Good evening. Today is June 4th, 2026. Will the secretary please call the role? >> Anna Brown >> here. >> Timothy Cummings >> here. >> Antonet Bola >> here. >> Jamie Falco. >> Lewis Figureroa >> here. >> Lorie Herrick >> here. Lee Wuhong here. Wilbur Panos
>> here. We have a quorum. Please rise for the pledge of allegiance. I pledge algiance 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 interest 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. Written notice was also provided to the Sentinel, 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 videotape meetings are
not edited for any purpose. Individuals who speak at the board's public meetings should be aware of these videotaping rules. we have a need for a closed session. Whereas the board of education must discuss matters which are not appropriate for discussion in p 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 90 minutes after which the public meeting of the board shall reconvene and action will be taken. Now therefore be resolved that the East Brunswick Board of Ed will recess into close session for only the
A4 said subjects and be it further resolved that the East Brunswick Board of Ed 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 privacy or governmental interest being protected from disclosure
in accordance with the Open Public Meetings Act. Do we have a motion? >> Move. >> Second. >> Oh, Jamie and Wilbur. And they still made it. Uh all in favor >> I >> opposed abstensions. We are enclosed. See you in approximately 90 minutes.
>> Okay, good evening. We are back from closed. Um okay and we are jumping right into our agenda. So uh reorganization annual actions. Do we have a motion? >> Move. >> Second. Wilbur and Jamie. discussion
Antonet. >> Hi. >> Um so for the first one, the athletic event admission fees. I see um I saw it listed that there are possibilities for families to purchase season passes and I had reached out to you and asked you how they can do that and you said the
athletic department. if you could just be more specific so families could know that and also do you have to be a parent because I know that there are community members that do enjoy watching the games. Are they eligible to get those passes as well? >> Yeah, so it's adults um a season pass
option. The standard admission is $5 per game. Um if you purchase the season pass, it's you get a dollar discount. Uh you pay upfront. um you would go through the athletic department, they would issue you a season pass. Um and it's
based off of, you know, if there's sometimes there's four football games a season at home, sometimes there's five depending on the scheduling. So it would just be the $4 times the number of home games. Um and and that would be the cost. Um so it would run through the
athletic department. Uh there is no restriction as far as you have to be a parent or a community member if you go to games. um that you're you're eligible, but you would have to go through the athletic department. >> So, when you say go through athletic department, you mean like call them or
email them? >> Yeah, you you would reach out. >> Um >> can I jump on that? Um how would people know that if they weren't part of the community? So, to Antoette's point, there are a lot of community members who like coming watch our games. Um, is this
something that's on our website or >> I would have to check because I don't I don't >> or the athletic website piece. That might not be a bad idea to put it on the >> check and if it's not there, we could put that out. >> And also, just for anybody who is watching, when you say it's it's a seasonal pass. So, in other words,
there's the the fall, the winter, and the spring. Or is it >> it's a pass seasonal meaning football season? Yeah. >> Wrestling season, uh, basketball season. >> Okay. So, so in other words, that pass gets me one sport for that season only.
Okay. Just want to make sure for home games. >> Is this new? >> No, it's been around for a while, but I don't think I know that. >> Based off of the questions, I did follow up and you know, make sure that we weren't approving something that doesn't exist. And uh I was told that it doesn't
get purchased often and they haven't had one in a number of years. >> So, hopefully we get some. >> Thank you. Yeah, thank you Joe. Joe, can you talk to us a little bit about all of these purchasing agreements? Are there any
changes from previous years or anything new happening there? >> So, um these the co-op agreements, we have to get them board approved uh to participate. Um when something new comes up, we approve it at that time and then
we do it now during the annual actions. Um, it allows us to go to each co-op, some of them are local, some of them are national, and uh, get the best price. So, if we're buying water, we can go and say, "Oh, the state contract is a dollar
a bottle, this co-op out in, you know, Nevada is 59 cents, whatever the case may be." So, we we shop around. Um, a lot of times we will there will be a need by the district. we want to purchase, you know, a software. Um, and
then we go and find like, oh, that software is under this co-op and it's a good price. It's better than the quote. Um, or by being in the co-op, we don't have to bid it out. Um, because the co-op did did the bid process. So, it
does allow us to maximize our purchasing power. >> Gotcha. Thank you. And so, do we pay into these co-ops? >> None of these co-ops uh charge a fee to participate. >> Okay, that's great. Um, sometimes there the vendor might have to pay to be a part of the co-op to participate to
submit the bid or whatever, but we do not pay the the co-op. >> Thank you. >> So, this is a roll call vote. >> Anna Braun, >> yes. >> Timothy Cummings, >> yes. >> Antonetti Bol,
>> yes. Jamie Falco, >> yes. >> Lewis Figurero, >> yes. >> Lorie Herrick, >> yes. >> Lee Wu Hung, >> yes. >> Wilbur Pan, >> yes. >> Marian Tennis, >> yes. >> Motion carries. >> Okay, with that, we are going into our
presentations andor special reports, uh, capital projects. And before we begin this section, I want to preface this by saying no action is being taken tonight. This is a discussion. This is a first discussion
uh in which the board is um even ourselves having this dis this discussion. As you know these conversations have to happen in public. Um so this is the first time that we as a board are also looking at this reviewing all of these capital projects
and what they could mean for our district. So because we have a committee of the whole for finance and facilities um some of these items would typically be spoken about at the committee level and then
reported to the full board but committee the whole as Maryanne said we're going to discuss it uh out in public. So, uh, we'll go through, uh, some of these projects are have already been planned. Uh, the the plans are approved, state
approval, the budgets in place, uh, and some are, uh, coming up and we're in the early stages. So, um, next slide. So, the goal is to review and discuss those capital projects and then, uh, have a very preliminary discussion about the
high school and what the options are. So, one of the projects that we're working on is the demolition of the old maintenance building on Cranberry Road. Uh, it's kind of like across the street from Central. Um, that used to be the
maintenance yard in the bus depot. Um, it's been cleaned up a lot over the previous years. There's still one structure there. Um the township uh code enforcement building department um has been requesting that it be demolished
because it is abandoned. It it's uh not uh suitable for use. So we're moving forward um on demoing that building. Um currently there's no plans to sell that space. Um as we all know there's not a
lot of uh space available in East Brunswick. So, um I I think we've talked about whatever the what we're going to do with that space, that land in the future would have to be part of the strategic plan, long-term planning. Um
so, uh but at the same time, you know, it is our land uh and our property. So, we need to ensure that, you know, the building's not going to fall down on its own. So, um question. >> No. >> Oh, I'm sorry. >> It's like your PTSD.
>> Yeah. I have a I have a slightly humorous question. What if the building just fell down on its own? Would that save us money? Well, >> we would still have to remove the debris. And I will say, uh, I did think of, you know, how could we do a
fundraiser to knock the building down? So, you have rubbed off >> James. >> Well, I was just thinking of those rooms where you can smash stuff. So, >> yeah. >> Exactly. Um, >> how big is that plot of land?
>> It's a weird shape. >> It's triangular. There's roads on all sides of it. >> Yes. Yeah. >> So, um, would it be big enough to put, you know, a school on? No. Um, because with parking and
everything, um, but it might be suitable if we expanded our bus fleet because the the current support operations building, um, is at capacity. So, um, you know, again, it's something that we're going to have to develop and discuss, you
know, what what the best use is, and it, you know, it might be determined the best use is is to sell it. Um, but we're not there yet. >> Sorry. Sorry to interrupt. When is that scheduled to be demolished? >> The bid was just open today. Um, so
we're reviewing it and then, you know, it the nice thing is we don't have to demolish it by September 1st, you know. well to open up school so we have some flexibility >> but we are actually voting on that tonight um tonight later on the agenda
you're voting on the uh amendment to the long range facility plan and submitting the application um to to the state multi-purpose room and kitchen renovations at Frost and Warndorf for elementary schools uh the plans are done
um they've been submitted to the state approved it's just the timing of the the bidding. This will be paid partly from shared service agreements previously already approved in um the child nutrition uh enterprise fund.
Frost parking lot. We're this board is familiar with that. We went out the bid uh rejected it. Um the plans are approved. We're looking at um end of October, November time frame to rebid uh and hopefully uh start the project um
next summer and finish it before um the school year of not September 1st, the following September 1st. Um the lower turf at the high school, this is just the replacement of the
turf. Um based off of inspections, we believe the uh subsystems under the turf are in good shape and will not require any remediation. That field has passed its useful life. Um we're currently waiting on new cost estimates um and preparing the specs to
to go out the bid or to use one of the co-ops that that we belong to. At the same time, uh, when I was at the field inspecting it, I did notice that the the baseball field is at the end of its useful life. Um, so I asked our
engineer to provide a cost estimate to replace the infield area of the turf. Um, because we do not have money uh, earmarked uh, for the whole field. So, I don't know if we have money to do the
infield, but I figure while you're doing the work, let let's see what it is. And maybe we can get a a better deal if uh a turf company's doing one field already. They're already there to to try to help out. All right. The outfield is not in great shape, but it's not as bad as the
infield. >> Joe? >> Yes. >> Um let's see. Uh when the turf gets replaced, what's the expected lifespan of it? >> I think they're about 10 to 12 years. >> Yeah. I I think it's even pushing 15 now with the newer, you know, as technology gets better uh and the material gets
better. But yeah, the like the previous uh football field, the life expectancy was 10 years and I think we got like almost 15 out of it. Uh it also a lot of it has to do with how it's maintained if um you know the little rubber pellets are put in appropriately and it's
groomed appropriately. So >> can I quickly go back to the Frost parking lot? Yes. if that's okay. So, I haven't been there during like drop off pickup time. I've heard that it's chaotic. Is that a fair Okay. Yeah. Um dangerous. >> Okay.
>> Amy's a frost mom, so she can >> You can speak to it. >> Yeah. >> Yeah. Yeah. Okay. Um if we go back out to bid in the fall and find ourselves in a similar situation, what would be the plan at that point? So after the the bid results and it was significantly over
budget, one of the things that I talked about with the engineer was what are the options, right? So when we do a bid, we have to be specific. Here's the bid uh parking lot, but then we can do alternatives. We can do different
options as long as we're clear on those options. So, um the previous bid specs had water retention under um the parking lot. So, what are the other options? Um how is the lighting being run and
whatnot? So, based off of those options, we can almost, you know, pick and choose, oh, we have this much money. we can do this type of pavement uh with this type of retention with this type of security system and and piece mail it together to fit what our budget is and
still have a really good parking lot you know um we're never going to say you know oh we don't have that much money so you know only do half of it you know or only you know water retention who needs that you know like we're not going to do
that um so it it's the mindset of trying to give us the most flexibility for our dollars is a priority. >> Right. So Joe, I have a follow-up question. So if you ch uh change the
options, so I should we go back to the zoning board planning board for the approval? >> So as long as the plan the site is not changing, uh we don't first we don't have to go to the planning board. Uh but we do and I think that's the best
practice to get the township's feedback and the community's feedback. Um so we'll continue to do that. But as far as the, you know, the retaining the the water retainage underneath, if we change that, we would still have to get uh DOE
approval, Department of Environmental Protection, and we would have a conversation with the township to make sure that, you know, these changes are not impacting anything uh or or sending red flags to them because they do have
some expertise as well. >> Yes. because the change you're talking about is kind of significant. >> Yes. >> Yeah. >> Okay. Thank you. >> So, yeah, we we are not going to do anything in a a silo or a vacuum. You know, I think we've made a commitment to
try to be inclusive and bring together, not separate. All right. Um the high school stadium lighting project uh replacement. the all of these projects, by the way, were already in shared service agreements. Um, and the money's there
for these uh specific things. So, I've come to learn that the stadium lighting, there's uh dark spots that the lights are not covering during night games. Um, which, you know, that's not ideal. One of the problems um when
trying to move this project forward, we found out the the poles themselves are not suitable for the new lights. So, when this was developed several years ago, it was like just replace the lights, you know, and put in LED lights
and and whatnot. So, um, again, waiting for some pricing to see what that impact is, um, to see if we can do it or if we're going to have to make alternative arrangements um, to to get the new lighting in place.
>> Other than just for aesthetics, the lighting is not impacting the children's sports game, correct? >> No, they they can still play sports, but um, >> is it a safety concern? >> No. and we've brought in additional uh portable lighting uh for night games.
So, the intent would be to bring if you've looked at the lights at the stadium, you you can just tell how old they are. Um so, some of the more efficient uh the LEDs, better coverage, um so we don't have to bring in the um
the portable things and the generators. Um, and as they continue to get older, it's harder to get replacement parts. So, >> so it'll be more >> Yeah. >> It'll become more efficient in the long run. >> Yes.
Okay. Uh, Chitik and Irwin PA uh speaker replacement. Um, again, the the systems currently work, but they are outdated. They're old. Um, and they need to be um improved upon. Um
and again it it because of the age it's very difficult to to repair them. So >> just to be clear that's the speakers that go throughout the school. >> Yeah. It's not the PA systems when we were in school back in the day but you know uh
similar. It's still along the same lines. >> HBAC replacements. So, it's great that we have, you know, conditioned spaces in our schools. Most of our schools are 100% air
conditioning, but some of the units are aging out. So, we need to do replacements. They're very costly. Um, we are working with PSEG, who is our main electrical provider and gas provider, uh, through
their programs through the state to, um, do replacements if they qualify. Um it's called the direct install program where uh PSEG will design uh and there's times where it's you know 50 to 70% savings
uh and it's high efficiency units and whatnot. So uh we've been working with them to get cost estimates um and so we can start you know attacking those areas. Um, I know, uh, we have certain schools, you know, when heating season
or air conditioning, they're constantly down. Um, so they need to, it needs to be done. Um, and we need to start attacking. There's no way we can afford to do all of them at one time. So, we're prioritizing which ones are um, in the
greatest need and start chipping away on that. >> Um, let's see. Besides the replacement of the HVAC units themselves, and I agree if we can go to a high efficiency, that'll be savings in the long run. Um, is there any room to improve the uh
insulation of the buildings themselves? >> Yeah. So, that that would be a separate piece. Um, I don't know. That's something that we can look into. as part of some of these direct install programs, they will come
in uh PSENG will come in and do like an efficiency uh review audit type deal. Um so we would rely on some of their recommendations and also our professionals. >> So Joe uh for this I'm sorry. So for
this replacement uh uh which schools are we're doing now? >> So we're we have no plans to do anything now. Okay. >> But Hammershield, uh, Central, there's units at, um, some of the older units at
Churchill, um, this building. Every single need, uh, unit needs to be replaced because we can't get parts. Uh, we replaced one that was totally uh, down and out this past year. So, uh, the high school um, and again, Hammershold
is unique because that's a brand new school, right? Well, it's not brand new anymore. it's 20 years old. Uh so all of the units are aging out. We've done projects over time. So like the high school, it's like okay, add new here. So
that's fine. But the new from 15 20 years ago is old. So th those cycles are coming up. Um and we don't have the funding in place. >> Thank you. >> So it's going to be a process. >> Answer it.
