Good evening everyone. Like to call the meeting to order. Will the secretary please call the role? >> Anna Brown >> here. >> Timothy Cummings >> here. >> Antonet Abola >> here. >> Jamie Falco. >> Lewis Figureroa >> here. >> Lorie Herrick >> here. Lee Wuhong >> here. >> Wilbur Pan >> here. >> Marian Tennis
>> here. Please rise to salute the flag 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. >> Okay. uh 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 except exceptions to the open public meetings act and are permitted to be discussed in closed session pursuant to NJSA 104-12B
and whereas the board of education intends to discuss matters listed in the agenda whereas the length of the closed session is estimated to be 1 hour after which the public meeting of the board shall reconvene and action will be taken. Now therefore, be it resolved that the East Brunswick Board of Ed will
recess into close session for only the A4 said subjects and be it further resolved that the East Brunswick Board of Ed hereby declares that its discussion of the A4 said subjects will be made public at a time when the public's interest in disclosure is greater than any privacy or governmental
interest being protected from disclosure in accordance with the Open Public Meetings Act. Do we have a motion? >> Move. >> Second. I was like, "Wait, >> Jamie's not here." Uh, Wilbur and then we will uh discussion.
>> Okay. Um, all in favor? >> I opposed. Abstensions. Motion carries. We are enclosed. >> Good evening everyone. >> There you go. >> Okay. Good evening everyone. We are back from closed session. Uh, before we begin, uh, Dr. Falco extends her
apologies. She couldn't join us this evening. Uh, and before we actually begin, I just wanted to shed some light on some, um, feedback that we've been getting. Uh, you know, I've been approached and told, um, oh, we have insider information and, um, you know,
being board president and being board members, I don't know how much more insider it can get than that. Um, so we we didn't have this information. And so I just want to clear the air on um some things that have been shared regarding redistricting. Uh if you watched our
last board meeting on February 5th, we had a demographer here. Um so to clarify that was a demography report. That was not a proposal. And what a demography report is, it's it's informative. It's descriptive. It answers the question of
what does the data show? um a proposal which we did not have would have been a uh a plan. So that's prescriptive and it would have said what should we do about the data? Um like we said in that meeting any sort of redistricting and
again that was just a report that was not a proposal. Uh any sort of redistricting would not happen for the 2627 school year. Meaning if any student is a current third or fourth grader that would not impact them at all. Um, as Dr.
Mammon said last time, that was step one of many. So, that was the first time we all saw it as a board, as this current board. That was the first time we were seeing anything on um on a demography. Uh, we did stay state that every effort
would be made to grandfather students in. Um, it is not our intent to yank kids out. uh and we would be at the time when we're ready to finally put together a proposal include commu the community for feedback. So those were all things
we said in that um meeting. Additionally, the maps weren't even visible to us. So we couldn't see exact streets. Um again, it was just a report, not a proposal. Um, and you know, I just
want to say on a personal note, uh, my children attended Central even though I live within walking distance of Warren Stuffer. So, redistricting is something that I am very familiar with. Um, I know that a lot of our board members have experience with redistricting as well. I
may be new to this role. Um the the board is fairly new overall, but we are not inexperienced in what we were are doing and we are definitely not inexperienced in our um commitment to this community and being members of this community and we take that very
seriously and we treat every child as our own and um I will open the floor if anybody Dr. Figureroa please go ahead. >> Just a quick comment on that. Um I do think that um we are going to experience some growing pains. We have new
leadership. We have new board members. We're going in a hopefully in a in a more positive direction for this community. But I think in the past sometimes uh it wasn't as evident that we were trying to go in the right direction. I do think
with this board and I could speak as a community member for a long time from working here as well as now a board member. Uh this is a fantastic board with a fantastic administration and they're looking to do the right thing and we're looking to make positive change.
What we saw as as was so aptly said uh by uh Dr. Tanos a few moments ago, you know, we saw a something that was from the demographer. you will have ample time in anything that happens in the future. We want that comm we truly want that community input. I think that might
be something different from you know the past >> where that community input wasn't really uh accepted as openly. I think you're going to what you see here is what you get. So sometimes we might show you something or a demographer you might get
information that's just information. If it's going to be a proposal, you will know it. And we're all very accessible. I could speak for for everyone that I know here, whether you're uh administration or a board member. We're all accessible. We all want the same thing. We want to see this this district
move forward for our children, and that's so important for us. So, um I want to thank you, Dr. Tenos for for saying your, you know, giving your comments and uh um I just want to make sure everyone understands that, you know, this this there's uh when we talk
about being open and and forthright, that's what you're going to get. There might be times you go, "Oh, wow. Didn't realize that. You guys really gave us a lot of information. That might happen sometimes, too." But we'd rather you have that information than not have it and feel like we're hiding something.
