Good evening and welcome. Like to call this meeting to order. Will the secretary please call the role? >> Anna Braraw >> here. >> Timothy Cummings >> here. >> Jamie Falco >> here. >> Lewis Figureroa >> here. >> Lorie Herrick. >> Lee Wuhong >> here. >> Wilbur Pan >> here.
>> Marian Tangos here. Heather Gu >> here. If we have a quorum, please rise to salute the flag. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and
justice for all. >> Right. And good evening. 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 and posted at the Board of Education offices. Written notice was also provided to the Sentinel, the New York Star Ledger, the Home News Tribune, the Alternative Press of East Brunswick, and the Municipal
Clerk of East Brunswick. All board of education meetings, with the exception of executive session discussions, are videotaped for later broadcast. It is the policy of the board of education that videotaped meetings are not edited for any purpose. Individuals who speak at the board's public meetings should be
aware of these videotaping rules. Right. And we have a need for a closed session. Whereas the board of education must discuss matters which are not appropriate for discussion in a public meeting and whereas these subjects are within the exception to the open public meetings act and are permitted to be
discussed in close session pursuant to NJSA 104-12B and whereas the board of education intends to discuss matters as follows as listed in tonight's 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. Can I have a motion please? >> Silver and Jamie. All in favor? Oh, sorry. Discussion. No. All in favor? >> Opposed? Abstension. All right. Thank
you everyone. We're enclosed. We'll be back in 90 minutes. All right, welcome back. We started a while ago and we are gra glad to be back out here. All right, I would like to before we start with the superintendent report, welcome Jane. We are very happy to have you here.
>> Thank you. >> We are very happy to see you. Now, we'll go to the superintendent's report. We're happy to see you, too. >> Thank you, President Gloss. Uh, good evening everyone. Congratulations to East Brunswick High School's seven outstanding students for being named semi- finalist in the 2026 National
Merit Scholarship Program. We are very proud of all of them as they embody East Brunswick High School's motto of achieving excellence with honor and integrity. We wish them all the best as they move on in the process. The Lawrence Brook Elementary School kickoff assembly welcomed students back
in review this year's routines and expectations. Uh, Principal Peter D. Bernardi and the staff shared the school's theme, LB learning is out of this world. And principal Donardi read the story, we are all wonders.
First graders at Frost Elementary School have been hard at work getting to know their new devices. They are showing great progress as they learn new routines and become more independent with their technology. And it's wonderful to see them settle into the new school year so nicely.
Fall athletics are in full swing. Head over to our website to see the complete schedule for our sports teams and come out to cheer on our athletes. This past Saturday was our third annual middle school field hockey quad. We had a great time hosting teams from South
Planefield and Seville and it's always a fun event for our middle school field hockey program and a great a great way to kick off the new season. East Brunswick High School will be hosting its inaugural Tricks or Treats
at EBHS on Wednesday, October 29th from 6 to 8:30 p.m. This is a community- centered event designed for our youngest learners. All prek to six students and their families are invited to attend. Our high school clubs and student
leaders will transform the building into a fun kid-friendly space with games, candy, and activities. Admission is just $5 per child, and parents attend for free. But just be aware, this is not a drop off event.
The 2025 East Brunswick Education Foundation Bear Crawl 5K Run, Walk, and Kids Races will be held on Sunday, November 16th at the Community Arts Center. The 5K will start at 8:30 a.m. and the kids races will begin at 1000
a.m. Information on how to register can be found on our website. And just a reminder, all schools and administrative offices will be closed next Tuesday, September 23rd. next Wednesday, September 24th, and the
following week on October 2nd. Thank you. >> Thank you. All right, we are moving on to presentations and special reports beginning with the 2024 2025 assessment and achievement with Dr. Bully.
>> President Guas, uh, >> can I say something before Dr. Bully start her presentation? So, I got this report. If your meanings are good, I'm a data guy. I need a time
to read, to digest, to analyze the data and try to figure out what the data tell me and what does it means for our future. So without time, I don't think it's good time for us to
do the presentation today. Therefore, for the sake of academic excalence, I want to table this motion to table this presentation to next board meeting. And I suggest in future any
assessment, any review or any budget should be present to the board member at least five days. So, we have time to read it, to start it, to find out what's the right thing to do. >> Sorry. Um, President Guas, is this the
same presentation that was sent in the memo? >> Dr. Bowie, is >> is this the presentation? >> Same thing last week. It was sent to >> Yeah, it was sent last week. Mr. H, >> I did. >> It should have been in the board run for every board member.
>> Can I can I check my phone just to make sure? So the purpose for purpose for me to make this statement is we need more time to digest this important things. >> It was uh on September 11.
>> Let me check. So if I misread that one or ignore that one, I'm sorry. But my point is we need time to do it. Okay. I'm going to check. You guys can move forward. I'm going to check my email.
>> Okay. >> Do I have to do anything with that motion? >> There was no second. >> Okay. Just checking. >> Okay. Good evening everyone. Tonight I'll be presenting our New Jersey student learning assessment uh results.
So, as we get started, I just want to remind everyone that we are required by the New Jersey Department of Education to report out on our achievement for our subgroups. The subgroups that are required for reporting are listed at the bottom. female, male, non-binary,
undesated, Hispanic or Latino, American Indian or Alaskan Native, Asian, black or African-American, Native Hawaiian or other Pacific Islander, white, two or more races, economically disadvantaged, students with disabilities, multilingual
learner, and migrant. Oops. Looking at our demographics, in the green column, we can see our 2023 2024 student body districtwide.
And then in the yellow column, we can see the new students who joined us last school year. We had 487 students join us last school year and participate in our in the NJSLA. And we can see our breakdown here.
Now before we get into our SLA results, um it's important to note that the um state has decided to do away with the NJSLA. So we will not be administering it any longer in the format that it is currently in. We're moving to an
adaptive test. We are record adapted meaning that uh when students answer the test is automatically responsive to their answers and we'll um find an appropriate level for them an independent level for them based on their answers and choices. We were told
in the middle of August that we will be piloting the field test. The window the fall testing window is on the screen there. We're piloting that in um grades four through 10 in language arts and math. And then in the spring we'll be
administering the true adaptive after the field test is completed. So in the spring we'll be doing the adaptive field test and in the in the fall we'll be doing the adaptive field test and then in the spring we'll be doing the the true adaptive test. And that's the same for the NJGPA. We'll be doing the field
test this fall and then we'll be administering again in the springtime for our 11th grade students. Pearson is um no longer the publisher. We're moving, these tests are moving in with Cambium Incorporated
and the but the science test will remain the same in its current format. More information will be forthcoming and will be sent out to parents as soon as we have that information. At this time, what we do know is that there'll be a reading test for an hour, a math test for an hour, and a two-hour writing
piece. So looking at last year's NJSLA results in English language arts and mathematics. In English language arts, the grade level exam was administered in our stu to our students in grades three through nine. And in math in grades three
through eight, students took their grade level exam and students in grades seven through nine enrolled in algebra 1, geometry or algebra 2 took that uh spec subject level exam. Down at the bottom we see the scoring and proficiency.
There are five levels. One being did not meet expectations all the way up to level five which is exceeded expectations. Here is our district year-to-year comparison for all of our students. On the left we see mathematics
with a a slight uptick compared to the New Jersey average in red. And then on the right, English language arts down a couple points compared to the New Jersey average in red. And now looking at our subgroups, proficiency by subgroups. This is
English language arts. On the far left, you'll see the key GE, general enrollment, SWD, students with disabilities. ML multilingual learner and ED is economically disadvantaged.
We can see in the first column at the bottom in the dark green 81% of our general enrollment students are proficient on the English language arts SLA. Our students with disabilities is 20%. Our multilingual learners is 5%.
are economically disadvantaged is 47% and that all bakes into the 66% for all students compared to the state average of 53%. On the right we see the proficiency by subgroups by school
and then on the far right we're seeing additional NJOE subgroups gender and ethnicity. We are concerned with our subgroup proficiency rates. Our students with disabilities, our multilingual learners, our Hispanic, Latino, and our black
African-American students are performing with less proficiency than other groups. And we are aware and have identified those achievement gaps. Oops. and mathematics.
Same layout. Proficiency in the subgroups by test on the left. Proficiency by subgroups by school on the right. Our general enrollment students in the dark green at the bottom. 76% are proficient, 20% students with
disabilities, 18% multilingual learners, 39% economically disadvantaged for an overall proficiency of 61% compared to the state average of 42%. On the right, we're seeing the breakdown by school
and on the far right are the additional subgroups. We took a look at our students by cohort, their performance level changes, where they were two years ago and how the same children, the cohort of children performed last year and we are
very encouraged to see such growth. These children either stayed the same. They would need about 25 points to go up a proficiency level. So these children made growth in their proficiency band or they actually got the 25 points and
increased. We took a look at proficiency by years in district and we see that the district enrollment length does correlate to a higher proficiency over time. Students who are in the district longer are performing at higher levels compared
to students who are in the district less time. Moving into science, students in grades five, eight, and 11 are administered the NJSLA for science. This has a different scoring system. Performance levels are one through four. The test is cons is
consistently under revision and the validity of the exam has been called into question. Here's the proficiency rates. You can see in the red column in the state of New Jersey 26% of children can
do science. Again the the test is cons consistently being revised and we don't know if it will turn adaptive like the other uh pieces of the SLA. The future of this exam is unknown at
this time. Down the bottom we see our performance over the last few years. 43 41 42%. We're remaining consistent. Our general enrollment is 54%. Students with disabilities 19% multilingual learners 3% economically disadvantaged 23% and
that's an overall of 42% compared with the state average of 26%. To the right are the additional subgroups and their performance. And we remain concerned about our Hispanic, Latino, black, African-American, students with disabilities, multilingual learners, and economically disadvantaged
students. Last month, I shared some information about last year's graduating class. I'd like to provide some further statistics. We had 721 students. We had one early graduate. Five students uh were out of
district graduates. That brought us to 727. We have 15 students continuing on a fifth year with us this year. That brings us to 712 students. 17% of them are attending two-year colleges. 75% of
them are attending four-year colleges. 13 students will be attending business or technical or military schools. We have five of our students uh joining the armed forces. 12% are going right to employment. And then we have 34%
including the 15 who are returning and the additional students are unknown. To the right we see ELA graduation pathway report. 88% of our students met the first pathway and were graduation ready in 11th grade by passing the
NJGPA. 55 students met at a second pathway through the PSAT, the AS the um SAT or the ACUPPLACER. We had zero portfolio appeals. We had 17 students meeting an alternative requirement specified in
their IEP and 13 uh students include are part of the 15 who are returning. Down the bottom in blue for math we had 77% graduation ready in 11th grade passing the NJGPA.
125 students meeting a second pathway. We had no portfolio appeals and uh 29 students met alternate requirements through their IEP and the 15 are the students who will be returning for a fifth year with us.
So this is the last slide but it's not the end of the story. Actually it's the beginning of the story. We know that assessment results provide insight to our students, but they don't represent the whole child. And it is important for us that we educate the whole child, not
just their brain. And I know what we're seeing in our classrooms today. And I want to make it clear that many of our underperforming students are not struggling solely with academics. Their challenges go beyond understanding the material or the content being presented to them. Other factors are at play which
directly affect their ability to learn and grow and thrive. Students in our classrooms today are facing food insecurity, unstable or unsafe housing, limited access academic support at home, reduced access to enrichment activities,
fewer learning resources including books, technologies, and quiet study study spaces. chronic stress, academic pressure, chronic absenteeism, high mobility rates, mental health challenges, anxiety, depression. Some of
our students are experiencing suicidal thoughts, family relationship challenges, social struggles, and friendship difficulties. These issues must be addressed before we can focus on teaching the content. If these issues
are not addressed, the child will not be available for learning. As Mr. Coming so duly noted at our last meeting, we're working to address diverse needs with fewer resources and supports and this is a challenging time for all of us.
However, as an educational community, we can and we must come together to find solutions because the children are counting on us and they deserve nothing less than our best. We need to enhance the current support
systems to better meet our students needs. We need to develop strong interconnected networks within our schools. We need to expand mentoring, counseling, and academic support programs to help our students navigate and overcome these challenges.
I've identified five key priorities for this year to empower every student and family with the resources and support they need to thrive. Number one, access and equity. We will provide all students and families with
the necessary physical resources for success, including devices, internet access, learning materials, and even the basics like our student services, hygiene, drive, collecting soap, and toiletries. Number two, whole child and family
support. We will extend learning opportunities through longer school days and extended school years for extra learning time. We will support student and family well-being with counseling and other mental health supports. We will engage more fully with families with progress updates, language
assistance, workshops, and learning resources. We will involve parents in decision-making through advisory councils reflecting community needs. Number three, cultural competency and responsive teaching. We will empower our educators to actively understand,
respect, and engage students from all cultural backgrounds. We have and we will continue to deliver interactive workshops on implicit bias, equity, anti-racism, and designing inclusive instruction that drives student success.
We will enhance culturally responsive practices in all of our classrooms. We do and we will continue to integrate diverse voices by embedding authors, histories, and perspectives that reflect our students community. We will engage students collaboratively using
culturally relevant examples that honor multiple view viewpoints. And we will differentiate instruction strategically to support linguistic, cognitive, and learning diversity, ensuring every student thrives. Number four, targeted
academic support. We will personalize academic support through tutoring and summerbridge programs designed for students needing additional assistance. We will expand English language assistance and targeted support for our multilingual learners to strengthen language proficiency. And we will expand
progress focused interventions and use datadriven strategies to monitor growth and tailor instruction. And last number five, future readiness. We will equip our staff, audit our curriculum, and provide professional development programs to adapt to the changing
demands of education. Only by working together will we ensure that every child in this district is su successful. And I thank this board for your ongoing support. Thank you. And I'm happy to answer any questions you may have. >> All right. Before we start with the
questions, I just wanted to provide a little bit of clarification. Um, this year the board had moved to be I am on right. board had moved to be more sustainable. So, we get our information days in advance of the meeting, but this packet was emailed to us. We're trying not to print as much. So, this packet
was emailed to us on September 11th, but with several presentations at once. So, this is new a newer process to us. And I'm sorry I paused when you asked because I wanted to make sure there were no changes to this since the email before. I was like, "Yes, this is the exact same." >> All right. Having said all that, does
anyone have any questions for Dr. Bolley? Yes, please, if I may. >> Sure. Um, first I want to thank you, Dr. Bolley, as always, I really appreciate your time and your thoroughess. Um, I definitely appreciate your acknowledgement of areas where we can improve our opportunity for our
disadvantaged learners. I have some clarification questions, please. In the definition of a student with disability, does that include children with 504s and IEPs? >> IEPs? Yes. 504. >> Okay. Just IEPs, not 504. Great. Thank you. >> No, she said >> Oh, 504 as well. Thank you, ma'am. Okay.
Um, what what what was not in your presentation is the uh working-class families anti-hunger act uh passed in January 2024 by uh Governor Murphy. It changed the uh criteria for uh free and reduced lunch to 224% of the federal
poverty level in an effort to provide um additional resources. Of course, now um because these numbers are drastic, you have them as percentages. Um I would be curious to see the raw data perhaps at another time that would also compare had
the criteria been different according to the 23 24 year how many students would actually fall into this category for new enrollment >> just because um the law changed. So I think that it's not a fair extrapolation to compare these numbers. They're a
little misleading. Um, I also want to point out, um, I noticed that our new enrollments, we have 41%, um, Asian enrollment. Uh, I was pleased to learn from Dr. Pan over there that, uh, we have, um, the highest percentage of
Asian-American and Pacific Islander um, residents in Middle Sex County of anywhere in New Jersey, which I think is pretty neat. >> Um, I love the diversity here. Um, okay, a couple other things really fast. Thank you for your patience with this. Um, I
noticed that uh, English and language arts were down in 2025. Um, I don't have a page number to reference for the ELA math district year-to-year comparison. Um, I think that everyone can agree that there is a uh, literacy issue across
this country. And it's um you know again awareness and finding ways to allow students who may have visual processing, dyslexia, and other learning barriers finding ways to make sure that they're included in effective instruction opportunities.
Um I noticed also on the next page that um economically disadvantaged students on average perform 50% lower um for criteria for um proficiency than their general education peers. As you mentioned there are a lot of
socioeconomic factors, social factors, other things. Um you know please keep your eye on these children. They deserve every resource we have. Um, furthermore, I noticed the same thing. The multi- uh language learners, the math numbers for
proficiency were terrible. Um, math is the same in many languages. It's a universal language for many of us who are in STEM. So again, I I question why these numbers are a little bit low um when you know, el numero espanol is lis.
And then my final re uh just remark at large. Um I want to compliment you again. Your five points that were not actually um written, but you verbalize them. I think they're right on point. Um again, I would love to see this district innovate and look for opportunities for
the deficiencies in visual processing that will look like dyslexia, ADD, and behavioral problems, but are truly a learning issue. the state and nowhere across this country has acknowledgement of these types of problems. These are very specialty niche things that people
in uh behavioral learning are aware of and I would love to see solutions in this district. Um so I challenge you to keep innovating the way you do and thank you so much again for your time and allowing me to speak. Thank you. >> Marian did you want to
>> Yeah. Go ahead. >> Okay. No, I was just going for where I saw hands when we first started. I'm sorry. >> Um thank you Dr. Dr. Bully. So, I did notice that there was a change in this because like we requested last time, an analysis and then a plan which um I I echo what Dr. Falco said. You you
presented that here today, but I do have some questions. Yes. >> Um so, on the third slide, uh I I believe those numbers look more alarming than they actually are. Um >> Hold on, let me get there. Hold on a second. >> Okay.
