I am going to call this meeting to order. It is April 29th, 2026. Adequate notice has been provided for this meeting. Uh Mr. Burns is uh here with us tonight. So, roll call, please. >> Here, >> Mr. Craig
>> here. Mr. Marco >> here. >> Miss Divine >> here. >> Miss Mcowski >> here. >> Miss Sherman >> here. Miss >> here, >> Mr. McMillan >> here, Mr. Dilus >> here, and Miss M >> here.
>> Please stand for the pledge of allegiance. Before we begin tonight, I just want to take a moment to say um first of all, thank you for being here. We appreciate you taking time out of your day to attend this meeting and we appreciate your dedication to your
schools and your community. We understand that this is a very difficult night for our district. We care deeply about the Garfield family, about all of our staff and our students. And we understand that this will be an extremely sensitive and difficult transition. The goal of the
district administration team has been to balance the budget, and we have found ourselves in a situation that has been getting progressively harder to navigate. We know that this is not comforting news for you to hear, but we want you to know that we are we are and we have been exploring every possible solution.
Tonight, we will vote on the budget and on closing Garfield Elementary School. We may not all agree on the trade-offs, but please know that we are all heavy-hearted this evening, and these decisions do not come easy to any of us, no matter how we vote. As a board, we are committed to engaging
the community, working alongside our district leaders, and committed to continuing to build the the partnership with the Barrow. We are committed to continuing to serve our students, our families, and our community. And we will continue to focus on solutions to this everpresent situation. Thank you again
for coming tonight and for showing up for what we all believe is important. At this time, we have not had any executive session, so I'm going to move into committee of the whole. Can I get a motion to enter in committee of the hole, please? >> So moved. >> A second. >> Second.
>> Okay. So, at this moment, we're going to have a presentation. Uh, all in favor, I'm sorry. >> I >> Thank you. Um, and we're going to move on to section four and we're going to have a a budget presentation. Okay. So, first uh good evening everyone. Thank you so much for being
here. Um thank you for those who are uh could not join us but are watching online. Um before we get started uh I just want to second what our board president shared. Um this is a challenging time not just for Collingswood but um for education in
general and so um this uh evening is going to be lots of ongoing uh debate, discussion, deliberation but the posture that each of us on this day are bringing is that of community members, residents,
parents uh human beings and so I am not just standing up here as a bureaucr rat figure head um only as a superintendent. I am also a father. I am a resident. I am a taxpayer uh who cares deeply about
this community. Um I care deeply about my family who were personally impacted by some of the decisions that we are having to make as a result of this financial situation. Um and we none of us goes into this uh lightly in terms of the types of decisions that school
districts unfortunately are making. Um now and in the near near future, we are driven by the mission and vision of our district to uh make sure that we're providing an inclusive and supportive environment that inspires and empowers every single student and to
make sure that we are building capacity uh for our students to be able to navigate and be successful in an equitable and socially just world. Over the last two years, we have used um core values to drive the decision-making
process both as a uh leadership team, as schools uh that is student uh success is the heart of everything that we do. Equity and inclusion and ultimately team and family. And so these are the guiding principles that drives the decision-m
within our district. To frame our priorities moving into 2627, we are focused on improving the alignment of our administrative teams in order to make sure that we are supporting the strategic goals and objectives of our school district. Actively engage our community to address
our infrastructure challenges. For the greater part uh since we have returned from the pandemic, we've had ongoing discussion uh albeit debate about what's happened post pandemic. And the simple fact is is
that the cost to run and operate schools is significantly outpacing the revenues that we are legally able and practically able to access to balance school district budgets. continue to identify strategies to secure adequate school
funding, actively pursue additional revenue streams, and then commit to supporting and retaining dedicated faculty and staff. In curriculum, phased implementation of our new ELA curriculum. This past year, we piloted uh multiple curricula. We got ongoing
feedback from our teachers and uh this evening, we will be uh putting up for approval from the board a recommendation that came from our staff. which will help us uh continue to move in the direction of our alignment to the science of reading and ultimately replace the reader writers workshop
model of the past. Expand our utilization of universal screeners to include math and ELA. Continued focus on data-driven instruction with our schoolwide goals and then ultimately uh bringing that down to the grade and at the student level and then ultimately strengthen our inclusive practices based
on direct feedback from our district inclusion task force this year. PreK through five. Our priorities are to maintain universal access to highquality early childhood education for all Kingswood families. Update our infrastructure to be able to support and
sustain our MTSS model. Support the transition of a unified secondary campus. Update that infrastructure to support MTSS. Implement with Fidelity our math curriculum in algebra, geometry, and algebra 2. And then in terms of
operations, establish a school-based technology lead program to support instruction at the school site level. Establish consistent cycles of technology replenishment to support instruction and actively seek operational efficiencies and additional shared service agreements.
So what is the budget challenge? And so um we're not going to be highly technical. Um we have a very educated community. Uh we're going to set context, but we're not going to go really deep into it um because we believe that uh getting feedback from
our community and conversations that are taking place with the board um are equally important. Uh this information has been posted on our district website and so we will talk about it, but we will not uh bore you with um facts and figures for the bulk of this presentation.
And so as stated uh before the cost exceeds revenues available. The gap that we were uh uh forced to overcome was roughly $3.3 million. This was not something that would not affect all categories of employment. All schools
uh including the closure of a school uh all levels, all line items, all operational uh items were considered. What is driving the cost? Personnel costs increased in a single year by 6.5%.
This is despite previous staffing reductions. Since the pandemic, we have unfortunately had to make really tough choices and we have had to make uh incremental uh adjustments to staffing levels for the last four years. And
despite all of that, our personnel costs, normal rollover costs, cost of living adjustments, what staff members have earned and have a right to, there is a cost associated with that and that is 6.5%. Health benefits, we are very uh
fortunate and progressive in our approach to not belong to the state employees insurance plan. The state employees insurance plan that is recommended by the state increased by 33%. We use insurance brokers to help uh use
cooperative negotiation to lower our operational expenses as it relates with our insurance and we are seeing uh still astronomical but a 22% increase. What does that translate into into real dollars? Because percentages can be
funny. That is roughly $1.25 25 million more to maintain the exact coverage that we have today in a single year. Out of district tuition rates, fortunately um the leadership in the
state department of education maintained flat levels of uh state tuition rates. However, we have seen a progressive increase over the last five years of roughly 18%. required maintenance to be able to
maintain all of our facilities is roughly 6.5% over the last five years with utilities increasing almost 80%. So what has been done to address these challenges? First and foremost, we have aggressively
pursued extra resources through uh philanthropic endeavors, through state, federal, and private grants. Um, currently the dry has has has the well is has run dry. There is not a lot of
additional revenue available through the philanthropic world. The federal government has canled billions of dollars in federal grants, including um uh some of the grants that we were uh able to receive. And so those funds are currently not available. That does not
stop us from pursuing additional revenues when they do become available. Our joint insurance ventures are very beneficial in helping us to reduce our operational expenses. We also participate in a utilities consortium to lower the cost of energy for all of our
schools. We have cooperative purchasing to lower the cost of instructional materials and supplies in all of our schools. And we have been aggressively pursuing shared service agreements whether they be with other uh uh school districts for administration, business services, maintenance, um technology,
safety, uh in order to generate revenue that then gets turned back into uh support for our schools. Transportation costs. We have worked with our special education department in order to reduce our overall uh spending as it relates
with special education transportation and by partnering with our local bureaus both in Collinswood and Oakland, we're able to actually lower our costs in terms of trash removal. We also believe that by offering robust programming both at the early childhood level, at the
elementary level, and at the secondary level, that increases the opportunity to be able to retain students and decreases the likelihood of having to send students out for private tuition and out of district placement. School funding advocacy.
We are very fortunate to have a community that is uh highly engaged and cares deeply about its schools. that care deeply about their children. And so we've had community members over the last several years. They have written letters. They have participated in hearings. They have joined advocacy groups. Uh and we need to continue with
that information. Policy papers have been written. There have been other uh organizations that are also working uh at the state level in order to tackle this. Collinswood as well as our sister district. We are active members in the
New Jersey Fair funding collective which is a regional group of uh school district personnel, school personnel, board members, community members that affects um all of us as it relates with fair school funding um and the burden
and the impact that it's having on our local communities. Uh I shared public hearings. There have been continual public hearings over the last several years. Um they help They help to bring light and and attention uh and the necessary push to
our state legislators. We also have uh local community members that are helping to share information to dispel misinformation within our communities about what is happening, what is not happening, and ways that we can all work together. And then
ultimately last year, based on this being a pervasive statewide problem, 150 school districts including Collinswood and Oakland were given a one-time opportunity to participate in a tax levy incentive program which waved the 2% tax
cap. And so the state has a cap on what uh local school districts are able to increase in terms of revenue that was waved for a one-time opportunity. And so we participated in all of those core pieces. That opportunity was granted based on advocacy from community members
like you at the local level. So what's the current status of our funding sources? And so I'm going to share with you uh really quickly about enrollment and then I'm going to hand it over to our business administrator for the evening, Mr. Burns. And so what you're looking at
here is projected enrollment year-over-year for the last three years. And so projections for enrollment come from the state uh uh department of education in October of the preceding year. That does not uh mean that is
actual enrollment. For example, in the 2425 school year, the state projected us to be at 2329. Our actual enrollment was 2207. In 2526, the state projected us to be at 2267.
Our actual enrollment was 2191 which translates into a net uh reduction of 16 students from from that year. And so what you see for the 2627 school year is the state has estimated what our enrollment might be. Specifically of
note, you will see a decrease in preschool. We were allotted in 2425 235 students. We actually had 217. um they maintained our allotment for this current school year despite 217
students and so they readjusted our allocation aligned with 217 students which enabled us to actually remove our weight list and so in the eyes of the state we have reached what is called universal preschool access in Collinswood and then other than that you see the
projected enrollment by gradeb um the numbers in the 2526 school year in parenthes es are actual enrollment. And so the numbers on the left uh are projected enrollment from the state of New Jersey. The ones in parentheses are
actual students in the building as of today. Uh Mr. burns. Good evening everyone. So this table shows the revenue for the district this year. What you'll see a
couple key things obviously the first number is fund balance. What fund balance is is for example this year say we have $400,000 in surplus at the end of this year. That money would roll over into
not next year but the following year after it's audited. So that $156,000 number is a number that was left over last year rolling into next year's budget. The reason why that number is so significant
is since COVID these numbers in many districts have decreased their surpluses have decreased. This number used to be 1.2 million in this district. So automatically what you're seeing is almost a million dollar a million dollar shortfall in the
budget. just because of surpluses. The tuition number is another one that we're seeing in decline. When you look at the enrollment that Dr. McDow showed in the last one, you'll see we're seeing a decrease. Some of that is tuition students. Well, tuition students bring in revenue. So,
we're seeing a shortfall with tuition that's decreasing over the last two years or so. The maintenance and capital reserved withdrawals, the maintenance reserve, this would be this will this at zero. Uh this is basically money that we were
able to put in over the years to help with help defer maintenance costs. This reserve is going to go has to go to maintenance costs of next year's budget and it'll leave our reserve at zero. The cap reserve that's used for capital projects. So
when you see projects being done on the school like a roof that's something of that nature would come out of that. They can only be used for those purposes. state aid. We saw a slight decrease this year, but again, over the over the last so
many years, the little de the little decreases have added up with inflation to be significant and that they're not keeping up with our expenses. Overall, the revenues are seeing a shortfall of probably about a million dollars. That's
what's not being shown there, but that's basically what we're at. We're seeing a shortfall because of the fund balance, the tuitions, especially in those two areas. This just shows a chart of the revenues on the last slide. Obviously, the taxpayers like in most local districts
in this area, whether it be the Haden Townships, the Haden Fields, the Haden Heights, the taxpayers pay the brunt of this of the of the of the budget. 50% are local taxes, state aids is 25%. And obviously again what we're saying is
that that number is continually not keeping up with the cost of expenditures. The next slide shows the expenditures into certain key buckets. Uh that being instruction, student services, facilities, and administrative.
As you would expect, the most significant portion of our budget would go to instruction because that is our goal. That is our that is our business. Our business is to provide instruction and therefore that's where the costs are. Uh student services would would would be things like counseling. It
would also be like OTP and things of that nature. facilities that would be the buildings, the grounds and the administrative would be basically the central admin office as long as as well as certain supervisors.
The next thing just simply shows the exact thing on the last slide is the pie chart. So, so now what you'll see for for the average taxpayer, the increase is about $27 a month, $28 a month, uh about $330
a year. That would be on the average assessed home of $448,000. Steve likes to give me the hard part. So, what you're looking at here um this is uh just an infographic that we have used to visualize what is happening
countywide. And so, these are all of the uh school districts within the county. And what you will see down in blue um is uh Collingswood is ranked uh number 10 in terms of percent of local funding that is actually received. And so the
state funding formula determines what local community should be spending on their schools, but the local tax levy is what they are required to spend. And so there is a huge disconnect between what the state believes communities can
afford versus what they can actually afford. And so colleagues would ranked number 10th uh in terms of lowest percentage of local funding. Uh what you see the red line across the middle is 100% funding between uh state and local.
And as you can see uh we are below uh pretty significantly below. The green area indicates uh state level funding, also referred to as equalization aid. And what you will see for Collingswood is that we are actually receiving above
and beyond what the state says we should be receiving due to the tremendous gap in local funding. And so since 2013, Collingswood has been flatfunded in terms of state equalization aid. Flat
funding directly translates into a three to 5% cut because it's not keeping up with the rate of inflation. What we saw for the 2627 school year wasn't just flat funding, it was an additional $35,000 decrease uh which is a significant
decrease in terms of uh state equalization aid. Next slide. And so when we talk about the local funding gap, I want to be very clear. Um, our bureau is providing all of the financial resources that they are
statutoily required to provide. The state formula says that they should be providing more and therefore our state aid is reflective of that particular number and so that gap
continues to grow and there is no legal mechanism to close the gap. Last year this funding gap was 8 7 million. We were able to close a portion of that gap with the one-time tax levy incentive program, which translated into a $4
million increase at the local level, which still leaves a $4.6 million funding gap. And so what you see here is that the state uh expects local town to pay 28 million, but what they're actually
required is roughly 24 million. And so there's a huge disconnect between the uh interpretation of the funding formula and the spirit of the funding formula, which is what we're fighting against at the state level. Next slide, please.
