Uh, pledge of allegiance. Stand up for pledge of allegiance. >> Okay, Mr. Burns. Roll call, please. >> Miss Brown. Mr. Chu >> here. >> Mr. Craig >> here. >> Mr. Marco >> here.
>> Miss Divine >> here. >> Miss Mcowski >> here. >> Miss Sherman >> here. >> Miss Z >> here. >> Mr. McMillan >> here. >> Mr. Dilkus >> here. >> And Miss M
>> here. >> So section two. Uh there's no executive session at this time. Um we are going to have some presentations in section three at the regular board meeting. So look forward to those presentations. And um we're also and then we're going
to go and this is the committee of the whole section four. Do I need to do anything? We already we're good. >> Can I make a motion to answer committee of the whole please? >> So moved. >> Second. >> All in favor? I
>> Okay. So, also uh on next week's agenda are future dates and miscellaneous information. So, take a look at that. Add those to your calendar. And we will we have no student reports for section 7 at this time. Uh section six, sorry, section six approval of minutes. >> Sorry. Uh >> yeah, go ahead.
>> My a couple notes on the important dates. I think there's a a random round table that might have been a holdover from last year on there um the 13th. And then I think we're also missing the working session. Um I believe that's
March 11th. >> Yeah, I think >> we need to So these dates are >> Yeah, >> I'll put in the minutes that we should check the accuracy. So you're saying a round table? >> The the round table I think on 13th my
understanding is that doesn't exist right. Um and then I believe it's also missing the committee of the whole session which I believe is on the 11th and then I don't know about the other ones. So if you all know that. Yeah. >> Roger. Thank you so much for pointing
that out. Um does anybody can everybody just take a look real quick? We're sitting here and see if there's anything else that you see that's inaccurate. I think the time for the maybe Stacey, you know, the the talent show. >> I was literally just thinking that it's probably 6:30 or 7. So, I will confirm
that with our PTA and give you an accurate time for the sharp shines. >> Okay, sounds good. We're going to move on to uh number six, routine business. And um make a motion to approve the minutes of the agenda. Do I do that now or do that next week?
>> Okay. >> We have no students here tonight. They'll be here next week, I imagine. So, we'll go there. Um, you're not presenting tonight, are you? The superintendent report is going to be next week as well. Okay. All right. So, we're going to pass over the superintendent report. Um, just a side
conversation real quick. Can we possibly revise the agenda so that it reflects more of what we're actually doing tonight instead of going through these things? >> Uh, one one option, but we have to see how this works in board docs because my
my experience with this type of setup was not with board docs would be to almost just have this agenda as one attachment on one item. So the agenda would match what we're doing tonight with this whole attached several. Does that make sense?
>> So, I would strongly recommend against that. I mean, at the end of the day, the only the only nuance difference with committee of the whole and the traditional committee structure um is we're doing it in public. And so, when we were in our committees, uh we had one agenda that we reviewed to make sure
that that agenda was solid. If we start introducing additional agendas, we increase the opportunity for errors and mistakes. And so, I would strongly recommend that we not a completely separate agenda. >> Okay, just a question. >> And I think the tech technically the the
motion for committee hall is like the motion to discuss X, Y, and Z in committee whole. So that's I think really what we're doing, right? The motion to discuss all of these agenda items in committee whole. >> Fair enough. Uh so are we moving into
public comment? >> Again, that's I think that's just discussion of that piece. Okay. >> So So I would I mean because there's a public com there's a public comment section of it >> right >> but then there's a section 16 that's
public participation so I I guess I mean my suggestion would be if if you want the public participation section to be at the beginning of the committee whole then then that there should be uh it should be like before committee whole and then um but then if you want at the
end then how it's set up now I think would be where it's at where basically you know after section 15 we exit committee the whole then go to public participation. >> Yeah. >> Then sorry I know that we kind of like were mulling over this in our last
public meeting. So if there's one public comment tonight then there's only one on right >> there's legal requirement the legal requirement is one per public meeting. What was what was discussed during the last meeting is and so with the way that
it's currently structured is 9.01 is for items on the agenda, but there's no public comment for items on the agenda in committee of the whole. And so, but in the formal meeting, that would give folks opportunity to talk about items exclusively on the agenda before board
members voted, which is what board members expressed last time. And then there would be an open public uh participation at the end after after the agenda items had been reviewed >> so >> to talk about things not on the agenda. >> So I just want to go back to the number
of public comments. I understood there would be one in this meeting and another one in the next meeting not three. So essentially I understood transparently someone would sit through this entire meeting to comment if you'd want and then at the next meeting
comment at the beginning for everything on the agenda. So that's what I understood we'd discussed. And so I would say because it's in this agenda that we make this first section nine for the meeting date that it's applicable to
which is Monday the 23rd, not today the 18th. So then it's clear you're commenting on the items in the agenda for the meeting on the 23rd versus it all being the committee of the whole. And then the section sorry six thank you 16 is for today's date committee of the
whole. Yeah, I think that the solution here, which is on here sometimes, is that it's it marks like will be presented at the regular board of education meeting. I think anything that we're not going to discuss tonight or like the first public comment like that needs to be noted that that's going to
be at the regular board meeting. Yeah. Yeah. So that we're not looking through this agenda thinking there's going to be 30 things. That is not what's happening tonight. So like I think that was a good ad which I didn't notice earlier. um the call out that some things are
happening at the regular board meeting. So if that was consistent throughout of what we are actually going to discuss today versus >> so the only just a thought process on the um public comment piece. So that first public comment section is four
items listed on the agenda so that people are able to you know come up and talk about what we're actually voting on. However, that second one at the end is for people to come up and talk about whatever else that is on their mind that they feel like they need to say. So, if we're going to have only one public
comment section on the night of the meeting, there's no space for that to happen. So, we can add that tonight. Is that what you're saying? >> That is I I I think that that first So, my personal view is that before our regular at the beginning of our regular uh session is when there the public
comment should happen before we vote. And because we're only having one, it's just a public comment section. So there's no restriction. >> So I I think we use language of related to the agenda to create a break because there were two. It is not a requirement of what public comment is public
comment. So I think I think that that's why I'm recommending one is at the end >> and to be fair, we were a little loose about what's on the agenda for public comments. >> Yeah. So that's I guess if the intention is let people comment on the agenda that would be today and then tomorrow could
be the or Monday is the open anything because it's first right it's ahead of the conversation but is why parse them out unless we're saying again that it's two and two or three public comments which I don't
think we want to go to that >> I think I think if If I'm understanding this correctly, what we're doing is taking the second one off in the regular meeting, taking the first one off tonight, and putting that at the end of the meeting. Okay?