>> Yeah, you just passed it. >> Oh, here. about this. Yeah, this so um you know just I'll take the e economically disadvantaged because that's the first line we're comparing in current enroll or enrollment for the 23
24 school year to new enrollment. So that cohort is smaller. So naturally that percentage is going to be higher. So I just calculated it. For argument's sake let's just say that enrollment in 2425 stayed the same. it would have been 8,197
students just for argument sake. And that would mean that if 40% of those new 487 students enrolled were uh economically disadvantaged, that would mean that there were 194 students that were economically disadvantaged. Um,
which would mean that that would be a 23% that would make So it would it would just be a 2% increase in our economically disadvantaged, which would um it's not really reflective here. Like >> I'm sorry if this is unclear. I was just trying to reflect our new enrollments
and the the breakdown for the new enrollments. >> Yeah, but >> I'm not saying it would change the whole population, >> right? I'm not saying that either. I'm saying that to say that we have a 2% increase in something is different than saying 40% of our new enrollment is this.
>> Yeah. Yeah. It's just clear for for next time. Um so uh another thing is for multilingual learn learn learn learners if our new enrollments went up by by so again I
did the same math that would be six and a half% why did our title three funding go down I don't know if you would know >> well I mean that's a issue with the >> title title all the title funds are formula driven so it's based on uh the
enrollments and the number of students that are entitled to certain services. >> But if title if multilingual title three funds are for English learners, correct? >> Yes, they are. >> Okay. So, if English learner funding went down and our enrollment went up, is
there something happening there that we don't >> It could be tied to the amount of funds that were made available by the federal government. So, we've seen reductions. We've seen a lot of pingponging happening with federal funds overall. Um, so I would right off the top without
looking at the data without the data, no, without looking at the actual grant applications. Um, it's hard to say, but I my guess would be that it's going to be tied to the amount of federal funding that was made available across the board. >> We could take a look at that data
>> just to make sure we're getting what we what we rightfully deserve if these numbers were reported correctly because that that didn't make sense to me. Um, and then I know that NJSLA is going away. So, we've had a very very big emphasis on NJSLA in determining how we
drive a lot of things here. How do you plan to change that now that that's going away? And I think part of that is because that test is, for a lack of better words, flawed. Yes. >> And so, um, but a lot of what we do in district depends on that. So, what's is there a plan here for what we're doing?
We're meeting and discussing uh multiple measures and and not including that. We you know I'm I'm hesitant to commit to anything until we understand the reporting structure of the new adaptive test and what that might look like and how that might inform decisions. Um not
sure of the validity the first year go with that as well. So you know falling back on grades uh you know our universal screener will provide information. Um, so I I I'd like to just put a pin on that and come back to that after we know more about the the new test.
>> Yeah. Great. And I, you know, is it a reasonable request to say maybe we should just strive for excellence outside of standardized testing because, you know, >> that would be great. >> Yeah, that I I would love that. Um, and then
sorry, uh, you know, just looking at both the um NJSLA for English and for math. Um I again I don't have a slide number either but um you know looking at our schools across the board it looks like Bound outperformed everyone for
language arts and Warnoffer outperformed everyone for math. Are we tapping into those schools to see what it is that they're doing differently so that we could have equity across the board? >> Yes, we are and the principles are doing walkthroughs with each other in the different buildings by our director of elementary education.
>> Okay. Um, one other thing I noticed on the NJSLA uh for the math scores, math 8 was significantly lower than all the other grades and that is the group of students who started in vision in sixth grade. Have we, you know, have we
finally, you know, identified that we have a problem there with those students who started in vision in sixth grade? um >> because they were at 32% and the next highest group was uh geometry at 66%. That is catastrophic.
>> I Yes, I'm not going to argue with you. Yes. >> Okay. >> And also um >> but what's the plan for for them? Because have we addressed that you know? >> Yes. >> Okay. >> And looking at um NAPE scores, this is a national w nationwide issue. Yeah,
>> the scores are declining across the board. Um, you know, um, many articles linked to COVID, school closures, learning online, coming back, hybrid. Um, if you look at Jonathan Hate's work, uh, the anxious generation, he links a
lot to cell phone use about this age, adolescence are starting to get cell phones, social media. Um, I think adolescence and this age group is a tricky age, too. um you know motivation and focus and interest um peer
influences, social influences, students start you know having test anxiety at at this age they understand the importance of grades um you know the concepts are more abstract like algebra and critical reading and science reasoning um you
know and through co were the foundational skills not as strong as they should have been >> you know I don't think there's one quick answer. What I can tell you is I don't think we can say this is the one reason and we will fix that. What I can tell you is what we're going to do about it.
I have two goals, studentf facing goals for our math program. Student facing identify and address gaps in foundational skills. Address literacy barriers affecting math comprehension. Teacherfacing supports provide math teachers professional development to
enhance content knowledge. deepen conceptual teaching and support diverse learners and ensure that our curriculum pacing and instructional materials are fully aligned with standards and effectively support the teaching of grade level concepts. Those are our goals in our math department this year
and that should bring results for our students. Yeah, I I certainly hope so because this group is repeatedly the one that under and it's it can't be a coincidence that we're you know um sorry I think that was and and just
overall um I think this is great that you know on the is it the last slide second to last? No, no, not second to last. Um on the slide with students who've been in district longest uh you know 65 and 71% is great. Can we aim to make that even higher? Because I think
after that many years in district, we should have more to show for it. I would hope >> 100%. And now that's all students. So when we work with our subgroups and we increase proficiency, that will increase overall proficiency for all students. >> Okay. All right. That's all for me.
Thank you, >> Dr. Bolley. Thank you for your presentation. Uh you outlined uh several areas that we have in need of improvement. Uh thank you for doing that. and you also addressed uh what we'll do in those cases. I would like to
see uh those five points memorialized in writing with as much specifics as we can get so we can you know continue to watch and monitor as we go forward. In addition, are these plans to improve um in the present budget or is are these things that we're looking to do in
future budgets? >> Well, that's a great question. I mean, funding considers continues to be a challenge for us. um you know we did lose four supervisors, we lost some other positions and the work is still there and and every other people are absorbing. So um we're making do with
less and we hope to maximize our title funding and hope to put in budget requests for the things that we see as critical in supporting the students in our classrooms today. >> Okay. So if we can keep the board, you know, informed of of where we are are with that because these are are critical
areas in need of improvement, I think we need to address them. So thank you >> did you have anything? >> Yes. >> So Dr. Bully I have to give you the credit this time you give us your working plan additional to the data
that's very positive development. Thank you. Okay I have multiple questions. Dr. Titania she said okay Warren stole uh is high performance but my focus is cheating for last five years if I
remember right is always the lowest performing so I don't know if you realize that I don't know why the cheating community is always perform the worst among our elementary school so I would suggest you
do a investigation Tell let us know that what is happening in that small community, what is happening in that building and how you help them to change. >> Historically, this school is always fall behind.
>> So, we need >> but not so much this year. I I I meant to pull that for you. I knew I knew you would ask that. How they performed last year and the growth for the this year, I don't have that on me, but I I will get that information out. They've performed uh pretty comparably this year. They
weren't as low, >> but if you look at the number, the always the lowest among our eight emulators. >> Okay, that is um my first question and the second question is about the the new
adaptive format test. >> Yes. So is any way we can I I'm sure our students our parents will have very high anxiety level for the new test because they need to know what the test is and how to prepare for the test additional
to the knowledge they should have for the test. So I just want to know if you have any plan for it such as the pilot test to let our student know what they do before we they take extra test.
Yes, we're waiting on guidance from the state. We have no information regarding what the format of the test will be like at this time. As soon as we have that information, we will share that with the buildings. Um I don't know if there'll be an opportunity to practice, but our
students are on devices often, so it won't be um you know, new to them to navigate a device. Um the the tests to my understanding are assess are adaptive. So they'll be starting at grade level content and then if you're getting some questions right, if you're
getting some questions wrong, it'll take each child on their individual pa path which the intention is to ease anxiety because the child won't be facing difficult question after difficult question getting them wrong. So it'll it'll level level it out for the the
child is what we're being told at this time. So uh my last question is about the >> and I just want to note that the the results will not be shared with school districts nor with parents. >> So you know I'm not focusing about the
result. The purpose for our sitting here is to prepare our children for their future. >> Get them ready for their life. Whatever they do that's our purpose here. And my last question is so you listed the key
supports and strategies and you emphasize the five uh key points. So Dr. uh Figurora asked if we need extra budget. So I would suggest you do do a evaluation to see what you are doing is
not working and shifting the resource to the new area you are planning to do because there's no way we can get extra money at least at this level. So I would suggest you shifting the resource around. So if something is not working
right now then let's move to the next support. At the end of the day, we just use the same amount of money to support our student for their achievement. Again, I want to give give you the credit for the new development. Very
positive data plus your plan. Thank you. >> Thank you. I'm going to I'm going to pop in here. We'll just keep going around if that's okay with everyone. Um I wanted to thank you for the presentation. I wanted to thank you for the focus. I I like data. I always feel very conflicted
as an educator because I want instruction to be data driven, but then as somebody who's in a classroom with children, I hate standardized tests with my whole heart um because of the stress and anxiety. And I have the same concerns you do about a new test because every time the state rolls out a new
test, we all know that the first year and possibly the second year lack validity and it's just, you know, the children are kind of guinea pigs for a year or two and I question its data all the time. But at the same time, I want data driven instruction. So, it's a
catch 22. I do appreciate in your five points and a lot of your comments that we're talking about the whole child rather than the children are just all the same raw material moving through like little blueberries. Um, and you know, in teaching, we always talk about maslos before blooms. You know, we have
to meet their needs as as a human before we can possibly they can't be available for learning. So, I appreciated that your five points at the end really spoke to that. Um, and I appreciated that the goals that you have are both student facing goals and teacher facing goals because I think sometimes we focus too
often on one side or the other. So, I appreciate that we're looking at both. I did want to congratulate I just looking at this as somebody who spends too much time looking at the portfolio appeals. Um, portfolio appeals are for students that have not passed at any other level
and that we had zero in both math and ELA is a huge accomplishment. Um, I wanted to ask I had just two questions. When you were talking about in our goals, the five goals or the plan. Um, you were talking about an extended
school year. So, we're talking about like trying to establish an ESY program beyond. >> Yes. >> Okay. because like the part of me that wants to see the children develop loves that and then the part of me that looks at the budget is freaking out a little bit but I would love to see extended school
year for the students that really need it for the scores. Um I also wanted to ask are students that I think it was like 15 students that did not graduate and that remained are these students that did not meet graduation proficiency requirements are these students whose parents chose to keep them for the extra
year because they're allowed to with their IEP? >> Yes. >> The second? Yes. All right. Thank you very much for the clarification, Tim. >> Thank you. Thank you for the report. Um, couple quick questions. So, I just want to make sure I'm I'm clear. So, NJSLA is no more,
>> correct? >> So, we will not be hearing NJSLA. We will >> Well, it'll be adaptive now. It's a completely different test. >> So, just the the for the language purposes for the community, we'll be calling it adaptive testing. Okay. And that starts now. >> Now. >> Okay. Okay. Cool. And that's
>> when we were just told >> what's that >> weeks ago. Yes. >> All right. Cool. Thank you. Um so and and fellow board members have alluded to this, but the that's new software that's coming in that the students will be >> it's going to be a big lift for the district. >> It would be right. Yeah. So so I'm
assuming training will need to occur for the people who are administering. >> Yep. That's right. >> And have we started that? >> No, we don't have any the information yet. We're we're waiting on that. >> Okay. Do we have a plan ready to go on that? >> Yes, 100%. All of our school testing coordinators are ready. They've gone through the training with the state. The
state training is has only really been about the technical piece right now. So, we don't really know what the actual student experience is going to be like. >> But that's starting on October 27th. >> That's right. >> So, a little over a month from now. >> That's right.
>> Yeah. Okay. That does not sound good. Um Okay. Um that's not comforting. >> The state is famous for giving us plenty of time. >> Yeah. So, um just I have two more questions. The the um the year-to-year comparisons
for the math and English uh math slow slow kind of creeping up over time, which is good. Uh ELA has been declining. So, I guess my question for you is twofold. One, what are your goals for this year uh in terms of percentages there? And um you know, how are we going
to get it go about? I mean you you've shared ways that you think you know approaches we need but if you can be a little bit more specific about especially with ELA I mean y >> it's slowly declining >> right so again why what's that one reason you can't answer that there's so
many reasons last month I shared the 144 students who took the DM last time and now they're taking this test we see our multilingual learners um increasing there there's there's a hundred reasons why it could could be uh going down those three points Um,
our goals student facing implement engaging culturally and linguistically responsive evidence-based reading programs aligned with the science of reading. Continue to provide highinterest texts, non-fiction, and graphic novels to increase engagement.
Teacherfacing K to6 reading screener will guide timely differentiated instruction and early evidence-based interventions. We will provide ongoing professional development in the science of reading differentiated strategies and accommodations. We will ensure our
curriculum pacing and instructional materials are fully aligned with standards and effectively support the teaching of grade level concepts. >> Those are all goals for the ELA department this year. >> Thank you. What about in terms of percentages? I mean, what do you think is like a reasonable? If we were at 61%
in math and 66 in ELA, what do you think? It's really hard to predict because every year >> the group the cohort of students is different. So I think like the state model moving to more towards a growth model instead of this is the cut score and are you over or under? Have you shown growth
>> for your along your own learning trajectory? >> And should we expect that because we're moving from one software to the other that there'll be potentially a larger discrepancy in those percentages? >> I mean I I don't know. I can't answer
that. I don't know. We don't know what the reporting structure is going to look like. >> Yeah. Yeah. No. Okay. Um and then final question was just regarding the the statistics for 2025 class. That was cool to see those. What it's hard to see it without comparisons to other years and
obviously, you know, there's people move in all different directions, which I'm very much in favor of. So, I mean, what to you on that sheet stands out? Um what stands out to me is you know the majority of post-graduation plans that our students have. Um I think
that's great that so many students are pursuing um you know additional educational opportunities or have a plan for some other either employment or some training or going into the armed forces. I'm really proud of the fact that by 11th grade, 88% of our students are
graduation ready in 11th grade according to the GPA and 77% are graduation ready in 11th grade according for the math. Um again, as Miss >> Could you put that slide? >> Oh yeah, I'm sorry. >> For the audience, >> as um Miss Guas said, no students needed
the portfolio appeal. Um and that's great. Um, so I think that, you know, overall our students are are successful and they um are ready for college and career upon graduation. >> Thank you,
>> Dr. Woolly. Thank you for your presentation and for outlining the beginning of a plan forward. Um, I can help with some of the questions only because I was at um the Garden State Coalition of School of Schools meeting
yesterday and they were calling the change in testing the August surprise and they said that's what the state does. It's the August surprise and here we are and there have been like no details really given out about what this will look like or what changes are going
to take place except it's moving to adaptive. Um they do uh people from the state do say that there will be a way to take the numbers and the results and the percentages of this current test and have a comparison to the new test. But
what that looks like, nobody really knows. Um so um I think it's a wait and see and I think it just adds stress to the learning environment because um we're expected to do a field test in a
few weeks and supposedly even those field test results are not shared with us. It's just for purposes of technology and to make sure that it all runs kind of smooth but we all know like technology never runs smooth. So to we
don't know um out of what we're seeing as far as the um subgroups and the the different populations, what interventions do you think are most effective for students moving from performance levels one to three? Like in
the partially proficient to the four or fives? Like what do you think really helps in getting them there? Well, um I would say that, you know, that's a there's not one quick answer. Um for our
students with disabilities, their IEP goals, their their teachers are are working with them individually in small groups and um you know, they're making growth for our multilingual learners. Last year, I mean, uh, last month when I
was reporting out on the access data, I shared that the group of children who were receiving ESL services last year, 65% of them were level one or level two. So, they're basic beginners and they're just starting in the program. So, you
know, their double dose of ESL services is going to help them move along on their trajectory. um you know our our um students who are struggling academically are receiving uh basic skill supports with our reading and math specialists.
Um we have all of our special ed teachers, ESL teachers, basic skills reading specialists, Orton trained, we're seeing a lot of growth there. Um you know, we're providing support classes. We're providing a afterchool tutoring. Um so it it really depends on the student and the individual need but
but there are a lot of things being put in place to support our our students. Oh >> thank you. Um I think for me a concern that I have is science especially amongst the eighth grade that um took the test. um looking at how all students
had about a 29% rate and I was wondering do you have or do are we aware of what the percent like what the rate was for those students when they took the test in fifth grade? Um do we know maybe like what might have affected this dip like
are we looking at cohort problems like COVID? Is it curriculum? Um I know that I shared information with some people regard um you know I think you Dr. that um science they've actually seen dips in it because of uh increased
screen time, increased social media um doing science experiments on the computer instead of using paper or actual handheld experiments um and students lose interest in science in earlier grades. And so what are your
thoughts? What can we do um to kind of increase the interest in science and particularly those grades and try to get them on a higher lever leverage when they take the test again. >> Yeah, that's a great question. I did look up how they did in fifth grade and
they actually testing was canceled due to co >> That's what I figured. >> However, um you know, we don't know the future of the science exam. to to think that 29% of all the children in the state can do science seems >> hard a little hard to believe. Um but
our goals for science this year student facing engaging instruction. We want to make sure that our students are involved in inquiry and phenomenon based learning to foster that motivation. We know that especially at the adolescent level um
not everyone's very interested in science. So we need to make our classrooms you know thriving learning experiences. We also need to address learning gaps and comprehension challenges with targeted scaffolds and interventions for teachers. Provide that PD that's focused on engineering
practices and effective phenomenon-driven instruction and ensure that our again ensure that our curriculum and pacing and instructional materials are fully aligned with the standards and effectively supporting the teaching of grade level concepts. So, what are we teaching? How are we teaching it? Do our teachers have
everything they need? And are the children learning? And if they're not, why not? That's the goal. >> Okay. Thank you. Um and my last thing I think was a point that some other board members made, but test scores are important, right? Um but it's just one part of data. So what other intervention
interventions or how else will we measure success um beyond test scores? you know, when we look at attendance or behavior or social emotional learning, um what do you think the district um and the board should look at and what do you think the board as a whole can do to
continue to assist in that? I mean, um when I when I mentioned all the factors that our students in our classrooms are are dealing with, um you know, I work very closely with the counseling department. We're tracking INRS data. Very rarely does a student, especially
in the secondary level, come to INRS with a purely academic issue. There's also the fact that they're absent half of the days. There's also all these other issues that they're facing. So, I think supporting the counseling services and um you know, ensuring that um we are
addressing the whole child and meeting the needs of not only the child but his or her family is very important. um you know we already have 45 homeless students and it's the second week of school. So we have a lot of issues that
are impact could be impacting students ability to focus on learning. So um how can we measure growth? I think you know um absenteeism I think um you know continuing to meet with the counselors and seeing what the children are
presenting with when they come in. um you know a lot we have 113 students last year out on home instruction for mental health issues and other other issues. Um so you know we need to have our students with us in school and their needs met so that they can be available for learning.
