our meeting where we do the pledge of allegiance. If we could all stand to the stands one nation indivisible. >> Welcome everyone. Uh we appreciate having you here. We have a a special
presentation here. It's Valley View and Special Services students and staff along with the Valley View Athletics County Champions. And uh Dr. Forte, if you want to take it over from here. Thank you. Wow, this is a big crowd.
We're used to having zero people, so this many is cool, but even one is cool. So, thank you all for coming. Um, this is a cool day. It is great to see all the achievements. So, we're we're going to get started. Um, who do we want to do first? Any Do we want to do the the one
that we have up or to start with them? Okay, perfect. So, let's call up Miss Johnson, our director of special services, to uh take the lead with the special services department. Come on up. Right. Good evening. Um, tonight we have our Valley View Viking Connections
program that is led by two of our uh, child study team case managers from Valley View, Miss Footh and Miss Knock. Um, Miss V started running the program nine years ago and Miss Knock joined about five years ago. So, they've been doing a wonderful job and the kids
involved are just it's a great program. I think it really brings together kids from different experiences, different backgrounds and um gives them some really authentic experiences. So, I want to turn it over to them. Thank you. So, good evening. My name is Leanne
Footh and like Miss Johnson said, I started this program about nine years ago. And what the program does is pair leaders with students um who benefit from additional support promoting friendships, social engagement, and different activities to do after school.
So, we um work about three weeks out of the month and do a variety of different activities trying to tap on everybody's interests um throughout the year. and we are going to let the students share a little bit about some of the things that we've done this school year um in the
Viking Connections program. >> So with us we have Amelia and Andy and then Emily and Willow and Andy and Amelia are going to tell us a little bit about what they do in the program. >> Um hi. So, Viking Connections is an
after school club and um we all like join after school and we have buddies and um our buddies like like we're buddies and we help people that like need a little help making friends and stuff and um we like do a lot of activities and we have a lot of fun and
um it's like a very it's a safe space and we like make lots of connections like hence biking connections and um like we love to connect with many different people and make a lot of friends. >> I enjoy making connections because it helps me bring positivity to my day and
I love seeing the kids and being able to practice leadership skills. It also gives the kids a spa safe space to create new companionships. One of my favorite activities was when we made the chalk out on the pathway for the opening
of Valley View. It made a very like positive impact and helped um people start their morning in a good way. >> Um Viking connection like helps me uh like make a different make different friends outside of my friend group. Um
it like helps it helps me like Oh my god, she can't read right now. Um my favorite activity was when we did the movie night. Um, I loved like seeing what shows people liked and um just like
connecting with people. I also really liked when we made bracelets because I get to keep a little part of Viking Connections wherever I go. I'm not wearing my bracelet tonight, but I'm going to wear it tomorrow. >> Also, Viking Connections make our school friendlier and shows other people that it's okay to open up to new friend
groups. To conclude, Viking Connections offers community and fun for many different students and creates many different friendships and strong bonds in our school. >> Emily, what was your favorite activity that we did? >> Is it fun?
>> What was your favorite activity? Ice cream. >> Ice cream. >> She like the ice cream social. >> Willow, what was your favorite activity? >> I think it is cookies. >> Cookies. >> Cookies.
>> And And just to conclude, just one last thing. Um, every year, uh, we have a big schoolwide trick-or- treat. Uh, so a lot of students will stay after school and volunteer their time and all of our teachers, I would say they go home with more candy and they only have to walk
the halls of Valley View. So all of our teachers either stay after school for a few minutes or they leave buckets and we um go through the entire school and do trick-or-treating together. So it's it's definitely a highlight of their year and it's something we do every year just because it's a lot of fun and joins the
kids together. So thank you Thank you. >> Thank you. Well, this is good for the board to see what we what we're doing in the schools where uh the board has been very generous providing the funds needed for
all kinds of different clubs and it's good to actually see it in place right in our in our board meeting. So, thank you so much. You guys did a great job. Nobody leave because we have something for you at the end. All right. I'd like to call up Mr. Corman now to talk a
little bit about um a student, too. Hi everybody. I'm Seth Corman, the proud principal at Valley View. This is Marcus Nesparos. He was our unsung hero this year. So, let me just tell you a little bit about the award. Um, our staff nominates a student to be the unsung
hero of Valley View. It's someone who overcomes adversity, has great citizenship, and quiet contribution to our school. Marcus on uh earlier in March received this award. Every Mars County K8 district
does it or K12 district does it. So, this is what the teacher said about Marcus. Marcus Nesparos is an exceptional presence within the Valley View community and his home. He is consistently helpful to students and staff alike, demonstrating a strong
ability to overcome academic challenges while achieving remarkable personal growth, independent confidence, and throughout in his work. Marcus brings his best effort every day and approaches all his responsibilities with dedication and integrity.
Beyond his academic strengths, Marcus has natural ability to connect and to support students of all backgrounds. His positive energy and genuine care bring joy to every everyone fortunate enough to know him. This sense of responsibility extends beyond school and
into his home life where he serves as a positive role model for his siblings and willingly offers help whenever it's needed. Marcus consistently strives to make a positive impact, leaving a lasting impression through his kindness. We congratulate Marcus again for being
our 2026 unsung hero. DR. FORT WILL GIVE YOU something at the end. I'm also uh lucky enough to introduce uh John Englishman, our vice principal, who also is our athletic director to talk
about the two great achievements. Thank you, Mr. Corman. As he said, I'm John Englishman. I'm the vice principal athletic director at Valley View. So, um, as we conclude another successful school year, I'd like to take a moment tonight to recognize the many accomplishments of our student athletes and express my gratitude to those who
make our athletic programs possible. But first, I'd like to thank Dr. Forte, uh, Superintendent Schools, for the continued support of our athletic programs. Yeah, we can clap. Dr. Forte, your commitment to providing opportunities to our students and your belief in the value of education-based athletics has helped create an
environment where our student athletes can thrive both on and off the field. Would also like to extend a special thank you to our eighth grade group. Your leadership, dedication, and school spirit have had a positive impact on our athletic programs and our school community.
As you move on to the next chapter of your educational journey, we're proud of all that you have accomplished and look forward to following your future successes. This year was particularly memorable because of the outstanding achievements of our athletic teams. I'd like to take a minute to recognize the
boys basketball team led by Mr. King for their undefeated championship season. Their hard work, teamwork, perseverance, and commitment to excellence were evident throughout the year and resulted in a welldeserved championship title. Also
like to congratulate coach Chmeris and assistant coach Vol for our boys baseball team on their championship season. Their dedication, sportsmanship, and determination helped make this a remarkable year for the baseball program.
These championships are a testament to the efforts of our student athletes, coaches, and families who supported them every step of the way. On behalf of the athletic department, thank you to our coaches, to our staff, to the parents, and to everyone in the community for your continued support. Most importantly, I'd like to
congratulate our student athletes. You've represented our school with pride, character, and again with excellent sportsmanship. Before we bring up the coaches, if just the eighth graders could stand up for a minute and be be recognized. This group of kids had an outstanding athletic run here at Valley View, and we're very
proud of them. Thank you, eighth graders. At this time, I'd like to bring Mr. King up to introduce the boys basketball team. >> As Mr. Englishman said, the boys basketball team, can everyone hear me? All right. The boys basketball team finished with a record of 16-0.
Um, it's hard to believe that our first game at halftime, we were down by 14 points. Um, the one thing that this particular team did better than pretty much any team that I coached is they were able to adjust in game. Okay?
During timeouts, during halftime, any of the instruction that I would give, they would be able to go out onto the court and carry it out perfectly. Um, in the championship game, we found ourselves in a very similar situation and we were
down 10 points at one point. During the championship game, we did have a difficult time shooting throughout the game. Um, however, it was their ability to adjust in game, make defensive adjustments, do whatever was necessary um in order to win. And we
finished uh the final score of that game was 38 to 37. Um, at this point, well, first off, I do want to say one more thing. Over the years, I've coached a lot of different athletes, a lot of different basketball players, and when I go up to Mars
Nolles, I'll see a lot of former players of mine. There's always the debate, hey coach, how's the team this year? Are they better than us? Hey, coach, how's the team? Are they better than us? The one thing that these guys will always be able to say is they're the
first undefeated team that we had. So, as that argument continues as they go up to high school, that's one thing that they'll definitely be able to carry with them. Um, and now I'd like to introduce the players. Um, including the players and
managers that aren't here. Um, you want me to have them come up as they Yep. Okay. As I say your name, if you could just come up. Uh, Tyler Spirano. Luke Lamont, Dylan McCarthy, Zack Dionio,
Kevin Mammon, Evan Zadellis, Ivan Striker, Ryan Menreo, Ben Costello, Franco Merino, Hunter Frecker, Leano Basiglia,
Jeff Forms, Cameron Co, and Oliver Abushab. Our managers this year were Dante Rosignola,
Parker Alton, and Jason Ley. >> Sure. We're gonna have to pose for a picture. >> So, everyone has to get behind you. want to take pictures. And what's one championship team without
another one? So, I'd like to now welcome up Mr. Chmeris with the boys baseball team. >> All right. So for our boys this year, we ended up with the record of 97 and one. Something that the boys did that was tremendous this year is what we say they locked in when it came definitely down
for the championship. And I'm going to throw out Zack for your line for one last ride that we went out with. All right. They played phenomenal together. They the camaraderie and team building that they did on and off the field exemplified the uh Valley View and Dville school system. Some key
highlights that we had from this year is that we had two multi home run hitters on the team which was Zack Dian uh Dionosis and Griffin Vidal with Zach with five home runs and Griffin with three. In the playoffs, we did have two
walk-offs to clinch our title with our first one during Roxberry in the bottom of eight with Zack D to give us the win along with our final one with two outs in the bottom of the seventh. Parker Alton to give us the 4-3 victory.
This group was so special with the commitment to each other. All right. They played unselfishly, worked hard every day, and never stopped competing. I like to congratulate all the players and especially Coach BS for assisting us throughout this whole experience. And I will say, Dr. Forte, the uniforms
look really good this year. All right, so I'm going to go ahead and call up the team. So when you hear your name, please come on up. So we got Franco Merino, Hunter Frecker, Ben Castello, we got David EJ Doyle,
Kevin Mammon, Seatan Fris, Bower McDermott, Luke Lamont, Griffin Videl, Lucas DeMarco, Blake Caninski, Leaniano Bagglia, Zack
Dianis still trying to get I'm sorry. I'm still trying to get it. Ryan Mendreo and Parker Alton. And then if you would like a picture, we can back up. couple. You just move in
the camera. They can't see. >> All right. Good job. You know, I didn't hear a single thing about the field. That's probably because they're not used to what it was before. But like my son, who is now 21 and played baseball for Valley View, always says, "You did it right after I
graduated." But from what I hear, we have probably the best middle school field, at least in the county. And I Yeah, these guys all agree. It is nice. And I always talk to the guys, you know, my dad lives pretty close to the field, so when I come back up, got to keep it
good. So, I'm happy about that. Can we get all the boys back up um for the sports and everybody up from the special services as well? Just the kids for a minute. I know if you guys won two championships, you're still only get one.
>> Good job. >> It's green. >> Nice. Good job everybody. Thank you so much. Great job. >> I don't know that. That's not sure. >> We had soccer and basketball, but I'm
not sure about baseball. All right, >> got the boys already. So, all right. So, all the athletes, you guys can go back to your cheat seats. I'm going to keep the value of you girls up here for a minute with their teachers. >> Oh, you too. Sorry.
>> You guys Mr. Mr. Corner, Mr. Mr. Corn, Mr. Englishman. >> Okay. >> Mr. >> Yes. >> All right. Get in a little bit. Move over a little bit this way. >> On this side.
>> Thank you, guys. Good job. SO, we have a meeting still. I mean, it's going to be fun if anybody wants to stick around for it. >> Lot of good stuff. >> Actually, I got it. Actually, if if we could just have everyone stick around for for a little bit longer. Normally, we do ask you Well, we don't ask you. We
give you the privilege of leaving before you have to deal with uh all the boredom. But tonight's a little different. We're going to be uh honoring Dr. Forte. Um and normally we would uh we would read this resolution uh during the the minutes and then we're going to
vote on it, but uh we want to start by by reading it uh tonight uh during this time. So um this resolution is um the Dville Township Board of Education resolution honoring Dr. Steven A. Forte
upon his retirement and designating the Forte Gymnasium at Valley View Middle School. >> No, no. Whereas Dr. Steven A. Forte has dedicated his professional career to the service of public education and has
faithfully served the students, staff, families, and community of Dendil Township with distinction, integrity, and unwavering commitment. And whereas throughout his tenure as superintendent of schools, Dr. Forte has demonstrated visionary leadership, fostering a
culture of excellence, innovation, collaboration, and continuous improvement that has positively impacted generations of students. And whereas under Dr. Fort's leadership, the Dville Township School District has achieved significant academic success,
strengthened community partnerships, enhanced educational opportunities, and maintained a steadfast commitment to providing exceptional learning experiences for all students. And whereas Dr. Forte has been a tireless advocate for the well-being, development, and success of students
both inside and outside the classroom, recognizing the important role that athletes, extracurricular activities, teamwork, and school spirit play in the growth of young people. And whereas Dr. Forte's long-standing support of athletic programs, and youth development
has strengthened the traditions of sportsmanship, perseverance, leadership, and community pride throughout the township of Dville. And whereas the Dville Township Board of Education wishes to recognize and commemorate Dr. Forte's extraordinary service, enduring
contributions, and lasting legacy within the school district and broader community. Now, therefore, be it resolved that the Denville Township Board of Education hereby expresses its sincere gratitude and appreciation to Dr. Steven A. Forte for his ex exemplary
leadership, dedication, and service to the Dville Township School District and extends its best wishes for a healthy, fulfilling, and well-deserved retirement. And be it further resolved that in recognition of Dr. Forte's lasting impact on the students, staff, athletic programs, and community of
Dville Township, the gymnasium at Valley View Middle School shall be formally designated and known as the Forte Gymnasium. And go ahead. Be it further resolved that the naming of the Forte Gymnasium shall serve as a tribute to Dr. Forte's
commitment to educational excellence, student achievement, athletic participation, and the values of teamwork, character, and community that he championed throughout his career. And be it further resolved that a copy of this resolution be presented to Dr. Steven A. Forte as a lasting expression
of the board's appreciation and admiration for his years of dedication, service to the children and families of the Denville Township, adopted by the Denville Township Board of Education this 8th day of June, 2026. And if you
want to, you can hold it up. Uh this this is going to go in the in the B gymnasium. Hold it up. >> There you go. I I just want to say that um uh Dr.