>> No, no, Lee asked my question. And I was going to ask it with specific schools because I know that Hammershield is one of the schools where they've been having a lot of issues. So that's why I was asking. >> Thanks, Leo. You asked for anything. >> So the administration building uh we have an emergency generator here that uh
kicks on and operates our uh data center. If electricity goes out and the generator does not kick on, uh then Genesis is down all our core systems. And that's happened. The generator is
approximately 30 years old and again we can't get parts. So um we are in the process of um the design is is done. Um the process next will be developing the bid specs and and going out to bid for
that. But it it's a core facility and unfortunately u Dr. Mman experienced that >> like the first Yeah. um yeah um that that caused some issues. So we need to rectify that so the district can
continue to operate. >> Now we're going to get into the the fun part. >> Tim's been waiting for this part. >> Yeah, I love this one. >> So the TCU's slashnew high school. So I I did this on purpose to make this
disclaimer as as Dr. Tenos had stated earlier. This is just a conversation. No actions being taken. Um it's supposed to we're supposed to have a conversation. What are the options? What's the drawbacks? The benefits and whatnot. So it's very important that the public know
this. Um and there's a tremendous amount of work whatever is decided to be done before we start taking action. So what you see here is the TCUs at Churchill. Um, not everybody in the
community uh understands or knows what the TCU are. Um, often referred to as trailers, but as you can see from the picture, they they don't look like trailers. They're they're structures. Um, next slide. So, the aerial view, you
can see that there's three distinct um sections. Um there's classrooms, there's um bathrooms uh in the the both ends of the U section there's bathrooms, there's the data
center, um some administrative offices, meeting rooms along with the classrooms. Next slide. So this is an aerial view of the high school. Um the top part where the the
title is East Brunswick High School. Um Cranberry Road is there. The main entrance to the high school. You can see that comes up. Uh the parking lot and then the building. Um to the left are is the baseball field. Um to the right of
that are the uh the open fields, the tennis courts. Just so you get a a sense of you know what we're looking at. Next slide. So, one of the options um that was discussed or or asked about was, you know, moving the TCUs
from Church Hill to the high school so the ninth grade could be at the high school. So, option one would be to place the TCUs uh in a straight line uh on the other side
of the parking lot. Just for reference, when it snows, the sledding hill. That is the sledding hill. >> All right. So >> the kids feel >> if either option there there's two options that we'll talk about tonight
about moving the TCUs uh to the high school. We would have to install fencing and gates um to ensure that during transition periods the the students were safe and were would not be exposed to
cars coming through. My understanding is you know the high school can be a little dicey with our younger drivers. So, we want to ensure safety. So, uh this plan, either plan would uh have the fencing and gates um to ensure uh student safety.
>> But Joe, what just real quick on this option one though? I mean, you're talking about a a very steep >> Yes. So, >> so you're filling that all in. >> They would uh install the on pillars. >> Pillars. Yes. >> Oh, it sounds safe. Yeah. Well, I'm I'm
sure it to to stand there and um when I tell you how much it cost, you know, you'll you'll >> understand that they're safe. >> So, >> and and not that you're not doing a lovely job, but I think um you know, we wanted to have this preliminary conversation, but then bring in the
architect who hopefully will make you feel safer a little bit. >> Yes, definitely. That'd be great. >> Yeah. >> Joe, can you just clarify the I know this question comes up a lot um for like the community. Do we own the trailers? Are we leasing them? >> No, we own the trailers. Um,
>> don't call them trailers. >> Yeah, they're TCUs. >> Yes. >> Yes. Um, they are ours. So, >> okay. Uh, next slide. Option two would be to uh split out the
TCUs and have two of them uh by the cafeteria and then one um by the baseball field in that parking lot. >> They would be split. >> Um part of the op, you know, you might say, well, why don't we put them on the
fields, right? So, if we build a new high school, that's where the new high school would go. So you don't want to invest the money and then have the TCUs in the way of potential new construction. So we are limited to where
we can place them. Um just like I stated earlier, uh option two would also have fencing um and gates that would be open closed during transition times. I think it's important to note um with both of these options, it still does not address
the condition of the current building. >> It does not address the limitations of the gym size, um the cafeteria size, uh lunch is already crowded. We add another 700 students. Uh that would uh cause
some some issues, operational issues to >> Oh, go ahead. >> Go ahead, Wilbur. Uh so with option two, um it looks like it's going to it's going to have an impact on traffic around that side of the school, right? Cuz >> Yes. >> Um that takes out the uh driver that runs right by the uh cafeteria and looks
like it extends past where the other roads might be. >> Yes. >> Thanks. Since you'd have to split them, two on one side and one on the other. >> The ninth graders would have to travel through the building to get to their I
mean they're doing it now in Churchill, but I'm saying that's how they would get there. >> Okay. >> Yes. >> So, and those little green lines that you see connecting from then school that you're saying that's where their entrance and exits would be? >> That would be the fence that would be put in to ensure that they're safe.
>> So, is the Did you have a Jamie? Go ahead. I was just reminiscing about when Churchill was not connected and we just walked between buildings. Same with the high school and the gate was not a protective place for us. So, it's really nice that the fences gates I I actually
really no genuinely I appreciate the thoughtfulness that we're thinking of student safety. We're not just looking to move these TCUs. I appreciate that there was more than one choice here because obviously none of this is ideal. We're just looking to bring the freshman
so they have the experience of being at a high school which they deserve. And then again, you know, not for nothing, that would improve our rankings, right? The algorithms, having the freshman, their test scores, it would improve our status and show how great Brunswick really is because right now we have a a
slight disadvantage. >> So, forgive my jokes, but I actually like it's a compliment. I really am impressed and appreciative of this. Thank you. Um, so I I I'm glad you said that because it kind it's kind of along the same lines of what I'm saying. Even
though the operational pieces aren't ironed out, um, it is it is a disservice to our ninth graders to not be at the high school. As somebody who has been through East Brunswick schools and who is a mom of a current ninth grader, um,
so obviously this won't be to her advantage, but it it's a disservice to all of our students. uh they are basically losing a year of high school. Um having gone into like the rising 10th grade night, it's overwhelming because
then you feel like you're trying to cram four years of school into three. It is not the same experience. Uh and while it would be ideal to just have a new high school, uh this is a temporary solution.
Um because the the world becomes more and more competitive every day. And every day that we make our ninth graders wait, whether it's for a new high school or going to referendum or whatever it is, it's it's another day that they're disadvantaged against their peers um in
the state, nationally, globally. So, um it's just something for us to consider that uh it might not be ideal, but it's something that we need to do sooner rather than later. So,
option one and option two, uh, the estimated cost would be approximately $11 million to move the TCUs. Um, that would include, you know, we have to run all new utilities to the to those
buildings. Um, you know, water, electric, uh, sewer, data for the the technology. Um, it would also allow we would have to restore Churchill's fields and all that infrastructure that was uh
installed to have the uh TCUs there would have to be taken out, capped off. Um, so and there just so we're all clear, there's no funding built in anywhere for that. Um, all the everything we're going
to talk about, there is no set funding, right? So, whatever the decision is, we would have to figure out the funding. whether it's referendum, shared service agreement, uh whatever the case may be, right? C >> can we talk quickly about that ranking
system? I know we've we've like discussed this in the past, but so having I understand that they have to physically be on the same plot of land, which is kind of ridiculous. >> Same building. >> Same building in the same building. So they have to even like touch in some way or
>> Yes. in order for it to um it at the end of the day it's about access and opportunity for the kids and >> um the ability for um our students to be in the same place with 10, 11, 12th graders with teachers
who are oriented in terms of how to get them ready for post high school whatever that is. And I think all of it together in the opportunity it gives for even districts to maximize our resources in terms of programs that the that the students will get or have access to
extracurricular. You know how much we transport between all of that, right? Um I think that and and those are the things that equal rankings depending on which one you're looking at. Um yes and the scores obviously um are there and
they use the number of AP courses that kids take that equals merit scholars obviously if you're in the same building you get more um our programs for our students who have other plants our neurode divergent students the spaces
that they need in order to be able to compete in the world and apply their learning um beyond just you know going to college opportunities for you know um hands-on that type of stuff. All of that equals
ranking. So being in the same space the way they look at it allows for more fluidity and hence the ability your ability to do that gives you more. >> Got you. And I'm I'm all in favor of 9 to 12. Like it it makes complete sense
to me in my head. Does it have any impact on funding that's coming into our into our district? A higher ranking, would that qualify us for more funding or would a lower ranking qualify us potentially for more funding? >> It depends. I think it can open us for open us up to more
um revenue sources, grants for different things that we're able to do. I mean, we hear um Dr. Bushour even just talking about our robotics and and STEM and the ability to even have the space to build some of these robots and compete. So
yes, like if we had a more robust program, thank goodness we've been fortunate, right? We have some charitable organizations here like the EBF that continues to fund some of these things that we want to do,
but it also opens us to other um revenue generating um ways. So >> opportunity. >> Yeah. >> If I could just add on um when they're ranking and looking at the high school, most of our students are successful in passing their graduation requirement assessments at 9th grade. So students in
the high school in 10th grade who weren't successful are are taking the tests in 10th grade. So those scores are the ones that are being reported out. >> So that can skew the data a bit because most schools in this state are 912.
So, so I think if I'm hearing things correctly, I mean, obviously our ninth graders are not they're not at a disadvantage. I mean, or are they at a disadvantage right now in under the current setup? They are, right? So, they're they're >> so that's really unfortunate and um
>> Okay. Yeah. I mean, so we and to your point, Dr. amen like if if these were together and unified uh we believe that our students would accelerate at a higher level and that more opportunities would be available to them >> if all four school all four grades were
in one place. >> Yes. And then there's also the misalignment of nth grade being a church hill with 78, right? If you want to talk about that develop appropriate developmentally appropriateness of it, especially even more so now with the students that are in our classrooms
today or the kids >> and the environment that they're growing in um they you know even you know moving it's not just about moving nth grade to the high school but even Church Hill too, right? both will be badged that then you can have a true middle school
whatever that means for us to be able to do um what we need to do. So I think that moving nth grade into high school allows for that for us to correct that misalignment that there is that worked for beautifully and still continues to
work right it still continues to work but we are starting to see that strain so for instance I don't know if I can say I think I can say this like right in another year and a half I we have students that will have to
ascend out of district. You know why? Space. And the space is that what we've been able to provide to them up until sixth grade at Hughes going into Churchill. We just don't have the space or the resources. That's so it's
why would we send kids out of district because they're we don't have space for >> bathrooms and toilets and creating little nooks for them and little areas. So it allows you to strengthen that as well. So I just again both sides, right? >> Yeah.
Forgive me for a couple questions here. I'm I'm like some of my colleagues up here are graduates of that lovely institution there. Um, when you were there, was it four years? >> No, it was never four years. >> Never four years. Was it built as a three-year school? >> It was built as a four-year school. It
was it was Well, go ahead, Ann. Are you >> the historian? Yeah. Yeah. It was actually um they they went down maybe to 8th grade uh those first few years and then Churchill and Hammershold were
built in the 60s and so those were the junior highs. So I went to Hammershold Junior High 7 through nine. Um so the high and then the so at that point when we had the two junior high schools then the high school became a
three-year but again keep in mind too that you know educational theory changes. We don't teach the same way that we taught 50 years ago. Things are very different. So um the things that
the children of today need are different than what I needed 50 60 years ago. Okay. Yeah. >> Anna, I have a quick question. Wasn't it um Churchill and Smith were the the two
distinct buildings before they were connected? Wasn't one an elementary school? >> Smith Elementary School, right, is Church Hill North building. >> Gotcha. Do you do you remember when they switched that over? Because I always knew it at as Churchill. >> Uh I I don't remember off the top of my
head. >> Just curious. Thanks. >> Um yeah. >> How old is the current building? >> 1958. >> 58 >> with add-ons. How often? >> The last add-on was early 2000s when they added the second story. I think >> in the front of the building,
>> but like maybe 75% of that is from 1958. >> Yeah. Separate buildings. And then the airport terminal was 2002. >> Yeah, >> you can you can actually go in and there's I like Ike stickers on the wall as in Eisenhower. >> Wow. >> Yeah. >> Yeah.
>> It's like a museum. >> Yeah. >> I just want to give a little feedback. >> My locker is still there. So, yeah, it is like a museum. Thanks, Tim. I just want to give a little feedback as a mom of a ninth grader, but also as a friend to to uh people who have children in
that school or already passed through that school. When the kids go into the school as a 10th grader, they really only get two years experience. So that first year is really just a transition school, new building, new teachers, new routine. So they're losing out, if you look at it, on two years of high school
experience. When they're in the ninth grade, they're high schoolers, but they're not treated like high schoolers. For example, the other night, sports night. Our kids got their certificates for sports as ninth grade freshmen and it says middle school on the paper. >> Yeah. >> They missed out on a whole entire year
of amazing electives that are that are opportunities that they're never going to get again as freshmen. And it may seem like trivial trivial, but those the social emotional part of it is being taken from them also. They can't
go to um what's that? What's that? Oh, right before football. What is it called? >> Homecoming. Homecoming. They can't. I know it seems like, oh, no big deal. But everywhere in New Jersey, homecoming is a big deal. They should be. Yeah, they >> really should be. >> They should have been able to go there.