That's that's the goal. >> Thank you >> Anna. Yeah, thinking about um test scores, thinking about everything that goes on in the classroom, so much of it is driven to by class
sizes. And so, you know, as you were talking and I'm thinking, what did we just do? You know, I mean, we were we were really stuck at budget season. you know, when you make when we make cuts, um, even if they
are necessary to to balance a budget, every teacher that we take out of a classroom or every child that we add into a classroom, making class sizes larger, it's going to impact everything.
um especially with the younger kids and um yeah, so it just kind of makes me like makes me feel sick because we had to do certain things and that's going to have an effect and that's why it's so um
difficult when making decisions. Do we cut this or do we cut that because all of these things are going to affect it's a snowball effect with the kids. >> You're right >> now. Um, I I think I heard you say longer school days. Did Did I
>> Yeah, extended school days, after school, before school available for academic support or other supports. >> Oh, okay. All right. And that's currently in the budget or that's something that we >> using title one funding to provide our academic support. >> Perfect.
>> Good. Yeah. Now, I did have a question about the elementary um pilots that are going on. Will you be able to separate the test scores by cohort, you know, for us to to see, you know, down the road?
>> I would with the new SLA, the adaptive, I would imagine. I mean, I don't know for sure, but I would imagine because we can drill down to the teacher level now. So, I would hope that we would have the same capacity. >> Good. because, you know, since we're using three different curriculum, >> um it would be interesting to see how
the students perform and especially if the classes were set up as normal, uh where you have, you know, uh special education students and you have u multi- language learners, everybody all mixed together. Um it'll be interesting to see
if maybe those >> um ELA scores will go up. you know, if if we're going to be looking to replace the current program that we're using. So, that should be very interesting. >> Thank you.
>> Thank you, >> Wilbur. >> Yeah, thanks for the presentation. Um, very much appreciated. Um, most of my questions I've been checking off because that's the disadvantage of being on this side, I suppose. Um, >> I promise I'll start on this side for the next one. >> That's that's okay.
>> I apologize. Um uh I I I I I did have some questions just for clarification in terms of understanding our data better and I know that you're not going to have this stuff now but um you know just if you can get it get this to us. Um so the
um so the time in district graph that you showed that's for the entire school population correct? >> That's for the students who participated in the English language arts and math SLA. >> Yeah. Right. Okay. Um, do we know how our more at risk subgroups uh do over
time? Uh because I think that would be very >> according to the length of enrollment. >> Right. Right. So basically on that but we can look at that. >> Yeah. basically the same graph except, you know, split out the multilingual learners, split out the kids with disabilities, split out the uh Hispanic
African-American uh groups because it it would be good to um know that they're also trending in the right direction because maybe they're not. I don't I don't know. Um >> Yep, we can do that. >> Yeah. Um the other uh thing is on the um uh uh on on the growth table for the
partially proficient uh students. Um I think it would also be good to split out the the definition if I remember correctly is same or increased performance level level. I'd like to see same and increased performance level split out as well because basically if
we um have a kid that's at PL2 and is at PL2 year over year over year >> but they made growth in that band, >> right? But they're still not hitting proficiency. >> No, they didn't get that 25 points, but they made growth in their band. >> Right. Right. But but proficiency is PL4 and five. Right. >> It is.
>> Yeah. So that means that it's only students that are actually moving up that would get to that point as opposed to student that's say at PL2 year over year over year. >> Well, this is in this is reflecting if you were at performance level two and you moved to three >> or if you stayed at two but you made
growth. You didn't get the 25 points to go up a band. But >> yeah. Yeah. But you still have to get out of that band to hit proficiency. >> Yes. Yes. This isn't showing that they went from a level one to proficient. No, that's not what this is reflecting. This is reflecting growth. >> Okay. Um and then uh ju just one more uh
one one comment on adapt adaptive test. I know you may not have the details of this, but um it sounds like there's a question bank and then the questions are pulled um according to how the student is doing through through the test, right? Um uh so if the student is uh
getting moderate amount of questions wrong, the questions might get easier. If they're getting them all right, then they then the escalade in in terms of how hard uh the questions are. Do do we know if the students still wind up taking the same number of questions? >> I don't know.
>> Okay. Um because I actually have >> No. No, >> we don't know. Okay. All right. That's awesome. Uh yay. August. um the uh because I actually have taken adaptive tests before and there were tests that
I've taken where I was in that in front of that computer for the you know two hours that they said I was going to be in front and I've taken other tests um where uh they cut the test off early >> um because the tests assumed that I
either was clearly going to pass or just they knew I was an idiot right away. Um, and and I think that's important to know and explain to the kids because it's very disorienting to be say saying, "Okay, I'm going to take a two-hour test
and then an hour later the computer tells you you're done." >> Um, and if we can get practice runs outside of >> this, I would highly highly recommend that. >> Absolutely. >> That's all. Thanks. >> But that would imply that the state was going to tell us anything about it
before the day that we give it. I think it's Yeah, but I still think it's a reasonable ask. >> It is. Um I just wanted to comment to some things that people said to just reinforce. I completely agree. Not only do we not want to be teaching to the test, um because we just want
excellence in in language arts and in math and in science. Um but the state actually makes it impossible to teach to the test because they say nothing about it till the day it shows up. Um, so I think what you're saying is very valid and we're teaching the kids about test
taking about test taking skills but I really think the state has made it clearly impossible is this the test changes like every five years it's totally new format totally new test which is in my mind not a bad thing because it forces us to just teach the
curriculum at a high level and then wonder about what the state's doing. I did also want to ask you the science test, does that have any weight or impact on the students beyond that we get scores for it? >> No. >> Okay, that's what I thought. The 11th grade students that are taking it, they
know that, right? >> They do know that. >> They do know that. >> Just wanted to throw that out there. Having once had the opportunity to sit with 11th graders who were taking a test that they knew had absolutely no impact on their life, um they don't show what they can do as much as you would want
them to. But anyone else from up here, Miam? >> Yeah, it's just one last question. So, back to that point about using this to drive excellence. Um, do we have any data as far as how our students do after graduation? Because
quite frankly, I don't care for any standardized test. I don't think that's going to tell us anything. Um, do we have any data as far as how successful they are once they're >> I do know that the counseling department was putting out surveys to graduates a few years out? I don't know if they're still doing that. I'll have to I'll have
to look into that and see if we can get that information. >> Yeah, because to me that matters more than a standardized test that's going to change every three minutes. >> Yes, >> we we can check with that because I do know that we've been doing that, but I don't know about the response rate from like the last couple of years. I think
it has declined, but we can we can see what information we do have. >> Yeah, there were a couple questions that the board has had over the years about after graduation, right? >> But it feels like the students that respond are also the students that are doing well.
>> Um, which doesn't, right? They're the ones who want to say it's going great. >> Um, so it's hard to know, >> which is frustrating. All right. At this point we get uh I need to ask just for procedure. So are we going to
questions about this or do we move on to the next one >> from the public or is that public >> question this is public comment piece. >> Awesome. So now we go to the happy bit. Welcome Jane. We have our student representative report. There will be no
questions to follow up on your report whatsoever. >> We're just going to cheer and be really excited. Thank you. Hi, good evening everyone. Thank you to the board for welcoming me. Uh my name is Jane and I'm excited to be here at EBHS as EBHS
student council president and representative. Um and yes, somehow I'm already a senior, which doesn't feel real. Um one day you're a freshman getting lost in the hallways and now you're giving speeches at board meetings. So,
okay. Uh, first I want to give a huge shout out to our amazing PCSA for organizing a beautiful and successful senior sunrise on September 5th. It was a special way for our class to kick off senior year and thank you for making it happen. Um, we've officially kicked off
the school year and things are already moving fast. Our athletic teams are giving are diving into their seasons and our marching band is back on the field sounding incredible. If you haven't had a chance to come out to a game yet, we'd love to see you there. Your support means a lot. Last Wednesday was our back
to school night and our cheerleaders assisted parents around the school. We had our annual activity fair on September 16th and it's a great opportunity for students, especially our new sophomores to explore clubs, meet members, and find ways to get involved.
Speaking of sophomores, orientation was a big success in the beginning of end of August. Senior tour guides helped welcome them and give them an inside scoop on the life of EBHS. Um, yearbooks are currently $89, which is the lowest
they'll be all year. If you're looking to save money and lock in memories, now's the time to order. October is our busiest month for the high school. Uh, looking ahead, we have our PSATs for sophomores and juniors. Um, our pink out football game, which is
on October 24th, also our homecoming game, and our homecoming is on October 22nd. Um, parent teacher conferences are between that week and we have our hallway decorating for homecoming. Senior year, this is my my my spot.
The senior parent night is coming up on September 25th and our counselors will be there helping parents navigate the college application progress, which is kind of grueling. Um, thank you all again for letting me use this time and also support you give to our students
and our student led events. You make you help make our school feel like a real community. Thank you very much. I'm just going to add in that there were some really nice small cheerleaders participating with the big cheerleaders.
You should talk about that, not me. I just want to say there are a lot of pictures of you with one of my favorite seven-year-olds. So, >> okay, I'm going to talk about that. The last game we had a junior spirit night and we invite all the little kids coming
from East Brunswick to cheer with us and they they really look up to us. I had one, her name is Annie. She is so spirited. >> That's my girl. >> She's great. She's great. Um we she had like her little pom poms and um she was
doing the splits after every cheer. It was great. She's She's so peppy. It was so amazing and fun. Um, they did really great and they were there until the second quarter, third quarter of the game and it was a really fun night. >> It was really fun and I will tell you they stayed to the end.
>> Little tiny people stayed to the end. It was great. >> She told me she she wanted a chicken sandwich halfway through from Chick Lake in there. She's like, "I'm really hungry." I was like, "Oh, we can we can go get you some food." And it was really great. She cheered me on at the end, too. She stayed with her
sweater and her EVHS cheer rep. >> It was awesome. And the feedback from the parents, the only thing they wanted different was they want to know if they can do it more than once in a season because it was such a good experience for the kids. So something to consider
and she got the sandwich. Just she did. >> Yes. All right. Now we are on to a public hearing on the school level self- assessment for determining grades under the ABBR for the per period ending June 2025 and the student safety date student
safety data system and the HIB reporting period 2 January 1st through June 30th 2025. >> Thank you for that setup. >> That's a lot. >> So that's a lot. And uh so tonight it's going to be a tag team event with Mr. Daniel Bllelock, supervisor of student
services, uh who will talk about our HIVs and then I will talk about the student uh safety data uh system report right after that. >> Yes, thank you so much. I have to say Jane, it's exciting to see you up here. I can't believe you're a senior. I
remember when you were a little kid making me feel all it feels seeing you up here. So, welcome to you on the board and congratulations. So, I wanted to take a minute um to talk before Dr. Veleski spoke about our HIV
self- assessment grades. So, oftentimes I'm asked, you know, Danielle, how do we have a perfect score on our HIV self- assessment? Because we have HIPS. HIPS are harassment, intimidation, and bullying instances. So, how do we have a perfect score? Well, what the self
assessment actually assesses is not our HIPS. What it's assessing is whether or not the schools are following the law. So in terms of that, it's looking at whether or not we have the documentation to back up
following the law. So I wanted to do a little show and tell. When I came on board in 2013, we didn't have Hibster, which is our online platform. And this is an example of one school's backup documentation
for how they proved that they were exceeding in terms of the self assessment. This is how much backup documentation it requires. Luckily, Mr. Juliana, we're paperless now and we can put everything into Hipster, which is
our online platform. But you can see there's a lot of work that goes into this in terms of proving you know what we have done throughout the year to follow the law. So you can see here these are the areas that the state is looking at. They want
to know whether or not our schools have training. Do we have procedures? Do we have trained personnel? Do we have a safety climate team? and are we following the procedures to make sure that we are implementing the law
in terms of the scoring. So we are exceeding the requirements but as you can see our schools are able to provide the documentation that we have you know followed the law and then exceeded what it's asking for not
whether or not we have HIPS. So in looking at our HIPS and really the goal of our safety and climate team is to look at what are the trends that we're seeing in terms of our behavior of our students. So in looking at that from
last year, our goal for this year is to focus on antibbias activities as well as mindfulness strategies and health and wellness. So that's the direction we're looking to go. >> Thank you. >> Turn it over to Dr. >> Thank you.
>> I'm doing no further lead. So um so our I just want to report out that our self assessment for this year uh we scored uh well we scored the max point 78 among all of our schools in each of
the categories. Uh but this is not just for this year. This trending has been going on for quite some time. uh we scored uh 78 in the previous year uh in 2022 2023
2021 2020 22 I'm sorry 2020 2021 209 and 20 and all the way back to 201819 so there's been a long history of scoring well in these categories u but
as Mrs. Bladelock said this is only about having the uh mechanisms in place to make sure that we meet all the criteria. So let's talk about the student uh safety data system. And it's going to look just a little bit
different this time. Um, and you'll notice the numbers first off are really small, but we what we did is we highlighted each of the numerical values that were actually populated above zero in the in this big spread uh among our
elementary schools. So, it was easier to see. I think for understanding though, I want to clarify what the titles across the top really mean. Uh so violence by the state includes assault fights, kidnapping and these are their terms,
robbery, extortion, sexual assault, sexual contact, simple threats, and criminal threats. So that's the violence category. Vandalism includes arson, computer trespass, damage to property, false public alarm,
theft, trespass, and and one of the things I want to point out, false public alarm can be as simple as a false 911 call made by a cell phone. Because in our system right now, we have a system that can uh through geo fencing identify
a phone either through a a building or an individual's cell phone. So if they dial 911 intentionally to create unrest, that's considered um part of vandalism. Then we have substances.
Uh and for the report period that we're talking about, this again is January 2025 to June 2025. The substance abuse reports are primarily uh vape pens, THC, marijuana,
and one report of um alcohol. So that it's primarily vapes that we're seeing our students abuse um that are coming in the substance report. weapons pretty self-explanatory but we
do have two reports of weapons in this this period's report and both of them are at Hughes so I wanted to explain this both of these weapons were um actually
uh 3D printer knives uh one was produced for the students own use another was produced to resell so That's that is what the two weapons are that we're reporting for this period. Uh then we have HIV confirmed.
So and I'll go through the HIV process, the reporting timeline at the very end of this report. So it's a reaffirmation of how the system works. But the confirmed are the ones that are found there was HIV. There was some element of HIV.
And then we have HIV alleged at the end, which is the contrary to that. We open an HIV and we find that there's no evidence that an HIV occurred. It could be a student code of conduct. Um, and so
that's the anomaly that we're finding with the HIV law. And we all recognize the HIV law was was actually implemented uh for a very important reason and to protect our students and and to make sure that they they existed in a safe environment.
But we also know that there are student code of conduct issues that sometimes people believe is an HIV. Once the investigation concludes, they'll determine that this is this is more of an interaction between students that could have been resolved outside of the
HIV element. Um I do want to affirm HIVs do stay part of the student's record now the student's permanent record but they don't get communicated out uh beyond uh East Brunswick discipline and those
kinds of things stay at East Brunswick. They don't get reported to colleges, universities or employers. And then in between those HIVs we have other incidents leading to removal. So what the state has said is anything that doesn't meet any of the criteria of all
those elements uh violence, vandalism, substance, weapons goes into that category. These could be things like uh if a student is tardy, not tardy, but um insubordinate or or uh you know skips class and receives an
inschool suspension, out of school suspension. Anything that takes the student out of school for at least one half of an instructional day gets reported in this category. So that gives you a example of how these get
populated. So, I want to move to the secondary uh schools category, which is the next page. And we're starting to see more more populations now of activities uh
throughout our our secondary schools. And I want to make sure the audience knows that one single event could result in populating multiple multiple of these categories. So the numbers will not exactly reconcile in every single
situation. So one of the things I wanted to bring the audience's attention to is the other incidents leading to removal. And so we have a total of 242 of those
um in this reporting period. So, I wanted to if we could go to the next slide. I wanted to take a look at and and we've been listening to the public this last school year about the length of our
school year and graduation being later than it than historically has been and wanted to see if we trended on some of these activities as we got closer to the end of our elongated school year.
Well, if you look at the second set of of data at the bottom of the page, that's the the secondary schools. This doesn't track or correlate uh exactly, but at least at Churchill Junior High
School, we continue to see other incidents leading to removal continue to be relatively high uh through the month of May. I think what this points at this point, this isn't enough data to make a really
informed decision, at least in my opinion, but I think this is something we continue to track over the next six months to take a look at and of course for the next year how these incidents might relate to an elongated school year.
And then the last page is a comparison yeartoyear. I am happy to report that we have seen a decline in the the number of total incidents but we we ticked up in those
other incidents leading to removal. We did not bring those down. To me, that's our target is that category, that undefined category where students are being disciplined for things other than violence, vandalism, substance weapons,
HIV confirmed, HIV alleged. And this goes directly to Dr. Bolley's presentation. having students present for instruction, h making sure they're supported, making sure they can be in the classroom, that they want to be in
the classroom, uh is is one of the goals that links this data along with the uh the data that Dr. Baldley presented. And then in terms of um the next one right here,
breaking down the schools of both the alleged and the confirmed HIVs. Again, alleged are those that are opened up but are found not to have the criteria to have a um to meet the criteria for an HIV. And the confirmed, of course, is
self-explanatory. And again, year-to-year comparison. Next slide. We saw a pretty significant drop this year over last year in both the alleged and confirmed categories.
