Good evening everyone. Today is July 23rd, 2026. Will the secretary please call the role? >> Anna Brown >> here. >> Timothy Cummings >> here. >> Antineta >> here. >> Jamie Falco >> here. >> Lewis Figueroa. >> Lorie Herrick >> here. Lee Wuhong >> here. >> Wilbur Pan
>> here. >> Marian Tananiels >> here. We have a quorum. Please rise for the pledge of allegiance. [clears throat] >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. The New Jersey Open Public Meetings Law was enacted to ensure the right of the public to have advanced notice of and to attend the meetings of public bodies at which any business affecting their interests is discussed and acted upon. In accordance with the provisions of
this act, the East Brunswick Board of Education has caused notice of this meeting to be published by having the date, time, and place thereof posted at the Board of Education offices located at 760 Route 18 East Brunswick, New Jersey. Notice was provided on the
district's website at www.ebnet.org under the legal notices hyperlink. Written notice was also provided to the Newark Star Ledger, the Home News Tribune, the Alternative Press of East Brunswick, and the Municipal Clerk of East Brunswick. All board of education
meetings, with the exception of executive session discussions, are videotaped for later broadcast. It is the policy of the board of education that videotaped meetings are not edited for any purpose. Individuals who speak at the board's public meeting should be aware of these videotaping rules. Okay.
We have a need for a closed session. Whereas the board of education must discuss matters which are not appropriate for discussion in a public meeting and whereas these subjects are within the exceptions to the open public meetings act and are permitted to be discussed in closed session pursuant to
NJSA 104-12B. And whereas the board of education intends to discuss matters as listed in the agenda. Whereas the length of the closed session is estimated to be one hour after which the public meeting of the board shall reconvene and [clears throat] action will be taken.
Now therefore be it resolved that the East Brunswick Board of Education will recess into closed session for only the A4 said subjects. And be it further resolved that the East Brunswick Board of Education hereby declares that its discussion of the A4 said subjects will be made public at a time when the
public's interest in disclosure is greater than any private privacy or governmental interest being protected from disclosure in accordance with the open public meetings act. Do we have a motion? Move. >> Second over and [clears throat] all in favor >> opposed abstensions. Okay, we are
enclosed. See you in one hour. Okay, good evening. We are back from closed session. Uh before we begin, Dr. Fero Figureroa extends his apologies for not being able to join us tonight. He had another obligation. Uh and then we are jumping right into our
superintendence report. Good evening. I hope everyone's enjoying their summer. We certainly are. This summer's extended school year program is up and running beautifully. Over at Hammershield Upper Elementary School, Chris Cassal is doing a
fantastic job keeping everything organized. And um Rory Murray is having a great time with our younger students at Memorial. Um Rory is a high school teacher, so he told me how much fun it is working with the little ones for six weeks. Uh the students have settled
right into their routines, especially the students transitioning from the elementary schools into Hughes. The uton instruction is being provided smoothly and the feedback from everyone has been incredibly positive. You know the board has supported our
training of our teachers. So it's really good to see it in action. And then we have the community programs, early learning academy, kindergarten readiness, and first grade. Here we come camps continue to provide engaging hands-on learning experiences that help
children maintain academic skills while preparing for a successful school year. It's so much fun. I go there and I don't want to come back to the office. Have you seen kids doing yoga? Like if you see kindergarteners doing yoga, you see that at a it's a sight to behold. So
each week the campers explore a new theme that integrates literacy, math, science, creativity, and social emotional learning. Themes have included camp friends and summer fun, all about me and friends, buildings, vehicles, and
STEM, and around the world discoveries, which gives our children opportunities to learn, build friendships, and create lasting summer memories. Enrichment has been a highlight with Spanish, yoga, international days, kids art, math science, and girls karate
along with special vis visits from the East Brunswick Police Department and the East Brunswick Recreation Department, which presented an engaging water safety program. Summer fun has also included water play days with sprinklers, ice
cream, and ice pops. As we head into the final weeks of camp, campers are looking forward to visits from the East Brunswick Fire Department, Carnival Day, and celebrating a wonderful summer together with an end of session pizza party.
Throughout the summer, our supervisors have facilitated a wide range of professional learning workshops and curriculum planning sessions to strengthen our instruction and enhance student learning across all grade levels. I've had the opportunity to join
a few sessions to see that in action because if you remember this was my promise right that we were going to approach our literacy instruction plan from a multiaceted approach where we were going to have different types of
professional learning and not just a oneandone uh piece. So it was really good to see the small group, the expert groups, um planning for the year, CKLA, um all of that's happening and will continue till the end of August. So to
date all our staff members have engaged in collaborative work focused on curriculum revisions and program development in math, in science and world languages, English language arts. I joined the gifted people today. It was fun. And um advanced placement courses
as well. So teams have also worked on assessment development and refinement, lesson design, course sequencing, and the creation of innovative new opportunities for students, including acting for film and global artistry. Sounds like a fun course. Uh,
professional learning will continue throughout the remainder of the summer as staff prepare for the upcoming school year. Upcoming workshops that still have um um that will still come include a f those on a focus on district priorities
including the science of reading, the K2 literacy instruction and intervention programming. Um curriculum updates in math, science and world languages, media studies. Um we're also working on common assessment development. uh a flex
program planning, gifted data analysis, and leadership team collaboration. Additional sessions will support new staff orientation, mentor training, and CPR AED certification. So, these ongoing efforts reflect our district's commitment to
continuous improvement, highquality instruction, and providing meaningful learning experiences for all students. Personally, I want to thank Kristen Shay. It's her retirement. A
>> her last day is next Friday, but we really wanted to, you know, um recognize her. I know I will miss her. She's been such a good sounding board. Um and she's been in this district for so long. I can't even remember how long. How long
has Christine Sha been here? Do we remember? >> Years. 25 years. Um, so we're going to miss her and we wish her a happy retirement. I hope everyone continues to enjoy their summer. >> Thank you. Thank you. Okay, so now we have a
special presentation. Uh, our district strategic plan is now ready. Uh, we have Dr. Michael Salvatore with the uh, Replet group and they're going to present the strategic plan for 2026 to 2030. Yay.
>> [laughter] >> Dr. S, >> welcome. >> Great. Well, good evening, uh, superintendent, uh, Madame President, board members, the East Brunswick community, and whoever watches online. I know you have some fans that actually log in, including students, what I
learned as well. Um, it gives me great pleasure to to represent the Replight Group tonight along with the president of it, uh, Dr. Charles, uh, Ford. and um he'll have some comments at the end, but I'm going to walk through because I think over the past four months I fell in love with the East Brunswick
community and a very easy community to uh really admire. So, tonight we're going to walk through uh the foundational elements of your planning for the next four to five years. Um I'll talk about some moments that I've had with some of your team members here, some of your board members, um your
faculty, your staff. Um everybody had a lot to say in the community which was pretty awesome. Um, and this plan is not really a plan that a consultant came in and baked up. It is a plan generated from the voices, the hearts, the minds of everybody in the community. Um, there's not a word on here that was a
template and said, "Hey, you should use this." It's the it's the voices of the community, including uh including young children actually who were involved with it as well. So, let me walk through I I know I have like about 10 or 15 minutes, right? So, I I will I will do my best to stay on script, too, because this is a a
beefy plan uh to to set a motion that I think you're going to admire and support for years to come. Uh we rooted it in Bruiser the Bear. Um [laughter] you know, the bear thing here in East Brunswick is pretty cool. So, when I first came in this room that the steering committee, I saw the bear in
the back and I looked up. But it's what's unique about East Brunswick is all the schools have these bear symbols. So in districts this size, you often see the pirates [clears throat] at one school and something else at another. But here, everybody >> is the bear >> wrapped themselves, their idea, their identity around this bear.
>> So we said, let's why don't we come up with a a strong plan, a bold plan that that has strength and pride to it, just like Bruiser the Bear. Uh and it's funny, superintendent's like, "Who's Bruiser the Bear?" You know, I was like, "What's that?" >> Well, I said, "Take a look at Wikipedia.
There it is. There it is." Uh so um so we rooted it in that and and I believe it's it is a bold plan because it captures the voice of so many people in the community. So let me tell you how we did this. Uh we started with the steering committee and I would say there was probably four dozen people on there
some rotating in. >> Uh for board members collectively you had three board members actively involved in your strategic plan at almost every steering session. you you don't actually see that often. So I want you to know amazing your superintendent
attended every session wanted feedback sessions after listening sessions every I mean really involved uh something you also don't see. So um I I love the commitment from the board uh also uh paving the way for me to get into schools and hear the voices of staff and
faculty uh virtually um hear the voices of school administrators and supervisors. But my favorite sessions, although I love working with the steering committee, was getting into the schools and talking to students, talking to 10-year-old students who are like, you know, we should do something about
the finances in East Brunswick [laughter] and 10year-old student. I I mean, it was to me it was enlightening, but it was an amazing experience to see how involved and what what conversations occur across the table in East Brunswick. Uh, but
also the the pride they had for certain activities and events. when you when I ask questions about programming, when we talked about the arts, I mean students in your middle grades and high school lit up because they feel like this community values the arts um and the
elective courses that you're providing at all different levels is a testament to that. Uh so that was actually my my favorite part working with the students hearing. Now, what you'll see here, we're going to go through a lot of things here, and I'm going to do it quickly, but you're going to see um
you're going to see it rooted in core values, six core values that were words that were shared in these meetings uh qualitatively. There are words that came up in our surveys quantitatively. Uh so, we incorporated those in here. You'll
see those through core values. Uh you'll see those through overarching goals. You'll see those through exemplars and practice. We we kind of thought early on it might be presumptuous, but no, let's put out example of something that's aspirational so that everybody can rise
to uh so we'll walk through that. We have a a monitoring um a monitoring plan and some timelines for what this is. So jam-packed, but we're going to cruise through uh what we can. >> Yes. >> Can you just remind us when when this
whole process started? I so I I believe in >> well actually so early conversations in March and then April um >> May yeah >> April May June July so >> uh so uh these six themes that emerge it
may be challenging for you but I I hope the board has copies in front of them. >> Yes because we'll we'll discuss those. Uh let me you know your numbers but I just like to paint a picture uh at once here over 8,000 students. impressive for me to come in, see hear the students talk about diversity in the community,
but then actually see your survey come in and see the requested languages um of more than 57 11 schools super high graduation rate which you really should be proud of, but also you excel in AP also in the sciences uh um also in terms
of diversity ranked one of the the most diverse school districts and and what when I came here I learned it from the students too whether this week was a holiday or next [laughter] week's another holiday and what's it So, um, really and these students embrace diversity from from the fifth graders all the way through the high school.