Cullis was uh instrumental in this. This was her uh her idea and she was very passionate about bringing it to the board and uh I wanted to just give an opportunity if you had some some words to say. >> I'll read what's on the the sign. Um it
it will say it's going to go right over the gym doors, but it will say uh for unwavering dedication to students, commitment to academic excellence, and belief in educating the whole child, mind, body, and character through visionary leadership and steadfast commitment to creating opportunities for all learners. Dr. Forte has left a
lasting legacy on generations of students and families. And I've worked with him for the last 12 years. I know this is true. Uh he really has championed for all aspects of education. He really promotes athletics as well as academics and all the social emotional
uh learning as well. It's been amazing to work with him and it's it's bittersweet for me uh to be moving this, but I've had a great mentor and I um I feel ready, but I know he's just next uh just a call away. Um but I really really
have appreciated his leadership. Thank you. Whoa. I don't even know what to say, but that's really nice. I appreciate everybody. I mean, that's amazing. Um, it's been 12 great years. I mean, I I'm privileged to be the superintendent of my town where my kids went to school
and, uh, my daughter's back there, my wife. We lived one block from here. And, uh, that's an amazing feeling just knowing you can have such an impact on your own town and your own kids. And yes, I really do think that all extracurriculars are super important.
all of them. Um, it's not just I mean I think about it like I literally went to high school because I could play football. Like I don't know if I even would have wanted to go. My my brother went to school because he was an artist. Like it's it doesn't matter what it is. It's just something that that you're passionate about. So um I really do
appreciate everybody staying too. That's very nice. It's been uh 12 years. We've been through a lot of things together. I do feel really good about the way we're leaving things. I know Dr. Collus is going to do great things and uh we worked together really well for the last
12 years and um I'm looking forward to the next phase of our lives together. So it'll be kind of cool. Um that's about it. I do appreciate everybody coming out. Thank you so much and uh thank you to the board. Thank you to everybody. Thank you all.
Yeah. Yeah. was a singer. >> She was in place after. >> Thank you everybody. So at this time I guess we can uh let you go if you want to leave.
>> Thank you. so much for coming all of you. We really appreciate seeing you. >> Well, that's true. That's true. Well, yeah. >> Thank you. Round of applause. >> Wait, wait. Where you going? >> I am a big advocate for sleep.
>> I'm a big advocate for sleep. I had a I had a lock down bedtime 8:30. >> That's what I >> All right, let's do it. Oh, there he is. He'd be early.
>> Yeah. Yeah. No. >> Come here. >> Oh, yes. >> Hey, I'm Dino. >> Hi. to >> thank you. Great to see you. >> Nice to meet you. >> Thank you. Good to meet you in person.
>> All right. Look at that. >> Reaper. I well I wonder voted on this >> not when we go to the agenda then we can print out that resolution and vote
>> we'll put it in you know under under >> govern >> what if we said no I wish these Uh, no. We're doing uh >> Yeah, because that's part of the presentation. They're they're
>> Yeah, Mike do his present. >> Go get the food and bring it down. >> They're not here yet, right? >> Yeah, we haven't like you present yet. You should go get the food. >> I thought you took the water. >> Wow. I caught on real quick.
>> You're welcome to all the food if you bring it down. >> If you bring it down. >> Yeah. >> No. Help yourself. Help yourself. >> Welcome back. >> All right. Uh at this time uh we're
going to do the um 2025 2026 goals uh recap. Um and uh Dr. Forte, you're >> I thought you guys wanted to go through the agenda and then do the goals. >> You want to do that first? >> It's probably Yeah. That way we be on schedule.
>> All right. In >> in that case, if you want to do the uh superintendent comments, go ahead. Okay. So, we have the Valley View graduation June 18, 7 PM at Morris Nolles. If the board would let me know by Friday if you're coming and if you need tickets
or you want to do anything else like hand out certificates or anything, I already heard from a bunch of you. I'm keeping a running tally. I already shared with Mr. Corman. So, if you let me know by Friday, then we'll be squared away. Um, so, oh, for the people that I that are
going to pass out certificates, when you do it, you typically don't just do one kid. You can just do yours if you want, but normally we just assign you to a group, your child's in that group. Good. Okay, that's it for superintendent comments. >> Okay, now we have assistant superintendent comments.
>> Kindergarten update, Lake View 97, Riverview 92. Uh, one has not been placed yet for a total of 190 students. Uh, summer Dallas registration is open, but it closes on Friday. So, please get out there if you're going to attend. Uh,
so that transportation could be available to you. And back to school nights. So, here they are. Riverview is going to be Thursday, September 10th. Valley View will be Wednesday, September 16th. And Lake View, Tuesday, September
22nd. this it is uh Riverview is September 10th, Valley View September 16th and Lake View September 22nd. >> This concludes assistant superintendent report.
>> A that was nice. >> Where the cookies no dessert >> you were sending my >> um business administrator's comments. Just one comment. If you have not uh reply, will you please let me know if
you are attending the New Jersey School Board Association uh conference in Atlantic City this October? Please email me or leave me a message. Thank you. >> All right. At this time, we'll uh open to public discussion. This portion of the meeting is open to any individuals
for the purpose of addressing resolutions on this agenda or matters that they find is important to the board of education and is governed by board policy 0167. and we'll open that at uh 711. Okay, seeing that uh there's no one
coming forward in person or online, we will close it at 7:11. Next, we move on to old business. No action to be taken. Uh the following resolutions have been recommended by the superintendent of schools. So the board of education. Um
under A we have uh resolved that the board approved the following reports May 2026 the treasurer of school monies and board secretary. Item B is the education reports report of student enrollment and uh number two report of health office
both May 2026. Item C is that the board uh resolve that the board approve the following minutes. Work session and executive session meeting May 11th, 2026 and regular session and executive session meeting
May 18, 2026. And we'll move on to new business action to be taken. Um Mr. Capello, if you could take us through personnel. >> I'd be happy to. Uh if there are no objections under personnel I would like to move items 1 through 10. One includes
uh staff vacation day cash out. Number two is uh the master staff list tab 1 for the 2627 school year. Number three is the approving the updated staff list for the ESY Danville accelerated DA and
the uh child study team CST for summer 2026. Number four is that we're retroactively impro impro excuse me approving a leave of absence for an employee under FMLA. Number five, uh we are approving the attached work rules
for the director of maintenance and security. Number six is the board is retroactively approving another employee for leave of absence under FMLA. Number seven, uh same thing, retroactively approving an employee for absence under FMLA. Number eight, also another
employee for uh FMLA leave. Number nine, we are approving the attached employment contract for Grace Johnson, our director of special services for the 2627 school year. And number 10, we're approving the attached stipend and extracurricular positions for 2627 school year. And I'll
also draw your attention to the uh yellow addendum. We are adding two items to number one. One is a uh custodian resignation and the other one is a school uh counselor uh resignation
rescending of the motion from uh 42726. >> I second. >> Roll call. >> Miss Adelis. >> Yes. >> Miss Asterino. >> Yes. >> Mr. Cass. >> Yes. >> Mr. Anderson. >> Yes. >> Mr. Mr. Capello.
>> Uh, yes. >> Mr. Kim. >> Yes. >> Dr. Moore. >> Yes. >> And under instruction and program. Uh, if Mrs. Eststerino, you could take us through that. >> Sure thing. With there's no objections,
I would like to motion to approve the following resolutions under IMP. The first is workshops and expenses uh for a Riverview teacher to virtually attend the IST live 26. And then number two on the agenda is, as Mr. Corman stated
tonight, the unsung hero award for um Marcus Nesparos. Uh we recognize this is a sincere token of the Dennville Board of Education's congratulations and best wishes for continued success as he continues to lead by example. Number three is to approve Samantha Glenn, District School Psychologist, to
complete her doctoral internship with FDU. And then that the board approve Morris County School of Technology student interns at Valley View for the 2627 school year. >> Second. >> Roll call. >> Mr. >> Yes.
>> Miss Asterino. >> Yes. >> Mr. Cass. >> Yes. >> Mr. Anderson. >> Yes. >> Mr. Capello? >> Yes. >> Mr. Kim? >> Yes. >> Dr. Moore? >> Yes. And under governance we have an addendum. Uh Mr. Kim, do you want to
>> Sure. I I motion that we approve the resolution as stated by Dr. Moore earlier during the special presentations for approval for tonight. >> Second. >> Yeah, I just want to uh make a comment.
I mean, uh Dr. Forte is the only superintendent I've worked with, but uh well, under this capacity anyway. But, uh I I've heard a lot of things and seen a lot of things in a lot of different districts. And it's it's been um reassuring to have someone who's not
only competent, but uh who actually really cares. Like, it's more than a job. He's he's always I've his passion has always shown through, and I appreciate that. Um, I'll never forget my orientation as a a board member. You
know, he instructed me as a board member to sit on my hands, talk as little as possible, and always agree with him. And so, but but seriously, I I do have um an appreciation for this job. you know,
they're they're the experts and then they have to come and answer to a bunch of uh elected officials. And I just it just reminds me of um you know, as most of you know, I'm a I'm a a therapist in private practice. And when I was when I
used to be in insurance panels, it reminded me of the time these people would call up and I'd have to justify why I was doing what I was doing to someone who was clearly too incompetent to be a therapist themselves and usually had, you know, idiotic recommendations
and and I can't help but think, I mean, not that not that we're that bad, but um but there's something to that, right? you go to school, you you learn, you have all this experience, and then you're sort of, you know, answering to to to people that that don't do it for a living. And so, I appreciate that
stress, and um I just wanted to thank you for for your service as well. >> Yeah. >> Yeah, sure. >> I just want to add a quick comment. Um in particular to apologize, I was a little bit late, but um in particular to the uh facilities and what you've done,
Dr. Forte. Um, you know, I think you I I can't tell whether you loved or hated the fact that I used to walk around the buildings and I had kids there cuz I would text you and say, "Hey, the mats on the across the uh stage look like crap." And you're like, "Yeah, I'm going to fix those. I want to get them replaced." Right? And then I I remember
I texted Dr. Forte. I was at my uh my daughter was playing basketball at another gymnasium, middle school gymnasium, and I said, "They got these really cool cushion chairs for the benches." next thing I know like he and he figured out a way to do this often without the own without the board's money right whether it was the
foundation you leverage the PTAs um often found ways to make sure that the facilities in addition to it's that's part of the uh extracurricular programs within the district and what you've done for the district both in curricular but also extracurricular I think are going
to last for a very very long time and um just amazing what you've uh accomplished and I appreciate appreciate everything you've done for my kids and all of the kids in uh town because they'll uh be better people long term because of what you've done.