That is progress. That's not success. That's progress. Until that number is zero, we won't have success. We still have work to do. in in the programs that we we utilize. Um probably one of the biggest and I
think most impactful sources of strength uh peer-to-peer relationships. But recently our displaced students group I think is meeting the needs of students uh right where they are. Uh and I I hope we continue to grow that. I
think that has um a lot of potential. And of course, awareness, violence awareness week, respect week, which we've always done, and our clubs and activities. The board continues to see reports from
uh you know, student services about we're we're looking to offer clubs and activities that students want to have. So, if something's of interest to them, it it could replace something that they don't no longer have an interest in. Um and so having student engagement with
each other and I think is important in in building uh a culture of acceptance and um in reducing the number of conflicts in our in our schools and of course school
spirit days always fun activities brings everyone together for that period of time. I imagine everyone wishes we could do that all the time. Uh but um but those are all important elements. So I just wanted to wrap this up before we open it up and just kind of go over
the HIV investigative timeline. So when somebody sees something that they they feel is an HIV, it must be reported right away. Um, within two days of that re of that, if
it's a verbal report, there needs to be a written report and that goes to the building principal. In one day of that report, the investigation kicks off and there's 10 days to complete the investigation. Once that investigation is complete, it
gets reported to me and I review it. And Mrs. display mentioned something about hipster and that is a software we use to import all the investigative material and it's it's housed where we can access
it uh you know for approval but also for historical trends. So then um no later than the next board meeting does the board see those reports and take action on those HIV reports and
those investigations that have done previously. So there are some uh after the investigation is complete and the board approves there is an appeal process
and so uh the board of so within 60 days the uh board of education can hear an appeal. Um and then that decision is given uh to the individuals based on the board's uh decision to either uh affirm,
modify or um >> reject >> object or reject the u decision. There's 90 days after that to appeal to the commissioner of education. And if the HIV is a bias situation and
falls under the oposes of the division of civil rights, the there's a 180day window to appeal that uh beyond the district. So that gives a little perspective on uh the work that's being done on the
HIVs. And I can attest uh that our our our staff, our student assistant specialist, our our our investigators are doing a phenomenal job. They take a lot of time to make sure they get all
the details right. Um and they they deserve a ton of credit for all the work that goes into this. So that concludes my >> Thank you. All right, we're going to start with comments and questions from
the board. We're starting in here um only on this report and then we'll go to public comment on it. So Wilbur >> um just one just one comment um uh you know one of the things I really appreciate
about Dr. bullies reporters when she was presenting trends. It was over several years, four years if I remember uh correctly. That might be useful for um uh tracking our hip report. >> We absolutely can do that. >> Yeah. Yeah. So >> yeah, that >> we can do that.
>> Great. Thanks, >> Adam. I was going to say sometimes it can be a little bit confusing what a regular person would say, oh that's bullying or that's harassment. But the state, and please correct me if I'm wrong, um the state has very strict
guidelines as to what they consider harassment, intimidation, and bullying. So the state's definition is not necessarily what we would think would be. um having you know being a teacher uh for as long
as I was you know uh we would always have to write the things up and we'd be very specific about the incident whatever we saw and then we would pass that along and the determination as to whether or not it was actually a a HIB
case there it's a checklist that that they go through. Did this occur? did it did it meet this criteria? So, just I just wanted to make that clear for the public that that's how it's done. It's not like we don't make up those um
criteria for what's considered a HIP. It that's given to us by the state. >> That's a good point, Dr. Braun, because it's an identifiable characteristic that usually triggers something like this. And then um you know, it doesn't have to be the student who's the alleged target.
it could be somebody who witnessed it as well. Um, so that makes it more complicated and the district is also responsible for uh investigating those those situations outside of school that have an impact on the educational setting. >> Yep.
>> Y thank you both for your presentation. Um, so what do you think are the key priorities for 25 to 26 um to strengthen school climate? So I see we have the last slide with list of um trainings and
programs but how do we try to take that extra step to get parents and students and the community more involved and to build on what we already have in place? >> Go ahead, Mr. Cleo. >> I think that's a great question and we're always trying to get more community involvement and parent
involvement. We have a parent on all of our schools climate committees and we welcome parent feedback. you know, each school looks at their own data and looks at what the trends are in that particular building and tries to address specifically to that building what are they seeing. So by parents being willing
to participate, the students, the staff being willing to participate in those climate activities and addressing the specific needs that we're seeing in each building is really the most important part. You know, we all have to own it together. Kids don't always have perfect behavior. you know, it's our
responsibility to teach them and to try to grow them into responsible adults. We have to model that and we have to be part of it with them. So, the more community and teacher involvement we have, I think the better the better off we are. >> We've been building this out, you know,
as an organization for years and and and I I do have to give Dr. Figueroa credit of of leading this this charge um for a number of years, too. And you know this, we continue to look at situations that
are national incidents, international in incidents that have an impact on our students and addressing those specific needs um as quickly as we can. And we're looking right now at expanding, we've already been doing it, but looking at
expanding our antibbias training uh and and support of our teachers in schools and understanding what what anti-semitism looks like and and we want to do the same for um o other um religions, cultures uh because we have
many people the diversity in our community um a lot of people will become impacted um by specific speific national and international events. >> Okay. Um kind of the next question I think you kind of touched on though for the school safety and climate teams. Do
they survey students in the schools regarding but uh bullying or mental health and what they think they need or >> So there is a survey system that we use. Um Ruckers developed it a few years ago. It matches and aligns directly with the
um New Jerseys anti-bullying law and that goes out in the spring usually around April. March or April and we survey students, parents as well as teaching staff. Um so we encourage everyone to participate because the more voices that we get from parents and
staff as well, you know, the better picture we have in terms of what are the concerns of that school's community. >> Perfect. Thank you. And that is um done by Ruckers who's a third party and that's an anonymous survey just so everybody knows. Correct. I don't know if we have the springs results yet.
Probably not. Right. We do not have the spring results yet. >> Um, what I think that I'd like to see in the future and both of you can give input is maybe having the school safety or climate team or a representative from there come to the student services
meeting and maybe have a discussion or see how they think the board can support or >> Sure. So, we always have the student assistance specialist there. They co-chair the safety and climate committee with one of the building administrators. So, we certainly could make that a topic.
>> Yeah, I think for one of our next meetings. >> I think it might help us here like just talk about things at each school and see what we can do like what's working at one, what might be helpful for another, and just kind of like have a conversation. One of the things we talked about today at my department meeting with the anti-bullying
specialist was them going and observing other schools safety and climate committee meetings just to see what's coming up at different buildings because like I said before each school has their own culture and climate but we are all one school community. So being able to
look at what are the other schools experiencing, what are the activities that they're implementing and then you know share out between them I think is important. >> Great. Thank you. Thank youelcome. >> Thank you Jeff. Thanks. Thanks. I I'm I'm always just really amazed with what you and your team and, you know, all the
all the people involved in this process do on a daily basis and I think it's far more challenging than I'm even aware. Um the um the the numbers that are reflected in this are the ones that we're aware of, >> right? And and I can't help but assume that there's a lot that still happens. >> I'm sure there is. Yeah.
>> Unfortunately. >> Yeah. >> And um that's unfortunate. >> It is. >> Um >> it is. And I think I mean I I I don't I guess it depends on the day, but I it seems to me as if though like humanity at large is sort of just you know becoming a little less tolerable of one
another and uh a little quicker to yell and a little less uh inclined to collaborate and dialogue and that's unfortunate for us as a community. >> Um so I just wanted to commend you guys for this uh and for the work that you do. Um, I think I asked you this
question last year and I'd love for you to just to repeat it, but what when something like this happens, there are a lot of external parties that also get involved in the process of trying to address the situation. And I think it'd be really helpful for >> the community at large to to realize that it's not just something that we
take care of in the school. There may be police, there may be DCP, there may be Can you just speak to that quickly? >> So, it's a really good point. um all of these incidents that are reported and and to speak to what Dr. Braun had said, unfortunately the problem with the HIV
law is that it doesn't necessarily address every single issue that's taking place in one of these instances. They're very complex. So even if it doesn't meet the criteria of harassment, intimidation, or bullying, it doesn't mean it wasn't a hurtful situation, an upsetting
situation. It doesn't mean that it wasn't possibly a bias incident in another way. So there is a lot of collaboration between the department, the schools, East Brunswick Police Department, DCPN, CMO workers, outside therapists, as well as the school
counselors, the student assistance specialists, child study team members trying to come together to support the students involved, you know, offender, victim, witnesses as much as possible to try to resolve the issue. And really, ideally, what we're looking to do is not
have it repeated. That is really the goal. You know, kids make mistakes. It's our responsibility to teach them. So, trying to prevent repetitive behavior is really the goal. >> Thank you. And I just want to add one thing. I think I I mean for us as we continue to evolve as an organization
and a community too that that it everybody is involved in this process. It starts when the kid gets on the bus in the morning and making sure that the bus driver is aligned with our culture and the way that we treat people uh to to the to the moment that they get off, right? I think every one of these people play just a vital role in the well-being
and and so you know the more that we can do to support the whole the better off we will be uh as as a unit. So and thank just thank you. >> Thank you. >> All right. I'm going to swing over to here. I'll come back at the end. Leo.
>> Yes. So Dr. Vleski, can you please clarify one things when you talk about this safety data system? You said the vaping T uh THC
uh marijuana all abuse is just a procession or have to be abused to make to reach this data >> uh in in the school setting uh possession is enough to uh to raise that limit. It's illegal for a minor to have
marijuana possess marijuana. >> So this is any saying that and somebody possession will be hit be recorded. Correct. >> Okay. So, it's not abused. Okay. >> Well, it is considered because it's possession. >> Okay. Thank you. And second, for the uh
safety uh climate committee, how often does this comm uh team meet? >> Monthly. >> How open? Monthly. >> Monthly. >> So, is there any way you uh this committee present the finding or summary to this board? will let us know the
finding this committee or this team uh find that will give us a assessment to the entire school district. >> Were you looking for a monthly report? Mr. Hong >> may maybe quarterly if it's monthly is too much.
>> So we have agendas. Each school creates um a safety climate team agenda for each month. There are some standing topics. For example, review of the HIVs or any HIVs that potentially were reported that month is always a standing topic. Um,
issues, any issues that come up within the cafeteria setting is always a standing topic. Any safety or security issue is always a standing topic. Plans for activities um that are addressing any of the needs of the culture and climate, that's
always a standing topic. So I certainly could get you agendas or if you're looking for notes not I personally try to look at I want this board and the community know this team's finding that will give us such similar a dynam uh
diagnosis for the school and school district so maybe quarterly or semi yearly give a report to the board >> I'm I'm I'm pausing for a second because I'm thinking about the the data that we
collect through our our hipster software. Um, if you're if the board is looking for trends, um, hotspots,
I think that we we could pull data from that report at will to create customized reports if we were looking at specific things for schools. I I I'm just wondering what a generalized >> reports >> look would would do for the board. Um
I'm not sure that would meet I don't want to speak for you. I'm not sure that that would meet what I think you're asking for. >> So I I want to uh because this team monthly meet so I want to know the working result
and I want to present your working result to this board and to this community. >> Okay. So we know what what kind of finding you you this team get and for the entire school district to give us a a picture of the school safety and
climate. >> So that's what I'm trying to get. >> Can I can we collaborate and kind of brainstorm and maybe come back to the board? >> Sure. >> With a proposal? >> Yes. because I because we do have a lot of data that we can extract and we can
>> we do and there's a lot that's also discussed at those meetings. So I'm I'm thinking about how can we narrow it down to really give you the information you're looking for but also protect the confidentiality of any individuals or things that might be being discussed >> within that close-knit school community.
Some things might be confidential. So >> what what I'm thinking is potentially put together a like a draft report >> or summary >> that you but but then you could take a look at and say this is what we're looking for. This is this is not necessarily important to us or but I
think giving you something on paper to prompt the discussion. Does that make sense? board. >> Yes, that could could be a way to to solve my >> Well, maybe maybe I could reach out to the board as a whole to get a consensus of what information we'd like for that.
>> Sure. Sure. We we we can further talk about it. I have one more question. So, is all the complaints uh logged into the hipster? >> Yes. >> So, okay. I just want to make sure because uh some community member
complaints there is a lot more than the we are reporting. So I just want to make sure every single complaint either one is a uh bias or or is is a violence is logged into the hipster. >> It depends how it's reported
>> right >> so some parents will report things and say I don't want this investigated as a hip investigation. This is a conflict. I want it handled as a code of conduct. That would not be entered into Hipster. Only things that are reported as a
potential bullying incident would go into Hipster. >> And if if a a constituent said, you know, I I want to initiate an HIV, then we do that. We we begin the HIV process and then we let it go through the
through the system and and termination process. Now I think it was mentioned earlier I think Mr. Cummings mentioned we are encouraging people to be forthcoming and to report and we we've been hearing you know instances where
people have been afraid to report. So that's the kind of thing that we want to encourage our students and their families to report out that not not to pause on that because we we want to get ahead of this.
>> Okay. Thank you very much for your clarification. Thank you, >> Jamie. >> Miss Blelock, thank you for everything you do for this district. You do amazing work. I hope the public knows how much you do because it it's a wonder person
can do as much as you do. Um I feel that way about a lot of people in this district. Um but um I just I guess my remark is that I feel that you know I echo some sentiments already said my concern is that there's not a culture
where students feel comfortable to report um being ostracized by peer groups uh retaliation social media bullying that occurs outside of school >> are concerns um >> and I I don't expect you to have an
answer but um you know similar Similar to how I asked Dr. Bolley, um you know, I challenge you and your department to innovate and find ways that students can um you know, build on the camaraderie that you are working on, but also have
the confidence that the adults in this district will handle things effectively for them >> and make sure that their experience of reporting their truth is a one that validates their feelings. because
perception and reality aside, we still have the emotional health of these children to address. And so, thank you for um your concern with that. You're >> welcome. I think that's always been since my time here, which has been since 2013 in this position, school counselor in the district before that, special ed
teacher prior to that. That's always been an uphill battle, right, with adults and children, trying to empower children to speak their truth and to be confident when they face an adverse situation and be able to know and trust
that the adults are going to help support them through it. But giving them that confidence, that's part of the mental health piece that's that we're battling every day. >> Dr. Falco, I just wanted to mention two things came to mind as you were talking.
I think the the the one group of people in our schools who have had a significant impact on being a sounding board for our students that are not part of the professional staff are our security officers. They have been they have built relationships with students
and and students share with them. The other is I mentioned sources of strength and and peer support of each other and especially with cyber bullying cases and things like that where students are reporting that this is happening to a friend. You know, they're aware of
something and they're they're bringing it to the attention of student assistance department. >> Great. Thank you for that, >> Lou. >> Thank you, Mr. Blocklock, and thank you, Dr. Veleski, for your reports this evening. I also want to thank the
student assistance specialists, the counseling staff, the building administrators, our security, all of our staff, our teachers, um because all of and our students because so many of those folks are important to to us getting really where we want to get to at the end.
>> Um we're talking about HIVs, but I do think and and I know Dr. Brun, you brought this up before. The HIB is a very specific case. We also have, you know, student issues,
student concerns, um, student conduct, if you, if you will. >> I would like if you could just to mention the importance of counseling in both of those and also the followup. So, and I say that very important because I know the state has said, you know, let's
try not to, you know, use discipline all the time. We're trying to to counsel students, trying to help, trying to see where there's where there's maybe a lacking, where we can help to fortify because you brought up, Miss Bllelock, a great point. You know, recidivism is really the key here. If we can stop
recidivism in these cases, um, and narrow that down, that will really help, I think, all of our students in our school climate. >> Right. Exactly. Because we know kids are going to make mistakes. So being able to teach them and support them through that is important. We we recognize that we
have to support the victim, the offender, as well as the witnesses because it's a teachable moment. You know, whatever the situation was, someone got hurt. Um, and it's important that we make sure our kids understand what the
actions were that caused that to happen so that it isn't repeated. So we provide support for all levels you know that are involved in an incident whether it's a HI or not. >> I think that's important for the public to understand. So >> any incident that's brought to administration or brought to counseling
is going to be handled by the student services department as well as the administration. It just might not meet that specific criteria that we talked about before that the state determines which makes it a hip. you know, substantial educational impact and a
distinguishing characteristic. There might not be substantial educational impact, but there might be other impact. That doesn't mean that the student doesn't need support. It just means it didn't meet that criteria of the state. >> Yeah. So, I think what you said is important for the public to understand.
Even though it may not be an HIV, it is still being looked at. It is still an incident and it's still being reviewed and handled administratively and with our counseling team as well. So, thank you for that. Um, Dr. Pan, you had brought up something about in terms of data, and I agree with you 100%. Um, Dr.
Veleski, you had mentioned, and I appreciate this, that you're looking at if the extended year occurs, are we having more incidents? I think it would be important to to not only look at that, but also to look at the last few years because is it an extended two
weeks extra of school or is it time of year, that kind of thing. I think we can really look at that because um I think I'd like to see what that those results are in terms of, you know, how those those hibs come out, you know. So, that would be something that would be would
be helpful. >> Um let's see, there was one other thing I wanted to mention. Oh, yes. At this point, looking forward and and I'm I'm sure I know someone else had mentioned this. Um do we have specific things that if if I said to you, Miss Bllelock, Dr.