>> Up until last year, they had to show their ID to go to a football game because they weren't considered high schoolers. So, these are all things that, you know, they're missing out on. on top of the fact that they're not they're not getting that educational experience that they're not getting prepared for after high school because
again they're getting there in 10th grade they got one year to adjust and then the 11th and 12th and then they're they're you know ready to push out and other districts have already established that for their students. So the 10th graders are already comfortable in their building and ours are just getting comfortable. So it might not be
academically important what I'm talking about but that is also a major impact on the students too. >> It's the whole it's the whole student. We treat the student as a whole. >> Yeah. >> My kids went through nth grade not too too long ago but I can and I
won't belor the point but um it w it wasn't an ideal situation for all the reasons that we've been talking about. Lori, >> as the parent of a current 10th grader, I hear from her and her friends that they do feel that they missed out on a year of high school um and
opportunities, right? Um she plays sports three seasons. They race out of Churchill um out of Churchill to get the bus to the high school. They miss practice time. They miss time being with their teammates, learning from upper classmen, being a part of activities,
um, being a part of clubs that are available at the high school that aren't available to them at Church Hill classes. Just the whole, I think, experience to them. And then they're like here in 10th grade and the expectation is, okay, college planning, you know, we're meeting with adviserss,
we're starting to think about it, but they're still dealing with the transition to another building. And so I think there's a lot of things that just go into place in thinking that our ninth graders need to physically be at the high school. >> Honestly, even the 200 Oh, sorry. Even
the 250 year uh picture that was taken the other day. It's like these are our high school students. Really? Cuz you left the ninth graders over there, you know, and that's their building. So they're with their building. But so are they high school or are they not high school? >> Yeah. Um, but that raises a point about
the sports having to go to the high school. That's also a cost, right? To get and since transportation costs are some of the highest costs we have right now to get those students from Churchill to the high school. Do do we know how much that is? >> Approximately I think it's like $80,000
if not more a year. Uh we have two buses that run uh like a shuttle. >> Yeah. >> So, and I I do know Yeah. certain times of the year, those buses are very crowded uh depending on how many uh participants. >> Yeah. So, >> re real quickly earlier today I I
Googled uh what is the average shelf life of a high school in the United States? Anybody want to guess >> 50 years? >> So, that was a great guess. 49. >> Uh so, we've we've we've surpassed the shelf life, I think. Uh if this building
was built in the 50 in 58, you guys >> 58. Yeah. 58. >> That's crazy. The classrooms are I I went through the walkthrough a couple years ago when they were doing uh when they were introducing the idea of a new high school. The classrooms are not even ready for the students of today. They still have the armchairs. There's no space for a laptop. There's no space for
their their backpacks. >> It's a some classrooms still have the chalkboards, right? Like it's not it's not >> for today's learning experience. >> No. And the building is old. our teachers um have to deal with conditions
of, you know, um leaky roofs, right? I think if we were to fix that roof, what was it um Joe? $15 million just for the roof to to even get it up to par sometimes. So, especially when we had a lot of snow um this year and when it started to melt was coming out through
the light fixtures and well, some of the times we were in the high school, you saw the buckets like lined up >> and they it's called leaky time. like we shouldn't have a time where there was a teacher the walls are leaking at the podium a couple of months ago and she said when leaky season at the high school
>> and then the there's rumors or bugs and it's not rumors because I know from students there's bugs >> I'm sorry there's there's really water coming through the roof at the >> leaky season we have it on video she said it >> both of my kids talk about dodging the
rain buckets as uh during passing period if it if it's raining hard >> at the last PTSA meeting We walked past like to go to the media center cuz it was on the side. It's right there. >> Yeah. >> Is there water coming through the roofs of any of our other buildings?
>> Irwin, but that roof is being replaced. The the issue becomes, >> you know, as >> roofs age, you know, so this is a massive structure. So, >> the roof has been patched and, you know,
finding water leaks is not easy because it it it could start way over there and end up over here. Um, >> the investment, you know, 15 to20 million when there's potentially you're going to build a new high school or come
up with another solution. You and PS, we don't have 15 or $20 million. Um, you know, you don't want to throw good money into a bad situation. >> My big concern with leaky season is mold. Like if you're if it's not being
remediated properly, one, because the money's not there, or two, because you don't even know where the leak started. Like you said, the water is there, but the leak could have started over there and you're not going to rip down all the wall, all the ceiling. >> I I don't want to alert or or panic the community alarm. Um when we do have
leaks, you know, they are, you know, investigated. We have our environmental uh consultant come in, do the testing. >> Okay. Good. >> And whatnot. So, air quality, you know, the the mold swipes and and everything like that. >> Yeah. It it's expensive and it's not sustainable. >> Yes.
>> Um >> it's not sustainable and it and it seeps into the culture of the community, right? Because I mean, think about this. If this was the way that you lived in your home and you were just worried all the time about a leak happening and that was just something you carried with you, how do you learn in that environment? How do you teach in that environment?
How do you come to work in that environment and actually feel good and get yourself in a place where you can grow and thrive and that's a concern um you know that's just such a massive concern. So I I mean I get it. I know that like we don't have to ask kids to start wearing helmets to school, right?
Like we're not at that point yet and that's good. But yeah, not yet. But I mean, it's it's fascinating to me. I mean, it it just seems like the more I learn about this project, my oldest is in uh 9th grade, so I have spent very little time in the building. Um and but
the more I hear about this and the more I think about this, I'm amazed and and it's just so clear that it's not appropriate >> that just it's just not appropriate for our community. >> And I don't I mean, there's just the evidence is there. Are we able as a
board to go and visit the the leaky season to see to see it in action? >> Let me share my experience. >> We can we can make that happen. >> Your I as I said in the classroom, one for math, one for biology in high school. So they mention they are still
using very old armed chair. Nowadays our children are fully developed. Some boys and girls is so difficult for get themsel into the chair. And there's no space for laptop because the book is so big, >> right?
>> You're sitting there for two classes. It's horrible experience. Another time as I went to high school, it was so so so cold. I can say some student oh so hot and some students their back are wet
>> because there's no air condition. I was sitting there for now for too long. I said >> I'm sorry for that. I I couldn't stay there for too long. It's horrible experience. >> Really bad experience. I feel so bad for that student. They couldn't get out
themselves out from the chair >> because the armchair is it's not that big armchair. >> No, I know. I >> Yes. So, >> and yet there's they're expected to take tests in that environment and like, you know, learn and the rigor is Yeah. And
they do and they do and they do really well. >> And they're all right armed chairs. So, if you're a left-handed student, you're going to I'm not a left-handed uh >> person, but my some of my artists are and it's hard for them. So, they have specific seating in my classes because they need to be more comfortable. I can't imagine having to take a test.
>> Never had a lefty desk. 12 years, >> but but the way that kids are learning in the other schools is different because you can rest your hand on you can rest your elbow on either side of your desk. So, the the seniors the high schoolers are at a disadvantage even in the learning experience.
So, it sounds like this this needs to happen. It's just a matter of how do we get there, right? >> Um, but I'm I'm going to ask you a question because $11 million is a lot of money to at least temporarily do this.
We own the TCUs. What could we do with them after? because $11 million is a lot of money, but if we can have it generate revenue, right, >> maybe it's worth the cost, >> right? So, if the TCU are no longer
needed for instructional space, um, you know, there's options of putting community programs, you know, early learning academy there, um, potentially moving administration to that building. Um,
>> so, you know, it would require some renovation going from a classroom to an office building. Um, or if they're really no longer needed, uh, potentially selling them, >> right? >> Um, so again, I I think I mentioned this before, it it has to be part of a
strategic long-term plan. We don't want to do anything short term and, you know, figure out a year from now, two years from now, oh man, we shouldn't have sold them because once you sell them, you can't get them back. >> Um, >> so
there's a lot to be determined. Um, because it is an asset. There is value there. Um, it's just how do you maximize that? Joe, are we under any timelines in terms of uh force timelines for us that we in other words can't use them as educational space?
>> No. So, um the TCUs are approved for a 5-year period by the state. If you go past 5 years, you have to renew the application. So, those that remember Hammershold had uh before the new Hammershold, uh there
were two uh they were trailers. They were not TCUs um in the back and they were very old. Um I can just tell you as part of reference, I live in Jackson. They have trailers uh and they're very old. So um the original approval is for
5 years and then you get an extension. >> In order to have an extension, do we have to have a bonafide plan in place for the usage of those or for a new school that we're trying to build? like what would what would be the qualifier
for us to get an extension? Is it automatic? >> No, you have to make the application. Uh I'm not aware of anybody being denied because if they didn't renew the application, where are we putting those students? >> Um you know, you the intent when you do
the temporary classrooms is that you do have a plan. So you don't need the temporary classrooms, right? Um I believe when um these TCUs were installed, part of the the plan was, okay, they're temporary. We're going to build a new high school and once it's
built 912, you wouldn't need those TCUs anywhere. So, uh but we all know a lot has happened since, you know, it was six years ago, right? Um and we haven't move forward for various reasons.
>> Thank you. So, we keep saying they're temporary, but when Anna and I were at school boards in Atlantic City in October, we walked past one of the vendors that sold these and they build entire schools out of them. So, they're not really temporary,
>> right? It it's terminology, right? I mean, >> yeah, >> if you've been to the TCUs, >> they're really nice. Like, they're they're nice classrooms. um better than the classrooms we have in
our real structures. So you know they do they are built to last more than the five years. It's not like oh five years they start you know falling apart. >> So the other option that was asked to look at was building a ninth grade
academy uh at the high school. So the green is where the ninth grade academy would would go. Um this would include classrooms. It would include um
a media center, uh a gym, an auditorium, and expand the cafeteria. All right. So u it would be approximately 83,000 square foot. If you go to the next slide, Karen. >> Okay.
>> You can see, you know, these are just preliminary side uh elevation sketches, so you you kind of get a sense. Um 83,000 square foot is a large uh building.
If you go to the next slide, the cost just to build the building is approximately, you know, 45 to $49 million, right? That does not include the soft costs,
which the professional fees, the DOE, the permit fees, contingencies, and any renovations to the existing high school. So based off of the conversation, I think everybody acknowledges the existing high school is based off of an educational experience
from yesterday. Um it doesn't address the issues with the roof, the issues with the underground plumbing that we have no plans for where they the the pipes run. Remember it was just a couple years ago when we had to close the high school
because we had a a pipe rupture um and had to dig up the hallway and whatnot. Um, and it doesn't improve, you know, how big the hallways are, so kids can, you know, navigate the school. Um, so it
it helps, but putting the ninth grade there, but it doesn't fix some of the the problems that currently exist, right? >> Would we have to uh if we did get a new high school, would this building remain or would this have to be also demolished then at that
point? based off of what I'll show you next, we'll say that that building goes away. Um, >> the ninth grade academy, >> right? But I'm sure if we went down this option, it could be redesigned to include the new structure,
>> right? So, I think that's part of the conversation the board uh really has to have. The community decide, you know, it's $50 million, that's a lot of money. Um, you don't build that and then two years from now build a new high school. If you're going if the decision is to
build a new high school, you don't go with this option. >> I have a question >> for option one, two, and I'm assuming this is option three to bring the ninth graders there. >> What what is the timeline for each of them? >> Because if this if building this this wing over here is going to take five
years, then that's that's not feasible. But >> so I will talk about the timeline on building this new structure in a minute. the TCUs, you couldn't do that by this September. You're you're looking at, you know,
potentially next uh September >> within a year if let's pretend everything's perfect, money's perfect, everything's perfect >> for the TCUs. Um you know, moving, getting the the permits, um pilings if needed, all that, all that stuff. So, you're probably looking at,
you know, an 18month process um to have them moved um everything moved, set up so they're ready for uh September 1st, 2027. >> What's the square footage of the TCUs?
>> Um the TCUs would be approximately 40,000 square feet. um depending on what option. Um because if you connect them in a straight line, you you gain a little bit of square footage. If you split them out, you you lose a little bit. >> Right.
>> And this uh ninth grade academy, is this a two-story building? That would be >> There are some um sections that would be twotory. Um the gym would be two stories high, but really just one story. Um >> just looking at the elevation and trying to make sense of it,
>> Lou. >> Okay, just a quick question. So this third rendering here does not include the TCUs at all. >> Correct. >> This is a separate build on out there. Yes. Okay. Um and so that the question of what do we do with the TCUs would still be out there if we were to go this
one. And it's very clear to me anyway that if we were to go to this model that would be saying there's no new high school in the near future coming. This is the add-on to that piece. >> Yes. I I think that would that would be the case. So, it doesn't fix leaky season.
>> Wilbur and then Lori and then >> Leoo. >> Um, let's see. Um, we don't have a timeline on on construction and I'm actually thinking about >> uh but I wanted to address the construction along with the next option because the they're the same time
period, >> right? because I'm actually not thinking about the building itself, but connecting it to the existing building, slowing things down because um you're you're going to be demolishing part of the old building and then that takes extra time as well with um you know
potential exposures >> potentially. Uh I think that would be when the architect does come to present that would be an excellent question for them and their expertise. Um I'm not sure how they plan on connecting the the two buildings.