This is another infographic that just kind of shows where we have been um for the last several decades going all the way back to 2013 when we began to run in what's called a structural budget deficit. And so the state law changed in 2008. In
2009, it began to be implemented and then Collingswood began to experience a structural challenge in 2013. We were able to manage it through wise spending, operational efficiencies and
ultimately um floating funding from previous year's savings in order to close the gap. And then in 2020, COVID hit and that changed the calculus as it relates with school and district
funding. And so since the 202021 school year, uh we have been unable to keep up with the rate of inflation. Um and those costs are uh significantly outpacing our ability uh to to balance the budget.
Next slide, please. In terms of tax rate, we live in New Jersey and the way that schools are funded, good, bad, or indifferent, uh, a portion of of school funding comes from local communities. The challenge that we continue to see is
that the burden of uh, uh, school funding is continually placed at the feet of homeowners and residents year after year. And we've reached a breaking point where the funding is just not available. Conversations will need to be held in local communities like ours.
There's only one pot of money. We cannot continue to tax our communities out of their homes. What we can do is we can rethink how we're allocating the pot of money that is coming in within our communities to be able to achieve the
goals of successfully funding our schools and making sure that we maintain the integrity and the consistency of our municipal services. and all of the things that our community values which is what led them to move here in the first place. And so this particular
chart just for illustrative purposes shows you the tax rate uh broken down by school district and community. Collingswood being one of the lowest se uh third only to Haden Township and Camden City.
And so when we talk about uh state aid, there are multiple uh allocations related to state aid in totality. Equalization aid is the adjustment that the state has made for districts like ours because we are underfunded locally.
We are currently overfunded to the tune of $1.4 million. And so the reason why we have been flat funded since 2013 is because we're overfunded in equalization aid. We have been given direct notification from the state. We will continue to see
reductions in equalization aid until that number comes down to zero. And so we will anticipate for the next at least five years to see uh pretty significant reductions to state equalization aid to the tune of three to $400,000
uh each and every year. What about grant funds? stated at the very beginning, we actively pursued additional uh grant dollars to give us more time. And so over the last several years, we've been able to secure roughly $7 million in
grant funds. Um many of those dollars have either expired or were cancelled by the federal government last year based on them no longer uh aligning with the current administration's goals and priorities. And so this is not an
excuse. This is just it is it is what it is. And so what this translates into is about $1.5 million a year um in funds that we had gone out to secure in order to assist with this problem to give us more time.
So what does this mean for 2627? This means that we are looking at a a reduction of 30 full-time positions. Uh last week um when we uh met in our committee of the whole the number was
33. Uh thank you to our association leadership who raised some valid points. We worked in partnership with our association and we were able to restore three of those positions by restructuring the way that the finances were interpreted because we
fundamentally believe that making sure that we uh save every uh position that we can is vitally important. And so that number came down from 33 to 30. Um 30 reductions this includes all categories administrative, teaching, secretarial
support and facility staff. This means the closure of Garfield Elementary and the reassignment of 113 students into the four remaining schools. May 8th, uh impacted families like mine will receive their child's assignment for the 2627
school year. There will be an impact on class size at the elementary level based on the redistribution of of assigned students. We will also be relocating two um preschool classrooms that are currently
housed in Sharp. We'll be relocating them to our new uh cause at Parkview campus in order to relocate the elementary wellness team to the Sharp location because we believe that the elementary uh wellness team is vital and it is extremely important to the success
of our schools. This also includes the consolidation of the middle and the high school campus. We are we are restructuring management and operations. Um and we are consolidating programs and services in spaces where it makes the most sense. This also means the closure as we know
it of the uh wellness center at the secondary campus. Uh the wellness center was federally funded um originally with the promise of renewal if we hit our goals and objectives. Once the um federal grant was cancelled, um that
closed the door for us to be able to to do that, that was roughly $970,000 per year that the budget is unable to sustain internally. Middle school athletics and co-curriculars will have a revised activity fee schedule um that is
currently in development. Um and there will be reductions to other operational line items, supplies, equipment, uh and and so on. Next slide. Our budget timeline is that on March 27th, the board approved the budget
submission uh to the county office. On April 20th, we received approval of said budget uh submission. Um we will be going out to bid for summer facilities and capital projects uh between now and the end of the school year so that those can also be approved so that the summer
work can take place. Tonight is our public hearing where we are voting to finalize the budget's implementation and starting um uh in May uh we will begin opening the budget so that schools can begin entering
requisitions, placing orders and we will be issuing all employee contracts uh by May 15th. So what are next steps? First and foremost, we need the community to use that pass,
that same passion, that same engagement to help us advocate both at the local level and at the state level. Contacting our local and state legislators, sending letters advocating for fair funding, engaging our commissioners to work
collaboratively for us to solve this this problem together. We are one community and we have to stop isolating it. us versus them, theirs versus ours. These are all public resources. These are all public dollars and it is one community and so we have to work together.
Community support, welcoming Garfield families. Children needing uh uh or or being subjected to a move, especially those who this is the only school that they've
ever known. Um it is a uh it's a challenge. It's a traumatic experience and uh showing grace, care and compassion to the impacted children and their families is needed at this time. And so making sure that we are not just
uh uh talking about this, but we are actively welcoming impacted families to their new schools, including them in events, reaching out our hands and bringing them along and helping them acclimate and adjust in a really challenging environment is what is
needed. And then ultimately um and this is a a gratuitous plug bringing that passion and expertise by joining our local PTAs. Our local PTAs have done the yman's job of not only advocating for positive and meaningful change within
our community, but they've also put actions to their words. the extracurricular things that happen in many of our schools, things like project graduation, things like field trips, things like guest speakers, all of that happens off of the collective efforts of
our PTAs. And so I strongly encourage uh if you have passion and expertise and want to be part of the solution, please consider joining a local PTA. And we'll now open it up to questions from our board of education. Thank you.
All right, I'm going to open it up to you guys if you have any questions or comments. I have a question about the enrollment projections from the state. So last year they projected us like a hundred more than we had.
Do we know Why they Whoa. Do we know why they projected it so high and why we didn't have like that number? Like what's what's the discrepancy there? >> I didn't school. It would it would be for what?
>> I'll answer it. Um, so Stacy, the way that the state interprets projected enrollment is they look at school age children in all of the the categories and they identify a projected enrollment of school age children. Um, what they um
don't necessarily align to is uh any child that is homeschooled. um any child that uh goes to a private or a parochial school, they don't account for that in their projected enrollment. Um or any child that uh transfers away from us
over the summer. Um and so there's a there's a it's used as a guideline in order to plan your budget. Um but we use our uh local uh student information system um to accurately plan and budget
um for students who are are actually in the building. >> So does that the projected enrollment does that affect the funding that they give us at any >> because we are um overfunded in terms of equalization aid? Um not so much. If we
saw a significant uptick in terms of enrollment, 150, 200 students, um there could be some positive effect to stop the decrease. Um but because we're overfunded, we wouldn't necessarily see an immediate increase in revenues unless
we for whatever reason saw a couple hundred students um come into our into our roles. Um, so I have I'm looking at the reductions that you had sent us last week after last week's meeting. Um, we
were able to gain back three more positions, correct? Um, are you able to do you remember where they were put back? >> Yes. Um, two uh kindergarten aids and one uh social worker.
>> Okay. Um, and then this adds up to 2.9 million and change. Uh, we had cut 3.3. What's the difference? Uh what what else is being removed from the budget that we don't see here? >> Uh the tuition adjustment for with board
was significant. And so what we did was we made a deal with them to pay it over three years. That was a significant portion of that extra 400,000 that you're referring to. I had mentioned in >> I'm sorry also when we approved those tuition contracts you'll see a footnote
in with that agreement as well >> I had mentioned in committee of the whole um last week about uh so as Oakland representative we have the OEF the Oakland Education Fund or Foundation um Oakland's tiny in comparison to
Collinswood uh we have like four local businesses in like the little downtown that's not uh that's you know you can walk into um Collinswood is rampant on uh businesses down Haden Aav. Um and I think you said something about maybe
there was a starting foundation that was going to be coming through. Um but it's just surprising to me that that Collinswood hasn't done that yet to advocate like small businesses helping out uh funding on education um things like that. So >> I think small businesses help a ton with
PTAs too. So like asking them to for more and more. Um I'm pretty sure all of our PTAs benefit. So >> there actually is um an education fund in the works. Um is there are meetings taking place, a board is being
put together. So um hopefully by the spring there'll be more information about that. uh when you talk about the streamlining and the restructuring of management and operations at the secondary level due to the unification plan, could you just give us um an idea of uh you know what
the impact that's going to have? Um I see I do see administrator reduction um considering we're now going to have a unified campus. Um looking at the enrollment numbers, we're looking at over a thousand students. So, can you give us an idea of what that's going to look like when we have one less building
administrator um trying to support uh a thousand students altogether? >> So, in looking at u where individuals are placed and how they're placed, um it's extremely important. And so, the feedback that we've received not only from um the staff but also from our
community was that we needed to we needed to address having local secondary for for special education. And so, uh, we we restructured there. Um, in terms of where, uh, individuals will be physically located, proximity matters.
And right now, we believe that there's a a more effective way to distribute leadership throughout the building to actually increase the degree of supervision. Um and uh we're working to streamline some of the operational demands by decreasing some of those
demands so that administrators will spend the bulk of their time in classrooms to support students and teachers. Um and so we've we still got a lot of work to do. Um and it's really working smarter not harder. Um financially we could not in good conscience um make reductions uh to any
category of position without looking at administration first. Um and so we made uh strategic reductions to administration um in addition to other areas. And so just uh uh as a point of clarification um our administrators are
um all uh just like every other position within our district working incredibly hard. And so I want to caution us from continually going to uh the specific uh conclusion that our administrators are
also not working um uh with great degree of challenge. Administrators run programs, they support staff, uh they support uh u larger numbers of of individuals. And so as a school district, we acknowledged that there
were some areas where we needed to be more strategic in the long term. And over the last five years, we've reduced um six administrative positions over the last five years um in order to get more in line with where we believe we need to
be um given this financial challenge. >> So I'm looking at the reductions again. Um and can we go through anything that doesn't have a sum of an FTE? Um some of them I think are explanatory um athletic salaries, extracurricular salaries. I'm
assuming they will be back filled with paytoplay. Is that a fair assumption? So, at the middle school level, um it's the calculation is going to look a little different because there are some
uh activities that are more costly than others. There are some that have larger numbers of participants than others. And so we're going to have to look um and evaluate uh program by program to make sure that uh we're able to successfully run the programs, but that we're not
pricing individuals out of of of the programs. And so that work is going to be uh taking place over the next 30 to 60 days. >> That's the reduction right uh for stipens for sports and okay. Um and then let's see
>> NA and other salaries. That's quite a big chunk of change. Um, it says NA represents non salary reductions in benefits. Can you give us, excuse me, some examples? I think this list is really helpful. It just doesn't give um as much clarity as
I would like to see before voting on a budget. So that's why I'm asking these questions. Um I just also I know that there's a lot of talk about um some of the central administrative positions from that chart. You know, it said that there only
7% of our budget is um administrative, which I'm I've been in different school districts seems I don't know about average or low on the lower side. And there is a flyer distributing around the crowd that's talking about central administrative positions including our
our BA, our superintendent, our two assistant superintendents, our BA and our superintendent of curriculum instruction. Um, can you clarify those are both shared by Oakland and Collinswood, correct? They're not just for one district.
>> Um, yes, we um we are um in essence running two two businesses. And so I I also want to make sure that we're being really really clear. Um school districts are businesses and so we are um operating a $50 million enterprise.
um things like payroll, uh benefits, all of those core pieces are part of the business of education. Um, and so yes, um, in many cases those are shared costs. Uh, with, uh, Oakland for most, uh, of our administrative costs, they're
paying roughly 12% with the exception, uh, of the, um, the fi, uh, the financial piece, which they're paying 80% um, in order to be able to make sure that we're in financial compliance. Um because just like we are here this
evening um we have another budget meeting and board meeting tomorrow night. Um and so we're not only doing one budget, we're doing two budgets. >> Yes. So yes. >> Okay. And just um I also want to make clear this these positions. I know that
like there seems to be still a lot of misinformation about the fact that they're called assistant superintendent positions, but these are this is a business administrator position and a director of curriculum instruction. One overseeing kind of like the payroll side, the financial side, one overseeing
more of the day-to-day instructional side. These are common to every school. Every school district I've ever been in has had a BA and a director of Kirkland instruction regardless of size. So like just in this in this area or smaller school districts found I think 37 school
districts including Hannen Heights, Haden Township, Woodbury, a number of other ones that were 2,00 students or below that also had BAS and directors of curriculum instruction. And so I just wanted to make sure that that that is a
very common position in public education. So, I think well, I I I'm going to I'm going to challenge the term common. Um, directors of instruction business administrators are in state law. And so, this is not a uh it's not uh it's not
that it's just a common practice. It is actually in state statute. And so, I also want to be really really clear is that u we have net reduced six administrative positions in the last five years. Mind you, um the names or
titles of positions may change. For example, um I am old enough unfortunately to remember we had a typing teacher position. We no longer have a typing teacher. Those have been replaced by uh computer or business
education or or so forth. And so the titles have changed, but the number of positions have decreased. And so yes, uh those positions are in statute. Um and we're being in compliance with what the state is asking for us to do in order to
to do the business of this of the school district. >> Miss, sorry, I had to pull up the spreadsheet so I could look at what you're looking even closer. Sorry. So those those reductions that are in
the NA category are the various things. So for example, One of the items is when we developed a budget, you always have contingency out of district placements because a student could be classified as out of district or have to go out of district and you have to have you know make it happen. So when we go into bud
go into the original budget when we have our perfect budget with everyone staffed everything all put in uh we have the contingency had a contingency child that we took out of it. So that was one of that was 75,000 of it. We had other things. A lot of it was reductions of
start of uh supplies um and some professional development. There were um the for example one of the reductions was the gym floor of the church. We have to hold off on that. So So that was 93,000. So there right there I just gave you
50 the new ELA curriculum. We were going to phase it in all one time. We decided to do it in stages instead. That saved 120,000. So the point being is all those little things kind of added up pretty quickly. And so that they were probably the first set of things that we looked at cutting because obviously we want to
do that before we ever impact anybody personally in staffing. >> Then other salaries, that's another line item with no FTE and that's 124. Do you Uh there are certain salaries that would
not don't aren't associated with FTEES. Um for example, reduction middle school sports stipens. So that would be part of that. >> Um >> wouldn't that be >> that was I'm looking through the spreadsheet as I'm talking. >> Um so maybe things like the summer
program, the work program. That's what I was maybe that was >> there were reductions to the facility department for example the summer staffing they includes they include um student staffs student students who are staff members over the summer that was
reduced that was 45,000 there's there's a lot of these things were reduction of subs so for example obviously with the closing of Garfield we did not need the sublines substitute teachers so that was a cut no FTE there it's just these are these are just
substitutes that come in for the day and cover a class. Um, we reduced, one thing we found is we reduced special ed home instruction, for example. We didn't we didn't spend all the budget this year. We're not going to. So, we
reduced that line by a little bit. Like I said, there's all these little things that didn't really they were that are salary lines in a budget accounting perspective, but not an FTE perspective. regarding the the um different positions
and and things that were cut. You know, I I um as I wrote in an email yesterday, um I I we are in a terrible crisis and obviously hard decisions have to be made. Absolutely. And um you know, no additional cut is going to save all of
the jobs that that have had to be eliminated. Um however, you know, I would also like to point out that while Yes, school districts have to have um a business administrator and uh districts have directors of curriculum. There's a lot of other positions also under
central administration that um are not those positions and you know we were told that there would be cuts across the board and I just feel that you know considering that according to this um the secondary math department is going to have to take on a lot more students
just for example um perhaps I what I would like to see are additional eliminations across the board perhaps also in central administration to perhaps um restore some of those teaching positions um to just kind of equalize, you know, some of that. I I
think that that would show um maybe some good faith uh in these very difficult times. So I, you know, I just want to make sure that we are, as we're in this conversation, accounting for everyone
um working in this district supports our students and all roles really do have an impact, right? I I we just came from a family uh vacation and several of our family members are teachers and they really talked about having the support in their curriculum development that
wasn't for them to create and find um and having development opportunities and I would offer that value is significant um and we shouldn't diminish one for the other because I don't think there's a standard ratio of where we are expecting. I also would say that um we
have been very clear that as we are able to restore and rebuild our budget over time and hopefully get the investment we need that certainly supporting programming and instruction is priority. That is what the budget illustrates.