Bleski, you know, do you have a certain area? I know for instance on the buses, in the lunchroom, in the hallways in general, are there is there one particular or two particular areas that we're trying to tackle to make it a little bit um uh less difficult and and
you know, maybe to reduce some of these HIVs where students might be really suffering or really having a hard time. >> I mean, we've always found that the unsupervised times tend to be more challenging. you know, um, athletic events where, you know, there's not a teacher right there on the bus,
sometimes at recess. So, I think a lot of it just goes back to that counseling piece where we're trying to teach the students what is appropriate behavior, what's not, and how to handle a situation so that they know where to go for support. They know how to get a trusted adult to get involved with the
situation. So, I still think goes back to the counseling piece. Okay. >> Thank you. Thank you very much. I appreciate both of you for the report. Thank you. Mary, >> thank you, Miss Flelock. Um, I I appreciate everything you do for this district. I echo everyone else's sentiments. Um, my question is really
around it's it's great that this is broken down by like violence, vandalism, substances, etc., but do we have anything that breaks it down by um hibs against race or religion? Because that to me is like the key piece of then how do we know what issues or even like body
image like how do we know what issues we're having that we can >> so that all can be filtered out through hipster and that is exactly what the safety and climate team is doing every single month when they get together they're looking at all of the alleged reports not just the confirmed ones but
all of the alleged reports and what did they have to do with was there a distinguishing characteristic are we seeing a trend are we seeing in one particular ular school, a particular cultural group or religion or something is being affected. This way we can
target that in our teachings and our trainings. >> Okay. And what about the ones that aren't hibs? Because I know in speaking to a lot of constituents, there are things that aren't HIPS, but they fall into those categories. >> Those are all still looked at. Whether it was a confirmed or just an alleged,
it's part of the discussion of the safety and climate team, and we still look at what are the trends. >> Okay. Whether it was confirmed or not, it's still an inappropriate behavior. >> Okay. >> Regardless, we still need to address it. >> There's a system that documents that somehow >> outside of hipster.
>> No, hips. Hipster is where we we track all of that. Dr. Daniels, >> but the ones where they, you know, uh, Miss Bllelock said there's issues that aren't hibs. So, where those like they're just conflicts and but they fall in those categories. >> Let me let me rephrase that. Um, if it
was reported as a possible HIB, >> okay, >> but unfounded as a HIB, it's logged in hipster. >> Okay. >> If it was something that was reported and let's say the parents decided, we don't want to pursue this as a HI, we just want it handled as a code of conduct.
>> We would like a mediation, you know, something like that. That's housed in the counseling department in terms of notes. And those are things that the counselors bring to the table as part of the discussion at the safety climate committee meetings. >> Yeah. And and so like in in speaking to
constituents, I think a lot of them fall into that category. So if there's a way for us to quantify that, I think that would be helpful. Like even an Excel file that says like >> incident like this is the category it falls into. I think that'll give us a better picture as as a district.
>> Okay. >> And it might be helpful even in those climate conversations. >> Okay. Just a suggestion. >> Thanks. >> One of the things I do want to emphasize, Dr. Tanos, you made me think of it as you were speaking. Hipster allows us also to identify where the
incidents occur >> and so we can identify if we have if we're tracking higher at the cafeteria, during passing time on the bus. So allows us to target resources uh and and even looking at passing organizing
passing time at schools. Putting fewer students together in that that compressed environment um you know has an impact in reducing the number of HIVs or the alleged HIVs that are occurring. So we use that software quite a bit.
>> Um but the the notes of the board I I have them and we we'll work to quantify those those concerns that the board has. Okay. >> All right. So, Oh, >> sorry. Just one more quick thing. So, this is the disadvantage of going first and then not hearing the
>> I'mma be last. Okay. Yeah. Yeah. Um, so, so we've talked about um trying to make these events teaching moments so that the behavior doesn't repeat. Um, if we're talking about data, that's probably something else we should be looking at. How many of these uh events
are actually from >> repetitive? Repetitive. Yeah. both what goes into hipster and the in the outside events as well. Maybe one thing I should mention is a few years ago the state did implement that if a student is found to be an offender in three confirmed HIVs,
the school does need to take action in terms of developing a behavioral plan um and some type of you know inter more more intensive interventions as to how to support that student because obviously that's a student that's not able to learn the lesson and make
appropriate choices. We good? Okay. Um, I wanted to thank you for the presentation. I I love all discussion about this because the more discussion we have, the more we can encourage people to come forward and advocate for their students. Um, students are often
>> just afraid and not afraid of anything specific. I think just fearful of drawing attention to themselves for speaking up. And I think one of the most valuable things that as an education we teach them is to find their voice. And I think that's what um your department
really helps them with. >> So I wanted to thank you for that. But I want to encourage parents if your child has a problem >> or has talked to you about having a problem and they say, you know, please don't say anything. Please don't say anything, >> talk to someone. I just sent somebody to
speak to Dr. I think the other day where it was just like we don't know who to talk to. We don't know what we want to do. Like find somebody to talk to, get some guidance, then make a decision. And it doesn't mean that the whole world's going to, you know, lash out at your child, but >> I think kids just sit in their anxiety
and don't say anything. Um, and >> I think it's part of being a kid, right? >> It is. Learning learning what your voice is, where your voice is, and being confident enough to to trust in that and to come forward. But there's always the fear, you know, in kids in schools of coming forward and
what is that going to look like and am I going to be embarrassed? But in order to write the ills of society, right, like you were saying, um, we have to address it. We have to address these behaviors head-on and we have to teach our kids how to be good citizens and how to treat
each other with respect. So if we don't know it's happening, >> we can't work on it. So even if it's not reported as a hib, if it's just reported as an incident to the counseling department, we can still deal with it. And I just keep encouraging people that there are staff members here that will
handle your child with just the gentlest of care. And I think the other part is telling our students that their voice is important to report but also their voice is respected as for how they want to move forward sometimes because I think they think once they tell an adult it's all out of their hands. Um I also wanted
to say because the agenda is very long and I just want to say it. I want to thank the municipal alliance because later on in the agenda um there's money in a grant from the municipal alliance for training the trusted adults with sources of strength and it's such a valuable program. So I'm just really
miss and I are super grateful to Jen Stson and the alliance. I was able to bring in sources of strength on a grant in 2014 and we've had a lot of change over in staff over the years and we felt like we needed a reboot and a retraining and we got the grant from the municipal
alliance and we're really excited. >> No, I just saw it on the agenda and I was so excited to see that. All right. >> Could I make a mention because there's always a re another really important person another VIP that you have to mention >> and uh Mrs. Karen Keegan who's here in
front. All the data that goes into these reports. Karen is uh the master of all that. And uh when I came to her and I said, "Hey Karen, let's look at this over the months. Let's track that out this way." She goes, "Okay." And she
goes back to the office and recalculates and comes back again. So, uh always appreciate her and she she's phenomenal. So, thank you. >> All right. At this point, we invite public comment on this report only if there's anyone who would like to
comment. Step up. Is this a name and address too? >> Same thing. >> Same thing as for the good of the cause. So, if you could give your name and address unless you're a student, in which case your name and your school and there is a three minute time limit on your comment. >> Wait, don't time me yet. Is this only I can talk about this? Can I come back and
talk again or this is one? >> Just on this topic? >> Only on this now. >> Okay, good. I just want to make sure. All right. So, where am I? I got my notes here. I would like to have seen the number of Oh, hi, Antoine Ebola, 45 Merrell Avenue. >> Thank you. >> Thank you.
>> Um, I would like to have seen the number of hibs broken down by incident type. Um, I would like to have seen each school have that breakdown because perhaps the elementary schools are still, you know, they're still working on their, oh, I don't like your shoes. I don't like your face. But when you get
to the high school and the junior high school can get more in depth. Obviously, those kids have social media. They're aware of what's going on in the world. So, I just want to make sure that we see those differences because it could be something that you could address differently if it's a pattern, you know.
Um, I would like to ask a question. I know you can't answer me, but how are the hips that are against teachers and administrators also included in these hips? Because I'd like to know about that. But I know that there's been some incidents where teachers and staff members have had hibs on them and uh
that was that's something I'd like to know about also. Um restorative justice, right? So when these uh especially in Churchill in the high school when these children are having um an ISS or even an out of school suspension when they're in these
um isolated classrooms parents are being told and this is what I'm tell I'm told by my constituents um that their child is going to get um training and mediation and then the child comes home and they tell the parent ah I was just sitting there I did my work and then I
was looking at my phone. So the next day, everyone's back in the same classroom again and nothing was really done to mediate those kids. So in New York City when there was an incident, it could have been um a racial incident, a religious incident, those students who
were involved had an entire day where they had to sit together with with a guidance counselor and the children had to work towards it. Um each party got to say their piece, they got to say their side. By the end of the day, those children went home. Either they were friends again or they agreed to disagree. So I'm just wondering what the
restorative justice is for those types of incidents in that age group. Um the other thing I wanted to say um for the little ones who are afraid to go to the teachers and and I can tell this
this is a story from my own daughter. A lot of the stuff does happen on the buses and there's only so much the guy who's driving the car driving the bus can hear that's going on in the background. um that I don't know if it's a training for the bus driver. Obviously, they're they're not going to be able to address what's happening in
the back of the roads. So, I don't know how you guys would approach that. Um what happens on the bus? Is that also something that's considered a HIP for in school? Because if it's out of school, it's out of the it's not happening in the classroom in front of an adult. It's just a he said, she said thing. That's
my question. Um and I think it would be good for the younger student. Oh, sorry. All right. Sorry, >> Domani, 6 Fairfield Road. Um, just a quick question. Um, I saw the rates went down. Great
job. I just want to know if there was something in particular that was uh done, established, any programs or anything like that that uh caused that uh decline in uh incidents. Thank you. >> Thank you, John.
>> Rachel Botnik, 262 Bramley. Um, I want to make two points or um, ask you guys to check something out. The trends and hotspots that you're talking about, Churchill is one of them. Cohort 2029, you guys need to start looking at the
data and connecting it to removal behavior, preparedness for the classes they're in. And COVID, you talked about science tests. They didn't take the tests. These students in cohort 2029 are not prepared for the curriculum
that is being presented to them. There is a lack of supports and it is directly related to the Churchill numbers that you are seeing up here and you guys are ignoring it time and time again. That cohort is being ignored. My daughter, I
filed three Hibs on the same child before it was actually taken seriously. And no, she wasn't taken care of with kid gloves. She was not. She was damaged and we had to do damage control at home. So that is not the reality for
everybody. Thank you. >> Thank you. >> Anyone else? All right, we're going to close the public portion. This moves us on to 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. >> Uh I have a question for my case. >> One second. Just give me one second. You can wait right there. Let me finish. In order to permit the fair and orderly expression of such comment, the board
shall provide a period of public comment at every meeting of the board. Each participant gets up to three minutes to speak. The board secretary will keep the time when you step up. If you could give your name and address, unless you are a student, in which case just your name and your grade, and I'm sorry, I'm just
required to read all that. What were you going to say, sir? >> Yeah. Uh I have a question for my kids uh for my choice uh foreign language class. So if you don't mind I can I will ask him to uh ask question himself.
>> Okay. And name >> uh Alex Chi. >> Thank you. >> Thank you. >> Good evening members of the board. My name is Alex and uh I'm a fifth grade student at
Hammershield Upper Elementary School. This year, my first choice for a world language elective was Spanish, but I was placed in German instead. I cannot accept this class. First, at Wruffford Elementary School, I had studied
introductory Spanish. I enjoyed it very much, which is why I chose Spanish again in fifth grade. I was prepared and motivated to continue learning this language. Second, Spanish is one of the largest languages in the United States. Spanish
is useful in many everyday situations. As an American student, I believe learning Spanish is the best choice for me. However, my parents received no notice
uh and there was no fair lottery transer transparent process. I was never told what process or criteria were used for the selection. Yet, I was forced to take German. This
feels very unfair to me. My parents have contacted the school several times asking to switch me back to Spanish, but they were told I could take only take Spanish again in seventh grade. I find this answer unreasonable. Languages
should be learned continuously, not with a 2ear gap. Members of the board, you are also parents. If your child were in the same situation, wouldn't you want their choice to be respected? I sincerely hope that I can
have opportunity to study Spanish, the language I first chose, and the one I'm truly committed to learning. Thank you for listening to my request and for making a fair and just decision. >> Thank you, Alex.
[Applause] Good evening, Domcani, 6 Fairfield Road. It is with great sadness to announce that I am moving and barring some big event, this is most likely my last time speaking at a board meeting.
I am so lucky to have grown up here and to have the education that I got. I had the best teachers, friends, counselors, coaches, and mentors, and I wouldn't be where I am today uh without them. I am incredibly grateful for all of
them. I'm proud of the work I did here in town through the various organizations I was a part of, and I hope I made an impact. To quote one of my favorite musicals, Hamilton, Legacy. What is a legacy? It's planting
seeds in a garden you never get to see. I hope a legacy is something I've accomplished here. Thank you, East Brunswick. You will always have a special place in my heart. This is not a goodbye. It's to see you later. Thank you. >> Thanks, Mom.
[Applause] >> Tatiana Jordan, 27 North Drive. To begin, I must address a deeply troubling comment made by a board member during Dr. Bully's presentation in August regarding student test scores. Mr. Hong, during that meeting, you questioned the WEI to access results for English
language learners and expressed concern that these students remain in the program after three or even four years, calling it alarming, as well as questioning the district's exit rates. Such a remark not only oversimplifies the challenges faced by multilingual learners, but also demonstrates a
fundamental misunderstanding of the language acquisition process and the critical supports these students require in order to thrive academically. As a veteran ENL ESL teacher with 17 years of experience, I can attest that it is both normal and expected for
students to remain in these programs for several years. Research consistently shows that developing academic language, the very skill measured by the Wita Access Assessment, typically requires 5 to seven years. As Dr. Bully attempted to explain, students cannot be compared in such a simplistic way. Each learner
arrives with different needs, ages, prior levels of education in their home country, and varying degrees of proficiency upon entry. I feel compelled to address this comment because it minimizes the tremendous effort and dedication of both our students and their teachers. Remarks of this nature
should never be used to diminish the work of educators or to impose unrealistic expectations on students who are working diligently to succeed. This brings me to my next point. Your silence as a board is actually more alarming than the WETA access scores. For example, many of the current board
members chose to remain silent when parents raised serious concerns about the district's use of the balanced literacy curriculum. In fact, several of you went so far as to praise Mr. McCourtney's presentation in February, a presentation that was a clear attempt to minimize and even gaslight the legitimate concerns of parents. And now,
as election season approaches, it is strikingly convenient to see some of the same board members suddenly posing tough questions and comments such as the one I referenced today. Let me be clear, we see through you. And Dr. Falco, in terms of the math exams, math is no longer
universal and as simple as you claim. It is much as exercise in reading, comprehension is math. So, please be mindful of that when referencing ML students, MLL students, and their scores. So, no. Thank you.
>> Thank you. >> Neil Shaw, one Jennifer Court. Um, last Friday we went to a football game and uh, we didn't know all the rules because I did go through EB uh, website to look at campaigning rules. And on Monday, I
got a note uh, via email. I only have three minutes so I'm not going to read the entire note but going to paraphrase policy 7210 says excuse me says that I am in violation of campaigning and solicitation holding
rallies or meetings posting of materials use of school resources or and this is my favorite wearing campaign apparel which is actually against the first amendment. I went back and looked see if I where I
can find this particular notice doesn't exist. This is a real intimidation thing that the board has sent out. There is no 7210. So I sent back a note saying where is this? Where was it reported? Where
was it adopted? Next day I got a message saying sorry it was a typo. It's actually 7510. 7510 governs facilities, application fees, insurance, and priority.
Not what this this was tailored to. This was made on the fly and it was tailored. Now, President Gloss, we saw you on the field at halftime. That's not campaigning. I don't know what is. East
Brunswick deserves better. Please do better. Jeff Winston, fresh ponzer Brunswick. Uh Jane, I knew I recognized you from somewhere. I was sitting in front of your poster. I just realized at the game the other day, so on your senior poster. So there you go. about about 17 months ago uh I had
formed a group online eventually becoming EB action and the theme of that action of that group was change the board change the culture and change the result I got to tell you tonight's meeting was so different than any
meeting that I've ever seen from this board and I look at the faces of many and you're all new or are just here for such a short time so the board did change the results I will change but the
culture is so different Dr. Tus your questioning is just insane I mean it's so spot-on and it's so great uh Dr. Figueroa the right questions you know Dr. LeBron, fantastic, Miss Eric. Oh my god. I mean, you know, and and what's
interesting is President Guas and her predecessor used to use a phrase, don't do your research. That's not your job. Every one of you, Dr. Falco, came out with something that happened in 2024 regarding uh food insecurity. You did your own research.
You brought more value in this meeting than I have ever seen. I'm I'm super excited. And then Dr. Bully gave her presentation and four three words I've never heard used in a presentation tonight, planning, measurements, and
goals. Ever have I heard that in the seven years that I've been involved with this board or in one capacity or another. The only piece I would ask that you add, I think Dr. Figuro said to codify or memorialize, I think you said the five priorities, which I love that
idea. put it on the website. Put deliverable dates. Put check-in dates. When are you going to come back? Give a progress report on every one of those. I know it's campaign season. I can tell. Uh, you know, you could tell. And I could tell there's a new superintendent on the way because I think the
administrators now are really showing what they were all capable of all along. Change the board, change the culture, change the results. I applaud this board. There's two remaining members from the old school in this board. I hope desperately we continue down this
path and replace both Leewoo and Heather Guas with any two new board members. I don't care. I don't need to win. I would love to win and get back on the board, but we will change. This board has been done. The culture will change and I congratulate this board on an
exceptional meeting. Thank you very much. >> Thank you, Jeff. Jack Liv for Springfield Road. It's election season in East Brunswick, as we know, seeing things that are all too familiar. The signs are out. Social
media is on fire. One candidate's fake troll account even pulled me in, and I'm not even running. But I want to address something super disturbing. As we know, there are four of you running for reelection, which is admirable. To that end, I was really upset to hear from
some friends that one of the incumbents running was trashing and telling lies about other incumbents, other another incumbent's agenda and political motives. That just doesn't fly and it's inexcusable. Each one of you committed,
you took an oath to work together in order to do what's best for our kids. You're a board member first and a candidate second in the eyes of this community. Please act that way. I I want to point out that when Dr. Tanios put something
campaign related on social media, Dr. Brawn actually complimented the post even though they're running against each other. I'm not saying you all need to do that, but please stop talking trash about each other behind their backs. We put you all up there to do better than this. Thank you.