So, okay. I just wanted to make sure this community uh deserves to hear that because you've been through a lot. I think we all have at certain times and I think that uh you know moving forward in a positive direction for our children and supporting our staff is so important at this time and I think that's where we
need to go. So, thank you. >> Good evening. It's good to see you here. Just to reiterate, there's no insider information coming out of anyone. No one I'm not talking to anybody. or whoever is feeding you information is wrong and grossly
mistaken. If you're not hearing it from me, it is incorrect. I do not do Facebook. Uh so if you have a question, just come here, ask or email. It's a good thing
that we record our meeting so you could go back to minute. I can't remember. I I had >> 56 56 minute. >> I answered that question multiple times. I when I got the emails from the memorial community, I was like, did I
make a mistake and say 26 27 when I it was supposed to be 2728? I could have sworn that we said this, this, and that. So, I do not know where all of that information was coming from, but clearly I took it seriously enough for me to respond
and say, you know, don't stress yourself out. this is incorrect and you're hearing from me and this is what it is right and I'm putting it in writing sending it to you because I care about what you think and I will hope I just hope that as you get to know me and to
Dr. figure what you see is what you get. I'm going to tell you exactly what it is I'm doing and why we're doing what we're doing. We may not always agree, but certainly we can understand. And so if this because I felt your pain, I'm like,
why is this happening? Come talk to me. Come to the board meeting. There's no nobody's nobody has insider information other than my board president who I talk to often. Um, we talk often, the board talks often,
right? We have a standing meeting, we have standing members, we've established a communication protocol because what I heard from the community is that they wanted clear communication and transparency. So, we shared the report and at the beginning of the report, I
said, "No one has seen this. I wanted us all to experience it in real time." So, I don't know what else to do. So please when people tell you stuff don't believe them because in the absence of knowledge
what happens people make stuff up. >> So my biter go ahead. >> Yeah. So if I could um again I'm going to reiterate the theme of what you see is what you get because I'm actually really pretty bad at poker for that exact reason. Um I'm going to go one
step further into why the presentation was done the way it was done. We actually have to do that sort of discussion in public. There's a thing called the OPMA, the Open Public Meetings Act. Any discussion that we as a board ha have has to be in public, which includes looking at preliminary
pieces of information that are going to be um discussed among us and with you, the public. Um it's just it's just part of the process. Um the other thing is um the best source of information in terms
of what the board is up to is to just go and look at our uh look at our meetings. It's all on video. It's all there. And if you look at the video, this is what you'll find. You'll find that we ask questions about the uh the report. Um all the questions that um that that I've
seen at least via email, they all were asked um at at the at the board meeting. It's not like we didn't um ha have questions and and and we got answers. And specifically um I don't know how well this is known, but I'm actually a memorial parent. Um
it's been a while because my kids are older, but I I am a memorial parent. And one of the first things I noted was the old and new memorial school uh boundaries, which is why I specifically asked how much room is there to um move
on on the uh uh on on the uh slides that um were were presented. But um since that meeting, I've actually spent a good amount of time staring at the presentation and and and sorting through this. And there's two things I'd like to note. Number one, all the information as
to how the slides were put together are right here in in in the in the presentation. And basically um my take on the maps that uh that that we were uh given is that the pri
priority here was to even out the unequal distribution of students we have among schools. Um and then there's a couple other things that um I I I I sorted out as I was trying to understand uh the information that we were given that we are actually um have a number of
constraints uh in terms of where our elementary schools are here in East Brunswick. And among those include the fact that the schools are not distributed evenly throughout the borders of our town. you know, there there there are some that are a whole bunch of them right by Route 18, not so
much on the west side of East uh East Brunswick. Housing density varies quite a bit across town, which means that if you move a street uh if you move a border by one block in my neighborhood, you're going to affect more children than if you moved um a street uh say
around the Warnorfer uh area or again in in the west part of East Brunswick where say Fresh Ponds is because the fact is there are lots out there that you could fit multiple homes onto in that part of town. Um, and that's going to cause a constraint in terms of what happens when
you draw draw borders. And the schools themselves are not located in the middle of their of what would be considered their home neighborhoods. Uh, Bound Monroe is a great example of that because if you take a look at the neighborhood that of the kids that go to Bound Monroe, Bound Monroe is almost on