>> Just to the agenda for tonight, we're going to take the the we're going to remove this first public comment section at number nine and we're going to put it all the way at the end of the meeting for this particular meeting, the committee of the whole. >> It's already it's already on the agenda, the end of public comment for tonight. So, Monday there'll be at the beginning
of >> and for Monday they're going to come in and do public comment before we vote, but that's an open time to say anything. It doesn't have to be items related to the agenda like it was before. >> That goes back to creating two separate separate agendas. And so I think that if
if we can designate in the current structure, then we don't have to create a new agenda because it will when if we take something out, it changes all the numbers. So I just my recommendation was to say section nine is the public comment for so look at if
we're looking at page four or 15 February 23rd board meeting it would not say February 18th committee of the whole meeting the last one section 16 will say February 18th committee of the whole public comment
that is the demarcation of when the public comment is applicable >> so not necessar we're not we're just changing how we say it we're not we're not changing the numbers on here. >> And then for the for the actual meeting, you could remove this the last one. It
wouldn't really change anything. >> So with all that said, um on board docs it says the regular board meeting for next week is Tuesday, even though on the calendar it says Monday. >> I had that same issue last month and
that it's the minutes and it's like very strange. It shows up as like a a Tuesday date and I I it's the minutes of the previous meeting that they're in there. I asked Beth Ann about that last month because I was like, "Why is there a meeting on Tuesday?" So, um So, Jimmy,
when it gets closer pop up until after >> Yeah. When it gets closer to Monday and it goes and and then and that gets released to us as the updates come in, then that that'll be posted differently on the website. Yeah. Good question. Yes. Okay. So, if we're good on the public comment section, I just want to
re remind everybody that the public comment section is going to be the first public comment section is going to be on February 23rd at the regular board meeting um on Monday night, this coming Monday night. And now we're going to move on to section 10, the uh business administrator's report. So, Mr. Burns,
>> uh on the report are the monthly the first several items are the monthly reports. transfer request which are all within the 10% nothing needs to go to the county at this time. Um the second item the board secretary report obviously reconciles to our to our bank
accounts as well as there are no over expenditures on those accounts as legally required. Um the student activity report is attached and the food service as well are attached. you will not see a purchase orders and warrants yet because again
we're still building the bills list. Uh usually we'll have that by Friday uh later in the day. A couple of things that are different on this agenda would be the next few items. You'll see first the RFPs. These are the annual process that we go through for
different professional services. Um we also have real time which is what we use for to manage our special education IEPs. that that renewal is for next for next year. There was a grant that we applied for and we were we received it. So,
we're we're here to submit and accept the $10,000 grant for project lead. That'll be $10,000 to our engineering programs. Uh there's a professional development for our culture and climate. And then the last
>> section 11 sorry the business >> no >> worries >> and the last seven or eight items there are the shared service agreements with Oakland to give a synopsis that's roughly about a five and a half% increase from last year I believe I've
mentioned at the retreat as well and that's I thought pretty fair for both districts given the fact that it includes a couple extra partial employees as well as health benefits that have increased drastically. So other than any questions
on the on the business of course >> Steve I have a question um or I don't know Dr. I don't know if this is for you. So, how will So, I was reading about the project lead the way grant. Um, can you tell us how that's going to be applied to the engineering program?
>> The grant incorporates supplies and training. That's how that's how it has to be used. It cannot be used for salaries or benefits of that nature. >> Okay. I thought I saw um possibility of new classes and things like that. I just didn't know like that was written in the >> I think it has to be used for supplies or supplies and training for new things.
Yeah. So the training is actually for the teacher and so the teacher um for each module or in project lead the way a module is basically a year a year of study and so it's like a level uh and so for each level the teacher has to go back to to
training and then there are resources that actually are attached with the training that they go to in terms of like curriculum and activities. Um and so it pays for some of those those those those pieces. Uh the last last time there was a
discussion item. I just want to give an update on state aid. I did send this out to all to both boards, but I think it's important for me to re-emphasize it that due to the new governor, we expect that state aid notices may not come out till March 12th. They don't they predict the
budget the budget address won't be till March 10th. Usually we receive it two days later. As of now, they have not pushed back our deadline. That deadline would be a week later. I Yes, it is. As you know, me and Beth
and myself are very excited for that deadline. Um, I'm being sarcastic on that one, but no, it's because it's no time at all. Uh there's still potential that they will push that back, but that at this point today, we want to make sure that we're clear that this will
have to if nothing else changes, this could be a very quick transition from state aid to finalized budget. And also, if there is a push back in those meetings, we will obviously have to work with both boards to reschedule meetings
to try to give us more time. So, I wanted to put that on everyone's radar that there is a possibility to potentially change board meetings if for some reason they give us an extra week or two, which would be really, really nice. >> When was that date again? >> March 10th is when they're predicting
the budget. Um, so we're we're assuming March 12th at this point. >> Okay. >> Um, there are two other items on just Mr. Longo's report. John, do you want me to talk real quick?
>> You sure? How do you want to go? >> First time doing this. Um, so the first update was um we did a little addition to our safety panic system. So if you've noticed on the exterior of our buildings, we have blue lights that indicate do not enter the building when
the building's in lockdown. So we in all of our cafeterias and APR rooms because if you ever been in the cafeteria, it's extremely loud and the students can't hear the updates over the loud system. So, each um post middle school will have two and then each APR and elementary
will have a blue light that will flash indicating lock down. So, and then number two is we had a pipe burst in the middle school um last week. Um
the actual cause um I'm not really aware of. Um my HBAC texts um kind of did a lot of digging and research and could not find the cause. Um in the middle school um we had rad
radiator heat and um registers in the ceiling. So we actually have two sources of heat which were both working at the time. So we don't know what caused it. But um after the initial burst um within three hours we had it all cleaned up, dried out. Um this past week we had all
the environmental studies done and everything came out good. So tomorrow we're going to start ripping up the BCT. Um we're going to look at the subfloor and then everything checks out. We're going to do the floor ourselves in house so we can get the class back up and running as
soon as possible. >> Any questions? >> Uh where is the class moved to? Currently >> they are on the first floor. It's a small special education plan. So I think they moved down.
I can't say enough about what he and his his crew did in this situation. When a pipe burst, obviously water is everywhere. I went in the next morning probably 7:30, 8:30 that morning and you could not have known outside the fact piles were lifting up. You could not
smell humidity in the air. It was so dry. I can't tell you how >> it was frightening at first. It was pretty frightening. There was a lot of steam in the air. So like you couldn't even see in front of you. Um so I was worried at But he couldn't tell
looked fairly good considering what happened >> the there was a lot of steam and also a lot of colorful language when we saw the images and so yes thank you John the fire department we were we were having a good time >> you guys feel good that there's no like
standing water or anything else in there >> we had running so there was no I'll actually go further. You told you actually said that the humidity the next morning was measured at 25%. >> Yeah. So I took >> That's incredible.