>> Thank you, Jack. >> Hi guys. Fran Snowise Schindler Court. Um I will um echo some of the um words today. I am so excited that we are having the difficult conversations that
I have been pleading and asking for for so long. So I applaud you. I know it's not easy. So thank you each and every one of you for that. Um I do want to give a shout out to Bour. um he is um I
think in a place where he's not so green anymore and he's been doing a really good job in moving the high school to uh a place where we're just doing things better. Um, even so much as, you know,
on Thursday morning after September 10th last week after Charlie Kirk, it kind of rocked everyone in lots of different ways and he acknowledged it in the morning and addressed it and didn't ignore it and that's bravery. Um, and he
let all the kids know that they have a place that they can turn. I just really wanted to quickly um also share with you Tim there is training and I thought it was really important that if you haven't seen it um the training is happening now
for the new adaptive testing between the 15th and the 29th there are multiple sessions that I pulled up here just googling it while I'm sitting here the letter was sent out on the 12th last week they extended the um admission they
extended the the the signing in for this, whatever the training is that they have, you have until tomorrow to sign up for it. And the dates run through September 16, 17, 18, 22nd, 23rd, 24th,
25th, 26th, 30th, 1st, and 2nd. And they vary in virtual and um in person. But we've got to sign up tomorrow if we haven't done that already. So if you want to look for that and you want to find it, you can go to the nj.portal at
cambiumas.com. It's all there. So So it's there. So don't worry, Tim. Thank you. >> Thank you, Fran. >> Long time no see for Antonola, 45 Mel Avenue. I wanted a very good
presentation. I really was really was pleased with it. I'm sorry I missed the beginning, but again, excellent questions by the board which caught me up to what I missed and I was able to see the plans and I I would really appreciate that. So, thank you. Um I did have some questions about the um the
numbers. So, Bound Monroe had the highest ones also highest and then Chidik was lower. Even though you said they had improved, it still was low. I'm wondering if bound was higher because they have smaller sized classrooms, which brings me to one of the things you
guys are going to be voting on tonight, which is class size. So, please keep that in mind if that is one of the things that you think has improved their test scores versus the other schools. Um, Warns Dorfer is one of the only two schools who don't qualify for Title One,
which means that those parents might have a better option for those students to get supplemental education outside of the school. So, I'm wondering if you guys did a survey there to see how many of the kids actually do get tutoring or summer school um different programs for
specific students to uh enhance them and not have the sliding scale. Um so, that's one of my questions. The percentage of economically challenged students, do we find them in one specific school or is that percentage just scattered throughout the whole entire school? because uh the whole
district because if it is one specific school in the district that just happens to be higher than the 40% needed to get title one, is that something that we could do? I know you guys said you guys uh you're going to be using the title one uh money to tutor the children. Is it just going to be for the children who
are um free and reduced or is that title one money going to be used for everyone? Because if it is a school that has a higher percentage of free and reduced students and there happens to be the school that is also the lowest number, maybe a lot more of that money for the for their for the title one money should
go to that school and for the you know to teach those students. So that's another question I have. I don't know if you could answer me but um that was it. Hold on. Another question I had. I know that we can't include the ninth grade testing scores in our high
school scores because they're technically not in the high school. I'm wondering why the board at during the year that you guys decided to bring the TCUs to Churchill, someone I'm I'm hoping somebody did. I looked through all of the meetings and I was actually here during those meetings. So, I didn't
hear that said publicly. So, maybe that happened in private. Um, did anybody say, "Why don't we just put the TCUs at the high school so that this way we can put a little bit of more pressure on the district to say,"Hey, they look like they're living in the clubhouse. Let's bring them to the regular building." And at the same time, for the last four
years, however long it's been, we would have been able to have those testing scores included in the test scores. So, maybe that would have went a little bit higher than it is right now. Um, we also see listing the children who have 504s and IEPs. Now, I my
You got Bernie. We got to work on that. >> You did well. >> Don't always be learning disability. >> I just wanted to make sure that >> all right. Is there anyone else wishing to address the board? All right. Then I'm going to close the public portion.
>> Um can I can I mention about the email? >> Which email? >> The one that we all received. >> Yes. Oh, I I do want to clarify. Um I believe I mean I know I did. I believe all of the current candidates received
anformational email about the rules regarding campaigning on school property um as both an email and a hard copy. Um I'm looking who else am I looking at up here? Yes. >> Yeah. I I was I was a little bit
perplexed at the um policy that was listed because I thought it said that it only applied to partisan politics. >> Well, all I wanted to bring up here rather because we don't have opened, but
I just wanted to say all the candidates received that. Everyone did. Um so just to clarify that all the candidates at this time received it. All right we are moving on to
our full agenda. Um, I had planned to go through item by item, but due to the hour hour, I think I'm just going to ask for a motion to move the entire agenda. But then I'm going to open it up for discussion for
the entire thing. Um, because there's quite a bit here tonight. So, it doesn't limit our discussion in any way. It's just going to ask you to call attention to the page number so we can all get in the same place. So, uh, can I have a
motion for the entire agenda? >> Can >> No. >> Can I >> There's some things I wanted to discuss if that's okay. >> No, we can discuss after a second and then >> a motion, but then we can discuss. >> So motion. Okay.
>> Did you Did you motion? >> I had to to discuss the agenda, right? Yeah. >> Okay. I I second the motion to discuss how we break up the agenda. >> Uh I had I had asked for a motion to move the entire agenda. You can after
that discuss any portion. We're just not going to I'm not going to call for one section at a time. The discussion is still open. All of it. >> Yeah, that's fine. Jamie, you're okay. >> I need a motion for that. >> Yes. >> I don't know. I need a motion to move the entire agenda. Anyone?
So we have a question. >> So I stillain or amend. >> Absolutely. >> Absolutely. Everyone. Okay. I motion. Thank you. >> Second. >> And Wilbur. Thank you. Okay. Discussion. >> We're going to start over here and just
work our way around because it's a big agenda. >> Wilbur, anything? >> Yeah. I have one main thing I'd like to mention. I know this has been a topic of discussion regarding oops uh regarding the uh policy regarding cell phones. Um
as the policy stands um there's uh no cell phone use for sixth grade and under and seventh grade and up cell phone use is only allowed during lunch lunchtime. Um, I know uh that some of this discussion has been generated by the
events, the recent events that cause lots of cell phone uh use that we probably don't really want kids uh to be um uh engaging in. But first of all, I want to make sure that we understand the procedure here in terms of any potential
modifications to the policies that already went through the first reading. So specifically, um I'm thinking that um it might be a good thing to have a bell-to-bell cell phone ban in in school um for a variety
of reasons, but first I want to just make sure that we understand the procedure here. So we have a lot of policies that are up that have already gone through a first reading. They're here for a second reading tonight. So, um, just to go step by step, if we decide to amend the cell phone policy
tonight, does it then have to go through a first reading and then a second reading? >> Yes. >> Okay. >> Well, hold on. The cell phone that particular cell phone policy is a regulation. So, the regulation requires one reading. >> One reading. Okay. So, then we can get that done tonight.
>> Yes. >> Okay. That Yes, >> that's correct. >> Okay. Great. Great. If there's a substantial change on a policy >> that has gone through a first reading, >> but you're making a substantial change at second reading, that would have to start again with a first reading.
>> Okay. >> If if on a policy, not on a regulation. >> Mhm. >> Okay. So then um so then we can get that all done tonight. Just read. Okay. So So uh great. So then that's the thing that I would like to um propo and propose is
to um modify the the regulation so that it's a bell-to-bell ban on cell phones. And the main reason is actually not because of the events um that that happened recently. The main reason is because the data actually supports um the benefit of a bell-to-bell cell phone
ban across the board. Um and it seems to me that if we are to implement such a policy, we should be following where the data uh what the data shows. Um and the reason I I I it took me a while to get to this point. But um but I also was
uncomfortable with the idea of modifying the regulation in reaction to an event that may or may not happen. Uh again, I won't go through all the details of that, but it did strike me that the um the data and the evidence that we do have regarding the benefits of a cell
phone ban uh are uh regarding p um regulations that don't allow cell phone use at all during the school day. And uh we can talk more about the pros and cons of that, but I'll just leave it at that. >> Anna, >> yeah. Um I actually don't mind that
students are able to use cell phones during their lunch period. If you think about the kids who are, you know, grades seven and up, they're there have got 80 minute periods. That's a long time for kids to be quiet and concentrating and
um for them to have first of all, they have such a short lunch period at Churchill to start with. Um the fact that they want to be on a cell phone, that doesn't bother me in the least. Um it is very disturbing and that's the you
know it's like a Pandora's box because um it's the way that that the culture is right now. It's it's I mean I'll be honest I'm dying to look at my cell phone right now to see how many likes I got on my Facebook page or whatever.
Okay. Um and honestly when Right. I play Pokemon. Okay. So there I could be missing a a gym battle right now. Oh my gosh. I don't know. Um Oh no, it's too late. They're over. Okay, never
mind. Um however, the the fact that sometimes kids need a few minutes just I mean when I was teaching and I would get to the lunch period, I'm like the last thing I want to do is talk to anyone. I need a few minutes to decompress.
So, if a way a kid can do that, decompress, put their headphones on, listen to music or whatever they're doing, that doesn't bother me. Um, I I also think that it could be difficult for parents who need to say, "Hey, um,
I'm I I'm going to pick you up today, but I'm going to be a couple of minutes late. Don't freak out." Or, "Take the late bus, or you need to get home on time because you've got a babysit." that doesn't bother me in the least to have them give that chance. Now, it's totally
unfortunate that I was just gonna say students, but it's not just students. Um, adults were posting pictures on social media, and Tim addressed this a little bit um
earlier, that were truly disturbing. And I I don't care who you are. It that's it was cruel to be doing some of the posting. And these were from adults who should know better to be posting a picture of
somebody getting killed. I don't care what anybody's politics are. That is disgusting. And what I would like to Well, it's how I how I see it. So, we have adults who don't do so well at
adulting. So is it really a shock when we have kids who do things that are not appropriate? The difference is at least with the kids we can work to teach them right from wrong um and say you know
this is not appropriate you that you shouldn't be doing this have some humanity. So um I know I diverged there but I'm not at all problem with keeping the phones during lunch periods. Thank you. Lauren.
Um, I appreciate the conversation that uh that we're having here. Um, I'll say uh personally for me um I don't think that I've been kind of quiet in the community about a bell ban. But I can also apprec I also want to appreciate
the fact that when I brought this to the policy like when we were having the policy committee meeting the question that I asked was why was the regulation not bell-to-bell and so during that committee meeting the discussion for that centered around the fact that
feedback had been given by teachers and administrators at the upper grades that they felt um that this was the first step you know or this they felt that this was the um correct step for them to go in. And I also appreciate the fact
that um I do know that parents feel the need to want to um sometimes have to reach out to their um especially older kids during the school day when they may have to pick up siblings or um there's
school emergencies. But I also and I also on the other hand because I've asked you know Dr. Dr. Vleski and we've talked about this about um to having the availability to go to the office or that we would never stop a student from taking an emergency call um
you know from a parent or a family member um or having to go to the counseling office uh to speak to somebody. Um, so I'm I I'm going to say I appreciate the hearing and and having this conversation out of policy committee and here because I think it's
I think it's important um for everybody to be able to to say their their thoughts here. >> And are we just commenting on this or we're agenda? >> Okay. So um I also just want to say um thank you and it's like amazing that
we're receiving a gift of $100,000 from Michael Syel. um for the um IPO program, robotics program, and e-gaming club. I think that's absolutely amazing. Um the I I think that'll go a long way to supporting the students um in those
programs. And I also thought it was pretty cool that the New Jersey Performing Arts Center decided to donate surplus equipment to us. Um so so I'm excited to see that. um as well as um
just a question that I had regarding um the Middle Sex County Adult Education Consortium. And I don't know if you guys know the answer, but do you know why Perth Amboy left the consortium? >> No. I mean, we'll take it their money.
>> They don't want it, we'll take it. >> Right. They don't want it, we'll take it. I just wondered. Okay, perfect. And uh I think that's all for my questions and comments right now. Thank you. >> Thanks. Um I'm in favor of a bell-to-bell ban. I just want to express
my opinion on that real quick. I think and I I appreciate the dialogue. It's healthy. Uh and I understand it it's it's delicate uh on many levels, too. So, um I I I don't know about everybody else here, but I I find it like it just drives me insane when I see a group of
kids or standing in a circle and just doing this and um and I do this and my own phone to your point >> uh drives me crazy. I feel a strange attraction to it and a desire to like, you know, when I'm with my family and that's that's something that I need to
work on. Um I I this is the the 30 minutes. I don't know how long lunch is, but for 7 through 12, excuse me, 20 20 minutes of like the most unstructured time when kids are sitting together at a table. And I just don't agree with the fact that that we would allow them or or or take away the opportunity to just
engage. I think and I've talked about this too much and and I will probably continue to do that, but I I you know, I just think that that is vital time for these kids to develop the relationship building skills. Um, prior to us having these things came up. Life was
complicated as much back then as it is now, but we still found a way to communicate. They can call the school if a child needs to to reach their parent that those channels can be put in place. And so, if we do move in this direction, I I don't think it should be a swift move. I think that there should be a plan, you know, and it should be rolled
out. Um, I don't, you know, I I I think that it it's something that we should put in place over, you know, it's a 60-day action plan or something so that by this point, everybody is acclimated to it. Um, and I'll just share, I mean, the final thing that that really and Wilbur, you make a good point, right? And these instances will come up, but my
12-year-old, a seventh grader, came home uh the day after the Charlie Kirks shooting uh and and watched that scene on a friend's phone while sitting in the cafeteria at one of our schools. And it struck me as as just so awful. We have
pretty strict bans on my kids' phones, right? They don't have YouTube. They don't have the social media channels. That's our choice. It doesn't mean that he wouldn't have observed that on his way home on the bus that he maybe at a friend's house the next weekend that he couldn't have access to that. But the fact that he was sitting in school
during school hours watching an assassination is a problem, I think, and it's not going away. And so we as a as a unit and a team here have to consider that. and and I just think that whatever we can do with the with what we have control over, we should try to take advantage of that. Um my final question
was regarding the um the busing the buses, excuse me, the purchase of the five buses, huge ticket, right? Um that is a ton of money that we are preparing to uh put out and I know we've talked about this in the past, but these five buses I assume are going to be replacing
five current buses, correct? >> Yes. So, are the five current buses safe to transport children and adults? >> I'd say yes. Right now, they are. >> And will they be for the remainder of this uh academic year?
>> Yes. >> So, why are we spending almost a million dollars on five new buses? >> It's part of the replacement cycle. >> It's all good. Um, I don't there's there's there's I can't help but think that there's a better way to spend that money.
>> Well, under the shared that's funded through the shared services agreement. So, you can't utilize that money to do something else in the regular part of the budget. >> So, that money was approved to specifically replace the school buses. >> But, do we have to do that
>> based on the look, it ultimately is going to be a board decision, right? whether the board wants to invest in maintaining the school bus fleet or not. >> Yeah. >> Um I think one of the things that the board has to consider is what happens
with the school buses after year 8. We have extended warranties that carry with the buses up until that point in time. Beyond that, now we get into risks for major cost uh implications, transmission
failures, engine failures, brake systems, not not regular maintenance, but large systems. So, what's the cost implication of that? Um, and how does that compare to the individual uh cost of replacement? What's the differential?
I'm going to guess and I started looking at this recently, but it's going to be a minimal differential in terms of whether the buses get replaced or whether they get deferred. And there's a big risk. And I think it's a matter of the risk.
How much risk is the board willing to accept >> regarding the reliability of the buses that that are going to transport the kids every day? >> Yeah. >> Take that into consideration. and a bus goes down, then we need to look for renting a bus. Because if a bus is going
to be down for a month, I don't know how long it'll take to replace a transmission or or an engine, just for example, but a bus goes down for a lengthy period of time, we'd have to look to rent a bus. There's a cost associated with that. So, that's a component that has to be considered. So,
there are various pieces um that I think are very important for us to keep in mind as we make a decision. Yes, it's a large amount of money, but part of that has been that the board made a cons a con uh considerable effort and decision
and saying we're going to replace our bus buses on a schedule to ensure that the fleet is operational on a consistent basis without having a risk. >> I think that may have been a mistake like and you know I think that some of
that could be I think both are true. Um I I my my gut reaction to this is we can get through another year and allocate this close to a million dollars to saving jobs and programs. >> You can't we can't allocate that much for that.
>> So the the shared service agreement and it's very unique to East Brunswick. The the the town and the board collaborate and you use the bonding capacity of the town. The town bonds the money. So you're actually paying for it over a
period of time. And the reason you use the town is the town has a very high bond rating. So you get the lowest interest rates possible, AAA. So when you do that, it's a cap, it's really a capital improvement. So even if you had
$89,000 in your capital improvement budget to buy buses, you couldn't take that money and transfer it over to general operating. They're two separate budgets. So what so what you're doing is so so that you don't hit your general operating budget for like repairs and
stuff would come out of your general operating budget so that you don't hit that you you've collaborated and the town's done this for years with the board. >> Um collaborating so and that's why the town uses your buses in the summer and stuff like that. So that that's the the
reason that money cannot be reallocated for general purpose. It's only for this capital acquisition. So, if we didn't spend it, what happens to it? >> If we don't buy the five buses, >> do we save the money in our budget?
>> No. >> It will never transfer over regular budget. >> Yeah. You just you just have less a less of a >> debt payment that you you're paying over a period of years to the town. >> So, we would still be saving
>> you'd be saving some. Yeah. But you're not the the you'd be saving money because you're making a it's like making a a car payment in in in essence and the the town is, you know, Chevy and you're making a payment to Chevrolet for the
car that you bought over a five or six year period. >> I I don't know if I'm fully wrapping my head around all of it. I I I to me it's just like if we don't need it, it's a huge chunk of change. I get what I I think I get most of what you're saying and I get I appreciate like the and I was probably voted on and was part of
that process and and that whole movement but um I I think we're going to be facing another $8 million budget uh deficit in you know no time here and uh it's going to be a huge thing and and that just that number jumped out at me. Is there anything that we can do to kind
of wiggle through this so that we are not bleeding as badly as we anticipate we will be bleeding? They're two two separate pots >> and and the one can't cross over into the other. >> Go talk. >> Okay.