When we talk about what are you proud of, so many students were saying, well, we're very diverse school district. I mean, it's really cool to see a 10 or 11 year old say that too because they actually understood it. Um, so we did have working groups in our steering committees to help form our mission,
vision, and core values based upon the words that we heard. this uh vision and um my eyes are not so good today I say but uh I do I do would like to read it um because I think it is critical um >> do you want to borrow this one
>> that we share it with the community. So we in East Brunswick continually challenge ourselves to cultivate curious, compassionate and confident learners who think deeply, act responsibly and contribute purposefully to their communities and beyond so they
may lead lives of meaning. service and positive impact. Something that was talked about with this mission was it's not just about students. It it is for students, but we'd like to see carried out by staff and faculty and admin and our community members that we all
challenge ourselves continually to be curious and compassionate and confident. You mind if I keep this up here? Thank you. Thank you. >> Uh so we bolded them at the bottom about thinking deeply, acting responsibly with all the things we want. This is what East Brunswick's determined to do. This is the so the mission is what are we
determined to do? So this is what your community is determined to do what your community is determined to produce uh with your vi your mission when you put your mission in motion in a district then you're able to see uh the result of
it. So the vision is the mission in motion and what we hope to see as a result of doing these amazing things. your vision uh for now until 2030 is a united East Brunswick community. It was that was that word united came up and I
will tell you some of our board members are shaking their heads because these are like well we need to have this word in there. >> Uh and you can imagine uh the the mission statement is uh roughly 36 words. I think we deliberated over every single word that that was in there. Uh yeah [laughter]
um no certainly needed. Uh, we envision a united East Brunswick community of dedicated staff and families cultivating a challenging, supportive, and inspirational environment. This was that was a word they were like, "Well, don't we want to be inspirational?" Yeah, absolutely. Where every student achieves
their goals. They graduate with purpose and confidence and a and a deep sense of belonging. When I met with students at the high school, it's really hard for students to articulate belonging, but they were able to do it no problem. when they were talking about Relay for Life events, when they were talking about clubs or activities, even clubs that
they created, this sense of belonging, how to pull people in who don't look like them, don't celebrate the same things they do, don't worship in the same place, but the importance of them to get everybody involved that came out through these the student voice um and uh a deep sense of belonging and the
power to contribute meaningfully to society. We felt that's that's our end goal, right? That's what we want for for all all of our children. Uh let let's take a look at those core values uh uh deeply. So we'll start with care. Um from the first steering session when we
asked we created a wordle. So we asked everybody kind of to add through some technology you know one word that stood out for the East Brunswick community and as you know your community the people who work here many of them also went to school here. They love this community. They wanted to come back and give back
and care kept coming up. Well, I think we're caring. I think we we demonstrate excellence by caring about students. So, it came up over and over again as and then the the groups defined it as both an expectation and a legacy. That's beautiful right there. That that care is
is not something we we dabble in. No, we expect everybody to care about everybody. Um the exemplar in practice, we did this for each of your core values. So core value one was care is is a simple example welcoming students by name and this is just simple stuff but
really meaningful. When we talk about an experience for children it starts when they get out of the door the car or off the bus before they even walk into school. So uh welcoming students by name offering a smile responding with responding with kindness so every child begins the day seen and supported. One
example of many many more exemplars to come. When we talk about trust as another thing, this came up and this one was critical because I think some some folks around our table said we have to be rooted in trust. >> Um because that at times can be
questioned. So how do we do that? Um the definition I think is critical to how you become rooted in trust through consistent action by celebrating successes recognizing the feedback even if you don't love it. acting with integrity, providing
transparency, um and and this this board actually really gets it. Um from from videotaping your meetings to inviting people to come up to student recognitions and so forth. Uh embracing continued learning as part of the shared commitment. The exemplar and practice there was when giving or
receiving feedback, we engage with good intent and we use it for constructive purposes. Our words and actions align simple. The next piece which came up over and over again by staff voice by students even in our steering committee was about relationships. It was funny
how our our faculty members as part of our steering committee were talking well we're we are good at relationships and I was like well what does that mean? Share more about that. Uh we build strong relationships by valuing and respecting each member. It's the best way to do it.
Uh we recognize that every role contributes to student success no matter who it is. and and that came out and the steering committee was like, "Well, what about the business owner in town? Can they be a contributor?" Yeah, they they can they can add to that. We will we will develop partnerships to ensure that. Does the security officer play a
role in that? Yes. Does the secretary does the superintendent and everybody in between belonging, which is uh I love this as a core value because high school students articulated it how important it was. You know, East Brunswick's really unique
because you have so many clubs and activities at at the high school. Actually, like an unprecedented amount. Colleges would love to brag about the number of clubs and activities you have. Uh, and these students felt these clubs were essential because it brings about a sense of belonging like what what am I here for? I'm I'm part of it. So,
belonging is not just a a feeling uh or hope uh students discover. It's a condition created deliberately through equitable access, inclusive design, and zero tolerance for exclusion in any form. That was a that was terminology
that we deliberated over back and forth. We're like, well, we can't ex we can't excuse any any form of exclusion in any way. So the exemplar in practice was opportunities exist for all students, staff, families to participate in
activities academically and co-curricularly. Um again the zero tolerance for exclusionary behavior based upon anything race, uh religion or diversity or circumstance. Moving on to our fourth communication
uh for East Brunswick. This came up a lot for your steering committee uh and it came up in listening sessions and I think you're trying to do this. You're trying to be more transparent, trying to provide more communication. Uh, and you know, that's that's a two-way street. It's you you have to put the message
out, but ensure they also receive it as well. Communication is a two-way process built on listening, learning, and sharing. So, it's not just uh broadcast. It's actually developing time to hear what people have to say. Uh, stakeholders receive honest, timely information when their perspectives
generally inform decisions. So, uh, an example would be what we're doing right now. We went and collected opinions, perceptions, perspectives of of thousands of people in the community. This is an example. This is an example in practice. You're coming to coming to
a board meeting sharing what happened as a result of those listening sessions with students and those those Zoom meetings with with faculty and and staff. I'll move on to excellence because this came up over and over again. And I I I keep remembering your high school principal was talking about
I think he was at another high school, a rival high school and he said, "Oh yes, East Brunswick was always known for this excellence in the arts and the academics and and uh but you you have preserved that. It is your legacy. It's it's not just a tagline. It is something that you all believe in. So for excellence, it
was defined as it means that every student, this is what we went back and forth to. It's not just for some. They're held to high expectations regardless of background, circumstance, perspective, but they're also given support uh to meet them where they're at and to recognize them for the growth
that they have along this continuum. I I I love that you put that together because it wasn't like, okay, we're just going to talk about a specific population, which makes every district proud. I love to recognize your science uh scores, that's great, but there's other students who don't score that in science, and how are they recognized in
some other ways? Uh the exemplar in practice is keeping students at the center of all decisions. Not an easy thing to do, but I think the challenge is for your board and your community here to keep reminding each other of that. Well, how does this impact our students? How does this impact the children in our community? Um foster
continuous improvement uh through communication, through excellence, and uphold the highest standards of achievement and accountability. Uh which I I East Brunswick is clearly known for that. I'll walk through when you put these core values in motion with your mission and you're starting to see your
vision. What we all want aside from any test results or college applications or any uh any merit recognition, we want a profile of an East Brunswick graduate that looks like this. That when care is put into place in East Brunswick, we
have compassionate and empathetic students who graduate our high school. When trust is put into motion, we create honest and accountable students. When we develop these relationships through our plan, we create collaborative and respectful students. When belonging is a
core value, students feel included and empowered and also extend out to others. And then when communication is something you're constantly focusing on and clear that you want to improve, you create clear, confident, and effective students. And last, when excellence is a
core value that drives what you do, it allows students to be driven to achieve and to grow beyond high school. Uh I love this this portrait uh of of a graduate here for East Brunswick. Um actually for every community, the most
important piece of planning, so we had a lot of uh we had some laughs and and some disagreements at times, and that's what you're supposed to have when 50 people around a table. Uh but when you put these values in motion uh they start with an an over an agreed upon
overarching goal. So what the steering committee did uh they put words together and we have overarching goals for each one that's connected. So each specific core value has an overarching goal. The next piece to those overarching goals
are this measuring and monitoring process. Uh this is the critical piece where it separates a plan that sits on a shelf from a plan that actually works. It separates a plan that's a digital file or a picture to something in motion. So this process is what happens
next. Right? So now we've had these great sessions. I love your community. We love each other. What are you going to do next? Right? So it's like okay, we've got to put something in motion to demonstrate that the exemplar didn't take place once on a Tuesday and we're happy with it. Right? It's something
that we expect and we do that through action plans because how you carry out an overarching goal is different from your perspective and your role and position in the district. How the superintendent supports care and communication uh and excellence is going
to look very different than how a security officer does it uh an instructional assistant or a teacher. Uh the action plans would be specific. they would be uh created in schools, departments uh and divisions. Uh you would also have a a monitoring plan to
support your actions. So it's not just well I think we should do this. It's actually a metric connected to that. How frequent these things occur? Um what's in motion? And the most important piece to your core value of communication is reporting out. So when we make progress
on our core values and our overarching goals, the community should know about it in some way. So that that this that is the hard work after this. So we felt it was difficult arguing over language, right? Or uh agreeing over language, but the hard part is actually putting this
in motion and this is the blueprint for it. The individuals create plans connected to those overarching goals. There's a catalog, an inventory of strategies to do that. Your strategy as superintendent is gonna be different from the security officer strategy. So the cataloging those strategies and
monitor those with one goal is that we continually check to improve. When things aren't working, we recirculate. We may have to add more resources. We may have to recalibrate. Uh but that's but that's how this is will look in action going forward. Uh the first year
will always be your foundational year. uh I would tell you this that you have to sometimes create systems that don't exist. You sometimes have to refine the systems that are here and sometimes there's unlearning that happens meaning people learn some things for years that
they have to unlearn. Uh so this is uh year 20 26 you're putting this in motion to build that foundation. Uh we hope to get you to 2030 where this is sustainable. Good stewardship is good boardsmanship is means hey I'm protecting the house and that's your
job. All of you got here because your your parents or community members you have children in the district or had uh or just really invested in what's happening here. You want to be good stewards. You want to make sure this plan lives beyond a board presentation. So uh that is basically uh all I have
here. I will turn it over to uh Dr. Ford briefly for closing comments, but I I do um it was a pleasure to work with you all. I I've worked with many communities and different school districts. You really you have something special here. Uh East Brunswick is a really great great place to to work and uh uh I'm
really excited for what's to come here. So, >> Dr. Ford, >> hello. For those of you that don't know me, I am Dr. Ford. I am the president of the Replet group. Um I am here today for two reasons. Um number one, to support Dr. Salvatore in his presentation, which I thought he did an excellent job. Um,
but the other thing I want to do is I wanted to thank you. Um, I've been in education for 27 years. Um, I've been a superintendent for 14 years. Um, I see what a strategic plan does for a district. Um, this gives you your
mission and your vision, and now it's up to you to hold people accountable to it. This gives you your guiding light. It helps you continue your educational excellence that has been the pillar for East Brunswick schools. So I hope you continue that and I want to thank you
very much for allowing the replet group to come in and work with you. [clears throat] >> Thank you Dr. Salvatore and Dr. Ford. >> Any any remarks? >> Yes. >> I want to thank you extra. I am a
graduate of the East Brunswick school system and I really see so much of what was important to me and my friends growing up um in this strategic plan. I also um laughed to myself when you got to the profile of an East Forensic graduate. I wish you'd put Dr. Tanya's
face because she is exemplary. Everything all of our core values she embodies. I'm so proud that she's our board president and we have this vision. So, thank you. >> Thank you, Jamie. That was really nice. Thank you. >> [laughter] >> Thank you. [gasps]
>> Questions, internet. No. >> Um, I want to start by thanking Dr. Maven for even introducing this to us. This was an amazing experience and I want to thank Dr. Salvatore for dealing with us [laughter] all with all those discussions and we definitely could have went over our time on in every single
meeting. So, I appreciate him keeping us. It was like hurting little kittens. [laughter] Um, as a mom, if I was just moving into the district and I saw this district plan, if I saw the strategic plan on the website, I would be so excited to be starting here. >> You'll be on there tomorrow,
>> right? No, but as a mom who's here right now, seeing that we're collectively from the superintendent down to the custodian, we're all we all want the same thing for our children. I think it's going to be really great. You talked about care and I just want as a
mom, I'm going to talk for a second. You said when you walk into the building and they know your name. When I was a central mom, the security guard there knew everybody's name. And I thought it was I thought it was so cool that, you know, the security guard knows who we are. But then when I went to
Hammershield and the assistant principal of my daughter's grade knew all of their names. I thought that was cool, but I thought it was even cooler that he knew the grade the names of the students in the other grade that he was not in charge of. And that is exactly what care stood for for me as a mom. It's I know
you care about these kids. Um so I just wanted to thank you for this presentation and I really hope that we get there way before 2030. But >> calm [snorts] down. [laughter] >> Um thanks a lot. >> Anybody else? >> October. Oh, thank you.