>> I took pictures the night of and then the next two mornings that it was below. >> You mentioned um environmental testing. So that included mold and anything else? >> Um mold and then we tested the BCT for um
just in case all that came back. >> Good stuff. Thank you for all your work. We appreciate it. >> Before we move on, can I ask a question about the um diversity awareness program? Um I was reading about it. Uh is this going to be implemented with the
staff during like um professional development days? Like how is this going to be implemented? sort of awkward angle. Hello. Um, we had uh the first of a multi-part professional development series with Mr. Justin Brown kicked off
last Friday during our staff professional development days. Um, right now uh we have a contract with him for four upcoming sessions. Um, we don't have any more professional development days this year. So that this will extend into the into the future calendar year.
But it was a um whole staff all 463 staff were in attendance in one room in the cafeteria at the high school. Um and uh feedback has been overwhelmingly positive about the experience.
um the the both the way he facilitated the content and how well it was received and excitement for future sessions with with him. So we were um really thrilled about the start of with more to come.
>> Go back just to the pipe real quick. Uh Steve, is insurance able to cover any of that or Jeff? >> Yeah, obviously we don't we haven't gotten the official things, but they were out the adjuster was out with John. Um, I I would expect them to cover most of it outside of deductible, but we'll
obviously won't know until everything's back. >> Name and address, please. >> So, um, I'm getting a list of all the items damaged. Um, so right off the bat, it's going to be the floor. Um, furniture, which it's it's not much furniture got damaged because it was so
quick. We got it cleaned up. Um, books, which is not a lot, believe it or not, even considering all the steam in the air. Um then the third thing was a small place but other than that yeah we're
calling all the quotes invoices >> and again the impressive nature of this is this happened at night I remember you calling me 8 o'clock at night by next morning I'm in the classroom with him he already submitted the insurance claim >> I did that night just >> exactly I don't know
>> like He was so on top of this. Uh, and then the adjuster was out later that day. >> Actually, so it happened Monday, the adjuster came out Tuesday, and then the environmental company came out Wednesday. So, it was like bang bang bang. Like, it's moving very quickly. >> So, again, I can't speak enough praise
on the way he handled this. Um, >> I was scared, so I did everything I could to >> get it up and running. So, >> but I've dealt with our insurance on similar issues in other districts. I I don't expect any hiccups here. Uh it by burst. I've had that happen before. It's
replacing the floor. It's replacing some supplies. I don't imagine there's anything any reason why it would be denied, but obviously until we get the final paperwork, I can't say for certain, but it seemed like
Oh, he was great. I worked We are very lucky. We have John. I have a quick question about the shared athletics for Woodland. Just making sure. So this covers so the students and families don't have to pay the um
student activities fee or is this just separate? >> It's middle school transportation. It's for their there are students that come over here for middle school sports. >> Okay. So we transport from Woodland for sports. Yes. I had a question about the shared services agreement. Are any of these
new? >> No, they're they're all the same. Just obviously adjusted for next year's salaries and rates. That's all. The only addition would be some of the pre there are two preschool coaches that are partially same. the same agreement just two of
them are more coaches this year. Anybody else have anything for section 11? Any questions? Any comments before we move on? >> Sure. >> Uh just an FYI, uh Miss Coleman expects
to be here Monday. So, so just wanted to make sure you [laughter] It's okay. My family My family doesn't like me either. They don't want me. [laughter] Just kidding. Just kidding. Just kidding. >> Speak for yourself.
Uh, okay. So, uh, let's move on to section 12. Mar, I'm assuming you're going to do the curriculum update. Yes. Good evening, everyone. Um, I have a few, um, is that because I'm so close to that thing. Um I have a few items to
update um on the agenda and then some other updates as well. So um field trips for 12.02034 to a variety of museums and um life skills restaurants and um really cool extended learning opportunities for our
kids prek through 12. So those are all attached to the agenda as usual. Um uh 12.05 05. I'm told I have to read this one by saying preschool big experience action karate. Um and then
item 12.06 is um to medical um home instruction placements for the date ranges included. I'll take any questions on them before I jump to some other updates. All right. Um so I have three additional
well two two two two and a half additional updates. Um so the first is um attached to um the agenda tonight you see a link to a nearly finalized draft of the um 2627 program of studies for our middle school and high school. Um it
is 58 pages long. I am going to give some highlights um and overviews. Um it should be in the comment section next to my name and board docs, but it might be locked.
>> It's available. Okay. [snorts and clears throat] Um um it is uh 58 pages long. Um and I had to use the big stapler to get it to uh to to hold tight here. So, I obvious
line by line tonight, but I do have some updates and things to point to point out for, uh, for you all. Um, uh, first and foremost is a thank you to Kim Halenbeck and the middle school and high school guidance counselors for the many months
of work it takes to reach a document like this point. We're not quite done yet. I expect that on Monday there will be some minor minor tweaks that I call call to your attention. Um but I do want to just thank all of the middle and and
high school counselors and um Kim um for the time and effort that goes into this. There's obviously a lot of coordination with our supervisors and other leaders in the building, but just a shout out and a thanks to the the guidance team.
Um, and it is a really, in my opinion, a really robust set of offerings that meets obviously state and local graduation requirements for our high schoolers and ensures that there's a really wide variety of elective offerings to make sure we're offering
our kids a really well-rounded experience here. So, I'm going to call out a couple things. I'll tell you what page numbers I'm on. I'm going to jump around a little bit and not in sequential order. Um and so so first and foremost a few new things that we have intentionally added to try to make this
a more um userfriendly document for kids and families. So if you'll first just flip to or skim to page six, there is a graphic there that we've intentionally added that calls out the yearly cycle
that our guidance team carries out. um starting at the top at 12 o'clock at the February scheduling sessions. Um and then kind of all the way through the course of the course of a of a year. Um and the thing that I really want to
emphasize here is that in this 58page document, the full menu of course offerings is included for our kids. We've heard feedback repeatedly, if you take it out of the program of study, how can a kid say they want to do that thing? And so everything that we could
possibly offer within reason, everything is included in this document so that students in those individual one-on-one meetings with their counselors from February through April can indicate their interest and preference for their eight classes next year.
Because that exercise of kids saying, "I want to take that but not that." Right? This is my first choice. That's my second choice. That exercise drives so much of what we then end up deciding to offer. So, a class that's incredibly
popular will teach. A class that has low enrollment and low student interest may have to go on the back burner for a year. Um, so I just wanted to call out that that cycle and name specifically that the student voice and student choice and obviously in collaboration
with their family is a huge component of that exercise. Um, next I'll take questions after. Next, um, jump to, um, pages 19 through 23.
This is the high school version. Page 15 is the middle school version. Um, if you're looking at it electronically, you see that these are all hyperlinks that would jump you to, if you wanted to know more about aerospace engineering, if you
click that hyperlink, it would jump you directly to the course description later on in this in this um document. But pages 19, 221, 22, 23 are a chart that calls out literally everything that we offer
um whether it's a semester or a year, what grade it's offered, how many credits it carries, etc., etc. So, that is new this year. And again, if you go to page 15, you see the the um middle school version of this just for electives. There's a lot less choice for middle schoolers. Sorry, middle
schoolers. Um but same structure. Um, and so I wanted to bring I wanted to bring that to your attention as well. Um, a few other things. Um, yep, that's next, Fred. Right there.
