bright. She She has must have the most organizational skills on the bus on the planet because her emotional intelligence required to do what she did previously. In this case, she's she's representing Chadam Town Cadam district. In her previous job, she had to represent nine different districts and
manage all of those those contracts and send receive. So the only conclusion we came to is she doesn't need much sleep. But we are very very lucky to have Dr. Rosenthal um join us and really you know take us to the next level. So thank you Dr. Rosenthal for for coming aboard.
[Music] Um we do not have I don't have any other items. Again it's all about staffing for next year and our next meeting is May 7th. Oh our next meeting is May 7th. the personnel meetings.
I'm gonna have you join that meeting because I'm not attending. May 7th, Sally. Okay. May 7th, Sally. Oh, I'll be at my son's graduation. I mean, all right. We'll figure it out. We'll figure it out. Yes, we'll figure it out
or we'll move the meeting. Um, okay. Fine. All right. Moving on to curriculum. Miss Ross, the curriculum committee also met on April 9th. Uh I'm going to touch on two things that we discussed. The first uh is Governor
Murphy's mandate that all school districts adopt a universal dyslexia screener by the start of this upcoming school year. So um we are currently considering two um tools. map reading fluency which is the one that is
currently utilized in the district and um another called Imagine Learning's early bird program. So both tools are computer adaptive and they would be administrative administered in home rooms uh three times a year the beginning of the year, middle and late spring. Um, so we're we're evaluating
which tool is going to work best and once one is chosen, there will be staff training for it during the professional development days first in August um to learn how to use them and then a follow-up in October which will focus on how to interpret and analyze the data that is produced. Um so we'll keep the
board updated on any decisions to which finalizing which tool we'll use and when we're moving forward with implementation. Uh secondly, we discussed library media specifically in the K to2 buildings for the upcoming year. So as many of you know the longtime library media specialist at SPS
um at all K2 schools, Mike Deoyo will be retiring at the end of this year and we're really grateful for all of his years of service. Um he was there when my children were in kindergarten through third grade. He's wonderful and all the impact that he's had through the years. Um but as part of our budget planning,
the board took a close look as to whether or not to hire a replacement for him. And one factor that played into that decision is the um exit of the third grade out of the elementary buildings, which will create openings um in the in the schedules of a lot of our
specials teachers, which includes art, music, PE, and um design and technology. So after a thoughtful discussion, we decided not to fill Mr. Deoya's position. Um the current media specialist uh will have a rotating schedule across the K to2 buildings
which means uh library instruction will be provided every other week and during the off weeks home room teachers will take students to the library for book selection and then based on the availability of specials teachers um each class will have an additional uh
special to replace the library on on the off weeks. So, we're using the um time that the specialist teachers have open to fill in those gaps. Um and the cost savings will allow us to redirect resources, including adding library staff at the middle school, and most
notably offering fullday tuitionfree kindergarten for the first time, which has been an objective for our board for many years. So, we're confident this plan continues to support our youngest learners while also helping us move forward with key district initiatives. I'll stop there. I'll take questions.
And similar to personnel, our next curriculum meeting is going to be on May 7th. That's it. Thank you. Anybody have any questions? Sorry about
that. Okay. Nice work. Thanks, Mr. Ross. Got it. Okay. Moving on to finance and facilities, Mr. Smith. Yes. Uh, finance and facilities met April 16th. Um, we went through the preliminary budget that was adopted uh
I'm sorry um that was discussed at the last uh board meeting. Uh Mr. Dquilla notified us that it had been approved by the county superintendent and we moved it to a vote for tonight. Uh we also continued to talk about the CMS reconfiguration including a new
playground which was $200,000 in the capital budget. Uh we've been awarded 82,000 from a New Jersey playground grant. Uh and the Chattam middle school PTO's also donated money towards that playground. Um in addition, we had two new Gaga pits installed by Will Hartzell
from its Eagle Scout project, which we're incredibly thankful for. Um and a CF CE grant for the LMC uh annex for grade 5, which is 90% complete. Um the contractor is set to start construction once school is complete and uh we went
through that with Mr. Dquillo recapping all of the projects. Uh we also discussed districtwide projects for this summer including CHS roof um a Lafayette uh upgraded electrical panel and a univvent replacements that was part of the ROD grants we discussed about a year
ago that we applied for in uh Chattam High School, Chattam Middle School in Lafayette. Um, finally, uh, with much excitement was not only Route 80 that had a sinkhole, we had a sinkhole as well behind Lafayette School, which has been properly repaired and
fixed. Uh, our next meeting is not until next year. Perfect. Um, okay. Moving on to policy and planning, Mr. Ryan. Next year. Yeah. Policy and planning met on April 16th.