Right? I I do not think that this budget illustrates that we are imbalanced. So I also want to make sure that we're really measured. Most of our administrative expense is a shared expense. It is not just for Collinswood to support. It is not just the Collinswood taxpayer. Um, so I do want to make sure I appreciate
that we want to see balance, but I'm I would offer that we need to be really fair, but what does that really mean? Be in specific about our intention of making that comment because I don't know are we expecting it to be 2% versus 7%. I think as a board we have to hold that we must have a balanced budget.
>> We must ensure our outcomes are improving. We must hold ourselves accountable to that. And I I think we can all sit here and be confident that we have not made any decision without understanding the trade-off and that we are deeply invested in making sure that we rebuild where we are where we are
able and when we are able. Right. >> Absolutely. And um really really quick if I could just to respond to that. Um I've been a public school teacher for 26 years in a very large district. I am very aware of all of the moving parts and all of the people that have to contribute to an education and and
talking about uh reallocating possible eliminations is not to diminish anybody's contribution to the district. Absolutely not. I am well aware after all of my years. All I'm saying is um you know these cuts are difficult and you know
just proposing perhaps another way to look at things. Um I think I think that that's that's you know a fair question. >> I think if you look at the numbers these
cuts on a basis of the as was presented. >> Thank you for yelling at me sir. If you look at the buckets for the district expenditures, you know, instruction 66%, administrative 7%, facilities 11%, student services, and then you correlate
that to the dollar and FTE amounts in those reductions, it's essentially in line with those across the board. These are even-handed reductions across the entire staff. There's been a lot of uh school budget
discussion throughout the state of New Jersey as it is budget season. Um and a lot districts, if you just look across the state, a lot of districts are in the situation that we are in now where our expenses are outpacing our revenue.
Um, something that I've seen consistently when looking at the discussions uh in communities and at board meetings when these difficult uh budget decisions have to be made is
uh a a consistent I'd say attack on the administrative staff of a district. And one of the things that that I've find difficult to square with is to say that we are comfortable saying that one part of our school district that serves
our kids is worthy of support, but the other part of our school district that serves our kid, they're not worthy of support. And oftentimes they're also the ones who serve without union protection. At the core, I think of what uh some of
the debate that we're going to have tonight about this this about this budget is is whether or not we up here on the board believe that our administrators have worked their tail off to find the
best possible budget in a terrible solution that serves all of our kids' needs. Does it make everyone happy? Absolutely not. that makes none of us happy. But I, you know, I'm looking at this this paper that was distributed
around the room tonight talking about non- studententf facing positions in the central administration, which includes staff that have administrators that have
young children in this district. So, so, so we're we're so the big thing there being that we're saying here is is is do we believe that our staff, including staff who have children in a district, have done their
due diligence to make the best possible budget out of a really terrible situation. It's really, I think, easy to to pick out each of of of these line items
and not understand the bigger structure of the district and and the the day-to-day needs and that is what our staff have to do. Now for the board uh I remember last
during last committee hall we discussed some alternative priorities uh some alternative solutions to try to bring in more revenue or to uh shift things. I from my understanding we have been very clear to the administration that we need
to lower we need to minimize administrative costs. We have a budget in front of us that that that does so to the best of ability in terms of uh of maintaining the functions of the district. If that is not enough, we have other
priorities as a board that we can propose. One of the ones we discussed last week was whether or not uh we we consider voting for the administration to uh uh
prioritize all staff positions and in doing so make all extracurricular activities paytoplay. That is one way for us as a board to help shift the cost and to save staff. But there are trade-offs there and those there there are serious trade-offs there that I
don't think any of us here on the board are comfortable with. We also talked about uh finding ways to bring in more revenue. These type of discussions where we figure out hey how can we support this district by bringing in more revenue is
really what is important and needed rather than continuous attacks on on the people that serve our our district and our our children. I want to um just to say that like sitting up here
for the last several years and seeing these budgets like I don't think we've had one that has been easy uh to discuss to to debate to to come out and to vote on. We've had a lot of really tough conversations. I mean last year still sticks with me. um we
were able to find ways around that, but we this has been a growing issue for years as we saw with all the charts, with all the numbers. Um it's something that we're as a board are going to have to come together to figure out ways to
um to solve. And I think in doing that, we need to be able to bring the community along together with us because it's going to take their buy in to ensure that we don't see further cuts happening in further years that are going to lead to other changes
that we just really as a district can't afford. And and I say that not in dollars of cents, but just as like the the soul of what it is to me to be a student or a community member in Collingswood. Um and I I worry about what what those will be. And I I think
it is going to take bigger conversations about if we want to get if we want to explore things like an operational referendum. We need to talk very seriously here as a board about what it is that we're going to prioritize and we need to have alignment going into that because if we
are fractured, it will not pass. And if something like that is where we're going to push put our eggs in and that's what we're going to push for. If it doesn't pass, we're looking at a future where we're closing more buildings, where we are going into full pay for play or we're making more cuts that we can't we
can't abide by. And we have to it it's the costs are not going to come down anytime soon. I think we're seeing that. I think everybody is seeing that. And it's it is not easy also to have those conversations about where we're going to add to the cost of somebody else's. Um,
but we know as a community what we value here within with what our students deserve on a day-to-day basis. And I think again it is imperative on us as a board to come together and be united in how we are going to present this these
options. moving forward. >> So, one thing that does not serve our students that there are five line items on this reduction sheet that are cheaper than the lease of good sheeperd and we have never considered pulling that and
we I don't understand why we are not that's not a discussion point. I brought this up two months two meetings ago and was told that that's just one line item. Well, that one line item could take care of one of these. Um it's just that
nobody wants to give up and I understand why it's important but I also don't understand why we're putting it in front of student facing positions. So I would you know one thing that I would love to point out here is this is why the the
partnership with the bureau is so important right it's the the rent issue is not going to be an issue because the burrow in partnership with the district has agreed to buy good sheep sheep sheep sheep sheep sheep sheep sheep sheep sheep sheepard for for us right so and
then on top of that afterwards you can use to bring in revenue. But here here's I think one of the big reasons why we have to think long term for this district. Um I think as Mr. Craig said earlier, we need to really be thinking seriously
about an oper operational referendum to we need to uh think about an operational referendum this fall in order to bring in more revenue for a district or we'll be facing additional cuts um in in the future. I know no one likes
to talk about more taxes. No one does. But but that is the the the truth of the matter. When we we talk about structural uh um budget deficits, what we're talking about is the fact that uh the the raises that we've uh agreed all of
our staff deserve well-earned far outpace the amount of money that we can bring in yeartoear because of the 2% tax uh cap at the state level. Right? So, so we will need to go out for referendum in
order to afford to keep on giving uh the the raises and the the benefits that our staff that take about 70 to 80% of our budget deserve. So, we go out, we ask for that referendum,
right? That's going to increase taxes permanently for the town. That's something that I personally am willing to to go and ask the town for and to uh myself because I believe that our staff deserve those
raises. But we also need to think about the facilities of our district, what what environments our staff are teaching, what environments our students are are learning in. And we have to think about the tax burden on our town. How do we do that if
we do not look for the most efficient way possible to upgrade our facilities? The good sheeperd building is extraordinarily important to prevent us from having to go out for a $50 million
referendum when we could we could get a a a a new elementary school building at a fraction of that cost because we're renovating an existing structure. One of the the the thing like we h we have to think not just now but also long
term. We have to invest in in our our district as a town. I'm saying this as a as a taxpayer myself. We have to invest and it's going to take recognizing and accepting that that fact
that we as a town are going to have to pay more. >> So I just wanna I um Miss I don't want to mess up your name, so I'm going to use your abbreviated name. Thank you. I want to just acknowledge your point and offer
that there is a lot of discussion. I think I will I will uh publicly say that the district leaders have really absorbed uh a lot of feedback and direction both from our board at large and both from um Miss Maya and myself
around how do we redirect, reduce and it is not lost on us that there's an opportunity as it pertains to good sheeperd and we are not going to count something before it has happened right I I it would be foolish to assume that we can count on rent that hasn't doesn't
have a signed agreement in front of us so I I do think yes near-term that could that collaboration with the burough can certainly create relief until it is actualized we can see there's clear opportunity but
we cannot assume it right now today before we approve this budget. But it is not lost on anyone in well at least in this group that that is where we need to keep pushing and focusing our attention so that those nearer term reduction of
expenses can help us reduce this number on the list. I also agree yes there's nearer term items right the there's a space to shift from 47 to 50 that's something of what we already pay in taxes but again we need collective and collaborative discussion around what are
the trade-offs to help us not have to have a list of reductions going forward I and going forward it's all of these layers it is not either or but they have to be and and so all of us at this and this board need to really want step one,
step two, step three, and recognize they're happening in order, but transparently to provide updates. I think we have learned too soon does not help everybody appreciate the timing and have confidence that it will be able to be applied in the budget right now, right? We cannot tell the state we might
have this done by the time this next budget season is in place. And so, we are actively working on how do we create more space in this budget to preserve the team members and staff on this list. That is an active and ongoing
conversation um and recognizing we cannot promise something just from various discussions. So we need to continue across all forms not just at board meetings the prioritization of funding for our schools. Right? I will keep saying that because we will hear
this evening a lot of members of our community tell us how they feel about the decisions that we've had to make. And I'm going to ask that we also hold everyone in this community accountable for also shifting doing the having tough conversations because it is all of us. We are shared public good. We have
several. We are one of many and we all need to collectively align on how do we support this public good that we deeply believe in and want to prioritize and preserve and must preserve for the future. Facilities we have an opportunity and again we need to get our
plans in place. we need to get through this moment and also start to articulate what we're doing going forward. But there are active conversations underway. So I trust us and I believe we've tried to give updates timely to the board so you're clear on where we are and where we're trying to go.
>> I um want to say that I appreciate all the dialogue tonight. I know that these are really tough conversations and as you all can see, we all have a difference of opinion on how this should go and these are good conversations for us to have. But I want to remind all of us at the table tonight that we have a community here that is hurting and we
have to focus on that right now. Um, and they they need to be our top priority. And I get that these conversations are really important, but I just want to remind everybody that our focus tonight needs to be on them. >> Does anybody else have anything else to add? >> I can I I can understand and appreciate
that. Um, but I do want to ask just because there's a lot of news stories about districts that are not able to pass budgets. What is, let's say that we have members who vote no and vote no time and time again and we're unable to send a budget to the county and the
state. What happens next? I mean, are we completely abdicating our authority to the state? Um, that's something that really concerns me given that the state has, you know, as much as like a year ago today when we received our letter
back from the tax levy that we applied for, they like gave us the bare bones minimum because they determined that the things that we needed were not actual needs. And so I'm a little worried about what would happen, you know, with with
deepest respect to the people, the community members and taxpayers. I'm a little concerned that we may be giving up a lot more than we have control over if we don't get this done in order to step forward like Miss Divine has suggested.