Page 10 is the um another new tool um called the middle school high school seven-year plan. And so I can envision myself next year with my sixth grader and lots of other families sitting at a kitchen table and starting to map out
and chart the the direction that your middle school high school years will take and plotting when you want to take certain things. Um, and so we just included this sort of map or planning template, if you will, um, so that
students and families and staff of course can make sure that they're, um, looking at this guide, seeing what interests them and planning. You know, you only have eight eight options a year times seven years, right? So, can you get all of the things in that you want to take over the course of your middle
school or high school year? So, it's including this as a I know it's, you know, just a user friendly tool hopefully to help kind of grab your pencil and and chart your course. [clears throat] Um, on page 11, an important note
regarding our grading scale. We've talked about this before. Um, Megan, I know you asked specifically about this. So, this is the new F50 grading policy update. Um that now creates a different
floor for what is an F. Um if you looked at this document last year, it would have said 0 to 64 is an F. Nothing changes for A, B, C, or D-grading ranges. That would be a whole different conversation that we are not having tonight. Um all we are changing
currently is that the range for an F is now a 50 to a 64. The purpose for that, as I think we've shared before, but it's worth noting again, is that um if a student earned a very low grade previously, there was no or slim
mathematical way that they could have passed a course for a year. And it sort of disincentiviz is that a word? It disincentivized the effort to pull yourself out of a failing a failing grade because they
might have realized what does it matter, right? And so this now mathematically you can still get an F, you can still not pass a class, you can but it allows for effort and hope to um and hard work to go into ultimately passing a class in
a year. And so um uh wanted to name that that is a shift that our counseling team has researched and sent sent to our sent our way for approval and we strongly believe that that's a great next step um
for our kids. Um okay, a few last items and then I will pause for questions on this. Um, I'm going to call out the 10 new classes that are included here. This is on the high school side specifically. Um,
[snorts] 10 and a half new classes. Um, and I'm naming them by name tonight and pointing you to because I know that we are entering a difficult budget season season coming on the heels of last year's difficult and the year before and so I want to name that even in the midst
of all of that we are ensuring that we are continuing to listen to kids interests and feedback and ensure that we're continuing to respond to their interests and needs and continue to update our program accordingly even while we're having to make difficult um
budgetary decisions. Um so um uh in no particular order we're adding civil engineering and architecture, AP language, journalism, creative writing and public speaking and digital photography are all
courses that ran previously that are included in the program of study. Again here if student interest indicates that I'm just using these as as an example, but this would apply to anything. um they are back in the program of study so that students can indicate their
interest in those courses. Journalism um strings orchestra um and then three um health and physical education classes that are a part two of a series fitness and wellness, strength and conditioning and team sports. All
the second step in uh from from what we implemented last year. And then last but not least, um for seniors only, an early release or a late entry for those uh for those students who have um there's a lot
of parameters around that. Um but uh for students who have earned enough credits and can condense their day into four hours before lunch or four hours after lunch, they would still meet their fourhour con um statemandated minutes of
learning time. Um, and the way that our schedule works, the the courses that are a four-year class, like PE, math, and English, could be intentionally scheduled in the morning or in the afternoon. Um, allowing students to be
released for option two, for jobs, for ch younger sibling child care responsibilities, etc., etc. Um so we think that this is a great way to um recognize our seniors with some increased independence where when
earned. Um this also has the very helpful benefit of freeing up a large number of electives seats. Um because if students have already fulfilled their graduation requirements by senior year, much of their schedule is then filled
with electives, which is great for on the one hand, but then it's holding seats that aren't necessary um that could be allocated to underassmen. Um so we think this checks a lot of boxes. Um
okay, that is all questions, um comments, etc. I had um a quick question. Well, a couple question quick questions. One, uh when it comes to uh things that are low enrollment that you talked about, is there a threshold like a number that
you're looking for or does it depend on the class? So, two responses to that. Um we're always looking for about a half enrolled class. So, 12, 13, 14 students in that range. Kelly um
where we are aiming to get because I will acknowledge that we will not be able to run all of the classes that are provided here. There will be classes that are too too low enrolled or that we don't have the staffing capacity to. We are trying to get to a place where and this is why page 10 is so important. We
are that seven-year plan. We are trying to get a place where we have an odd year and even year cadence of classes. And I understand from some other staff members that this is something we've done before so that if something is low low interest
or low enrollment one year but over the course of a two-year period we could get enough kids 12 13 14 offering that on an every other year sequence. That's why that document on page 10 is so important to say all right I know that class X is only going to be offered my you know my
my sophomore and senior year. So let me plan accordingly. Um, so that is one of the ways that we can offer a wide variety in a pragmatic way and acknowledge that we can't run classes with only four or five kids in
in them in a given year. Um, and ensure that families know what that sequence is. So, um, uh, hopefully that answers your question. >> Yes. Um, my other question is that uh 10 and a half new classes, some of them are classes that you said were previously
offered that are coming back into the into the fray. All right. Um, and my last question is just there's enough student interest. >> Correct. Yes. Got it. My last question is related to a personal uh question is when do middle schoolers pick their
electives? [laughter] >> Great question. I have the same one. And so like if you look in the um upcoming dates as an example, you'll start to see I think there's one in here for Garfield has their middle school visit, right? So
we are starting to um that happens after the it's less complicated to schedule middle schoolers obviously than high schoolers and so that comes a little bit later. Um but that each elementary school including Oakland will receive a visit from the middle school counseling team review all things middle school. um
uh but specifically um their elective options because that is really um where middle schoolers have the the choice um differently than high school where there's a lot more. So um yeah, soon
>> um I have a couple Well, one one statement you said the hyperlinks uh I'm assuming because it's a draft the hyperlinks aren't working right now, >> right? Yeah. Yeah. So I I assume that's because it's a draft or Chrome's not amazing at looking at PDFs.
>> No, not in the agenda. In the document itself for all the for you know like German German 4, like you can't click that link and it doesn't go anywhere yet. >> It's because it's because it's draft. >> Yeah, it's okay. Um and then second, the grading situation starting at 50.