>> Sure. >> Yeah. I mean, I just want to add to that, Steve. It's been a pleasure. It's been 12 years. Uh so, again, I also the only superintendent I've worked with directly. Um we've had highs and lows for sure. Um, we've had close to screaming matches sometimes and some lows and some really good times, but I
always knew it came from a a place of caring and a and a place of, you know, confidence in that you knew you were doing the right thing. Um, and that was never in doubt. So, I mean, everything that you did, you know, I had confidence in. I think the rest of the board did. Obviously, the board has changed over the years. Um, yeah. And Cliff, I got
the exact same orientation that uh that was tw 12 years earlier. Uh, but no, I I do remember my orientation with Steve, him taking me around, showing me duct tape on railings and broken windows and things that he really wanted to fix. And to your credit, you fixed them and quickly, you know, and you kept the
culture to keep that going. So, um, you know, I I can't imagine these last 12 years being a board member without you being there. I think it would have been much different, probably a lot tougher. So, thank you and and really wish you best of luck, you know, next chapter. Hey, Dino. I just want to add that I think I'm the only board member that's
actually been kicked out of his office. >> Yes, I think I came close, but you actually Yeah. >> Um, if I if I could follow up by uh also thanking you, Steve. You know, one of the things that impressed me most was uh
your steadfast and your um ability to take on um a lot of stuff without panicking. I mean, you've handled a lot of crises, I think, uh whether it was through COVID or whether it was through the valley
view scandal and countless other things that I'm probably forgetting at this point. But um there was one thing that I was always confident in uh with your abilities and that was your ability to stay calm and to always do what was best for the district as well as the students. So I really appreciate your
leadership there. So thank you. >> It's the end of the road. It's been a good road you've been on. I remember when Steve first came and uh one of our many conversations about improvement of our buildings and grounds. We were watching a soccer game
at Valley View and the field looked like the Navy used it back on World War II for the uh bombing practice on the ATLs out there in the Pacific. It was uh uneven divots, weeds, dandelions. It was just a big big
mess for our kids to play on. So, um, that was on the back burner because we had many other more important BNG items to get done, but we finally created was probably you said before is the best athletic field in Morris County
or one of the best. That's that's for sure. And also we finally got the culture to where it should be where everybody takes pride in the in the buildings, pride in our test results, our academic results, uh making sure I
tell people if you heard it once, you heard it a thousand times as you've been here that when we when those kids get off the bus or get on the bus and they get off at the um the campuses of our schools there, we want to feel safe. That's a welcoming environment and it's
a great place for them to be Monday through Friday. So, a lot of those things were done with a uh big change in the culture over time. And uh I personally appreciate it as a citizen whose kids went to school here and and we have other children from everybody
here, but these are this is a real top-notch just a great school system. And the other thing too, you can't always do something by yourself, right? So, we we have a staff that's going to carry on the culture and they've done an excellent job managing the schools and
managing our uh our school district. So, uh you can walk out the door and I know you did a just just a super job. >> I'll jump in here. Um I moved to Denville 12 years ago, so probably when you were just starting uh your tenure here. And I think I heard about Steve
Forte before I even met you or before my kids were even in school. Um, and I got a lot of that guy's a piece of work or that guy's great and I think they were both right. Um, I recall my own orientation where I I never really
intended to join the board. I kind of saw an open seat and then everybody ran for it and then I got competitive and wanted to, you know, win. Um, so I think we're similar in that way. There's a little bit of competitiveness in us, but I remember my orientation because I
think, you know, that I came with a couple of opinions that, you know, what should we do with the township and what's going on in in education? And I was met with, let me tell you why you're wrong. And I appreciate that because you did. You told me why I was wrong. And
you were right. You were right in those moments because you do come with the experience and you come with the expertise. And it is greatly appreciated when someone has the integrity and character to sit down with you and and tell you why you're wrong. And that's okay. That's what we need sometimes. Um,
so I appreciate the the 12 years. I appreciate the five years that I've been on the board with you. I think you have shown again the character, leadership, integrity, um, that this town really needs. And I hope I know you, you know, I wish you well on your journey moving out, but I'm sure you'll be back. and
you know, like we were talking about, just be a leader for the community and and continue on that. So, thank you. >> I'll go last. Um, so I've only been on the board for a short period of time, so I think I knew Steve more as a neighbor
around the corner. Um, the guy who had the basketball hoop attached to the telephone pole, which that was its own scandal a few weeks ago. I hope you heard about that. Um, but you'll be happy to know that the Asterinos replaced it and the Mathers just moved it two telephone poles down. So, it's all good. Um, and then more in a PTA
president capacity being on the board and just knowing that we always had the support of administration and central office. And I think that's part of like what pushed me into saying like why wouldn't I want to be on a board that is so involved with the students and so
supportive of their parent volunteers and just from that capacity, it's been a pleasure. >> Thank you all. There's very nice comments. Um, two things. one listening to Mike and Dino, I realized I did
mature over the last 12 years a lot. So, and I'm not that's I'm being totally sincere. I definitely matured. Um, and Charlie knows because he worked with me before that. So, yeah, I've definitely matured over the years. Um, but really
to the board and and Mr. Peran in the in the audience, I mean, um, I came to you, said what we need to do. You guys supported me from the beginning. Um, and I remember if you remember this conversation, it wasn't just about the duct tape. It was about that nobody complained about the duct tape. That was
the biggest problem. And we needed to make it where there was a higher standard. And the duct tape is really symbolic of a lot of things. I use the duct tape as a as my symbol for things that need to be repaired or replaced or
just improved. And um from the beginning I was never met with oh I don't think we can do that or that sounds like too much work or anything like that. It was always look we could do it and this is how we can do it and you guys supported me on it and and like Don likes to say
too. I mean we we've done $20 million plus $20 million plus of of building improvements in 12 years with zero debt. I mean, we should probably really be screaming that from the from the roofs because that's a big deal. Zero debt and
$20 million worth of improvements. And our buildings are in really good shape, right? We have HVAC issues. Some of the reasons why we're able to make it through COVID so well was because we did some of this stuff already. We were in good shape. So, um I know I know that um
I appreciate all the comments. is amazing, but I needed a lot of support and you guys gave it to me and um and I do know I matured over the time too. Um and I'm not just using the word mature for getting old. I mean, you know, matured. Um so, thank you all. I'm I'm
excited, you know, for the next chapter and it's been uh it's really been great working with everybody here. So, >> all right, we'll do the roll call. Miss Idelis, >> yes. >> Miss Estonino, >> yes. >> Mr. Cass, >> yes. >> Mr. Anderson,
>> yes. >> Mr. Capello, >> yes. >> Mr. Kim, >> yes. >> Dr. Moore, >> yes. And now for finance. Mr. Anderson, can you take us through that? >> I would be happy to. under def finance.
I'd like to move items number one through three as a block. This includes uh approving the award for the contract for school behavioral health services to St. Clair's behavioral health. Uh details are listed in the agenda. In addition, it includes the uh retroactive approving
the agreement of the UN with the uncommon thread to provide additional behavioral techni uh technician support for an individual student uh as listed in the agenda. And item number three is uh based upon the recommendation of the school business administrator superintendent board of education
approves the award professional services contract for BCBA services to the uncommon thread with details listed in the agenda. I second. Roll call. >> Mr. Delis? >> Yes. >> Miss Asterino?
>> Yes. >> Mr. Cass? >> Yes. >> Mr. Anderson? >> Yes. >> Mr. Capello? >> Yes. >> Mr. Kim? >> Yes. >> Dr. Moore? >> Yes. And now we'll move to operations. If Mr. Cass, you could take us through that.
Under operations, we have one item for transportation resolution for the 2026 2027 Sussex County Regional Joint Transportation Agreement, matching the board to improve working with a joint transportation
agreement with the Sussex County Regional Transportation Cooperative for the upcoming school year at the following rates. They're noted below between AB, B, C,DE, E, F, G, and H. Second >> roll call.
>> Mr. Delos. >> Yes. >> Miss Eststerino? >> Yes. >> Mr. Cass? >> Yes. >> Mr. Anderson? >> Yes. >> Mr. Capello? >> Yes. >> Mr. Kim? >> Yes. >> Dr. Moore? >> Yes. And now uh we have new business. No action to be taken. Uh under personnel.
If Mr. Capello, you could take us through that. >> Absolutely. I'd be happy to uh I or someone else at the next meeting will be submitting these items for approval. Number one includes a new hires, resignations, retirements, employee leaves, extra pay, salary, and
adjustment. And this one includes um various staff to attend and assist with new student orientations, uh preparation for the 2627 school year, room moves, summer work days, uh retirement sick day payouts, vacation
day payouts, uh six with second, I'm sorry, sixth grade open house, um as well as attend inservice days, uh including Pday days. Number two is updated master staff list tab one only for the 2627 school year. Number three
is the revised substitute list for the 2627 school year. Number four is the updated staff list for ESY Dallas and CST work for summer 2026. And finally, uh the board is will approve sick days payout uh at retirement July 1st, 2026
for Dr. Steven Forte in the amount of $15,000. Okay. Under instruction and program, if uh Mrs. Eststerino could take us through that. >> Sure. Um I or someone else at the next meeting will approve the following resolutions. Uh the first is workshop
and expenses for Mrs. Theateropoulos to virtually attend leading for engagement. It's one day. And then also for the board to approve the attached Valley View Library weeding log. >> Okay. And uh seeing there's nothing under governance, we'll move to finance.
And uh if Mr. Anderson could take us through that. >> Sure. Myself or someone else at the next meeting, we'll move uh under finance, we'll have our typical checks list under uh item number one. Item number two will be for the board to approve a resolution regarding a capital uh reserve transfer.
That will be not to exceed $5 million. And then uh item number three will be for the board to approve the resolution regarding maintenance reserve transfer. Similar uh that will be up to uh $2 million. These are typical uh year-end uh resolutions that we place. Um item
number four will be for the uh board of education to approve authorizing the business administrator board secretary to proceed while necessary entries for the 2025 2026 school year. This is uh just normal transfers and and uh accounting items uh once again for the
end of the fiscal uh year. Item number five, the board to approve the standard operating procedures and internal control manuals. Item number six is for the board to um let's see renew award or permit to expire contracts previously
awarded by the board of education. These contracts have and will be will continue to be full compliance with all state and federal statutes. Once again, end of fiscal year. Um, same thing. Board to approve the purchasing manual for 2627 school year. Board to approve the attached bid award letters for the
educational data services inc. The commission of Mars County for school supplies for the 2026 2027 school year. And then finally for the board to um approve um a student as listed in the agenda to intend enrichment classes over the summer 2026 at Lake View School at
no cost or at a cost not to exceed $480. Okay. And we have operations. Mr. Cass, if you could take us through that. Under operations, transportation, they're going to ask to approve to approve the parent transportation
contracts A through D for the 2026 2027 school year. >> And under instruction and program, Mrs. Zestrino, >> sorry, >> wrong page.
>> You're done. Don't worry about that. >> So, should we should we go through the the good of the cause now or and then then do the presentations after that? >> Okay. All right. Does anyone have anything from uh committee reports?
>> I mean, just what was submitted? you know what what what we sent out. I know Don sent out and and we sent out I sent the out the IMP today. Sorry about the lateness of it, but if you have any questions, let us know. >> All right, there's nothing then uh we'll uh do uh board meeting highlights.
>> I have I have just something for the good of the cause. I want to thank um the HSS for a wonderful celebration for the Guru Vandana celebration last uh Saturday. Um, Guru Vandra is a celebration of teachers. It's
celebration of knowledge. They allow their their students in their school to invite their teachers. Um, this year, Miss Jaffy, Miss Andreaza, and Miss Burnbound were were honored. Um, it is a celebration of light. So, they do a
candle lighting ceremony and I have my henna on my hand. Um, and they do performances. as the students do performances and it's a lovely way for us to see and be included in their culture. So I encourage you all if you
have the opportunity to go next year they will continue to invite us which is lovely and they will continue to celebrate our teachers here from Denville. Um and again I just want to thank them uh for a wonderful celebration and again congratulations to
Miss Jaffy, Miss Andreasi and Miss Burnbell. I would be remiss to say too we had there was two eighth graders from Valley View who were the MC's for the entire program. um Sohham, I cannot remember his last name. Us I apologize and
Nandikica Ar A Ar A Ar A Ar A Ar A Ar A Ar A Ar A Ar A Ar A Argawal uh who are two brilliant students that we have in eighth grade. They will be sorely missed. Um that they did an excellent job at mcing the entire event for an hour and a half. >> Okay. Anything else under good of the
cause? >> Okay, if we want to do highlights. >> I have highlights. Yes. So board the board acknowledged the three groups that are up here. Then we have um we had their goals recap and goal setting with the NJBA SBA. Then the board
acknowledged contributions of me and upon my retirement and then by passing a resolution to name the value gym in my honor. It's all in the not me saying that directly, but and then the last one is um I think this is really important.
It's super important for us to get this out right away is that we just approved eight outsource routes now. So we went from zero to eight now. Meaning almost that's about a third of our routes now are no longer with our with
our internal people. And this is due to the fact that we can't hire anybody. So we have eight outsource routes. So that's why I think it's important to put that out there again. >> Do you want to list the back to school nights or do you want to just put that in the Friday folder?
>> That's great. I'll do it. >> I kind of blew those off when you were talking about them for the first time. I'll email them to you. >> Mr. Parisian. Did you want to be a bus driver? School bus driver?
With Steve's retirement, perhaps he'll also come back as a bus driver. Right, Steve? >> You have experience. I've heard the driver. >> All right. >> Okay. So, uh let's let's start with the
uh the district goals recap then, Dr. Forte. >> Okay. So, we've gone over the board re we've gone over the uh goals several times. It's the same things we already went over. So, I say we dig right into going for the new goals, the topics that
Sandy and I talked to the committees about. So, we're skip uh Ricky, can you skim through to slide nine, please? And um Dr. Collins, would you go over the first achievement goal?
>> So, based on the groupings that Dr. Moore had put together taking all the feedback from the group, uh the first one is achievement and this is again is just possible wording. So I took what we had said and some of the action items of course would go in an action plan and
not in the specific goal. But the wording right now says improve student achievement in math and science through rigorous standards aligned instruction that promotes critical thinking, problem solving and student discourse. Progress will be measured through student performance data and state assessment
results by July 2027. The second one is the HIV incidents, but we wanted to change it and incorporate all code of conduct or any incident of harm. And so I wrote ensure consistent implementation of the district's
restorative response framework for code of conduct and HIV violations that cause harm to others. success will be measured by implementation fidelity, reduced recidivism, and improved school climate indicators by July 2027.
And goal three was you want? Oh, goal three was to continue planning for the projected increase in enrollment at Valley View by evaluating facility expansion options and infrastructure needs to support future student
capacity, educational programming, and operational efficiency. That's if you wanted to in include um the idea of a possible addition. If we don't want to include an idea of possible or we don't include a possible
addition, we can just continue planning for projected enrollment growth to ensure adequate space and resources to meet future student and program programmatic needs. That and then the last one was the health care costs and I just said develop and implement
strategies to manage rising health care costs while maintaining fiscal responsibility and quality employee benefits. And a lot of those act the things we had under possible actions would go under obviously action plans. So open up for
thoughts. Um just just for the sake of the public, are we not discussing the past goals uh because we've talked about it a number of times during our uh previous board meetings? And uh you know, are we
comfortable with where we're at with the previous goals? >> That was the plan to try to just focus more on new goals, but if you guys all want us to go through it again, it's it's basically the same stuff we've gone over a few times, but it's up to you. I I think for the sake of the public,
right? Uh you know, being that this is recorded and essentially the previous goals are now complete, right? Like we're saying that um it's all done, completed and uh and everything else, right? I mean, could we just get a few moments to just
review that uh the previous like pre Dr. Moore, are you okay with that uh thought process there? >> Okay. So, the >> like the ones we presented at the last meeting, you want to go back? Yeah, just >> go to slide three, Rick. >> Slide three is the um the list of goals.