the corner of that of that of that neighborhood. So you put all these things together and again if the priority to my mind is to even out the distribution of students then this is what you're going to get. Maybe the priority should be geographic location which is fine. You know we can all
discuss that we can and we would love to get input on that piece of information but if that's going to be the priority then evening out the students can't be the priority anymore because one is going to affect the other. So what we need to do as a community is decide what is the most important thing. Do we want
one school to be overcrowded and the others not to be so that we have more walk students walking? There's an argument to be made for that. Or is it better for the schools to be evenly distributed in terms of students and therefore resources even if that may
look the m make the map look a little weird that that there's a case to be made for that. But the main thing here is that this is just the first step as has been said in a multi-step process that does include community input. And I
know this point has been made, but I think it really bears repeating. The most important point is that we want that input and we're perfectly willing to engage the community in order to um in order to get that input. And I would even go as far to say is that we have a
clear track record in searching out and getting that community input because that's how we arrived at hiring our superintendent here. There was a whole lot of outreach that was done there and there are many other examples of that excuse me since then um both for us as a board and I know for those of us on an
individual level. So, I think that would be, you know, good to keep uh keep in mind as we go forward because the last thing that I thought of is that redistricting has to be done. And I think it was Dr. Brown that said that uh the last time we redistricted it here in
East Brunswick, Nixon was president. So, this is something that is way overdue. And again, if you go back to the presentation, there's a map here of Central and where the students currently go to. And the word that comes to mind when I see this map is this is just
nonsense. You know, we can't keep running a school district with by hauling students all the way from down here where Cranberry crosses Dunham all the way up to almost to where Route 18 is. That's just silly. So, um so again
um this is going to be a long and involved process, but I know that what we want to do is get and get it right. And by getting it right, that means getting input from the community. And that's where we're looking forward to talking to all of you about this. >> Okay. Thank you. Anybody else? You want to talk? >> Yeah. The the topic of redistricting is
very personal for me because I was one of the kids who got redistricted in the early 70s when Richard Nixon was president. I remember uh discussing the Vietnam War on the playground at Warren Stafford. So, we're talking a long time.
Um, and it I I still remember that was a a really long time ago and I still vividly remember being how upset I was and I remember my mom going to board meetings and she was one of the people who was protesting because why do why do
we have to move? We were here first. They're building these new at the time it was um >> Colonial Oaks. >> Colonial Oaks. Yeah. Yeah. Colonial Oaks. And so, uh, you know, we had to move and and that it's so when I found out we were going to be talking about
redistricting, I'm not going to lie, I've been having nightmares and I've been having flashbacks because I understand from a child's perspective how difficult this is and I can't believe that we are now to this point. Um but uh but the the last time we had
any kind of major um uh redistricting was when and and if you don't know the history of the schools, try not to laugh too loud, okay? There was a time in 1982 and 1983 that we w had a believed
decrease in student population and it was suggested to close Irwin and Lawrencebrook or Irwin and Memorial. I mean let that sink in for a minute. Close it. They were going to close two schools. So um
they ended up closing Irwin and we rented it. We, and I say we, do I have to say we? They, they they rented it. They rented it. It was rented out for two years as a computer center, which is really funny because you're talking
1983. What kind of computers were there? And um and then they were like, "Oh, wait. We had new developments. Oops. Where are we going to put all these kids?" So then Irwin was was reopened. And so that was the last time that there
was that sort of shuffling. and Ronald Reagan was president. >> So there you have it. >> Yeah. >> So I, you know, just to close this part of the meeting out. Oh, did you Oh, Lori. Sorry. Go ahead. >> Can I just ask um
>> Oh, thank thank you. >> what next steps are or what next steps look like to us. So that way I think it's clear to see what our path forward or what comes next in these discussions. I know we're waiting for the PDFs like ones and the kind of the f the
>> we're not cannot do anything unless we develop a strategic plan first >> and that honestly the strategic plan as much as I'm trying to go really fast um the strategic plan is going to involve community output and the goal is to have
a wide array of engagement across different um facets of the community to then say you know come together. What what what are the things we're seeking and how are we moving forward? The big bucket items. What do we want to see?