>> Yeah, I also wanted to um thank Dr. Salvatore for leading us uh guiding us through this process. I've had a little experience doing things like that. Um, not on such a large scale, but it's it I I know the amount of effort it takes to
uh keep all of us in line. I was just wondering if we could um uh just one thing that um uh came to mind when I was listening to the um presentation uh when we were talking about the annual um review. Um I I think um it bears
pointing out and maybe I'm wrong, but it bears pointing out that the review can actually happen at any time, right? Um, and and the only reason I want to bring this up is because I've seen strategic plans being implemented poorly and and sort of like, uh, you know, and there's always an annual review that's built
into it, but um, what I have seen is it goes into the little hermetically sealed box and then all kinds of chaos happens and then a year later they bring it out, dust it off and said, "Okay, I think we nailed all the things." And put it back into the box again. I I know that's not what we're going to do, but I but I
think this is uh I think that's worth uh pointing out to the community uh that this is a living document, something that we're going to be referring to um constantly, right? >> Yes. And um I think you missed some talked about progress monitoring and I would say even
now um Okay. Right. like where you talked about how we will measure progress. We're actually working on what a dashboard might look like because when you put it out there, we get to hold ourselves accountable. We're not waiting to be told. And I certainly um we spent
so much time on this and it was triple time uh to do this work that typically takes six months to a year. Would you say Dr. Sal? >> A year. >> A year. We did this because um everybody was um involved, engaged, wanted it and
stretched themselves beyond just showing up um doing the work. We had homework. We had homework beyond the meetings and being able to. So I certainly um with all that work and effort and um with the board, if you remember, this
was one of our board superintendent priority goals. remember it was like we will have one so that we'll have a roadmap. So for me this becomes my goal >> um for the next year and I could say confidently that we already working with
all of the administrative team they've seen this goal we've actually we're already talking about how we might operationalize it what that might look like but most importantly how we will measure progress openly. So, I'm working on a little something.
You'll see it. It's just not ready for Broadway yet. And that way, not just is it um for us, but also forward um community facing as well. So, um you know, stay tuned.
>> Thank you so much for the presentation. Um the the mission statement is just I mean, that's where I kind of got stuck. It's just amazing. I'm I'm so impressed with that. I am likely going to steal that and just put my organization's name on it. [laughter]
Cross out EB. Um but I mean at the end of the day this it it just speaks to you know as a parent and of of three children in this community uh and an individual with a recognition of like the fact that that people are still struggling here right for as as much beauty as we have and as much diversity
and and and whatnot that that there are still some folks who are really you know struggling too. And how do we uh cultivate um good people and people who will go out into the world and um foster kindness and compassion and care and
respect and dignity and um and carry with them, you know, this this intelligence as well and this education that is so profound and powerful. So I I'm really impressed with this. Um, I guess and and I'm curious about your comments, too, is is as we continue to
kind of go through this and and build it, how do we measure, you know, that relationships are actually being built? How do we measure that people are actually treating one another with kindness, that care does exist? And I'm curious by that, um, and I'm curious, I
mean, you you kind of alluded to it just now that there there's more to come, of course, but do you want to share anything there? >> You'll see it. >> Mhm. Right. Um words are just words but actions. You'll see it, you feel it, you'll hear about it. You we talk about
um relationships and what does that what might how would we measure relationships? When kids are able to say an adult spoke to me today and called me by my name >> or what your kids come back and share
with you what you see happening and we have that. I think one of the things I have found is we've not had a good way of showcasing that because we just keep going like it's our work and so I think in the absence of knowledge people make
stuff up about us and what this does and for us to be forward facing is really taking control of our narrative and so that's what you will you'll see um we will be there's a reason why we have exemplers added on >> so that we start to see where are we
seeing those exemplers Um, and principles are actively working, not just principles, um, all the department heads, all my cabinet members, everybody. And so when we're all rowing in the same direction that way, you can't help but feel it.
>> I dig it. Yeah. Thank you. >> He digs [laughter] it. >> I can I just say one thing though? That last slide of the graduation ceremony, uh, that it kind of cracked me up. I'm sorry for my sick humor, but the bear like in the background, [laughter] I was
like, "Oh my god, this is about to be a blood bath." >> That was all Dr. Salvador. [laughter] >> That was a great funny image. But >> yeah, exactly. But thank you for the presentation, >> Dr. Salvatore. I just want to thank you
and Dr. Mammon. I think we came to our first meeting and had just a great working group that Dr. Min put together from all areas of the community and you jumped right in, right? There is no hesitation. You're like, "Okay, you're on your phones, you're doing this like what are we putting up on on the board
here as to um nouns and verbs, Dr. Pan?" [laughter] And um so, and so I want to thank you for that because um you were able to just move us along. And I think also what comes from this um when we talk about like the district, right, and what
we hold our superintendent to. It's also what the accountability that we hold ourselves to as a board, right? When we're passing things and we're looking at our budget and we're looking at the future of our district, does this match the mission? Does this match the vision um our six values that, you know, we put
out? And I think it's a guiding light for us too to just hold ourselves accountable and to always review and just say, you know, is is this, you know, what we're is our strategic plan guiding us here? So, thank you and thank you to everyone, you know, board and
everyone in the community and um the district staff that came together to do this. So, it was really great. Thank you. >> And as a East Brunswick High School graduate, this makes me so proud and
sitting here with two of my colleague just there's two of us, right? Three of us all together, I think, right? who who all came through the East Brunswick school system and we cared so much about the school that we came back, brought
our families, had our own children go through the school systems because that pride that we had and the realization of how excellent the school district is. And I know excellence gets thrown around a lot, but when I went to college, which
was a very long time ago, however, um I was so much better prepared than so and I see my colleagues here nodding so much better prepared than uh uh students from other places. And um so that yeah, this
is all this community stuff. It's true. and and I was lucky enough to have my dream job of teaching in the district that uh I went to and um it yeah it's cool and one thing that I do have to say
also my favorite line here this is not a plan that was handed to the community for a reaction this is a plan the community authored >> do you mind if I say that again
This is not a plan that was handed to the community for reaction. This is a plan the community authored because that makes all the difference in the world. You can hand somebody here, do this. This is the way things are
going to be. >> That that doesn't serve anyone's purpose. The fact that you had so many um students, staff, parents, all involved with with input gives weight and power to this document. And I liked
what um Dr. M just said about accountability because things are different now. Can I say am I allowed? I'm saying it anyway. Even if I'm not allowed to say it, >> it is true. >> Oh well. Um, things are different than
they had been in the past. I don't remember a five-year plan. Um, I don't know when the last time one was done. So, the fact that we're we're doing this and we are committed to following
through. It's not enough just to throw out um you know a pretty PowerPoint, but we are all committed to following through on these things that are in this document. Thank you >> Lee Wu. Thanks Hannah
>> Dr. Me and Dr. uh Salvador. Thank you very much for bring this plan to in front of us. you know I have been sitting here for quite a while and I never I didn't see any plan even similar
one so this is great effort so thank you beautiful presentation and it's uh the so I like the miss uh vision united east bronze we have a lot of challenge now
east bronze is very very diversified people from everywhere with all kind of background you at this moment they have different job different education different income so all kind of different people living here so we put
the United Bronze means a lot is our vision you know no matter what kind of company you are working for is a work for township work for for private uh uh organization business and school well
Why is Bronic? So that is very big but challenging vision. But I like this one. >> Okay. >> You as as uh Tim mentioned. Yeah. We well we have all kind of challenge. People in
trouble, people struggling. We as the board as a school district, we are taking the lead. We are trying our best to build United East Bronson. Well, one East Bronic, we don't have second one. So I really hope everyone living in the
boundary of East Bronx, let's work together for our children, for our community at the same time for ourself. >> Thank you. >> Thanks, Le. Anybody else? Okay, so thank you again.
I this this really was um a wonderful experience. Um, I think that you also provided an environment where people could feel like they can uh say what they needed to say very transparently. Um, as Anna just alluded to, like things
haven't always been this transparent or accountable. So, it's it was nice to hear what our staff had to say as board members and vice versa. Um, and that's really what I got out of this was this is the culture that I would like to grow
here. Um, an opportunity to continue to do this. Um, and just a thank you to all of our community and staff members who took time away from their day to do this because like Dr. Mammon said, there was a lot of homework behind the scenes. Um, I know Miss Tibbitz had set up a few
sessions where we met for hours behind the scenes um, in our various groups and then came together to do this. So, thank you. Um, the one thing cuz I know that everybody's seeing 5 years and they're like, "It's going to take 5 years to do this." Um, but
>> Yeah. Yeah. Exactly. So, from experience, it's like there has to be intentionality in starting it and then it almost becomes second nature. It's not like you have to go back and say like, "Oh, let me monitor, let me check." It just becomes a part of our identity. Um, it'll be this is our this
is who we are now. Um, so I'm really excited and I'm looking forward to everything that I know you're doing behind the scenes. [laughter] Okay. All right. Any nothing else on this, right? Okay. So, we are moving on to the
for the good of the cause for the public. The board of education recognizes the value of public comment on educational issues and the importance of allowing members of the public to express themselves on school matters of community interest. To protect the privacy of all students and staff,
concerns regarding individual students and staff members should generally be addressed by first meeting with the appropriate administrative staff. Public participation shall be permitted only as indicated on the order of business in board bylaw number 0164
and shall be governed by the rules outlined in the agenda. Uh if you would like to address the board, please come to the podium. State your name, place of res residence and group affiliation if any. You will have three minutes duration.
If there's anyone wishing to address the board this evening, please come to the podium now. Anybody? Okay. Going once, going twice. Public comment is now closed. >> Awesome. >> Okay. So, we're moving on to our agenda.
Uh, board of education items one through seven. Motion move. >> Second. >> Uh, Jamie and Wilbur. Sorry. Okay. Discussion. Antonet. Um, I'd like to talk about uh the first
one for bylaws and policies for 2415.58. Um, the title one school parent and family engagement. It stated that the district uh the district representation will occur at the New Jersey Department
of Education meetings, but it didn't state who would be the one who represents the school district. So, who would be attending those? >> Do you know >> where is that? What what page is that on? >> It's the the it's policy number 2415.58.
