific slides for the HIV um self assessment. However, our um anti-bullying team has completed the
HIV self- assessment uh for last year. Um and that self- assessment really we have to grade ourselves on um the the fact that we have established programs. We have to assess ourselves on um
whether or not we carry out the like investigation process with Fidelity and stick to all our timelines and all the requirements. Uh we have to um assess ourselves on how well we develop programs and communication with our
students. Um and then smaller things like you know we do actually have the HIV policy. It is visible on our website. um that our our staff receives adequate training. Um that our team meets at least twice a year. Um so when
we look at all of those things together, um we earned a score of 75. The highest we can earn is 78. Um it is the same score as last year. And the one way that we know that we can get to 78 for this
next round is for us to do the climate survey and send it out to all our stakeholders as we've talked about. So um we are going to move forward with doing that survey through Ruckers. It assesses us on we get feedback from students in grades three through eight.
Uh we send it out to all of our parents. There is a staff component to it as well. um and it's affiliated with Ruckers University. And then you get back a lot of great data um that allows you to, you know, decide on programming for your school, recognize your
strengths, build on those strengths, but also identify areas where you can improve. So very happy with this. You know, I want to thank, you know, Mrs. Panetti and our guidance counselors and Miss Pearson. Um they work very closely um to develop this program for our
students. Um and you know we feel like if we have had already meet grade level meetings and assemblies uh Mrs. Panetti is building a monthly assembly program where kids are going to be doing some crossgrade work which we're really excited about. Um you know she's brought
things like you know laser of the month and we're doing blazer bucks and you know so there's a lot of really great things happening uh with having her in place as our dean of students and working so closely with our counselors. So um you know very pleased to to kind
of share where we are um and where why we gave ourselves the score on self assessment. And now I will move into anybody have questions about that? Okay. So now I'll move into our NJSA report. >> Yeah.
Switch to do it on there. It's on the touch screen. >> So, you know, we we know that um New Jersey Department of Education requires us to administer statewide assessments each year. And you know, the the primary
purpose for us analyzing this data and sharing it is really so we can take a look at our own programs programming, monitor the progress of our students, and really to try to dig a little bit more deeply into how we can support our
students to meet those grade level standards. And you know although I I always like to emphasize that this is one data point right that this is not uh the only thing that we look at to determine programming um and you know to
make curricular decisions and how we support our students. Um but it is as we all know an important one that you know a lot of districts look at to really determine how their kids are doing and what we can do to improve. So we're going to go through a district analysis.
We're going to look at some demographic trends among our subgroups and then some, you know, conclusions that we've drawn and how we plan to move forward um based on this data. So, here is our language arts um scores. The what you
see is the number here, grade three had a 62% passing rate. That is the number of fours and fives combined. I know the numbers here are very small. That's why I put them up at the top. In grade four, we had a 70% passing rate. Grade five,
66%. Grade 6, 80%, grade seven, 74%. Grade 8 73%. And we look at all of our grades combined, we had 71% passing rate. Right? So, we'll I'm going to talk a little bit more in detail um about this.
And these numbers on here I know are very small, but what I think is important to look at and what we use this data for is to see where the trends are in terms of movement between levels.
So for example, if we're looking, you know, at grade three, it's very uh encouraging to see that over three years, you know, three years ago, we had 9.8% of our students at level one. And it's nice to kind of see that coming down, right? Um, so we look at this
also. And then we also look at this bubble. This is what we call kind of the bubble level. You know, these kids are kids who are very close to passing. And are we starting to see some shifts in the numbers of that? And hopefully the numbers are going in this direction. So
you know, while for example, um, trying to find a point where this went up a little bit in fourth grade, right? we have now a 4.3% in this cohort who scored at a one. We also see we went from 9.8% to 23.9% in fives, you know.