>> Um but I I'm ass sure there's going to be some impact to that that area. >> All right. So I'll save it for them. >> Lori, looking at the placement of the 9th grade academy, I think uh one of the well I guess a few of the concerns I
have is that we're adding additional sorry >> students back >> um teachers. >> One more. Well, there will be adding additional teachers there, but losing parking spots and um access road because
if you're going around that way, but past the back of the cafeteria when you try to exit after school, either way, um as somebody who picks up at the high school, sometimes even unless you're there first and out of the parking lot, you're there until
after 3:00. the parking the the driveway that would have to be modified to go around the building. Uh you can see there there is a parking lot over there. It would have to be connected. Um there is parking uh more by the stadium in the
new softball field. So yeah, there would be an impact because you are going to lose spaces um without a doubt. >> Yeah. And the students who get those spots back by the softball field are not very lucky because I got stuck back
there after relay for life and I was there till like 3:30 getting out. it. So, it was and I know I've seen them lately looking at how they exit traffic and um the security guards and the crossing guards trying to be more
cognizant of how um they're rotating each lane and the buses, but really essentially they have to get those buses out of there because they have to get to the elementary schools after to pick up. And so, um, that would just be one of my concerns is that what are we limiting
there cuz even the back road to go out at the end of the day is backed up to the parking lots in front in those two parking areas in front of the school. So, Leo, >> so let's go back to uh the ninth grade
academy addition. So, the estimation is 45 to $50 million. This is based on today's money. No, there's uh escalators built into that. You >> mean the inflation is already built into that? >> Okay. So, uh this is hard cost. So, by
your estimation, how much will the soft cost will be? How much will be that? >> So, the the estimates are um from the architect. >> Yeah. So, both everything combined for those items. >> Um I don't know what the soft cost would
be. Um, typically, you know, the architect, engineer, they they charge a percentage of the project. Um, and that can vary depending on the size of the project. Um, the the DOE review, the permit fees, contingencies,
um, that would all have to be developed. And there is unknown because if you put the building, the ninth grade academy where it's at. I and I'm sure the architects don't know this either. Um what has to be done with the soil underneath? What has to be ripped up?
The they're not going to build a building over the existing parking lot, right? That has to be removed. What is under that ground? So again, we're we're in the real early stages. Um so I I I'm sorry I don't have an answer.
I can just tell you you're at a minimum you're probably looking at, you know, $49 million um and more than that. So, so is safe for us to say we need additional $5 million to the45 to $50 million hot cost?
>> I I don't know. Um >> if you know I and I don't want to say especially publicly because if we come back and it's 10 million then someone's going to be like >> why'd you say five? Um I I just I don't know. Um and I would rely on our our professionals as we
>> go down this road. The the reason why I'm asking this question is I just want people to know that this will be brand new fresh money. If we decide to go this way, we will we are throwing a huge amount of fresh money to the bad money
without improve our majority of our high school buildings. >> So that's my purpose. >> Yes, I agree with that. >> Lou and then Wilbur. So, um, if this were to happen, and again, I'm just sharing my thoughts with with my colleagues here. Um,
>> you're taking a lot of money and you're putting it into what we're calling a freshman academy. It does not set it has nothing to do with the status of the rest of the building, right? >> It's the building needs to be repaired constantly. >> So, that's something I think we have to
consider. And again, that's to your point, uh, Lee Woo. Um, in addition, you know, I we're saying it's the freshman, you know, building and maybe it should be the senior um, you know, quarters because it's going to be the nicest place. >> Well, it's going to be the nicest place
of all of our schools, a brand new academy building. I mean, so I think that there's so much for us to look at here, but I do think what Leew was saying does make a lot of sense. you know, we're putting all this money into what to get the kids up there, but the rest of the building is still in
disrepair. And I think that's the part that all of us share. We we you know, I I don't see that changing, >> right? >> So, I think potentially the way to look at this, if you move the TCU, okay, that's $11 million, but it doesn't increase the
cafeteria, the gym space. So, if you want to increase the cafeteria, the gym space, uh, and whatnot, then you're looking at 50, more than 50 because it doesn't include the soft costs. Um, but it those options do not address the core
facility and all the issues, >> but this will eventually need to be demolished if you need to do a new high school as opposed to the TCU, which >> you could reuse. So, >> right. >> Right. or potentially redesign the whole
>> building to incorporate the new construction. >> We do have history with that. Uh when Hammershold was built, there was a newer section and the whole building was designed around that newer section. Um
but there's complications with that. The the layout Hammershield's a beautiful building, >> but probably not put in the best location. like we're right on top of neighbors. That was a big deal uh when that school was built um and created a
lot of unhappy people. Um it limited the space for outside activities. So, you know, that's what I'm saying. Like if we don't have a long-term plan, you like, you know, back yourself into a corner um
and you really limit and then you end up with something that costs a lot of money that is not really what you want. you know, uh, so we have to be aware of that. >> New high school and then Antonet and then Anna and then Tim. >> Sure. >> Okay.
>> So, so Lou actually um set me up for my question. So, under uh the uh things that are not included in the hard cost includes renovations to the high school. I just wanted to uh clarify, are we talking renovating the entire existing high school building or just the renovations that would be involved with
attaching this academy to the I think the intent was just to to put it out there saying >> the dollars reflect it is just for the new building and nothing else. So nobody has a misconception of oh we we just spent >> $50 million on this and
>> you didn't address you know >> Yeah. >> 7 90% of the building. >> Mhm. >> Yeah. Okay. So we So we we can assume then when we're if we're talking about renovations to the existing high school, we're talking about the whole thing that needs to be done. And I agree it needs to be done.
>> Yeah. >> Um, two questions. One, the wing that would be added, why are we calling it, like Lou said, a nth grade ring? From my understanding, 10th, 11th, and 12th grade students are all in class together throughout the day. They're not separated by grade.
Well, not all of them at the very least. So, why would this just be limited to ninth graders? Why wouldn't we incorporate them into the rest of the >> you could I think the uh concept when you know was talked about a ninth grade academy um there was concern putting the
ninth graders you know with 10 11 12 um and and kind of keeping them separate you're never going to keep them totally separated um >> no but we want to unify them so we wouldn't want to segregate them >> again this is based off of previous
conversations and trying to uh restart the the conversation because we have not talked about this in a while. Um so it was just one of the the concepts that was brought forward six years ago I I think when this all started
>> and how long would that take and how would they do the construction without interrupting uh learning time? >> I'm going to get to that. It's the last slide >> and >> suspense. Uh, I was just going to say with moving
the TCUs, we would have to move the kids out June the 30th, move those TCUs in place so that there's a place for the ninth graders to go by September 1st.
>> I don't see how that's possible. >> It would require all the um systems to be installed, all the site work to be done. Um, and we kind we did do that when we >> installed them originally. Um, the tricky part though is going to be
disconnecting everything which they were, you know, delivered, you know, uh, ready to put in place. So, that that would impact the the timeline. >> Yeah. I mean, and that's that's a little scary because we can't say, "Oh, oops. We don't have any place for these 700th
9th graders to go. We have to have this ready to rock. They can come here. Uh, >> fine. >> Sure. >> You cool. >> So, this has been a great I mean, this is great. Like, it's great to look at
these drawings. It's great to, you know, have some conversation on this. I think with just my personal opinion with the the data that's in front of us right now and the facts that we have in front of us right now, I think all three of these options are terrible options. I just the bottom line, right? Like I I think it's a bandaid.
>> It's a band-aid. and and it's been said like it's not addressing the problem. The problem is the the building, right? So, I I'm not in favor of any of this right now. We need a new high school and I don't want to pour money into even moving the TCUs. It doesn't feel right to me to spend, you know, to ask our
taxpayers to spend $12 million for that project. I And it also, you know, anyways, the the problem that we're up against right now, and we're going to get to it eventually. I know not tonight, but is this as a taxpayer, right, and a resident of this community, is this going to cost me an extra 20
bucks a month or is this going to cost me an extra $400 a month? And I know nobody can answer that right now, right? Because if this is a ref, you know, if this obviously becomes a referendum and we go out like that's going to make or break the deal, right? It's all about how this how this is impacting my
pocket. So, um yeah, I just I just think that, you know, we know what the problem is. we know what we need to do to address the problem, so we have to go all in on it. And uh clearly there's still more data to be gathered and more information to be gathered. But that's just where my head is at. I think all
three of these are really bad ideas. >> If I could just say bringing our ninth graders to the high school as fast as possible is never going to be a bad idea to me. >> So of course, because I know what they're missing out on. So if when he gets to the last slide and does that
presentation when you see that timeline you might have a different opinion. >> So additionally I anticipate the number will be larger than we are talking about. Thinking about the inflation think about the supply and chain issues the number will definitely be bigger
than we are talking about. >> You already counted for that. >> This is just my opinion. Yeah. >> Okay. >> Uh next next. There we go. >> So now the potential of a new high school. Um so what you see on the screen
is the um overhead view of the whole high school property. The the center um there where the stadium is um would be where the current high school is. Um and I'm not saying that there
needs to be a new stadium or or athletic fields. That would be to be determined. Um to the right closer to Summer Hill Road would be where the new high school is built. Um the preliminary plans have been developed based off of past
conversations, but there's a tremendous amount of work to bring it up to final specs um and educational necessity. Uh you can go to the next slide. You're looking at a fourstory building. Um you know, we would have to build up.
you're you're looking at a high school that uh would have to, you know, house close to 3,000 students, you know, 2800 to 3,000 students. Uh so it's a a very big structure. Um next slide. So the hard
cost projected would be between 298 million 325 million for the building. Um the soft costs are larger in in this scenario. Uh you still have the professional fees, DOE permit fees. Um
we would have to demo the existing building and then whatever is decided, you know, additional parking fields would have to be built into that budget. Um and then furniture. Uh we've talked about that. Uh there's been comments
about the outdated furniture. So, if you're going to build a new high school, you're going to equip it for today's learning environment. Not just today, but the the future. And that's part of what we have to incorporate. Um, Monroe,
uh, in the last 10 years built a new high school and by the time they built, you know, moved in, they it didn't have enough space, right? >> So, we have to ensure that we're not just building if it's decided a new high school for today. You have to build it
for the future. Next slide. Last slide. So this gives you a projected schedule. From the time the board decides what direction they want to go to, whether it's building a ninth grade academy or a brand new high school, you're looking at
another 24 months of planning and approvals um to go to referendum. um because there's there's a lot of information that would have to be submitted to the state for approval. Um
county would be involved because there's an impact to Summer Hill Road, the township as well. Um you can only go to referendum uh five times a year. Um January, March, September, December uh
and then uh November uh because we have our election in November. After that, it would take another 12 to 15 months uh uh to finalize the the drawings u based off of all the feedback uh the and receiving the uh
comprollers's office approval and then the bidding process and then you're looking at 36 months of construction uh to occupy the building. And if it is a new uh building and we would have to tear down the old building, that would
take another 12 months. So, seven years. >> Yeah. >> 7.25. >> And now you see why I said seven years versus one years. One year to get the TCUs here to get the nth graders. >> So, if I could just add one more thing,
if people remember when this was discussed at the board level last time, there was a conversation, is it better to renovate the existing and add on or build a new? If you're looking at a full renovation of the current high school,
the price tag is approximately the same dollar amount as building a new one >> in the timeline is longer because you have to occupy and educate kids. We don't have an alternative space. So, you're going to do it in sections. So, by the time you get done renovating that
building, you're going to have a building that parts of it is 10 years old. So, um there's pros and cons for every option. Um and there is an impact to the taxpayer regardless of what option. Um
so again, the the plan for the future is as we go along to have the architects come in and discuss, you know, deeper questions uh that they would uh answer in their their expertise. Um, so >> Jamie Benber.
