Peter. Oh, sorry. Ready? I'm waiting for Jill. That was really loud. That's my favorite part of getting to call the meeting to order. Um, in accordance with the requirements of the Open Public Meetings Act, chapter
231 PL1 1975 amendment. I wish to announce that the New Jersey open public meeting law has enacted to ensure the right of the public to have advanced notice of and to attend meetings of public bodies at which any business affecting their interest is discussed or
acted upon. In accordance with the provisions of this act, the school district of the Cadams Board of Education has caused this notice of this meeting to be published by having the date, time, and place thereof posted in the board administrative offices sent to the clerks of both Chattam Burough and
Chattam Township, the library of the Cadams, the Cadam Courier at Daily Record, and the TAP. Ms. Ross here. Ms. Allen here, Mr. Delandro here, Miss Peek here, Mr. Ryan
here, Mr. Smith here, Miss Weber here, Dr. Zang, Miss Chikarelli, eight present and accounted for. We may proceed. Uh, if you would can please stand and join the pledge of allegiance. I pledge allegiance to the flag of the
United States of America and to the republic for which it stands. One nation indiv. At this time, if Dr. Zang, Ms. Ross, and Mr. Sandro can stand and I'll swear you in as being the three
board members that were reelected in November. Um we can easily do this with the repeat after me or if you guys want to read that's up to you. So help me if you would each starting with Mr. Delandro raise your hand. We'll do them
all at the same time. Have to be up in the air. State your name. Uh I Chris Delandro do solemnly affirm. All right. Hold up. We'll do it together. Yeah. I Susan Ross I now you goly swear that I will support
the Constitution of the United States and the Constitution of the State of New Jersey and that I will bear true faith and allegiance to the same and to the government established in the United States and the state under the authority authority of the
people. So help me God. I Christelle Sandra I Susan Ross I do solemnly swear that I possess the qualifications described by law for the office of a member of the board of
education I do not disqualify pursuant to RS194-1 and that I will faithfully and justly perform all duties of that office according to the best of my ability my ability. So help me God. Congratulations. You're three. You're
now official for another three-year term. Look at us. All right. All right. At this time, I will seek nominations for the president of the board of education for the 2026 calendar year.
I would like to nominate Anne Shikarelli for the role of president for 2026. I'll second that since she's not here. Sucker. Any other candidates? All in favor of Ms. Cherelli as
president. Well, Ms. Ross. Miss Cherelli as president for 2026. Ms. Ross. Yes. Ms. Allen. Yes. Mr. Delandra. Yes. Ms. Peek. Yes. Mr. Ryan. Yes. Mr. Smith. Yes. Ms. Weber. Yes.
Dr. Zang. Yes. All right. That motion passes. 8 Z. Without an absence of the president, do I have any motion for a vice president for the 2026 year? I'd like to nominate Susan Ross. Okay. Second that.
Bradley seconded it. Was Chris. I seconded it. Oh, sorry. It's okay. He gets the credit. Any other nominations? M. Ross. M. Ross for vice president. Well, we'll go do that later. Yes. M. Allen. Yes. Mr. Delandro,
yes. Miss Peek, yes. Mr. Ryan, yes. Mr. Smith, yes. Miss Weber, yes. Dr. Zang, yes. And Ms. Ross. So, you're already outnumbered. So, you don't bother. That passes 8 Z. Thanks.
Okay. So, now I take over, right? Yes. So, you can flip this you can flip the sign now. Oh, I'm going to be both tonight. Um, okay. I'd like to move organization items V1 to V2.
Ah, thank you. I just need somebody to second. Second, Brad. Seconded. Okay. Thank you. Organizational items V1 and V2. Miss Allen. Yes. Mr. Delandro.
Yes. Miss Peek. Yes. Mr. Ryan. Yes. Mr. Smith. Yes. Miss Weber, yes. Dr. Zang, yes. And Miss Ross, yes. Pass 8 Z. Great. Um, well, thank you for coming to our first meeting of 2026. And thanks
everybody for the nomination for vice president. I'm excited to serve another year. And you may see a new face on the um day tonight. It's Avery Lock, our new um student liaison. So, welcome. We're excited to have you. And tonight has a little bit of administrative uh work
here to go through. So, I just want to quickly mention under board business that uh the March 2026 and April 2026 board meetings may be changed to comply with the requirements of the state budget calendar. So, that'll be coming
um with Peter following up on it. And then, um we also have our annual board training tonight. So, I'm going to introduce our uh board attorney, Miss Vancis Fris, to come on up. Do we go to the seats or do we stay up here? We'll stay up here. Does that work or is
that awkward? All right, we'll go down. We'll go down. Take that seat. You can sit in the seat. Francis, can't you just sit there in that seat? Have slides. Do you, Francis? You have slides. We should Oh, you have slides right there. We should be back there watching slides. The slides are in front of us.
We were hoping you were just going to talk about this single page and move on. Okay. Okay. Okay. Okay. Okay. Okay. Got it. I didn't know you had slides. They all say very quick.
Okay. All right. So, I'm going to make this brief and let me just turn this over. So, the purpose of today's training is be that close. Oh, okay. Thank you. The purpose of today's
training is really going to go over two laws. We're looking at the School Ethics Act and the Anti-Bullying Bill of Rights Act. Starting with the School Ethics Act. Essentially, it's a body of law that ensures that schoolboard members are acting in accordance with their duties under law, right? That they're
ensuring that they are engaged uh for the purpose of ensuring the schools are well-run, not that they are, you know, serving for a member of their family to get any particular benefit. So ensuring that there's transparency, there's public confidence always in every decision that is made in furtherance of
the schools. To help board members ensure that they are adhering to that code of conduct, those expected guidelines, you have the uh school ethics commission issuing advisory opinions and decisions. The advisory opinions are elective. You can seek an
advisory opinion from the commission to decide before any violation occurs if something would constitute a conflict, if something would constitute a violation. A decision is rendered after someone files a complaint alleging that the violation already occurred.
But when we look at what a school board member's duties are to ensure compliance with the law, it's not just a school ethics act that controls. We just heard three members of the board swear oaths and in that oath they confir they affirmed to adhere to the state laws of
New Jersey and the constitution and that's because as a board member in governing the schools and in taking action everything has to be within the law. So essentially what is the school ethics act right? It's um law to ensure that
you are maintaining public confidence and trust. You are the stewards of tax dollars. So in order to run the schools you're making sure that you are using those funds efficiently. You're using those funds to benefit the district all the students. You're not taking action
to further a neighbor's business or a friend or to get out of a parking ticket which is actually the subject of one of the ethics decisions. So in order to ensure that school board members are acting in accordance with the law and in furtherance of that duty, there is a code of ethics, but there's also a
prohibited acts. I don't imagine that school board members are going to follow uh carry along with them the code of ethics and the prohibited acts provision before they vote on any item or even have a conversation with the constituent. So in order to ensure that
there's some adherence to those principles to the school ethics act, there's some principles and themes to keep in mind essentially and I think that if you were to just keep these principles in mind, it'll help you navigate through the school ethics act.