Go to the next one, Rick. >> So, the first one is achieving uh increase achievement for students inclusive of curriculum areas with a focus in math and science. Dr. Cullles, would you review the the part in bold? That I think that would be the only like
really updates. So the additional things that we've added, we are uh we chose a new phonics program for next year and we've also selected a handwriting without tears for the cursive mandate for 3 to 5. We have
a new curriculum portal and lesson planner which is um Rubicon Atlas. And uh we also have new social studies program TCI social studies grades 6 through 8. All of three schools were in the top 15% and I mentioned Lake View's
ranking of 92.8. >> Next, >> some of the successes. >> Next slide, Rick. Okay, so this one is um continue to discuss, investigate, report, and decide on solutions to challenges in areas of instructional space, class size, finance, and
operations. This one's a pretty large goal that would help was really to help not just with the facilities but with the budget in general. So, um we you know just a recap we did we went through the demographic study. We had the presentation. We built the new
lavatories in Riverview to for possible expansion of our kindergarten classes. These things are completed. Uh we've been moving more students from the Lake View zone to the Riverview zone to accommodate the new students on the south side of town because there's more construction and Dr. Cullles's report of
the kindergarten numbers are pretty close um for both schools. Then we planned and passed a funding question on November 4th, 2025 for $700,000 to help with the second
floor work and then also to continue keep that money in the budget um going forward. Then we also have an proposal for additional space that I um showed to the board and committee on in February 2026. Then we also investigated other
viable talent uh properties like we looked at St. Peters we decided to pass and then the last thing what I guess I kind of jumped the gun we planned the funding and then we passed the funding. Next slide Rick. So for auditing current special
services, programs and offerings, uh we completed an audit of instructional aid schedules and we were able to reduce for FTE based on attrition and uh students not needing those particular services. Um, we also were able to create a
full-time um, we took the one of the aids and were able to reduce their schedule as an aid but make them a full-time um, consumer science teacher. We implemented revised procedures for
ESY eligibility to improve efficiency of the program. So, it reduced the number of students in in certain programs. Um and then recommended for the the 2026 program which reduced five ESY teachers and we were able to go down to 13 buses
for the summer which that's about six buses less. We identified an emotional regulation impairment need but we considered it as a program bringing the program and creating it but we've decided to do like a hybrid program um
where they will be having intensive therapy throughout the day but these students and also um their in some self-contained instruction and also some classroom instruction using our existing personnel and consultation services
and we were able to reallocate salary from the reduction in AIDS to um to some of our special education teachers. Okay. Um, for the social emotional learning skills progression, we created
the document throughout the year, uh, from kindergarten through 8ighth grade and what those skills would look like and which grades we would be introducing and which ones, um, reinforcing and which ones we would be assessing. And we presented that to all the staff for feedback. We booked training for on
restorative justice for next fall. Um, our administrative team went to the training in February and April. We made revisions based on the feedback. We presented the updated code of conduct to the IMP committee who worked through
those documents as well. And then we revised the code of conduct regulation and that was approved. Um, regulation 5600. >> Next slide, Rick. And then district goal five, the district will have an updated or new district website in place by the
start of the 2627 school year. Um the district continued to investigate different options while taking advantage of a free temp template um upgrade offered by our current provider. Um so we did do the full up we moved forward
the upgrade. We selected the the uh template. We did kick that off. There is money in the budget being funded from this current year and the next year to go through and make some changes to the website just um to the to the existing
or the upgraded template. So it's an upgraded website with using the same vendor but now we're going to go through and u modernize it a bit. Make sure that some of the um maybe there might be some outdated things that need to be um
archived things like that. And also we have to go through and make sure it's good for ADA. So that project's already started and we'll be ready. I mean the second phase I guess of the project will be ready before the start of the 26 27th school year.
So now Rick, we're back to the next one. We're back to our possible topics and we had four topics that Dr. Collus read off and went over. We did put the coding next to it that reflects the um the uh
strategic plan goal so you can see through all those uh different areas. And uh now I guess it's time to talk a little bit about some goal ideas for next year. Does uh does anyone have any um comments on the proposed uh district goals that
uh Dr. Collus has put together? >> Cliff, I've got a quick question. Just uh Dr. Collus, I noticed you put July 2027 on those. Obviously, that's when we turn the year over, but like usually we
evaluate them earlier than that in like June. I mean, I don't know. Well, I the reason I did is I think that uh we won't have the achievement data until the end of June. So that's why I was saying by like I was thinking July 1, but that that boy I would have the month of June to get all the data. And the same with
all of the HIV and code of conduct violations to get all of that data collected after by the end of school. So we're not supposed to be out until like in the 20s. So I was like, "Oh, give it a week to wrap it up." But I was kind of thinking July 1. I mean if we if we want
to make it by June then we'll just stop the data collection like okay what was the data up to June 1st we could do that too and the reason I ask is I feel like a lot of times in review of the goals we often see satisfactory progress made and
in my opinion that doesn't mean the goal's accomplished and I don't know how to solve that that's like a we we've had it for a while right but to me if you have set out a goal you either accomplish it or you don't certain it should be the rarity that it's satisfactory progress made. We should our goal should be to achieve the goal
by the end of that time period. So I if if we can't get the data, we just need to think about it. Do we want to set that or how do how do we want to evaluate it at the time we need to do the evaluation? That's all >> in some of the like be measured. I tried to incorporate that a little bit more
than we had did in the past by saying like okay we'll measure the student data performance so obviously we'll be able to collect the achievement data and compare it and state results but with like the HIV and um code of conduct violations specifically we'd measure uh
like fidelity are we doing this consistently each time are we reducing the number of repeat offenders and at the end of the year we do in June we do a culture and clim climate survey and we can compare that to the year before. So that would be like I tried to include
what would be the data because I I was going through the same conversation that you are. I was like what data am I collecting for this? So those would be the three pieces of data I'd collect for number two and then obviously we do a lot of um once we get the NJSLA data back um we can do a lot of those. There's a lot of points that we compare
for math and or for achievement. >> Dr. Dr. Gas, thank you for um and Dr. Forte, thank you both for >> Are you moving on to >> No, no, I I was going to address the spe I specific goals. Yeah. Um in terms of like number one, I there's
really not much from my perspective that we could really change. I mean, I'm assuming that you'll have tools that you'll uh implement and and that'll be communicated uh through the committees. Uh in terms of HIV, I love I love the um
the approach there, especially with uh some of the comments that you just made. Um you know, ensuring that we the victim is is heard and there is um no more fear uh when it comes to any kind of abuse
and and I like the framework of code of conduct uh that that is worded there. Um, in terms of three and four, I'm curious to know how um how that might be approached because I do agree that number three is uh is
important. I actually thought that that might be a board goal that we could do again uh with a space considerations type of subcommittee as well. But uh I'm curious about uh three and four because I definitely agree with it. I'm just wondering how from an administration
standpoint that might be uh accomplished. >> Well, for three, we would be looking at it depends which way you want to go. If you want to if you want the goal to be like we're really looking at the actual addition and we're getting to that that we're at that place or are we just still
in the planning for enrollment meaning okay the action plans would be probably removing the current trailers in that space and getting an idea of what kind of um electrical footprint that we're going to have. Are we going to completely have to wipe out what's there
or are we going to be able to utilize some of the um current um services that or utilities that are currently there or is it just like scrap it? Um and we do have that initial idea uh a framework from the architect of a
possibility but that's just one possibility you know how many students would that fit. So, are we kind of thinking about yes, we're looking at an expansion, or are we just looking at based on the demographics, what is the enrollment going to look like where we
have to figure out how many sections of every grade we'll need and how many classes in every period and like that. So, that's two different ways of looking at it, whether we're just saying we want to make sure that we're ready at Valley View or if we're really planning for an
addition or both. Sandy, based on a conversation too that Tamaris and I had, would that planning also account for the fact that we now have a lunch program contract for two years, but would that be readjusted? Say we worked in a
kitchen like would we restructure like how would that help us with the federal lunch program if we restructured in that capacity? I think our initial thoughts were that it it absolutely that's like part of the expansion because that is needed for the whole district is that we would have to have a district kitchen.
We would need a bigger cafeteria. We're really outgrown that space. So that would be part of it and then we need probably at least eight classrooms. I mean initially that's what we can we know we probably need that but there's a lot of the pieces that have to go into the planning and making sure is that
going to be enough? Is that going to work? And again, are we we know we need to get rid of the trailers because we've already had to close three of the um sections, the classrooms, because fear of mold and problems with the AC that we don't want to fix. So, those I
mean, we pretty much just have to figure out how we're getting rid of these so that they don't become more of a problem for the district, a financial burden. But, are we able to utilize anything structurally that we have there now? I don't know. Um, I'm sure not any
physical things, but maybe the utility lines and so forth, or are we just going to start over with that? Um, so I think that's what I was thinking, but again, that is really it does fall into both obviously board and district
if we're both tackling that. Um, and the same with number four. Certainly I and the district would not be I mean district administration we would not be able to solve that particular issue but there's things obviously we can do working with you know looking at
different um healthc care options and financially other things that we can do working with the mayors. But as far as legislative advocacy, that that would then might be a board goal. Um, with that, >> uh, I'm wondering, uh, based on, uh, Mr.
Anderson's comments like maybe particularly for number one is is it possible to come up with some sort of benchmark goals or something that we could um I don't want to I don't want to handcuff you or anything like that but that might be a way for it to be you know achieved or not achieved if we have
sort of a a specific benchmark and if we make it we make it kind of thing. >> I mean we definitely can we do benchmarks uh we won't have any delay data but we do have benchmark data. The hard thing it it's more about comparing it from
year-over-year when it comes to benchmarks because the beginning of the year benchmark and the middle of the year they haven't learned all the material yet. So we don't really expect beginning of the year is a pre-EST almost middle of the year some of the students are really progressed and some are are progressing slower and then the end of the year is really where you see
okay how many people met the benchmark but you could look and see all right how did they do in fourth grade did more of them meet in fifth grade something like that we could we could do >> just one comment on item number three I feel like when Mr. Preians here. I always like to think differently. And
I'll be honest with you, like we have had a goal like this for probably 10 out of 12 years I've been here. And we spent a lot of money on it and we've built nothing. Do we really need to continue to talk about this until we're ready to do something? And if we are, then let's put it on the agenda on as a goal. But
like we've talked about this forever and spent so much money on it. And we've talked about an addition. Sometimes it was like we're going to build on Riverview and then we're going to build on Lake View and then we're going to build on Valley View. And I'm like until we're ready to do it, I'm not sure if I as one of seven are willing to put any
more money towards it outside of like demographic updates. Those are really important because that gives us a framework of what we want to go to. But now we're This is actually probably the first time I've ever seen one that's really specific to a school and an addition and all that. And it's going to be money, guys. That's going to be a
huge amount of money to put into looking into something. And if we decide not to do it, we just threw tens of thousands of dollars away or because we have we can pull out probably plan after plan after plan that we've put at least ideas of different schools on. So just throw it out there as an idea. I'm not sure if
we want to continue like we have to think about it, but I'm not sure if this is the right way to do it. I'm just not sure. >> I I don't think there's a lot of money to spend in this except for the demo. The demo but the demo's got to be done like right. We're at the point where we got to demo that. Yeah.
I think one of the where it comes from too is that this and that that's a good point Mike but I think where this really comes from is that um this is a pretty big deal like it it would take probably let's just say four to five years from
the time you say yes I want to do this. So um maybe that maybe that's just something you know with the board if that's what if that's the direction the board wants to go is just let's just demo it. Yeah, we could do that and then put this off for another year. But I think if you're if you're looking to
have this in place and by the time our demographer says we need it, you're you're looking at a year or two, not much more like to to make the decision, >> but but then the kindergarten numbers don't look that impressive, right? So I think we need to make sure the
demographer report is going to continue to be accurate, right? So that's my only point. Like I if we think I agree with you, Steve. If we think we need something in five years, we got to start thinking now. We probably got to think yesterday, right? Um but and totally agree about the trailers. To me, that's
an easy one. But this is really specific about an addition at Valley View. This is as specific as we've ever talked, I think, as a board goal on a specific building and an addition. I don't know. Well, that's why I was saying that either you can do it as an addition or you can say you're just planning for
projected enrollment because I do think we've been addressing the space issue. The whole movement for the last 10 years from Lake View to Riverview has been, you know, that we've moved all these students in preparation. All the all what we've done at the annex is in preparation of student enrollment. So,
we've got them all the way through fifth grade. We're good. Okay. Now, Valley View, what are we doing? and whether or not we're saying addition or you want us to investigate, do we look at different scheduling to make sure that there's a room open for all of these students.