>> So to your point Joe, one of the things I know about commercial construction and would be a concern for me is asbestous remediation as the building was built in 57. If we encounter asbests, there is a very specific process and it will slow
down that renovation dramatically. So, you know, to say it could take 15 years to build a new high school, depending on what's found where, Antonet, to your point, my kids will be long gone from this public school system. So, yeah, considering
expedience, but also cost and the value to the taxpayers and the experience for the children, you know, I'm really grateful to work with a board like this because I think we'll consider all those factors. >> Yeah. Uh just to piggy back off of uh Jaime's comment, um the other thing with
having to deal with asbestous again because of the age of the building, I'm sure it's in there plus other things. And I don't want to freak anyone out. I mean, you know, without as long as you don't disturb it, it'll be fine. >> But what? Yeah. But um if if we're going to do that construction and we're
talking what you said 15 years >> well I based off of the previous it was like eight to 10 year process >> right okay so let's just say 10 years is a nice middle even uh number and I think that's actually being optimistic but
still what that also means um is that we have to guarantee that 10 years worth of high school students are not going to develop any health problems from that as from those exposures as that construction goes on. I can't guarantee that. Um and uh and I do know of some
data that shows that you take a look at high school classes and if they happen to be an old building that underwent renovation, you can actually see meloma spikes late much later on in life, >> which is uh something that we should be uh con considering about, which is a big
thing in favor of a new high school because then you don't have to deal with deal with that. Um, in terms of the timeline that you have here, you end with 12 months raising the existing high school, but the new high school can be used while the old so so we're really
down to six six and a quarter years um in terms of putting the new one in. So that'll save some time, right? >> But you know, it it is important just to note that the impact on the site will be felt for an additional 12 months as the building is removed, new fields or
parking is installed, >> right? um the noise of demoing a building while construction's going on. Um and I mean that's a a big thing too about the renovation. Um there will be
an impact to 10 years of instruction. Uh so you know you're not going to renovate a building and not make any noise. >> Um and you can't do it all second shift. Y so um it's just another thing to talk about and make sure you know we
communicate to the public and so you know there's no surprises. >> Um one one last thing is um uh and this is probably something for the architects as well but are there choices that we can make um to mention the average shelf life of a high school is 50 years. Are there choices that we can make that will
extend that shelf life? Yeah, I I think that needs to be explored and we have to make sure that we're looking at all of those options, whether it's green options, whether it's, you know, certain materials that are used. Um, what are the new technologies? What are the proven
technologies? Maybe new is not the best because not every new technology is proven. >> Um, so it's a chance to be innovative um and you know, make sure that the building lasts more than 50 years. >> Yeah. So, the reason I'm asking that
question is that um I'm there's actually a model that I work off of when I think about, you know, a new high school or what our options are. And that's the high school I went to when I was growing up. Uh Homewood Fostmore High School in Fostmore, Illinois. Um and and where I
grew up, um I've come to learn is freakishly like East Brunswick in so many ways. Um but our high school was built in 1959, just 2 years after uh EBHS was uh was built and um it's so much I mean the
building actually looks uh the old parts look remarkably like our building. I had this huge sense of deja vu when I went to the high school for the first time. I mean even the font on the big bronze plaque that says you know everybody's names when the that that was the same. But the thing is, um, my old high school
is actually still standing and they've added on to it and there's no signs of it falling down even though it is pretty much the same age. And from, uh, what I've learned and, you know, uh, and, um, and also, you know, just my experience growing up in that in that town, um,
there were decisions that were made um, in terms of maintenance and construction uh, that allowed that to happen. And the net result is that, you know, my my high school is, you know, close to 50 years old, but the footprint of it is 35%
larger than it was when I was there. Um, it's in great shape. There are no leaks. Um, and it's uh uh it it's a wonderful place to get get your education. Um, the so so the question is how come Flossmore, Illinois is in that situation
and East Brunswick is is not. Um, so I think like if we're going to do this, we should ask those ask those questions in terms of what can we do so that 50 years from now, the good people of East Brunswick aren't thinking about building a new high school. Instead, they're
enjoying the one that is actually better than when it opens now. >> So, I think just to to be fair to East Brunswick, and I'm a little biased >> because this is my alma mater. >> Um, >> your high school is 50 years old. >> Yeah. Yeah,
>> it was built 2 years after EBHS. >> Yeah. But even within construction, even that makes a a difference in what's available and what's, you know, sustainability changes every day. So, >> um, >> we can't it's comparing apples to oranges even within two years in
construction. It's a very different >> Yeah. And I'm not, you know, looking at C's fault. I'm just looking to make the best decisions possible. >> Yeah. >> Right. >> I think Tim had a question. Then Antoanette and Leo quick question. So, if you move the TCUs, we know that we
have enough space to satisfy classroom needs. Do we have enough space to satisfy cafeteria? Oh, you're already saying no. >> I'm saying no. >> So, how could that actually work? >> But wait, wait, hold on. When we went to
high school, we had out to lunch, Jamie and I. >> Would they would What kind What would that look like for our insurance? >> That's my question. you know that why they fall out so much. Yeah. >> I mean, really, so we we can't fit everybody in a cap. I mean, even spacing it out, we don't have enough room,
obviously, for everybody to come together for like an assembly, >> I would assume. Um, we don't Sorry, no, I keep turning both ways. >> There's not enough room now, right, >> at the high school because the the auditorium seats like 700, >> right? Okay. Right. Right. Right. Okay.
So, just we're just adding more volume to a a a unit that doesn't is not able to accommodate it essentially. Okay. Okay. >> Like you said earlier, this is these are three bad options, but we just have to pick our poison. >> Okay.
>> If any. >> But Joe, how how much did the because I forgot the TCUs. What was the cost? >> The original >> the original cost >> like if we were to, and I'm not saying decisions are being made, but if we were
to purchase a TCU cafeteria, because they do sell those, what what does that look like? It's going to be based off of the size. Um, you know, when we the total project for the TCUs at Churchill, um, it's like 123
million, but that included all the site work and and everything. Um, and it's a lot larger. So, if you build, you know, I I don't know the cost, but you're probably looking I would guess at least $5 million. Um because you're building the struct you're buying the
structure and you know installing where I don't I don't know on the on the site. Um >> so moving the TCUs implies additional costs most likely or changes to protocol in which people can now go out to lunch because we just don't have enough space
for you to eat here, >> right? like something something drastic has to either change or we just have to spend more money uh if we want to go with option one or two. >> But also, you just made me think of something else. We have 9th grade staff now moving there and the parking lot's
not changing. So, where are they going to park? >> So, >> sorry, they didn't change the parking lot at Church Hill when they put in the TCU. >> Just saying. >> Oh, make decisions. Go ahead, Antonet. >> So, 13 million to bring the TCU to the
high school so that the ninth graders could be part of that high school. Whoever is going to be in there will be in there, but just to be there. And then you said it cost $15 million to repair the roof. So, for $28 million, you repair a leaky season. You put the ninth graders in there so we can start getting them part of the high school experience.
and then you don't have to spend $300 million when you're in the middle of a an insane budget crisis across New Jersey. >> So yeah, I I just want to make it clear the the roof was referenced because, you
know, it costs a lot of money to to do a new roof there. There's still other issues with that building, >> right? Um, so if the board decides to, you know, moving the TCUes there and doing uh repairs and whatnot at the
existing structure, there's going to be additional, right? That that fixes the roof, but then what is it next? Um, the building's not fully aironditioned. Um, you know, the >> the space the air condition.
>> Yes. Yeah. >> Um, so you know, I think again if the board decides moving the TCUs, that's what we want to do, and do repairs to the building, we would have to, you know, investigate what what does that
full repair look like? Because if you're going to go to referendum >> um because you're 25 million, that's not a shared service, right? You're going to referendum to make that happen. You're not going to go to referendum for that 25 million, then turn around and say, "Oh, we need another five million to fix
this." So, it has to be a comprehensive plan. >> Quick question about that. Because we don't have the original blueprints to know what the um the pipes and all the um structure under the high school looks like. What What kind of exploratory process would that look like to identify
the structure so we can improve infrastructure? Is there even a way to do that? She's still >> I don't know. I like I you know >> I I I know you don't know everything, Joe. I just I if there's a way to figure
it out, I figure at least you have a direction, but you know, I wanted to go to the every single place in town. Like I wanted and just go into the archives and look because I I >> I don't understand how we can blindly
renovate a structure without knowing the basic blueprints of it. Yeah. >> Um just my two cents. Le you wanted to? >> Yes. >> So I just went through my another two cents to the re renovation.
>> So you guys talk about the asbestos. So for the old buildings building anything before 1978 all the pent contains lid. So we just do the the renovation.
So the dust containing the leads nobody like it as everyone hates it. Additionally because it lasts so long which means our high school students have to learn in a construction zone for a period maybe 10 plus years which
almost one generation of high schoolers. So I personally I'm now going to support the that route to renovate the building which is still not improve solve our fundamental high school construction building issues. So that's not I'm not
going to >> No, but you heard Joe. They're still going to be affected by the construction of the new building because they're right next door. It's right next to it. So you're still going to hear construction. You can't avoid construction >> but still some distance there. You know >> he means exposure. the exposure the so
we have the permanent building structure now if we have to do that way we have to do it one after another one so that that's why we last so long additional the problem we need to find space for the students so
the construction itself generates so much emotional health issues to our students sitting there I don't anticipate any student could learn well enough in the construction zone period.
>> Oh, Anna. >> Yeah. Uh, I was going to say >> that looked like something else. >> I'm sorry. Okay. Uh, could we go back? Um, can you go back to the the picture or the site plan of a potential new high
school? Um, it's the green one. It shows all the fields. Yeah, that one. Okay. So, the potential new building, fourstory new building is all the way over to the far right. Is am
I correct? It's >> the pretty little colors. They look like little Lego blocks or something. Okay. So where that center section is uh because you can see the existing
parking lot that goes by the the um the uh sleigh riding hill, right? That's that's the existing parking lot. So all that area there is the current building. Now my classroom had a beautiful view of
new hammersh going up. There was no problem. There were no safety issues. Um, noise, you know, really. And I mean, my classroom was not airond conditioned, so we had the windows open. The fact
that the the uh new Hammershould was as far away as it was um from old Hammersh it I we all felt perfectly safe. There was there were no um downsides. The only
thing I could say that yeah, the parking got a little iffy because of where the new building was going. Um, but there would be no issue at all moving everybody into a new building, taking down an old building. That that's
there's not going to be, you know, it's not like when they built um the uh the section that went from Church Hill to uh Smith School, right? because I was there and when they were putting that up
and I remember after school, you know, in the gym because there was all his best and everything else. Uh that was a mess. That was a total mess because you were building they were doing that construction
within or right next to the school and so that was totally disruptive. So, doing it like that, if you had a totally new building, that would solve your uh problems with uh any safety concerns
about uh you know, because God knows what's in that. Well, actually, God does know. We know it's asbestous and lead because that's what buildings were built from at that time. It just is. Um because old uh you know when they were
pulling uh parts of Church Hill uh the old gym section Yeah. there was asbestous. I mean that's that's just the way it is. So I feel comfortable um with as far as safety is concerned having it
with this new building. Of course, then you have the nightmare of um you know, this has to be put to a bond referendum and I I'm just going to go there uh because six years ago these decisions were made and I and I'm I don't want to
throw people under the bus. None of us were there. Okay, here I think maybe Leewoo um other than Lee. We were not part of the decisions that went on six years ago for whatever
reason. They started, you know, with the preliminary plans and then it it halted and I don't know why. Um money was spent to put the TCU where they were. Um, so I want to make sure since I now am sitting
here, I want to make sure we do it right this time and we're not going to start something and then be like, "Oopsies, uh, we're going to put this on hold again." No, we need to if we're gonna go go for something and if we decide to go
for a bond referendum, then we need we will move forward because I don't want a replay of what's been going on for the last six years. >> Yeah. Thank you, Anna. Yeah. I don't want to sit here or I don't want to sit out there in six years and have that
board be mad at us. >> Yeah. >> Yeah. What happens, Joe? If it goes to a bond referendum and the community doesn't want to pay $350 million for it, >> then it fails and uh you either can go back out again with
the same exact plan or you can modify the plan. Um >> and that and that extends the time of the school being >> Yes. >> But just remember, every time you do a bond referendum, there is a cost when you do an election. That's what that's
what I was asked. That's why I'm asking how many times you do it. >> November, you know, November there's no cost. All right. Any other time there's a cost to the district for doing an election, >> but there's also a cost for the architect to redesign or come up with different. Right. So, every time we
change it or we eliminate or we add on, that's a cost. >> Unfortunately, yes. There's nothing free um in this world. >> Um let's see. The entire cost doesn't have to be under the bond referendum. There should be alternative sources of
funding that we can draw in. No, >> I mean if if there's state funding, um if there's private funding, whatever if whatever the cost is to the district, the only option for something like this is a bond referendum. There there's not,
you know, we can't pay for it out of our operating. Right. So, >> right. I mean that I mean we know that this would require a bond referendum. I'm just talking about the, you know, the the estimated cost hard cost was about what 325 $350 million, but the
bond referendum doesn't necessarily have to be that entire cost. >> Correct. If there's state funding like you know years ago, then that would be reduce um county. Did are you able to
are you able to find funding given your previous experiences? >> No. >> Not $200 million. >> No, but but some of it something. >> Yeah. I mean there are avenues. Um there
used to be the SDA, >> right? Which >> but there is a county development improvement something. >> Yeah. So there's different options. Um because we do have a debt limit, right? And which if you recall previous audit presentations, uh there's a slide about
that. Um in order to get a not around it as an alternative, if it exceeds that debt limit, you can go through the improvement authority, but that requires um cooperation with the county and also the township. Uh the the issuance cost
is usually higher because you have three four organizations um that are impacted. Um, so it could be, you know, part bond referendum, part going through the improvement authority. Um, but, you
know, there are options, but it's limited. Um, the SDA really doesn't exist as far as our type of school district. If um, Perth Hanboy, New Brunswick, their schools are built and the SDA pays for it. um they control the
project but it's funded through the state. There's not that mechanism. >> Um I was at New Jersey school boards earlier today. One of the sessions was uh with the new commissioner education um and one of the questions by the business administrators were like is
there any plan to make funding available because our facilities are aging and you know we can't afford it. Um and there was no commitment. there was an understanding that yeah, this is an impact along with, you know, special ed costs and rising health benefit costs.
Um, but there's no solution, but at least there was a willingness to listen. So hopefully we can move and get some money. >> So if it's 300, let's say 325, right, and you bring it out to referendum, what how how quickly does that financial
impact affect the community? Do they h do we have to have all 325? >> Yeah. that first year. >> So, we would look at our current bonds and we do have some expiring seven, eight years out. So, you would want to
feather the payments, right? So, maybe in the beginning it would be a lesser amount. Uh, and then as those bonds that we currently have are fully paid off, it would increase. Um, but you're looking at at least a 30-year uh bond issuance
for something this size. is uh you have an option 20, 25, 30. Um so you're looking at 30 years um to pay it off. Uh how that looks each year would have to be part of the the planning.
>> And Joe, just to be clear, because everybody keeps citing the 325, but >> that doesn't include any of the other Yeah. have a soft cost which I think would be about another 150 million to get us to 500 million.
>> Knocking down a building the size of the high school is not going to be, you know, >> a cheap proposition. >> Me and Jamie will go do it. >> I have family that builds schools in Texas. >> Um the company that
>> the company that um the architect that you're working with right now, how many schools have they built? because I did hear from one of the Churchill teachers that the Churchill school um I don't know if it was the elementary school or one part of the Churchill school wasn't
built by somebody who's ever built a school before which is why the building doesn't work. I don't know if that's a rumor but that's what I was told. >> I mean that's way before my time in the >> How many do you know the history of how many schools this architect has built? >> They work in the the school sector. Um,
I do know something this size would be um the largest brand new school that they built, but I mean that to me that's not a concern because not many high schools are being built for 3,000 student. I think that would put us in the top five sizes of high schools in
the the state. Um so yeah they they do have varied varied experience um with additions new buildings you know but this is a significant >> building Hammershel went to referendum.