So essentially understanding who does what. The school ethics acts make sure that you're not administering the schools. You're not engaging in conduct that otherwise would give the public the impression that you have more power than you actually do. As a school board, you act as a board, as a unit. There's no
individual power. So when we understand what the purposes of a school board, we'll better understand what the role is of a board member and how to ensure that we don't exceed those limitations. So you have a board of education. Your your role is to govern, right, through
policy. Um you're looking at a macro level to ensure that the schools are efficiently run, right? Then you have other members of the district. You have your superintendent of schools who's really overseeing all of the operations in the day-to-day. You have your school business administrators looking at like
the finances, right? The budget. Then you have your principles and your directors looking at the programs of the schools. You have your teachers and support staff. So, everyone has a very important role and these roles dictate, you know, what their sphere of influences and the authority that they
have. So if we realize, okay, as a board member, I'm broad looking macro. I make policy, I affect things on a large scale level. So if a parent comes to me at a supermarket and has a question regarding um an altercation between a couple of the students, it's probably something that I should refer to the teacher or
the superintendent who will refer it back to the teacher because as a board member, I'm here to affect change by policy. I cannot go into the classroom and conduct a mini investigation. And so looking at that policy level, that macro of how I how a board member would
effectuate change, you have your district goals and your board goals. So this is something like, okay, I want to if the board's goal is to improve academic scores, if it's to enhance the technology in the classroom, if it's to make sure that the schools are safer
through infrastructure, those are broad goals that through your administrative team, through the teachers and everyone, you're going to accomplish that through the different plans that you will create. But that again looks at broad right our policy our goals is to have this broad goal and then we have
everybody within the organization has their particular role in helping that get achieved. You're also going to look at the order of your public uh meetings. That also is going to help remind you that as a board member you act as a collective not as an individual. So in order for most things to get passed you need a majority of the quorum. Right?
It's not a single vote that's going to get anything passed. uh you also work through committees whether you're on the finance committee, your policy committee, your curriculum committee, you are working in small groups to then take recommendations back to the whole board as a collective to then vote on that matter. Uh when you look at also a
public meeting, you have the open public meetings act that lets you know what are we able to discuss and review in public session and what must we review in close session. So in public session, we could talk about broadscale items. We could talk about construction projects, but we're not going to talk about critical
personnel matters like evaluations. We're not going to talk about student matters. Those are all confidential. So when we look at our board agenda and we want to go into closed session, the open public meetings act lays out those particular categories of subjects that help us realize what can be discussed
and closed and what can be discussed or must be discussed in public. So it's another law that helps also guide as a board member what can I say in public, what can't I say in public, what's within my sphere of influence and my authority and what isn't. And then you have the open public records act
similarly, right? What documents and records must I keep confidential? Again, that would be student records and personnel records, even school safety records and plans. And you have your family educational rights and privacy act, which is another reminder that student information is very confidential. So when we look at all of
these things, these indicators, it helps us remind ourselves what is a board member's role and authority in a broad school district. So you have prohibited acts. This applies to school officials and board members. And essentially this is going to be more about financial um
and indirect benefits that can that can um I don't say influence, but that can be subject to a board member's uh purview. and what you want to avoid. Again, so if you work for a company uh that you know offers mechanical services
or any kind of construction work and the board of education has a similar repair, does that mean that your company cannot bid on the project? No. But you can't vote on it, right? If you might receive a commission or any kind of reputational benefit, if you might get a promotion as a result, you want to make sure that you
are recusing yourself. Uh, you also want to make sure that um if you're voting on, let's say, a collective negotiations agreement, it's time to come for negotiations. I might have a a spouse that works as a teacher in another district, but that spouse is a member of
the NJA. I know that as a um when I negotiate the local contract here, it could have indirect impacts on other bargaining unit contracts because they do look towards each other. So, that could be a potential conflict right there that I could be securing an
unwarranted benefit for somebody else, whether it's my relative or or someone that I know. You want to make sure that you're not getting directly involved in matters that could benefit you in other ways as well. If you have a tutoring service that you're promoting and it
seems like a wonderful idea to offer your tutoring services to a class at Chadam High School or middle school, right? You just want to help the kids. This is something that you do, you're really good at. While it's a wonderful idea, your participation, even if it's for free, you're volunteering your time
could lend an indirect benefit to the reputation of your company. Right now, your tutoring service is getting essentially free advertisement from the parents and the students at Chattam. And therefore, that is something that is benefiting your business through your position as a board member. You want to
make sure you're not undertaking any employment or service. So, uh, for instance, there's a reason why there's nepotism policies. As a board member, you can't hire anybody that you are related to to work for the board of education. Now, if you serve as a board member after your your family member is
already employed, that's different. You would just recuse yourself and anything pertaining to that family member and all the way up to the superintendent. So, any supervisory individual up into and through the superintendent. So, those are some examples of prohibited acts.