So, it's when you look at all of these numbers and you're you're trying to sometimes draw conclusions, it's a little tricky, right? Because these are all different groups of kids. That may be one factor. Um and then you know we're looking not only where things are
going well but also looking at this I would question okay why in grade five did we go from 22.4% out of five to 9% 9.4% out of five. >> So you know and then what our teachers certainly do is they dig in much more
deeply with individual kids looking at their scores. uh we look at standard statements that we receive to see what standards our students are doing well on and where they're struggling. Um so this just kind of is kind of interesting to
look at to notice the big changes and the big trends, you know. So another thing that kind of stands out here too in grade eight, right? This group went from 57.1% of fours to 26.8, but they went from 12.2 out of five to
46.4. four to five. So, you know, it's it's really it's it's hard to draw con solid conclusions just based on this, but we can certainly look at the trends and when we look at those trends, go back and dig a little bit deeper. So, what we
also notice here is that we we like to compare ourselves to the state. Um and it is encouraging to see that across the board, you know, we surpass the state passing rate um in in many grades by a significant amount, which I think is is
a very positive um trend for us to see for our students here, right? Um so, as I was saying, it's interesting to look at the data in two ways. So, we're looking across three years. So you know
in 22 23 our grade three students were at 47 came up to 66 last year they were 62%. This is technically a test based on the same standards, but these are all different students, right? So we could see in grade four, you know, we had a
little bit of a dip in 23 24 now coming back a little bit 24 25. Grade five, you know, last year they had 87% passing. This year 66% passing. But when we look at it through the cohort lens, right, these students who got 47%
back in 22 23 moved to 63% last year and have 66% this year. So we could kind of trace like looking at this grade four cohort from 2223, our current sixth graders, they've been very strong all the way through a little dip to 80% but
still that is a great passing rate. Um same with fifth, you know, that are now our current seventh. Um sixth that are now our current eighth and a bump up in seventh, a little bit of a drop in eight. So it's kind of interesting to
look at the data both ways. Um and to determine, you know, how can we as we continue to move down, you know, can we continue to see this 66 increase so that they, you know, by eighth graders um have even a even higher passing rate.
So, that's another way to look at it. We'll look at that in math as well. Here's our passing rates for math. Um, grade three had 73%, grade four 72%, grade five 64, six uh 61%, grade 7 62%,
grade 8 17%, which I know that sticks out a lot, and I'll talk a little bit about why. Um, algebra, we had a 93% passing rate. Geometry is not on here because the group of students is too small for us to share the data publicly
and altogether our passing rate was 65%. All right. So let me just go to and again we would look at the same things here right we would be looking at you know are our ones and twos going down? Hopefully they are. And then do we see
our fours and fives going up? Um in in some cases we do. Right. this 47 to 60 and this, you know, 6% to 11%. And in some spots we see things going down like so this grade five, this kind of went up
a little bit, but we see a real drop um in in level five in grade five um from 18.4 to 5.7. So we could be asking ourselves some questions about why is that happening? Okay. Um, so and you
also see again this grade eight kind of really sticks out, right? As nobody has been in the five range in grade eight uh for grade 8 math. Um, and we're we saw a drop over the last two years in
this level four as well. So part of that is the enrollment in algebra 1 definitely impacts this. Um and I I the we have seen the algebra 1 enrollment increasing. There are more students now
in algebra 1. It's gone up by about 10 students per year in the three years that I have been here. Um and so our grade 8 cohort is getting even smaller. So when we look at I go back to here if we look at the all grade passing rate
right if we take this 93% and the 17% and you kind of find the median that is about well it's 55%. So, you know, this is a group of students, you know, who needs more support in math, you know, um, so we
recognize that, especially as that group gets smaller and more kids go into algebra. Um, and so we definitely know we have some work to do there. Um but it is um you know I don't want to say it's it's not necessarily atypical depending
upon how many students are taking grade eight math as opposed to algebra but it definitely needs some attention and we recognize that again we could look at this uh in the same way which I think is interesting.
Uh grade two, same test, different students has done really well with continuing to to increase. Um and if we follow these cohorts, we can see for grade three 53, 53, 64. Um you know, grade four, same, you know, we see an
upward trend, but following this group, they had a bump up in grade five and now kind of back to where they were in grade four. Um, grade five kind of dipped in grades, oh, sorry, grade seven kind of dipped in grade six, but they're back to where they were as fifth graders. And
then this again, um, 22, 23, our sixth graders, our current eighth graders, right? This group is now split between these two courses. So, you know, um, we continue
to this year we actually have 40 students in algebra 1. So we've gone from 20 to 30 to 40 students in algebra 1 and that is a mix of seventh and eighth grade students. So that also can impact seventh grade scores um because
you know you've got a cohort I think um I don't want to say the number because it might be less than 10 but the more um our double advanced students are taking the algebra one test not the grade seven so they're lumped in with those algebra results. this poster with the um would
that be current ninth graders? That one that's if you follow six down because they took the test as eighth graders last year, right? So that would be >> the group you mean >> the current eighth graders are current eighth graders this year's eighth graders are
>> starting in fifth. >> Yes. >> Starting in fifth. Yeah. >> Yes. >> Okay. Because that sixth are actually >> Right. Right. >> Freshman now. >> Yes. >> Right. >> Right. This is this this last year. So this is last year. Yes. Yes. Perfect.