>> Yes. >> Yes. >> Did it pass the first time? >> Yes it did. Oh not but yeah. >> Did you have something to do? >> Yes I did. >> Oh wow. >> I I raised everyone's taxes. You may still be paying off Hammershell. You're You're welcome. >> So, Hammershold also included
renovations and additions to Lawrence Brook and Central. >> So, it was like $80 million in bonds uh at the time and but we had SDA funding. It was the largest bond referendum >> ever at that time
>> in the state >> in the state >> and um we uh there was money available from the state of New Jersey at that time >> 40%.
>> Yes. And because Okay. because Hammershield was considered a renovation because we saved one uh hallway and built the rest of the new building with the new hallway. We were able to we
qualified for renovation money, not just it wasn't cons. I know it was a little >> interesting. >> Keep a doorway. >> Let's keep the terminal. It it it's just yeah, that's how that's how we ended up with with that getting getting that passed. And it's a matter of selling it
to the community. And if this is something the community wants, then we have to bring it to the people and say you either want it or you don't want it. Vote yes for the bond referendum, vote no. But we can't we
can't just be um sitting here twiddling our thumbs for six years again and not making not making some kind of decision because then we're definitely doing our students uh a disservice.
And um and we will consult with the uh Church Hill and high school principles. I absolutely want to make sure that they're involved in any decisions. um that get made as far as um you know
realigning because we'll be realigning grades again, right? Because we'll be moving the ninth graders up. So we we we will do things differently than what was done six years ago. >> I mean I don't know. I know we said we're not deciding anything tonight, but
I but >> No, no, no, we're not. But I think is anyone have a deferring point of view from we need a new high school or >> I do feel like there's more data to be gathered at this point in time, you know, and and uh which is which is will
be an important part of this process. So, and I look forward to that. I think that that we're off to a really good start and I hear your point. It's got to keep moving um because clearly this is a concern. So, I look forward to that effort. I think Joe, you did a really good job during the budget to let people understand why what where the money was
going and what we needed it for and what we were trying to um preserve. I think you would have to do something like that for this, too. People need to know that obviously everybody knows we need a new high school because it's it's it's not it's it's outdated, but the financial impact
is going to be something that the community needs to understand. So, I think if you can get everyone to understand that part of it, then you probably have more support for that referendum than if you just say we, you know, the desks are only for
right-handed students. We need to spend 500 million. That's not going to go over well. >> Jamie, >> I just want to share that in um I believe it was 2022, Cherry Hill passed a $363 million bond referendum to fund improvements across their 19 schools.
Um, the local share translated to an average property tax increase of approximately $400 for a home assessed at about $226,000 and that was spread over a 20-year bond. The state did contribute 40% of their cost about 113 million. Um, the scope of
the projects included HVAC, security, IT, and new construction. So, there may be funds available. um you know it it's um 100 I believe also uh regional when they did their tech wing that was over
80,000 square feet as well. I believe they received subsidies as well from the state. So I'd be interested to see what's available over time and I know you guys have a good pulse on that. >> So can I Oh go ahead. >> I'm so sorry. I just if we do pull this off, I do think a bronze statue of Joe
at the front entrance would probably be an appropriate uh step. I just want to add that in. >> Not with our taxpayer money though. >> Go. >> Um so I think a reasonable recommendation
is collect more information and not in the June 18 meeting but probably in the July meeting if we have some of that to share. Would that be >> one of the whenever Joe talks to them. >> So, you know, we wanted to to do this
first and then see where we wanted to go. I can uh talk to the architects and see their availability for a July or August meeting. So, >> yeah. >> Okay. >> Yeah. But I think um I think this should be included in like every meeting moving
forward until a decision is reached so that you know unless we need to call another special meeting. >> Yeah. Yeah, >> just so that we don't like to Anna's point so that we don't fall asleep on this for you know it's
>> I agree before we know it will be back in budget >> abs oh that okay absolutely guys I'm I've been requested to change things up on the agenda really quick so I'm going to uh ask for a motion to move a Human
Resources item one. >> Move >> Jamie then Wilbur discussion. >> Jamie. >> May I? >> Yeah. >> Or do you want to wait till after we vote? >> I was just going to give you like a a
preview. >> Yeah. Yeah. >> So that that way you vote >> informed. Informed. As you know, um Kristen Chay is retiring in August and um and so
um Miss Tibbitz and her team and um and I were able to interview several candidates for the position of director of secondary education. And um we had quite what was it?
How many? Eight. I want to say 18 viable candidates for this position. >> 36 applicants. >> 36 applicants >> and then have that brought in. I think the number is 10. >> Okay. And um I'm pleased to say Jamie
Richardson, Jamie Richardson over there, hi Jamie, >> was um came out on top and um is before you today for a vote to be our next director of secondary education. Now
Jamie has varied um deep experiences. Um she would be um she's right now the director of um curriculum instruction in um Pamboy as as well as other positions
that she has been interning for and for fun Joe she has uh her BART >> just just saying >> there's plenty of work >> she's also held uh she's been like in
term we she said I think the day we um did a second round interview um working on my ex I was like oh extraordinary because that too special ed she's very much um um familiar with and has held that um position so it brings me a great
deal of confidence to put before you for a vote um Jamie Richardson for our next to be our next director of secondary for education. >> Jamie, you can wave. >> Hi, Jamie. Okay, discussion.
All right, so this is a roll call vote. >> Anna Brown, >> yes. >> Timothy Cummings, >> yes. >> Anthony, >> yes. >> Jamie Falco, >> yes. >> Lewis Figurero, >> yes. >> Lori Herrick, >> yes. >> Lee Wuhong, >> yes. >> Wilbur, hope.
>> Um, >> yes. >> And welcome, >> uh, Maryanne Tenn. Yes. Motion carries. Welcome Jamie. >> Okay. >> No, of course. No. No. >> We don't usually make you work this
late. >> Mhm. >> Oh. >> All right. >> You might want to stick around for this test presentation then. Yes. >> Oh, >> I love it. I'm here for it. Um, anything
else on capital projects before we let Joe off the hook? >> Tim, you good? >> Yeah. Thank you, Joe. >> Okay, >> you did a great job. >> Okay, >> nice job. >> Thanks, Tim. >> There's room for improvement. >> Ju, just so everybody knows, Tim has
been asking about this since January. So, um, he's he's I appreciate your passion and excitement. It's it's it's an interesting project. I think that as we need to continue to keep this in front of us, I do think that it would probably make sense to form some sort of task force or subcommittee that could
really focus in on this specifically um and not just include members at this uh sitting here. I think that that would probably behoove us as a community. So, I'll add that in. >> Absolutely. >> Yeah. Okay. All right. So, we're moving on to a presentation on ILA grades 3 to
eight. >> Yes, Dr. I have a nice update for you on our um language arts program. Um so um next slide. We will be conducting a a phased roll out here. In September, as
you know, we're going to be implementing K to 2 and that's already in progress. Next September we will be moving into grades three through five and the following September we will have a full K to8 um implementation.
Quickly I know we've talked about K to2 um we're looking at implementing across all of our classrooms. This will provide our students with the high quality consistent core literacy instruction in all of our K to2 classrooms throughout
the district. Moving into our three through six, the students who are in grades 3 through five who participated in the CKLA pilot will continue with the program for our um K to4 elementary schools. There are
only two schools involved. That's Warren Ster and Lawrenbrook. And then um our students going up to Hammershield. So those three principles will be notifying the parents of the students in the next couple of weeks.
Um the students who are coming into Hammershold uh we um have been consulting with the team at Hammershold the uh administrative team and they don't anticipate any majoring major scheduling impacts for the students especially the sixth grade students who
now will have the dual elective option. And then moving into the um the sixth grade teachers who are piloting the program currently will continue using CKLA and to prepare for future implementation. The seventh and eighth
grade teachers will be visiting those classrooms conducting observations and collaboratively um planning and planning for the future. And just to note that the Amplify ELA program is um a middle school program is
for sixth through 8th grade and it's not very different than what the students are doing currently at Churchill in seventh and eighth grade with the class novels and the book clubs. >> Sorry Dr. B, you said that program is called core novels. >> Um no it's called Amplify is the
company. >> No no the the for six to eight current >> it's called ELA. >> Okay. and CKLA for the >> No, CK. Yeah. Okay. ELA. >> Um we're very thankful to the board and and the superintendent um for bringing
the instructional coach position um back for our K to2 um implementation. This um individual will be providing job embedded coaching during the school day modeling and coaching in the classrooms. And this again will ensure the fidelity
of the implementation and that consistency across the the classrooms. Additional supports that we are putting in place to support the implementation. Um you can see here on the screen uh planning and support meetings, the grade
level and department and staff meeting time, um ongoing PD. We're going to be looking at a program that Dr. Mammon has experience with called Ed Webb. um the regular classroom walkthroughs with the CKLA look fors and that targeted
feedback and coaching being provided and those um coaching conversations as well as um ongoing collaboration with all stakeholders involved. As far as the data, um all of these pieces are aligned to assess the uh
student learning standards. Um, in regards to the dibbles, any student who is in the red or yellow will be progress monitored. The CKLA program um has skills and um knowledge unit assessments
at the end of each unit. And in seventh and eighth grade, um those teachers will continue uh their assessment practices. They currently have common assessments, midterms, finals. So, looking at next steps,
our teachers um will be starting training next week. The teacher um materials have arrived and they'll be distributed to our teachers next week. Some of the student materials have already arrived as well and we will be planning to get them out into the
classrooms throughout the summer. Uh questions. >> Yeah. Oh, anybody questions? Wilbur. >> Yeah. Thanks for that. Um can you give u more details about the uh training for the grade seven and eight teachers as to
like how many hours or times do they? >> Well, next year they're they're not they're not adopting next year. So, they will be coming into the sixth grade classrooms. The sixth grade teachers who have piloted this year will be like model classrooms and they'll be the lead teachers. So those seventh and eighth
grade teachers can come and observe and talk with the teachers and understand more about the program as they begin planning for the future implementation. >> Right. And so so how many times would they be doing this or is it like a one time a year? We're working on creating a schedule that they could come at least
quarterly um to come visit the their colleagues and then to spend that time talking to them afterwards. >> Okay. Um and then uh with the instructional uh coaches just want to clarify something. Does the coaching extend to the upper grades as time goes
on because the slide said it was for K to2 teachers. So but I would assume that >> that position will >> ensure that fidelity of implementation. So as the uh phases go through that person will move up in grades. Yes. >> Okay. And then um how many um you know
like what sort of contact can we expect for um say first grade teacher next year in terms of um meeting or engaging with the instructional coach. >> Um well she will be ensuring that everyone is implementing the program
correctly and effectively and after that it'll be an as a needs basis. >> Okay. Thanks. >> So I have a question around the the student data and effectiveness. Uh the third to last slide, Karen.
>> Uh yes. Yes. So the progress monitoring for at risk students, what does that actually look like? >> Um regarding the dibbles. >> Yeah. >> So the the program >> yellow and red. >> Yes. students who are not on benchmark
um currently um they're being progress monitored but next year we will be ensuring that all students not on benchmark will be progress monitored using that progress monitoring tool in the dibbles >> so is that the same thing like once in the fall and once once in
>> no the assessment will still be given three times a year okay >> but there's a tool in there to progress monitor students who are not meeting benchmark >> and that will be >> uh I I'm not sure. I think it's every six weeks. >> I I'll have to ask.
>> And when they're progress monitoring them, are they looking for them to just improve or to actually get to grade level? >> I mean, the goal is to get to grade level. >> Is there a plan on how to get them there? Whatever's uncovered in the diagnostic
is teachers are teaching to that and the reading specialist is working on providing um interventions to help the students close those gaps and move towards grade level. >> Okay. Um that's that's it.
>> Thank you Dr. Bully. Um if we can go to I don't know what slide number this is. Um students in grades three to five who participated in the pilot classrooms will continue with the program. >> Yes. >> So I know that when you when I had asked you that question in last meeting about the K through2 students and you said only two schools >> Yes.
>> were going to be impacted by that. >> Yes. >> Um which schools for especially for the fifth graders for fifth and sixth which uh for the fifth graders I mean the incoming fifth which schools had the CKLA that would be going into >> Lauren Stuffer and Lawrence Brookke. >> Okay. So would is it safe to say that
those students will be in the same classes together in Hammershield? >> Um it's not safe to say that but it they'll be with the teacher who's teaching CKLA. >> So then all of the fifth graders will be exposed to CKLA and not just the students then.
>> No, the students who have had CKLA in fourth grade going to Hammershold in fifth grade will have a teacher doing the they'll be having the same program. >> They're getting looped in. It's called looping. So they're just looping in just those kids. The rest of the fifth grade is getting what they have now, which is
uh what is it called? >> Units of study. >> Units of study. Yeah. >> Okay. No, I'm I'm just curious how so then >> stay together. >> So they're going to stay together. So then >> a little bit of that. >> Well, not necessarily at Hammershield. Um they they'll be with a teacher who's using CKLA.
>> So for ILA they'll be with that teacher, but other courses they'll have other students in their classrooms. Um, no. What I'm saying is they'll if so the students in Warren Stuffer who are in second grade going into third grade will be staying together to go to that
teacher that I remember. >> But all of these students coming out of Warren Stuffer and Lawrenburg going to Hammershold may not be with their home class. >> Not with their home, but they will so it'll be only those so in their ILA class only students who have had CKLA
will be so they will all be together still. Okay. >> Yes. Anybody else? >> The principal should be reaching out to the parents in the next couple of weeks. >> So, are they asking the parents if they want their kids >> there? There will be an opt out option. Yes.
>> Okay. So, they could be in the pilot now and if the parents say we don't want >> the parent does not want study. Yes. >> The reason why I'm asking is I'm just woring I'm wondering about scheduling. So, for example, if these students are in this program and then they take band for example, but then band doesn't fall
into that scheduling, will the parents be aware of that when they're offered this? >> They will. I um connected with the team at Hammershell today and they don't anticipate scheduling imple imple implementations uh implications, sorry. Okay. >> Um regarding this.