It's not that we don't have it is really we could probably fit the kids in but the scheduling is an issue because you can't obviously have you have to make sure do we have these we can't do math and science all these things at the same time because the students have to rotate through the
classes and so we probably could come up with a creative way to move them through. Um maybe we wouldn't have to do an addition based on the numbers we have. Um but we might we might need to I would argue as well that, you know, as
uh as we age in our district, as we as you know, the schools have not fully been updated in in a lot of different ways. The the township itself is growing and we have different needs. Um when I first moved here, we we still don't have
a kitchen. Um I think that's a huge issue that's going to come up in the next couple of years. And so I argue that it's not just the classrooms, it's the addition of a kitchen, it's the addition of maybe, you know, media rooms. Maybe there's, you know, I would
love to see a new gym. Listen, that's a it's not a project we want to touch, but not the forte gym. No, >> like Mike says, just just knock it down. Who cares? Um, so yeah, I think there are a lot of different um issues that an
addition would address, not just yes, the classroom size. Yes, the the children are coming, the the town is growing, um, but we have other issues. The the kitchen is an issue for me. I feel like we we do need to address that because that's going to be a a townwide, you know, a district-wide issue. So, I
mean, I'm a advocate for for having the conversation, keeping this here, but actually holding our own feet to the fire and saying, "Okay, we're going to come to a decision." I know not all of us think too far ahead, but we just had our five-year plan. It's already up, you
know, like we have to think another five years in advance. So, um, you know, we're growing. We need to we need to um improve the district as well. And that's what an addition is going to do. So, however we do it, I would like to keep this. I think there's a lot of things
that go into it. Yes, I don't want to talk, you know, pay another for another, you know, EI whatever, but >> but it needs to be it needs to stay. It needs to be done. >> Yeah. I mean, if I can tag into that, I
would agree. I mean, I think um it's a necessary insurance policy and and to Mike, I would disagree respectfully in that I don't think we can wait. Um I mean, to me, the kindergarten numbers are impressive. We we're up 25, you know, 25%. We're up 50 kids from where
we were the year previous. We're going to be we're probably going to hit 220 plus kids coming into kindergarten. So, I know that doesn't have an immediate impact on Valley View, but what does I think, and I've seen this with my own kids, and you probably have too, is when you talk about scheduling, you talk
about the ability to fit in all the different elements they need to fit in, the lunchroom passing kids through lunch becomes this weird roadblock that basically stops them from academically doing the things they need to do. So, I mean, I I think it's I think it's past needed. Um, and the kitchen is
important. Absolutely. It's it's crazy. We don't have a district kitchen anywhere in this district. Um I think it's past time for that. So, you know, I fully support having it in here. And to Andrea's point, we need to be serious about it. We can't just do a study and then put it on a shelf. Um if we are
going to spend that money, I think we really do need to move forward. This point demographically in the town and what's happening with the population feels very different than the last 17 years I've been here. There are more people here with with younger kids. Um,
every piece of land is being built on. Um, and you know, you can clearly see it every day. We joke about, you know, seeing kids seeing people with strollers with two and three kids in them. Um, but it's happening here every day. So, um, this feels different and I do think we need to be ahead of it.
>> Yeah. as as a followup. Um you know, one of the end recommendations from the subcommittee for the uh um space considerations presentation was to get the analysis from Dr. Grip and then to take that data and then to decide what
we want to do or what we need to do as a district uh from that new demographic study. And so now that we have that demographic study and now that we have some data coming in trickling in in terms of all right are you know is Dr.
grip, right? In terms of what the first two years might be, we will then need to, I agree, decide, well, where are we going to put these kids? Right? If we decide we're going to do an expansion on Valley View, does that mean that if we're get if we're going to get flooded with kindergarteners, first graders, and
second graders, then we put grade five in Valley View, you know? So, I think uh this goal here uh and I'm leaning towards the first part of the goal, uh Dr. call us is that planning part where we have to um parse out and really
dissect Dr. grips study, look at where our grades are going to start to inflate and to swell and then to decide how we're going to sort of allocate the children in the different buildings and you know and then we can decide where do
we want that or if we do decide we're going to do it on Valley View then how do how will the different kids be allocated in across the different buildings. So I agree with uh Mr. Capello. And I think uh the first part is a really important one. I don't I
think we're past the second part of uh I'm sorry. Yeah, I'm not sure if I'm reading it correctly, but yeah, I think it's important. I think number three is important. >> Yeah, I think the arguments being made on both sides that we need to decide
about getting rid of the ore, right? Because um Mr. Anderson saying we kind of spin our wheels talking about it. Um uh Dina u Mr. Capello and Mrs. Sadelis are saying that um this is a necessary
thing. So it sounds like the the answer is to decide do we want to get rid of the ore and go forward like is that the goal is to um expand Valley View and can can we make that decision to do that?
tonight >> right now. >> I don't know. I mean, I think from the perspective of like I know Andrea is there too, but I'm in the middle school almost every day and you do you sit there and you see the ways that it could improve and does need expansion, especially for these classes that are up
and coming and will be there in six years, right? Like our kids start eating lunch at 10:32 in the morning. It's kind of crazy that you have six lunch periods for a middle school, you know? Like there's different ways that I think if we were able to expand and restructure the schedule, it would be a much more
beneficial for the kids, for the teachers, for the preps, all the things included. >> I say go. You want my vote tonight, Cliff? I say go now. >> Well, I am I am curious like how many people uh are just a yes for the the
Valley View expansion? like >> I feel like that's a hard thing to say because there are so many options and I don't want to really bring them up because then we can talk about that for forever. Um, you know, we have most of us, I'm sure we all have seen the reports for, you know, Lake View has an
option, Valley View has an option, Riverview doesn't really have an option. We have the annex, but I I mean we were we literally have exhausted as many options as we can here in town. So, not that I would settle for a Valley View expansion, but I think there are
two great options. I think it also depends on cost. So, there's a lot that goes into it. I don't think I mean I like this goal. Yes, if we want to say yes to it because it's their Valley View, but that makes me a little nervous because I want to talk to Demaris about it first and see, you know, like it's
going to cost when we have to plan for that forward. So, and I mean I like an idea of I like the idea of a Lake View expansion, but I don't because Lake View is already massive in my opinion as a as an elementary school.
>> I think we're pretty set for elementary right now. I mean, we can accommodate 10 to 11 sections at at between the two schools. >> But you don't want to put a sports center at the at Lake View. >> The sports center. >> I'm joking. the um
the annex has allowed us to go from two to three sections to five sections at Riverview. I mean, that's a lot of students that we've moved over. We have five in kindergarten. We used to have started at two when I got here and then went to three and now we're at five in
kindergarten, five in first grade, four in the other grades. So, we still have room for every one of those to be five sections, which has relieved Lake View not adding any additional sections. They haven't add to add any
additional sections because we moved them over to Riverview. So, we have a few classrooms open to move students if we get an influx of one particular grade. And I think we're okay with elementary right now.
My opinion of this conversation is that we need to sit down and understand this better again, right? Like because I think we're all talking about different ideas and different understanding of what we need, when we're going to need it. I I think we I think we're not at I I think the goal is
too specific. I think if we want to talk about this, we need to kind of make it broader. I I just don't want to getting our EI to write up a proposal for putting eight classrooms and a uh a cafeteria or sorry a u a kitchen into
Valley View is going to be tens of thousands of dollars. They just a proposal. They charge us thousands of dollars to pick up the phone. >> Well, they drew they drew that one for us already. I just emailed the >> if you want to do more work and figure out what it's really going to cost. I mean, >> they give us a cost. They'll give us
They'll give us what you need if you want to go to a referendum, but that's it though. >> Yeah. But the referendum will include the the plans like because the plans are a lot. 10% of the project goes to the goes to the architect and the construction management and all that. >> I just don't think we have an idea of
what we all need right now. >> Yeah. So the question So the question is um then what's the goal here? Is is the goal then to to to have a definitive plan by the end of the year? because that's part of the conversation too is that we've been having as m Mr. Anderson
says we keep having this conversation. So what what is the goal for for number three by by the end of of uh uh 2027? We know the the plan. We have a plan that we're we're willing to move on or or what are we looking for as as the
achieved goal? So I have a recommendation of bringing back the subcommittee uh maybe taking this to subcommittee and having the board having it part of it as a board goal and having it as a district
goal um very similar so that uh both the board and the administration can work together uh look at all the um demographic data and incorporate that and just you know discuss it with uh Dr. could call us and just see what the next
5 years, 10 years might look like so that we can decide yes, we need a building or no, we don't need a building. >> And is that the year- end goal to decide at the end of the year that we're going to do a building or what our direction is >> because we're going to need to justify
why we're going to referendum and we're going to need to prove to the public that we did we dotted all our eyes and crossed our tees. We, you know, we did the re, >> right? Yeah. I'm just clarifying because this is been our goal every year. We've had these discussions. We talk about space considerations. We talk about what
it is that we want to do, but that's not really an sort of a achievable goal. That's just a discussion that we keep having. So, is is is that our goal to have a definitive answer by the end of this year? Is that possible? And >> yeah, I I think you got to start putting
a due date on this because we've been talking about it for on and off for five years. You got to have a due date. And I think what Steve and I were talking about at one time, we know what for all the paperwork and holy doulie you got to go through to uh get the
funding and get the architecture works done and the actual ability done. It's like a two-year timeline or 18 months. >> I think from the time you decide to do it, that means you're going to plan for a referendum. You you're about a year to do that. By the time you do that, then
you have your funding. You're probably looking at two to three years until you're actually in the building. They might say you could do the whole thing in three years. I think that's rushed. I think it's more like four years from the minute you say I'm ready to do it. >> So, we're looking at 2029 2028 when you
open up the doors. >> About 2930. >> Yeah. So, there's a sense of urgency in terms of coming up with the plan. And I'm wondering if uh you what it would cost to have maybe a tuneup to a demographic study,
you know, would that be needed to to see where we're going? >> I think we need to look at it every year. I think we have to update that every year because it only goes out five years and we're talking it's going to take four years to build to make a decision on a dime. Like you're going to have to have a trigger that says when we get to this point, we're ready to go. And based upon the demographic study,
that looks like next year and you'll have to revisit it again. I think I think that is well good money spent is dating Dr. grip to update this study every year and make sure we're on track. I think that is good point done. >> So I I think you got to start now and to
make it a goal for uh the upcoming school year to make a decision and I think some of the variables you need. There's you know an updated demographic study and uh keep on monitoring the counts. Dr. has done a good job giving us the kindergarten counts and uh you
know my neighborhood down here which is Dino and I live in the same area. I'm out and about with the dog frequently doing yard work. There's people now I'm seeing with strollers with these six-month old kids in them and some of them have twins, you know, they got two kids in a stroller. So, and some of them
I've never seen before. So, um the population of the youngsters is going up and it's going to affect us. uh and getting back. It's really got to be Valley View because you're getting more kids at Lake View, you get more kids in Riverview. So, they they're going to eventually get up to the Valley View.
So, uh and don't forget doing anything at Riverview here. It's a flood plane and you got a lot of restrictions with the uh with the space and then and also if you go here for some of the events that go on at Riverview, it's really jam-packed. There's no place to park.
People are all over the place. So, I think the Valley View idea is a good idea, an expansion there. Um, lot a lot of pieces to it, but I I think we we we start with the goals, the upcoming goals, and uh have a due date there for a decision what we're going to
do because you got to publicize it, get the public on board with pushing through a referendum. Uh, once again, we'll have some debt, but it's it's something what we we have to do. Cliff, if I if I may. >> I mean, I would, you know, kind of
listening to everybody, I mean, I would be fine with the second part of the goal because I think it includes the possible possibility of an addition. Like, to me, it's it's it's inclusive of the first part. So, I think I'm okay with that. Um, you know, my my point is, you know, we talked about going through all the
exercise of looking at Valley View, the expansion, looking at Riverview expansion. Um, yes, I mean, we did those. You could say that money was wasted. I don't believe it was. I mean, I think at the time we were looking at options and we figured out another way. We we got lucky getting that building
across the street and we've been able to rebalance and it took a lot of hard work. Um, but we've been able to rebalance the population so we didn't have to do either of those. Um, but I think it was necessary like again I think it was insurance that was was useful that we took out. So anyway, this
is my long way of saying I'm okay with if we want to say the second part with the idea in mind that planning planning for projected enrollment and ensuring adequate space and resources could mean an addition at Valley View. It could mean a new kitchen. It could mean
something like what EI is proposing. So just give you guys a little bit of an update. I looked through some of the data just so we're we're close. We have Dr. Grip's projection for this year was 182. bars is 172. For next year, his projection is 214. Right now, we're at
190 plus, but this is early. So, that Dino's 220 figure could be right. And I think if Dino's 220 figure is right, and he's saying 214, I'd say you better start moving then. I really do. I think it's time to say we better start
planning hard now because it just takes so long, you know, to get it done. >> Yeah. And and that's sort of what I was alluding to, you know. I think we're all getting the um we're all saying that doctor's grip's projection is somewhat accurate. We're going to get more and
more students. So, knowing that it's now a matter of okay, well, how do we best approach this? And if it is expanding on Valley View, then let's do the due diligence to prove that, you know, so that we can show the public that we did and this is why we uh want to expand on
Valley View and that's why we want to go to referendum. And so essentially, and maybe that's what you're alluding to um Cliff or Dr. Moore, is that maybe that's could be one of the additional goals that we do is that if we decide that we want to go to referendum, then we will
have shown that we've done our due diligence uh for the public to be on board with us as opposed to being, you know, like why are they doing this? >> And and just a quick point too, just to add on to Dr. Fort's point, it's not just the kindergarten numbers, guys,
right? Because we have we have other the developments bring students of all age, right? So, we probably should take a look at Dr. Grip's updated spreadsheet and say, how does that compare to grade after grade after grade? And also adjusted for the housing growth because I think that included almost all the projects that are kind of already
rolling, if not already done being built. So, um it's I I'm not saying I don't want to do it. I'm saying we I'm glad we're having this conversation because I think it's really important for us to understand when we're ready to say let's go because it is a really short window. We're going to have like a
year to make a decision and then go and it's going to be and then I'm going to have to find my exit out of Danville. But >> I think the space committee really focused on the first part which was prek to five and I think we came up with some great solutions. We really did not
discuss Valley View at all. We haven't really touched anything or made any plans of any difference any changes there. We really were focused on where the influx was at the time and it was prek to to five and we did come up with solutions but like you're saying we need to look at the next piece too
>> and one of the solutions was the second floor at Valley View as well. So >> uh the Rally View uh Riverview annex, forgive me, I need uh a slice of pizza. Okay. >> And um his overall numbers to Mike's
point was it's one 17 it's 1766 is our actual his number is 1778. So we're off by 10 in kindergarten but we're off by 12 total. So that might go to Mike's point that maybe our influx is in the other grade. So, and if we hit a 214 or
220 kindergarten priestess, um, you know, the sky's is not falling, but I think you got to make a decision soon. Oh, yeah. >> So, are we are we comfortable then with the the
district goals as we've as we've talked about them at this point. >> Just one more thing on number three, which we've spent a lot of time on. I would put the word in there, you know, we're talking about planning, but we need to implement whatever that final plan is. We just talked about the
timeline to uh put in a addition on the school. So, I'd put that in there so it gets done. You want to be planning forever. All right. Maybe >> if I can uh suggest changing the wording
to um provide reasons or um you know anyone can help jump in, but provide uh rationale for increasing the or expanding at Valley
View Middle School to meet the increased space and resources need. Well, I just wonder if I mean I don't know. I was just thinking some some of the some of the details can come into the the action plan that okay that uh
>> um Dr. also come up with and you >> actions is to come up with a rationale you know come up with the reason come up with a timeline come up with the >> the second goal second of those two >> second of the two and if you can I I
agree with Mr. cash. Remove the word continue. And the only other comment I have is I think goal number four here is more of a board goal, which I know it says possible district or board goal, but I think it's more for the board in my opinion.