uh accepting things of service. So, as a board member, you'll see and you'll see on the agenda, there's all kinds of contracts that the board will enter into to approve different uh items and services, whether it's new textbooks, whether it's educational technology, Chromebooks, or other laptops. A vendor
may approach you and they want to here, let's try this out. I'm going to give you this product for free. I want you to experiment with it and I want you to recommend it to the board. Now you're saying, "Okay, I have the choice whether or not to recommend it." But the fact that you're receiving an item for free
would create a violation. So you want to make sure why is that vendor approaching me? If you do get any solicitations from vendors, you want to send it directly to the superintendent or the school business administrator who will if they find that it could benefit the school or the operations may recommend it to the
finance committee or the curriculum committee and you do things in the proper course. Otherwise, it could be a fantastic item that the district could use. but now it's tainted by that affiliation and the board will not be able to vote on that. Uh you want to ensure that you're not using your office
to secure uh other benefits, access information. For instance, there were situations where a board member used the mailing labels or contact information to further that board member's campaign. Can't do that. Or a board member wanted to use the facilities for their own
private coaching. U they had like a a coaching a rec club and they didn't want to pay the fee. they don't want to go through the proper channels and and go through the facilities use agreement. You can't do that. That's a violation. So, these are examples of using your position as a board member to get those
direct or indirect benefits and gains. Okay. There is uh provision H which indicates that if you do enter into conduct or you vote on something that would otherwise be a violation, right, you do get some sort of interest that it
actually won't be a violation if there's no material gain. An example of this would be if you send a child to a private school within 20 miles of the district and you receive what's called an aid in lie of payment. So you get money uh or check essentially instead of receiving the transportation that the
district would offer you, you receive that that check and you vote on it, right? You vote on the resolution to approve those payments, you being among the per one of the people who would receive that. That would not be a violation because that is a benefit that the law otherwise entitles you to. So regardless of your standing as a board member, you would have received that
check. And of course, as a board member, you're not deprived or stripped of your roles as a parent. You do wear multiple hats, parent, board member, community, uh, representative, community member as well. So, you just want to make sure that you are notifying the district of that particular hat you're wearing. If
you want to go into the school because you are participating in a parent meeting, you would be contacting the principal or the superintendent and you would be saying, "Hey, I as a parent of so- and so have been invited to this meeting and therefore I will be, you know, uh, visiting the school on such and such date." As a board member, you
would not be able to just show up at any of the particular schools because you wanted to see what was going on on a particular day or how the principal was managing the building because that is something that's outside of your sphere of authority. that is something for the principal and the superintendent to do.
So you can't use that position to say to seek that type of access that ordinarily wouldn't be given to another member of the public. If as a board member, but you are a parent, your child is involved in um a code of conduct violation and now there's a hearing that goes before the board of education, you're not
stripped of your right to advocate for your child as a parent, but you would be representing your child as a parent. So you would be there for that portion of the close session meeting as any parent would to discuss that disciplinary infraction, but you would not be involved in any of the discussions by
the board members regarding whether or not to affirm the recommended discipline. That just as an example. All right. The school ethics commission through an advisory opinion has created a particular chart to help board members and school officials identify whether or not there's a conflict if they're going
to negotiate or vote on a matter involving the superintendent. So, if you had an immediate family member or a relative who was a member of the current bargaining unit of your school district or of an affiliate, can you participate in negotiations? So, this chart really
helps identify whether or not that's possible. Typically, if you have a conflict because your spouse or a family member uh is in a in a union in another school district, you can't participate in discussions, but you would be able to ratify or vote on the contract. But if
you have a relative or family member who is part of your local unit, right, the Chattam Education Association or Administrators Association, you would be procluded from everything. And if you do have a relative who is employed in the district, you would also be procluded from voting on any matters concerning
that relative's supervisor up to the superintendent. And because the advisory opinion and and the prohibition also refers to relative and that term relative can be broadly defined, the school ethics commission also came up with another chart to define every
single person who would be a relative. And it's pretty expansive. All right, code of ethics. So now we went through the prohibited acts and you see that's more financial and about unwarranted gain and this is a very tiny text so I apologize for that but essentially the code of ethics and
I'm going to flip to it because my eyes are not very good essentially the code of ethics which applies to the board members now goes back to what I had mentioned in the one of the beginning slides about the principles right what's the authority of a board member what's that sphere of influence board members
do not act alone they can't act there's no individual power in a board member you have to act within the group within the board as a whole. So when we look at this code essentially that's it's breaking down those limitations. So a we
had three board members swear oath of office and a is I will uphold and enforce all laws even if you disagree with them. Right? That's not the purpose of a board member is to change the law or only to enforce the laws with which they agree but to enforce all laws. And of course through a board member you can
lobby you can send you know um resolutions for New Jersey school boards association consideration. You can you know with the community lobby to Trenton but you must uphold and enforce all laws. You also have to make decisions in terms of the educational welfare of all
children. And you have to confine your board action to policym planning and appraisal. So that right the macro level you have to carry out your responsibility not to administer the schools but together with your fellow board members see that they're wellrun. The administration of the schools is for
your superintendent and it's for the principles who are running the individual schools and then your district administrators who are running the district um um as a as a collective. So if you have if there's an issue if somebody comes to you and approaches you that whether it's about a personnel
matter whether it's a student matter whether it's something that's regarding a fiscal um purchase or whatnot relay it always to the superintendent and or school business administrator depending if you're talking about fiscal or not because allow them to first investigate and then bring that information back to
you. Do not investigate independently because that will lead you to administer. In order to do any investigation, you're going to have to speak with other school staff members. And the only staff member that you have direct control and authority over is the superintendent, no others. And you'll recognize that authority
rests with the board of education. You'll make no personal promise promises or take private action that might compromise the board. So again, reminding that there is no individual power, just collective power. So, you know, not telling a member of the town that you're going to do this or you're going to do that because you can't. You
have to do it as a board. you don't want to take any action that compromises the board. What does that mean? That means that um if you share inaccurate information that causes or could lead to litigation, right? this inaccurate information um leads a member of the
constituency or a parent to think that there's a violation of law going on or that a staff member feels disparaged because perhaps inaccurate staff information came through or you're compromising negotiations or tactics because inaccurate information was released or confidential information
released. This is all examples of taking private action that could compromise the board. Refusing to surrender your independent judgment. That's example I had mentioned before about the vendors also applies. But this is also if you are endorsed by any particular group or organization making sure that you're not
then taking the deis and taking a seat and voting on matters that really are going to benefit that private interest or special interest as opposed to the students as a whole. Holding confidential all matters pertaining to the schools which would need needlessly injure if disclosed and providing accurate information. So, similar to the
taking private action that would compromise, you want to hold all information confidential. Students, school safety, personnel, negotiations, litigation, all of that. You want to vote to appoint the best qualified personnel available. Now, this is generally after the recommendation by
the superintendent. Does that mean you have to vote yes as a rubber stamp? Absolutely not. But you want to make sure that your vote is in the best interest of the school. Not because you know that you have a neighbor or a friend who's also looking to fill a particular position and so you're just going to vote no because the person
who's being recommended is not that person who you would prefer at a personal level. You will support and protect school personnel. An example of this is social media can be very difficult. Um, and so you have to be very careful with what you're posting on social media, what you're posting on
social media, and what you're liking and sharing on social media. It could be someone else's post and they might make a critical statement about staff or about something that's happening in the schools. And let's say you read it quickly and you like it and you misread it. Now all of a sudden, because you
simply liked a post, it's not your post, but you liked it. The public's going to think there's truth to that, right? They're going to presume that it has to be true. prove a board member liked it, they, you know, more than anybody would know what's happening in the schools. So, be careful what you're liking, what you're sharing, what you're posting on
social media. On social media, too, going back to you won't take private action that would compromise the board. You always want to disclaim that if you're posting something about the schools, you're posting it in your private capacity, not as your role as a board member, that this is not approved by the board, and you're not speaking on behalf of the board. And that's very
important that you put that disclaimer up because otherwise you could be in violation of the school ethics act. And then referring all complaints to the chief school administrator. As I mentioned before, there is a hierarchy and there's a chain. There's a chain of command and every person in the district has a very special and particular role.