>> Okay. All right. >> So, that's good news. >> Lori, any did you have a question? Oh. Anybody else? >> Anybody else on this? Okay. And uh Dr.
Bully, when's the next time you anticipate a presentation to the board on progress? Um we definitely are doing quarterly updates next school year. As we discussed, um I know we talked about the
Dibbles data at the next board meeting. Uh the closing date for assessment is the day of the board meeting. So, we'll have to figure that out. >> Okay. >> Okay. >> Anybody else? Leo, did you want to say something? Oh,
>> okay. I think we're we're good. All right. So, we're 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 B 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, announce your name, your address, and your group affiliation if applicable and you will have three
minutes. Is there anyone wishing to address the board? >> Hi, good evening everyone. >> Hi Maggie. Um, and I will say I apologize in advance if there's some anger in my voice. >> Um, while facilities are important, we have Maggie name George's Garfield
Avenue in East Brunswick, New Jersey. I am so sorry. Um, while facilities are important, I'm very excited for new high school. We have a bigger problem that hasn't been addressed, which is the reading program. I have been advocating for my daughter since November regarding her reading development. I came here, I talked to you guys, I got some
attention. She scored below benchmark in dibbles in September. remained at benchmark for a year and despise repeated concerns. Okay, progress monitoring only began after February. Okay, after months of conversation, I talked to lots of people. Okay, yesterday I met with the reading
specialist on June 4th. June 4th. I've been talking since when? Since fall. Okay. Three assessments confirmed that she has a phonics skill problem. She has a phonics uh deficit. her phonics skills are first grade, my third grader who I've been advocating for since the fall.
Okay. What concerns me the most that these assessments were not administered until May 22nd. Okay. And when I asked why haven't these assessments been done, she said they're not typically admin. Funex is not usually assessed after 2 grade and that this assessment was only
given because a supervisor told her. Okay. And then I I just couldn't understand h how do how how is it when Dibble said that there was a decoding problem that phonics wasn't immediately uh assessed. Okay, this presentation
was unacceptable for literacy. Unacceptable monitoring. They've been monitoring her all year long. Who is accountable for the fact that she's still at the same percentile as September? Who's accountable? She's one girl I have brought multiple attentions to. I have brought this to every level.
Every level. I've gone through the whole ladder. And yet she's still at the same percentile. Who's held accountable for that? Okay. Now, this is just one girl. Okay. How many in the district have bel have
below benchmark in September and continue below benchmark mid year? How many has that been has been actually been shared? Well, I know there was a 36% um data that, you know, students are not at grade level. Okay, this is unacceptable. It's unacceptable. My
third grader who's going to fourth is at a first grade phonics level. And we've been talking, guys. Hey guys, you know, don't worry. Everything's going to be fine. Don't worry, she's doing well. Don't worry. Okay. No, there is a problem. Okay. And these assessments confirmed it and they weren't given. Why
weren't they given earlier on? So don't tell me we're going to monitor monitor kids. That is not enough. What are the interventions and what are the goals? Are they going to meet that? And if they're not meeting those benchmarks, the goals, who's going to be held accountable? Because someone has to be held accountable. This is unacceptable
and I'm so sorry. Thank you so much. >> Thanks, Maggie. >> Jack Levit for Springfield Road. Um, I want to start by congratulating you guys. Where you started at the beginning of the year to where you've come has been a herculan task. You went from
being disorganized with infighting to a cohesive, productive, engaged board that makes great decisions and that's earned the community's trust. Congratulations on that. That's no easy feat. I believe it was able to happen because the community selected members of the board
they trust would represent all the students in our schools regardless of race, religion, neurodiversity, political affiliation, etc. Um that means that as board members you
need to abstain from a lot of behaviors. um endorsing political candidates, posting signs for candidates, being seen on social media with candidates, showing outward support at cultural events, etc. Regardless of what your private beliefs are,
I'm concerned that some of this trust may be coming into jeopardy. Without going into details, there have been recent posts on social media that have caused concern for members of the community that there are board members who in showing political support have made the comm other community members
question their objectivity. Unlike most elective offices, elected offices, the board of education is not political and it's critical that any board members um keep their private beliefs to themselves. As I said, it causes members
of the community to question their trust, and I happen to be one of them, and I don't like saying that. Board members, if it's important enough to advocate for some groups over others, or to not show support for certain cultures, maybe being on the board of education is not
the best place for you to be serving your community. Thank you. >> Thanks, Jack. Anyone else wishing to address the board? Going once, going twice. Public comment is closed. Dr. Bully, are assessments
being uh looked at? >> Yes. >> Okay. So, um, what we just heard, what, you know, was there a lag or a gap in time for when certain assessments were looked at from
>> the beginning? >> I'm really not comfortable speaking about an individual student. >> Yeah. No, I'm asking in general, not for a specific situation, but because this was a a new screener, was there a lag in time? Why you know were the assessments
>> the reading specialists have a plan for every student that they work with. They understand what the goals that are that the students are working on and what the interventions are that match that student's need and they continuously progress monitor whether they're using this individual tool or they're using a
different tool. They're always progress monitoring and ensuring that the child is learning and growing. >> Okay. So when the screener was done in September, the data was looked at across the board for everybody and assessments were done at that time to ensure what
students needed and then again in January. >> Yes. And all throughout there, the reading specialists are looking at >> you from the audience. >> The reading specialists are constantly monitoring student growth. >> Okay. Is there a like a timeline of how
often they're looking at student growth or you know like even with this presentation? That was my question. So when they see that something isn't going well, you said they're going to look at it every six weeks. So has that been the case for what we currently have as well
or is this going to be something newly implemented? >> This will be more standardized next year as we move into the new program. But what's currently happening is they are currently ongoing assessing students and they of course are looking at student
data as they're as they're gathering it. It's an ongoing process. >> I know. But ongoing how frequently like once a week, once a month. >> It depends on the tool and it depends on the intervention and it depends on the the data that they're looking at. >> Okay. But there's a set there's a set
metric of how frequently it's looked at. >> Yes. >> Okay. And can the board see what that metric is? Certainly. >> Okay. Um, if we can have that in an email. >> Sure. >> Absolutely. >> Thanks. >> Okay. >> Memo for tomorrow. Thank you.
>> Yep. All right. All right. Um, if it's okay with the board, I will motion to move the rest of the or I will ask for a motion to move the rest of the agenda forward. >> Move. >> Second. So, Wilbur and the whole agenda,
the rest of the agenda. and Jamie. Okay. So, is anyone confused on that? No. Okay. Any discussion? So, that would include board of education, business and support operations, and we already did human resources. So, just those two.
>> Any discussion? >> I have one uh yeah uh one question on the um item to revise the uh school calendar. Um uh can we get a reminder of what the language used to look like um with the uh propos before the proposed
changed? >> It says here um a revision is as follows. If zero or one emergency closing date is used by April 26th, April 30th, 2027 will be a non-school date for students and 10 month staff. I just wanted a reminder as to what it used to look like.
>> It wasn't April 30th. >> It wasn't April 30th. The language is the same as the date. >> Okay, >> that's been great. >> That's been um >> changed. >> Okay, >> that's all. >> That's good. Thanks. >> Any other discussion?
>> Okay. All right. So, I guess this is a voice vote. Yeah. All in favor? >> I opposed. Abstensions. Motion carries. Okay. All right. So, we are on to committee reports, information items,
and for the good of the cause for the board. We'll start with Anna. >> Uh, just we're in the middle of or almost nearing the end now of concert season, and I just wanted to give a shout out to the the teachers at Hughes. I was at the Hughes band concert and
then the Hughes orchestra concert. And it was amazing to see over 500 kids, uh, you know, between the two groups. and uh the orchestra in particular, you know, from one side of the stage to the
other and just how proud I am of those kids. And it it brought me back to myself being in fifth grade and uh how playing an instrument affected the course of my entire life. And so I'm
just so happy that we're able to to offer these kind of classes like band orchestra and chorus um to our students. And the administrator um last night mentioned that for next year 2,266
kids are signed up for perform performance ensembles. Now I think there's that's more kids than are at the high school. So, I mean it it it's um it's just a beautiful thing. >> So, give that out. And then um if you
haven't been to the library um lately, make sure that you go to to see the uh art exhibit. And of course, it's combined with music. So, it's just a beautiful u thing to see. >> Awesome. It sounds like we're going to
need an even bigger auditorium. >> Yeah. >> Thanks, Hannah. Okay. So, um on May 26th, we had a subcommittee curriculum meeting to discuss several instructional topics. Um some of those included what Dr. Bolley
reviewed as part of the CKLA curriculum. We also discussed assessment practices which included the return of assessments, the timing and distribution of multiple assessments within the same day. So students uh voicing concerns
about having testing for three subjects or two subjects within the same day. Um there's also questions regarding the purpose and effectiveness of midterms and finals. We discussed block scheduling
uh with discussions surrounding both its instructional benefits and challenges. Um, so benefits included things such as students having more time for homework, um, having an extra day between some of
their classes. Um, and then also though, um, block scheduling, the time is really long. It's a long time for them to be in the same classroom. Um sometimes there's uh if they have a test or something,
they're still there in that class for a long period of time sitting with um I don't want to say nothing to do but know with nothing to do or not able to move on. Um so yeah, there is discussions about pacing engagement and as well as student absence. So if a student is
absence is absent for one class that's 80 minutes, they're missing a lot of instructional time. Um but across all topics, the committee emphasized the need for continued information gathering, stakeholder feedback and further discussions um before any
decisions could be made. Um these topics will remain under review at f future meetings. We also kind of talked about how as a district we address test taking, time management, helping students manage stress, how we support our students, and that we have to
provide more opportunities for teacher collaboration because we've realized through um getting rid or taking away from some professional development opportunities. We've taken away the opportunities for teachers to talk and collaborate about what's working in
their classrooms. Um consistency throughout classrooms. And so um we're like to offer you know to find ways to enhance teacher collaboration. Uh we will meet again in June to continue discussion on some of those topics as
well as um moving on to other topics such as student device usage and uh transition between grades. Um for some of these subjects such as the midterms and finals, block scheduling, um a lot of the data or information that
we're getting is coming out of focus groups that are being conducted at the high school level. Um they are consisted of administrators, teachers, students, and so um they're kind of and parents. Yes, thank you. And so they're kind of
getting all that feedback to try to have like be really um beginning discussions about um just kind of talk how do we handle some of this? How do we look forward? Um what does the future look like when we talk about what our
classroom structure looks like? Our expectations of students are midterms and finals benefiting our students. Um and so um I look forward to those continued discussions and the engagement
um that has been uh developed over time at the curriculum meetings as a whole, our subcommittee meetings. And so I'm really proud of the work um and the discussions that we're having. And then I also do want to acknowledge um Kayn
Deruse who is our rep um to the New Jersey State Board of Education this year. Um and yesterday was her last meeting that she served at and um there was like a ceremonial resolution um passed in her honor um where the board
addressed her dedication and commitment and I know from talking in the past to President Goldberg from the New Jersey to um like board of education how proud she's been of Kayn and the um dedication that she's had and her um enthusiasm for
providing information. And then I remember that one of the talks that she did give was on block scheduling. So I think we'll have to invite her to a curriculum committee meeting. Um but I also just want to acknowledge because I think it's important to know and maybe have her come and talk to the board
about her experience on being on a state board. Um because I do think it's important to acknowledge that we've had a student like that has sat at that level and been part of that um wonderful experience. So that's it. I think she's actually taking over for Jane and she's
gonna you see her at June 18th. You you the board actually has >> then we have more than enough time to talk over. >> Can I can I ask a question? Um you you mentioned that the high school has focus groups talk what about Churchill because
Churchill can Can you >> Yeah, Mr. Hannis, I don't know. He wasn't at our meeting so I don't know. I don't know what kind of stuff he's done so far. >> All right. Well, I'm hoping >> No, Mr. Hannes is looking at um scheduling as well and he has a stakeholder group. I that I can confirm.
This work has been going >> we've been doing this. >> Okay. Just want to make sure because >> it's 712. >> Yes. >> Jamie Jamie will take over. >> Yeah. Cuz um you know uh being a former Church Hill teacher, we were kind of
like the redhaired stepchild uh would get left out of discussions. >> Yeah. We don't want anybody to feel that way. >> We're inclusive. >> Yes, we don't want >> any We're very I'm very glad to hear that. >> Yeah, he just was not at at this meeting. But yes,
>> thank you, Lori. >> Sweet. >> Lori, you've been busy. >> Lor's been very busy. >> Very busy. Um, real quick, the You all remember how I kept talking about the repair cafe, >> right? I kept saying, "Oh, it's coming up. It's coming up." And then it got totally snowed out by two blizzards. Like, this was like back in the winter
time. So, guess what? >> It's coming back. It's coming back. Now, you know there's going to be a storm on Sunday, right? No. >> No. So, this Sunday, Repair Cafe uh at the library. I really do encourage everybody to to try to get out there if you can. Uh this is a a partner project with the library and the sustainability,
the environmental committee. Uh just a bunch of great folks who are doing awesome stuff. So, that's from 1 to 4 at the library. I just want to share that and encourage the community to attend. Thank you. >> Thanks, Tim. Wilbur. So um uh so since the last board of uh
ED meeting um I did attend a meeting of the cable advisory uh committee. Um that that that was actually much more interesting than I than I thought it was going to be. Um uh a couple uh things that came out of it. One is that Optimum
is actually coming to town. Uh so we find we'll actually have some more choice in terms of uh uh cable internet uh uh services. We spend some time talking about that. Um, I got some information on uh on the process for uh
uh for operating and getting the licenses to run drones. Um, because remember at the last board of ed meeting uh we voted on a uh on a uh thing to get that picture of the Churchill kids doing 250, right?