>> Thank you. >> You're welcome. >> Okay. And if we look at where we are compared to the state again, you know, above the state average in every grade level except for grade eight. Um you know, and this I think kind of tells the
story um a little bit of of what's going on. Um, so again, we know we're we're going to look very closely at grade 8. Um, it is a really important course for our students before they go into algebra 1 in high school. Um, so we are looking
very closely um at that. Okay. Science. We've talked about the science exam in the past. Um you know we know that um our proficiency especially at grade 8
has not been great but that is not again unusual compared to the results that the state has had overall. Um the passing rate in this test has been very low for many years. um for it's I don't know if
it's coincidence but both our fifth graders and our eighth graders um had a 36% passing rate. Um so obviously all grades had 36% passing rate. Um and if we look at where we are compared to the
state, we're you know pretty well above it in grade 8. Um but grade five, you know, pretty close to where the state is. Okay. So, we're going to look at some demographic analysis. We're going to start. We only have two um subgroups to
compare based on our numbers and being so small. Um we're looking at our Hispanic students again um next to our white students. Our Hispanic students have a 38% passing rate and our white students have a 73% passing rate. Um,
and if we look at this over three years, we can see we kind of had a dip in 2024 in our Hispanic passing rate, a little bit better this year. Um, and our white students have come down about five percentage points in ELA overall.
If we are looking at um math between Hispanic students and white students, we have a 39% passing rate among our Hispanic students and 67% passing among our white students. But if we look at the three-year trends, we're seeing
things, you know, going in in a bit more of a positive direction um for our Hispanic students and and some improvement for our white students as well over the three years. If we are looking at um gender
differences, this really jumped out at me. Um in ELA, the female passing rate was 82% and for males it was 59%. That I thought was was a pretty big gap. Um and
we have been talking about that um with our teachers. Um and you know this, you know, the females have had held pretty steady and done a little bit even better. Two percentage points is very small, I know,
but we are kind of seeing a dip among our male students in ELA. And so again, that's another area that we need to dig into. Um you know, we had some preliminary conversations, you know, looking at our curriculum. Does it lean
towards, you know, um topics that are more appealing to girls? But, you know, especially with Witten Wisdom going through those units, there there seem to be more boy focused, you know, so you've
got units on like survival and the ocean and space and, you know, um there's a sports unit in and is it fourth grade, I think. Right. Um, so it's it's very perplexing. Um, you know, and so again,
it is another one of those areas that I think we have to dig into and and look at and and give some attention to. Okay. In um math, we see males and females very very close in terms of
their achievement. And you know, we see the girls made some nice gains, 10 percentage points or so. Um, and the boys are pretty steady. So, looking at math, there's really not a gender gap there. So, that that's great
to see. Um, in science, again, the scores were, you know, low. Um, however, we do see, you know, they're not terribly far apart, five or six percentage points between males and females. Um but what
we do see in the three years is like last year was really unusual um for our students in terms of you know not doing well on the science test which again is is a bit um perplexing. Um if we are looking at students with
504s our special education population compared to our gened population. This is another area that we we share as part of our report. Um, our 504 students had a 59% passing in language arts, our
special education students 26% and our gened population 84%. And if we look over time, right, we did have a drop with our 504 students and our special ed students as well. Um, and then our Janed students are are around
the same um around the same from where they were. Uh, if we're looking at math across 504, special ed, and Jed, we can see the numbers there. Um, 504s doing a little
bit better in math than in ELA. um 33% a little bit a little bit better for special ed in math and 74% passing for Jed Math. And again, if we look at these three-year trends, uh 504 students
having a drop, special ed students seeing an increase, and gened seeing an increase. And the other thing I want to say too about some of this is that the the numbers of students in these populations change all the time too which I think is really important
especially in a small place because you know in a place as small as ours three or four students can impact a percentage. So that's, you know, we may have fewer students who are getting 504s or, you know, so that also this doesn't
that doesn't really show on here, but I think that's a really important factor to consider is that these are not necessarily the same students. These are not the same numbers of students that these percentages are based on from year to year. So it's a little bit again
difficult to draw immediate conclusions to say oh well this this must be 504 kids there must be doing something wrong or we're missing something you know um it's a little bit deeper than that but the numbers are the numbers at the same time. All right so I want to talk about
some things that we have in place moving forward. Um, and I'm going to I'm going to go into a little bit more depth because I think it makes sense because um, you'll kind of see some of the things that we've been talking about and and how we see them playing out. So, you know, we recognize that even though