Facilities improvement because we've been talking about aging um aging buildings and um we're we're thinking about, you know, um all the developments and the strain it puts on us. What's our academics going to look like? you know,
there's just so much that the community will have to kind of put them in big buckets and then we start to say, "Okay, how do we solve this?" So, we're not even there yet, which I jokingly said the last of this was step one of 20, but I really meant
>> step one of many to come. So, there is we're putting the the the the cart before the horse of the I can't even, >> you know, um we're just not there. So, we have to have a strategic plan. We have to map out where are we going and
why. How are we going to get there? And then this can factor in. >> So for now, please no more emails. I'm just saying it's not necessary. >> Anybody else? Okay. So now to close this
part out, um I I just want to reiterate we do care about what the community has to say. If you still feel like you would like to say something, please come up during public portion. If you want to email us with your concerns, that's fine. But there will be a time and place for that uh more formally. Um you know,
just to show you how much we actually care. We we received only nine emails about this, but it wouldn't have mattered if we would have received just one because that one to us speaks volumes. So, um that's how much of an impact this had on us to feel like we
needed to respond. Uh and I'm glad that we, you know, all the information was actually there, but we were happy to respond anyway. Um, and I'm saying this because people were reaching out and they're like, "I'm sure you've received 200 emails." I'm like, "No, we've only gotten nine, just the nine." But I I I
would like also to add, um, just to keep everybody in mind in the community, we did receive some emails that said I'm actually upset that you're not redistricting this year because I don't like the way the class sizes are. Um, and and that also did come from the same school. So, there are people who have
multiple viewpoints and we have to consider all of those. It can't just be the loudest voices that are going to get what they need because that child that needs that smaller class size matters to us just as much as the children who would like to be in their home school. And you know that's why we all sit up
here. Um and and like Dr. Figueroa says, what you what you see is what you get. I I truly mean that. So um again, please feel free to come and and share if you'd like and continue to send the emails if you so please to us. Yes. To the board.
Leave leave Dr. amendment alone, just send them to the board. We will and we are accessible and and we do respond and you know if that means individually fine if it's you know nine people then we'll respond collectively but um and I I did respond when it was just the first one
and you know then when we saw that it was many we said okay let's let's just put out a collective response but uh all right I think we are good on this topic and now we can move on to our superintendence report. Yay. >> This is the part I love best.
There is no better way to start the day than with our students. And that's what I got up to today. And I did tell the students I was going to shout them out um in my report, but I spent the morning with the Hammershel student council discussing recess.
And um I walked away so impressed. The students have such a good plan. I couldn't even leave without saying, "Okay, we're going to have to figure this out for you." They they done their research. They even told me they went on Amazon and checked out high quality
stuff. The Gaga Pit has number one. They they want two of those. Um, but it was just really good. I walked away just really impressed by their energy and just such great ideas. And I cannot wait to come back and report on the power of
students when they collectively mobilize and learn and grow and put forward an actual proposal for the adults to figure out. So it was a great start to my day. My final meet and greet will be held in
East Brunswick High School. If you remember, I had to um reschedu this because of the snow day. So, it's now February 24th at 6 PM. If you haven't had a chance to attend one yet, I would love to see you there. I have
truly enjoyed these sessions and look forward to continuing my work with our community on Friday, February. Okay, so this was such a good time. Clearly, I have the most fun when I'm
with kids. Adults, not so much, but the kids, yes. Um, so on February 6th, I was with Irwin Elementary students and staff. They had the Olympic parade of nations to showcase their cultural diversity and heritage. And it was such a good time. I
loved being there. Students dressed up in their cultural clothing. They carried flags to symbolize their heritage. And at the end of the parade, students and staff gathered as a school community to celebrate and kick off the Irwin Winter Olympics.
We they had some fun events and some healthy competition. Some medals were awarded and um students rooted for one another showing great I was impressed by the sportsmanship and all the support they gave each other. Um it was really cool to learn more about different
cultures. Each grade um has a host nation to root for and cheer on during the winter Olympics in um Cortina Milano. The medal count is updated daily during their morning announcements. There's a
world uh cultures wall in the main hallway where students can participate in the scavenger hunt while they learn about countries other than their own. I thought this was really important to share uh because often you hear about what we don't do but these are nuance
things. just so much of fabric of our schools that if I wasn't there for instance, you know, if I wasn't there or it wasn't shared, then you wouldn't know. But for me, I'm committed to showcasing things like this because this is why we're here. And during lunch each day, and this is still continued all
through um the Winter Olympics. They watch different events from the Olympics to learn more about new sports that are unique and generally not publicized outside of the Olympics. Can you guess which one has the most um interest right
now? >> Exactly. It was It's curling. They have enjoyed watching the different matches. >> Um so they will conclude with a cereal box slalom where they will create they're going to create a giant domino
rally made of cereal boxes and then those boxes will then be donated to local food pantries. And that's amazing. just amazing. I had to share that. I know that was long about Irwin, but I was just this is just a microcosm of
what we do here. So, I thought that was really cool. Our community programs department is buzzing with activities and um we have several several exciting updates to share. As you could see there, this is from Central um
Elementary Early Learning Academy. Students rang in the Luna New Year with a joyful gang hai fat choy. Did I say that right? Yep. >> Okay. As students explored cultural traditions and I've been practicing um as students explored cultural traditions
and celebrations. And then in other ELA, as you can see on the um right, ELA um preschool classrooms, the buildings study continues with a hands-on exploration of the three little pigs. Students put their architectural skills to the test. At the bottom right, they
were designing and building homes using craft sticks, drawing bricks, strengthening creativity, problem solving, and early engineering skills along the way. This is fun. At Frost, the afterchool kids ask, students
demonstrated that kindness is always in season. So, in preparation for Valentine's Day, they created thoughtful handmade cards and flowers to share with others. Meanwhile, Central's early morning program was filled with creativity and
cheer as students crafted festive Valentine and proudly wore their handmade headbands, spreading smiles throughout the building. at their uh February department meeting. I thought the the adults have to be a part of my superintendent report as
well. But this was particularly cool. This is Church Hill Junior High School social studies and English teachers. They met across departments to share best practices in working with AI. Teachers discussed effective uses of AI in their lessons, monitoring AI
generated work and deciding when any technology is appropriate for the goals of their lessons. These ongoing conversations allow teachers to learn more about what their colleagues are doing and create new approaches to their content areas.