want to acknowledge that um uh what you're articulating is that very the reality of us not coming together is someone else who doesn't know you does not want to hear what you have to say
will be making decisions for us um and we I strongly believe this entire board is not here to allow that to happen um and so we are going to stay focused on the task at hand and hold ourelves accountable. It is fair to push
and say do this differently. How we do this, keep pushing, but I am going to strongly advocate and articulate what I believe we've all consistently said. We are not in the position or so far apart that we are willing to let the state take over. Um if we are there we we will
be here a long time because we need to really give every ounce of who we are. If we believe the state who is frankly the boogeyman of the calculation we can offer the control over our district is really just not an optimal position. And
I would I think we all can agree that is not where we will end. And there's still room to not have everybody say yes. That is true. That is true. That is a fact. We can pass this budget and folks can still say I do not agree with the how you are
getting to balance budget and I and then the next time we meet and when we continue to meet we need to keep having those conversations because it's about the how at this point. We all believe and know we need a balanced budget and the outcome of today is that we believe that there needs to be a
balanced budget. question. Let me let me I'm sorry, Stace. Yes. I just want to add just a point of clarity for for those in the room. Um the balance budget is approved and so I I think that we want to make sure that we're extremely clear with roles and responsibilities. Um boards of
education are their fiduciary and statutory responsibility is to make sure that um schools are being uh wellrun. They identified the what not the how. Um the state has approved the budget effective April 20th and so the budget
is balanced. I would caution us from uh getting uh uh so deep in the weeds that we move outside of our ethical responsibility in the how because for for one reason and one reason only. We have a contractual obligation to all of
our employees uh which is roughly 400 employees uh to make sure that we issue employee contracts by May 15th or this board will have an entirely different problem to deal with which will far financially exceed um lease agreements
uh technology purchases u and and so on and so on. And so I just wanted to caution us. Um we are continually looking for ways to uh to generate revenue to add margin back within the budget. It will not necessarily
translate into additional positions saved. But what it will do is it will put us on a better path to make sure that we're able to actually deliver everything that we have planned for this particular budget with no hiccups. You heard Mr. Burns talk about uh the first
line that we went through. um which we shared with this board on numerous occasions was to look at things not people. And so contingencies, we removed contingencies because we place greater value on people. We removed equipment because we place greater value on
people. We removed uh uh a fullscale curriculum for one with fewer individuals. Um we don't want to overburden our staff anymore than they're already burdened. staff are working incredibly hard across all categories. And so we wanted to be a bit
more measured because we can run schools without extra uh things. We can't run schools without people. And so we made significant reductions in all things that did not touch people first and it just wasn't enough. Um I want to also um
just say that two things can be true. we can all agree that there are no good options and that um we're going to make sure that our kids that our students and our staff get what they need. Um and I I I just wanted to make sure that I was
being extremely clear that um where the roles and responsibilities and so this board despite um not being in agreement and that is completely within the right of the board. Lots of challenges and lots of conversations were held but this
board demonstrated courage in spite of a really challenging upsetting frustrating situation. And this board did vote to approve the submission of the budget and the budget has been approved from a financial perspective. Implementation of
the budget directly affects 400 staff members. And so I I would just uh respectfully ask for us to focus on the 400 staff members that are impacted by the decisions that we make tonight and not for us to be so overwhelmed in the
things that we are still working on in order to pull out of this budget uh through uh partnership and create and creative finance. My question is maybe a little too far in the weeds, but if the lease of Good
Shepard comes off like the $70,000 a year and it it's reduced greatly, the is the priority with that money to bring back a staff position. I also I also want to make sure that we are um keeping things in the appropriate perspective. And so over the last
several years, we have relocated um and opened up classroom and space within our schools uh by moving district staff out of what were traditional classroom spaces uh across all of our campuses. Um
in the event um a school district business office uh needs an office. And so let's just be really really clear the finances related. And so I think that it's really easy for us to have conversations not to minimize any any
any expenditure is still an expenditure. But when we're looking at what is market value for a commercial office space in Collingswood, um we have talked with two commercial realtors, we would be looking at significantly more than $70,000 should uh the partnership uh not move
forward in a timely fashion and should we need to vacate uh the good sheeperd in order to get office space. And so I think that all decisions have consequences and for us to say that our business office will not have an office would be shortsighted. Um and so I just
want to make sure that we're putting all options on the table, it would significantly exceed $70,000 to the tune of somewhere between 80 and $120,000 uh for the same amount of space to support the folks who would be displaced should we decide to make a strategic
move. I I do have one question about um a relative reduction around the special education space, particularly as it pertains to students who have an IEP or other um requirements for certain um
class or model. How would we balance potential increases in special education needs with positions that are have been reduced? Would we just figure it out or just what would the plan be around that? So the discussion around special education really affected pullout
replacement positions. This is not to minimize the importance of pullout replacement. And so there are multiple models for inclusion. Um one of of many models is co-eing. Um we are not in a financial uh uh position for that to be
the sole um inclusion model for our district. When we looked at our specifically our secondary campus, um we had just as many pullout replacement teachers at our middle school as we did at our high school despite our high school having double the case load. And
so we were able with the consolidation of the middle and the high school campus, we were able to um uh remove some of the redundancy in order to save critical positions in other in other areas. >> Okay. Thank you everybody. Uh we're
going to move on to uh section five, future dates and mis miscellaneous information. I just want to make one um correction that I know about on this uh list. Sorry, I was going to do that right before the comment. Yeah. Um so um the round table discussion, thank you
Sarah, that was added this this time around. We appreciate that. Uh that is at 6 o'clock. So make a correction that it says 6:30 on here. We're going to start that at 6. And our next round table discussion has been set up to be at Sharp Elementary School. We are trying to rotate around the community.
Um and so now we're going to go ahead and uh approve the uh minutes at the regular board of ed meeting. So can I have a motion to approve the minutes of the regular board of ed meeting? >> I think we need a motion close committee. >> I was going to do that during right before public comment.
>> We could do that now. That's fine. All right. So I'll make a motion to close committee of the hole and exit out of committee of the hole. So moved >> and a second. >> Second. Okay. All in favor? >> I >> I look at me. All right. Um now section six, approval of the regular
board of event meeting. >> So moved. >> Thank you. Second. >> All in favor? >> I. >> I. >> Okay. And at this time, we're going to have our student report. And our students are here tonight. All right, good evening everyone.
Um, we did our our usual thing of reporting on activities that go throughout the school um and the time between the last meeting and this meeting. Um, to start we had our uh monthly uh lunch with the
executives of the school um or the student count council executive board had lunch with the administrators. Uh Mr. Klein has been filling in for uh Mr. Whan's position um in listening to all the students and uh giving them the answers that they are looking for in
those meetings. Um it was pretty it was a pretty brief meeting. Um it kind of circled around the same topics. Um some of the things we we tried to get through was just like what's going on like uh positive wise and it was uh sports are doing well. People were happy about
spring break. Um people are happy it's the last quarter of the year. Um, a lot of students uh did have questions about um unification and the budget deficit. Um, students want to know what it means for them, what it means for teachers,
what it means daytoday. Um, that comes with unification and the reductions. Um, I'm going to skip ahead a bit to like tie that in with um a specific student from the student polls who um gave her name. I won't mention it now, but she
did give her name and um gave a statement and it was highlighting that um the budget deficit email that went out was only shared with the parents. Um they mentioned that the they believe the students should be informed of what's happening um in the future. Um what's
going on with them like or what it means for them. Um her main message was that students want to be informed um and they feel they have a right to be informed of what's going on with the building and the uh impacts of stuff going on around
them. Um in general highlights of what was going on uh we had our senior citizens prom uh with the student council from Miss Whan. Um, uh, older citizens of Collingswood come to dance, eat, hang out, have a good time. The students help set up, serve
food and drinks, and, uh, maybe even dance a little with the, uh, senior citizens. Uh, AP exams are approaching. They start next week. Um, parents, if your students are taking the exam, make sure they're well prepared, they've had some studying time, they've had sleep, food, and if they haven't had any of
those, give them some coffee. Um, prom tickets are being sold for prom on June 4th. Um, uh, hopefully that all goes well. Uh, state science testing and ELA testing has, uh, started this week from Monday through Friday, and this is the
first time that juniors get a day off of testing on Friday, uh, which is much appreciated, at least one. Um, last Friday, the 24th, uh, the student council, uh, executive board helped host the New Jersey State student council meeting,
um, with our board, student board of education rep, Amelia Reynolds, as um, as our representative and we held it in the library. It had they had speakers go through all day. That's where they held their um, general meeting. Um, and I
believe it went uh, pretty well throughout the day. Uh last Thursday we had the National Language Honor Society inductions for German, French, and Spanish. Um students were recognized for their dedication just like regular honor society with good grades. Um being
participating in that language course for uh three or more years if you're a senior or four or more years as a junior. Um and then Naim, did you want to do the >> Oh, yeah. Give a mini sports report about a boys volleyball. Our team is
currently five and eight led by team captains Juan Flores Sanchez and Kieran Neil. Our varsity captain Kier Neil recently broke his our school's record for most career aces. And junior Christian Ayala recently got his career high of 100 assists. The boys earlier
took a tough loss from Gloucester County Institute of Technology, but hopefully they'll bring home a win Friday against Cmenson. Um, all right. Now, going on to the rest of the student polls forms. Um, so students were asked about uh spring
sports. Um, huge shout out to softball this year. Um, a couple of the players said it's going really well. New uh new head coach Ashley Pence. Uh, the players are saying they're practicing a lot and improving very well. Uh, this year the sophomore team with uh head coach Ashley
Pence and uh Mr. Fieldman as the assistant coach showed up at the Collingswood Little League opening day. uh to be with the future of Kingswood athletics. Um and it was also special this year that uh Kingswood Little League opening day also had softball out there on the field. So it was nice that
the high school softball players could uh be a role model for some of the younger softball players. Um Ailia Reynolds also uh had a lot to say about track. Um it's going well. The girls team is three for three. Um I also heard today that they are on their way
to playoffs. Um plenty of students are happy with uh unified sports. Um and some mentions of the new Collingswood Golf Club that are going well. Not yet a sport, but the they run practices and they run scrimmages. So they said they're doing
well with that. We all kind of know where this is going um with what does it mean for students? Um and I think we've been asking this uh for most of uh this half of the school year. Um out of every single response that we had, um everyone
who responded to the unification topic, every single one of them said or mentioned that they are confused. They are not wellinformed enough. Uh they don't believe they have they don't believe they're wellinformed enough to know what's about
to happen next year. Um I personally attended some of those meetings. I also couldn't say exactly what it means for the students. Um, and I think this all boils down to the same thing with the budget deficit is students just want to know.
Um, they keep asking to know, they're they're searching for answers and it doesn't seem they're getting them. Um, so if there could be a way to relay it to the students what it could mean, even if it means very little or nothing at all, something to be relayed to them of
what is going on. Um, same thing with the budget def. Um, and then last point of the night, uh, which I learned about earlier this week and I guess I could have saw coming with the cuts is, uh, the wellness center funding and all the positions have been cut. And
I know that's not for uh this, it's the general uh United States government cutting it. Um just to talk about how it affects the students is uh plenty of I see plenty of people go through there every day. I attend the quiet lunch to
uh do my work during my lunch period up there and in that period there is at least 20 students there every day who eat lunch, who enjoy the wellness center. Um I just wanted to mention how unfortunate it is that we have lost it and um for the future if we can recover
from this and hopefully when we recover from this to bring those back for this for the sake of the students. Uh that's everything we have for tonight. >> Thank you both so much for being here tonight and and always. We appreciate it. Uh we're going to move on now to the
superintendence report. >> Okay. Um so good evening again. Section um 8.01 is the enrollment report. Uh March of 2025 2216 uh March of 2026 2209 that is
attached. 8.0203 and 04 are the safety drill suspension and anti-bullying report. Uh and I have uh a few um announcements that need to be made. Uh first uh starting with um
what Chris talked about on Thursday, April 23rd, uh we honored students uh who were inducted into the World Languages National Honor Societies as well as the New Jersey Seal of Biiteracy recipients. Um all seniors uh will
receive a world language honor cord to wear at graduation this June. Our world language honores pledge to maintain high scholastic standing in foreign language in which they are studying. Continue to maintain high overall scholastic standing hold as fundamental um uh to
hold as fundamental and worthy uh and untarnished character. uh to endeavor intelligently and courageously to be a leader in the foreign language area and to continue their interest in the study of language, culture, and civilization. Uh including our very own Mr.
Christopher Shamansky, who was inducted into the German National Honors Society on the 23rd, along with six of his classmates in the German program, uh, eight talented students in the French National Honor Society, four in the Spanish National
Honor Society, one student uh, achieved the New Jersey Seal of Biiteracy in German, and seven achieved this the New Jersey Seal of Biiteracy in Spanish. Uh congratulations to all of our multilingual students. Uh this week, uh a message was sent out to our uh
elementary school community. Uh and so it was sent to all elementary families regarding the school closure. And so we would just like to thank again all of our families for engaging us over the last few weeks. Uh your passion for your children's education and your willingness to share your perspective with honesty um and heart uh is exactly
what makes our school community so special. And so we know that this particular uh season has brought um a huge wave of emotions, reflections, nostalgia, uh great memories. Uh it is
alo it has also highlighted a beautiful shared goal of creating the best possible future for every student in Collinswood. So in order to keep uh dialogue uh ongoing and collaborative, we shared resources from all of the elementary meetings uh not just the one
for Garfield but also the one Zane, Sharp, Tatum, and Newbie. Uh, and so that was sent out, uh, to all the elementary families first. It'll be sent out districtwide, uh, at the end of this week. In addition, uh, so in honor of National Autism Acceptance Month, today, Colles
kindergarten through high school celebrated neurodiversity, understanding, and inclusion by participating in the walk that took place at Knight Park. Uh music played as students walk through the blue and gold balloon arch um with their school shirts as they traveled with their peers um
their teachers, classroom assistants, parents. Uh students were dancing, they were running around, they were catching bubbles flying through the air. And so this marks the fourth annual uh district-wide event uh organized by our very own uh Zay teacher, Miss Kelly
Curley, in collaboration with uh CPAG, which is our special education parent advisory group. Uh this serves as a community building opportunity to spread messages of acceptance, inclusion, and connection. And so today, Miss Curley shared that my ultimate message for today is to show kindness by accepting
and including everyone. So for more information about autism and advocacy, we'll be sending out uh resources about how you can continue uh to support this really important initiative. Uh tonight uh under the guidance of our adviserss Miss Tosh and Miss Gillan,
Colleingswood inducted 50 talented students into the National Junior Honor Society. So the National Junior Honor Society elevates a school's commitment to the values of scholarship, service, leadership, character, and citizenship, helping middle level students develop the knowledge and skills to become
well-rounded student learners in their schools, their community, and beyond. And so we just would like to publicly congratulate uh congratulate all of our honores for this outstanding achievement. We also wanted to give a really quick shout out uh as we continue to celebrate
uh the arts within our community. Um the arts are really important part of what makes Colling Collingswood so special. And so we would like to first acknowledge the Collegewood Youth Theat's performance of Finding Nemo Jr. this past weekend. So the
the talent in our schools continues to not only amaze uh myself, members of this board, uh members of our team, but also uh whenever I tell uh folks that I live in Collingswood, um that is always a point of pride that people will ask
you about. Uh and so it is definitely uh cherished um uh identity of our community. We'd also like to bring to your attention the annual tradition of Broadway night which happens on May 8th and 9th. And so this is where our
talented um actors and performers and stage people and technicians and musicians um they really get to to to show what they have been doing for the last several years. Uh tickets are still available. Please come out to support these amazing young people for Broadway night.