>> Um if you could just speak a little bit more about that like so like if If there's a missing assignment, is that a zero or is that a 50? Um like so what if what if the student gets 75% of the problems wrong on on the assignment? How
how does that work up to a to a 50? >> Great question. We will we will build this out on the back end in Genesis to ensure that but the balance we are aiming to strike is that um grades will
stand. So if you get a zero, it will show a zero in the grade book. If you get a 30, it will show a 30 in the grade book and that only at the final report card generate. That's when it would kick up to 50 at at the at the end of the report period. And so if a if a student
or a parent is looking along the way, they would see those very low grades. And we think that's an important thing for families and students to be able to see and respond to. Um, and then at the end it will bump up. and and just to clarify like the the grades in the grade
book so we're talking about individual say assessments or homeworks or whatever all of none of them will change right it's just so then after you average the the grades together whatever the let's say um someone gets a 75 for the for
that term it'll be a 75 but say someone gets a a 45 it would be a 50 correct >> right but then the grades in the grade book would still stay the Uh so with will there be any kind of um I guess maybe monitoring of this? I mean um you know next year might be kind of a
rollout year and we're looking at how things work and could it possibly be modified >> course? Yeah, we think that this is many steps in the right direction, but and we've done, as you as I said before, we've researched other districts, their
policies and um but yeah, of course, we're going to see if this is serving us well. >> Um I do have some experience with this. Um after COVID, u my district did this and it it makes sense, right? It does make sense that you want students who
are struggling to realize that there are things they can do. I mean in the past teachers would give students those opportunities but this way it kind of systemized it especially after COVID so it made a lot of sense. Um but the problem became in some cases that the
50% kind of deincentivized students to work. Um we had students who you know had major attendance issues but they had 50s to start. Um there were students who, you know, unfortunately sometimes families aren't engaged with
the students academics and students realized that they did the math. They could not do anything all year, get their 50s and then, you know, get an 80 and you know, you know what I mean? So in some cases it did wind up kind of being a numbers game. Um we we actually did our district kind of
rolled back from the policy. Now there's like an appeals process. So a student can appeal a low grade and you can get the 50 but you have to demonstrate that you had done you know your work and you had tried you would come for extra help things like that. So um you know there were some of those hiccups. So that's
why I just wondered if that had been thought of at all and if this is something that maybe we can get some feedback as to how it's going because obviously students who are going to play the game um those are students who need help. they need support as well and you know can we make sure that we're you know kind of helping them and not
allowing just for and and again it's certainly not everybody but it did wind up being quite an issue. I think those are excellent cautions for us. We looked at a couple different scenarios like for example should [snorts] we have the F50 policy
only in trimester 1 and two and then revert to typical grades in semester three and your final exam. So it would sort of even out. Um and so kind of went back and that was just one, you know, one scenario that we played out. And so
I think we will um be as you said um monitoring to see if this serves the purpose that we are intending or if there are further adjustments to be made. Um so stay tuned for updates. >> Thank you.
>> I just have some comments. Is this the first year that we've done um the program of studies in this fashion? And I'm asking because uh as a parent I my oldest is middle school so and middle school there's limited so I'm not like fully entrenched in like uh the program
of studies. So but what I'm trying to say is really great and so I appreciate this especially as um you know a parent that's looking at course offerings and this is just such a nice easy way of looking at it and so I appreciate that and it's wonderful. So, if it's not the
first year, sorry I missed it. If it's the first year, this is wonderful. You know, either way, it's wonderful. Um, but um, and I think it really is a wonderful tool for our community and our board to say when we do have students
that are saying, "What are we offering?" this is just a very, you know, you're we're not flipping through like a course like this is just a really nice way to present it um and for others to present it to other families and saying this is here for you. this is an easy viewable
um you know list of offerings um I really appreciate the tool of trying to map out um because I just think that's a wonderful tool for families that you know really need to map it out you know and to even suggest thinking about
mapping out high school you think of that as like a college thing sometimes um so that's so I just wanted to say thank you um and this is really wonderful and I'm really excited to like dig into this with my almost eighth grader but soon to be you know um so
thank you for providing a really nice resource for the community. >> Thank you. I mean truly that all goes to the guidance team. Um but uh thank you for the positive feedback. Uh it's just an updated version of these are old ones that I've been looking at. No, it's just
an updated version of what we have done for a while. But the things that you just noted like the seven-year plan, the snapshot of all of the off, those are new additions for the reasons that you just named. Yeah.
>> Um so I just had a question about the uh we have a threshold of roughly 12. Um are there options to go like for a class, right? So enrollment or selection of roughly 12. I think we've spent a
an amount of time hearing about courses that um were well under subscribed uh than 12. Are there options or guidance around here's how you can get that course work so that we aren't perhaps
discussing the under 12 classes that aren't really how will we close the loop on here's the classes that were unders subscribed and here's how you if you really want to be and I'll say the elephant in the room in AP physics then here's how you do that so that we aren't
trying to field that inquiry for many months So, I I I'll weigh in. I think, you know, I want to make sure that we're being, you know, as clear as we can be. Um, the budgetary process is going to be
extremely challenging. Very tough decisions are going to have to be made, not just in Colleagwood, not just in Oakland, but in every school district across the state of New Jersey. And so, we're not when we talk about a threshold, a threshold is just a it's a guide. It's not a hard and fast rule. Uh
we have to look at it on a case- by case basis because some of the specific courses that may be unders subscribed may be critical to a young person graduating on time. And so we're going to have to assess every every single instance. Um but our goal is to make
sure that if we are um investing in offering a course uh students are are are in the class to be able to take it. Um but it is but we will have to be flexible whenever necessary. >> And I think it sounds like uh Miss Alter what you were saying too is that if
there's a concerted effort to take some of those uh we'll call them underscribed forces and make them um every other year that actually right like right right because then then it actually makes it possible to to um
feasibly give those courses so that students can actually get that right. So, it's basically just instead of having a bunch of underscored courses every year, you're just combining so you have a bunch of fully subscribed courses every year. >> And so, I'm just going to uh play give make sure we're really well positioned
for the senior who doesn't have the seven-year plan and how do we support their making sure they appreciate like I don't have a next year I won't right. So, I'm just saying it now so that we can anticipate and be really succinct about our messaging to those students.
Um, and also may I'll ask is like how do we think about well then here's an online option right is what is the glide path to getting that need or request met if possible when possible. I'm just putting that out there for some to anticipate because we have been in that
space already. So I'm trying to just navigate what will probably repeat itself. So just wanted to say it out loud. >> So that's that's really good. It's good feedback. And so one of the things um that we have learned is that there are some courses um better than others in in
an online platform. Um some of our students they've given us very um direct and brutally honest feedback about which ones not to offer uh online versus which ones to offer. And so we're taking all of that into consideration.