Um, is is it possible to fold in I mean uh I'm just wondering um apart from just the uh the legislative piece um is there is there something uh district goal oriented in terms of trying to find other solutions and you know like we've
talked about the the self uh the self- insurance and there's a few other options that I've I've seen out there. I mean does that kind of fall under district as well? Well, that that might be kind of I I think there's something nice about having board goals that can kind of
support district goals, too. So, >> I think it's primarily a board goal as well. Um, but there are some pieces that we would do within it. Um, usually we always try to find some fiscal and if we're thinking about what's the most important fiscal uh constraint right now, it seems to be the health care. So
I was racking my brain thinking well what other goal would I have financially then to address this because we really don't have any major concerns in the other areas and that's why three is like our operational goal and then we an academic and a social emotional so that's kind of where it fell in those
categories and if there's another goal area a fiscal goal that you want us to be concentrating on we certainly could do that but if we combine this we would probably take the uh the investigation of other healthcare options piece that
really would fall into mayors really. >> Yeah, I really am a proponent of self-insuring especially if that's one way that we can be um what's the word I'm looking for? Like I have a buffer from all the other state
related health insurance plans. So especially that 31% increase. So, if there's a way that uh if if self-insuring is a viable option for the district, then that's something that I think the administration could help us
uh see if it's an it's viable from their perspective. >> So, I think you it's made it through the gauntlet for now. So, own gauntlet. >> Yeah. So, we'll uh we'll move on to the
uh the BOE goal review. And James, I think you wanted to Okay. >> All right. All right. Thank you very much. Let me go into presentation mode slideshow.
All right. So, the finalized and approved goals for last year or for this 2526 school year was to strengthen the onboarding tools available for new board members to formalize a process for setting district and board goals.
uh to advocate for district needs at all levels of government and to advance a safe, supportive and respectful school environment by reviewing board policies on student code of conduct. So for the first goal strengthening
onboarding tools for new board members um Miss Asterino to my right was able to create an onboarding guide. Um so the objective was to develop a comprehensive onboarding tools aligned with policy 0144 and Miss Eststerino developed this
new guide that is available for all district uh or board members. So, this is a a word document that uh she was able to create and um we should know if there's any new board members on how well this works and uh we can always
modify it and update it um when a new board member uh comes on board. The second was to formalize a process to set district and board goals. Um, this process was begun by engaging in board goals and brainstorming several weeks
ahead of crafting and voting upon board goals. So, you're actually starting to see some of this process as we talked about the district goals. So, uh, we also did that with the board goals. Uh, we discussed around district goals. Um, and it was begun prior to having them
presented and voted upon. So, we wanted to bring this process earlier so we weren't behind the eightball. We were always in the past we were always saying oh we should have done this um after we voted on the board goals or district
goals. So this process is still need to be formalized but we got a taste of it this year where we had quarterly presentations of the goals as opposed uh as opposed to semiannual presentations. uh we had more discussion uh discussion
during governance committees as well as individual like IMP committees and finance committees and finance and operations committees and we had a a much better timeline. Um now yes this could be improved and I think this is an
ongoing process but we started to lay the groundwork for formalizing a process for both uh district and board goals. Next was to advocate for district needs at all levels of government. On May 11th, uh we as a board passed a
resolution urging the uh urging for relief from rising public school employee health care costs. This was actually something Dr. Paniro had shared with us from New Jersey school boards. This was distributed uh this resolution was passed and distributed to members of
the House and Senate and Trenton along with county and state department of education members. And then on April 2nd, um myself along with other committee members from the Morris County Legislative Committee, uh met with Senator Duko to discuss a number of
different topics that included HIV and the sort of um the amount of paperwork associated with HIV as well as not focusing on the victim's needs. And we also dis uh discussed um finance and a
lot of district level aid issues that was ongoing. And then finally to advance a safe, supported and respectful school environment by reviewing board policies on schooling student code of conduct. Now this was handled by uh IMP committee
along with um Miss Asterino, Mr. Capello and Dr. Moore. Dr. Moore, did you want to talk about this slide? Um >> sure. I'll just uh um so uh basically we we worked extensively on the policy and regulation. Um we used restorative
justice as the lens and means for intervention which we felt was consistent with the district goals and culture to keep the whole child in mind. Um seeing that there's an opportunity for growth in every event. And with regard to student conflict in particular, uh we worked on uh wording
and procedures um along with the restorative justice to place emphasis on a resolution of those conflicts, not simply on identifying who was at fault. And that includes um a process of multiple check-ins with family and students to assess how safe and
satisfied they are with the resolution and then a process to collect that data in order to evaluate the effectiveness of those resolutions. Now, all that's been sort of worked out and uh in writing, in practice, we'll see this upcoming year, and I'm sure there's going to be a lot of tweaks in it,
particularly in terms of the the data collection and the check-ins and and the messaging, which also, you know, was was part of uh the Dr. Collus's district goals and uh will likely be a board goal of some kind as well to kind of support
um the the messaging behind that um that we're not just relying on on HIB and and it's not just about finding uh sort of going through some sort of um court case and finding uh who's at fault, check it off and and then it's almost as if it's
done. But we really want to focus on on resolution and and growth and uh sense of safety. And that concludes the uh portion of our presentation. Uh Dr. Moore. >> Yeah. >> Yeah. >> Yeah. And and now we'd like to uh
finally after uh all of these different uh presentations and everything else, welcome uh Dr. Panera to come up and uh and uh begin to go over the board self-evaluation and goal setting process and all that. You can sit there if you
like. Sure. >> Yes. >> Test. Okay. Thanks. Um, so, uh, let me start by saying hi. This is the first time in the building. I work with New Jersey School Boards Association. I've some friendly faces here already that I've seen at workshop
and and, uh, at BA meetings and all. So, uh, I'm happy to be here. Also, I I came in because it's my first time here in the other side of the building, so I wasn't really sure. I was disoriented, but I smelled pizza. So, I followed my nose and thought I would discover the board, but you were already uh engaged
down here, but I wasn't sure where to go next from up there. And then I heard cheering, so I followed that instead of my nose. And I do want to say what a great uh you know moment that was for you and congratulations on your years here and uh being part of the community
and its school leader is is amazing. So wish I had more time working with you but I wish you the best. So congratulations and looking forward to working with you Dr. Collis. So congratulations for you as the mantle will be switched over soon. Okay great.
Um, okay. So, that was a really great conversation about goals um from a couple of different angles and it just goes to show, you know, how um I don't know if it's messy, but how it requires brainstorming and a lot of questioning and is this the right way to go and and
not just jumping in. And I appreciate how you all approached that. Um what what I'm going to do with you tonight on the board self-evaluation isn't necessary to walk away with goals. I don't think that was our objective. that would take a couple hours I would think. So we can do that another time. But what
I would like to do is highlight uh you know pull out some of the strengths and some of the things in the um BSE the board self-evaluation uh that were common themes. So let's do that for a little bit. We'll focus on common themes. I'll I'll I'll put it together in some kind of you know oral summary
for you and um we'll we'll go that way. So you have three items in your folder. Uh I'm I'll jump around a little bit but there'll be a method to it. So, um, this I'll refer to as the compilation. So, this is all the ratings. Okay? So, that's the one with the boxes. This is
what you entered. Uh, I will encourage you if you haven't already done so to read the comments, you know, in full because, um, you'll hear each other's voices. Not that you're trying to identify. I mean, these are uh, you know, these weren't meant to be identified as people's, but but you'll
hear the hear the real language. my language in the summary is uh well it's it's pulled out it's it's based on you know what you had to say but I'm not quoting you so when you read the quotes it really sort of brings it home so I encourage you so what I do is going to
be a little bit more I guess um clinical right but when you read it you'll get the gut you know you'll you'll feel it even more if you haven't already done that okay so um the three items I can so the compilation is like your foundation it's all the information that you shared
and then there's another document um that's called the consult report. I consider that a quantitative analysis um there that's and that's the one we'll lean on heavily because I just want to highlight that you know the the top strengths and some of the areas that you felt you you might want to improve upon.
Um the executive summary uh I'm only going to touch on a little bit. In fact, I'll start with it um because I want to read that summary. It's the only thing I'll read at you, but I I think it um it it speaks volumes to and and really summarizes it well. So I I can start with that. But this is something you
might decide to dig in a little bit deeper if you do a formal goal setting uh process that could take a couple hours or something. So this might be something you workshop out of along with the others. Okay. So uh allow me to just
read that first three paragraphs. Um it really does summarize it well. Uh so the Denver uh Board of Education demonstrates a strong commitment to student- centered decision-making, collaboration, and ethical governance. Board members consistently highlight a
positive, respectful culture where diverse perspectives are valued and contribute to thoughtful decision-making. Student achievement remains the central focus across all areas of board work, supported by active committee structures and strong engagement in governance responsibilities. The board's strengths
are rooted in teamwork, communication, and a shared commitment to continuous improvement. Members describe a cohesive and professional environment with open dialogue, strong participation, and a willingness to reflect and grow. Opportunities for growth center on strengthening communication,
particularly with the public, enhancing measurable goal setting practices, and continuing to refine governance processes such as onboarding and training. External pressures, including financial challenges, enrollment changes, and evolving student needs,
present ongoing areas for attention. Overall, the board is collaborative and effective with clear opportunities to enhance communication, planning, and long-term strategy. So, you're already probably hearing echoes of the conversation that you just had in some of that.
Okay. So, we can put that one aside now that I I was able to sort of do that executive narrative summary for you and then we'll start looking uh more at ratings because that really digs into it a little bit. And at any point we can sort of elaborate um and go further either now or or after. Uh I'm going to
try to do it in like because this has been a long meeting for you and I'm not sure how much more you have on your agenda. I'm going to do it as um directly as I can and then I can stick around for as long as you want to keep kicking it around. But I'm not going to focus on suggesting goals tonight. I'm going to really just focus on like I said strengths and areas and
opportunities for growth. Um you'll see the overlap though. Okay. So first um in our compilation was vision, mission uh and goals. Uh that speaks for itself um as far as what you know what that standard is about. And um your highest
self-rating was a 3.7 and that was considers our vision, mission and goals as the guiding force for district operations and the board's planning, oversight and policy decisions. So um that's something that you all believe in
and is strong. So the rating system is uh goes up to four. Um three lower than three is something that should be a flag. And then things around 3.5 to four, those are pretty strong. So like if you if you see a 3.7 um and your next
lowest is like 3.5, that's not suggesting that's a weakness. That's suggesting that something else is just a little stronger than something that's strong. Okay. Um but in this case, you do have a challenge opportunity because as a as a board, you you rated yourselves um below that even 3.0 and
that was communication with regard to updates on goals. and I got that vibe just being here tonight that more discussion about and more updates on goals and and um focus on that could be a positive thing. So, we tucked that away. That's something you might want to think about. Uh when it comes to policy,
that's the second standard for the board for board governance that's evaluated by board members. Um and that was uh there were two strengths rated at a 3.6 six and that was one provides the opportunity for feedback on new or revised policies
prior to final adoption and uses our policies and bylaws as the framework for board governance and decision-making. So those were the stronger ones at 3.6 which is pretty solid. Uh and also there's always room for growth. So if if
somebody's uh if if one of the members is thinking well 3.6 six is good, but I still feel we really need to focus on that even though it came out as a, you know, a consensus strength. That makes perfect sense. If it was a 4.0, maybe I would say differently. Uh, and then
there were four rated at 3.4. So, going back to what I said a moment ago, 3.4 is very close to 3.6. So, do we call those uh weaknesses? No, we just call them areas to be mindful of uh if you felt in the policy section you really needed to
do something there. But I think what you'll see is as we go through the six sessions, I'm sorry, the six sessions pretty quickly, there's two or three that suggest those might be your focus. Um, so right off the bat, I'm not sure that policy would be. Um,
uh, number three is accountability for student achievement. Um, yeah, there was uh echoes of that throughout. um is making like a stronger link between uh student achievement and I guess the work of the board uh as far
as updates go and and and and that kind of thing. So first the strength at 3.6 Six was uh that the board reviews student data with attention given to subgroup achievement to ensure the success of all students. And then uh definitely an area for uh that the board
feels is is a challenge and uh could use some attention uh at 2.7 was uh again communication ensuring communicating to that that the communication to the public links decisions with student achievement. So really I guess the thing is everything is about the students
right students come first but there is so much more that a board has to manage as well. So in my mind what I'm hearing from the comments in here is let's not lose sight of that. I mean it's it's it's about so much um but let's make sure that we're still uh focused on
student achievement. You have enrollments going up. you have goals uh to discuss about uh facilities and and uh is it time yet to invest in getting more um you know digging in more on on that project that you might have to do all of that can swallow it up. So I feel
like what I was hearing from you all is let's not lose sight of student achievement. So making those links stronger so that was uh three accountability for student achievement seems to be an area that uh you might want to look at for a goal. Uh number four, governance team relationships and
accountability. Um so uh you had an overall rating of 3.6, but five were rated at 3.9. Um so I'm not going to necessarily read all, you know, five because um that
that's most, you know, that's the majority of the ones there. It's actually a very long um category, though. So it goes all the way A through N. Um but so 3.6 was the overall score average. The strengths um are listed
there. 3.9 there were five of them. Establish and adheres board operating norms. Maintains confidentiality on matters in accordance with laws etc. Respects and supports the decisions of the board majority. Exercises its authority only as a board of the whole at meetings and recognizes that no
individual board member has authority to take independent action on behalf of the board. uh it works together as a team in an atmosphere of trust and respect. And then there was one um challenge or opportunity 3.0 again that doesn't mean it's it's a gaping hole or anything, but
uh 3.0 relative to a lot of your 3.6s and and all this one was have an effective in district orientation for new members. You've already addressed a lot of that. It sounds like maybe it's still on your radar. So um then there is five resource management and oversight.