And in sports, East Brunswick girls swimming captured their third straight girls sectional swim team title. They defeated Rancona's Valley. And then our senior Dominic Les won his 100th
career wrestling match on Monday, February 16th. Travis Rzlaf won his 100th career game as the girls basketball head coach at is Brunswick High School. And the girls basketball clinched the
GMC semifinal victory and will play in the GMC final on Friday, February 20th at Monroe High School against St. Thomas Aquiners at 6 PM. Please show up and support them if you can. great things.
So, join us online for parent university share the keys. This is a virtual driving orientation for students and parents. This takes place Wednesday, February 25th at 7 p.m. Share the Keys is a 60inute interactive orientation program for parents and their teen
drivers. SDK is a researchbased datadriven program designed to reduce teen driver crash risks through increased parent involvement. Information on how to register can be found on the district website. The Hammers Upper Elementary School
Drama Club is excited to present Willy Wonka Kid on Wednesday, March 4th and Thursday, March 5th at 7 PM. The cast and crew have been working incredibly hard to create a colorful and energetic performance and they're so
proud to showcase their dedication and creativity. Tickets are available at hughes.booktick.com. The EBEF will be hosting their 32nd annual partner in excellence award dinner and hall of fame induction ceremony on
Wednesday, April 29, 2026 at the Pines Manor in Edison. More information can be found on the ebnet.orgf >> EB EF. >> I'm sorry. What time is it?
More information can be found on our website. Sorry. And Jack's here. Jack's going to let me have it. For messing that one up. I apologize. Lastly, as part of our ongoing
um engagement of the community, we I will be inviting members of our school community to express interest in participating in the school funding advocacy stakeholder group. This is focused on revisiting and advocating for improvements to New Jersey school
funding formula. I am hoping that the stakeholder group will bring together a broad and representative cross-section of our community including parents, educators, administrators, students, community members and in individuals
with experience in advocacy, policy or public engagement. Our goal here is to elevate informed voices, lived experiences, and strategic advocacy to help shape meaningful conversations and
actions around fair, adequate, and predictable school funding for East Brunswick and districts like ours. So, I hope you join me if you are good at any of the things I just talked about. Thank you very much.
>> Thank you, Dr. Mammon. So, uh, moving on, we have our friends here from Churchill for Learning Across the District. >> Yay. >> Hello. Um, I'm Lindseay Lori and I am the PEP chair for the East Brunswick Education Association. Tonight marks the
final evening of the East Brunswick Education Association's learning across the district. Nearly 10 years ago, this initiative was created in collaboration with the board of education leadership at that time with a shared vision of showcasing
the outstanding work happening in our schools. This evening, we are proud to highlight the exceptional achievements of our students and staff. The learning you see on display tonight is not a one-time event. It represents the meaningful, innovative work that takes
place in our classrooms every single day. We could not be prouder to celebrate it with our community. The New Jersey Education Association continues to provide vital financial support for learning across the district and many other programs within our public schools
and the broader East Brunswick community through the NJA's public education partnership. That's the PEP grants and families and schools together are fast grants. Um impactful initiatives that are made possible. This school year
alone, the East Fun Education Association has awarded 70,260 to support 27 different projects taking place throughout our schools and across our township um of East Brunswick. Thank you for your continued commitment to
learning across the district. Um, we look forward to building on this success and our application portal for the next school year which will open in August. So, now we're going to turn it over to our friends from Churchill. Thank you. Thank you members of the board, Dr.