Oh, at the NJ DOE meetings, I attend the meeting. >> Okay. So, you'll be going. >> Thank you. And then I want to give a huge shout out to Mr. Joe for 6163. Uh for those of you who are out there and can't see what that is, at our very
first board meeting, I when Joe was to our very first budget board meeting, Joe was talking about um where we're going to create revenue and I had suggested to him like I did many years before I got on this side of the table for us to to
look at other avenues for advertising and it was always a push back. There's always a push back and I just said it one time too, Joe. $1 is more than zero dollars and I'm very excited when I read this. Um, so this is advertising on school property and this would have not
been move moved forward if it wasn't for you and your team. So I wanted to thank you for getting this. I don't know if you're allowed to say what's in the process. I I don't know. So, I mean the I think Jamie also um even prior to you getting on u had a bunch of ideas of
raising money, some traditional, some very extreme. Um but um I think >> you know if it wasn't for the insurance costs. >> Yeah. [laughter] Um so the first step in this process uh you know when researching we realized we didn't have a
policy so get that adopted. Um and then we uh we went out and started looking for companies to do the advertising and control it and then we receive the revenue instead of a district staff person going door todo. Um so uh there
are some companies out there um more along the shore that are looking to get into Middle Sex County. So I think there's an opportunity uh we'll do an RFP uh and see to ensure that we're getting the best rate of return. Um, and
you know, do something that matches what East Brunswick is about. You know, we're not going to just go crazy and, you know, do crazy advertisement and and whatnot, but we'll we'll do it the right way. Uh, and hopefully bring in that additional revenue that that we're
looking at that will help out with our budget issues. >> Thank you. Um, for 1523, the policy doesn't prohibit a student from using their own device. So what I'm asking is a student doesn't want to use a
schoolisssued device. If they have their own device, is a school going to be downloading the software and apps that they need to be able to do their schoolwork? How is that work? Because it's not listed in that. >> We don't have bring your own device, do we? >> What policy was that? >> 7523.
Sorry, I haven't committed all these to memory. Um, and hopefully I can easily find >> it's in the chat in the link that you sent us on the email if you are able to access your email. >> 7523.
Yeah, the the changes were more verbiage and dealing with damage, defining wear and tear. Um, [clears throat] >> as far as the bring your own device, we
do not allow bring your device. >> Um, >> okay. Because it says it doesn't prohibit a student from doing it. So, you can't not allow it if you don't not allow it, right? >> Well, that is true. Yeah. So, >> usually that though, sorry. Usually
that's referring to if a student's bringing their their phone. It's not they're not using that to for the the laptop um with all the programs and stuff on it. You're not prohibited for bringing a phone. I mean, you have
>> Well, you you will be because the state said you can. >> Yeah. But that's a different But I think that that this policy predates that. the death ones because you guys do have you do purchase the Chromebooks >> and those are all loaded in by it. They
they all connect into your web um >> and your infrastructure and they do have all of the >> um software that's loaded in including some of the software that sits over top of the school that alerts you know of any harm etc that that could befall a
child. >> Do you see it? >> Do you know what do you recall what number it was? I'm trying to find it. >> Thank you. >> 752. >> Oh, no. >> I only I only had the link that was attached to the email because I'm not in
that committee. >> There's 12 items on the policy. Um, >> hold on. >> [snorts] >> It says it it so it's in the second the last sentence in the second paragraph. Nothing in this policy prohibits a
student from using their own personal technology device in accordance with school rules and regulations. So you you would not be preloading it. I guess that's if you had something at home. You could use your own computer at home. You want to do your homework. you're not procluded, but you'd still
have to comply with the rules and regulations of the school. The the school device, the technology device is for use in school. So, it doesn't preclude you from using your home Apple or something, but in school, you have to use your the school issued device. >> All right. Thank you.
And then my last one, which was 1110, is the organiza the organizational chart. I like that you guys are doing that now so that people can see the um the chain of command, but we don't have it listed with names. And I think that that's a
that's a struggle parents have more than not knowing who reports to who. It's who are they who are they supposed to reach out to and there's no names listed there. Is there a reason why we can't put the names? >> Yeah. In policy, you don't want to list names because every time there's a change, we would have to twice.
>> Well, we're not sure. Yeah, maybe we can replicate something on our website with the names. >> At least that's better than >> with the titles and the names to kind of follow the chart. We I'll make sure we do that >> and it's updated.
>> Did you note that who's Did you note that? >> Thank you. >> All right. >> Yeah. Um this is outside um a little bit outside the um you know the first reading of uh Oh, sorry. This is the
second reading because my question is also about the org chart. Um but uh could could we um maybe um you know just put our our org charter in context compared to other school districts. The only reason I'm bringing this up is because we've already talked about the
budget um uh tonight and we all know budget is a ongoing u on ongoing thing. Um, and one thing I remember hearing very, you know, way back when I, you know, first thought about getting on on the board was that, um, there was like too many administrators. Um, so I was
just want to see if we can, um, put this into context. >> Cannot wait to do that. We did some of that work during the budget. This was when if you remember in the uh presentation we showed you like districts and the number of um
administrative cost or numbers per and we were definitely under >> much lower yeah >> much lower much lower did that [clears throat] >> yeah when you look at the what we spend per pupil on the administrative cost
we're well under the regional limit we're low compared to other like districts when you look at the number of students per administrator uh were very high, right? So, you want to be low on the the cost, high on the the ratio. [clears throat]
>> So, um yeah, it's hard to compare org chart to org chart because like >> each school district is so different. Um and from the finance world, I know there's a school district next door where the high school secretary handles
all the athletic registrations. to me I'm like, you know, because there's money tied to that. Why would you do that? And that's handled in finance. I know. Um there's stuff that takes place maybe in our guidance department that we do unique here that other school
districts don't, you know, so it it becomes very difficult because it's not always apples to apples even though we're school districts. Um, so, uh, we go by the cost and what the state gives us as far as our ratios and we're very
favorable with our administrative ratios. >> Okay, great. Yeah, I know that we talked about this before, but I think it's a point that bears repeating. So for the item number seven, so the uh this board is ratify and approved the
contract with EB uh EBA for three years. I want to take this opportunity to thank all the teachers supporting staffs for the beautiful job you have been doing for our children and for this school district and for this entire community.
during the negotiation process. You know, your team are so professional, so considerate, so reasonable. I want to thank you and I believe this contract is fair and reasonable and I'm I'm looking forward to see your new achievement in
next three years. Thank you again. >> Thanks, and thanks for chairing that committee. [clears throat] >> Can I can I say something about the contract? >> Yeah. So I this is my first time as the business administrator doing this. Um so I from my perspective it was very much
different than the last four or five that I've been a part of. Um, I think it's important to recognize the board. Um, just not the committee, but the full board, the superintendent, um, the work that HR did, uh, the work that finance
it, the work that the union did. Um, and it's not just the work to sit across the table and negotiate. It was the work after that. um because that was a tremendous amount of work um between HR,
finance, um the union, uh Tom Hayden, uh and you know, I don't even know who else from, you know, besides Dana, uh and her team. So, I have to say, and it kind of aligns to the theme that Anna was saying before,
it it it was very much different. I I know there were some stress points. Uh we had a great board meeting one one night where you know a lot of people showed up but we got past that and I think that's the important thing we didn't fixate on that issue. We were
able to move forward find common ground and and really you know ratify and come to agreement and we save jobs and that's the most important thing. So I just wanted to note that.
>> Thank you. I have a quick quick question about my favorite topic uh policy 2365 acceptable use of generative artificial intelligence. >> So real quick I I mean yeah I don't need
to go down that rabbit hole but uh the it's Strauss who's who's the group that helps us. >> Thank you. Yeah. So, I'm assuming that the the language in that is probably um standard across other clients of theirs, across the state, AC in in other areas.
I mean, I just it is it is a fascinating world that we're living in as it relates to that and whatever that is and whatever that will evolve into. And I just want to make sure obviously that we are doing everything in our power and I know we are and I trust we are to safeguard ourselves uh the confidential
information you know of our people and uh all that other good stuff. >> Yes we are that is correct. >> Yeah. [snorts] Um that is correct. And Strauss Esme. Yes. Um the policy similar in some ways. We had a little tweak here and there about
I'm not you know just a few things about having an AI coordinator and stuff like that we took out but beyond that it's standard. And I think I understand the trepidation about AI but reality is it's
here. It's been here. Everybody's exposed to it. Even you, Tim, you use it. You just don't know it yet. >> And >> I do. I'm not going to deny that >> you. Exactly. So, it would be a disservice for us not to look for ways
to be more efficient, but I hear you in terms of the caution. And we have a new CIO. I didn't know. Have you met Slavic yet? >> Slavic has everything on lockdown here. I can't even get into my own laptop
without authentication multiple times. But he um was working really hard to safeguard um our information and make sure that um we don't fall into bad actors hands. Uh at the same time we are
at the forefront of innovation and um we continue to look for ways to work more efficiently and expose our kids who who know so much more about it so that we do not hide from it but really learn and
teach so that we know how to use it >> properly. It would be a disservice not to do that but not just for our kids but for our teachers as well. Anybody else? Okay. I just want to add that uh as a
high school parent, I can't believe I just said that. I'm a high school parent now. >> As a high school parent, some high school parents may have received an email about cell phone um policy, which is changing, which is a state mandate now. But this uh policy is not on this
agenda because we actually still need to meet as a committee and then a board to discuss that. So you'll see that on next time's agenda. Um yeah, the August 20th meeting. Um but if you got that email, there's information in there and I think that's going to be applicable to the
entire district pretty much. So we'll have more information to share about that in a future meeting. But yes, that is coming and again [clears throat] that's a state mandate. So there's nothing really we can do about it. Um I I know that we previously as a board our current policy states that they're
allowed to use their phones at lunchtime, but that will no longer be the case. It is a bell toban bell to bell ban. Yeah. All right. That's all. Um Okay. So this is a roll call vote >> doing this one.
>> All seven. >> Okay. That's what I wanted to make sure. >> Yeah. Just know which one you want. >> Yep. Yep. Adam Braun. >> Uh, recuse number seven. Yes. On everything else. >> Timothy Cummings. >> Uh, yes on everything. Abstension from number six. The minutes.
>> Anthony, >> yes. >> Jamie Falco, >> yes. >> Lori Herrick, >> yes. >> Lee Wuhung, >> yes. >> Wilbur Pan, >> yes. >> Mary Tan, >> yes. Motion carries. [clears throat] >> Okay. Business and support operations
items 1 through 34. Do we have a motion? Move. Second >> Jamie Wilbur discussion Lori Lori Lenor. >> Um, so first number 30.
>> Do you guys want Okay. So yeah, let's let's do that since there's so many of them. Yeah. So anything on number one, two, three. Just stop me when it when I call it out. Four, >> five, six, seven, eight. >> Here.
>> Leo here. Yeah. >> Yeah. [laughter] >> So the uh item number one is a contract with uh education uh service center but this number 14 both are similar surface
provide to our student both are paid by uh particip participation paid fee. There's no cost for the district. Why do we have those two >> instead of focus one? >> Right. So, both of these programs are
offered through community programs. Um, >> we've always offered two. Um, there's some preference um with one over the other. Um, it's been a long time since I took the SATs. Um, so it's just a matter of having options. You know, what fits
the the parent um and the the student the best. Um, it's important to note that these prices are deeply discounted. uh if you go through community programs, we provide the space for those companies to come in uh and then there's a savings
to uh the the parents. So it's just choice provide more options for the family and students. >> Yes. >> Okay. Thank you. >> Okay. Anything else on eight? >> Okay. Nine. >> Oh, okay. Yeah. Me too.