Um the committee discussed the executive orders um from the federal government, most of which are being contested by the attorney general's office. Uh the commissioner has advised all the school districts not to make any
changes to their existing programs at this time based on those um contested orders. the social media litigation uh was discussed. Depositions have begun on
that. Uh we also discussed a out of district um student placement which we accepted and there was also a residency investigation which we determined uh a prior resident of Chadam will have to
disenroll in the district. Also uh Dr. Sortino uh informed the committee that the middle school principal's position is posted internally and we expect to appoint a new principal at the May 12th
board meeting. Perfect. That's it. Thank you so much. Um anybody with leazison reports? Yes, Susan. Um so I have a leazison report for CF.
Um, as noted in the agenda, they were very generous with a donation of four different grants. The first, uh, being for a podcasting class at the high school called, uh, the Cougar Life in the amount of about $2,900. Um, another grant for a large
format plotter for the high school around 2500. A 3D printer and chopsaw for Lafayette school around 6,000. and then implementing uh reading interventions with foundations readers for the um K to2 buildings. Um so that
brings current year funding to about $90,000. They're currently fundraising for the second phase of the media li uh library media at the middle school and also um to build thinking classrooms at CMS. And finally, a little reminder,
teacher tributes will kick off next week. That's a fun way for families to show support for their teachers and administrators with some sweet treats. So, keep an eye out for that. Thanks. Awesome. Thank you. Anybody else? Okay. Um Okay. Moving on. I'd like
to move the minutes from the uh March 17th public session and the April 2nd special meeting. Let's do them separate. It's easier with the extensions for April second. So, a March 17 first.
Second. Anyone? I'll second it. Perfect. The March the minutes from the public uh session of March 17th. Miss Ross. Uh, yes. Miss Allen. Yes. Mr. Delandro. Yes. Ms. Peek. Yes. Mr. Ryan.
Yes. Mr. Smith. Uh, yes. Ms. Weber. Yes. Dr. Zang. Yes. And M. Challic. Yes. minutes pass 90 for April 2nd. Miss Ross, Miss Pek, and Miss the Smith need to abstain. Okay,
I'm just waiting on a second. Second. Oh, I have to s Allen. Sally Allen. The minutes from April's second special meeting. Miss Ross, abstain. Miss Allen, yes. Mr.
Miss Delandro, yes. Miss Peek, abstain. Mr. Ryan, yes. Mr. Smith, abstain. Miss Weber, yes. Dr. Zang, yes. Miss Cherelli, yes. That passes 603. Okay, perfect. Thank you. Um, okay,
moving on. This is going to be our first public commentary section. Um, 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. And if you do go up to speak, if you could please just sign in and state your name and where you are from. That would be great. Uh, good evening, Bill Heap. uh Chattam
Burough. I will read to you from the Wall Street Journal from last week uh from the editorial page and it's a story entitled No More Cell phones in Virginia classrooms. Those wondering how to get
smartphones out of schools now have an example in Virginia. This month, the state's Democratled General Assembly passed legislation mandating cell phone free education in K to2 public schools. Republican Governor Glenn Yncan is
expected to sign it. Mr. Ynan started this initiative last July with an executive order directing his Department of Education to issue guidance on eliminating phones in public schools. Within months, 102 of Virginia's 131
school districts had implemented some form of cell phone ban. The inspiration for Mr. Yncan's order was social psychologist Jonathan Heights 2024 book, The Anxious Generation, which I recommend to all of you. The book argues
with compelling evidence that mental health issues are highly concentrated among screen addicted children. Adolescence who spend more than three hours a day on social media face double the risk of mental health problems and the average American teenager spends
nearly five hours a day. Rates of anxiety, depression, suicide, and self harm among youth have soared since 2010. As Mr. height wrote last April, "Studies show mental health improvements, increases in physical
activity, and reductions in bullying when schools go cell phone free. Cell phones also impede academic performance. 72% of US high school teachers say phones are a major distraction in class, while 53% of public high school teachers
believe they have a negative effect on student grades. It is it is no coincidence that national assessment of educational progress scores have plummeted. As Virginia legislatores legislators sought to codif codify Mr. Yncan's order, they wanted to exempt
lunch hours from the phone ban. But phones are also a distraction during lunch. Mr. Yncan sent copies of the anxious generation to all 140 lawmakers along with a letter urging them to reconsider the exemption. On April 2nd, the legislature unanimously approved his