>> Just really quickly, if you download the PDF, it hyperlinks. So all the course links hyperlink. So I think it's just Chrome that is not like letting you click through, but if you download the PDF, you can then click through to the course offerings. So I know there was
probably a panic like it hyperl earlier today, [laughter] but it's still it hyperlinks. >> We'll cross that off my to-do list. Thanks, Stacy. [snorts] >> U Meredith, considering some of the staffing challenges we've had over the past few years, all the courses that are in the program of study, do we have the
staff with certifications to offer all of those courses. Currently, yes, we have the staff to offer all of the required classes for graduation, state level, locally, or we will be
posting to ensure we have a certificated teacher to fill any potential openings. Um, I just want to make sure I'm speaking accurately, but yes, I believe that's I believe that's accurate. Yes. >> Oh, sure. I just mean, so if a student sees a course like, "Oh, wow, that looks
awesome, like are we going to Is that a course that could run if enough students get excited about it or >> I think you're probably particularly referring to electives in this exam." Correct. Okay. >> Um, yes. Okay. So, let me answer your first question slightly differently. So
um we have to offer required state and local level graduation required classes. Um electives um will be determined by student interest and staffing capacity. So I retract what I said before now that I
understand your question. Yeah. [snorts] So if a student if you know let's say 10 students or 12 students even well no I'm just thinking like 10 or 12 um they say they like to take a certain course either it doesn't have the enrollment or
we don't have the um certificated staff. How do those students choose a different course? Yeah, great question. Um they students choose backup choices in the in the selection process. Um that was a
lesson learned from I believe three years ago's process um that we now just ask ask for their first second choice so that we know how to pivot um should we have to and one more um concern um
obviously with the concerns around affordability for postsecary education for um our students what kind of dual credit offerings do we have? Yes. If you turn to page 13 or slide to page 13,
um this lists all of our um dual credit college partnership opportunities um at Camden County and Stockton. Um and new this year are French three, four and
five and Spanish three and four. Um the others were already uh included uh previously. >> Mal, I'd like to turn back to the to the grading policy. Um the on page uh it was
11, I believe. So qu the question for the the high school. So it's it's done with trimesters, right? So it' be three uh so in the end there would be three um trimester grades that would be averaged
to for so then essentially given the 50 um bottom uh if a student were to get a 50 and a 50 in two of the of the three trimesters then they would need a 95 to to to pass
um with a barely with a with a 65 Right. Okay. U so I say that uh just to make sure I got the math correctly there. Um I mean >> wouldn't be an easy road for a kid. >> So I guess I you know from my my perspective when uh when when I was a
teacher not only did uh my school say that you the the the end score couldn't be below I can't remember what it was anymore. I think it was like a 60 actually. Every single assignment >> also couldn't be below a 60 either. Um and I that's not what I is happening
here. Um but personally from my point of view I'm fully in support of this and and uh because again I think when we talk about uh how we want to give students the opportunity um to
participate or to engage this is one of the ways to do so. um and us remembering that these are children right and I think uh our moving away from a sense of of you know does a student deserve
uh to have a chance to pass or not I think is these were one of the questions that I know me and my colleagues back then were uh had to discuss of of what does it mean to say you as a student get a zero right and which means then that
you as a student don't deserve ever to to pass. And I think giving the student an opportunity to say, "Hey, well, I had a really bad uh uh trimester. A lot was going on, but but I I want to do my best." I think that makes a lot of
sense. I would also posit that um if a student were to get 50/50 and then a 95 given that the the course should be building on itself then that student must have done insane work um to get to get to that place and so again you know I know I'm I'm fully in support of of
this and hopefully um there of course can be more supports around students you know including the content bar stuff to to help with that piece but but you know thank you for bringing this up and and for putting this in front of There's one more additional piece I think that's really important for us to acknowledge.
And so if you look at it from what's the value of an A? If the value of an A is eight points, um the value of a B is also eight points, the value of an F um is 14 points, not 50 or 60 uh or I'm
excuse me 64 points. And so what we heard from students specifically, there's a direct correlation between uh students who were disengaged uh and students who were disenfranchised and students who were on the verge of not seeing light at the end of the tunnel and actually dropped out was that if
there was no opportunity for them to reconcile a poor decision over a marking term. um it contributed to poor behavior uh poor attendance and then long-term it contributed to uh dropout um and so on
and so on. And so we've been trying to the degree possible to take feedback from our students specifically students who were not seeing the degree of success that we were expecting um to factor into to to all of this without uh taking away the academic integrity of
hard work for for for other students. So I and I appreciate Roger uh Mr. Chu your question and I guess I really just want to make sure I fully understand because I I I deeply struggle with the idea of a zero or even below a 50 frankly what
like the first one is there an action plan right like to have one at all would suggest a level of remediation is required so I guess walk me through the first zero because it to have any is I
need to understand that we're immediately intervening or I'm gonna send in that space. Um, so can I better I just want to make sure I'm really clear that it isn't 0000 hope this works like what is the expectation around
potentially even being in the less than 50 and not having an immediate action plan. >> Yeah. So we I I mean I agree completely. We are now positioned to be able to
I know this has always been happening, but we're now even better positioned to be able to know in advance when a kid's on that track and respond accordingly if that were to be the outcome. And so we
have a secondary MTSS coach who's monitoring um trimester grades very closely. Um we have our predictive map data that tells us when kids are at risk.
We um now have it's we're in the very early stages, but we now have the branching minds MTSS platform that you all approved us I believe LA last spring perhaps. um that serves as an early
warning system for attendance disciplinary academic. So, um I would say that we are we are getting closer every month um to having a really robust
system kind of like at uh at a teacher's fingertips that pulls in data from our Genesis student information systems from map whatever we feed into branching minds um populates um a really useful
tool for our staff leaders and teachers to be able to intervene sooner. Um have early earlier indicators of trouble brewing. Um and um so I would just say we're not all the way there yet, but
we're getting we're getting closer um I think than we've than we've been. >> Thank you. One other thing I want to mention is I I'm really excited about this idea of senior uh early release and late entry. Uh, I'm excited to see how
that works out because hopefully that is helpful for uh seniors of of all different different uh circumstances or interests to help keep them engaged within school so they graduate while also um whether
it be wanting to go out and do something uh start taking courses at a community college or or or or if they need uh to um you know take on a job or something else that that they have those opportunities so that they're still
understand that they can they can graduate while still meeting uh uh all different needs that they have. So I'm really excited about that and hopefully we'll see some success with that. I do want to note for anyone listening that it is it is clear in the uh program study that you cannot seniors take both
senior early release and late entry at the same time. So spoken like a former student that try to do those things. [laughter] >> We have a lot of students in my district who do early out who do just that. They
um are at RCBC taking classes. They work. Actually, we have a partnership now where some of our students are going across the street and volunteering at our elementary schools, which has taken a lot of pressure off of hiring aids. Um um and this is also just a comment. I'm
really glad to see that Collingswood is sticking to the eightoint scale rather than the 10-point scale. My district went from the a seven-point scale to a 10-point scale and grade inflation was like is continues to be a huge issue. Um
and so given you know the fact that I think it's a nice balance to have the like you know the 50 as the cut off but also having students like yeah you have to work harder for an A. Um, I think that that is a really valuable thing and colleges see that. They see what you
know what exactly and they see like how much more competitive and I was just looking through char um uh Camden County like other districts and very few other districts use the seven or eight point scale. So I I hope that Collinswood maintains that. It really does make it a
very competitive district. One one last thing. Uh kudos the documents. Awesome. >> That is all Kim Halenbeck and her team. So I will relay your sentiment. Yes. Thanks. Sorry. I think someone else said
something over No. >> Oh, we're we're still on section 12. Yeah. >> Still me. >> Yeah. So, um can you give us a calendar update? Those are my other my other two um points that'll I think hopefully be short sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh shorter um than what I just was
sharing. Um the uh the 2526 calendar that was board approved last March and has been shared many many times um calls out the dates for if there is if there were were to be any closure for whatever
reason, it calls out the dates that would be the makeup days. Um, we have now had one closure with the storm from several weeks ago. So, we have one makeup day, June 19th. We have had two um uh we have had two delayed starts.