>> Go ahead. We let's we go. Go ahead. Go ahead. Go ahead. >> Okay. Then I tell first so this software apparently it will improve our job efficiency. >> It's mine. >> Yes. [laughter] >> Okay. Just [gasps] you. >> It's mine for now. >> For now. So my concern is if we improve
the work efficiency eventually will it impact our employee numbers? >> No. No. This is really more about you saw um we talked about our core values of belonging and care and trust. This
allows me more engagement with um the staff. Um in addition, this also has a way I spend a lot of time looking at policies and how it affects decisions that I'm going to make and this is going
to make me spend less time so I can be out there. efficiency, but it's really about me and doing my work. >> Okay. >> Um >> doing my work and being visible and showing care and trust in a way that does not make me have to hire a person. >> Okay.
>> Um that's that's all. >> Thank you. >> Thank you. >> Yeah. So, I just wanted to uh clarify in the description. This is just a module that adds on to our existing and it's >> so it's just like a little bolt-on thing, so to speak. Okay. New. Terrific. Thank you. >> I mean, new but
Yes. >> Oh, I don't Sorry. Oh, wait. You're picking somebody else. >> No, no, go ahead. No. Um, I was just wondering if Slavic could figure out how to do this that it wouldn't cost us $6,000. [laughter] >> Uh, it's possible. I don't know yet. Um,
Slavic is actually quite booked. Um, [laughter] Slavic, I have to I think I'm number I don't know 12 in Slavic's list. Actually, Slavic is building us a lot of platforms, but not this one. Not. >> So, this would be $6,000 annually or
once you have it in place this year, you're going to hopefully be able to >> um it's the first to set it up and then there's a subscription flat rate for just >> just to get it going. Yeah. >> Okay.
>> And and and Dr. Mammon, this isn't going to take the human out of the >> No, actually. Okay. So even now I um I spend time finding out who just had a baby. I send
personal notes. [laughter] I don't want to say everything that I do. Um just to just to make sure that they know that we care, we see them. We wish them well. Um this gives me an additional um way. It just it they're my own words, but it helps me organize,
right? So, I'm not sitting there every day trying to figure out whose work anniversary is today, what's coming up this week, um what policy do I have to look at. I allows me to kind of query and see what our policies are. And you saw even with the first policy meeting
we had, we had over seven, was it 70 pages worth of what we had to go through? >> 200. And even then, we're still trying to understand the nuances of the policies and what that looks like for us in terms of the regulations and how we
are actually following policy rather than what we've always done, right? It's our practice. So, um it's because of that that I'm um doing that. And we'll learn and if it's something down the road, I know that um Slavic and I have been talking about something that we
need to invest in that would now allow him to do something like that, but that investment is over. $40,000 for now. Um but like I said, Slavic is busy. [laughter] Everybody uh he's building us a lot of
um platforms. In fact, one of the ones now that you're asking is part of the one that I want on the website. So, you'll see. Uh so, there's a lot coming up. >> Yeah. Okay. Anything else on nine? Okay.
10 11 >> 10 >> 10 10 Go ahead. >> So this contract this contract is given to a comedy in Georgia. So is any way have local organization who can provide the athletic trainer service in my mind
the trainer should be on site for whenever there is a exercise or training section. So there's a remote company can work for our local need. >> So the the address of Georgia I believe is just where their uh their
headquarters are. Uh that's a it's a national company. So >> national company a local presence. >> Yes. >> Okay. Thank you. >> Yep. >> Anyone else on 10 11 and then >> Okay. Um I was wondering if we get more
details as to um what the filtering will be with this uh uh with this uh platform that um >> Aristotle >> yeah that that 11 is covering. So, I'm glad. It's actually one of the things I'm we're quite proud of. Um because when I first started here, before I
first started here, I got a during my transition, there was a lot of talk about when our kids are not on our network, but using our device. We did not have any filtering system for them.
So, that way we know what you're doing. The parents can lock it down. We've locked it. We can lock it down so that it's actually behaving as though it is in is on our network even if it's not but for the fact that it's our device.
That's what Aristotle allows us to do. Um uh Slavic has been instrumental. You know, we keep calling Slavic. He's been really busy because it was one of the things I said to him. I was concerned. I did not
understand why we didn't have that, but apparently it was budget-wise, but we've been able to stay within reallocate and still be able to do that. So, that's what Aristotle is doing. It's going to filter um second another layer of filtering for all our devices. We're already we've started deploying it, but
we'll have something now when it's fully deployed um for all our devices, including even that of staff. Um, but most importantly, parents will be able to uh turn it on and stop them and see what
their kids are doing or block them from doing other things even if is not on our network as long as it's on our device. That's Aristotle. >> I about this. >> Yes. >> Okay. >> Sorry.
>> No, it's okay. So is this uh this platform so will be uh installed on every school issued device? >> Yes. >> Okay. Who is going going to monitor the filter result? >> So the filter is not about monitoring is blocking
>> just blocking. No report is any >> no we we see what's going on. [laughter] We see what's going on. We can run reports. Okay. The district can Yes. So basically which person is it you or the info department? >> You know what leu you pay me way too much to say there
>> um Slavic and his team. >> Okay. >> Yeah. >> So if any >> they would even be able to I could tell you that even the initial um the initial test of it we were able to already see what kids were up to.
>> Okay. >> Um so that is we we will see that. >> Yeah. for certain things. [laughter] >> No comment. >> Yeah, for certain scene for related to uh security for example. So we need pay special attention to the result. That's
why I'm >> Yes. It will flag us um to the to the extent that he can and will follow our protocol that we normally would anyway. >> Okay. Thank you. >> Internet. >> Would you be able to give us some examples of some of the websites that are going to be blocked? I know a big
complaint from parents, especially for the elementary ones, are the YouTube access. Are they going to still have access to YouTube even if they're not >> YouTube? We not fool. My understanding, Slavic, feel free. It's not um they they
wouldn't have open access to YouTube, >> right? And so, uh I know that was one of the things that they've talked about. So it's um I think the YouTubes that are tied to educational value they will have access
to but beyond that it's not one that they can just >> um scroll a certain >> No no no we're blocking some of um those >> and the parents do have the option to not even allow them to go on YouTube when they're home because I think that's what Okay. >> Yes. That's what Aristotle lets us to do.
>> Thank you. >> And Dr. I know that um we're you've made an effort to move away from devices when feasible, but there's no way to eliminate them entirely. It's just the world that we live in. >> And I just want to say thank you for putting this in because I know one of
the reasons that people don't like devices aside from, you know, kids are forgetting how to write. [laughter] >> We're working on that cursive writing third grade. >> Yeah. Um, but it's because of the safety and this to me is it was so important to have because it's like having a a school
without a security officer. This is literally like a virtual school where we haven't had a security officer. So, the fact that we've done this for so long is just >> uh incomprehensible. So, thank you for making a effort. Thank you. Very big one to do this.
>> We're fixing it. >> Yeah. A little at a time. >> Yeah. Okay. 12 13 14 15 16 15 >> 15 >> I feel like I'm at an auction. I need
this thing. 15. [laughter] >> So for this uh uh e- rate category uh the funding so we got 50% of uh of our extra cost. So I understand this related to the number of students and the number
of square feet of the our library uh system. So is this 50% the maximize our share? Can we get more from this? >> No. So we're we're this is >> and like it's it's kudos to Slavic
knight. Um so you know he's he's been a very big you know contributor in ensuring that we're maximizing what we get for rate. So um this is the max under this program and there's different tiers and it it gets a little bit comp
it's a lot complicated. Um so this is the max we can get for this type of purchase um through the rate program. And just to kind of piggyback on that, this is 50 switches, but we have how many in total?
>> Uh, approximately 250, >> right? >> So, you know, we're going to be doing a rotational basis. Um, you know, they they tend to last seven, eight, nine years. Um, the newer ones, uh, seem to last a little bit longer. So, that's
also part of, uh, the process of ensuring that we don't replace all 250 in one year because that would be a huge hit on the budget. Anyone else on 15? All right. 16 17 have a question.
>> Sorry, this might be a little nitpicky, but in the uh description for the uh for this contract, uh it's referring to the Wiser BL uh boost platform, which is a cyber security awareness and training platform, but under the recommendation, it says the Wiser Boost cyber security platform, which sounds like a very
different thing. I just want to uh clarify if this is really just a um a training uh platform. >> Yes, it is a training platform. Um >> you know, it it's going to help us it costs up front, but it's going to help
us with our insurance. Um >> and also I know most crimes are now being committed through here. You know, you don't hear about people getting robbed, thank God, too often at gunpoint [clears throat] anymore, but it's all through the cyber security, you know.
So, uh, it's been one of Dr. Mammon's priorities to ensure that, you know, we're we're not we're doing everything we can to safeguard oursel from those cyber attacks. So, this will help out tremendously. >> Okay. So, would it be more accurate under the recommendation that would
boost cyber sec uh why is it boost cyber security awareness and training platform like it says up in the description? >> I don't know if I'm being too picky on this. >> Yes, you are, but it's okay. Um, it's the Wiser Boost platform, but
the company is Wiser Inc., >> right? So, it's one of their products under Wiser, Inc., if that makes sense. Does that make sense? >> Sure. >> All right. >> Um, how will the staff be getting the um the training? So, um I'm going to hold
off on that, but you will get um a security cyber security presentation in close session at the next board meeting >> cuz it's security. >> Cuz it's security. Yeah. [laughter] >> Anyone else on 17?
All right. 18 n 18. >> No. Oh, 19 20. Antonet, >> I actually just wanted to find out. Um, I saw that FEMA was listed at $0 in um the report. I was wondering if you guys
ever got that reimbursement check that S T S T S T S T S T S T S T S T S T S T had submitted for >> So, it's uh still pending ever since the government shutdown. I know they're operational now, but it's kind of like >> just Yeah. >> But we have not forgotten. We're still
actively working with the township. Um so, uh hopefully we can get something going and uh try to recoup some of that money. >> 21 22 23 Just call out because I can't
look both sides. 22. >> Oh, uh sorry. I I thought you were going to 24. >> Oh, 23. >> I want to do 24. >> 24. >> Yeah. >> Okay. Wilbur and Jamie. >> Okay. So I I I just want to um acknowledge the efforts of the students on uh this uh award. This is for the uh
EBHS video production club receiving an award for video um titled Don't Drive Dangerously. The uh um they've been awarded $1,000, which is great. But I think what's even better is that this is a clear example of peer-to-peer
messaging, which as we all know is one of the most effective ways of uh communicating messages to our students when it comes from their peers. Uh so kudos to the students for uh putting this thing together. >> Jamie,
>> um yeah, congratulations to the students. Um it's tremendous when um our students are recognized for their excellence. I was just curious, are we able to see this video? Is it available anywhere? >> I was wondering. >> I can get it for you. Thank you. I would
love that. Thank you. [laughter] >> I I always like to see the workers supporting. >> Proud of everything they do. Thank you. >> Yes. I um Oh gosh, I used to work for the Middle Sex County Department of Health. Although I don't oversee uh I
never oversaw this grant or this program, I do know the people that work in this department. and I will ask for it. >> Okay. 25 26 20
>> question 26. So this is for the um of funding for um optimal comprehensive uh universal um screeners. I was just wondering if we could um get some information on um uh how we're monitoring the use of these uh screeners
in terms of say frequency um and making sure that the screeners are being used as intended and that we're not leaving out other screening uh screening procedures for students that uh might have um uh needs that are not covered by
the the ones in this. Yeah. Um the the screener that we adopted is the dibbles and the teachers are implementing that three times a year K to6 for all students and this grant will go towards offsetting the costs for the the uh
purchase and um I think there's been a lot of talk about the screeners as though it's a first step. It identifies different groups and then there's more.