amended version which directs school boards to restrict students student cell phone and smart do smart device possession and use on school property from bell to bell, meaning the entire
day. Comprehensive data on the effect of phone bands won't be available until after the 2425 school year, but case studies are promising. Wakefield High School in Arlington, Virginia, participated in a pilot cell phone ban beginning in September. Students locked
their phones and pouches upon arrival and retrieved them after the final bell. By April, students and teachers reported higher rates of concentration, less violence, and more robust face-to-face communications in schools. At least eight other states have imposed bans on
classroom cell phone use. Dozens more are considering the same, including New York, where one high school that banned cell phones in 2023 saw student grades increase to prepandemic levels within a year. The evidence is strong that cell phone addiction undermines student
learning while promoting other ills. Kudos to Virginia for doing something about it. Uh so I would urge you to be brave. Uh class to class, I think bellto bell is a better proposition for this. and
maybe Dr. Sertino should make this a priority for the coming year. Uh I think it would benefit everybody. Thanks. Thank you, Mr. Heap. During class, yeah, right? We do not allow them in class, by
the way. Cell phones, they don't they're not allowed to have cell phones in classrooms currently. They have to put them in locked little things when they go into class. Each class. Each class. You saying the entire day? No, I know. Just giving him
the update. Sorry. Go ahead. No, it's okay. Um, hi. Uh, my name is Emily Smith. I spoke at the last board meeting. Um, and I was speaking on behalf of the ISL. Um, I dance a minimum of three hours a day, seven days a week
during the school year. and I'm going to take two APs and two honors classes next year. Needless to say, I would benefit from the ISL program should it exist next year. I came up here last uh meeting with a solution. Um and there were a few concerns that I'd like to
address. I understand you view sexual harassment as a huge problem within the program. However, I'm the one of many who far feel very comfortable in my sports environment and I really do need this program. I don't think it should be disregarded and there's always a
solution. So, I'm willing to help with legal contracts needed to require background checks, ensuring the safety of all athletes no matter what. Your second concern was through ISL, I would be able to un unable to reach my gym credits I would need, failing to reach
the 120 credits needed for graduation. by state law NJAC6A section 8. Quote, the 120 regret credit requirement set forth in A1 above may be met in whole or in part through program completion of a range of
experiences that enable students to pursue a variety of individualized learning experienced learning opportunities as follows. One, district boards of education shall establish a process to approve individualized student learning
opportunities that meet or exceed NJSLS. Individualized student learning opportunities in all NJSLS areas include, but are not limited to the following. And the first thing listed is independent study. By law, I should be permitted to achieve my gym credits
through the independent study of ballet. I know keeping the system in place is complicated and it does mean I'm exempt from gym. I want you to know that I truly do love my school and I'm so lucky to be a part of this high school. However, I'm also an athlete. I love dancing and I would love to represent
Chattam doing it. But unfortunately, Chhattam High School has yet to recognize dance as a sport. Once again though, I'm up here with the solution. Summit, Morristown, Milbour, Rididgewood, Randolph, and Mwa high schools among others participate in a
program called Option Two. It functions under the same NJAC6A section 8 at these drics able to provide hardworking students the opportunity to balance both academic and athletic schedules. If ISL isn't working, let's revamp it. I'm here for
the good of the students and hopefully so are you. Thank you for your time. [Applause] Thank you, Emily. Hello. Uh, my name is Sophia Smith and I'm a Chattam High School senior and I'm
also going to be speaking on the um issue of ISL. Um, I would like to address you today not as a fighter for keeping ISL, but rather as a product of what the program um allows students to do. Um, I've been a member since my sophomore year of high school and I'm
now graduating as a senior. Uh, might I mention with all my gym credits intact. Uh, I'm a dancer, though dance is not recognized as an official sport at our high school. I trained at Studio Algro. Um, it's a ballet school where I dance seven days a week for a minimum of three hours a day. And just this past
Saturday, I was physically in the studio actively dancing from 11:00 a.m. to 5:00 p.m. My time during my week is incredibly limited. and uh the study hall ISL provides has been essential to managing my academic responsibilities.