>> Um >> I'm good. I don't >> No, I was just going to keep bringing it back and then I'll circle back. >> Is it fast? Go >> just for Yeah. Okay. So, could we not tonight because it's getting late. Could we at some point look at that uh the
fiveyear and maybe go to a sixyear? Okay. Right. Is that good, Tim? We started doing that by the way. We started to take a look at >> because I'm totally down with you, but we'll we'll try to do that whenever it's convenient. >> And if I just want to just remind everyone I my recollection is that the
that you guys got on this cycle because right after co if you guys if everyone remembers >> in 2022 like we try to forget that >> there was huge shortages where you couldn't buy cars, you couldn't buy buses. there was uh a I think it was an
18-month delay. You couldn't buy fire trucks, police cars, nothing. >> Um and the the one thing that the district has done and I think you wanted to do is bring more bus drivers in house that were your employees and so you guys have built up your fleet to do that. But
the one the the reason that I think the board got into the cycle too was just to make sure that you had buses coming in. God forbid there's another supply chain shortage where you can't get you you literally couldn't get buses and there were districts that could could not purchase buses and we're buying old
>> decrepit buses just to use >> right because that's not the case now though right >> exactly that's but I just wanted to give that was the history of what >> we're that's not where the cycle came from though I mean we there was difficulty with >> um getting uh large pieces of equipment like that
>> as a result of co But the cycle on the bus replacements was something that the board had decided they wanted to do. >> So we can look at that absolutely at another time. >> Yeah. >> Okay. Thank you. >> Uh public comment is really needs to be down. You know the board's discussion is right now.
>> Thank you. >> Um so I just wanted to piggyback off that for clarity. I know that we had moved towards having our own fleet of buses, which I have been hugely in favor of because I have found that the drivers that work for us have better
relationships with our children. Um the they're a known factor for us and so I like the stability that having our own drivers in our own buses offers for our community. I just altogether I've seen greater satisfaction from the parents um
and the students. But part of the problem, as I understood it, was that as the buses go past their warranty, just like with our own cars, they begin to break down. But when they break down, that does come out of the same fund as staff, right? >> Yes. >> So that's where the that's where the
discussion has always gotten tricky in my mind is that to buy the new buses comes from over here. But if we keep these and they begin to break down, then it does become a decision of do the buses run or staff. So I agree. It should be more of a conversation. Um,
but that's where the the different funings on the budget get complex because do I do I want to see a major spend like this? No. The budget is very scary. Um, but at the same time, do I want to have buses start breaking down and have teachers coming out of the
classroom? Absolutely not. So, you're right. It's a complex issue and we should come back and discuss it more. Um, I also wanted to thank um Oh, excuse me. I wanted to thank uh the municipal alliance for their grant. I also wanted
to talk about sorry I've turned back too many pages looking for the buses and now I wanted to thank Michael Seel for he was recognized by the partners in excellence dinner at just the last dinner. He was amazing. he was very very invested in the IPLE program here in the
robotics program and um and in e-gaming and what he could do to help our students further which is it is so nice to see people want to come back and give back that have the means. I also want to thank the the foundation because that had to be worked out with the education
foundation as a way to move the money through and I wanted to thank uh Dr. and his team because it turns out if somebody shows up at your door and says, "Hey, I want to give you $100,000 and you're a public school, it's not that simple." So, there was a lot of work
done on his part to figure out how this could be done um in a way that would benefit the school, would do what Michael wanted to do for the district, and would work within the budget and be legal altogether. >> Correct. It it was I was so excited when
he first told me and then he started talking about the complexities and I was like it's just never simple like we just want to take the money. Thank you so much. Um there was I had one oh about the cell phones. So I have mixed feelings. I don't have mixed
feelings. I have very strong feelings about cell phones in school. I make no secret about the fact that I'm a high school teacher and have been for a long time. Um I dislike cell phones in the classroom very very much. um for everything that we talked about tonight about student services, the way the cell
phones feed into um just HIVs and the way students relate to each other. It's too detached. Uh they say things they would never say to each other's faces. They post things online. It is rough and they are very young to be given that much access to the world. So I am very
much in favor of the policy looking at to take it away during almost the entire school day. But also as somebody who works with students who may not be as privileged as all of our students or we may think all of our students are, I know that when my students phones go off
and they look panicked, like 99% of the time it's their mom. It's just always the mom. And they're like, "Miss, it's my mom." I'm like, "You're not allowed to look at that right here." But under the rules where I am, they do have certain times when they can look. Um,
but our kids, our demographic is changing. Our kids work. Our kids are picking up younger siblings. And we were just reading in class a book where the main character comes into the house and her parents left a note on the refrigerator. And my little freshmen raised their hands and they said, "Why did they do that?" And I said, "It was
before cell phones. No one texted." And they were like, "Get out." Really? Just like with tape. Um they had no idea that that's how communication used to happen in families. They are used to being instantaneously connected to their families in that way to share
information. Be it, you know, I'm getting a ride to practice, I'm not. Um, but I find that the students that I talk to that are talking about needing to be able to use their phones during the day aren't using it so much for decompressing. They all have devices. I mean, I've been in schools where the
kids aren't allowed to use their phones during lunch. Every single kid is sitting in front of a computer like this cuz it's all there. It's all there too. I mean, their ability to build a tech wall around themselves is pretty strong. Um, but what they are doing is they're
not just figuring out like, can my mom pick me up? These kids are figuring out like who can give me a ride after practice? What happens if I need to get the bus from Church Hill to the high school? Then what? Um, there's a lot of self-sufficiency that our kids do that I
think that we didn't do when we were little. Um, and I also know like I myself, you know, I I will talk about my big kid and she'll be real mad about it, but I I've gotten a couple texts during lunch from my now college student that
she was upset by something that happened and she just wanted a touch with mom that like, I'm having a hard day. I just need to say somebody who's not going to judge me. Thank you very much. Here's six emojis. I don't understand what they all mean. and then and then she's just gone and I don't hear from her for after
school and I worry the whole rest of the afternoon and she's fine. But I do think that the the regulation as it is is a nice midway point because I don't think they belong in the classrooms. I think it is distracting. I don't think it's good for their mental health. But I also
think a complete cut off is going to be hard for a lot of our kids whose families don't have the put a note on the refrigerator option anymore. It's just not real. and they need to be able to touch base and they may not be able to see their parents, you know, like parents work odd hours. Everybody's
doing their best and if your kids one way to talk to you during the day is like the quick text during lunch to feel better about whatever just happened in maybe math. Um, might have been math, then I'm not I'm not against them having that little bit of access to their family. I I just think that everything
that they can get into trouble with, they kind of can with their laptops anyway. So, I would I like to keep them more sheltered and protected very much so. Um, but I also want them to be able to talk to their families if they need to at one set point during the day and
then the rest of the day just make them available to learn and not worrying so much about like what's happening in their phone non-stop. That's the end of my talk about post-it notes on the refrigerator. Lew. >> Yes.
So I want to thank EBF and our high school graduates Michael for this $100,000. I believe this is only first batch and more money is coming. I want to thank
EBE past president Jack and current president Randy. They did very good job. They got magic way to connect the school and the graduates. I believe in other school district there are so many successful graduates but they don't
have any connection with the old school. So the Jack and his team now under Rendy's leadership you guys deserve all kind of credit. Thank you. And second one is about the curricular.
Uh so on this agenda we put 18 students uh for the flex program. So is this the total number of students for the flex programs this year? >> At this time that will that will rotate
throughout the year, Mr. H. And you'll see throughout the year the board has approved additions to the flex and then we have some students that will roll off. >> Okay. Thank you for clarification. So I want to shout out for the item eight and
nine the uh dual enrollment program. So the tuition is so high now it's problem for most of the families. But if you if your children can take credit at one less than 10% of cost compared with
rockus the same credit why not take advantage of so uh in June we have five students graduate with associate degree right >> correct >> so those student while they are taking class in high school they earn their
college credits so basically they save their parents hundreds of thousands of dollars. I urge every family, please take advantage of this uh dual enrollment program while your children enroll in high school class. Very
important, very economic way to educate your children. >> I was looking for Mrs. Bllelock when you said that because >> now she their family saved some money because their daughter graduated with an associates degree this last year. >> That's >> she'll spend it on her master's degree
or something. Jamie, >> thank you. Um, just some remarks regarding the cell phone policy. When the initial policy was drafted, it was a slightly different world. Um, you know, I I weigh the um the merits of a
bell-to-bell ban. The data certainly suggests that that would be the most effective for mental health for students. I also understand that in a modern day with convenience of technology, we have these really great devices to communicate our needs rather
than lining up 25 kids in a hallway for the front office. Um, my personal opinion should not matter. I believe that it's my job to reflect the my constituents. Um, so I approve I
personally feel right now this is a start. But what's important to know about policy is we can revisit policy any time. This is not just a one-time thing. This will continue beyond today. Um because it's a very important discussion. Our students mental health
is critical um now more than ever. Um some other remarks I have um just um not to you know get too much into it with the buses. Um, I share sentiments with this board, but
I also wonder if I was the parent whose child is on the 9-year-old bus with no warranty and that bus goes down, how would I feel? Um, I understand that we also do sell these buses once we're done with them. So, we do see uh an ROI back. Yes.
>> So, it's not just a lost kind of expense. Okay. Um, the other remarks I wanted to make, I wanted to thank EBEF, um, Mike Cyel, class of 2000, go team. Um, I'm just
really proud to be a Bear every day. Um, when you read things like this, it's it's a very gratifying experience to know that there are amazing people that have gone through this school and care the way that we do. Um, that children have their best opportunities.
And then um the I think I had one more thing. Um yeah, I just I saw that we've uh had several grants that are um in here that we've applied for and received funds
for. So I want to thank all the people in finance who've worked on those grants. Um that's all I have to say tonight. Thank you. >> Thank you, Lou. at this point because we started over there. It's kind of redundant, but I do think there are a couple things I like. >> Are you feeling you're feeling
>> I'm feeling Dr. Pan's pain here. Um with respect to the buses and and um Dr. Falco, you made a really good point. Um you know, the safety of our children has to be number one at all times, but it does bring up another situation. We have
um you know, regular uh financial obligations that we incur based on what we have put together, you know, every year. But some of those things had started many years ago. Now with the current budget crisis, I think we really
should look at everything that, you know, that used to be on an automatic let's buy them or let's go for it. Um, and especially if it if it, you know, if it doesn't have to do with student safety or student well-being, I think they should at least be reviewed. And I know you do that all the time anyway,
but I do think it's important for the board to understand that, you know, there are maybe things that we can hold off on right now and and hope for a brighter day later on. Maybe a while, but let's, you know, maybe that's something we can look at. I also want to join my colleagues in thanking Jack,
Randy, the EBEF, and of course, Michael Cybel for his generous donation. And and as uh as uh we said, Mr. Hong said, hopefully there's more money coming after that. Um and any and all please I encourage all other graduates or other
generous philanthropists that are looking for a good cause. I know it's a lot of work Dr. Bleski and and Mr. Juliana I appreciate that. But um those are the kind of things you know at this point in the game when it comes to financial obligations and what we need
to do and budgets I think we have to really consider a lot and um that's really helpful. So thank you again Michael Cybel and EBEF. Um the third point about the cell phones and I think I mean it's so it's been said so well anyone who knows me for you know many
years you know that I have not been a proponent of uh unlimited cell phone use in the schools. I do believe it does affect SEAL or or student you know health and welfare. Um however as I think it's been so aptly said there are
many many differences now every year there seems to be more and more differences. you know, uh, uh, I think Miss Guas brought out some very, very good points. I mean, and just giving you another example, soccer parents, uh, basketball, baseball, you're on travel
teams, there's changes daily, sometimes two, three times a day. And, you know, if if you're a child and or a parent or single parent, even two parents in a house, it's almost impossible to get everybody where they have to be on time unless you know the information in real
time. to have a a small window, whether it be to listen to music um or to connect with a parent or or something like that. Maybe it's a I just need a hello. I just need a you know a warm fuzzy emoji or whatever they are. You know, I think we should really consider
that at this point. Um I like what Dr. Falco said. She's right. This is the start. I would like to see the data on on the schools that were saying, you know, bell-to-bell and see if maybe possibly moving that up. If if the data shows that our kids are are are, you know, healthier, feeling good,
communicating more with each other, not on their phones, then maybe that's something we can bring up as the kids go up. But I do think this is a good start. I think this is a good place to be. And I appreciate uh uh the board's work and also the constituents who gave me feedback to make me realize, you know,
it's it's it's hard to just go from something, you know, where you can get someone to nothing at all. And in today's day and age, I think we need we need something for the kids and for the parents to be able to communicate immediately. And I think that's having it at lunch is is helpful at this point.
So, thank you. >> All right. So, sorry because you're last, >> Marian. >> Do I have a time limit, Barney? Bernie's your watch out. Um, no. So, um, I, you know, uh, Michael Cybel and Evef, thank you so much. Um, I
think it speaks volumes to a person who wants to give back to a community and it also speaks back to this community that someone is so invested in it and believes in it because of what it was able to do for him. Um, it it echoes what uh what we said earlier to Dr. Bolley is like the the excellence just
continues. I don't think it took an NJSLA to determine that he was going to be a successful person. Um, as far as the cell phone policy, I agree. President Guas, Dr. Falco, Dr. Figueroa, Dr. Braun, Miss Heric. I mean, I even agree with what um with Dr. Pan and and
Mr. Cummings are saying, but um a as a single widowed parent like that that really resonates with me. Being able to access my children with all the schedule changes and um I'm a big believer in that education is not just curriculum. Education is also what we're able to
teach our kids as far as self-control and being able to use a cell phone only at lunchtime is is uh something they're going to have to learn. I mean, part of this policy is the consequence of not using your cell phone outside of the lunchtime. So, I think that's that's
really critical to drill into our kids so they're not one day sitting in meetings or in boardrooms and like texting or watching their Facebook, which Anna I I like to do, too. But, um, so that's my stance on that. I do have um two questions on uh one for policy
and one on an HR item. Can I bring up the HR item as well? Okay, let me let me start with the policy. It's on the class class size policy >> um >> in the uh Do you have the binder? >> I do. Yes. Can >> you tell me what page that is, please? >> Uh
>> or the tab. >> Okay. So, it's tab four. It's the first item on tab four. >> Thank you. >> Mhm. So, there's a line and it's Bernie. It's the second um p page two of two. And there's a line that says the maximum number of students may be increased
above the computed maximum as may be required by budgetary constraints, >> which basically would make this policy null and void if there's a budgetary constraint. Correct. >> Well, it would it would require the board's action at the time that the
budget's being approved. So, the board always have the has the right to override. >> Okay. >> So, that's what that it provides the board that ability. the board's it's the board's policy as it is. So, um you know, we've got instances where the existing policy
>> may not be fully applicable. This provides some flexibility >> while also providing the guidance for what we want to do with class size. >> Okay. So, should there be a budgetary change that would need to change class size, the board would have to vote on that first. >> It would it would be part of that
overall review. We had that situation with the current budget where um there was the potential for implications in class sizes um and the board was aware of that. So that was part of the overall discussion in finalizing a budget.
>> Okay. And so like the for example the ma maximum for um fifth to 12th grade maximum class size is 25. What do we do about classes that are over that right now? Would that be a change for this year like for
right now? Because I do know there are classes that have 26 kids for example. So what happens there? Uh next page. Sorry, page one of three. Next. Yeah, the very next. Yeah. >> Or would we be in violation of the
policy? Okay, >> it would again it would be the the board would with its knowledge exceed what the policy max is by virtue of its approval of the budget. So that
would all be part of the conversation. So, you know, it's going to come down to how much how, you know, what are the financial resources available to do what we need to do to maintain class sizes within the ranges that are here or having to make the decision that we're
going to have to exceed what these class sizes are. I think it's important to have the guidance of the policy and the regulations regarding those class sizes, but also the reality that they may they may be exceeded, >> but they're exceeded right now. So if
these policies go into effect right now, are we violating our own policies? >> We in some instances we may be. >> So >> I mean we the other option is not to have a maximum indicated and I'm not sure that that's something. >> No no I'm I'm actually leaning towards
like how do we what do we do about classes that are over 25 students right now? How can we have a policy that we can't even abide by? I'm concerned. >> It's a it's a financial issue. It's a real financial issue that the board has to grapple with. >> Can we what
>> to know how many >> Yeah. Can Can we figure out how many classes right now are over 25 kids? >> This is um at the high school. >> No, this is So this this one for the 25 is for grades 5 to 12. It's a 25 max. >> We could I think we can get that
information. >> Okay. But we don't have to decide on this tonight then because I'm not comfortable voting on something if if we're voting on it and we're saying the maximum should be 25 but we're over the maximum like that. Do you know what I'm saying?
>> So you would want to change that maximum to a higher number. >> No. No. I'm saying the opposite. I'm saying why are why are we saying as you know as decision makers why are we saying that 25 is the maximum and yet we have classes with over 25 like it has to
make sense the policy has to make sense to go ahead >> just in that regard um are we also talking about classes that maybe we added another teacher or someone else in there is that why they're having it >> that that was an option Dr. Figuroa that we that we always had in our previous
policy. We went over a threshold, we would add an aid to the classroom to bring the the uh instructor to student ratio down. >> Um but in this case, this this really >> that would typically be in the primary grades. >> Yeah. So primary grades would get an
additional >> support in the class when exceeding >> uh certain thresholds, right? But in the upper grades that I don't think that's ever happened. >> But I think this is this is more twofold because >> we we embarked and Mr. Juliana worked
for about a year on analyzing every classroom space. What was the square footage of that classroom? >> And because not every classroom in East Brunswick is the same size >> and so how many students can we legitimately fit
>> safely and according to state standard in that classroom? Um but then that combined with the budgetary constraints and realizing in some cases we may have to start moving class size up a little bit if we can't afford to increase the
professional capacity of the district based on budget sharing constraints. Does that make sense? >> Yeah. No, no, I completely understand that. I just don't understand how we can have a policy that we're violating. Mr. Jacobe, can you tell us like is this a problem? Can I just say also I think A
for letter D temporary fluctuations in the number of students enrolled in the school and in specific classes. I don't know if the enrollment trends are impacting the classes that you are referencing Dr. on what a A
>> A4 letter D >> A4 letter D. Okay. Temporary fluctuations. No, but that's not I'm talking about a A2 with the chart of what our class sizes are. >> So, here's here's my and I understand the the dilemma with this because it is
it's a dilemma. You know, we've got >> resources. How much how much do we have in financial resources? How does that impact uh class sizes? It's not a a perfect world. I would suggest that uh the regulation 2312
let's pull that from this because perhaps the the the minmax piece needs to come out. It may be more this is optimal >> what we expect what we would expect to be an optimal um level without having
that hard and fast because then it eliminates the dilemma that we're talking about without having the minimum and maximum. >> I mean my dilemma is twofold. My dilemma is class sizes are too large. >> But that's a direct money issue, >> right? >> And it's also a space issue. So,
>> so if you don't have classrooms, here are two ways to So, one is >> class sizes potentially increase because the resources aren't there for additional teachers. Okay, >> that's one. The other is if a facility
is already fully utilized and we have an influx of students and there are no more classrooms to be able to be used in the building, that's unavoidable. Then you can't do anything about that. So one is money and the other one is space. So potentially two different issues.