So there are different things. So it's like a I don't know what's a a good analogy. >> So can I >> Yes, please. >> So a screener is like going to CVS and sticking your arm in the blood pressure cuff. Diagnostics are going to the physician and getting the full panel. >> Oh, Jamie,
I like that. What she said. >> I was reading your heart. Oh, >> all right. Using that analogy, when does the doctor let the patient know the progress? Because I'd like to know for the 26 27 school year, how often will
parents will be receiving progress reports? I know that they're doing the dibbles three times a year. In between those three assessments, will parent how I know that parents don't want to be the ones to reach out to find out. So, are we offering uh >> the parents should not be the ones,
>> right? So, are we so >> Yes. >> But that wasn't happening. So, I want to know how often will the parents be um communicated with? >> Um after the Dibbles administration, we're required within 30 days to provide the results of those assessments and then if the student is flagged, there'll
be additional um assessments done and the the teacher, the reading specialist, the building principal will be communicating with the parents in all the buildings >> and that's when the students are falling in the red category. I'm assuming >> red or yellow. So the parents should not feel they need to communicate. That
should be happening. And if the parents and if that's not happening then the parents call me call you. Okay. >> Call [clears throat] Dr. Bully. >> Call Dr. Bully. Email Dr. Bullley. [laughter] Not me. Uh and and Dr. Bully this so as Antwanette said this hadn't been
happening this past year and that was our first use of dibbles. >> I think it was inconsistent. >> Okay. So the expectation then for this year is that you know that was a learning curve and things should be better for this year. >> Yes, that's the expectation. >> Okay. Thanks.
>> Anyone else on 26? All right. 27 28 29 30 >> 30 >> 30 also 30. Yes. Okay. Go ahead. Go ahead. >> Okay. So, wow. I feel like because I
remember talking about this like the last time it came up last year. So this is for the renewal application for the TCUs. Um Oh, sorry. Thank you. I just um for community or public awareness. Um I know that there's always the concern
that we only have a certain number of years to use them and that our application might not get renewed and they might not be able to stay and what will we do? But we don't believe that that would be the case, right? like um >> so when a temporary classroom is put
into place, you have to get preapproval. That approval lasts for five years and then after that every year you have to get a renewal. Um [snorts] there are school districts and we used
to have trailers behind Hammersold before we built the new Hammersold and they were quite old and they were trailers. They were these are not trailers, all right? They're temporary classroom units. I mean, it's it's a really nice building. Um, I live in Jackson. They have trailers
that are older than me. I I know I only look like I'm 20, but um, [laughter] >> so, you know, it it it is a process. Um, you know, whatever was pre previously communicated, I don't we don't need to go back,
>> right? >> This is the process. you get a five-year >> permit, right, to use those. You know, you're putting investing a lot of money for these temporary classroom units. You get five years and then you have to renew um
>> and eventually we will have a plan to move forward and and see what we do. Um and hopefully have all nine, you know, 9th, 10, 11, 12th grade uh at the high school. But this is just part of the process. Um, and it's being done timely this year.
>> Okay, perfect. Thank you. Um, not to go backwards, but I'm going to go backwards only because I asked this question last year and didn't get it. But can we see the letter that was sent October 1st, 2021 to Kyle Anderson regarding the reason
for TCU's being put there? >> I can do my >> You can see if you can find it. Okay. Thank you. And then, um, Dr. I know at one of our recent um meetings we talked about the high school and some
early discussions. I know our next step was going to be to have architect or other people come and talk to the board and just wondering time frame on that. >> The architect will be here at the next board meeting based off of various questions and to uh take the previous
presentation that I did to the next level. Right. So that's planned for the 20th. >> Okay. Awesome. Thank you. >> Thanks, Lori. Jamie, >> um just a quick comment. When we call these temporary classroom units, these are these have infrastructure though. They have plumbing, they have
electrical, um it's just not a poured foundation per se or like a block foundation. So, that that kind of makes some of the differentiation of why they're called temporary. >> Yeah, that they are actually on a block foundation, but
>> they're not permanent. >> Sure. you know, they're but they're connected. It's not like uh the students have to leave one unit to go into the next. There's a hallway. There is all the infrastructure. Um I believe there's
26 units in total, but you wouldn't be able to look at that structure and say there's 26 units. It looks like it's one unit. >> Sure. And and that's was kind of my point. I think um you know some of us haven't seen them like I've never set foot in them but understanding what they
are I think is important. They're they are set up to be comfortable. They are able to endure beyond the 5 years because we have the infrastructure supporting it. >> They're nicer than the building actually. >> Of course >> I I won't make any remarks. I never disparage our schools. I just remember
before the high school buildings were connected. So >> yeah. Yeah. And and Oh, I never did nefarious things behind the gate. Don't worry. I was not a gate kid. [laughter] Um, >> gate kid. >> Yeah, the gate the We'll have to take this offline. This is not board
appropriate. >> Um, >> and and when we were at school boards last year, they actually build full buildings out of these. So, I I think that word temporary is uh subjective to what you intend to use them for because
if they were intended to be like a full story building, that could be there forever and you wouldn't have to file this. So, I think that letter was probably based on intent. >> Yeah. >> Um not on what the building is actually capable of to Jaime's point. Yeah.
>> Thank you. >> Quick question. Can we arrange for a tour of the high school in advance of the next meeting? >> Yeah, we absolutely. >> Sure. Yes, I would love that. >> Can we include the maintenance team on that tour? >> Sure.
>> We can make that happen. >> Cool. >> Yep. >> Can we go in the basement and basement? [laughter] >> There's not a basement. >> No. >> Can we Okay, that's fine. >> We have a basement. >> Did you have a basement in there? >> We have a basement. >> We have a basement. >> No, no, no. In the high school.
>> In the high school. Isn't that where the old swimming pool was? >> No, no, no. [laughter] That was >> My gosh, I did not just say that. >> That's the >> Sorry, [laughter] Melan is scaring me down. It was a legend. I'm just just legends, that's all. I'm like, I don't
know. All right. Anything else on 30? >> We have 31 32 33 34. Okay. Uh, this is also a roll call vote. >> Okay. Anna Bar, [clears throat] >> yes.
>> Timothy Cummings, >> yes. >> Antinetavola, >> yes. >> Jamie Falco, >> yes. >> Lorie Herrick, >> yes. >> Lee Wuhong, >> yes. >> Wilbur Pan, >> yes. >> Maryanos, >> yes. Motion carries. Okay, we are on to curriculum and instruction items one
through four. >> So move. >> Lori and second. >> Oh, Wilbur. Lori and Wilbur. Okay. Um, Antonette. Um, same as my other question. I just want to know how and when the staff will receive the training. Uh for those of
you who don't know what item number >> number four, >> it's for Jen. It's the contract for Jen and Associates. The staff development program provides professional development opportunities to meet the need of the district's diverse learning community. >> Yeah, this is actually specifically for I'm going to let um but this is spec
specifically for my for our administrators. >> Okay. Um it is to help our administrators recognize um literacy instruction, what good
literacy instruction looks like, um walkthroughs, questions to ask, how to pull that data. cuz don't forget we talked about how we were going to address our needs that we
saw um from multiple in multiple ways. So we're training teachers. They're coming um for summer training. We've done uh CKLA adoption. We are filling the gaps here. So as leaders, we also
need to kind of fill the gap because it's not like I have a supervisor in every building or a coach in every building. And so it's all hands on deck, but we can't ask people to do what it is that we have not spent time to kind of define so that we're speaking a shared
language and we can recognize and do that work together. So this is actually specifically for our administrators, >> administrators of the elementary or upper elementary also. For the most part, we're starting with the elementary, but she will provide instructional coaching for the for the
administrative team and help us really action actionalize the strategic plan. >> So, I'm pretty excited about working with her. >> Yeah. >> Okay. Anyone else? >> And
would it help so that these are some of the things because I keep hearing Mrs. Ubola talking about when is this happening, when is it, is this some of the things that the board would like to see us report on like say quarterly or
something. Will that help? >> Um, I think it would be helpful because we could even share the feedback that you're getting in these workshops. So, >> okay. >> Yeah. So, this way at least the parents know what's happening. >> Okay. And and u um just one thing that came to
mind um uh it would be good to um also just report on the try to quantify the training that's been um that that's been done as well. So whenever this report say we've done 12 hours um since the
last time because it's always good to I think put numbers on this okay this [clears throat] sort of thing. Okay. >> Anybody else? Okay. So, this is a voice vote. All in favor? I
>> opposed. Abstensions. Motion carries. >> All right. Human resources items one through three. >> Move. >> Second. >> Jamie. Jamie. >> Okay. Discussion.
Discussion. >> How's this um how's this Walden University agreement working? How's it working, Nicole? It's fine. >> It works great. So, we have an intern coming in, a social worker, um, and they go to Walden University. So, they're in
agreement with the college about what we will provide, what the college will provide, and to ensure the student is >> early stages. >> Yes. Early stages, right? We're in the early stages of
this. >> We haven't worked with them in the past. >> No, that's what I mean. Okay. Yeah. Thank you. Oh, it's okay. Yeah. Thank you. >> Cool. Thank you. >> It's a real school. I got my post-graduate degree from there. Uh lots of uh really it's it's I have it on my
diploma and everything. Um you know, we have a number of teachers who have gotten post-graduate degrees from Walden. >> Awesome. All right. I think this one is a roll call vote. >> Anna Brown,
>> yes. >> Timothy Cummings, >> yes. >> Antineta, >> yes. >> Jamie Falco, >> yes. >> Lorie Herrick, >> yes. >> Lee Wu Hung, >> yes. >> Wilbur Pan, >> yes. >> Maryan Tang, >> yes. Motion carries. >> All right. Student services items 1 through nine. >> Move.
>> Second. >> Jamie. >> Discussion. Uh, just a quick remark for item six. Um, it's really nice [clears throat] to see that we have the ability to be inclusive for everyone
because students may have different learning abilities based on site auditory processing and um, being sensitive to that, having contracts that take care of our most vulnerable makes me really proud to be in this district. That's all. Thank you. >> Thanks, Jamie.
Anyone else? Um so fore items eight and nine the monthly school reports in terms of the incidents um uh uh c could we maybe um uh compare this to what happened [snorts] um where we are or last year at this time? I don't know if
we have the information handy. This is remember I did a report um and I said I was going to do the other it ended in January and then um I think I do that in the fall or something then I could be comparing that
for you. Right. >> Good. Mhm. >> I was going to ask for the same exact thing actually um only because I want to see if whatever interventions they are offering for these incidents are working because I do see a lot of students which I don't think I've seen this many as I
have this year students cutting school in in in a Churchill seventh graders eighth graders. I didn't even know that you would attempt like how are they attempting to do this? Well, I asked some I did a little investigating and the kids are
just walking in the holes. So, I'm just wondering if there's more being done than just asking them where they're supposed to be. Why are the students not afraid to get caught walking in the holes cutting class? >> I have to look into that. Okay.