Unfortunately, without that study hall because academics are so vital to my education, the first class I would have to forfeit is um my elected art class. Um that's actually an elective that had ended up sparking a passion that I'm now pursuing in college. Um, and I'm aware
of how drastic this sounds, but I really truly believe that my path for my next adventure in college uh would have looked completely different if I had not been awarded this program. Um, I'd also like to expand on this topic. The study hall I got from the program also afforded me the thinking time to be able
to complete my Girl Scout Gold Award. Um, the benefits uh of this award are twofold in my circumstances. Uh firstly, the central purpose of the Girl Scout Gold Award is to address an issue that affects our community and communities surrounding us and to take um research
and uh projects and try and make it better. Uh my award was in small business social media marketing and I have made a measurable impact on our community in the very stores many of you visit daily. Uh secondly, the Gold Award
is something that only about 5.4% of all Girl Scouts earn, not just nationally, but globally, and is recognized by colleges. This year, I applied to 12 colleges in my senior year. Um each having individual supplemental supplemental essays, which I should also
note, the majority of which I completed during my study hall that was awarded to me by the ISL program. Um the results speak for themselves. I was accepted into 10 out of 12 of these colleges that I applied to, many with merit scholarships. Everything I have said today is based off of fact, not opinion.
ISL provided me with the flexibility to pursue rigorous academics, a deep artistic interest, and meaningful community engagement. To take this opportunity away from future students simply because their sport or discipline falls outside of their school's official roster would be a serious loss. Um, not
just to them, but to the community that they might otherwise serve. Thank you for your time and consideration, and I sincerely hope that you choose to preserve ISL for the students who would need it most. Thank you. Thank you, Sophia. [Applause] Okay, I'm going to close this uh section
of the public commentary. There will be another section later in the meeting. Moving on to our um Can I answer? Yes, you can. Absolutely. Go ahead. Oh, thank you ladies for coming out. I I certainly appreciate your positive I I'd
hate to think we're running a program for all these years and it was not a good program. So, I'm happy and thrilled that it worked for you. Emily, I'm also thrilled that you feel very safe in your environment. Unfortunately, that's not the case for all of your contemporaries. But that's not the only concern. I don't know if you you were here last week or
or stayed long enough for my my explanation. It's that the the programs are not designed to meet the state standards. And please don't think that the administration doesn't want to do the work. Dr. Walker has said up and down to the board to the administration, he has no problem doing the work. So please
don't think it's so complex that we just can't do it. It's simply that these private programs are not designed to meet the state standards. And while you can do a background check on one person, okay, they quit and they hire somebody new, we don't know that they replace somebody. So, and again, it's it's not that we don't think there's merit in the
program, and maybe we can start to think of a way to work it out, but I didn't want you leaving here thinking that it's too hard and we don't want to do it. That's not the case. So, and I appreciate you coming out again, and you know, we're going to continue the dialogue, but um you know, there's a few factors, the state standards, the
safety, the um the continued monitoring. Um it's not just hours. I I mean, oh my god, you put in so many Dance puts in an incredible amount of hours. It's it's not it's just not simply the the hours. So, um again, I appreciate you coming out here. I don't want you to think that we just dismiss it and don't continue to
talk about it. Um and Mr. Heap, remember, we're Chadam. Chattam leads, people follow. Summer, how long have you been putting your cell phone in the in the in the case? Like two years. For two years now. Is that I think Dr. Walker was public enemy number one when it was
first introduced and by the end of the year, I think um everybody was pretty happy with the program. So, uh, thanks, Bill. Perfect. Thank you, Miss Weber. If you look where the agendas are to your right in front of the cameras,
there's a little like sleeve, that's where the cameras go when the students come into the auditorium into that little white holder. And the classrooms have different kind of uh things on the wall for them. Sorry, can I ask a question? Yeah. Um,
has, since I'm new here, has a bellto bell system ever been thought about at Cadam? We have uh discussed and considered trying to do a bell-to-bell approach. Um the first sort of obstacle that we
have is that they're costly because you need to purchase pouches and um then ensure that every student puts their device in a pouch and someone is there to you need basically a team of people to uh greet students as they come into
the building, put the the device in the pouch and then return it to them at the end of the day. Uh, and if some of you have been to concerts, uh, you may have, uh, experienced this. I know I have. Uh, so I hope that Virginia doesn't have an unfunded mandate on their hands because they're expense. They cost thousands of