Mamemoth and the EBA and the NJA for giving us the opportunity to speak about our Churchill parent night families learning together. This event was the culmination of many conversations with multiple stakeholders over several months. So I would first like to
acknowledge the guidance and support of Christine Sheay, director of secondary education who supported Dr. Daga and I in planning and executing this event as well as Dr. Bully and Churchill principal Mr. Hannis who worked behind the scenes to make this happen. And of
course the EBA and the NJA who supported us with a grant to help make this all possible. We also couldn't do this without the Churchill teachers who volunteered their time and energy to connect with students and their families outside of the classroom. So, I want to acknowledge and thank them as well. It
was truly a team effort. Dr. Daga really wanted to be here today, but she had a prior family commitment unfortunately, so she wasn't able to be here to share her passion for this event, but she made a video because she would not let me do it without her. So she we're going to
play that to share the uh background and the planning of the event. Oh, we have some pictures. Oh, very nice. Very nice. Okay. The event in action. And now we'll hear from Dr. Daga. Good evening, members of the board, Dr.
Mammon, administration, parents, and my wonderful students. Thank you for the opportunity tonight to present our Churchill parent night. While I'm sorry I couldn't be there in person, I'm very grateful to briefly share the background and purpose behind this night. This work
truly grew from ongoing conversations and observations between multiple stakeholders, including our staff, counseling services, administration, parents, and who this affects the most, our students. Particularly following the seventh grade transition from
Hammershell to Churchill, we've noticed a consistent pattern. Our tier 3 support students and our multilingual learners and their families need more accessible opportunities to connect with the school community. Our goal was intentional and simple for this night for parents to
understand that resources exist specifically for them and their children at Churchill. This includes support for navigating systems such as Canvas and Genesis, adjusting to new schedule changes, and addressing the learning challenges their children may experience.
We also wanted families to g gain a glimpse into what their students experience in their classrooms each day. And so to support this, we invited teachers who work closely with these students to share instructional games, um online resources, reading and writing
tools that our English language arts and our language teachers support use in their classrooms every day. Our counselors also contributed by providing executive functioning strategies and organizational supports while helping parents better understand what to anticipate as their children plan for
the future. Also recognizing the importance of community partnership, we invited the East Brunswick Public Library to share resources available to our families, including tutor.com and age appropriate books accessible to our students.
Most importantly though, we wanted to reinforce that our school is a place of partnership. What made the evening truly meaningful though was not the design of it itself, but the experiences of students and families who attended.
Roten, Tammy, Serene, and Clara, I am so proud of your courage and willingness to share your voices tonight. You represent our school today. I'll be cheering for you. Good luck and have fun. And with that, I'm happy to turn it back to Mrs. Manners to continue tonight's
presentation. Thank you. >> I know. And with that, I'm going to turn it over to our amazing student speakers. Oh, wait. Don't we can't give it away yet. Okay, that's next. And our parent uh representative as well since this was
all about families learning together. Uh hi, my name is uh Oroan. I'm an ex ESL student. Um I came to the night because I felt a lot of pressure from school because this is my first uh year
without the ESL program. Uh therefore, everything is a little bit harder. So I came to the night to find tools that will help me with school. Um, I took from the night ways and tools that can help my thoughts be easily translated
from Hebrew to English or understand math problems better. I'd like to see um more English um help more help in English wise um more talking, reading and writing skills
involved. Um like more resources Hi. Um, my name is Tamar. A year and a half ago, I moved from Israel to here. And I came to the parents night because I wanted and still want help with math
and I want also to speak with more kids in my age and with and sorry this night uh the night helped me to understand math and I felt
that I spoke more than I always speak. My mom My mom Okay. My mom was was with me and she saw and did what we learned in math.
She learn Oh, sorry. I'm just nervous. Sorry. I think we need more nights like that because the night helped me and I think more kids and to understand ma more math
and I really really enjoyed and yeah thanks brave um and they're smart because they wrote something. Um, so from a parents perspective, I just want to say you
talked before about redistricting. So we did a really big redistricting for our family a year and a half ago when we moved from Israel to here and with everything that involves. Um, and I
think that uh with like kind of grown kids like this, as magical as this age is, um, one of the downsides is that we don't get to be involved in school as much and we don't get to, you
know, um, have a lot of contact with uh, other parents and that uh, this evening that Miss Daga and Miss Manners uh, created was uh, such an opportunity unity for me as a parent to, you know,
get a peak for what they're doing at school. And we we it was very fun. Also, we played math games and I got to know the teachers and I got to know other parents and I could exchange phone numbers and uh create try to create like
not playdates, sorry kids, not playdates, but a little more communication, which is so hard at this age. And I I would really love um for more things like this because um it's very difficult to come from another
country and another culture um and not really know how to get into the community and I realize it's a great community um and we really want to be more part of it and sometimes we don't know how. So evenings like this is is
such a great opportunity. Um that's it. Thank you. >> Hi, my name is Clara Han and I'm currently in seventh grade. This is my first year in East Brunswick. Looking back, the parent night was the first and only school event where my mom, my 5-year-old sister, and I attended
together this year. We were new to the town, new to the district, and we were happy to visit my school together as a family. There was a child care center provided so my little sister could be entertained, and my mom wouldn't be too tired. We all had a great time that night. There were snacks and water there, games, and free giveaways such as
a planner and a whiteboard with a marker and eraser. This night really helped me the most by understanding what to expect in the school. It introduced me to the teachers, made me realize that there was homework help from the media center and resources that I didn't know existed. I recommend parent night to other families
because it helped me understand more of the school. It made me know what to expect and where to go when I need help. I recently graduated from both math and English support. Comparing to the diagnosis I took back in September to the one I just had in January, each of
my math categories such as numbers, algebra, and fractions improved by grade level, if not more. For example, in September, my algebra score was 530, which meant early fifth grade. Then in January, it improved to 720, which was on par to where I'm supposed to be. I'm very happy with the result and want to
take this opportunity to thank my support teacher, Miss Daga, for helping me achieve this. Okay, thank you. You guys are so amazing. And we have one last thing before I wrap it all up. Since they taught their parents a math game, we were hoping we could quickly teach you a
math game. Okay, we got to move fast. All right, so everyone gets a board. >> Okay, or you can do pairs. All right, pairs. All right, >> everyone needs a little counter.