Anybody else? No. Okay. So, this one is a Roll call. >> Roll call vote. >> Anna Brown, >> yes. >> Timothy Cummings, >> yes. >> Antinet, >> yes. >> Jamie Falco, >> yes. >> Lorie Herrick, >> yes. >> Lee Wuhong, yes.
>> Wilbur Pan, >> yes. >> Mary Antaniel, >> yes. Motion carries. >> Okay, we are on to committee reports, information items, and for the good of the cause for the board. Uh, we will start. Where did we start last time?
We'll start with Anna. Anna. Anna. Anna. Okay, Anna. >> Okay. First of all, happy birthday America 250. >> The while the um fireworks and symphony orchestra performance were,
you know, rained out, the orchestra w and the fireworks will be happening on Labor Day weekend. So that has been rescheduled. And just a little history nugget here that George Washington walked through East Brunswick. wasn't
East Brunswick at the time. It was just Brunswick. [laughter] Um, the entire con continental army came through here on July the 1st of 1778 following the battle of Mummoth on their
way to New Brunswick. Not only the Continental Army, but my heroine Molly Pitcher also came through here. Okay, >> that's it. Hence the Molly picture in. Huh? Hence the Molly pitcher in. Right. >> The Molly picture in.
>> Oh, Molly picture. >> Yeah. >> Thank you. >> Thank you, >> Laur. >> I enjoy your history tidbits nuggets. Thank you. I leave here a little smarter now. [laughter] So, um, I have a bit of a lengthy report
because I'm going to give our subcommittee meeting notes from our curriculum committee meeting that happened on June 22nd um at the here at the administration office. Uh, it was attended by board members, parents, administrators, and
teachers. Um, we looked at some old topics or old business from May. Um we can so we continued our discussion regarding the timely return of student assessments. The administration reaffirmed its commitment to ensuring that assessments are returned to
students and a reasonable t time frame. Departments will continue developing expectations over the summer to ensure consistency across grade levels. The committee discussed the continued development of common assessments. departments will be working over the
summer to create more consistent assessments so that students will be working um so that the students enrolled in the same course receive the same assessments regardless of teacher. This will provide opportunities to better
analyze student performance, identify common areas of misunderstanding, and make instructional adjustments where needed. The committee spent significant time discussing assessment practices, including the impact of midterms and
finals on instructional time, mental health, and grading. It was noted that preparation and testing accounts for approximately 16 instructional days each year. The discussion focused on balancing academic rigor with meaningful
assessment practices. Feedback gathered from students, parents, teachers, and administrators suggested that traditional midterms and finals may not always accurately reflect student learning. The committee discussed a shift towards more frequent meaningful
assessments throughout the school year that provide ongoing opportunities to evaluate student learning, monitor mastery of content, and inform instruction. This approach would allow students to demonstrate their understanding over time while maintaining the high level of academic
rigor expected in our classrooms. The committee also um revisited concerns regarding multiple assessments being scheduled on the same day, but due to scheduling restraints, particularly with the AB block schedule, we're not the district is not currently able to
guarantee that students will not have multiple assessments on one day. However, there's a commitment to improving communication and coordination among departments and teachers to minimize these occurrences whenever possible. And I do want to say like
based on the teachers that and the feedback given at our last two subcommittee meetings, it has been that they feel that they've lost time to just network and talk to each other as teachers and staff over the past few years. And they believe that that has
been a hindrance to them, right? because they can't talk about you know best practices for kids how work is affecting them and so I know there's a commitment on behalf of the administration and Dr. M to ensure that um you know network and opportunities for discussion is provided
for um staff. We talked about block scheduling. So we discussed feedback regarding the current AB block schedule from both Churchill and East Brunswick High School. um information from focus groups that included students, teachers,
staff, parents find that the longer instructional periods are challenging in terms of maintaining engagement and focus. Students are worried about missing work when absent, pacing challenges while also recognizing that the additional day between classes can
provide more time to complete assessments. Mr. Hannis expressed interest to begin researching alternative scheduling models. um including re including reviewing current research and gathering stakeholder input through focus groups as well as trying
some alternate models at Churchill and we'll report back to the committee in January with his finding and recommendations. We also touched base uh well we also talked a lot about the transition planning to Hughes. You know we started with special education and
what their process looks like. Um, we talked about general education students, just all students. Um, how counselors can just help to identify any student who may be struggling with the transition process and what supports or or
reinforcement we could put into place. Um, you know, there was really lengthy discussion, but I do um want to let everyone know that for fifth and seventh grade orientation, parents will be able to attend with their students this year. Um, so I think that will be um helpful
for parents, right? Because I think that's something we hear a lot of, especially for the fifth grade transition. So being able to attend orientation um with your child will definitely be helpful. Um, so that's fifth and seventh grade. Um, the administration at Hughes also emphas
emphasized that the first few days are really intentionally focused on helping students become comfortable with the building, navigating classrooms, understanding arrival and dismissal procedures, not necessarily like what are you learning, how's your, you know, finding your locker, opening your
locker. They just want the kids to be comfortable with the building, the layout, and getting to your bus at the end of the day. um getting to your classrooms, finding your home room. So like those little things are what's really important to them. And so um they
really talked about making sure you celebrate those milestones with your student um because they just want to try to make it stress-free. We don't want kids to be stressing about lockers um in the first few days at Hughes. Um, counselors talked about how they gather
student feedback regarding the transition and that a lot of students report very positive experiences once they adjust. Um, frequently providing feedback that supportive teachers, friendly security guards, a welcoming school environment, and increased
independence help with the transition. They actually um, one thing I remember they said was they were happy they didn't have to stand in line anymore. So like that was kind of cute. Um and then we we kind of ended our meeting talking
about st uh student device usage and that was we were kind of just beginning the conversation. We shared um examples were shared illustrating how technology is currently integrated into classroom instruction. We discussed balancing technology with paper and pencil
instruction particularly in science and other content areas. We want our students to be hands-on. Um, we ended our meeting at 8:00 p.m. promptly because it was a very busy week in in the administrative world with graduation and a lot of end of the year stuff going
on. Um, the curriculum committee will not meet during the summer. Um, we are expected to reconvene in September as a full committee and um, we will continue to discuss topics. I'm happy to take topics from board members. I sent an email today um outlining some of our
discussions that happened at our meeting and yes, so I I know that more information is going to go out in the next few days about um you know what some um assessment changes will look like and so and further information
>> will be forthcoming. >> Yeah. Do you do you want to talk because I know I know Dr. Bully is going to send a communication, but I think it's important for there's been a buzz in the community. So, yes, the buzz. The buzz. The buzz. We're getting rid of midterms and finals, and I I don't want that to
be the perception, per se. I I know that we're really trying to um re-evaluate the way that we assess, and I know that's been a a goal of yours. So, if you want to >> Yes. And um early next week, I believe. I know we were going through
overcommunication that would go out to parents next week. It is not so much getting rid of midterms and finals but really looking at is that what works best for our students right now. It doesn't mean that students will not take
assessments. All those high stakes assessments continue PSATs, SATs, ACTs, AP exams. But we want to go, we want to actually um assess kids
more strategically tied to standards, um common benchmark assessments. Uh right now our midter finals midterm finals are account for 20% of a grade
and we just don't feel that that is um that that that is good for our kids now. We want to be able to teach them, continue to teach them those test taking skills, which they've said
works better for them um when they do it more often because teachers embed that in part of what they do. So, we um we're making some changes. You know, we've listened, we're learning. Um students had input and um you read all about what
that is. I know people are concerned. We're getting rid of midterms and finals. What does that mean? No more midterms, no more finals. So midterms and finals are just a kind of assessments, but we're just really being more targeted and and then using that information in a way that we do not use
midterms and finals. And I think that that they're saying, right? So we're we're spending all this time doing this assessment so that it can inform the teachers next steps so that it can give us a profile of our kids in terms of what they're learning. Not only and
we're not doing that in isolation. We have link it a platform that's going to help us really create a profile of a student tying not just their assessment but um their attendance the behavior. It gives us a a more holistic uh picture of
our students and what we can do to support them. So I'm really excited that this um forward thinking would you say um Joyce? I would and I think that we also need to talk about student mental health because they're very it's [clears throat] very stressful taking these high stake tests
on these days not to mention the instructional time that we're losing. So we'll be getting back about 8 days which is which is big and that's that's more time for teaching more time for learning and it's it's it's a better use of our time >> I So, and those eight days actually will
be full days >> and it's actually more than eight days because they assign days um days on review makeup. Um so, uh we want to say eight days conservatively is going back into instructional time and that I'm
excited about. Um it will be full days, it's not half days, it'll be full days. Uh except the end of day, the end of the year, we'll still have the two days and the calendar will reflect that one. That's our internal calendar how we once the calendar is out we kind of figure
out marking period that we will do. Um and so you know I ask that people wait and see what we send out. Um Dr. Boly will be sending communication out early next week and then we'll continue to
kind of address that and uh you'll see you will see better from us. Right. I I I think I want to say that one of the things we talked about in our strategic um plan development is accepting and
saying or accepting and acknowledging areas were falling short. It's not a why. We're not blaming. It's about systems improvement. When there is a a need, we see a need to
improve. It is incumbent upon us to do that on behalf of our kids. our kids are watching us, right? And so that's what this is. This is not uh we've we're not good or this person, you know, we've done that, we failed. No, we haven't. Um but this is saying that times are
changing. We're seeing things and we're responding accordingly. Um mental health really and and and you know, there are other ways to do it. So we just >> I think we're one of the last in the county still giving midterms and finals school districts.
>> Yes. Yeah. >> Yeah. That was discussed at our committee meeting looking at other schools the outcomes that they've had from eliminating. I know we talked um you know Dr. Bashure had really convened a focus group with students over time um
parents um teachers staff members and they talked about it and I know that some of the student feedback was I don't even study because I don't think I'm going to do well right I'm a poor test taker and so um it's going to bring down my grade I already know that so they go into it
negatively thinking um some students said I study for the test I study my review packet and then when it's over I forget about it, right? So that like they're using those resources to study for that test and then it's
over. But how else can we, you know, having discussions and hearing from students to say like I'm not a good test taker, but I should be able to demonstrate my knowledge content in other ways, right? And the same when we look at how college test or trade school, right? like those are hands-on
or giving a presentation, demonstrating your skills, like how can we do that for students when we're supposed to be forward thinking, how do we provide the opportunity for them to have that space too, right? And I think in addition to that, one of the things that was really
telling is what some of the students had talked about in terms of that the midterms, getting ready for the midterms and finals is not where they learned how to take how to um not where they learned the test taking skills. that the test taking skills and the aptitude and the
habits of mind happens in their daytoday classroom um interactions with their teachers and how their teachers engage them and get them prepared to think and and so that's what we want to really kind of hone in
on. So, >> and if I can just add to that because I, you know, a lot of this is like, yeah, we're asking our students for feedback, but we also like I did my own research and the studies repeatedly show over the
last 30 years that uh midterms and finals don't necessarily add any value. Um, in fact, and I I have studies if anybody watching is interested. Um, but recalling information like that isn't what increases learning. That's not how
you retain anything. And and like Lori pointed out, some kids have gotten so good at this that they just we used to call it back in my day the toilet bowl method. You like put everything in for the test, you regurgitate it on the test, and then once it's done, you flush it all out of your brain. Um, that
doesn't really help our students. And so we're we're making um that that's really what it's called. um we're making you know um datadriven decisions. We that's been our commitment as a board. I think you know since the beginning that this isn't just about
feelings or yeah it's great to have like the feedback and of course we consider that greatly but um these are datadriven decisions. Um, I've talked to some experts in the field who also said that this only becomes even truer as we move into the next quarter of a century
because with AI, which is not going anywhere, aside from how anyone may feel about it, AI is not going anywhere. So, the value of a student or their ability to um retain information isn't based on being able to recall isolated facts.