dollars in total, the yonder or other pouches. And then you need to have staff available to ensure that it works. And the feedback uh in superintendent circles from some districts that have done this is that when you move to the pouches, it makes it much more likely
that students put into the pouch a dummy phone that is just an old cell phone that they had laying in a drawer in their house and not their actual current cell phone. So, and we know we've experienced that a little bit here just with the pouches. Um but it happens much
more commonly when you actually remove from the students possession and visibility uh their phone. So we would con we would still I'm speaking on for Dr. Certino now. We would still uh consider a a beltto belt ban because I
think that is better for students. I think it's better for students not to be staring at their screen at lunchtime for example. Um but at least currently we haven't to this point found it to be feasible to do so and we essentially have b had bell-to-bell bans in all of the other schools because students are
not permitted to have their cell phones out in any of our other school buildings. Now having said that we have a lot of students with watches on that get texts from their parents all day long. uh that happens at Lafayette Avenue School and we find in most cases it's it's parents at the K8 level that
are the ones corresponding with their children not student to student. Uh Dr. Lusa at the middle school and a high school every student has a locker right what if they put their phones in the locker uh many of our students don't use their
lockers. uh someone has to police that and ensure that the students are in fact putting the devices in the locker. That's essentially the rule at at the middle school is that your cell phone can't be out. It has to be either hidden in your bag someplace and without sounding off or it has to be in your
locker. But it's very hard to oversee all of this kind of stuff when you have 1,200 students and they all have their own cell phone. Uh we don't have 1,200 assistant principles. We have two. and being everywhere at once in every hallway in the building is is very
difficult. So, we're we think we've struck a reasonable balance with the pouches. The students have been very um I think cooperative overall with how that's gone. Uh the feedback has been good. We know that there are some parents who do not want us to have any
kind of ban of cell phones because they want to be able to uh communicate with their children at some points during the day. uh not just in the case of an emergency but um in the case of you know something at lunch where there's a reminder to to go someplace after school
or to drop something off etc. Um and I should mention many of us on this stage have read Jonathan hate's book. Our entire administrative team was given a copy of that book a year ago last summer. Uh so we're familiar with the research and and and his position. Um,
but in terms of feasibility, there's a lot more to accomplishing a fullout ban than I think some folks realize. I'm going to talk to the new the new superintendent. I don't know that I'd be in favor for a fullout ban just because
the caliber of our high school students are I mean they're they can self-regulate. They're very responsible. These are students that are leaving. I mean the seniors. Sophia is off to college, so I'm sure she can manage her own her own phone. And I mean I mean the caliber of our students is such that I don't know that we need to have a bell
to bell. I understand, you know, I think it's a great question, Kate. I just don't know. I'd have to be really convinced that our students aren't responsible enough to manage in between. Well, I guess my question is is the is the social media problem. It's really an
out of I'm not saying it's not a problem in school in some instances and having your phone out during lunch for example when you should be socializing seems like a huge negative and we want to frown on people being on a phone when
they ought to be interacting with human beings in person. Um but if kids are on social media 3 to 5 hours a day I would assume much of that is out of school. So changing behavior begins
out of school. Yeah. And then it seems like it would be much easier to manage that behavior in school. So I don't know how we as a community address that. But well, we've been trying to address it and we've we've uh you know
hadformational sessions for parents from time to time that our student assistance counselors or others um put on. Uh we have certainly dealt with social media problems both in school and outside of school and of course if they occur outside of school and they involve
harassment, intimidation or bullying then they become the problem of the school. If the student is upset in school uh so I I of course agree the majority of the time that students are spending on their phones is happening outside of school because they can't do
it in class. Um but despite that, we have certainly had issues where students are doing uh are engaging in inappropriate conduct via social media during the school day. And we've suspended students for that conduct and issued other types of