Uh we'd also like to give um some public acknowledgement. And so Collingswood participates um as a way to to save costs uh in a communications consortium. And so we work uh alongside districts like Haden
Township, uh Autobon, um Mount Ephereim and and others uh in order to share and and and reduce the cost needed uh for communications uh support. And so our very own uh Lori
Pllo was honored this year as the uh 2026 New Jersey Communicator of the Year. And so this prestigious award recognizes exemplary leadership and commitment to enhance communication and relationship building between school uh schools and the stakeholders that they
serve. Uh and so among Lor's many accomplishments in the development of the statewide communications consortium which we also belong to um she consistently demonstrates calm decisive leaderships particularly in complex or crisis situations. And so Lori has been
credited by her peers with preventing issues from escalating by proactively communicating to address concerns before they take hold. In addition to her strategic approach to communication, she partners with districts like Collingswood and our sister district for meaningful and impactful storytelling.
Um this manifests on a weekly basis. She provides technical assistance and support to all of the weekly newsletters that come from your schools, the monthly newsletters and district level correspondence that comes um from uh the central office and ongoing uh technical
assistance, training, support, resources um and media representation uh bringing positive news and storytelling about all of the tremendous work that our teachers and our students continue to do every day. Uh congratulations, Lori. Uh I would also
be remissed in not acknowledging at the very back our Collingswood Panther Pantry. Um this is the mission of the uh food pantry in the back to provide individuals within our collective communities with supplemental uh support in a cheerful, welcoming, confidential
and non-judgmental manner. And so we support this mission through generous donations uh from staff, from community members like you. And so we are continually accepting non-p perishable items as well as cash donations with all proceeds going to needy Collingswood,
Oakland, and Woodland families. And so if you feel so compelled, uh we have uh bins in the back of every board meeting. And we also have bins at every school. And so uh thank you to Miss Nisser as well as our leader that is representing us in the back and all of the student
representatives that support this really important program. And that concludes my uh report. Okay, thank you very much. Um, at this time we are going to go into public comment and um, just a reminder, we will not be talking back to people. We are here to listen. We will take notes. We
will follow up on the back end, but we will not be responding to public comment. Um, so for public comment, please stand, state your name and address and name and address and keep your comments to three minutes or less. Mr. Burns is going to keep time for us. The public is reminded that attempts to resolve all concerns
and complaints should first go through appropriate staff members and administrators. Thank you, Roger. Check. Hi. Uh, thank you. Uh, my name is Daniel White off. Um, do you need my address? Yeah. Nine West Coulter Avenue,
Collingswood. I have a daughter at uh, Garfield. Um, so I just wanted to make um, a comment about, you know, some of the questions uh, that were being raised, you know, why is it that um, you know, eyebrows get raised to central admin salaries and positions when it
comes to making cuts like this? So uh you know it was said that this school running a school is a business to the parents it's not a business okay to my child it's not a business and if you want to think about it as a business
it's a numbers game then so you look at the central admin salaries sometimes even just for administrative assistant positions and if they're in the 80,000s or you know positions like a special assistant to a superintendent at
150,000. And our teachers who are with our children every day, enriching their minds, uh managing their emotions, teaching them to be good little human beings, h
making that direct impact. It could take them 15, 20 years to make that much money. So, I understand there's an emotional response and a and a a sense that you want to defend those administrative positions. Surely, you can understand a
parents position and the instinct to jump in and defend those teachers and want to save as many of those jobs as possible. I do appreciate that you saved three studentf facing positions. I think a lot of us were hoping to see more of that and taking a look at more of the granular spending of where that's going.
My last point I would make is if the goal is to bring teachers back and to rebuild. I think you should come up with a way of quantifying where these layoffs and riffs happen when it's non-tenured staff. I think that everything should be
considered from your years of service even though you're not tenured, your evaluations, so where your scores are in relation to others. Um, and I think that there needs to be some sort of policy put into place for that, especially if our situation isn't going to improve and
we're going to see these cuts in the future because I can guarantee you we are losing really, really good teachers right now. Thank you. Hi, my name is Karen Tany and I've been a teacher at the high school since 1998.
And I first of all do want to thank you. This is a thankless job that you're all doing right now and it's incredibly difficult. Um, but we do live on the day-to-day granular basis. We live with the tears and the chaos and the wonder and the joy of our job. And I'm just
speaking while I know you're interested. I'm really speaking to the parents behind me and the ones who are listening at home. Under the New Jersey um CA um special education 6A subsection 14, all special education programs and services
must be provided by appropriately certified and qualified professional staff. But due to the rifts across the secondary campus, including four special education teachers, there appears to be no mathematical way the district will be able to staff certified teachers in
in-class support positions next year. Given the new mathematical re realities of the reduced certified staff and without a concrete plan which the district has been unable to provide at this time despite having already informed the certified staff members
that that they will not be coming back next year. The only option the district appears to have at this time is to staff in sport um inclass support positions with non-certified untrained personnel from the educational staffing services. While ESS personel personnel are kind
and compassionate, at the secondary level, the lack of specific content knowledge and no training in emotional, behavioral or learning interventions will put all of our students at risk. While this move um
the one the only one it appears is mathematically possible, giving the information that has been shared with us by the district level administrator so far will save district money. It will come nowhere near to the cost of the almost $400,000 a year we are paying to
three assistant superintendents who have no student contact. If you are a specialed parent, I want to let you know that there are options. Um I have a couple of handouts with phone numbers I'll be happy to give you. Um but if you
are concerned that your child will be impacted, contact your school administrator. talk to the principal and let them know that if your child is supposed to have a certified teacher in an in-class support system, they should
be. Then you should request in writing a meeting to look at that IEP to make sure they have not altered the language to allow them to remove certified staff from in-class support and replace them with
adults. You have also the right as parents to refuse to sign the IEP and to go to mediation that can be dealt with by the state. If you need that information, you can contact the office of special
education and speak to the omnibusman who helps parents navigate the system and understand their rights regarding services and state laws. I have the phone number here if you want them from me. You can also contact the Disability Rights of New Jersey and they can help
you navigate these issues as well. The only people who are going to be able to save our children are us. And I know you are doing the best you can. But somebody with 60 credits cannot walk
into a math classroom with a child who is dealing with anxiety and emotional distress and help them when they don't even know the math content on the board, let alone the emotional triggers that might not just disrupt their learning
but the learning of the whole class. Thank you very much. If you need this information, I'll be happy to give it to you. Um, hi, my name is Grant Kenson. I live on 12 East M.
I was coming here because I think the with all the people from Garfield being split into bits and pieces um I would be okay. I make friends easily. Not everyone will. Some people like don't it's like
hard and they need long relations with people. Also, the class sizes are going to be pretty big and it's like we can like struggle having 25 people in our class, but like having around over
30 is just um way too much I think. And it's hard to get around. The teacher can try, but we don't have the budget for like all these helper teachers to help. And then if
there's just one teacher trying if one or maybe to occasionally tries to help in a 30 plus class um people's they won't learn as much as if um the classes
were a lot smaller. That's all I have to say. Um Uh hello everybody. My name is Jason Kenudson. That is my son Grant. We live at 120 East Madison Avenue. I have been a parent at uh for a student
at Garfield for many years. This is my older daughter. I graduated there um a few years ago. And a couple of the things I wanted to say specifically around these questions that
have come up around town and community involvement. Years ago before COVID, there was equity committee meeting. I think in the Garfield session that we had a couple weeks ago, there was a question of like, okay, well, there's never a referendum that has ever passed.
So, be I wanted to clarify something that as part of the equity committee. There was a I don't know if you can call it like a referendum, but there was a budgetary item that came directly out of the equity committee to help support
like mental wellness that was approved by the town. Why it perhaps was approved by the town was because it was formed by town members. The equity committee was something that had schoolboard members involved, had
teachers involved. They met every month. You said that this is a crisis. This isn't a crisis. And then you mentioned it's not it's a crisis that is not new. And you mentioned that this is a
business. Although it's not really a business >> for someone that works for major corporations in my for my job. If you have a real crisis, you would want to be meeting every week. I stood up and talked during the
Garfield meeting that I'm angry. I'm angry because this seemed to come out of nowhere. The charts that you're showing do not showcase that they came out of nowhere. there was a referendum last year that didn't pass that came sort of out of
nowhere. I don't know. Uh to be able to like solve these issues, I don't think that would have solved the issue in the long run. So if you're saying that there are other alternative ideas, Mr. Chu, I don't know. I don't see them. I don't know
where they are. Maybe they're in these meetings. Maybe they're not. Are you meeting every month? I don't know. Are you meeting every week? Are you meeting every week with community involvement? Not really. In my opinion, not that I've been any of the Garfield families have been invited to.
We have a lot of ideas. We come to the open forums. My son and I have come to schoolboard meetings. We don't really feel like the ideas that are coming out of these sessions really represent the town. Our town doesn't want to not vote
for education. Our town wants to support what ours best for our students. Thank you. Good evening. My name is Isaac Mendelson and I'm the program evaluator and school social
worker for the wellness center here at the Collingswood Middle and High School. In case you have not heard from tonight and before, the wellness center, my position in all general education, mental health services for both the
middle and high school have been terminated. As you can imagine, I am understandably upset about losing my position. However, my far greater concern is what this decision means for the future of our school system.
This is not a minor issue. It is a serious and immediate risk for the students well-being. Over the past three years, the wellness center has provided critical clinical, behavioral, and therapeutic support to
hundreds of students and their families. Each day, we respond to three to five student walk-ins and manage up to five mental health crisis every week and carry an active case load of more than 100 students. To be clear, a mental
health crisis is not simply a student having a bad day. It is a situation in which a student's thoughts, emotions, or behaviors become so overwhelming that they pose an immediate risk to themselves or others or are unable to
function safely in the school environment. This loss of this support will not be theoretical. It will have immediate and serious consequences for the students who rely
on it. These are not someone else's children. They are our children, my children. As a father of two students in the school system, I am outraged and deeply
troubled by feels what like a blatant disregard for student well-being. Yes, we all recognize there is a budget crisis, but moments like this reveal who we are and what we truly value. If we
cannot protect and prioritize our children's mental health now when it matters most, then what does that say about us as a community? We have to confront this honestly. Are we willing to stand by while critical support systems are stripped
away? Or will we finally treat our children's well-being as the non-negotiable priority it should be? Because the reality is this. When we fail to act, the consequences do not
fall on budget sheets or balances. They fall on our children. And once the harm is done, no explanation, no justification, and no future correction will undo it. If we choose inaction now, we are
choosing those consequences. So what's the ask? As our children's mental health services are being cut, I am left asking a few simple but urgent questions. Is protecting our children's mental health something we are willing to
invest in or not? What non- studententfacing positions are being prioritized and funded instead of these services? And why are they being considered more important than direct support for our
children? And finally, the most difficult question of all, does this board and district leadership truly care enough about the well-being of our students to make different choices? Thank you.
My name is Mark Fer, 126 Frasier, proud Tatum parent. Um, I come in with a finance background and I've spent more hours looking into the district's budget surrounding district's budgets, the burrow's budget, surrounding burrows budgets than I care to admit. Um, as I'm
sure the district feels, you know, there's no more blood to squeeze from the stone in this budget. Um, I can assure you, there's not much left to squeeze on the burrow side as well. Um, everyone's dealing with the same issues. And to echo Mr. Chu's comments earlier,
the solution always comes down to more money. Um, I know we keep pointing to the state funding formula as the boogeyman that's broken. The solution that we're all advocating for and calling congressmen and writing to assemblymen is to fix the district's
inability to unilaterally raise taxes by only 2%. The end result is still more tax dollars. If the district could raise taxes by 10%, it would and we would be paying more tax dollars. Um, so with that in mind, I'm struggling to
understand why we have not had operating referendums every single year put in front of us. This has been coming for 10 years. It's been obvious since co and we're hearing about maybe wanting one in the fall, but why do I have to hear about this on the tale of Garfield
closing, losing 20 plus teachers and staff, you know, uh, special education cut, mental health cuts. like why are we hearing about these comments on the tale of all of these cuts and not in support of a referendum to prevent these cuts?
You talk about fiduciary responsibility, that is an absolute failure of that responsibility. Thank you. >> My name is Zachary Wright. I live at 106 Fern Avenue. I have two children in the Collingswood School District and I am
the MTSS coordinator for the secondary campus, a key studentf facing role for the middle and high school. Um, I just want to give some background as to what this role does and what it will no longer be able to do after this year.
This year, the MTSS coordinator's office made an average of 20 phone calls home every single morning, reaching out to every single student who had missed more than one consecutive day at school at the middle and high school. It is in no small part the reason why we have some of the best attendance metrics we've had
since co. This year, the MTSS coordinator's office facilitated INRS meetings and referrals and scheduled dozens of family meetings for students in danger of not earning credit due to attendance or failing grades, ensuring that no student fell
through the cracks or were forgotten. This year, the MTSS coordinator's office steered the entire NJ Sky climate survey process, ensuring that we got hundreds of staff, students, and family responses on how to improve our school climate. then presented the data to this very
board and collaborated with all school building leaders on how to use the data to improve their school's culture climate. The MTSS coordinator's office built relationships with local businesses and the callings with Rotary to explore creating new career centered internship programs and to create
incentive programs to reward callings with students with rewards like free slices of pizza for good grades and attendance. The MTSS coordinator's office built a partnership with Stockton University to offer a new dual enrollment course called Tomorrow's Teachers that would allow juniors and seniors to earn
college credit while exploring becoming our next generation's teachers. In addition, the MTSS coordinator's office partnered with the Center for Black Educator Development to offer paying jobs for our high school juniors and seniors to support summer learning programs in Philadelphia this coming
summer while exploring the potential of hosting a summer learning experience here in Collingswood. This past Friday, it was confirmed that the MTSS coordin would be cut with no plan put forth whatsoever to address all
that this office has done. I'm not angry anymore. I'm really sad. And what I would ask this board to do is ensure that the work that has been done this year
is done by someone else, whoever that may be, next year. Thank you. >> Hi, my name is Eric Nelson. I'm the father of a child at Garfield. Live at five West Nar Terrace. Um I had a I have
many things written down from tonight. Feeling a lot of emotions that I think many people in this room are feeling. Disappointment, sadness, frustration, confusion. Um, we've heard things that leave us wondering, leave me wondering as a parent about the future of this
district, about whether or not this is the district that is best for my family, for my children. Um, my son is in kindergarten at Garfield this year. And, um, he was blessed with a wonderful kindergarten teacher, uh, Mrs. Davis,
who's in the back of the room tonight. Um, we were not really sure what to expect our first son in kindergarten. Um, coming to a school that we didn't know much about. But Mrs. Davis from day one has loved our son and his friends, his
classmates so well. He's been so dedicated, so committed to that to those students. Um, and so when we heard the news that she was losing her job, it broke our hearts. Um, losing Garfield as a school, as a community, hurts. Um,
losing people hurts more because the people make the place. And so when we hear about Mrs. Davis um, no longer being part of our Garfield and Collinswood community, it breaks our hearts and we know that we're letting our children down when we lose teachers
like that. Um, now speaking to just some of the larger issues here, um, I think about what we've heard from many people tonight, what we've heard from students tonight. There's so much confusion around where we're headed with
things. It's hard to see a a bright future and the excellent education that Collinswood promises to provide to our students. It's hard to know if I can trust that reality as a parent. Um I know we've had to the board, you've had to make very very difficult decisions
that's been made abundantly clear that these uh budget issues, so much of them are outside of our control. But I think there's also a real issue of trust. And I know there's a lot of school districts that are facing budget issues.