>> Yeah. Apparently the u barrier to injury to um having uh a drone uh and being able to operate that is a lot lower than I thought it might be. So it might be something that we could look into just you know doing doing that inhouse. Uh so that that came to mind. Um I also went
to the um senior center for the community uh on aging uh um meeting there. Uh that was um it was a good meeting uh good talking to those uh to their uh to those folks. Uh there's not going to be much interaction with our students in the senior center over the
summer, of course, but uh we talked about, you know, potentially seeing what we might be able to uh do to increase that interaction in the fall. Um and then finally, um you know, speaking of concerts, um uh one of the concerts I went to, uh was the um uh EBHS chorus
concert. Um and that was uh uh really terrific because um Mr. uh Adam Good uh who uh and teaches that program um is actually moving uh on to Michigan State University because he got accepted into the doctoral uh program uh there. So
terrific for him, big loss for us. Um he taught both of my um boys uh they both participated in the coral program and um they continued singing uh afterwards. Uh my older son um actually joined the uh cor uh coral program at
TCJ and one of the things he got to do from that was to uh sing at Kiml Hall with the Philadelphia Orchestra uh providing a live soundtrack to Home Alone. And my younger son just got back from uh Portugal in Spain because he was
able to use that experience and audition for and got into the Ruters Glee Club and they just came back from a a singing tour of those two um uh countries. Um but the big thing that really impressed me about Mr. Good um is that uh it's not
that the students just love the coral program and and and that they um have this great experience and go on. they come back um to to chorus concerts um and they come back in a way that I haven't I'm hardressed to think of a
similar thing um elsewhere in the uh uh activities that the that the students do. It's not that they never come back but uh there's kind of a intensity of um and joy in coming back to see uh the course program that they participated
in. I think that's a lot of credit to um Mr. Gooden and uh and how he's benefited our students over the past um eight years I think he's been here. Yeah. So I could be wrong on that but yeah I just wanted to uh mention that. Thanks.
>> Thanks Wilbur Lew. >> So on May 18th the negotiation we had great meeting with EA. I want to thank >> Dr. my Dr. Tatanius and my team member
Anthony and W for the great job you guys did. So you guys contribution, you guys knowledge and experience make this negotiation a lot easier. But very important I want to thank all the teachers the EBA
for everything you did and you will do for our student for this community. Without your contribution, this school district will not be as good as we are now. So, thank you very much. So, on
March 20th, Middle Sex County School Board Association had a meeting. At that meeting, our uh Lieutenant Governor gave very good speech. But very most important at the meeting Anna Wber and
Jimmy received their new schoolboard certificate. Congratulations. I have been I have been saying that you know while on whether we are elected there are a lot of things we need to learn
while we're advocate we still keep learning that will help us to be a good representative for our community to advocate for our children and lastly and I was appointed to NJSBA
committee finance committee I will make sure I will use this position >> to get more money and reflect the local school district's finance stress to the state level. Let them know, you know,
we're not negotiate. When I talked to the uh uh lieutenant governor, I told him, "We need new high school and we need keep good teachers at position and you need to come up with more money." >> I told him s we need
>> more money. and and very important as investment to school is very fundamental things the government state level municipal must do because this is the future of of our country it's not just
individual person this is the national level we have to invest more money for education so I will make sure I whenever I have a chance to meet people in Trenton I will let them spending investment to education is for
future. It's not for making money now. It's for the money the future. So that's the job I kept in my heart. >> Thanks and congrats >> Jamie >> to quote a wise philosopher. Thanks for
noticing me. >> Um so I want to thank everyone that came out to the unity walk. It was the 10th annual Unity Walk for the East Brunswick Human Relations Council. Shout out to Dr. Tanyas's daughter who won a poster
contest. It was really wonderful to have students there. Um, speaking of which, we are still accepting student liaison for the human relations council. Anyone um rising into grade 9 through 12 is welcome to speak with a guidance
counselor. Um, we would love to hear from you. We are looking to get at least three students per grade. Um it's great on a college resume, great to meet your neighbors, and just a great opportunity to be part of our wonderful community. Um I also want to thank everyone who attended the first um Jewish American
Heritage Month celebration at the library this past Sunday. Um I want to let you guys know about the repair cafe, which was already mentioned. Um, and then the Sunday after that, AAPI, excuse me, is hosting a family craft
event. It's a dragonboat festival from 2:30 to 3:30 at the library. That's June 14th. Um, and then the East Brunswick Astronomy Club um just received its nonprofit indication. They are looking for
members. Um, there is an event coming up at the library. It's hybrid um on Zoom on Thursday um 6:18 26 June 18th at 7:30 p.m. It is an event um regarding some really neat
space stuff and I lost it. It's a little above my uh pay grade, but um it looked really interesting and the people I know that are in the astronomy club are are really wonderful. So, I invite everyone in the community. It's open to everyone in the community. Um, and then lastly,
wishing all of my friends and neighbors happy Pride Month. >> Thanks, Jamie Lou. >> Okay, just a quick shout out to um and I I think Anna and both Wilbur had mentioned already um the Churchill and uh the high school choirs. Uh fantastic
programs. Um it's it's great to see them early in the year and then see how well they progress. uh unbelievable the amount of students, the parents, the support, it's just outstanding. Uh we are absolutely going to miss uh Mr. Good. We wish him all the best in his
endeavors in Michigan and uh maybe someday we'll see him back. Um I also just want to mention the uh spring sports as Antuinette said earlier um are starting to wind down now, pretty much uh completed. Um, and thank all of the
parents, um, you know, all of the students and the community for all that they do to help support our student athletes, uh, Mr. Malta, his team, the administrations at the high school and at Churchill. Um, it's just great to see them, all the kids together at the end
of the year and congratulating each other on awards or just the fact that they participated and talking about next year again. certain things like our our uh activities, our our um our choirs, our bands, our athletics give people
purpose. And as I think Antonet mentioned it earlier too, we have people who just come out in the community, have no kids in the system that just want to see our kids either perform on stage or on the field or, you know, or on the court. So, um just outstanding. Um, and
again, uh, shout out to to to all those athletes who are finishing up their seasons and, uh, you know, hopefully they all continue on and again, great job with our choirs. So, continued success. Thank you. >> Thanks, L. >> Hi. >> Before I excite you with what's going on
in Trenton, I really want to give a huge shout out to um, the Frost School for inviting the board to their courtyard end of the year courtyard celebration. It was my favorite thing I've ever been a part of. Um, Miss Kim and Miss Pisano are the chairs of the courtyard
committee at uh, club and there's 28 students currently enrolled in that. So, that shows you how how much it's part of their school community. And uh, to the principal, Dr. Delgado, she's one of my faves. She really is like a big mama bear to all those students and to her
staff. There were so many cool things that happened. So, I don't want to talk too much because it's getting late, but my favorite part was seeing Jack, is you still here? Hi. What the EBF grant was able to accomplish in that courtyard. If you um ever get a chance
to see it, it's really amazing. They dedicated a bird watching area to an old PTA president, >> board president, >> board president, and invited her family there. And then my favorite part was Miss Ko, right? Her name is Miss Ko, the
art teacher. >> She created a a mural of this inside this inside the building with a TV, live TV that would show them what the video camera shows for the birds that are feeding outside. And she created two mini murals for the families to have
since they can't visit that area often. It was the most beautiful thing I ever saw. The gym teacher dancing. But my most favorite part, right, the gym teacher was funny. The my most favorite part was when Miss Kim and Miss Pisano turned around and thanked their PTA for
everything that they do for them and had every single student singing and dancing a remix song for the PTA. There's really nothing like knowing you're appreciated by your administration and the teachers, but going that extra that was definitely
more than extra step, but going that far as to have the students learning an entire new song and dance and perform it for them really shows how how how much love is in that building. She had me thinking I should probably have another kid so I could send them to France
>> or maybe you'd have to move unless we redistrict. >> We can't. I have to move. Um, but it was really amazing. So, now to excite you. So, thank you again for inviting me. Always invite me to stuff like that because that really gives reminds me of why I'm doing this. Um, because seeing all those kids enjoying themselves was
really great. Now, to excite you with legislative stuff. Um, so the Senate passed this, which I believe we already do in this district, but now you have to do it in this district. Uh, the bill's number is 71340. It requires the commissioner of education along with the commissioner of
health to develop and distribute guidance to public schools concerning the accommodations for students who are fasting for religious or medical reasons. Guidance includes recommendations for scheduling considerations, flexibility, differentiated instruction, alternative educational activities for gym exams,
and other school activities, which again I think we already do it, but now you have to do it. >> Um, the Senate Education Committee met this June 1st. I was originally going to tell you about some bills that had um been discussed in between our last meeting
and now, but I wanted to discuss these because I try to bring things here that are going to have financial impact at some point to to us. One of the bills is uh S3715 and the sponsors are Senator Timberlake and Senator Mcnite.
This this would require so these are consequences for bias related conduct. they are this they want this to be a separate uh consequence than a hip. They find that this specific area requires its own lane. Um they would require a
student to deter uh determined by a school district to have committed any bias incident on school property, any school function or school bus to meet with a district's mental health care professional once a week for a minimum of nine months. This would
require a school to district to employ at least one mental health care professional with expertise in student counseling and training in bias, racial equity, and culture and competence. Specifically for this, um, it also requires a school district to place a
student in an alternative educational program if the student's parent or guardian refuses to consent to the weekly mental health um, meetings. a stu this is this is this is there's more there's more >> anything on the funding for
>> the second thing it's a student who is a repeat offender so let's say they complete the nine months and then they can they do another bias incident mind you there's no place in this legislative verbiage for age so you could be in first grade and this this will this will
apply to you student who's a repeat offender which means you've done it another time after your u therapy sessions have completed will be asked to um I have to laugh because I can't
to place the student in an outside learning environment outside of the school district. Um the the bill would require the district to develop fi racial and bias intervention plan and report a bias incident to the department of education within 72 hours of the
reported in uh incident. So, there were three yes votes. One person didn't vote and one person abstained. They didn't give their reasoning why, so I can't tell you why they didn't. I wanted to reach out to them, but there was not enough time in between. Um, it's been referred out of the education committee
to the Senate Budget and Appropriations, and Senator Gopal advised the people who spoke in opposition to it to connect with the senator to get their ducks in line. So, there were people who were obviously oppos. the NJA was had
concerns about sending students outside of the school, especially if the student has an IEP. How do you accommodate that? Um, the director of governor relations for principles and supervisors was opposed to it as written. She gave
multiple examples of how race uh bias is already um approached in a way that controls the situation. the the sponsor of the bill was giving examples of what happened in her district and what happened in
Florida and all these uh examples of why she thinks this bill is important and she said that she wants to prevent peop she wants to nip it in the bud pretty much she wants to prevent this from happening when these uh children get away with it and then they do these same behaviors as adults and then they're
removed from their jobs or well wherever they are and then there was the NJSBA was obviously in opposition of it uh because there's a shortage of counselors across all school districts and the the strict standard for out of district placements. There's already very few
options out there and and this would just overburden the um the that that system. And then no one really spoke about that. The entire bill has nothing to do no support
for the actual targeted student. So the student who experienced this bias, there's no mental health uh for them in this bill. there's no um therapy for this bill that so the the therapist that we would be required to pay for for this specific incident does not address the
student who was hurt. So um as this bill develops, I will update you on that. But I thought that that was something that definitely needed to be discussed here because the financial impact would obviously be be a lot especially for out of district placement because you're going to have to pay for that.
>> Yeah. Um, then there was another bill that they were discussing which I thought was interesting because I don't know if we do that here and why is why I want to bring it up because there was a lot but I'm just going to talk about stuff here. It was uh S2912 and what they would do is they would
require the state board of education to adopt New Jersey student learning standards in social studies for 12th graders pertaining to voting and instruction on voting and incorporate that into the curriculum. So, the importance of voting, voter registration, how to vote, and um do we
do that already here? >> Yes. >> Yes. >> Okay. So, then you don't have to worry about that. >> Civics, whatever. >> And uh that that I'm not going to bore you anymore because those are the ones that really stood out to me. But I just want to say um good have a good time tomorrow to all of our students, our
seniors who are going to celebrate prom. >> Be safe. I'm watching you. >> Make good choices. >> Make good choices. Have a good time. Um, can can I just say that our boys tennis team won group four state championship.
>> They beat Livingston 4 to1. Go champs. Yay. Congrats. Okay, I guess that leaves me. So, uh, I won't go over everything that everyone else already did, but I wanted to add that, uh, Dr. Mammon and I attended the opening of Lape Park, which is a new
park in town that is an inclusive park for our students who um a lot of our students were there at the opening ceremony. It was really nice to see that there's now a place that's inclusive for all of our students. Um and then the the
uh NJSBA um county meeting on May 20th that Lee Woo mentioned. Um, just some things I I noted there because there was the Middle Sex County Teacher of the Year who happened to be from Edison this year. So, we met your friend Eddie. He says hello.
>> Um, but she said some things that really um hit home for me. She was talking about assessments and and like a lot of our teachers here in East Brunswick, she was just wonderful. You felt her energy exude and it's like you you wanted to be a student in her class. Um but she was talking about assessments and she said
to understand the why behind the numbers behind like the test numbers you have to see the who behind the desk. Um and I think that's something that you know even as we're doing a strategic plan. I was taking that in there that we we're
not just dealing with students as numbers. We need to see the who of who these students actually are. So that was really nice to hear. And then she addressed the board and she said, "You lay the tracks so we can drive the train." Um, and that also hit home for me, like we need to make sure we lay
pretty good tracks so that this train isn't derailed, um, in six years, uh, to Tim's point earlier. So, um, you know, just just some things to wonder about as you drive home tonight. Um, that's all for me. Uh a reminder that our next
meeting is June 18th, but it'll be at the high school for our uh Yeah. in the media center for our sen senior awards. Yeah. So um that is all >> recognition. >> Recognition and awards. Yeah. Yeah. Rec. Yeah.
>> It was a good thing. >> Uh anything else from the board? >> No. Okay. Motion to adjurnn. >> Move. >> Second. Jamie then Wilbur discussion all in favor. >> Opposed abstensions. Motion carries.
Have a good evening everyone.