Um so you want to make sure that you are uh allowing those individuals to act in accordance therewith. Keep in mind the department of education issues particular certifications um and endorsements to staff members. Right? Teachers have to demonstrate that they have particular knowledge and training in order to teach particular grade
levels and subjects. Similarly, your principles have to have a particular certification and endorsement to run the school. Your school business administrator, your superintendent, etc., etc. And the reason why those certifications are required is because the department of education realized
that there is specialized knowledge in running a school, in teaching a lesson. And so a board member while they may have wonderful recommendations and feedback and ideas they have not been and maybe some many board members are teachers and so I'm not discounting that
but to the extent that board members uh want to effectuate change from the deis by singularly saying I think a teacher should teach this lesson this way we have to respect the principles and the administration in determining how that would go and just keeping in mind the
certifications and qualifications of those who are tasked with that. So final things to remember on the school ethics act, those principles to keep in mind is just remember those the roles of not just the board members but your school officials and your staff. Keep confidential information actually confidential. Don't use your personal
devices to communicate school related business. make sure that everything really is um kept apart from any kind of private use and making sure that that your devices are secured, that you're using your password, that you're locking those devices so members of your family
and other individuals can access that. Your deliberation should be confidential as well. Personnel, student matters, investigations, litigation, schools, these are all topics that really must be kept strictly confidential. Ensure accurate information is communicated. So, if you're unsure of anything before posting or sharing information, just
double check, email the superintendent, uh, go back to the committee chair, make sure that the information that you have is accurate before you, um, redisclose it. So, um, use disclaimers on public comments. I mentioned that before. Refer your complaints to administration. Let administration investigate. Do not
investigate yourself. And just be very conscientious of your statements in any capacity. All right. Anti-bullying bill of rights. This is uh governed by the this is what we this is where we get our HIV harassment, intimidation and bullying. And so this is a definition that was created by the state, not by
Chattam Board of Education ever. Uh this is a definition that is required to be applied to all school districts through a policy that school districts are required to implement. And when we are assessing whether or not conduct is HI meets that very specific definition um
created by the state, we're looking at a few things. We're looking at conduct. It could be anything written. It could be digital. It could be physical. It has to be reasonably be perceived as being motivated by an actual or perceived characteristic which can be anything. It could be diet. It could be your affinity
for certain music. It could be um height. Um it it's anything, right? Anything that's really defining of a person. And it could be and it has to be reasonably perceived by the victim. So if the accused pupil, right, the person the pupil who's accused of engaging in
the conduct of of stating the comment or whatever, if they say, "I didn't mean it. I was just joking." Doesn't matter. Intent does not matter. It's what is reasonable to the victim. What's reasonably perceived by them and certain conduct can be self-evident. So if somebody calls me, I don't have to see
what the reasonable perception is. The the comment is self-evidence, right? Distinguishing characteristic is self-evident. So the location can be anywhere. It can be in school. It could be on a bus. It could be a school sponsored activity. But we see a lot of conduct on social media. We see a lot of conduct outside
of school when students, you know, are walking home. So I always think that the location really is one of those irrelevant elements because it's it can be anywhere. Your substantial disruption, it's a almost like a misnomer. It doesn't really have to be so substantial for it to constitute a substantial disruption. We've seen this
when a student reports it themselves. We see it when another student reports the conduct on behalf of another. That is where the conduct is a little bit more severe, pervasive. You're thinking more of a harassment type of situation where other students become uncomfortable by the conduct or behavior that they're they're seeing. Um student not wanting
coming to school, that's an evident substantial disruption. Um, but if a teacher sees conduct and the teacher reports it or if a parent sees con, you know, hears or learns about the conduct and the parent reports it, that's not necessarily going to be a substantial disruption because we're looking at something that disrupts the learning of
the student. We're looking at someone something that can also disrupt the school operations. So even if the student doesn't report it, but it's impacting operations, that would be enough. Something that would be significant enough to disrupt operations would be there's a case about social
media where it took many investigators and took a quite a lot of time because there's a lot of students involved and that was an example of a disruption to school operations. So you want to kind of look at all of those things but a substantial d disruption it doesn't have to be so substantial. And then finally there has to be an impact at least one
of the following of course there could be multiple. It has to be a type that a reasonable person should know under the circumstances will have the effect of physically, emotionally harming the student or damaging the student's property or at least placing the student in a reasonable fear of that physical or emotional harm or fear that the property
will be damaged. The reasonable person is not the anti-bullying specialist. The reasonable person is not the parent and the reasonable person is not a board member. The reasonable person is going to be the student, the the the victim, right? So someone of that age of you know that developmental readiness that's
the person who's that reasonable person. Um another impact would be uh the conduct has to have the effect of insulting or demeaning any student or group of students or creating a hostile educational environment and that's going to be the more extreme or significant impact. So one of one of the um one of
the three. So as HIB you have to meet every single element. You can't just pick and choose. Even if you had all of them, but a distinguishing characteristic, you can't say, "Well, it met everything else." No, everything has to be met. HIV and student conflicts can look very similar, right? You could have a student conflict that essentially
meets all of the criteria of HIV, but it's not HIV. And why is that? Usually HIB is more one-sided. A student conflict, there's a bit of a back and forth. It's an unproductive way for students to resolve a conflict. So, I typically always ask, well, what's the relationship of the students? what
happened right before? Were they in an argument? Did somebody first say something and then the student retorted with what ultimately would be an HIV? We also want to look at this trash talk, right? Students sometimes are seeing who could be a little bit more offensive, but they're all engaging in this
voluntarily. That does not mean that what starts out as a participated activity can't lead to HIV because we've seen that before where students seem to be all on board, but it only takes that one comment to escalate it from the consensual trash talk to I'm really
offended and upset. So, we never want to condone anything that's even mutual because it ordinarily and more often than not does lead to HIV. All right. to your timeline. Essentially, HIV investigations are