students are being tested in grade three, the most important literacy instruction takes place when they hit the ground with us in kindergarten. And though that developmental time of five, six, seven, eight is so important. So
recognizing that um you know we we did a little bit of more push in and pull out intervention last year and then this year we adjusted our schedule so that foundations which is that real um phmic awareness funological awareness that is
all happening for 40 went from 40 minutes to 60 minutes in K1 um and then what we're going to do if we go back and think about what the numbers said you know we also recognize that grade three is a pivotal year for reading that you know it is that time
you're learning to read K1 two then you're shifting to reading to learn and you know there's so much research that talks about the importance of being at grade level by grade three and looking at our numbers um I think we had 62% passing um of last year's grade three
right we want to do more in grade three and keep what we're doing in K1 So, we are grouping students according to need during their win period. I'll show you what that looks like. And because we're also using our interventionists and um
some special ed teachers in that time, we're able to create groups of fewer than 10 students for that win period for targeted literacy instruction. We're going to continue to offer specialized programs for students who are identified things like read naturally, just words,
rewards, fun and focus. we are really putting every uh resource we can as we notice students who are struggling and we also are looking and considering strategies to address some of those subgroup achievement gaps that we saw.
So, I want to talk just a little bit about, you know, we have this new early literacy um mandate and we we've been doing dibbles for a long time. Um but it's really interesting to see the percentages and the numbers based on the
full benchmark. So, kindergarten we had 36.5% of our students who on the initial benchmark weren't meeting benchmark. Well, they haven't had foundations yet. you know, it's there it's like kind of giving the pretest when you haven't even exposed them to anything. Um, and we're
fortunate that a lot of our kindergarteners do come in with some of it, but you know, we know that this is something that they're going to be exposed to. If we look at the percentage of kids who are not at benchmark in grade one and grade two, right, we
notice that percentage is is less than our current grade three. And these were the two classes last year who had that push in support. So, you know, we're glad to see, you know, this difference and that's why we're targeting grade three this year because we want to try
to, you know, reduce this number and provide that targeted instruction so they can get to grade level. And so what it's going to look like roughly is that we have one, two, three, four, five, six teachers who will be working with the
grade level. Kids are grouped according to whether they're well below the benchmark. We have two groups that we're going to keep small and do below. We have two groups that are at benchmark and one group above benchmark. And over the series of, you know, these six
weeks, these are the areas that these groups need to target. So, our teachers are I might not have my own third grade class, right? I might be getting some from Mrs. Baldino's class and some from Mrs. class, but all of the students that have been grouped are students who
either they're grouped according to what they need. So, we are going to be doing this three days a week for the next six weeks. Then we'll kind of progress monitor. We may shuffle the groups as they go along. You know, like, oh, there might be a student who based on the
benchmark, you know, ended up at benchmark and we noticed, oh, you know what, I've worked with this kid a couple of weeks with fluency I and they're having issues with decoding. Maybe they're going to go here with this group for for the next, you know, so it'll be fluid. It's pretty well set, but the
groups are made, but we can, you know, we can also be flexible with it. Um, I just sent a letter to third grade parents informing them that this is what we were going to be doing um during when in grade three. And if it goes really well, you know, we may bring it into
grade two. staffing starts to get a little thin, but we're, you know, we're going to start with grade three based on that 31% in. Okay, we're talking about math and what we're planning to do here. We all know we're we're implementing a new math
program this year called into math for grades K to five. One of the things that really made our teachers buy into into math is the fact that it does do data analysis kind of embedded in the program. after it gives an assessment,
it will organize by standard, tell you which kids didn't meet the standard, give you recommended lessons to work with those kids on that standard. Um, so, you know, that is taking a lot of time for our teachers right now, but it's they seem to really be using this
part of the program. Um, and we need to continue to work on that. Again, I want to consider strategies to address the subgroup achievement gap. Um, in grade 8 math, we just purchased Delta Math. Um, you know, uh, we have a couple of new
teachers in grade 8. They are working very closely together. Um, and one of our teachers recommended this. It was something she used in her other district that she felt could really be a great tool. And the other thing that I think is is really helping us in all academic
areas in grade 68 is the rotation of the periods. you know, you don't always have math at the end of the day. You know, every third day it's in a different spot. Morning, middle of the day, end of the day. So, we're hoping that that also is going to to have a positive impact.