>> Yeah. But you're looking also for the data on how many we have right now, >> right? That are over because we our policies have to make sense. Like if we're writing policies, they >> I would suggest that we that that this >> pulled so we can make some changes. >> We go back to policy to the policy
committee with >> some revisions. I I understand what your point is. >> Yeah. >> Um and then we can bring it back to the board. >> Thank you. >> It's a regulation so you can act on It's a regulation. It's act, you know, >> and it's not stopping operations right now. >> Yeah.
>> And it needs to reflect the priorities of of this board, >> right? >> Thank you. I appreciate that. >> This is a hard regulation because we want it to be like >> probably closer to the budget season where we're more concrete, too. >> Um, okay. And then my last question,
sorry, is on um HR the HR uh on page 13. So, let me >> Oh, not not policy. The H Yeah, the actual HR. >> I'm going to the next batch of papers. >> Yeah. >> The HR um
>> No, I'm not right. >> And there was a um >> a correction that was on the day. It's just >> Yeah, that's not my question. I'm on uh I'm on page two items on page 13 actually. And just so I'm clear, I'm not
allowed to mention names. Correct. >> Correct. So, let's see. Page again. Page >> 13. >> Uh label HR. >> Yeah. >> I'm sorry. >> Oh, there's um there no employee ID numbers, but go ahead.
>> Yeah. Title one. >> Yeah, this is the title one. So, my question on title one, this is these are salary increases. >> No, no, not at all. So, let me just let me just address that please. Page 13. which are the grant allocations. This is
for title one. This we the the board has to um identify the staff and the amount of their existing salary that's being allocated to the grant. >> Okay. >> So, this is simply saying, and I'll use
an example. Let's say um we have a teacher at $80,000 and 50% of that salary would be allocated to the title one grant. The resolution here would indicate that
$40,000 of that salary is being allocated to title one. >> Okay. >> Okay. So, this is strictly identifying the amount of their existing salary that's going to be charged to the grant. >> It's not an increase. >> It's not an increase. Okay. Just making sure. Not at all. Okay. No,
>> that's a good question. >> Okay. And um you know, this kind of ties into last time because I know that that when we talked about title one and that all of our schools were title one except for two, this created a lot of discussion in the community. Can we just clarify? Are our schools like a a
schoolwide program or are we the targeted assistance programs for our schools? >> They're not schoolwide. >> They're not schoolwide. Okay. So, we're not 40%. Correct. >> Okay. So, we're at like a 2% of each school and that's what >> No, it's over a 20 20% or 20.
>> Yeah, I forget what the what the criteria was, but I just had the question came in an email that I answered. So, >> um >> I don't remember what it was. I think it was the 20%. >> Okay. Yeah, the major clarification was that these are not schoolwide programs
because that >> that isn't reflective of um how affordable our homes are. our our numbers are >> unaffordable. Yeah. Um okay. And then um last thing on that same page, the the Saturday detention, um you know, given that we are in a
budget constraint and given that we've had so much discussion about restorative justice lately, is there no other option besides the Saturday detention? >> That's outside my wheelhouse. I can't answer. >> Whose wheelhouse is that, Dr. Wleski? >> There the reality is yes. There probably
other options. There probably are. >> Can Can we look into that instead of this? Okay. You know, just >> Yeah, >> I think I said the same. I think I had had emails the same. >> Yeah. >> So, yeah. >> And that's all. I'm done. Thank you.
There was there was an amazing moment two years ago, I think maybe three years ago, where accidentally the Blackboard system contacted every single child attending the high school and said they had Saturday detention. >> And that was a good instance of when
every child was happy to have a cell phone because every parent called and said, "What did you do?" >> That was awful. >> All right. >> Sorry. Um Yeah. Sorry. Sorry, I thought I was just going to discuss my one point. I didn't get a chance to get to
my other uh question. So, uh so uh just back to the cell phone, I actually did think hard about um situations where you have single working uh single working parents uh kids that need updates on on on things. But u again where I landed
was the data that we have and this data isn't that old. So the world really hasn't changed that much since these studies came out. The data that we have shows that a bell-to-bell cell phone ban improves mental health. And from my day job, um, I've seen this sort of thing a
lot where new new data comes out that indicates that maybe we should change our practice in terms of dealing with one disease or another. And immediately doctors go, well, my patient population is different. Um, because no one really wants to, you know, make make a change. That's because doctors are human just
like everybody uh everybody else is. So, I just want to, you know, bring that up as a as a as a point to think think about. Um, and that, you know, my understanding is that there are ways of par for parents to get a hold of their kids during the school day uh outside of
send sending a text. A text is certainly convenient, but it doesn't mean that it's impossible to do so otherwise. And that's the only thing I I just want to mention about that. Um, I also wanted to um um thank Mike Sabel and Randy and Jack and the whole EBF team and the
administration for facilitating the uh the the the uh the the very generous uh gift for some very wonderful uh programs. Um in terms of my questions, these should be uh fast. on the travel report. Um I I just want to double check
the travel report reimbursement also includes the cost of the training or whatever that the that the person did, right? >> Well, it's what they're going to do and it's based off of what their >> uh professional development application had. So, it could be a registration, it
could be mileage if they're traveling somewhere, >> but that's all wrapped up. Yes. Yeah. Okay. because maybe uh something maybe a better title for this than travel report would be would be more helpful because I saw that one of the items was for for
like $2,500 to go to Edison and it's like >> right >> I know it doesn't but it's what the what the law refers to it as we had this conversation I I don't know how many years ago we had the same conversation right Mr. Crossville. >> Yeah. >> Okay. >> Yeah. >> I I started thinking about how many
times you'd have to go up and down the turnpike to get to Edison to run up that. It was it was a lot. Um let's see. Oh, and also just one quick question on uh on the tech textbooks. Are there number of situations where you have um
one title, it's usually a classic like you know um Hamlet or something and multiple publishers. Um is this just reflecting our inventory of textbooks that we have? >> Dr. Bowler. Yes, this is the inventory of everything that's in the district. >> Okay. All right. Good. Thanks.
>> Hey, Anna. >> I know. I'm sorry. >> No, I'm just looking at poor Jane. >> I see an open mic. I can't help myself. Just Just talk all nighter for Jane. That's >> Oh, Jane, go home. Wait, I'll write you a note that that you should be excused
from your whatever homework's due tomorrow morning. Okay. Well, with the cell phone and and the fact that kids, if I understand, could go to the office and that's taking away instructional time. Um, you have a kid, I mean, having worked at Church Hill,
you know, if you're in the trailers, it's going to take you six minutes to get down to the main office and then you're going to have to wait in line to use the phone and now you're going to have to go back. So, you're losing 15 minutes worth of time of instruction. And I don't like that because then then
what's a teacher supposed to do? Stop instruction and say, "Oh, sorry. You missed the last 15 minutes. How do we make that time up?" >> Or come up with a better communication plan. >> There we go. Morse code. >> I don't know. >> Penny. Penny. Okay. So, what am I
removing? >> So, re really quick, Jamie. Really quick. So, um, on on the agenda, living voices, I just want to say there's two that are done, the right to dream and through the eyes of a friend. And I know that when
the dates are made, it's sent out to board members. So, we have the opportunity to go and observe. And I really encourage any board member who can to please go. It's a really great program. The kids are really invested. They ask really great questions. The performer that comes and does the
historical perspective along with the video and the acting is really great. So, um, please do that. Thank you. >> Okay. >> The vote's going to be a little complicated because we're pulling some items, >> right? So, the first thing that is well,
we are uh removing regulation 2312, which is the class size regulation. So, since that was in the original motion, we need an amended motion to remove that regulation. This is strictly a motion for that and it's a voice vote. I make a
motion to amend the agenda to remove regulation 2312. >> Can I have a second? Anna. Thank you. Discussion. All in favor? >> Yes. >> I oppose. Abstensions. Motion carries. >> Okay. Now we're down to the vote on the agenda without that item,
>> which is a roll call vote. >> It's a roll call vote. And folks may want to um abstain or vote no on something. Just tell me what that item is. >> Also, do be aware on the minutes if just
be sure that if you weren't in attendance, you abstained from that item, >> right? >> Yeah, that's right. >> Okay. >> Okay. So, roll on the roll call. Hannah Braraw, >> page 20. >> First, tell me what your vote and then tell me if you're changing something.
>> Yes. On everything. >> Okay. Thank you. >> Except page 20. >> Yes. >> Item two. Yes. >> Abstain. >> Yep. >> Page 21, item four. Abstain.
>> That's number four. >> Noted. Thank you. >> Uh Timothy Cummings. >> Yeah. Yes. On everything. Uh no on policies and regulations. Uh >> all of them. >> No. Just the 5516. Got it.
>> And a no on um business and support operations number five. >> Noted. >> Thank you. >> Jamie Falco, >> yes to everything. >> Lewis Figureroa. >> Yes. >> Lori Herrick.
>> Uh yes to everything. Oh, thank you. Yes to everything except I am abstaining on number five under curriculum and instruction because I am a member of the alliance and for that I
will abstain. >> Noted Lee Wuhong. >> Yes. >> Wolver Pan. >> Yes. >> Marian Tangos. >> Yes. >> Heather Guas. >> Yes. >> Motion carries. >> All right. Motion carries. We are up to
committee reports, uh, information items, and the good of the cause for the public. I'm going to be rude and start and go fast. Um, I wanted to say that the board had the opportunity um, I I have I have the
pleasure of serving as the board's representative to the recreation and parks advisory board, which is RPAB. So, I was already planning on going, but the board was also invited um to go tour the new ice arena, which is in progress. It is a really, really impressive
impressive thing that is being built. And it has it was more than I imagined that it would be because it has a lot of opportunities for the students to be there, not just as on the ice, but there's so much so much to engage them for viewing and for hanging out. And I just liked it's another place where our
kids can go to cheer for each other. And I really appreciated the board members coming out because it was really early afternoon to get there, but we sort of trickled in and all got there to see it, which was exciting. Um, I wanted to thank the cheerleaders for hosting the
tiny cheerleaders. It was I wasn't sure if we were going to talk about it earlier, but um, it actually was why I was out on the track talking to Dr. Bour uh because it's a fundraiser and so many parents said, what was it? $35. >> It was very, very low. And the parents
were like, "I would pay for this again. My kid is so excited to be here." And they ended up bringing like not just one kid, but the whole family came out to see the game, which was really lots of families, lots of little people, and pulling little people out of the bear den um because they wanted to go hug the
big people that they had met. But it was just very impactful to see our youngest children be so quickly attached to our oldest as role models. So, congratulations on that. I really hope that the cheer team is able to Dr. Bush sure said he liked it too, but I'd like
to be able to see that again. Um, I attended the RPAB meeting last night. Uh, we'll just go back to the Blocks again. Um, we have a new student representative to the recreation and parks advisory board. So, um, our
youngest Bl's not our youngest. Well, Patrick Block is our, uh, student representative there. But we discussed, uh, the recreational sports. We're very happy that the schools, some of the elementary schools included them in their back to school nights to come out and show kids the options that they have
for recreation sports, like be more exposed. Um, some of the PTAs allowed them to come out and be at the ice cream socials, so they were out there trying lacrosse and depended on which one that you were at. Um, but there was a huge
amount of interest and it was just nice to see the kids have one more opportunity to see everything. And I think that's it for me. All right. Um, starting over here. Anything, >> Lou? >> Yes. I just want briefly want to say thanks to everybody who stayed here all
night. It feels like it's all night. I also want to um commend my fellow colleagues on the board as well as the administration. I think this was an outstanding meeting tonight. Now, whether it's because people are running or I don't care. The questions were
great, the presentations were great. Um, I really felt that this is the way we should move forward and I think I so again I appreciate everybody and and uh from the administration who worked all day and came in and presented and answered questions. Thank you. And for my fellow colleagues, thank you for
asking those tough questions because that's what people want to hear. Thank you everybody. Have a good night. >> Jamie, >> I same sentiments. I want to thank everyone for staying tonight. I want to apologize for the few yawns you saw. I was up very early today before the sun.
I had the pleasure of filming um a cooking segment for the Flavors of East Brunswick uh sponsored by the Human Relations Council and EVTV. If you aren't aware of it, it's a um quarterly segment that showcases diversity in our town through cuisine um sharing
heritage, culture, and traditions. Um it it was lovely. I was really grateful for the opportunity. Um I hope you guys check it out. Um, I believe my segment will air um around Christmas time, probably Novemberish. There's going to be one coming out in October that's
being filmed next week. Um, and uh, just a couple other things. I'm really proud of this board, proud of this meeting, appreciative of our community as well because I think that you your voices empower us to do the job
we're doing and to keep working on being excellent for this town and for our kids. So thank you guys for inspiring us. >> So uh I went to church hill for the orientation and back to school night. I want to thank those uh administrators,
teachers, staff. They are doing very good job and they make families are very happy. Thank you for this. And I want to thank everyone staying with us this late. So whatever you said, you know, we're listening and we'll do better job.
Thank you. >> Similar similar experience to Leewood with back to school nights. It's just a great community of professionals and and great amount of talent and dedication. So thank you. >> Um I also want to say back to school night, the high school was really great.
It had a really good positive vibe. Um Jane again, the little girls I um were just adorable. And so as a member of the cheer booster club, I think Jane and I will bring back all of your uh your uh sentiments because they love to know um
feedback as parents as to what we're doing that people like. Um and I think that was definitely that's definitely been a hit for the past two years. Um, and the little girls really, um, they really enjoy it. And I encourage people to come out and support our football
team and our cheerleaders as well as our other sports, athletics, clubs, dying to donate, PTAs. You don't have to be a part of that school to be a part of the PTA community, right? So, just, you know, just join and be supportive um, is really important. And CPAG, too. They
have their first meeting October 1st. Um, so, um, I also want to talk about, um, the state department of the state board of education meeting. I'm trying to go really fast, but, um, Kayn D Rose, who's our, um, representative there at
the last meeting, she talked about sleep deprivation in teens. She gave a report actually and I feel >> um, >> violated that policy. >> Yes. and she talked about um adjusting school
start times for high schools. Um and she talked about how here in EB we changed from a 7:26 a.m. start time to 8 a.m. And she provided statistics and research and information to back up uh what she presented. Um she was complimented by
the um state board and Kevin Demer um and they asked her questions and it was really great. I had originally attended uh planned to to go in person and had signed up to speak but I wasn't able to attend. So as a parent I was able to send in um test uh testimony and um
because the state department of education the state BOE does not handle funding I tried to like spice it up a little and so this week this meeting for public testimony I focused on school funding and equity. So, so I tried to
like find ways to say here like read what I'm writing. And then yesterday, um, since I'm our representative for the Garden State Coalition of Schools, I attended that meeting, there was a guest speaker, Dr. Peter Mazagotti from the
director of the Office of Educator Effectiveness at the New Jersey Department of Education. And I probably learned more about professional development plans than I ever needed to know as a board member. But hey, I'm ready now. >> I can we can go over the whole goal
setting circle uh summer transitions, observations. It was great. So, yeah. Thank you. >> All right, the pressure's on because I feel like I'm the only one standing between us and the end of the meeting. Um, >> no pressure.
>> No pressure. So, >> so day after >> 25 minutes till midnight. >> All right. Okay. >> Time. >> 25 minutes. >> If you go for 25 minutes, I get to say good morning again. >> Okay. So, the day after Labor Day, you
would think our students would be looking to ring the last bit of joy out of the summer. No. um at a Kihei bubble tea uh off off of Route 18. Uh there were two student groups that uh part uh that partnered up uh Youth Voice in Action and Mockingbird
Melody along with API of New Jersey, API of East Brunswick and the PETA Alliance uh to run a voter registration drive. Um it was hugely successful. The place was packed. Um and uh we had more than 50 new voter registrations. And you would
think again that um this would be the last sort of thing that students would be wanting to do at the end of their summer vacation, but I think that just speaks volumes about uh how great our our students are that they would take the time to put something together like this partnering across um different
student groups and with a local business and with other organizations in town uh to do something that is definitely um for the benefit of the community. And then um finally uh September is uh childhood cancer awareness month. Uh so if you see little gold ribbons around
that's that's what it's for. This of course is a subject that's near and dear to my heart. So I just wanted to mention that. Thanks. >> All right. Oh, I did forget to add I'm so sorry for EB day. Um we got we're sorry we got roped in. I managed to do 34 years in the classroom before I got
talked into this. But um we Dr. Bashure and I and I think Mr. Levit back there got talked into a dunk tank >> uh for EBD day to benefit the education foundation for which we are very grateful the PBA
>> wants to do that >> and and the mayor's charity fund. So come on out and abuse us for keeping you up this late and donate to charity. All right. Can I have a motion to adjurnn? >> Move.
>> Wilbur second. Anna. Uh discussion. No. Fantastic. All in favor? >> Yes. >> Opposed? Abstensions? Motion carries. Thank you so so much. We're journed. I feel like I should clap her so I know.