pretty prompt. You have to receive reliable information. And reliable is important because it's not just somebody called me a mean name or was mean to me. I need reliable information that when I think about it, when I hear the information that's being relayed, it could cause me to believe that an HIV
could have occurred. Right? Thinking about it, maybe there's a distinguishing characteristic. It happened at this time and it hurt my feelings. Okay, that's reliable information. But if it's more of um so and so, you know, uh made me feel bad, it could be a code of conduct. So, we need a little bit more information before we know how to
proceed. Is the principal kind of investigated as code of conduct or is this HIV? But once I receive reliable information, I'm reporting it to the superintendent the next day. Um and the superintendent is going to initiate a HIV investigation by appointing an anti-bullying specialist. The HIV
investigation has to be completed within 10 school days. that day that period of time can be expanded if during the course of the investigation I receive new information right or information that I didn't have during the 10 days. Um once the investigation is completed
that's going to be referred to the superintendent within two days and the superintendent is going to take that information and is simply going to relay it to the board of education. The board is just going to hear it. It's a initial report. The board is not going to take any action the first time it comes around. But after it's reported to the
board, the parent is going to receive a letter, like anformational letter within five days. And in that letter, the parent's going to be notified of what was what was being investigated, right? What was the alleged conduct, what was investigated, and what were the findings. The parents also going to be notified that they can request a hearing before the board of education. And if
the parent does choose to h have a hearing, it will be uh scheduled within 10 days if possible, right? The parent can always request to have it um another day if they're not going to be available. If there's no quorum available, it would have to be rescheduled as well. Nevertheless, typically it would be scheduled within
10 days. Um, and there the board is able to put some time restrictions on the hearing. They have to be reasonable, but they the commissioner has um condoned or authorized those limitations. Parents and staff members because staff members
can be um alleged offenders. They could be accused of engaging in this conduct. they can appear before the board, have their due process, and essentially appeal to the board and say, "Hey, I agree or disagree with the determination, and here's why." The board will hear the information, we'll make a decision. Now, if the board does
not get a request for an HIB hearing, then the second meeting after it's been reported, that's when they're going to vote to either affirm, modify, or reverse the decision. Um let's say they so whether or not the board actually has a hearing um and or
they just vote after the second opportunity after the second month uh the parents will receive the determination letter and they'll have the opportunity to appeal to the commissioner of ed education within 90 days. The parents can also file uh a complaint with the division on civil
rights but that's within 180 days of the incident not of the hearing. And for the board members, any questions on either act? All right. Well, with that with that said, have a good rest of your meeting.
Nice to see you all. Thanks, Francis. Thanks, Francis. All right. We don't We don't know until we just told him. No offense, Francis. Hope we don't see you soon.
Okay, so we're going to move on to the administrative reports and I'll turn it over to Dr. Sortino for her uh superintendent report. Thank you. Uh so scheduling and planning for the 2627 school year has begun. It's cannot believe it's that time already,
but everyone is working hard on figuring out the changes that we would like to have in the upcoming school year. Uh you'll hear from Dr. Donahghue, Dr. Walker, and Mr. Yamamoto shortly about the CHS and CMS programs of studies. Uh I want to thank all of the music
department for the phenomenal holiday concerts. Uh Lauren Spooner as well as all the students that participated. The kids did a phenomenal job. I had an opportunity to attend a few of the concerts and they were truly impressive. I'd also like to thank the tech
department for installing Wii5. The staff are very excited as it's restored the Wi-Fi to many of the staff members as well as allowed staff to have access to use their personal devices to teach, which was phenomenal. But for the tech department, this was over 300 access points. It was a tremendous
amount of work and they expedited everything to get it done for the start of the new year. So, thank you very much. The demographers report is ready and he will most likely come to present at the next board of education meeting. So, that's forthcoming. I'd like to
welcome Avery. Avery, thank you for agreeing to do this. We are very excited to have our new student liaison. And I know Dr. Rosenthal has a quick harassment, intimidation, and bullying midyear update. Hi, good evening. Um so far this year
through um the end of 2025 um we have had um 15 affirmed HIV investigations and 16 not affirmed HIV investigations. Um the content around those tends to be related to insulting comments or some
type of conflict. Specifically Chattam High School is participated in seven of those. Chattam middle school 14 of those. Lafayette, nine of those, and Milton Avenue School, one of those. Um, in addition to that, there's been four instances of principal determination.
Um, one at Chattam High School, one at Southern Boulevard, and two at Lafayette School. Thank you, Dr. Rosenthal. Does anyone have any questions? I just have a comment, Dr. Rosenthal. I mean, prior to this law, those 15 would have just just been code of conduct. So
unfortunately, you know, parents get so concerned that, oh my gosh, my kid's been labeled a bully, they'd still get a lunch detention or just a chitchat or shake hands and move on. Unfortunately, the way the law is written, you know, if I call our attorney short, I'm in trouble. But if I hit her, no big deal.
I'm going to get the same, you know, I'm going to get the same penalty. I just don't want parents to think, "Oh my gosh, your kid is labeled." It's not the case. It's just the way the law is. We put it on a piece of paper, it st gets stuck in a file and that's the end of it, right? Yeah. I think sometimes it's challenging to navigate and understand
that. Obviously, if there's a pattern, that's a different conversation, but in these one-time moments that you're referencing, I can certainly understand how parents um hear the language and become upset. But I think the flip side is there's also instances um that just have to be dealt with. And to your
point, um, the code of conduct is used in those instances, which is likely no different than prior to the law being in effect. Okay. Thank you. Great. And now, Dr. Walker and Mr. Yamamoto will speak about the program of
studies. If the board would like to go back into the crowd, please. I got it. I forgot. I know I'm coming back. Okay. Good evening everyone. Thank you for having me here tonight. Tonight I have the pleasure of presenting what we're
proposing for new courses at Chattam High School for next school year. So I'll jump right into it. So, just a quick um reminder here at Chattam High School, we operate on the 120 credit requirement for graduation, which is the state minimum requirement.
And you can see here how those credits lay out with four years of English, four years of phys and health, and then three years of science, social studies, and mathematics, two years of a language. And then we get into the areas of electives, visual and performing arts, which has a five credit requirement, and
21st century life and careers, which has a five credit requirement. The courses that I'm going to be speaking with about tonight fall into those categories and and they are in the elective area. Okay. So the first course falls in the
area of design and technology meets the 21st century life and careers requirement and the course that is being proposed is a course on photography. Not just a digital photography course but a general photography course that we taught within our technology department.