We've heard good things, but you know, that's kind of a you know, subjective one, I guess, but um hopefully we're going to see results. So, we encourage parents to take a look at their child's ISR. Those were mailed
home. There are some resources on the New Jersey assessment site. You know, communication with teachers is so important. We have conferences coming up pretty soon. Um, you know, and and continue conversations at home with your child. Um, if and again, if you have
questions, you're always invited, you know, to reach out um and, you know, so that we can really partner together productively to help our kids reach their potential. Some other little updates. Uh the state
test is now changing. Um we are transitioning to a new state platform. It will be an adaptive test as I talked about last time. It will give kids next questions based on their answers to prior questions which is new here in the state of New Jersey. Um we have a field
test taking place the week of November 10th. Um, and right now, you know, many of our staff members are involved with, you know, setting up the infrastructure, getting the training. Um, it's it's it's laborious. Um, and, you know, we're
curious to see how it's going to go. Um, but, you know, we know we're not going back to the tests of the past. It'll be really interesting to see. You know, we always do these year-over-year comparisons. How will what will that look like next year? I don't think anyone's sure yet.
Um, but you know, even if you have one year's worth of data, you can always dig in and find, you know, um, nuggets that really would help you in serving your kids. >> I think that's it. Does anybody have any questions?
>> I uh, what band program do the sixth and seventh graders have? >> Sixth, seventh use big ideas. We've had that for a while. Um, we we wanted to see how the K5 went and
to decide if we want to then bring into math all the way up. Um, but we decided not to do K8 all at once just based number one on expense. Number two, you know, the transition from five and then
to middle school, you can have two different programs without too many issues. But if our teachers really love this because I think there are great features in the newer programs that some of the like big ideas doesn't have. Like they're not going to sort your kids for you and
align them with the standards and give you recommended lessons. So, you know, once we kind of work with this for a while, we're certainly going to look at 682 to determine, do we want a new program? Is it necessary? What is ours missing that we see happening at the vote rates,
but I will say being an eighth grade parent, I'm loving the map. Good. I think it's really I mean, so far it's great. It's it's wonderful that it actually will show you when you get something wrong and it's almost like the AI of it transitions you to actually
view the process of why you got that wrong. >> So it is very beneficial for the parent as well. I'm like why did we so I do I it is a plus it's definitely different from what we've been using and I'm enjoying it so far and it's very
educational. >> Glad to hear that. Do you have a question? >> I did. Um, a question going back to like that eighth grade math. >> Um, what is the um minimum uh class size I guess for reporting? You
said 10. Okay. Um, so we're above 10 in the eighth grade math. Do you know what the geometry number is about? It's obviously less. >> Yeah, it's less than 10. >> Less than 10 >> currently as well. >> Yes. Okay. Thank you.
>> But our algebra one is now a 40th which is >> So we have two and >> that's over seventh and eighth grade. >> Yes. >> So more than two sections because >> Yes. >> Yeah. >> And are they separated out seventh and eighth year? We were asking that >> this year they are because of scheduling
we had to do that. So our seventh grade algebra students are in one class, our eighth grade algebra students are in the other. Um, and that was purely usually they're a mix, but that was purely a scheduling. That was the way we could make it work with all the other classes we had to place.