Your overall score self evaluation score for that was 3.5 out of four. Um the two top strengths were rated at 3.7 which is among your highest self-ratings in all these indicators. And um those were adopts and monitors an annual budget
that allocates resources based on the district's vision, goals and priorities for student learning. And a second one at 3.7 was ensures the health, safety, and security of all students and staff. So, I mean, what's more important than than those two? So, that's wonderful.
Um, and then, uh, there were three rated 3.3. Again, I don't know that those are flags, um, to be concerned about, providing the public with information regarding district finances and budget. Um, reviews audit findings and responds accordingly. Monitors the district's
near-term and future facility needs. Um, so not bad ratings there at all, but the facilities need thing um is just heavily on your radar, I can see. Okay. All right. We're moving along. Six, community leadership. Uh, overall
score 3.4 out of four. Uh, strength was um a 3.7. conforms to the requirement of the open public meeting act and the open open public records act which is very important because you you know the the faith of the community has put in you
that's why you're here uh is important and it it shows that you're still very aware of that and it's a focal point and that you feel you're doing well at it. And then the challenge opportunity rating a 3.0 I know again it's it's not a a big red flag but it it's a little lower than most of your averages and
that was to ensure the district uses multiple mediums to inform inform and hear from members of the community. So that's that's something that uh I think all boards are very conscious of and and no I've never heard a board say we've got that we you know we've figured that
all out and we're communicating at the highest level and no one has any concerns about how much we're communicating. So, I I think it's great that that's still something high on your radar. Uh, and then number seven, um, individual member contribution. So, that section is uh not about um evaluating
the board as a whole, it's evaluating yourselves. So, that section's a little bit different uh what I've pulled out there. So, you had an overall score of 3.5 out of four there. Um and what you uh are what you as a group
but individually the highest rating average was uh act ethically and professionally in personal conduct relationships with others decision-making stewardship of the district's resources and all aspects of district leadership. So um that means
that the as individuals you you felt strongly that you were doing well there which is fantastic. And then a couple areas that you felt as individuals you might want to focus on and more than a few of you felt the same. I guess that's a good way to say it. Value learning um
and enhance my effectiveness through study, training and reflection. So I think of course I think that refers to governance. So that's great. and um that you're familiar with the board's bylaws and act in accordance with their direction. So, those are the seven sections where you did ratings. Um I'm
going to pause for a second and then we can take a quick look at your goals and then we'll we'll just uh kind of sum it up as far as this is document is concerned with your final reflection comment sections because those are great and that it gets down to the nitty-gritty. So, um those seven
sections with ratings, good. Any questions about those? Okay. All right. So, there are your goals and it what jumps out right away is uh you did well and you you uh satisfactory progress was made uh at least but there
were two areas um that you felt that the majority of you felt you had achieved. Uh one was to strengthen the onboarding tools available for new board members. So, that was a goal and you met it. So, that's great. Um or at least six of the seven of you said you met it. And and
then another one, well that could be a board member who would like to do more more training. Um and then the other one that was high, five said achieved and two said satisfactory progress was advance a safe, supportive and respectful school environment by reviewing board policies on student code of conduct. So I saw that in real life
tonight when you were talking about how you're able to do that and connect to him and more of that. So, um I'm glad I was here tonight because I learned so much more than than just, you know, these documents by seeing the connections between the proposed district goals and what's been achieved at the district level and also some of
the um conversation with regard to what the board is looking toward going forward. So, um the other goals uh so again satisfactory progress made but not as emphatically um agreed upon. So
one was to formalize the process for setting district and board goals. Although you know six saying progress was made just means we've we've taken a step further. Let's go further. Um and then advocate for district needs at all levels of government. Um so that was a
three and a four achieved and satisfactory progress made. Uh that's that should be a goal for the whole state and that that was part of what New Jersey school boards was trying to help with. And thank you so much uh Dearis for and and the whole board for looking at that resolution and passing it
because uh we we've got dozens hundreds that uh that's got to mean something to the legislature. So we're hoping that that uh makes a point for them. Um okay. And so what's left is the reflection of the greatest strengths and then areas uh
for focus. And these will just be sort of echoes of what I've gone over so far. um strength, strong collaboration, respectful communication. Uh that's really important. Not every board communicates as respectfully as I've seen you all do tonight. Uh and and uh
it it's great. Um school boards is also focusing on um this is just a tangent. Um civility. So I'm hoping we actually start doing some training in it. Um but uh at the moment we have a resolution that we encourage boards to look at and
maybe pass. But just between you and me, I feel that training would go a long way with the resolution. Don't just pass the resolution. Let's have a conversation about what civility looks like. But don't don't tell my boss I said that. Actually, the boss wants it too. So um
but any rate, uh I I love seeing that. So uh strong collaboration, respectful communication, civility. Love it. Uh clear understanding of roles. There are a few I we won't dig into it, but there are certain key words and phrases I heard you say and I I feel they get it, you know. Um, one was uh I know I'm one
of seven, but this is how I what I feel strongly about that that really resonates with folks like us who who really need to bring that kind of uh message home. So, um clear understanding of roles is great. Student- centered decision-m uh positive working
relationships, preparedness and engagement. So those are the things that uh I pulled out from your last reflection of greatest strengths and then moving towards uh the areas for focus and and wrapping up this part and we'll see how far you want to go with
further conversation but um areas for focus. So in your reflection you shared that goal setting and formalizing processes for that. Um, I think that's great and I think that, um, it was already on your radar, but even the conversation about, um, okay, it's up
there and then you were sort of crafting it and let's make decisions about it. Uh, that was the district goal, but if I may, the, you know, the board, some of you, I think, mentioned maybe the board needs a comparable goal when it comes to the facility issue and and the enrollment issue. Um, so there is, I'm
sure that that could be high on your radar. Um, and it could be something that you really do craft. I I feel like you all were saying, "Yeah, this if we're going to do this, we have to really craft it." But that's at the board level. Um, so, you know, would be different from the different from the
district. Um, and strengthening communication and uh, cohesion, managing budget and healthcare cost pressures. Again, that's probably not a weakness. it's probably something you're just mindful of because everybody
um and expanding community engagement. So again, that's one of those things that uh I think a lot of boards will will reference and um just a editorial note I suppose if if there is going to continue to be uh a lot of discussion
about that the facility issue um that the idea if if if a goal coaleses around that but bringing the community in to start planting those seeds about things like you know the rword referendum or or just uh getting input on it. I'm sure people feel it and recognize it's
important, but um you know, if if if you do go that route and you have a goal, um really focusing an objective of it or a piece of it on the community and pulling them in um would be great. I know districts where things seem to be going
really well and the public doesn't come out in droves to say negative things. Those are the ch those are the times sometimes when you have to do something big where they're caught off guard. So, um, if you do start talking about that huge commitment and it's time, yeah, you
really want to reach out to the folks and let them know because they're they're used to thinking everything's perfectly fine and then that's a big one and they don't want to wake up. You don't want them waking up a month before some kind of vote and say, "Wait, what?" So, um, if you go that route, just keep
that kind of thing in mind. So, um, that's my shorthand version of it. Uh any thoughts or comments to share or questions? >> It's perfectly fine. Yeah. Go ahead. Sorry. >> Yeah. No, I mean this obviously I mean this is super helpful. Um you know this
is it's one of the things that you know we kind of have to get really granular but when we spend the time in doing it I mean I think the payoff is huge. So I appreciate you're kind of taking us through it step by step. Um, you know, I mean, there are a couple of things that I think, you know, we, you know, when we look at this, it seems like we're always pretty hard on ourselves, probably more
than, you know, we maybe and the outside would be, which again, I think is healthy. Um, but there were a couple of things that, you know, kind of peaked, you know, I think, and this has been a common theme um on the vision, mission, and goals. You know, we scored ourselves. I think this is the lowest we
scored ourselves across the entire uh evaluation was ensures the superintendent develops the measurable plans to achieve district goals and engages in regular discussions about the progress. Um we've talked about this for years, this being a challenge, right? We
come up with goals, we think they seem like pretty good goals, but then when we're sitting down evaluating them at the end of the year, we find that it's really hard to cross them off and say yes, they were achieved. Usually it's a well there was progress towards it but it was you know it work was done but was
it really achieved right so and we always come back to the argument of well was the goal written well was the goal kind of articulated in a way that make made it measurable so that's been a challenge I think from the beginning um I'd love your thoughts on how we could
craft something to maybe move move the need you know move the ball down the field and try to try to be better at that because it has been a challenge for us as long as I've been on the board. Yeah, I I think um a short answer for now, but u approaching it in a workshop way uh reminding ourselves of what good
goals are, reminding oursel of what district goals are. You you collaborate with the the administration on the district goals, uh but also your own board goals. Um they do take on a different approach because it's more of the um the the why um the what rather
than the how. So um I would say uh with that in mind and action plans and and timelines Dr. Cullis had mentioned something about a timeline for one of those goals but similarly you know for the board to to focus on uh even a
calendar like that and I think I don't know if it was the district or the board but I think board goals somebody was talking about maybe doing more updates. I think you did them this year more updates. So that's a great idea. So I think really workshopping it out. Um, it's like, you know, almost like a team
building retreat sometimes and then the goals just become part of more of your DNA than something that's on your on your I don't want to trivialize and say to-do list, but um, you know, something that you know is important and that you're keeping you're being mindful of, but something maybe that that's lived a
little bit more. So, workshopping those and team building around that uh, could go a long way. And um but really a a con a more concrete plan or sort of an action plan could help too. And it's hard to do that at a board meeting. I mean like a regular
>> and and thank you and and do you know I've thought about this and I I think what we should think about is as we look at the goals whether they're board or district goals is to put ourselves in the shoes of 12 months from now as we're going back to look at it and if a goal
says like continue to plan that's really hard to like kind of determine like hey did we accomplish that what were we trying to get at what were we trying to say 12 months ago when we set these goals. So, trying to be a little more specific as to like create a
plan. Okay. Well, is there concrete? Is there something objective and measurable that we can kind of go off of? Whoa. >> Thank you. >> Um, but it's a good question because it certainly has been one that we've been challenged with. Um, I I have kind of a specific question because I think it was
one of the questions that I like looked at. I've done this for years and I feel like there's always a couple that I look at and and uh kind of wonder what should we be doing or what would be the appropriate thing and it's it's in um section number five under resource management and oversight and it says
reviews audit findings and responds accordingly. I mean these financial audits like the book it's a it's like a full book and a lot of them are very detailed. I feel like obviously we go through the summary, we get the presentation from our auditors, we we spend time going
there, but um it's 5C. Um I'm just wondering what your opinion is as to kind of, you know, and and also I think to Dino's part, we kind of are pretty tough on ourselves because I look at proficient like that's good. Like it's we're really doing well, right?
Like that's a good if you're proficient at something, you're good at it. Um, so I I often kind of set the bar that like proficient is like you want to strive for that. I mean, you want to strive for exemplary, but obviously proficient is you you met that goal or you're meeting that thing, you're doing well. But just interested to hear your thoughts on
audit findings. I think we have the problem at the same time with bylaws too that question because like nobody reads every single bylaw we have every single year, you know, like how much double of detail because those are two I think we've often graded ourselves uh harshly on.
So, I do have a couple thoughts, but um so the the audit review uh so you I felt like I was almost an auditor today doing my overall thing. Um and so when you experience that a lot of times I've seen the audit come out, you know, clean because it is um but you're still
looking for some teeth, you know, some some some something to sink your teeth into, I suppose. So I'm not sure what comes out of those but once um the response accordingly I guess would be to then work with the administration on those particular issues um it it is
vague but I guess that's the point that when there there is some findings um then you come up with something that's not vague a real plan um yeah >> if if I may um first Miss Karowski's uh
financial audits are Perfect. So there is nothing to follow up on. And uh Mr. Anderson, you're welcome to join the governance committee because we are we we do try to look at all the bylaws so and update them. So >> and I and I think part of that it comes
back to what I was saying before is sometimes I think we're hard on ourselves because I'm not a trained accountant and I'm not necessarily uh immersed in you know policy in in in educational policies. I mean, I've spent 12 years and I've picked up some, but it's not my expertise, right? So, I
think sometimes we feel like there's an imposttor syndrome is that we're looking at these accounting reports, we're looking at these detailed things, and you know, I think I know what I'm looking at. I think I can make informed decisions, but, you know, is is am I bringing am I bringing enough expertise to bear, right? And what is appropriate?