Those do not impact two. Yes. Yes. Two delayed starts. Those do not impact our day count because as long as you have four hours of school, it counts as a day. Um and so um that is that is for
the uh 2526 calendar. Um it might snow again. Uh uh so um we will um we will or there may be other re yeah we will offici like once we get through
the next week like we will be able to at the March meeting I think just like give an official end of school June calendar update but the dates are already called out if you are on like it's in small print we fit a lot of stuff on that
calendar but it it's called out there so Um that's the this year calendar. Um and then the um the 2627 calendar it uh draft is completed and with Dr. McDow
for his review and input. Um the working group did a fantastic job. Um and uh uh we will that is that is uh contractually required to come for your approval at the March meeting. And so that will that
will come out um next next month. Um and then I think I shared before that we also drafted the 2728 calendar. It's not quite it needs a little bit more. So stay tuned and we won't be able to board approve them all together, but we'll finish it and
approve it as soon as we can. Um, so that that come it just might come out in like, you know, I don't know, at a random time, but we'd rather finish it and get it out sooner since it's pretty close to being finished. Um, yeah, that's so we haven't had snow days added to the
calendar in the in a while, right? Because we really haven't had them or needed them. Is that something that you're going to put in uh for next year? >> We were able to it's it's a it's a tricky exercise, right? So in the 2627
calendar, there's one less day of winter break. Just the way things fall, there's one less day of winter break. One of the Jewish holidays happens over a weekend. So like in this year's calendar, we had a very long winter break. Both Jewish holidays. So in next year's calendar, we're already plus days to play with,
right? So it's a very situational exercise. Um we're also capped contractually at 184 student days. So, it's not like we can just like add in a bunch more and and have a big buffer. Um, so the 2627 calendar has 181 student
days plus one. Um, this current year's calendar has 180. Um, and so, uh, we're able to add in a little bit of a buffer next year. Um, with the first snow day, this would be
if you approve it, but with the first snow day would be what is currently a full day off. We would reduce that to a half day. So, we sort of have like two days of to play with in next year's calendar where we don't have any in this year's calendar. >> [snorts]
>> So I just um want to make sure that at this point and just in this process when we are voting to approve the calendar it is inclusive of all makeup days for any reason right so uh you know weather anything major yep pipes could shut
schools down we've talked about that right like you we can have school shut down and so I just want to make sure that we appreciate that the total student days are counted towards your bill I the ability to graduate is all of those days. So we as a district
anchoring that the last day of school is required to meet the graduation requirements. Students have to legally in the state of New Jersey have school available for 180 days. You can not graduate on the 179th
day. You can graduate on the 181st day or the 180th day but not less than that. Is that your question? I think. Okay. Thank you. >> This might be uh speaking snow into existence. Uh so I apologize for those who don't like snow but um I would you
know I understand that we we have to have one additional day because we had a snow day and that right now would fall on Junth on on 19th. Um, I would suggest that if we do end up having an additional day that we have to make up
that we actually shift both of those makeup days to the following week so that um we can properly observe the Junth holiday. >> I was uh thank you Mr. too because I was asked I was a little flumxed by the
selection of a that holiday as a bank day but um it is it required that they are added at the end or can we use any other days off to account for this? >> We have flex we have flexibility and so the reason why we're not asking you to
vote today is because we want to talk with the um calendar committee >> uh and have a cohesive conversation. They helped to develop the calendar so we want to go back to them. We will be making a recommendation for the March meeting. Uh but that is one of the
topics that we want to talk about. >> Okay. So just to clarify, am I hearing that the June 19th date may be moved to a different day, a different makeup date possibly given your conversation with the calendar committee? >> Yes. >> Okay.
It could also be moved. Yes. And if it snows, it there could it could happen on its own because of mother nature, right? So we we cannot today say what definitively the last day of school will be. I wish I had that power.
>> Are you hearing that, Miss PTA, president of the high school over there? [laughter] >> Uh those are all of my updates tonight. Um, I will take any other comments or questions. >> Just in terms of if we can just clarify as these decisions are made around
makeup days. I understand it's on the calendar. I print it just so I can see it every day even though I have it on in on uh my phone and all the things. But what is the expectation around communication of that? Are we assuming that the calendar we got before school started is etched in our brains to know
those four dates or is there a communication of here's what the changes will be and from whom if there's any change to right right now in this moment in time what is currently board approved and has been communicated
is the makeup day schedule. If there's any change to that, there would be a district-wide communication. And if there sorry and if there's any change to which days, so you board we board approved last March the dates that
if we change those, then it would need to be reapproved. If we're just using the ones as is, that would just be a up an a district update as a reminder. These are the the the makeup days. If we change that, that's a different process. Okay.
And did you have anything else for us besides that? [laughter] >> I think the last 45 minutes have been, I'm sure, more than enough of me. Yeah. >> Never enough of you. I'm just wondering. I thought you said you had a couple other things. I just want to make sure
before I move on. Um, okay. So, anybody else have anything about section 12? Okay. All right. Good conversation. Thanks everybody. Uh we're going to move on to uh section 13 which is personnel.
So, who is presenting for that? Back. >> Section 13.01 01 includes some new substitutes and tutors. Travel expense forms. 13.03 is the back fill of a vacant high
school secretarial position. 13.04 is the hiring the recommendation for hire of Mr. Bradley Klene as the interim STEM supervisor. 13.05 is a lunchtime aid and playground assistant. We have some very
welldeserved retirements to announce. Miss Lisa D'Angelus, Mr. John Connell, 13 point, they're with us through the end of the year, don't worry. 13.08 uh is an FMLA. 13.09,
sorry, is a peer mediation coordinator at Sharp. 13.10 is a revised uh permanent building sub at the middle school. Um this has been vacant for a minute and so we have found a candidate
for that role. Um uh 13.11 is a permanent building sub at uh newbie who is that position has also been vacant for a moment in time. 13.12 is the extension of the revision and
update of a long-term sub at Garfield. [snorts] 13.13 is the approval for um a graduate biology student to um observe one of our current high school biology teachers. 13.14 is a student teaching stipen.
Um, and 13.15, hold please. We moved this all around earlier. Now I have to orient my 13.15 is the uh approval of athletic event staff uh coverage. [snorts] Um, and then 13.16
is all of our spring uh middle school uh athletic stipens. 13.17 is our high school spring athletic stipens. And that is all. >> Anybody have any questions or comments
regarding section 13? >> I just it's for my own interest. What does the uh biology program observation entail? Is he just sitting in the class? Like how does that work? Is that for Jake Rossy? Is that item?