>> And in some ways it does work a little bit better, >> you know. Um, but I don't know if they ever had enough where they had to have, you know what I mean? The numbers of kids kind of drove that this year. And I think too, you know, that that whole placement process that we put in place
has been very useful. um because we're able to look at that all those data points and say hm you know and and we've kind of pushed more kids up a little bit and so you know we're still getting good results which I think is important and
you know um but I also feel like you know that eighth grade group we know certainly needs attention and in my former experience that has been the trend in the data the big gap between the algebra one and the grade a passing
rate has been a trend, you know, unfortunately. So, any other questions? >> It's just a question about the field test. How many days for the week of November 10th should parents be expecting their child to be tested? >> I'll be
>> I think for we can't test on Veterans Day. I know that. Um, and I don't Did we get the length of the units? So we have a yes it's a 60 minute reading a 60 60 minute math and then there's a 120 of writing
>> with a 10-minute break. >> So >> that just came out right? >> Yes. Literally stuff comes off the they just printed the math scripts like we printed all that out and I've been working it's been great. Our sending district admin we've been in a cohort we had a live meeting yesterday. We've been sharing like here's our presentation
here are our handouts because it's literally coming out. So we're >> we're doing our staff training on Monday. Yeah. >> Yeah. And the directions are like just coming and they want us to do this field test but and the window for the field test is very short because of teachers
convention because of um Veterans Day. They have certain days when we can and can't test. So it's a really tight window. >> I turned it in yesterday. Yeah. >> And it's interesting too because the state also just put out like um on their
broadcast asking people >> the test the actual test >> for this spring. So it's really it's it's a fast turnaround. Um and the field test is important because they will use
the results from the field test to develop the items for the test in the spring. So they have all different committees that they're looking for. They want people to volunteer to be on these committees to review test items, to make selections. So it's going to it's going to go very quickly. And again, that's that's one of those things
where, you know, when in the first year of any major assessment, right, you kind of have to look at it as like how reliable is the test, you know, not to put those put those seeds of doubt out there, but those are the kinds of
things where, you know, anytime you make a big change like this, you always have to see that, okay, this is one data point, right? We really rely on the information that our teachers give us over time. We have a lot of internal
benchmarks that we use a lot of different assessments. So, you know, as important as this is, the work our teachers are doing in the classroom every day, you know, certainly overrides that um especially as things continue to change.
>> My last question is is because it's a field test, is it required makeups that the child does have? >> No. They're like saying you should supposed to make up, but >> there's not enough days to get especially over. >> Yeah.
>> Especially because we chose to test over the election week and they're saying, "Oh, you can't test on election day. Can't test on Veterans Day. Are you going to test on Halloween?" So, >> and then you blink and it's >> the high school's doing it next week. So, we're letting them be the guinea
pig. >> You're next week. Let us know how >> that's why I was like can we let school go second before until yesterday is a field test. So that's why at least
getting a field test that you have to as a you can't have your computer idle for more than >> shuts kids down. They don't know kids >> shuts the test down but it doesn't just shut it down for your group. It shuts
down the entire school. have you have to be act you have to be active >> which is which is the exact opposite of what we're supposed to do every other computing >> but they haven't given you the time it will time out that's very interesting
>> because it's the exact opposite protocol when they as a pro were not supposed to have computer open. >> Thank you. That was very informative. >> All right. Uh >> that brings us to visitors business.
Visitors are permitted to comment on agenda or items only at this time. We just ask you to approach them. There seems to be none. >> All right. Um there was a district operations meeting this month. I missed
it. Is there any report or any information? >> We get a big soccer game. We're sorry. >> All right. Uh >> I'm sure we'll get that the next one. >> Dr. Diamio is out as well. Uh curriculum and programs. >> We did not have a meeting, but we
exchanged through email knowing this presentation and we figured we'll reconvene for November to pick up all the programming. >> Right. That brings us to HR, which is me. We did have a meeting prior to this meeting. Uh it was attended by uh Miss
Pstra, Miss McDevik, Miss Huck and myself. Um it lasted about 45 minutes and we discussed HR topics which uh pretty much concise down to terms uh related to administrative contracts uh
QAC uh accreditation and uh the self assessments and committee members and uh matters that go into that for our preparedness for CUSAC and then uh also things on the agenda such as custodial
retirements and uh other staff members, custodial staff members. Moving on, uh it ended uh with no questions or concerns. I'll submit a formal report before the month's out. Uh policy, there was no meeting or no,
we did have a meeting. I'm sorry. >> Yeah, we did have a meeting. Um, so I I did not I mean I didn't uh prepare a report or anything but uh if as long as I'm my memory serves um
>> yeah we had the AI we we discussed the and essentially drafting an AI policy which we're continuing to you know gather information from other schools. Maniswan just put theirs manuan uh high school just put theirs out. Uh
there's, you know, there's some things that we think we can >> Yeah, I spoke to sounds coming back to me. I had gotten feedback from my own teachers based on >> the the Manisquan um plan that they had in addition to some items on the Strauss
Esme template. So I shared that feedback from our teachers with the committee. Um and then we will take next steps based on that to determine, you know, where we go with AI. We touched on homework a little bit. Um, and we recognize that that policy has not been touched since
2011. So, it's probably worth revisiting. Um, so, but some of the things that were initially discussed, we kind of determined may not be like board policy level, but a little bit more school.