uh penalties to them if it rose to the if their conduct rose to the level of warranting a disciplinary response. So, I guess my follow-up question is regardless of whether there's a cell phone out or locked up or anything, do we have a code of conduct violation if a
student is on their phone in the high school or middle school during the school day? And what do we say to them and what do they do? Because I would imagine we can't confiscate a phone or do we like what do we do if a kid's on the phone when they're not supposed to be? Yes. We do have we do have um code
of conduct violations and and directions that are laid out. It really is to a certain degree a case-byase basis. I mean, obviously, if I'm someone who's never had any issue and I just happened to take my cell phone out because my mom texted me something, um it might be a warning the first time and nothing more
than that. If a student is continually defiant and on their phone, then we escalate the disciplinary uh consequences, we have a policy, the board does that prohibits recording of students uh without their permission or
really any recording of students. Um so if there's a difference between having a cell phone out and texting your mom that you're going over to your friend's house and uh recording something that's taking place in a restroom, for example, and that would result in a different type of
disciplinary consequence. So, uh, we issue consequences at the high school and the middle school and also sometimes at Lafayette if there's a an issue there, but they're dependent upon the exact nature of the infraction. Specifically, those numbers have
decreased the longer that the actual instructional ban has occurred. Like this year we've had a very limited number of infractions. So in in my view it looks as if the students are becoming more acclimated to se separating from their phone and then getting it back at
the end of the period, checking their text messages, etc. more appropriately. I look at it like our role is to teach kids how to function in society with the technology that's around them in the most appropriate manner. For me, if they're able to separate in class, put it away appropriately, take that break,
that's great for their post-secary world when they're at college and the expectation is to put their cell phone away because once they're out of Chattam High School and navigating the real world, they have to understand when to put their cell phone away and how to successfully be able to do that. Sorry, I have one more question. Are we
explicitly teaching that in our curriculum to the high schoolers to self-reflect? How often are you looking at your phone? How does it make you feel when you look at your phone? Um, all of the things that will kind of prevent maybe them from taking out their phone
at inappropriate times so that they really recognize what they're doing. Appropriate technology usees taught throughout Chadam, you know, through all the various grade levels. But for students that are really struggling it, especially if there's an infraction of some sort, that is where the student assistance counselor, school counselors,
vice principles, etc. we'll all have those ongoing conversations with students because typically the students that are having the most trouble with it, there is a reason for it. And so then the education piece comes, you know, a little more into play where there's more individualized experience for them so that they understand why they're addicted to it. Uh and then we
continue to ask that question on the wellness survey to gather the amount of in of uh time that students are engaging with different types of technology and why. Good question, Kate. Donald, sorry, I have one more question. It actually is going back to the um the ISL and thank
you so much. It takes so much courage to come here and speak to everyone. Um I I was kind of new to this when the decision was made and I'm just wondering the option two that they mentioned, was that something that was explored for Chadam? Is that something we're familiar
with? Yeah, that is it's one and the same really. the the that whole section of 6A relates to boards of education being able to establish policies that enable students to satisfy uh graduation
requirements and other student learning standards via an alternative path. Uh so we call it individualized student learning experience. Um other districts call it option two. You can expand option two as widely as you might want uh to
enable students to have all kinds of alternative paths to satisfy graduation requirements including in the world languages or in you know some other subject. Uh so yes that's been that was really the the at the heart of the discussion when we began the ISL
program. Any other questions? Yeah, for sure. Um, okay, great. Moving on to our reg. Do you have another question? Oh, no. I'm personnel. I thought I'm just Okay, fine. Getting
myself. Okay, perfect. Moving on to our regular agenda for personnel, Miss Weber. Now I'm ready. There you go. Excellent. Thank you, Ann. I'd like to move items A1 through A28 on the regular agenda. And then Beth, keeping me on my
toes, has added items to item number one, number two, number 10, and 22. And there's a brand new one, item 29 on the addendum. So, which is it's adding uh names to existing, right? Existing items already in
personnel. I will go ahead Chris Sandro seconded. Can I ask a question on item 29? Uh, do we add a second class just because we had more demand than we expected from previous years?