Yes. So, um he's >> um uh I think it's 50 hours of teaching observation to meet a a requirement of his graduate program. >> Thank you. All right, just giving everybody a
minute to look make sure. Uh moving on to section 14, culture, climate and policy. Hello. So yeah, round three. Um y'all you all may recall in maybe December
we reviewed policy someone checked me on the number 1230 1240 12:30 it's the provision that allows for 2430 excuse me co-curricular activities um uh we had some preliminary
discussion in policy committee at the time not whole board I don't believe Um, so, uh, I'll just give some backstory. So, this, uh, policy is I the spirit of it, I believe, intends for homeschooled
students to be able to participate in district offered extracurricular activities. However, it's written with a very heavy 6 through 12 emphasis. And we do have some upper elementary um extracurricular programming
sentatonics orchestra band that homeschool students have families have reached out in a a limited number but on a few occasions that prompted us as a policy committee a few months back to say should we revise this policy to more
explicitly state that this is meant for perhaps if I were like grades three through 12 or four through 12. Um, so that um because we do offer extracurricular programming at that at the lower at the at the elementary level and it's just
not sort of explicitly spelled out uh in the current policy. that your your your consideration of that is >> is this because just of how it's written in the boiler plate that we get only considers for middle school. Okay. So,
>> all right. What >> we have not been inundated in any way with requests for this, but a few instances have come up that we felt it was worth bringing it to this group for consideration.
Um because again I do think the spirit of the policy is to allow for this. It's just not explicitly called out. >> I recall other keep me honest here that some of the challenge with expanding it is that the extracurriculars at other
levels are not consistent. There isn't one at every single school to offer somebody. So they would then if Tatum met something or Zay it would be difficult to navigate. I thought when we had the conversation around expanding it to other to our elementary level, keep
me honest. >> The only district-wide elementary offerings are for any elementary school student to participate in sentatonics. It's the choir, orchestra, or band. And
so that's not specific to a build a building. >> So this is only for those. Anything else would not be included. I'm just making sure that I'm making that only the districtwide ones. Okay. Just making sure. >> So like newbie green team, they wouldn't be able to >> Yeah. I'm just saying it so that for those who are aware that each school has
something different that it's only the district wide ones. So what we're asking is if the board is um is in consensus that we should submit a update to the policy for first read
and for your review, then what we would do is we would update the policy, get that back to you, put it out for first read um for next week. And so that's really what we're asking. >> Do we foresee a lot of homeschool families participating in districtwide band or
>> no >> we do not have that many to begin with and it's an even smaller number that want to exercise that option. >> Okay. >> But uh >> it feels like the right thing to do inclusivity more than we were presented
with an issue and the policy didn't specifically say grades four or five. So we were like, should we, you know, reward the policy in a way that reflects districtwide activities that they can participate in participate in in that level at elementary school. So that's
the only reason why we presented with this change because the policy wasn't specific and you know, we wanted to make sure we were following the policy. >> Thank you. And so m uh Dr. McDow, you said that we would this the policy that's in here now is the current one
and then Yeah. And then it has to be rewritten still. >> Yes. Okay. Because I was like, "Oh, what?" All right. So, it still needs to be rewritten >> and then it'll come up for a first read at Monday's meeting and then it'll come up for a second read at the following
meeting. So, the public has two opportunities to comment on it or, you know, or or tell us what they, you know, their thoughts about it um for those two meetings before it's actually implemented officially as policy. >> Okay. >> Okay. Thank you.
Sorry. Does this just for Collingswood residents then? So even if we had shared services for middle school sports or something like a home school student from another town would be able to take advantage of this. >> Um I do believe that anyone can correct
me if I'm wrong, but I believe 6th through 12th grade homeschool stu that's already that's already caught that's already yeah that's there's no change to anything impacting 6 through 12. We're expanding it down to Collingswood
homeschooled elementary students. >> Yeah. >> I just didn't know if it was going to be in conflict with any other policies or how they're written in in specifically around the residency thing, but if it if not, it probably is not. So,
>> I'm all for adding it to to agenda for us to vote on. >> Agreed. So, we would uh we will be we'll we'll work on that. We'll get that to you sooner rather than later uh before before the uh end of the week. Um we would be recommending um it to reflect
uh three, four, and five so that it's consistent with the uh update to the biking policy that the board previously approved. Um because we we've got children that are that now have the flexibility to move around around town
more consistently. Anybody else have anything for policy? All right. Section 15. These are going to be presented at the Monday, August August, [laughter] February 23rd meeting. All right. So, nothing with that. Um,
and then we're going to move on to section 16, public participation. >> So, I guess we would, if we're done with committee, I guess we close out >> to close it out. Okay. So, before we do that, does anybody have anything else that they would like to share, discuss,
any comments, questions, anything? >> I would just like to thank Steve for the last few weeks. Yes, we're very excited for Bethanne to come back, but I think you've done a great job in the in the time being, sir. Zakia, do you have anything else that
you want to talk about? Okay. All right. So, can I make a motion to exit committee of the whole, please? >> So, moved. Second. >> All in favor? >> I. >> Okay. So, now we're going to move on to public participation. So, this is our
public participation for um Anything that was on the agenda tonight. Am I correct in that? Yeah. Or any for anything. Any anything. Okay. All right. Got it. Uh so anything you want to talk about, we're here. Public participation. Uh we ask that you please stand, state
your name and address, and keep your comments to three minutes or less. The public is reminded that attempts to resolve all concerns and complaints should first go through the appropriate staff members and administrators. Thank you. Mr. Burns, can you please keep time for us? Thank you.
I will try not to take three minutes. Um Cara Boiler, 90s Somerfield Avenue. Um so I was talking to Dr. Walker in the back, but also I um I figured I should get up and mention it at the microphone. Um so I was exploring uh FAQs for Unified Campus and I was hoping or
requesting that as soon as we know any information about uh whether or not there's going to be any rebranding of how we're calling the middle school and high school that that information is offered. Um because um I have an 11th grader. Technically, this would be my
last um term as the high school PTA president. I was probably going to fold back into the middle school. But when we were talking about how we're going to um shift positions, it we realized maybe we actually have to unify our PTA and dissolve one and make a whole campuswide
PTA that covers the whole thing. We can't move on that until we know what the name of the school will be, if it's going to at all. So that's it. Thank you. >> Hi Robin Hogan CA president. I just have a quick question about the shared services list. I noticed that the um
shared media specials with Oakland that agreement is not on this list. Was that I don't know if that representative change or just >> there is one. Okay. >> Okay. >> I have to double check that part of it,
but I can tell you that as I put it together, there is >> change. It's just >> there is nothing changed there. >> So, I will double check that. Thank you. Okay, seeing as there is no one else coming up for public comment, I am going to move on to section 17 adjournment. Can I have a motion to adjurnn the
meeting, please? >> Second. >> All in favor? >> All in favor? >> I >> thanks everybody. Have a good night.