So it will cover all the aspects of photography, lighting, setting, things like that as well as the photo editing portion of it, the digital editing portion of it. It will be taught um in our video production room. We do have uh access to the digital SLR cameras that
are needed for this. And the students and instructional staff are excited to bring a course like this to Chattam High School, which we haven't actually had before. Second course in this area is titled explorations in media and this course is
specific to our special education population and specifically students in our self-contained programs. This is an opportunity to provide an elective that touches on various aspects of of digital media, specifically um TV production and
video production as well as um digital photography as well taught at an appropriate level and challenge level uh for students in that population. So, we're excited to continue to expand our courses in this area. And so when you look at our program of
studies, these two courses fall under video and multimedia production. They have no prerequisites. They are open to grades 9 to 12 and they are semester courses. The second course being proposed which will fall within our computer science is
in artificial intelligence literacy and society. So at Chattam High School over the last two years we've spent a lot of time significant amount of time uh engaging our teachers and our students in professional development regarding the use of AI and primarily
our focus has been on number one how do teachers use this as an instructional tool and number two how do we manage the use of it with students to ensure that they're still developing the skills that they need to be successful moving forward and not being dependent upon
that tool. So, it's been a combination of using it as a tool and mitigating its use at times in order to to ensure that students are developing the the writing and research skills that we want to see. Over the summer, I started to think more about this and I, you know, I recognize well, we those are two important things.
There's no question that artificial intelligence is going to be a part of our students lives now and in the near future and definitely once they reach college and employment. And so I felt like it was important to bring a course in that really looks at this as a tool, as a resource. A course that will look
at what is it, how how is it used, okay? What are the data sets that it's used that you that are used? How do you um how is it used in different industries? What are the ethics associated with it? What is the impact of it, the environmental impact of it? Like really
understanding it as a tool. And so kind of put I put together a framework of a course and I passed it off to our wonderful technology teachers and they've been running with it and we expect to have an elective available for this year that is a um semester course doesn't require any prerequisites and it
would be open to grades 9 to 12. So I have this course situated in the program of studies under computer science and robotics and it is not part of any prerequisite or um it's just sits alone as cyber security and AI literacy
and society are two semester courses in our theater department visual and performing arts. We are going to be introducing another explorations course in theater arts again specifically for our special education students. And this is a course that will be an accessible course but will expose students to all
aspects of theater including performance and backstage stage craft um all aspects of it. And this the staff are very excited to bring this course to our student population here at the high school. Grades 9 to 12. And it is a semester
course. And that's where it sits within the program of studies, not connected to any prerequisites. In social studies, the social studies department is proposing a course titled life, logic, and the pursuit of wisdom. It is essentially a philosophy course.
The idea of this course is to help students learn to think deeply, to think about their beliefs and questions. And it's about it's going to study some of the more more well-known philosophers, their question their ideas, debate them, learn and learn how to build their own arguments.
By the end of the course, students should be able to think and argue more clearly, analyze what people claim is true, and apply philosophy to real world ethical issues. So, it is a real I think a timely course and a thinking course. And it's an elective um that will be
available for grades 10 to 12 in. It's a two and a half credit semester course and in social studies department it sits in the semester electives category without any prerequisites besides completion of grade nine or US history
1. So those are the courses for the high school. I think one of the themes that you'll see here is we've been trying to bring in again more electives that give kids a chance to explore different areas of interest without a lot of barriers to entry because our philosophy is at the
high school level that students should be able to take an opportunity to explore these types of courses without having to make a significant commitment. But you can see from the diagrams that were available if a student does have an interest in the particular content areas there is an opportunity to continue in that or persist in that sequence. So,
thank you very much and I'll turn it over to the middle school. Thank you. Thank you, Doug. Hi, everybody. Uh, Aaron Yamamoto, the principal of Chattam Middle School. I am going to have a pretty brief presentation tonight. Uh, we're going to be proposing two new
courses to add to the middle school program of studies for next year. Uh for those of you that were present at this time last year as part of the district reconfiguration and the expansion of the middle school, uh I believe there were 13 new courses approved to be added to
the middle school program of studies. Um so we have some opportunity to expand upon those and uh the primary reason for the two proposals tonight is to continue expanding in our uh in some of our upper grade opportunities.
So both of the courses proposed tonight would fall in our related arts uh course uh category. These are the courses that are meant to be exploratory in nature. Uh our students have the core requirements in math, science, social studies and English language arts, uh health,
physical education and a world language. These are their opportunities to explore other uh course opportunities, other course offerings and a few different um uh areas of interest for them. These run either in a cycle setting which is every
day for one marking period, so a quarter of the year, or in an elective setting, which is every other day for half of the school year or for one semester. So they all run approximately 45 to 46 days uh in totality. The first course uh we're proposing is
SpeakUp part two. Uh so SpeakUp is a public speaking course. Speak up one is a public speaking course that is the required course for all of our seventh graders at Chadam Middle School. Um it has been incredibly wellreceived. Our students have responded really really
nicely to the addition of that as a required course. Um and there is a growing interest in continuing this. As I mentioned, um, a quarteryear course goes by really quickly and, uh, there's some opportunity for our students to continue expanding upon this skill set
to really refine their ability to craft messages through different um, mediums and to be able to prepare themselves to um, public speak, whether it's in the middle school or as they expand upon that at the high school with their offering of talking the talk. So this is
going to be in grade eight for students who have already obviously taken speak up part one which was required. So all students in eighth grade next year would be eligible for this course. The second is a joint effort between the math and science departments. This is decoding data finding solutions for
change. This is a middle school appropriate data science course. Uh so students in this class would get introductory data science experience. They would start the course designing surveys and designing experiments, collecting data effectively. They would progress to cleaning data, being able to
visualize and analyze data and then ultimately culminating in a project where they are answering a real world problem relevant to them, utilizing uh existing data sets along the way. So expanding upon the STEM field that we have a large offering already at the middle school. This is going to be uh
what we hope to be a really nice addition for our students as they move uh towards high school and uh additional studies and statistics down the road. And that is it for me from the middle school. Thank you, Dr. Walker and Mr. Yamamoto.
Does anybody have any questions on the presentation or the classes? I do. Joe, I do. Thanks. Uh, mostly for Dr. Walker. Um, these classes are all great, both sides, but Dr. Walker, you've mentioned additions. Are you taking anything away? And how are you balancing that out? I I
mean I know the master schedule is um quite an art form, but we only have so many students, so many classrooms, and so many teachers. So I'm just curious, how do you add that many great courses without it affecting courses that we already offer? Yeah, it's a good question. So each year we build the schedule based on student
interests. So in every and every year when we build the schedule, there's always some courses that don't run and it's, you know, when that's consistent over time, then we sunset those courses. But there are definitely some courses that will get enough students to run one
year and maybe not the next year but then come back the year uh again. I could think one in particular like AP European history didn't run for like a year or two and then this past year filled a full section. So what we do is we leave them in the program of studies. The teachers talk about them this month
in the classroom what the options are and then the students will put requests in and then we'll see where the numbers are. So, we always want to build a schedule based on what kids want to take. And then once we start to see those numbers, we'll recognize very early on, okay, you know, um let's just
say the philosophy class got five requests and it's not enough to run. Then we'll reach out to those students and let them know looks like it's not going to run. Let's give them a chance to replace that request with something else so that they get something in that we know is running before we start building the schedule.