Could you repeat the question? I'm sorry, Sally. On on number 29, we have we added an extra class for ASL for the ASL teacher. Is that because demand went up for ASL and we Am I looking at the wrong thing? The
agenda number 29 on the back page. Beth, do you want to cover that or you essentially? Yes. So, um, oftentimes we have an additional section. We don't require the hiring of an additional staff member, but we do um ask that staff members take on an additional
section and then they're compensated pursuant to the collective bargaining agreement. This particular resolution, however, is amending what was previously approved because there was a change in dates. Okay. Thank you. So popular. Me, too. Are we good? That was it for me. Yes.
[Music] to read. No other questions? Yes. Agenda items A1 through 28. Agenda items 1 2 10 22 and 29. Miss Ross. Yes. Miss Allen. Yes. Mr.
Delandro. Yes. Miss Peek. Yes. Mr. Ryan. Yes. Mr. Smith. Yes. Miss. Weber. Yes. Dr. Zang. Yes. And Miss Chigarelli. Yes. Agenda items pass 90. Uh, perfect. Okay. Moving on to finance
and facilities. Mr. Smith. Finance and facilities. I'd like to move B1 to B18 to a vote. This includes the final budget uh on B6 and a number of donations including um $25,000 from the Chattam Middle School
PTO towards a new playground. Uh, the Chattam High School PTO $6,000 for towards painting the main lobby. Uh, the Chattam Education Foundation, which Miss Ross stole my thunder on. Um, the Cadam Baseball Club donating $10,000 towards
maintenance. A very generous Bank of America donation in honor of Miss Jill Weber for her volunteer hours to be used at the superintendent's discretion. uh a donation from group raise from the athletic director um towards supplies for spring outdoor track and a donation
of musical instruments from the von Hegel family including a piccolo and a trumpet. Thank you very much. Yes. Thank Brad. Thanks. I just want to remind folks that there's so many people that that volunteer in Cadam. I don't
just mean on the board. I mean, it's one of the things that makes Chattam great. It's not just Bank of America or Meil Lynch, it's Ernston Young, it's it's Morgan Stanley, it's all of the major companies and some of the, you know, smaller players. So, please, please, please don't leave money on the table. If you volunteer at all, you can donate
that money to the school district, which would be nice, or you can donate it to um, you know, whatever charity you happen to be volunteering for. So, please don't please look into your programs and if you can, you know, just fill out the paperwork and they'll just send money to the organization of your choice. And if your choice of organizations has to be the school
district, that would be lovely. Good to know. Excellent. Yes, we are all volunteers. Um, okay. Perfect. All right. Agenda items B1 through B18. Miss Ross, yes. Miss Allen, yes. Mr. Delandro, yes. Miss
Peek, yes. Mr. Ryan, yes. Mr. Smith, yes. Miss Weber, yes. Dr. Zang, yes. and M. Cherelli. Yes. Agenda items pass 90. Perfect. And for curriculum, yes. Curriculum, I'd like to move items C1
through C4 on the regular. I'll second that. Second. Or somebody else. Doesn't matter. Ying. Yeah. Ying. Yeah. What is that? An actual textbook. That's unusual.
Agenda items C1 through C4. Miss Ross, yes. Miss Allen, yes. Mr. Dullesandro, yes. Miss Peek, yes. Mr. Ryan, yes. Mr. Smith, yes. Ms. Weber, yes. Dr. Zang, yes. And Miss Chigarelli. Agenda items pass 90.