>> We talked a lot about the Google classroom usage and um, >> consistency. >> Yeah. Consistency. Right. Exactly. so that everyone you know each time a parent is dealing with um you know the next teacher that they are you know they
know where they're looking and they are seeing where certain assignments are. So um you know we talked about potentially even like a small piece like just that >> getting again getting feedback >> rather than getting a sense of you know the extent to which it is and is not
being used consistently. know there's some things we can put in place to streamline certain things, you know, but >> challenges based on grade level. >> Yeah. Yes. Yeah. So, it was less of a policy thing um because >> it's too hard with the K through eight to have a policy for,
>> you know, particularly platform. >> Yeah. >> And so it was more just uh yeah, potential PD and education opportunities for teachers. I think that that was it. It was just AI and one more. Yeah.
>> All right. Thank you, Madam Vice President. Uh that brings us to community relationship, Mrs. Fre. >> Okay. I do have Oops. Sorry. Um I do have uh some feedback from our community
partners. The BPAG has rescheduled their uh beginning of the school year meeting. Um the new date is November 12th and uh admin and or staff to be determined will
be presenting um about the new literacy law in New Jersey and talking about how Belal is approaching the law. um and also giving parents information about how to really analyze the dibbles
results that um all parents have recently gotten um in accordance with this new law. So, it's really focusing on that. I think it'll be really informative for parents, especially um parents of children in those younger
grades where the dibbles and the the push towards the literacy and the reading is um really big right now. So, keep that on the calendar for November 12th um from the PTO. Their next meeting will be held on Thursday, December 4th
at at 7 p.m. Um, they wanted to say a big thank you for a successful ice cream social to benefit the sixth grade class and the fall festival trunk or treat was also a great success. Um they want to
thank the students, parent volunteers, and they got some generous donations from local businesses including Sundays, Greel Bagels, Book Town, Cameo Cakes Bakery, and Bel Cyclery. So, they wanted to put that thank you out. Some upcoming
events um and fundraisers where you can support the PTO, we have the eighth grade Muller's Thanksgiving pie sale. Um, we have the Missoula Children's Theater coming up. I think those are
both coming up uh soon. Um, with ending dates in November. Uh, the Giving Tree is November, December. There's another book fair the first week of December. And then the seventh grade uh can be
supported at their pancake breakfast um which is, you know, a holiday celebration too. Um, and that is December 6th. So, lots of great stuff coming up as usual. Um, and
the BEF didn't have anything new after their uh their bike crawl um backyard fund. So, yeah, that's what's going on. Great. >> All right. Thank you, Miss Street. That was awesome. >> No problem.
>> All right. Uh, brings us to administrative report. >> Sure. Um so October's been a very busy month for us. Um we celebrated the week of respect. I want to thank uh Mrs. Panetti for organizing every day to have
a certain theme. Uh we also took advantage during that week to do grade level meetings um to talk about respect and um HIV and to inform students about the law. Uh we also had fire prevention week. um our kindergarteners walked to
the firehouse and we had some great presentations from our v volunteer firefighters, some of whom are parents here uh who came and did great presentations for our students. So, I just want to really thank our um our volunteer firefighters for spending
their time with our kids. Um again, the trunk or treat was so well attended and it was the second annual and I just thank the PTO for that. that it was, you know, everybody was very excited about that. Um, you know, towards the end of this month, we've got a few class trips
to the library. So, it's so great to have them as a partner. Um, fall conferences are coming up for parents. The notices have been sent out about signing up for those. Uh, K3 parents should have received their fall
benchmark information um as well, and those will be great talking points for those conferences. Um, I think that's all I have for right now. I think everything else was kind of hit in presentation and the testing and all of those other pieces and Julie's
report. So, >> very clear. >> All right. Any questions on any of that? >> Going to the fire department. It's like a seminal right. >> Yes, it is. >> With the little hats they come back.