Okay, got it. Thank you. Yeah. And the only other thing was um oh the speak up class in in the middle school. Um which is great. I think it's great that you're enhancing it. It's I think people think that the high schoolers arrive here fully baked,
articulate, independent, confident, prepared. It's really the whole journey, right? I mean Avery is representing exactly the result, but it's these classes that allow our students to come into a board meeting and and talk very articulately. there's some most many
many adults don't wouldn't get behind a microphone whereas our students are very confident because of the classes like you just described. So yeah and I think when we decided so there's a for sixth, seventh and eighth grade we decided that there would be a required course for each. The eighth grade has the Holocaust studies which is
required by the state. Seventh grade was speak up for public speaking and sixth grade is a creative problem solving. So, we kind of felt like it was a really nice progression of what we were going to hope that all students would have outside of their core content areas. And I think public speaking is a skill that um you know, I think everybody on the
day can attest to is something that is challenging for a lot of students. So, for them to be able to do this alongside of their peers and do it in an authentic way with a really talented teacher helps uh as part of that journey. Great. Well said. Thank you. I have a question if you finished. Um, regarding
the the data science courses at the middle school, uh, what types of data are we going to can you give us some examples of the types of data we're going to expose sixth graders to? Are we are we talking about, you know,
macroeconomic data? What are we talking about there? No, I mean, likely it's going to be age appropriate data. So, you know, a lot of it in the beginning is going to be them designing their own uh data collection methodology. So they're going to be surveying students on, you know, preferences, activities that they're
engaged in, things like that. Ultimately, the goal at the end of the course is that they're going to be able to explore some sort of a real world problem, whether that be something about the community at large, something that's going to help with town logistics, whether it's going to be something
related to potentially public health or environmental education. So they're going to have some say and some ownership over that as they as they develop through. But everything's going to be age appropriate for you know a middle school age student throughout that experience. Yeah. I'm not suggesting macroeconomic
is not appropriate. It might be. It's just interesting uh course for such a young group of students. That's great. Thank you. Anybody else? All right. Well, thank you both for your time and don't feel obligated to stay.
Dr. Donnie, are you going to speak as well? Speaking coming up. All right. Thank you. Thanks, gentlemen. Thank you. Okay. We're going to move on to the business administrators report with Peter. Uh I just want to let everybody know
that we're uh still uh evaluating all of the projects to determine which ones will be included in the 2627 budget. So, nothing great going on at this point. All right. Thanks. All right. Now, Avery, welcome. It's your first uh
student lead center for you. Um hi everyone. My name is Avery. I'm a junior here at CHS and I'm very excited to be here tonight. So, thank you for having me. Um a little bit about me is that I'm a part of the field hockey and the swim team for the high school. Um outside of school, I swim club year
round. I also teach swim lessons. Um and I help coach our wreck field hockey program. Um, over the summer me and my dad do volunteer work in the Dominican Republic through our church, which is super fun. Um, I help run their location or their local vacation Bible school. Um, but yeah, thank you guys for having
me and I'm going to keep this short and sweet. So, here at CHS, we're coming up on the end of our first semester with the last day being Friday the 23rd. The new semester will begin the following Monday on the 25th. Um, I've definitely heard that a lot of students are looking forward to their new classes and all their schedule changes and are
definitely excited for the whole Genesis reset. Um, we also have our winter sports in full swing. Um, our track team is favored to win a lot of their upcoming meets which is super exciting. Um, we've also had quite the crowd at a lot of our hockey and basketball games which really highlights our school
spirit. So, we love to see that. Um, last Thursday we also had our senior night for the swim team. A lot of the seniors were able to swim um a lot of their favorites events and we had a lot of family and friends show up in the stands to support them. For our theater productions, auditions for the spring
musical Chicago happened before break. So that means our cast and crew are planning for a great show in April. Um our seniors are also in the middle of preparing for one of their big class events, the fashion show. I heard that the roles and like the skits and stuff were released this past week. Um, so all
of their practices and all that stuff is underway for a show in March. And then our choir took a trip to New York City and performed at the Empire State Building, which is crazy. So very, very exciting for them. And then December 22nd before break, we had our alumni
return day. So we had five former students speak on a panel about their transition to college, how they were liking it, all this good stuff. Um, and I think that the seniors really enjoyed it. they really connected well with these students, especially because they knew these students prior. Um, and it
really just serves as reassurance that they're going to be happy and content no matter what school they end up at. So, yeah, that's all I have. Thank you. Thanks. Great job. A lot of exciting things coming up. Um, okay. So, moving on to committee reports, personnel for Miss Weber.
Uh, yes, we have not met since the last meeting, but we will be meeting again on the 28th of January. Great. Um, for curriculum, we actually did meet on December 10th. We just previewed the presentations that you saw this evening, so I don't have much more to report. And
our next meeting will also be Wednesday, January 28th. Uh, finance and facilities is Oh, I'm going to cover that. That Yeah, I'm going to do that um in Mr. Bradley's place. Um, so we talked
three media items. Um the budget is season is coming upon us. Good luck with that. And we talked about the medical expenses which are of course going up always. I know 17.2%
or or higher. So our income is 2%. Our expenses are going up in double digits. Um we also talked about capital improvement projects that have been on the on the to-do list. So they're getting a little bit closer and Mr. Mr. Dquil and the finance team are are working on getting estimates and and
fine-tuning which ones will come first and in what order. And we also approved a contract for a software called um Atlas or JF Atlas. And it's a curriculum repository mapping um management system. Uh currently, correct me if I go off the
rails, Dr. Donahghue. Um currently our teachers and our staff uses uh Google Docs. So if they create a doc, they're the owner of that doc and really nobody else can access it without getting permission. This will bring it up to a higher level. We uh you can control it, a little better transparency, a little better organization. You can review it,
you can analyze it, you can push things out. Um so many of the districts in the state have already transitioned over, including your old district. Yes, that's true. Um just to put it in perspective, we have over 330 curriculum documents. 330
over 330. So, this will be a tool that will help us manage those much more easily. And will it get rid of um some things that haven't been open, for example, in 10 years? Um when we actually transition, they will roll all over all of our curriculum
documents and anything that we no longer utilize will not be posted on the website. Okay. But it it will when we do the transition, everything that we currently have will go with it. But as Dr. Walker said, when we do have um courses that do not run in any given year, we would
still want to retain the curriculum document. Okay, great. And does that tie in? Right now we we post our curriculum on the website, you know, at a very high level, certainly not down to the lesson plan. Um is there any tiein to that or none at all? It will follow a similar format. Um so
the um current information that parents see regarding all of the standards that we're hitting um and the key learning objectives, all of that will still be visible to parents as well as supplemental resources. That's fantastic. Great. Thank you, Mary. Well, will we also be using the
software to build our curriculums? Yes. So, um when we approach any curriculum rewrites that we will be writing it within Atlas, it's also a very nice tool um as we um have any teachers that are going out on any specific leaves. It's a nice place where
all of the information that an incoming teacher would need, it's archived right there. So that while we always have teachers who rely on their grade level partners, this is just a really nice way for a new teacher coming in at any point in the year to really have their road map right in front of them.