Um, and I I I think the budget stuff is so important, but we need to be able to trust the district and we need to be able to trust that this is a place where we can send our kids, where they can learn, where they can receive an excellent education, where the burden is not just going to be placed on whatever
teachers are left, because that's not fair to those teachers, as great as they might be. Um, and as somebody who who works at a school where people have come from Collinswood not because they've had to leave, but because for them it they couldn't stay here because of loss of trust. That is very real and it's a it's
a difficult thing for us to deal with. And so, um, once again, I'm just speaking out of a place of confusion and and hurt and a desire to believe in this district. And I I don't know if I can do that right
now. Uh, good evening. My name is Cheryl Devito. I'm at 136 New Jersey Avenue. I'm up here today as I am employed in the school district. I live and pay taxes in Collingswood and have kids in both the elementary and middle school.
Um, I came tonight just like everyone every other person concerned about the state of our district. I'd like to begin with my mom heart concerns. First, we are uh we're a Tatum family, but we're gutted for the Garfield families who have to navigate a new
school, a new routine, and brand new teachers. We are also at Tatum and the rest of the district, we're all bracing for a new school year as class sizes grow, which uh per the recent S'more update regarding classroom size maximum uh
maximum is best described as the limit does not exist despite being told differently uh a week ago. Um, and that travels up to the high school. Dr. McDow, just this evening, you said you were working in the best interest of staff and students, but I
don't know how that's possible with larger class sizes and reduce staff. And now my taxpayer brain. I want to know why we are just being presented with a problem and not options or a vote to try and fix it or better avoid it next year. We were just told that
Garfield was closing, that we were just laying off several of our amazing teachers, which will directly impact our kids learning. I also remember that a factfinder was brought in last year. Where are the results? If our tax dollars help fund the factf finding, shouldn't we be privy
to the findings? Uh, and now my support staff, Brain and Heart, are going to speak. I work at Tatum. We are the overflow school. Um, are we going to remain the overflow school even when we're over like
overflowed? My Tatum heart is broken as uh the unlisted teachers and name sorry as the unlisted names of teachers were presented instead and their positions were just provided. I work closely with some of these people. Jen Connley or Jen
Andrews, I work with her daily and have seen her move the needle in education more in the last six months than in the last two three years. I worry about those kids who built relationships with her who now need to meet their third pullout resource teacher in four years. I worry about all of our kids in overc
crowded classrooms. Our current kindergarten group is practically maxed out as uh in regards to space and resources. My niece has loved coming to school every day in Riley Eman's room. And as a seasoned fourth grade parent and an incoming with an incoming fourth grader
next year, again, I am just gutted with these cuts. I understand times are tight. I understand the state of New Jersey apparently doesn't understand how to appropriately fund public schools. It's frustrating because I learn more each and every year as we continue to end up in the same situation and in the
same meetings. So moving forward, I would love to know how we can move potentially the 47% to 50%. I just want to know how we can help the bureau and how the bureau can help us. Thank you. Hi, my name is Mindy Lair. I live at 12
West Nar Terrace. Um, I have a daughter that is a kindergarten gardener in Mrs. Davis class at Garfield. Um, I also am a business owner here. And before I go into my written statement, I just want to say that I do think Maggie as that
we've taken too much out of the businesses with dine and donates and that. I I disagree with that. I think and I've already kind of put it in my head as leading businesses to say like what how can we add revenue people from outside of clings would come to our our
town to eat to well not to drink to eat to Bob you know they come to the Mayfair they come to things they come to my my spot I have tons of clients and people that purchase from Red Dog Designs that do not majority of my people are not from Collingswood I have a ton of
Collingswood but We made over $2 million last year, not in Cullingwood. So, I think I will be leading a business business to, you know, put something on the end of their bill after a night of drinking and eating at Zeppily, you know,
writing a $25 25% tip because my waitress was awesome. And hey, $20 extra I can donate to the the Kingswood schools. I think a lot of people would do that and I think a lot of the businesses would jump on board with that. That was my spiel that just came up. But
um and here here's what I wrote. Mrs. Glover, Mrs. Robbins, Mrs. Raider, Mrs. Warner, Mrs. Cohen, and Mr. Cleveland. These are the names of my elementary school teachers, grades one through five. You may notice there are six names. Five of them were amazing
teachers that I loved. Memorable because they left imprints on little girls heart and mind. and sent me on grade after grade with the desire to learn the next thing. My fifth grade teacher, Miss Cohen, was my home room teacher. I'll remember her name because she's the one teacher in my
elementary school that didn't treat us with care or compassion, that didn't make me feel safe, and the first teacher that made me feel like not going to school. Now, the last name, Mr. Cleveland, he was the other fifth grade teacher connected and his room was connected to Mrs. Cohen's daily. I would
sneak through the foot space in the partition to go join his class in an empty chair he started leaving for me daily. I'll never forget any of them as they were a crucial part of my first memories of school. Recess, the library, gym, class, gym class, math, science,
reading, making lifelong friends that I still call today when I go home to Colorado. They were the first adults besides my parents that I learned from and looked up to. It's been 42 years since I started elementary school and I can remember each and every one of
those names. My wife Abby and I teach our daughter to embrace experiences, have a voice, speak up for what she believes in, build relationships, learn from disappointments and mistakes, love heart, and learn each and every day. We
ask her that she gives her best, whatever her best is on any given day. Our hope is that Lachland and her classmates are provided by this board the best of the best teachers to teach them. Her kindergarten year is nearly over. When we tell her there's a
possibility she may not see Miss Davis in the hallways of school next year, and she asks why, it leaves a pit in my stomach and a little hole in my heart. It stings to know that there is a possibility our son won't be taught by the dedicated, caring, and qualified Mrs. Davis. I use the word possibility
because I do have hope that the right decisions will be made by you to keep our best teachers in our schools. And maybe, just maybe, Lam will see her first teacher in the hallways. And maybe, just maybe, in two years, our son might be placed in a Collinswood elementary school that is fortunate
enough to still have Chrissy Davis teaching in his halls. I hope in 42 years, our kids can remember the names of the teachers that taught them. On behalf of my wife, my kids, and our extended Garfield family, I strongly urge you to do everything possible to
keep Chrissy Davis in the Collingswood School District. Good evening. Good evening. Uh, I'm Mike Mueller, 509 Dwight Avenue. Um, I have one student in uh, Sharp Elementary and another just 18 months away, shockingly already. Um I want to just uh thank the
board for a comment uh made earlier in the evening um that we're all working towards the same goal there. We legitimately all do want the same things. I simply urge a little bit more elasticity um in the solutions to some of the
crises we are facing and a little bit more auditory attention to the community at large. Now, we all know that a school district is not a business. To legitimately think so would be a horribly cynical worldview. Um, but with that in mind,
um, I would like to just read a prepared statement on the possible financial ramifications down the road of not making the right decisions in the coming months. So when districts reduce mental health services, special education supports, or
inclusion staffing, the savings are often short-term while the academic and legal costs become long-term. Cutting specialized support does not eliminate student need. Instead, it just shifts the burden to general education teachers. It increases compliance risks
and those often result in higher costs through compens compensatory services, outside placements, due process claims, and student failure. Reactionary saving for the short term without any kind of strategy isn't
efficiency and it isn't smart. All it is is deferred cost. If we cut mental health services, if we cut special education teachers, true inclusion support, we're not reducing needs. All we're doing is incre increasing our risks. And whether you're a school
district or a business, that can be disastrous. Thank you. Joan Smith, 14 Garfield Avenue. I'm a former Garfield parent and looking at the page that was left on our chairs today, I noticed there at least $400,000
worth of administrative sars that could be cut. Last year, we solidly defeated the referendum closing two elementary schools. The district has been told by the residents time and time and again,
we want our neighborhood schools to remain Another thing I have a question about is uh out of district placements. How much do we spend on transportation for those out of district placements? It's much
cheaper to bring in a special education teacher or two or three than pay for uh transportation costs for one or two students because when I was on the board, transporting one student could cost $40,000 a year.
And also on a another note, I would also like you to bring back the computer teacher for ninth grade. That's a no ask. Thank you. >> Good evening everybody. Um first I wanted to um thank you guys for the uh
presentations at the elementary schools. >> Could you give you give us your name? >> Oh, hi. I'm Ally Hegley. My address is 405 Cedar Avenue. I just assumed everybody already knew me, but that's a me problem. Hi. Um, so thank you for the elementary
school presentations. Um, I thought that I went to the one at Zay North, um, where my third grader goes, and um, the the turnout, like the strong turnout and engagement. It's just like fills my heart to see such strong family engagement. Um, so we're definitely
doing great there. Um, and I thought that your presentation was uh provided clear context and gave families an opportunity to be heard, which is very important. Um, so I just wanted to start by thanking you for that. Also, the autism walk today was absolutely awesome. So, thank you for everybody
that was involved with that. Um, the closure of Garfield and these staff cuts affect everyone here tonight. Um but I am asking for us to consider the negative impacts of reducing special education support positions or people if we're delineating there. Um special
education cuts will have a negative impact on all students. Um general education teachers are not trained to provide the differentiated instruction. They can provide accommodations but without support from the trained instructional assistants those accommodations cannot be implemented
with fidelity. Larger class sizes with more diverse learner needs and less support is not sustainable. As the gened classrooms stretch their capacity at the elementary schools, grade level seats must be kept available to students in more restrictive
placements. Um so kids that are in certain grade levels that are in a self-contained placement right now, um class size cannot become a barrier to access for for our most vulnerable students. um and creating a barrier to access to the least restrictive
environment for them um and impeding inclusion opportunities is a real concern. Um at the secondary level, our students with IEPs access the general ed and even AP classes thanks to push-in support from in-class resource teachers, ICR.
That's the co-eing that was mentioned earlier tonight. Um this uh support meets a higher level of need than ICS or in-class support which can be provided by anyone um but less support than PO pullout replacement
which is a more restrictive placement without ICR in-class resource support or co-eing students who need more than IC may require a change to a more restrictive placement like P placement changes cannot be made without IEP meetings and our students are entitled
by law to the supports in their IEPs in the least restrictive environment. This district is making itself liable to non-compliance and state complaints if we have students whose needs cannot be met with these proposed reductions. And more than that, we aren't being true to our core value of inclusion and student
outcomes if our staffing decisions result in limiting access to LRE. We cannot backslide on this progress that's been made. Please consider the real impact of reducing special education positions on the overall school community. Thank you. Hi, my name is Amy Margolino and I live
at 1103 Stokes Avenue. Um, I want to preface what I'm about to say by letting you know that I did get permission from my student to share this information. I'm here tonight to share my personal experience with the special education teachers in our district. I have a sixth
grader and a sophomore. >> Thank you. Both with IEPs. My sophomore is scheduled to take two AP classes and one honors class next year. She also happens to be autistic with learning disabilities and struggled to
read in the fourth grade. Her will also include tutorial and in-class support for math co-eing. She is successful academically not only because she has a relentless work ethic, but because she's had phenomenal
teachers, Mrs. Rothwell in preK, Miss Abrams in elementary, Mrs. Jenko, Mr. Kelch, and Mr. Pearson middle school, and now Miss Mueller at CHS. experienced, certified, and dedicated special education teachers that provide
her with specialized accommodations. College was not on my radar. Coping with learning differences, a chaotic school environment, and getting through the day was her focus until she realized her potential as a student. She was given the tools and opportunity to
successfully navigate learning. college is now on her radar. Providing access to appropriate public education is not simply providing a chair. It is providing skilled accommodations that teach a student to live their full potential which in turn creates access
to opportunity that opportunity that changes the course of their lives. I respectfully ask you to consider the far-reaching impact of the changes that you are considering with specific regard to co-eing resources
and please honor and support the services our students are legally entitled to receive. Thank you. >> Hi, my name is Laura Sammon. I live at 106 Fern Avenue. I have two boys in the district and um tonight has actually
been a lot more heart-wrenching than I ever thought it was going to be coming here. Um and really Dr. McDow, I'm speaking to you because you really are our leader of this district and people have come up here from the community to really bear their heart and souls. And
I'm asking you, you have an impossible job. I'm looking at our country, this world, everything happening. Um, I am a mother that's going to bed at night thinking, "Am I living in the right place? Should I sell my house? Should I move? Are kids going to be okay?" I'm
asking you, even for these people you're letting go to go talk to them. See what they do on a day-to-day basis. See the kids they affect. These you two are so wonderful. You hear you you sat here and you spoke about how you want to know
what's happening. What's happening with the middle school and high school, you know, coming together. What's going to happen to your mental health center? Where are you going to eat lunch? I have huge concerns. We talked about reduction of mental health services in the middle and high school. Who is going to provide
mental health services to our kids who are post pandemic or living in a very crazy time? I never thought after moving to Collingswood from Philadelphia with an autistic child and really thinking this was the best place I could be. This
was the place to be. this was our town. We have a beautiful elementary school at Tatum. Um, it's really difficult to be here and think this is an amazing town and I don't know that we're in the right place for our schools. So, what I'm asking you, I know you are busy. I
know administration is busy to go reach out to people directly to see how they are affecting the students. You guys are the most important thing to us. They're people and the people who work with you daily and are on the front line and I think administration's important.