Okay, perfect. And for policy, Mr. Ryan. Yeah, policy. I'd like to move item D1 for a vote. It's a renewal of a emergency evacuation agreement. Second. There's no changes, right, Mike? It's
just a renewal. Just a renewal. Okay. Agenda item D1. Miss Ross, yes. Miss Allen, yes. Mr. Delandro, yes. Miss Peek, yes. Mr. Ryan, yes. Mr. Smith, yes. Miss Weber, yes. Dr. Zang, yes. And
Miss Cherelli, yes. Agenda item passes 90. Perfect. Um, moving on to board business. Anybody have anything? Yes, Miss Weber. Sorry. No, don't be. Uh, Mike Peter, can you remind me how much it costs to refresh the demographers
report versus creating a new one? Because we we knew that fourth and fifth would probably be the smallest grades and we know our enrollment is going to start ticking up again. It's it's cyclical. Every eight years we kind of go through these es and flows. But do you know when how much it cost to refresh it versus I don't want to pay another 20 grand 10 years from now if we
can, you know, continuously keep it fresh. I don't need an answer now. I'm just Yeah. Without going back to the last they can look it up. I can also contact uh I was very satisfied. I'll see if Dr. Lassus agrees with uh Richard Grip who
did the last two studies or the the first study and the last update how much it would be. Okay. Yeah, definitely. just because we know, you know, as Mr. Ross mentioned, we we have to manage our staff to the enrollment. So, and Dr. Grip has been pretty spot on um in each
report because there's so much data out there. I would just rather refresh it rather than pay the full vote 10 years from now. Contact and report back for the main meeting. Oh, that'd be swell. Perfect. Peter, do you recall when the last update was made? How many years ago?
When was the last up uh update made to that report? Yeah, 2018. 18. I I think we had it re updated once since 18. I want to say it was 22, but I could be wrong. It was December 22 he presented, right?
So, it was probably from the spring of 22. Thank you. So, it's good until 27 because it's a 5year Five year out, right? So, we have a couple years and maybe we could refresh it. I know it included the Ivy apartments, but it
didn't include some that was the whole idea, right? Right. But now we have um Charlie Brown's which escapes me the name of it. I think he think that was included in it. What? Charlie Brown. I think the Arbor one was Charlie Brown
was included in it. It wasn't finished yet, but it was included in because we knew we knew the numbers. We knew it was happening. Okay. Post Office Plaza is about to be built, but that's 13, I believe. 13 or 15 units, but um and River Road eventually will get developed, but I don't think in the next
two years. No, that will not be getting developed in the next two years since there's no shovels in the ground. Uh okay. Just just sort of something to think about. Anybody have anything else for board business? No.
Okay, perfect. Moving on. This is our second opportunity for public commentary. If anybody has anything else they would like to say, and as usual, if you don't mind just signing in and introducing yourself, that would be great. Hi. Um, me again. Uh, once again, I'm Emily Smith. I'm a freshman here at
Chattam High School. Um, Miss Weber, I really appreciate your feedback. Um, it's helped me to like come back here with more information and advocate for myself further. Um I was actually wondering what are the gym requirements that um say like a private sport does
not meet and how does say girls and boys chattam track or chatam football meet those requirements? Um and also uh oh my gosh, sorry. Um how are we background checking our coaches uh here in Chadam so we're not having the same problems
that you say we would have at a private sport regarding sexual harassment. Oh, thank you. Sorry, I didn't want to cut you off. I'm gonna I'm gonna punt some of that, too. But we do do background checks on every staff member, every substitute, every coach. It's why we don't allow construction
workers, you know, on campus to do big projects because we cannot regulate who they hire, and it has gone south on occasion. Um, as for the curriculum, the state curriculum, the state standards, clearly I don't have that memorized. I don't know if anybody at the table does, but there are state standards to meet
the um the PE requirements. I I couldn't quote that to you. I'd have to look that up. Um, is there any way I could get that emailed to me um through my chatum email? Is that in the uh Oh, Dr. Donahghue has said she can do that. Dr. Donghue can do that. Thank you. Um Oh, there was something else I was going to
say. Oh, is there any way we could background check um our like private sports employees like constantly because I know you said like if someone quits and someone gets rehired, like is it plausible to like background check them again? Yeah, we would never want to take on that
liability. Okay. Thank you, though. I mean, I I get it. Keep going. Keep, you know, keep plugging, keep throwing ideas out there. I love it. Okay. Thank you. And and I'm I don't believe any of them anyway. Unfortunately, you know, Emily, unfortunately, I I'm so thrilled that
you've had a great experience. Unfortunately, we've had cases where they've not had a great experience and and you know, things have gone very very bad. Anybody else? Okay, we will close that commentary section and the meeting. We
do have an executive session. Action will be will be taken. Perfect. Okay, thank you for coming. Thank you ladies for talking and like we said, keep the dialogue going. We appreciate it. Thank you ladies. Keep coming. Good luck,
Sophia.