Great. Thank you. Um so those are the topics. Our next meeting is February 11th. Thank you, Susan. Thanks. Uh policy and planning, Mr. Ryan. Okay. Policy also met on the 7th. uh Strauss SMA is in the process of
reviewing all the district provided policies and reverting those to Strauss SMA formats. Um we we talked about a another Oprah request that we received regarding the world history curriculum. Um, and we
also talked about those software that that you were just mentioning, um, the curriculum mapping software and how that might be used to, um, inform and enhance our
um, opt out policy that we have. We do have an opt out policy for parents that wish to opt out of certain curriculum. Um, but based on on some cases that have come up in guidance that we've received from the Department of Education. Um
that might not be sufficient enough. So we need to um number one have a procedure a written procedure for opt out but also provide parents with information about uh things that they may want to opt out from such as
curriculum and lesson lesson plans that would be part of that software project uh product that we're purchasing. Did I get that correct? Dr. Sino. Thank you. Great. Any other questions for Mr. Ryan?
All right. Any liaison reports? I don't have um one specifically from CF, but I do want to highlight a donation that we just approved from them for $20,000. And it is going to be distributed in for three
programs. One is uh for Dash Robots at Southern, for music for all at Milton, and then for a district-wide uh the New Jersey Symphony Day of Music. So, um thanks for that. And there are a slew of other uh donations in the um agenda this
month. So, it's wonderful. And u moving on to the minutes. Um if we could move the minutes of the December 8th board meeting. Correct, Peter? Correct. Okay. Regular and executive.
And only Mr. Smith will need to abstain. Okay. Has to move them. I have to abstain. Did you ask him? I second. Who moved him? I get a second. Mr. Delandro. Miss Allen. Second. Um, December 8th, uh, regular session
and executive session minutes. Miss Allen. Yes. Mr. Delandro. Yes. Miss Peek, yes. Mr. Ryan, yes. Mr. Smith, Miss Weber, yes. Dr. Zang, yes. And Miss Ross, yes. Pass 8001.
Great. All right. This is our first opportunity for public commentary. Hearing of citizens during the public commentary section of the agenda is an opportunity for any member of the public to be heard about issues which are or are not topics scheduled for the current meeting. To
help facilitate an orderly meeting and to permit all to be heard, speakers will be asked to limit their comments to a reasonable length of time. So, please just sign in and state your name uh before speaking. No one, not even Mr. Heat.
All right. All right. So, we will close the public commentary and we will move on to our action items to Miss Weber for personnel. Great. Thank you, Sue. Susan, um I'd
like to move action items A1 through A24 and an addendum was handed out for A2. Second. pretty late. Mike seconded it. I know. I was just waiting if there's any comment. Okay. The only uh change is
on A21. Uh Mr. George Ellis is a custodian uh not a par profofessional. So that'll change will be reflected in the minutes. Agenda items A1 through A24 and the addendum for A2. Miss Allen.
Yes. Mr. Delandro, yes. Miss Peek, yes. Mr. Ryan, yes. Mr. Smith, yes. Miss Weber, yes. Dr. Zang, yes. And M Miss Ross, yes. Agenda items pass 8 Z. Great. Uh, Brad, would you like to move the finance?
I'll move finance B1 to B30 to a vote. Also B31 on the addendum. And uh we have a couple of donations. Susan stole my thunder on the CF1, but we also have uh a donation for from Benvid Benvity uh
for work done by Michelle Tan in the amount of $300 at the principal's discretion. A donation from Teneo Bakery uh for the Chinese New Year celebration. Another one from the Coder School for the Chinese New Year celebration. A donation from Eatwell Modern Buffet for
that same celebration. And the Gold Valley Supermarket also for that celebration. Thank you. Great. All right. Um, let's see. Second. Sorry. I will second.
Okay. Thank you. Agenda items B1 through B30 and the addendum on B31. Miss. Allen. Yes. Mr. Dellesandro. Yes. Miss Peg, yes. Mr. Ryan, yes. Mr. Smith, yes. Miss Weber, yes. Dr. Zang,
yes. And Miss Ms. Yes, Jen has passed 8. Quick question. Do we know when the Chinese New Year celebration is going to be held at the high school? I think last year it was uh not that well publicized and people wanted to attend. So maybe we
can get that out a little ahead of time. It'll be great. Thanks. Okay. So I am going to do the curriculum C I'd like to move C1 to C3 on the regular agenda.
and the items C1 through C3. Miss Allen, yes. Mr. Delandro, yes. Miss Peek, yes. Mr. Ryan, yes. Mr. Smith, yes. Miss Weber, yes. Dr. Zang, yes. And Miss Ross, yes. Agenda items pass 80.
And it looks like there is nothing for policy. No action items for policy tonight. Okay. Any other board Anybody would like to discuss just a quick question. Mr. Tur, do you know when you will know if the meetings are when the meetings are changing? I am waiting for I had emailed the
county the county superintendent and the county businesses business administrator on Thursday morning. I'm waiting for their response. If I don't hear by tomorrow, I will nudge them for a response uh so I can report it to the board. But we will definitely announce either way at the February 2nd
okay meeting. Okay. Okay. And I will email the board ahead of time. Thank you. Okay. Um, this is our second opportunity for public commentary, but I don't think I need to open it since no
one's here. So, we will close it. Um, great. Um, do we have an executive session this evening? We do not. Excellent. All right. So, I'm going to