Yeah, there's so and they're so great like you know the they were just so many even here like so many firefighters here and the presentation was so engaging and it's it's just so great. It's really nice. >> We do that well in >> Yes. really well.
>> All right. Uh HIV reports one investigation one unfounded. The information's there. Uh which brings us to action items. Uh Miss Walsh, would you move curriculum and programs? I'd like to make a motion to approve the
following items A1 through A9. >> Second. >> Uh, >> Mrs. Baldino, >> yes. >> Mr. Becca, >> yes. >> Mrs. Huck, >> yes. >> Mrs. McDavid, >> yes.
>> Mrs. Reed, >> yes. >> Mrs. Walsh, >> yes. >> Motion passed. >> We're going to take a step back. >> Yeah. I also just want to I'm not sure what the motion is, but there is on the um agenda tonight a motion to approve
our uh DPR V6 for QAC. Um that is I don't know if you guys want this or not but um in order to prepare for QAC we have to assess ourselves in six different areas um including um
instruction program fiscal management governance operations and personnel. Uh we did meet as a team to go through all of the requirements and um the group of people signed off on that to say yes, we
are going to be compliant in all of these areas. Um and that resolution on the board tonight um just let you know that we are approving that DPR on tonight's agenda. I have a copy of it if anybody want if you want to review it.
Um but again we you know the committee has >> I have one >> you have one. Okay. >> Um >> and that committee consisted of staff administration as well as board members. >> Yes. >> Oh >> very
big deal. >> They'll keep us busy for the next couple of minutes. >> And and it's interesting we discussed real quickly how that's transitioned over the years. >> Yes. >> All right. Uh, >> so I meant to include that in my administrative report. I apologize.
>> All good. Uh, Miss Pino, will you move district operations, please? >> Sure. I'd like to make a motion to move district operations B1 through B6, please. >> I'll second that. >> Mrs. Baldina,
>> yes. Mr. Becker, >> yes. >> Mrs. S. >> Yes. >> Mrs. McDev. >> Yes. >> Mrs. Reed. >> Yes. Mrs. Walsh. >> Yes. >> Motion pass. >> All right. Thank you everyone. Uh there is nothing on the agenda for policy.
Uh that brings us to HR. Miss Huff, can you move HR, please? >> I would like to make a motion uh that the board passes the following HR items D1 through D5 for approval. >> Second.
Mrs. Baldino, >> yes. >> Mr. Becker, >> yes. >> Mrs. Huck, >> yes. >> Mrs. McDev, >> yes. >> Mrs. Re, >> yes. >> Mrs. Wolf, >> yes. >> Motion, please pass. >> We are now at visitors business where
visitors are permitted to comment on agenda and non-aggenda items. At this time, we just ask that you approach the mic and state your name and address. There appears to be none. [Laughter]
Uh, Miss Rereath, will you please pay the school bills? >> Sure. >> All right. I make a motion that the board of education authorizes payment of the following October 2025 bills list and that the secretary is authorized to draw warrants of the treasurer in the
total amount of 1,664,23.73. >> Second. Oh, that was a tie. >> Mrs. Baldina, >> yes. >> Mrs. Mr. Becker, >> yes. >> Mrs. Suck, >> yes. >> Mrs. McDavid,
>> yes. >> Mrs. Reed, >> yes. >> Mrs. Wolf, >> yes. >> Motion, yes. >> All right. Thank you everyone. Uh, we of course have our awesome board secretary certification from our own Miss Quigley. Uh that is standard for all meetings. Uh
there is no executive session this evening which begs us for a motion for adjournment. >> I make a motion to adjourn this meeting. >> Second quick on the draw. >> Mrs. Mrs. Baldino. All in favor.
>> Thank you everyone. meeting a driver. >> Thank you.