So, I mean, that that I wrestle with that, and I get the sense that most everybody else probably does, too. Yeah, we do have some resources and I can follow up with Dr. Moore um maybe share some with you. I know there there's one presentation during new uh during the new board member orientation like how to
read an audit report or how to read the monthly financial report, those kinds of things. So maybe there's something there we can work together at um you know doing a presentation with you on that. So I can look into that and see what we have. I know we have something. Um
I I think there's enough that uh would warrant maybe me coming in with uh with a presentation, spending a little time on that with you all. >> To Mike and Dino's point here, I think we are uh very humble in our uh
expertise. I I I would say, you know, I've only been on the board for for almost five years now, but um you guys should be always saying you're exemplary, you know, at this point. Um but I will say I I kind of want to go back to Dino's point about the goal
setting and and I think you kind of hit it the nail on the head of you should we should be um you know, describing the the what and not the how. Uh I think that's what trips us up a lot of the times where we're creating those goals because we do want to get a little bit
more specific and think about the actions or the objectives of the goal itself. Um so I don't know if you have any advice in terms of I mean you know we can sit here and we could I think what happens with our goals is we become too vague um because we don't want to
overstep. So that is kind of again when we think 12 years into the future when we're like what did we mean by this because we were trying to be vague so that it could be an achievable goal but we left it so open-ended that yeah of course it's satisfactory progress made
that's what it was. Um, so again, just maybe taking the your one of your recommendations and maybe thinking through which one is it? This one. Um, let's think. Expanding community engagement perhaps, right? Like if we
just took that. No, I think that's I'm going to No. What was the one that we we didn't like? One that we wanted to do. Superintendent goals. I don't know. I would love for an example. If you have something that is
broad but specific, I can say that. >> Well, you know, for what it's worth, um, and I know it was brought up in the context of a district goal, so I hope I hope um Dr. Forte and Dr. Collus don't mind, but that one goal on uh what was
it? The fourth one that sounded a little bit like a a board goal was the advocacy um with regard to financial uh >> healthare. >> Yeah. Yeah, the health benefits. Um, so that one sort of sounded like uh a board
one and uh it could be aligned. So it it works both ways. So there's there's a how going on and there's also you know what what the board can do to contribute as well. So it makes perfect sense for district and board goals to align. Um but yeah, I think in the crafting of it
um and in the language of it uh you know to Mr. Anderson's point um you know continuing to plan um if you were workshopping that you know taking the time so you you know you weren't uh under any kind of time pressure you
would think about the word smithing of that and say all right well and and the whole idea whether it's a smart goal or a goal that really works you know talking about um you know evidence of it but again from the board governance perspective as opposed to the how
perspective so um I guess that that you know that's a preliminary response to to what you're saying. >> Uh um if I may, you mentioned workshop twice. Is that like a board meeting? Um like can you describe what a workshop would be?
>> Um yeah, sorry. I'm a former English teacher and so I think in terms of workshop, but it would be more like a retreat. So it could be like a good it so some will go two all the way up to four hours and just focus on goal setting and that means there would be some work on the front end with me
talking about language and talking about what good goals are and that would be sort of a a setup for then the conversation on the goals. Um yeah. >> And so a retreat would be a formal board meeting but more in a more um relaxed
atmosphere, you know, and more of a workshop type. >> Yeah. So I've I've seen some folks so I'm scheduled to do like to start at 5 at one point in the summer for a board meeting. So their regular business, you know, their regular meeting will start at maybe 7 7:30. So we have some time
there to do that. Some will do it. I'm doing a Saturday with one. I'm not encouraging that. But uh But, you know, some really want to be disconnected from the rest of everything and so they feel like that's a good focus. Um, and and some will just do a special board
meeting even for it so that nothing really uh distracts from it. >> In June. Yeah. >> Yeah. >> We we hear you, Steve. >> Oh, we hear you. >> And July July and August are are Yeah. >> Pretty open.
>> No. Oh, >> but June you're open, right? >> No, in June next board meeting. >> So, one one quick thing that I know we're not talking specifically about like goals now, but one thing I think
that came through there was some communication that came through and I don't think that communication is amongst the board, right? I think we communicate well amongst us. I think we communicate very well with the administration. I think our communication is actually similar to the
challenges where you see with expanding community engagement and strengthening communication and cohesion that's more with the community. So it's just something to think about that we didn't have that as a goal for a board or district and maybe kind of a highlevel idea that we add in here because it came
through in a few different spots in our self-evaluation. So and I think they're very much related those two different community engagement and communication. just in thinking about that. Oh, sorry, Don. Just one second. Let me just answer Mike
>> in terms of of overstep or or you know, district goals versus a board goal. Um, is that something that we can do as a board and step to the community as opposed to going through the administration to go to the community? I >> I see it more like a board or sorry, a
district goal >> like I do. I think it's more of a district goal that if we wanted to. So what I my I thought actually was once again we're getting a little deeper than I always planned on. But if that fourth goal becomes a board goal then does that create the opportunity for a district goal towards communication? And
obviously we'd have to talk Dr. Cullis but she's looking at me like she's not happy with me right now. >> But that's the direction you want to go. Certainly, I mean, I noticed that a lot of the communication ones on here or even um the ones you guys put lower on
yourself were not things that typically the board would be doing. So maybe it's just the the communication between the board and administration on those pieces, right? Because it would say like >> the ones that you did your low the lowest of yourselves were not really
anything that you would be controlling. it would just be your understanding of what the district is doing. So, I thought that was interesting. So, that maybe when you're saying communication, it's really do are you fully aware of everything that we're doing? Um, so that would be an interesting So, maybe something in
communication for number four might be more appropriate. And that's actually a pretty good example of you were asking Angie about the difference in in say the language for goal and and um board and district goals, but like I think it was the
district that I worked in um the administration set up sort of like parent forums and that's you do that. So that's an administrator thing. But then um the board was focused on communications as well, but it might have been down to you know the traditional stuff like um you know other
forms of communication whether it be one of those the apps that um are in constant contact kind of thing. So you know there's there's how the board communicates its it's board governance to the community and that's through board channels let's say and then
there's also communication where um the administration is working on different things to to connect with the community. So it's like the same goal but it's approached differently. So I I think it jarred my thinking to your original question before about what does it look like? I think it looks a little like that. I
>> I'm just asking too in terms of our responsibilities again not trying to overstep but you know what it our role as you know president vice president whatever of the board we don't really put out too much communication to the
public where I feel like that is a gap. Um I know we have in the past but only for emergency purposes and things like that. So again our role in how we can communicate to the public if that's something that we can do. >> So kind of twofold. Can we do that? Is
that allowed? Um and you know are there different instances where something can come from the board so that we're communicating or you know kind of building that relationship with the community? >> Yeah. So board stuff you'd be communicating board stuff to the community. Sorry for the technical
language, but >> we don't do that. So that's what I'm saying. I mean, in terms of >> we're we're talking about communication and cohesion. We we don't do that. And I I do feel like there there is a gap there and we, you know, not that we're trying to take anything or again overstep. I don't want to do that. We
have a very good rapport and we shouldn't be we should be having that conversation together before anything goes out obviously. But um I feel like taking some of the the reigns of you know whatever whatever communication can come from the board if we can do
that. >> Well, I think one example might be um my hope for next year would be developing policies on AI and maybe what we can do is reach out to the public and get their feedback as to how they would like to
see um AI be implemented in the district. you know, uh, you know, whether or not they're for or against it and you know, if they're okay with it, you know, you know, what are some of the things or opinions that they've developed, uh, with regards to AI and that could be a way to outreach with the
public saying, hey, we haven't really done this yet, but we are looking to create new policies uh, with regards to AIS and we're opening it up to the public to help us formulate those what those policies might look like. So, I mean I that was one thought I had. I'm
not sure if that would be allowed or if that makes sense, too. So, >> so it was ironic cuz we were just having this conversation at a PTA meeting and they were like, you know, Christina, we know you're not here in board capacity, but like, have you guys ever thought of
a social media page like to make it more of like a conversational casual, you know, we're the friends of the town, right? Like they're like, we have no idea what you guys do, what's going on. And I'm like, "Well, here's the meetings and you're more than welcome to come." They're like, "We're not going to do that." So, I don't know if even that's
like an option, right? Like you have, unfortunately, that's how people get the majority of their communications. We know that our constituents, they barely read the principal emails. They rarely look at the Friday folder unless they're looking for something specific. Um, and
it almost just feels like it would be the easiest way to communicate. I would be willing to do that. >> I don't think we're I think there's a whole lot of rules there. A lot. Yeah. >> And I'm not saying we would do that, but I'm saying we need an approach that's casual and on the easy dayto-day as a
means of communication where they feel like it's a conversation as opposed to just a news blast or a formal report. >> I think the challenge with that to be honest with you is kind of our rules. we can't communicate individually as a member like to communicate as the board,
right? So, I think it I I agree with you. I think this is where we've always struggled is that like there's this barrier because what makes sense common sense that we we have a lot of restrictions as to what we can and can't do. So, I agree with you and maybe this is just something we can add to the
dialogue and because this is where we struggle. I think we run into this barrier kind of on a regular basis. I also think that when um when we're talking of like implementation, it gets a little more challenging because clearly we don't share with you what we
do seven hours a day every day because there's so many decisions we make a day and and um implementation and activities and um interactions with parents and and community and all types. it would be challenging for you to know how to
respond of like if someone said, "Oh, well, is there going to be this next year or is this a a rule?" Well, you may not know um those kinds of things, you know, so it gets a little bit challenging in that respect. I mean, I guess that's kind of what you're saying, Andrea, too, that the the
the line between a board goal and a district goal. Like, what is that? Where if it's the implementation is we're talking implementation is that's primarily on us, correct? I mean, like if you're saying we want this program
put in place, but that's really us who's putting it in place. So, what would that board piece look like? So it what pops out to me is policy versus regulation, right? So the board develops policy based on you know uh whatever
whatever you know whether you use Strauss estate or New Jersey school boards or whatever. So there are areas where it's usually A, B or C and you have to pick one based on your district or something. Um or you just have to make sure you review it and that you're following, you know, that you're you're
aligned legally and and through all that. Whereas the regulation is how it gets done. So there, you know, so if you have, you must have a code of conduct would be some kind of bylaw. Um, but what the code of conduct looks like would be developed by the by the
administration. That's an oversimplification, but but that's that's kind of the common one. Policy versus regulation. Regulation is how things get done and who's responsible for it within the district.
We had a media consultant come in about what three years ago to uh work on our communications and uh you have that Excel sheet with the community engagement where we attend a variety of scholastic events as well as we're out and about in the community.
So uh many of us do get fe I personally do get some board of ed questions about what's going on uh when I'm on the field with the uh the parents. So I I you know we we discuss communications. I I don't see us as
deficient in our communications. I think we do a good job. Dr. Forte uh has been out and about in the community for bringing talking about the budget with all these stakeholders in towns. Right. We were at the the seniors
the the Rotary meeting we went to there which was a real eye opener for me with all the uh different culture they have with the their chance and everything but the great great group of people. So we do a lot and I don't know what the final
numbers are for the school year as we get down of uh so you know I don't know it's part of it we have to have some metrics in there that I'm going to do so many community engagements per year as a goal as it would be in my corporate life you know you had these various goals you
had to achieve to get the bonus at the year year end so um I think we do a good job you can always do better but I don't see communications is a major deficiency or needs an overhaul. If you want to, you know, put it out there as a a goal to enhance the communications, we got to
find out where we're lacking and get anything out. There's and probably too much information out there when you go on the website, the Friday folders. I read them occasionally to see what's going on in sports, but I don't have kids in the school district, so I'm not going to read everything in every Friday
folder. So, uh, I think if it's a problem, we should fix it, but if not, continue enhance as needed. There's a couple steps before that. Um well uh uh thank you Dr. Panero. appreciate uh you coming and it sounds
like we'll probably have you back um a few times to um get some continued uh training in some different areas. >> Great. I've um really loved my visit. I'm going to stick around if um folks are comfortable. I'd love to get a photo of Yeah. So, I'll just stick around and
maybe at the end of whoever's comfortable with grabbing a photo, that would be great. >> Thanks again. >> Sure. And uh I'd like to take a moment just to uh welcome Dr. Miller here. Uh he sat through our uh our marathon, our
our future assistant superintendent. Thank you for for doing that and being here with us. Um just in terms of of board goals, the if everyone's all right with that, the plan would be to um do that next meeting
and if if you can come with uh board goal ideas so that we can brainstorm together. I'd also like to put that sort of in the presentation spot. Um I've noticed that the past um goal conversations we had, the most robust
were the ones that started at the beginning of the meeting. opposed to the end. So, if we could kind of do it that way, I think we might get a better uh better conversation. Um and then, um we could um after we get the board goals, then we can kind of schedule another
session to go over like the actual action items, what that looks like, and kind of drill down and make it um measurable and and that sort of thing. So, >> you want that in the the presentation section just say something like school
uh uh board of education goals setting. >> Yeah. Yeah. That way we can while we're still fresh. >> Dr. Moore, do you want each committee to come up with a possible to throw out to the group? >> You know, that it would be great if if
if we used our our committee time to to generate them. I mean, I don't know. we may end up with more board goals than we could do. But if if we have uh if we have um if you have your committee meetings before our next meeting to talk about it during those committee meetings, but I don't I don't know that that's the case.
>> Maybe like in an email. >> Can we create like a shared uh document that everyone can put all of their goals or or suggestions in to one place and then we can kind of filter through trends? >> Yeah, I do. But I can we can create a fresh one. Does So do people prefer docs
or sheets? Docs. Okay. I I'll I'll put one up um and share it with everybody and we can we can do it that way. Um and people can add, you know, just comments about it too, like underneath, you know, I I like this one, I don't like this one. Uh that
sort of thing. All right. So, we can do that. Um, we still have the uh open comments section if everyone. All right. Okay. >> Okay. So, I uh we're going to do the uh open
comment section. This portion of the meeting is open to any individuals for the purpose of addressing resolutions on this agenda or matters that they find is important to the board of education and is governed by board policy 0167. And we'll open that at 9:21.
Nobody online. >> No one is online and no one uh is coming forward in person. So we will uh close it at 9:21 as well. There is uh no need for executive session. So I'd like to move for
adjournment. >> Second. >> Yay. >> Yay. >> Any nays? >> Uh last name Nixon 4. Let's go. >> What's the score? >> Down by 10.
>> It's okay. It's okay. >> I I >> He said any Naz and no one >> resp. >> Yeah. Yeah. 922. Maybe our photo.