It's being able to critically think, right? because AI might not necessarily be able to do that. So, are we gearing the way that we assess them based on the worlds that they're about to live in? Um because this is only going to increase.
Um so, I think you know this is we're we're moving. It's innovative. We're moving into the future. I think I heard you say that like we're that's that's the goal here. >> Yeah. Yeah. >> Awesome. Should I take over from here? >> Yeah, take over.
>> All right. I love that these conversations are happening. I wish someone would have been having similar conversations when I was in high school because I hated taking tests. I was terrible at it. Um, all right. So, I have a couple quick things for my uh updates. Community programs this summer. Community programs. I, you know, we get
like a handful of these emails that that there's these new programs that are being launched and they're always awesome. Um, I was, uh, I think we had a handful of families over during a World Cup game and I was half paying attention to the conversation and half, you know, just locked in on that game and and some
of the parents were saying, "I wish that these could come out earlier because I'm planning my summer for my kids in February. Is there any possibility that some of these could that we could be doing that? Are are you with me on this? Is everyone on the Yeah. All right.
Right on. So, can we get some of those opportunities out sooner in the year, like calendar year, so that people could incorporate people want to do them, but they can't because they've already put their kids and signed them up for camps and all that stuff. Uh, my my kids included. >> That's community programs.
>> So, you know, Tim, >> yes, >> that's a goal already. >> Oh, good. >> To try to get things out earlier, to get more on a rotation in a rhythm, right? And that is a goal that we we've had some
internal conversations with Amory and her team um about cataloging. It it's funny how over you know 20 years of community programs things have changed. It went from a book form to online to all you know electronic communication
but that electronic communication is no longer effective. So, it's trying to revamp and find out, okay, what what is the effective way, but getting information out soon and that's going to change how we also do business and how we present stuff to the board. >> Um, because we're always looking, you
know, oh, the budget >> equates to what fees we charge. We need to be a little bit more >> advanced with that and say this is what we're we're going to do and this is the impact of the budget instead of saying, "Oh my god, we need to fill this hole."
So increased fees because that delays things. Um it delays how we deal with vendors. It delays what we're charging and it >> it equates to less time for parents to react. And one thing that is equival >> nobody can deny there's more options,
right? >> So we used to be the only game in town. The township does various programs now. So we're competing with them. We don't want to compete with them, but that's just reality. uh various summer camps. Um you know uh some parents just let their kids stay [clears throat] home on
the devices all day which we know is not effective. So we need to change how we're doing business to to stay relevant and uh get the word out. So >> cool. >> Thank you. Um thank you for that. And then the other thing and this is uh I just want to point this out because I
feel it's worth mentioning. There's a dear member of our community who I don't believe lived in East Brunswick but Diane Hutchkins who some people may know who passed away tragically over the weekend and uh she was the head of Alders Gate the community outreach and uh yeah just an incredible spirit and a
true loss for humanity. So I did feel it was important to mention her this evening uh because I know that she impacted lives here uh within our district and within our community and across the Middle Sex community uh if not beyond that as well. But, you know, so much of what was encompassed in this
report tonight about the people that we're trying to create and the spirit that we're trying to foster uh was exemplified in her presence. So, um so I just wanted to call her name out as as a way of honoring uh what she did for the world. So, that's all.
>> Thanks, Tim. >> Um Oops. Just a few things. Um, I just want to mention a couple events uh that are really town um events in town, but they do involve a lot of our students. One is the VFW 5K that's
happening on uh on on Sunday. Um that's always a good time. Uh the second is uh summer theater camp uh which a ton of our students participate in. And I just want to mention that Mean Girls is going to be what they're putting on on August 5th and uh 6th. That should be a lot of
fun. Uh tonight they're doing Spongebob, but you know, we're here. So [laughter] what what what can you do? And then uh finally, I just realized that um uh graduation happened after our last board meeting. So this is our first board
meeting since graduation. So, I just wanted to uh uh say congrats again to the high school students that are moving on to bigger and and and better things. That's it. >> Thanks, Wilmer. >> I just want to report uh the Mayor Coins
charity fund. We are proudly support our students. At this time we give a check to the cheerleaders so they can cheer with the new new uniforms and uh we give a grant to our dancer team so they will
have their new uniform [clears throat] too. So we have our annual gala that will hold in park chateau on December 8. So if you can purchase ticket now you have very good discount for ear as early birds. >> So we raised the money to help our
community. so many students in our school district. Uh since this uh charity fund was initiated, we helped many hundreds maybe thousand I I I don't have the account but we help our student
we raise money from our local residents with local business but all the money we raise is stracted help people in within the boundary of East Bronik. So last year we give award to Diane. So for her
outstanding community service >> and you will see this we already chosen the honories but uh you will let's wait and see who they are. So please think about join us to help us raise our fund to help our student. Thank you.
>> Thanks Leu. Jamie >> um just [clears throat] to piggyback on that the charity fund usually does sell out. So, if you're interested in attending, get your tickets early. Um, as far as um there was a policy meeting
on June 23rd. Stress May provides guidance um a lot of its updated language. There were updates um to different policies that protect staff um regarding sexual harassment, um different things, how to obtain a high school diploma. All of these are in
the agenda. Um, and they're probably on the stress ask website if anyone wants to read the uh language. Um, being that it's summer, I did want to thank um the students who put on the Spongebob musical. My son attended and
he's a little wiggly worm and uh he loved it though and sat through it. Um, similarly um I just want to wish everyone a good summer. Um, I'd wanted to express my condolences about the loss of a great person in our community as
well. Um, Diane was loved and um, respected and the things she did for our town. Um, I don't have words for and not just in the deed she did, but in the spirit she brought. Um, you know, that's
a it's a hard loss. Um, and then, um, back to the schools. I just want to thank everyone for all their hard work. Uh you guys don't see it, but everyone up here, especially administration, is probably working just as hard as they do
during the school year. A lot of hours, a lot of time are spent preparing for this next year. Um so, thank you for all of that time. >> Um Tim, I was devastated when I saw she passed away this morning. I worked with her. So every year for my birthday, instead of going to dinner with my
friends, I always organize an algae donation. So it'll be pantry uh pantry food or clothing. And I would always email back and forth with her. And no matter what the time was, you're getting a response. So that was a real that was a huge loss to the community. So I was
um yeah, I'm glad you mentioned that. Um, I wanted to bring up too, the VFW 5K obviously is this Sunday, but I was so impressed with the amount of students that we had standing up at graduation that were deciding to defend our freedoms after high school and they were
going to um serve the country. So, sometimes people forget about the veterans. So, if you are not a runner, which I am definitely not clearly, um you can still buy, you can still register and the fee will still go to the veteran. So, if that could be your pay it forward for the week, definitely
do that because it says No, I I'm a walker. I walk. But >> but all of the money goes back to the veterans. So, definitely sign up if you can. Um there's something very special I wanted to talk about. On August 16th,
there's going to be a this actually the 12th annual Patrick Aagua whiffle ball tournament. He was an East Brunswick student >> and 12 years ago he passed away um playing basketball at Ruckers >> unexpectedly. So his best friends were
obviously devastated and they always played whiffle ball together. So they started real small in their backyard and it's grown into I think last year we broke a record. I'm not part of it but I was playing whiffleable but they broke a record of how many people signed up. And
what is amazing about what they do is the money that they raise goes to two scholarships for East Brunswick students that ex exemplify what he was and it goes to two athletic uh two students in the athletics department. So if you um are a whiffle ball player or you know
someone who is definitely follow their Instagram page um you can reach out to me directly and I'll give you the link. They have the link to sign up on there and it's a fun day. I I lose every single year and so do my kids. But there's people who actually really play Wiffle Wolf seriously. But it it goes to
a good cause. We I was actually really impressed when uh we got to see it presented at senior night when I got when I got to see it given to the students. So definitely support him. Um on a different note, I'd like to know
when we'd be getting an update on the special education um audit that we have going on right now. >> Oh my goodness, we talked about this. Linds and I talk about >> if [snorts] you remember I said it would um they have until the fall >> okay >> because of based on how they started but
we're already seeing preliminary reports but definitely >> by October Novemberish you will get that yes >> and then uh one last thing that I wanted to discuss now that there's no conflict >> um are we doing anything to address the
recess at Hughes at Hammershel uh specifically when the students are in the jam-pack. >> Yes. >> Okay. Do you have more information than that? [laughter] >> Because I'm getting I'm getting a lot of even though I'm not there anymore, I'm
still getting a lot of people reaching out, especially the incoming fifth graders. Those parents want to know what is that like? >> Yeah. So, um incoming fifth graders, I I believe the orientation is I just went to >> 26th >> 26th of August. So, you'll hear more
about what that is, but I um and I think we talked about this earlier in the year about the jam pack and not having and as of I think towards the end of the year, I want to say May
or the prince, Mr. Petrunko and I talked about kids not being um in the JM pack watching movies during recess that he was already kind of working towards that. if that's what you're talking to me about or beyond that. >> Well, I'm talking about the days there's
inclement weather or it gets colder. There's really not anywhere else to put them, but they go there in the caf and then they have the uh the gymnasium or the media center. But >> yeah, I I we talked about that and they were going to explore what the
possibilities could be. >> Okay. But it is not anything that is concrete yet other than we really don't want them sitting there watching. >> Right. >> Yeah. >> I mean especially we don't want them on devices all day and then they're sitting there watching. >> There are no more devices bell to bell.
So >> I know. >> Okay. [laughter] >> And I wanted to thank Lori and Jamie for your excellent updates on your committees. I'm not in them and I felt like I was a part of it. So thank you for that. Yeah. I I I barely had any questions for either of those because it
was very informative. So, I just want to appreciate the work you put into uh sending those inform informative emails. Thank you and have a good summer everybody who's watching. I don't think anyone's watching. [laughter] >> They're watching. [gasps] >> Okay. All right. Um I I won't be long,
but I just want to say thank you to piggyback off what Jamie said. school may be out of session, but um this board and this administration certainly are not. I know, you know, we we have we've been having policy committee meetings, curriculum discussions. Um there's there
[clears throat] are things happening behind the scenes and I know Dr. Mammon is doubling down because this is her first um you know, first first full school year. Yeah. So, this is um it's it's almost like hitting the ground running because um you know, September
isn't that far away. So, thank you. I know it's been every time I call, she's like, "I'm in a PD. I'm in a meeting. I'm in a something." So, um I know there's lots going on here and thank you to you and to your team and your cabinet and to this board um who are as a
reminder volunteers um and are doing this on their, you know, people are out walking and they're calling me and they're are at the pool with their kids and they're just telling me like this is what's going on. This is what I think. This is so it's um it's nice that everybody's so involved. Thank you. Um
and we look forward to seeing you at our next board meeting uh August 20th. Um and that's it. So enjoy the rest of summer for now, but we'll see you then. And then more to come. [laughter] >> All right. Motion to adjurnn. Move. >> Move. Second.
>> Jamie Wilbur. >> All in favor? >> Opposed? Abstensions. Motion carries. Have a good night, everyone.