All right. All right. >> They taught it to me because I'm not the math teacher here. So, they can do it. >> Okay. >> Miss Manners, >> I'm going to suggest we exclude the BA because I feel it's a little unfair.
Great advantage. I agree. >> Although there's a lot of doctors up here, SO I FEEL like if they can do it, you can do it. >> Okay. So, explain to them how they do it. Okay. So, um first you want to answer a math question and then you roll
the dice. Um let's say you rolled a three. So, one, two, three. Go ahead spaces. So, you go ahead two spaces. >> Um sorry. So, what our first question is a is a softball. It's an easy one. Okay. >> Okay. >> So, let's see if you can answer this
correctly and then you roll the dice. >> Too many. >> Okay. Um, we have completed 99 day uh school days out of uh 180. How many school days do we have left? >> 81.
>> 81. Okay, good. You got it right. You can roll the dice and you can move. >> Okay, the next one is trickier. >> Okay, if you need whiteboards, we have whiteboards. >> Okay. All right.
>> What percent of school days we have complaint? >> Percentage. >> They had to teach me this earlier. >> We don't have to figure this out. 55. Is that correct?
>> Yes. Good job. >> Wonderful. And then you would roll and you would move. Okay. We only have two questions. >> And I do need back the dice and the but you can keep the games and you can play it with your own children after.
>> Yes. Thank you. >> Okay. So, I will come collect that in a minute. give my little wrap-up. >> So, as you can imagine, immediately after the event and then reading the parent feedback and especially from hearing from our students tonight and I
just have to say I Miss Dog and I really enjoyed, you know, even just working on this presentation and getting to know them more and hearing their feedback was really impactful. Um, so hearing from them tonight and beyond, we're truly inspired by the impact that strengthening the school home connection can have on students, families, and
teachers alike. Looking ahead, we hope to build on this momentum by creating additional opportunities for families and students to learn together. We hope you also see the value in developing these connections between students, their families, the school, and the community. In particular, Dr. Dog and I
hope to explore ways to support the transition to seventh grade, something very near and dear to our hearts. A pivotal year for both students and parents as they adjust to a new building, new technology, new schedules, and new expectations. When students are equipped with the tools and confidence to navigate these changes and families
are equipped with the knowledge to support them, we create a true partnership. And when schools and families work together as a team, students are positioned not just to survive middle school, but to thrive. So, thank you. >> You guys did so well. >> Great job.
>> Thank you so much for coming tonight. Your English is amazing. You should be very proud of yourself. I can't imagine having to do word problems as a second language. So, you should be really That's incredible. Socializing at your age is difficult on its own. So, to have
to create new relationships and new friendships with it with English being your second language is challenging. So, I appreciate you guys doing this. I'm a little biased with Dr. Daga. I love her so much. She was my son's math teacher. She is extremely extremely caring teacher. She does know how to different
differentiate her instruction to um adapt to the students in her classroom. So, thank you so much for helping. Thank you to the EBA for allowing these students to have this and I do support this. So, I hope that you guys um host more of them and maybe other subjects too. >> Yes, sir. >> Thanks.
where kids in the middle. >> Good job, Mom. >> Yay. Thank you. All right. Um, >> we are going to call just a brief recess so our Churchill friends can go home.