I live I work in a hospital. I'm a nurse practitioner. There's multiple levels. These stories are heart-wrenching and these kids are going to be affected. They all hear it. Even the ones who are 8, nine, 10, why do my schools, why can't I go to my high school? Is it not
good enough? My teacher's leaving. They all hear it. So, what I ask for you is transparency, collaboration with parents, asking really what matters to us the most. Um, and talking to the kids and letting them
know what's going on and kind of helping us understand what will happen for our MTS coordinator. And I he is my husband, so I am saying that he's amazing and he's such a positive force. And I was so mad at him for wanting to work in our community and he wanted to change
things. He's a change agent and the kids love him. So I'm devastated. I told him, "Get out of here. You know, go make more money somewhere else." But he wanted to stay in our district and even for our mental health services. I'm just really concerned. Um, and I just really want
you to be able to listen. And I know you're a community member as well, but really be able to listen to the kids and the parents because this is going to be really, really difficult for everybody. Thank you. Hello everybody. My name is Abigail
Bradock and for the 2024 to 2025 school year, I was the Collingswood Middle School and High School Wellness Center intern. As a young woman coming into a new district, I came in with Mr. Mendelson, a director of the center, an MTSS coach,
and an ABA specialist. Little by little throughout the year, I watched those people and those positions go away. I answered questions like, "Where is Miss Alexi?" and "Wait, was this Mr. Blake's last day?" It felt like over and over again.
Every day I single-handedly watched the wellness center fall apart. And day after day, our beloved students kept coming back. I heard tonight that we need to invest in our town. How can we invest in our town without mental health that affects
student grades, jobs, families that give back to our town? I also heard that the students need to get what they need. They need resources. They need quiet lunch. They need support. They need IEPs and they need
504s. They need MTSS coaches that are not stretched thin. And they need a school psychologist. The issues that the wellness center and Mr. Mendelson deal with are real. Our students issues are real. It is of my
opinion and also several of your students that have spoke to me that this is a punch in the face. They don't care about us. As I am currently being taught to make young people feel better, what
do I say to them? Thank you. >> Hi, my name is Jodie Faroh and I live at 911 Park Avenue and I know basically everybody up here too. Um, the first thing I want to say is I appreciate Dr. McDow giving a shout out to the PTAs for everything that we do because I serve
with Zakiya Meredith continuously with Megan with Kelly with Maggie and big plug for joining the PTAs guys because I'm a big proponent of education the experience of it has to have magic and I'm coming from a different perspective
and I have my oldest is a senior this year and it is utterly the most like I keep saying it it is getting a front row seat to watch magic unfold. And the most wonderful thing was that I got to curate that and I got to fund raise a
significant amount for that too. But big plug for that and please we need more people to do that. And shout out to all of you guys for doing that forever too because that I think is the thing that actually changes the educational experience. And that leads me into the next thing that I wanted to talk about which is that I really think this ties
into the culture of what's going on. And Zakia, you know, I love you to death, but when you responded to Meg and you said, "Hey, we can't differentiate different positions. One's studentf facing, one's not." I get that we are all student supporting, but going back to that original slide, pie chart,
whatever, where it showed the reduction in students enrolled in this district, specifically in the high school, this is something again, I have a senior and I also have a sophomore at Paul V 6. And there's a reason I have a sophomore at Paul V 6th and I will on my deathbed be
crying that they're not in high school together. But I have an eighth grader who's coming here next year partly because my taxes got raised 6,000 which I would give even more than that. But the problem is we need to give people hope that the tax money is going to find
its way actually to studentf facing things which comes back to the teachers. As somebody who's been on the PTA, I probably have the cell phone number of every single teacher that I deal with and they are the most wonderful people ever. That is why people come here. But
that's also why people are leaving when you talk directly to teachers who are like, "What is the point? If only things were slightly changing." But the fact of the matter is that if we four years ago got ahead of the devolution of people in our district just whittling away, then
we wouldn't be paying tuition to the tech schools. We wouldn't be paying busing to those. We would be keeping just so much talent in everything in district. Um that's the basic thing there. But then I also want to give a shout out to Mr. Mr. Because my sixth
grader when he was in third grade, his he had a third grade teacher who she got rifted two years ago and then she was amazingly brought back and that was the best decision that the district ever made. Ruth Elias. She's teaching at Zay North. She hooked him up with Mr.
who did so much for my child and was ahead of the game and now he in sixth grade has basically controlled ADHD and is at the top of his class in everything. But between Ruth and Isaac, they changed his trajectory. And also to
another shout out to Zach because I have a stupid senior who kept lying about his yonder pouch. And you know what, Zach cared enough to call and then we had all of these conversations about what is it that we can do to get things like going with busing and things like that. But that's the cool thing about Collingswood
is that we have people who individually care on personal levels. But when we talk about data, people are out. And the fact of the matter is is that the proof is in the pudding. If we keep losing people, it's not okay. And I have to tell you, if you keep your seniors and
by the time you have a senior, it is beautiful. Cara Boiler is right there. We've been doing it together forever. And it it has been just the most wonderful thing. And I'm so happy to be here and I want to keep continuing this. But you have to give us hope that this ends somewhere because this has been
four straight years of these type of meetings. When does it end? There has to just be a clear concise plan and also to one other thing. If the burrow is going to be buying Good Shepard and giving it to you, then why are they just not having it now? Give them the lease. Make them pay the 70 grand. I don't
understand. We have to have a rationale of what we're doing. It has to make sense for people. But we want to be here and we love this place and I love the experience that my head kids have had and I appreciate everybody so much. Really, really, really do. Thank you so much.
>> Hi. Um, my name is Shannon Springer. I live at 512 Dwight Avenue. Um, I just want to take a second to talk about Garfield and thank the um, Mr. Wily, the staff, the teachers, my daughter um went
through all of her years of elementary school at Garfield and they made a huge impact on her. Um as a matter of fact, this year, her first day of middle school, at the end of the day when I picked her up, first word she said to me was, "Mom, can I go to Garfield? I want
to see Mr. Wiltie. I want to see my teachers." And she was not the only student that did that. pretty much 80% of that class, if not more, were there. And I'm heartbroken that she won't have that ability to do that in the future.
And that those students that are there today that they are now having to go to other schools and build new communities. And it just I'm heartbroken. Um, I have to say with all due respect,
the administrators, these positions here, they don't have that same impact on my daughter that the teachers did, that the staff in the school did. And having a building as well that we're not fully sure what we're going to do with also does not impact my daughter. So,
thank you, Garfield. We love you. Good evening. My name is Kevin Adams, a member of the Kwood High School Counseling Department. I've had the pleasure of working with many great professionals over the course of my 20 years in public education in the state of New Jersey. Mr. Zach Wright and Mr. Isaac Mendelson have been two of the
finest. These two professionals have made such a huge impact on our district in such a short period of time. Yonder Wolf. For those of you who don't know, and I'm sure he's smiling behind me, that's the nickname Mr. Wright was given by our students. And if you don't know, a nickname that is positive means you've
done great things. For clarification purposes, the wellness center grant that is no longer available was ballparked at roughly $900,000. It is important to understand that everyone whose position was paid for by that grant, with the exception of Mr. Mendelson, has either left the district or been reassigned to
a position that is not tied to the wellness center grant. In order for our wellness center to live on, it only requires the salary of Mr. Isaac Mendelson. One salary, one person to serve hundreds. The room is already established. The furniture supplies have
already been accounted for. Mr. Mendlesson and I use that room every single day during flex to run our groups. He uses it every second to run his one-on- ones in his small groups. Isaac is the wellness team, a social worker with an immense case load who is
able to provide for so many. On top of that, and a little known fact is that Mr. Mendlesson also oversees social work interns, one who spoke here this evening, free mental health services trained by a professional, a two for one, so to speak, good business
practice. We have seen great success with our intern, Mr. George Colymer, and there's many more to come if we keep the position. Isaac is right. We need to prioritize. We need to understand that we are experiencing the highest level of mental health crisis that we have ever seen. And knowing that we are removing the services to combat best to combat
that is not best practice ever. We need to find a way to keep Mr. Isaac Mendelson as many of the employees as we can. Mr. Zachary right. They are the ones that make the change and the difference. Thank you. Hi, my name is Mike Paluchi. I am a uh
teacher here at the high school and a parent in town. And I'm also um part of the CA. I'm a CA rep. Um I understand and I appreciate all of you for putting the time in as volunteers to make these difficult decisions. There's no scenario
that doesn't have some pain attached to it. There's none, right? There's none given the circumstances that did not include some kind of pain um from from somewhere. Um and it's it's terrible and we're not the only ones going through
it. Um you know it is statewide. Um people have talked about the national situation which is a mess. Um you know we have a secretary of education at the federal level whose job is to destroy the department of education. um that
doesn't bode well for any of us. Um we have a state with a lot of small districts and um trouble keeping up funding all of them. But I do want to I do want people to understand I want people in the community to understand um
that there are adults in the room. You know, I feel like sometimes, you know, the the tone implies that the people who work in the schools don't understand that these things are tough. And I'm not saying anyone here thinks
that, but people know. People who work with the kids, they they know they know the value of the positions districtwide. Like, we know and they know. And you can't, you
know, I've been here for 20 years as a teacher. I've worked here for 20 years. I haven't lived here for 20 years, but I worked here for 20 years. I have not seen a professional make an impact, a positive impact in as short a period of time as I have with Zack Wright
in my entire 20 years. And when you're watching someone like that who's just getting started and also if we knew this was coming year after year, you know,
we hired him and then a year later, you know, he he he does all this work and now what happens to that? We we're we're cutting from the bone here at the high school and in a lot of other places in the district. And to watch, you know, Mr. right leave to watch someone like
Mr. Mendlesson leave a true true professional. Um I see it. I I we we all see it and we know it's so we really really have to reflect on the decisions that are being made within the external
circumstances that we all understand are real. But there are there is there is not one set of decisions to be made within that framework. And I think we need to ask ourselves, all of us, if we're making the best decision given that framework.
And I just want to say to all of the people who are unfortunately losing their jobs at this time, you know, that that we support you and that we will continue to support you and uh thank you for everything that you've done. Thanks. >> This is probably going to take me a
while. How you do this? Is this one? Oh, there we go. Okay. Sorry about that. Okay, that's better at least. Okay. Hi, my name is Robin Hogan. I'm the
president of the CA. And I first um want to start out by saying um there is nothing that I can say tonight that is as powerful as what I have heard from the community, from our my fellow staff members, from parents that have spoken tonight. The closing of Garfield and the
cuts that we are facing is heartbreaking. And there are certain things though like I've been in education for a long time. Seen a lot of things come and go. Um and I have lived through cuts before. I have lived through changes before. Um
there are several things though about what is happening now that concern me. First of all, I there's not enough words to thank the teachers and all the staff members from whatever their job is for what they have done for our students and what they continue to do for our
students until the day that they leave. Um, but see it's the and I'm sorry that some people don't like the studentf facing phrase. I don't understand why because at the end of the day it is these people here
who get go behind a closed door who have to live with the decisions that everybody has made and the impact that it has on students. We have cut four special ed teachers. I still don't know the plan. What's the plan? What are we going to do? And in the absence of
information, rumors get started. And we cannot be upset when somebody or the grapevine lights up because there is not information. We need information and transparency. I'm very like and I appreciate that we are trying like we're looking at
everything that we're cutting because cutting three over $3 million is hard. It is made up of three million details that we have to look at. I was very concerned when the question was asked, well, if we can cut good sheeperd because you do have a building, Garfield
will be empty. You could move into it. If we cut that, will we buy will we bring back a studentf facing position? The answer was no. I don't understand why. If our priority is what our students are experiencing, why was that the answer?
We we are trying our best to do the best for the students and I know that you are too and we're asking you to look at the details of what decisions you are making. It is not a time to take things personally.
Nobody's attacking anybody. We are asking questions in the hopes that maybe we can look at things a little differently and come up with some different solutions, maybe some compromises. We're not a corporation. Nobody's We're not making hamburgers. We're not We're
not We're not growing strawberries. We are developing human beings and we're trying to educate them and love them and we have to do the best that we can by them. So those little decisions that you're making really matter. Thank you. Thank you. I don't see anyone else
coming up for a public comment at this time, but thank you all for coming and sharing your thoughts with us. We appreciate it. We're going to move on now to section 10, which is annual appointments and approval. I'll pass it on to I guess you Steve
>> for items were as part of the annual improvements annual approvals we have the architect of record several appointments under 10.02 2 the broker record uh for both health insurance and non-health insurance the official banks
of the district the official legal notifications the signatures the QPA's providing authorization providing authorization to purchase keys and bank notes authorization to transfer
wires payment of invoices pettash fund custodian records the plan right to know and I'm I'm POSA officers public agency compliance officer compliance action officer the administrator of 43 43B plans the
homeless liaison issuing officer for working papers title title n coordinator the school safety and security plan the school safety and security officer the American disabilities act officer student records
special education programs that we offer, the NJSIA membership, the adoption of all policies and bylaws, the substitute rates, the athletic event staff rates,
these are all the annual approvals that we go through annually. Uh, in summary, um, for the ones that are professionals, I just want to make a quick note that RFPs were done, for example, for legal, uh, architects and so forth. Thank you. So tonight we are looking for
approval of items 10.01 to 10.31. Can I get a motion to approve those items? >> So move >> and a second. >> Second. >> Mr. Burns. Roll call, please. >> Miss Brown. Sorry. Sorry. >> Mr. Chu,
>> yes. >> Mr. Craig, >> yes. Mr. DeMarco. >> Yes. >> Miss Divine. >> Yes. >> Miss Makowski. >> Yes. >> Miss Sherman. >> Yes.
>> Miss C. >> Yes. >> Mr. McMillan. >> Yes. >> Mr. Dilkus. >> Yes. >> And Miss M. >> Yes. >> Okay. Okay, we're going to move on to section 11, business administrator and
board secretary report. >> For the business administrator report, I believe it's presented at the work session last week, but just to recap, all the transfers are within the 10% limit of the county before we need county approval. Um, the board secretary and treasury reports
are all in balance and currently our cash flow is well. Um, student activity reports just shows that that they're balanced as well. Um, I do want to make a note on the food service financial statement. If you
notice, it has a unpaid balance claims of about $100,000. Uh, that obviously we're not the only district experiencing that, but I do want to make that comment. Um, after COVID, those numbers have spiked significantly in all districts. We're
not that's not something that that we're different, but that is something that is to be cognizant of because I want to on the treasury report. If you notice the cash for the cafeteria account is actually negative on the treasury report
for the for the cafeteria account cash. With that being said, that's more more to do with the fact that our state reimbursements did not come in on time for last month. So So the point being though is we are tighter in that account than ever before because of the unpaid
balances in the cafeteria. Can I ask a question? So I saw it was last month that we actually were. >> Yes. Very recently we had no outstanding uncollected charges or very very minimal and we were celebrating that because we
were in such a hole. So that was reported to us and now this is quite different. I don't know if this is a just a month but we were celebrating very not that long ago. >> Yeah. I can't speak for the last month, but I for what you're what you're
talking about, but I can tell you that there's never been I I don't have any knowledge that there never been a balance >> that it's always >> No. Yeah. Was is it just because the re the state's reimbursement is not >> No, because that's that's a different thing. Um but I will double check with
you why that came up. I get back to this. >> Yeah, because I I understand your concern, but I know we've always been in the business offices. We've always been talking since co that there's been this unpaid status. >> Yeah. I mean, I just remember this because we had a big issue with it and
then we were, you know, >> seemed like we crawled oursel out of it thanks to, you know, a lot of staff members. So, >> following up. >> Yeah. >> Yeah. Um >> um >> just real quick looking at what was
presented last year, last month, and what was presented this month. It seems like that 105 that you were referencing is the same on both. So I don't know what Bethanne was >> referring to about us being out of the hole on that, but it might not be this
100,000 that you're talking might have been something else. >> Okay. >> Yeah, we'll clarify. >> Okay. I appreciate I appreciate that. So maybe maybe we're reporting on different things. >> Okay. Okay. Um
purchase orders and warrants. You have the list of everything that was issued for the last month on the agenda. >> Okay. Yeah. Thank you. Uh so that was just a report, a recap of what we talked about last week. So we're going to move on to um section 12, buildings and grounds and finance. And this one
requires a vote. You want to go through that too, please? Thank you. >> Uh, we're looking at items 12.01 through 12 24. Again, this approval of the transfers, approval of the board secretary report, just certifying that we have not
overexpended the bank bank account. the approval of the secretary and treasury reports, student activities reports, crew service reports, all purchase orders and warrants. Uh you're you're approving the final budget,
the closure of Garfield Elementary School, the tuition rates for next year, the New Jersey DOE school filters program, which is a grant program for us, uh the FAST program, the Neutri Serve food management RF RFP
or contract contract renewal, sorry, uh the Phoenix advisors as our adviser for financial uh the Ger County special services uh CR CSS program, uh the homeless tuition contracts, monetary donation for the special
education program, and shared maintenance for Mount Ephraim, and several facility usage requests. >> Any questions or comments from board members? >> You need a motion first. >> I'm sorry. Can I make a motion to approve items 12.01 to 12.24? Thank you,
Roger. >> So moved. >> And a second. >> Any questions or comments from board members? >> So I think Oh, first I I'd like to take a moment to to thank everyone who spoke tonight, all the all the um staff and
and also the parents for uh sharing especially the amazing work that the staff within the district have have been uh and continue to do for the the students in the district. Um I think that's really important to for us to
have heard that because you know I was explaining to to someone else recently how the layoff process has to work in New Jersey and one of their statements to me was oh it's as if the law makes it so you can't
consider the individual person. Um, and so one of those things that that I think was brought up tonight was, hey, we should, you know, I think very reasonably have uh, you know, criteria for how we perform layoffs that that uh, look at
effectiveness at impact on students and and so forth. And I think we've heard a lot about some really amazing young teachers who uh, are now being let go. And this is the same thing that happened two years ago as well when we had to uh uh deal with riffs. And this is where I
would encourage our community to um advocate at the state level because in New Jersey I read right here NJSA 18A 28-10 this is the statute by law that
dictates how we have to do layoffs. It says dismissals resulting from any such reduction shall not be made by reasons of residence, age, sex, marriage, race, religion, or political aation, but shall be made on the basis of seniority according to standards to be established by the commissioner with the approval of
the state board. Um, this is one of those things where this is why when I was talking to the person about how this has to be done in New Jersey, they said, "Oh, it's as if we we cannot you can't look at the person." and and that is I think really unfortunate because we have
to by law uh do risk by seniority. Um and that's something that that needs to change at the state level if we're able to uh take into consideration um uh things like like the disperate impacts you know that that different uh uh you know folks might have there. And so that
that's something that that I would definitely encourage folks. I think also to mention that um make sure the community understands that just because a teacher is being laid off here that has nothing to do with their impact or their effectiveness on our students. Clearly not as we've heard tonight,
right? But by the fact that that the this is how we must perform uh layoffs which is um clearly has very negative impact um on our on our community. Um, I just want to say that I appreciate
everyone getting up to talk tonight and um, this is not easy. And our hearts to all of you. I want to thank the Garfield staff and all the teachers that have been here tonight for everything that they've done. And we
are going to again try to come up with solutions at every corner we can turn. And um we will do our best to engage the community and It means a lot to me that you were all here tonight. Thank you.
>> Um, yeah. So, a few things. So, what I think are are next steps in terms of bringing back uh or uh thinking about uh how we can meet the budgetary needs in in the future.
Can can you say that one more time please? >> So I was wondering what are the next steps for us to meet the budgetary needs uh of the of the future right because this is not a problem that is going to go away. >> So I think first we need to make sure
that we are appropriately engaging our community. Um, and so I guess the easiest way is to kind of lay out what conversations need to be over the next several months. And so just as a point of clarity, uh, operational referendums were not available to school districts
until last year. And so, um, there was a comment, um, that was made by, um, a community member, very articulate, very passionate, um, but school districts did not have the the statutory authority in order to go to operational referendum
until, uh, what we call the Robinsville case. Um, and so, and that didn't take place until last year. And so they were the test case that pushed and set precedent with the 2% cap law and the traditional referendum. And so I do
believe it's appropriate for uh the board to take the next several months to um advocate yes at the state level, advocate yes at the local bureau level, but also engage our community specifically to to get a better
understanding of the threshold and the contents of what should be contained in an operational referendum. From my perspective as a district leader, I would strongly recommend that we place a priority uh that we place great priority on um teachers, support staff uh
specifically. Those are uh tangible things that are digestible, palatable uh and I believe that most community members would find worthwhile. I acknowledge that the infrastructure is important. However, um I believe that
the first step is for us to make sure that we have appropriate staffing to meet student needs and then after we have secured that, then we start having more targeted conversations about creative ways to address the infrastructure. Um, and so I would say that if we're looking at a timeline uh
between now and probably September, the board really needs to uh get granular and detailed to make sure that we are really clear specifically not on positions for position sake, but on values, what our community truly values
and then also to to better gauge where is the need um needs that are not currently being met with the current resources that are available. uh in order to then begin quantifying what that might look like with options for the community to be able to consider
good, better, best. Uh and then uh once the community has had the opportunity to be able to kind of weigh in and help you not only construct what the ask is, then we have to go through the formal process of what's called um approval of a ballot question
um with the goal being uh the board putting a ballot question up for a November vote. That would be that would be my recommendation. Um, so that's something I guess we we'll be working on probably pretty soon to to to
get going and and I think that you know hearing again all of the the impact right that we are uh losing because of um the need to balance balance the budget. You know, I am a personally a
big proponent in asking for additional funding to be able to uh bring back as many uh staff and programs and services as as we can. Um it's something that I think from what I've heard throughout
the community uh folks want. Uh, and it's one of those things where, um, I think that's why it's really important for us to understand that the financial solution needs to come from from us, from the community. Um,
because that's the only way for us to get forward and is it's to be able to convince the community that that yes, that is how we have to address the these these financial issues uh, going forward because the costs are only going to keep on rising year after year after year
after year. Um and and I think that is why it's so important for us as a board to be unified because that's how we then convince the community that uh yes it is worth it to
invest financially within our district which I think all of us believe is true. As we walk into this vote um as the Oakland representative I want to just everyone. It is a shared service district. So, whatever decisions made
today will affect my district in Oakland. Tomorrow night, we are uh we're voting on the budget. So, um I have another one of these I got to do tomorrow. Um so, just keep that in mind as we uh place the vote. Mr. Chu,
>> yes, Mr. Craig. Yes, Mr. Marco. >> Yes, but uh I vote no on 1213. >> Mr. Divine. >> Yes,
>> Miss Mcowski. >> Yes, but I vote no on 12.9, 12.10, and 12.13. M Sherman. >> Yes. In 12.08 warrants, uh, I abstain
from check number 63863. >> 63863. >> Yes, >> Miss Z. Yes, except for 1209 and 123. >> Mr. McMillan. >> Yes, >> Mr. Dilkus. >> Yes,
>> Miss M. Yes, Miss Halter Turner, we have not heard much from you tonight, but please go on to section 13 curriculum. Good evening. Um, the items before you tonight, as we discussed at committee of
the whole last week, are field trips at items 13.0 02 13.03 and 13.04 13.05 are a a few uh no it doesn't extend onto the top a few home uh home instruction and out of district
placements for medical uh reasons. Item 13.06 is the approval for our new elementary reading curriculum. This will also appear on the Oakland board agenda tomorrow night. Jimmy um and as you
heard me share at committee of the whole last week and as Dr. McDow um shared on I think several instances earlier tonight um this will be a um with the hopeful positive vote tonight this will be a multi-year phased in approach um
over the next two to three years to fully um ultimately impact our K through5 elementary school in Collingswood and hopefully the same at in Oakland tomorrow. Um, this aligns to our already existing HMH into math, elementary math curriculum, connects up
into our secondary six through um, algebra 1 geometry and algebra 2, HM, HMH curriculum, excuse me. Um, and syncs um, with our, um, uh, NWA map universal screener um, the parent company for HMH
and MAP is the same. Um and so there's a nice integration aspect um related to these various programs. Um and uh as you've heard others share tonight, we have sought significant feedback um from a variety of stakeholder groups that
have been directly involved um with the daily teaching and learning of our pilot curricula this year. Um uh including obviously the staff most directly involved as well as student feedback. Um, and those are the short list of
items in my section tonight. And of course, any questions or comments from you all? >> Can I get a motion to approve uh section 3.01 to 13.06? >> So moved. >> And a second. >> Second. >> And I will second Meredith by saying,
does anybody have any questions or comments? Okay, Mr. Burns. Roll call, please. >> Mr. Ch. >> Yes. >> Mr. Craig. >> Mr. Marco. >> Yes. >> Miss Divine. >> Yes. >> Miss McCowski?
>> Yes. >> Miss Sherman? >> Yes. >> Miss E? >> M. McMillan. >> Yes. >> Mr. Dilus. >> Yes. >> Miss. Yes. Okay. Moving on to section uh 14 which
is personnel who would like to present for that. Steve continues to give me the hard ones. Um just a sec. So, with personnel, there's a lot of of moving parts. And so, I'm going to I'm
going to go really really quickly. I won't go line by line, but I'll go very quickly. Um, so 14.01 is our our normal monthly uh substitutes and tutors. O2 is the travel expense. Um, 03 is the uh elimination of a
district office uh position. 04 through 13 are uh resations. Many of the um positions were individuals that were affected in the reductions.
14 is a termination. 15 through 19 or um uh family leave. uh 20 through 23
are um substitutes and uh replacements. Point 24 is a um to receive a German uh student teacher volunteer um for their uh uh observations. And so we've been extremely fortunate to have a
a very strong state recognized uh German program uh with international exchange. Um and uh generally every other year in uh years opposite of our student uh international travel experience uh we
try to host a student teacher uh to continue with the exchange. Uh and so that's what you'll be voting to accept. Uh point 25 is a newbie enrichment. Uh 26 and 27 are uh summer hours for counseling.
So um the way that each uh uh section is organized is you have tenured and non-tenured by grade band and grade level. So, uh, prek to grade five, uh, admin, tenur and non-tenured. Uh, grades 9 through 12, administrative staff, uh,
tenured, uh, and non-tenured. Then we have, uh, preschool through grade five, teaching staff, tenur, non-tenured. Uh, grades six through eight, teaching staff, tenur, non-tenured. And grades 9 through 12, teaching staff, tenur and
non-tenured. Uh 38 through 45 are going to be office and service personnel uh that are in 10 month and 12 month um capacities tenured and
non-tenured. Uh 46 will be summer hours for uh prek through grade five for 10-month employees and 47 was the same for high school staff. We are seeking approval for section 14.01 to 14.47
with all of the uh names and status u of each affected staff member uh included in the in the uh body of your uh board content. >> So moved. >> Uh okay.
Can I make Can somebody second that? >> Second. Any questions or comments from board members? >> Okay, Mr. Burns. Roll call, please. >> Mr. True. >> Yes. >> Mr. Marco. >> Yes.
>> Mr. Divine. >> Yes. >> Miss Mcowski. >> Yes. >> Miss Sherman. >> Yes. >> Miss E. >> Yes. >> M. Yes, except for where I'm required to abstain.
>> Mr. Tilkus. >> Yes, except for required to abstain. >> I miss. >> Yes. Getting to the end, guys. Section 15, culture and climate and policy. Who would like to present for that?
There are a couple on for first read tonight. We talked about them last week. Anybody want to present for that or am I okay to do it? >> I can I can do it. That's fine. Um, excuse me. For first read, um, section 15.01,
there are, uh, three policies. Um, sexual harassment of support staff, certified staff, uh, and then, uh, library resource materials. And section 15.02, um, are for a second read. Um we we've
discussed these um uh for this will be the second month um 9230 parental responsibilities revised nepotism employment of the chief school administrator sexual harassment um of staff library material and then uh
public complaints. Um 15.03 are the corresponding regulations that uh are also attached. We are seeking approval of 15.01 through 15.03.
>> Can I get a motion to approve set items >> and a second? >> Second. >> Okay. Any questions or comments from board members. >> Okay. Roll call, please. >> Yes. >> Yes.
>> Miss Divine. >> Yes. >> Miss Makowski. >> Yes. M Sherman. >> Yes. >> Miss >> Mr. McMillan. >> Yes. Mr. Dilkus. >> Yes. >> And Miss M.
>> Yes. Moving on to section 16, miscellaneous. >> Section 16.01 is the H report from the previous month. Uh seeking approval for item 16.01. Can I get a motion to approve? >> So moved.
>> And a second. >> Any questions or comments from board members? >> Roll call, please. >> Yes. >> Yes. >> Miss Divine. >> Yes. >> Miss McCowski. >> Yes.
>> Miss Sherman. >> Yes. >> Miss Z. >> Mr. McMillan. >> Yes. >> Mr. Dilus. >> Yes. >> Miss M. Yes. Section 17 is uh the public participation for the committee of the whole during the regular board meeting.
We only have one opportunity for public comment and that is before we vote. So I'm going to move on to section 18 adjournment. Can I please get a motion to adjurnn >> and a second? >> Second. >> All in favor? >> I >> thank you for coming.
This was hopefully folks.