>> Okay. >> Thanks for coming. >> Thank you. >> Okay. All right. Um, Jane couldn't be with us tonight because I She's cheering. Correct. She's >> If she's at the >> She's at the game. Okay. So, she's cheering. So, we don't have our student representative report tonight. So, we're
going to move right on to our reading pilot program update. Uh, we have Mrs. Deno. Hello there. Wait, let me Okay. Hello. Good evening. Um, so I'm going to start
um with a brief Oops, sorry. Yep. Okay. I'm going to start with a brief summary of um the programs that we're piloting. The first one being um being a reader. We are doing that in kindergarten
through grade five at Central, Irwin, Memorial, Frost, and Hughes. that's being piloted um with students who are also in basic skills classrooms and um in-class support classrooms. Then we are
piloting amplify CKLA in kindergarten through grade five at Wartoffer Chidik Lawrenbrook also BA basic skills classrooms and in-class support classrooms and then amplify ELA is being
piloted in grade six at Hughes. Um the pilot teachers were invited to participate. Um they were provided with training um the summer of 2025 and they're continuing to receive ongoing training and support through site visits
and afterchool meetings throughout the year. Um just to give you an overview of what being a reader looks like, there are reading lessons in K2. They are strategy lessons which are things like fluency,
decoding, comprehension, monitoring for meaning and and things of that nature. In grades three through five, the reading lessons are genre based um which are more for deeper comprehension, literary analysis and things of that nature. There's um a word study
component to the program. In K1 that's delivered in small group. In second grade, it's whole group. And in grades three through five, it's a morphology focus. There's vocabulary component in grades K through five. Uh an
individualized daily reading component. And there is a small group component. Kindergarten, it's foundational skills. Grade one and two, it's reading skills. And in grades three through five, it's reading skills and book clubs.
And that's that's incorporated in the aotted time of that program. Oops, sorry. In amplify CKLA and amplify ELA. In K through two, it's broken into two
strands. The knowledge strand is things like background knowledge, vocabulary, listening comprehension, oral oral language. And there's a skill strand um in K to2 that's like decoding um
comprehension fluency and those things in um grades three through five and in grade six. Those two strands are integrated into the allotted time. Bless you. Um, and this program incorporates
reading, writing, phonics, phmic awareness, vocabulary, and grammar. So, it's it's a comprehensive program. Now, I wanted to just update on the evaluation plan of the pilots. So, we
are using these six data points. Um, the first one is the Department of Education's highquality instructional materials rubric. Um the second point is uh teacher focus group feedback. Um the
student universal screener review uh principal focus feedback. I should have worn my glasses. I'm like this so far away. Um and then the student and parent feedback. So those are our data points. Um the first data point was like I had
said the the rubric, the high quality instructional materials rubric. So the state put this out and we evaluated both of the pilot programs um using this and these are the main points that were um included in the rubric that we looked
at. Um it was if you want I can read it. It's um explicit systematic phonics instruction to quotable texts. Um knowledge building explicit instructional routines and resources for differentiating and scaffolding. Thanks.
You're funny. um um and whether it included assessment to monitor progress of students. Then there you go. We um evaluated both programs whether they extended opportunities to include word meaning
into phononics and decoding instruction, whether the programs provided opportunities for shared reading and writing with peers, um whether it provided frequent student interaction with um a variety of culturally responsive texts and whether
the materials and resources fit into the district's allotted instructional time. Then um both programs um both of the pilot programs were very similar in um that they did include um what was at what was
listed on the rubric, but we there were two um notable differences. Um so the two highlighted differences that um came became evident were that in Cal in CKLA decodable texts were available for all
grade levels and they matched standards and lessons whereas in being a reader decodable texts were only used in grades K through two and the other texts were student choice. Um the second notable
difference were that in CKLA additional support lessons were available. There's extension activities but there was no clear timing for when those lessons could be taught in the allotted um recommendation time from the company. Um
and there there are assessments in CKLA but the data application of that is limited by the whole group instruction. So it's very it's a very similar point. Um whereas in being a reader the structure they had independent reading
and small groups. So the differentiation using the assessment data was built into the time of that program. And then the next data point um was a teacher focus group feedback. So um what I did
was I met with all of the pilot teachers in cohorts. Um we met with in K through2 groups three through five and then six and um we had a discussion based on the same questions. Um and the the discussions were recorded and we laid
out the data and the um there were some notable themes. So I've listed them. So in being a reader, what the teachers really liked about it was that it was very coherent, well structured. They found it to be engaging. Um they liked
that the small groups were already um paced and planned for them based on the student data. They liked the explicit vocabulary instruction and the rich texts. Um there were some things to consider if we decided to recommend this
program. Um the teachers felt that establishing the centers um there were less resources to do that within the company and it was it was more of a teacher decision. So um they found it to be a little time consuming and something
for us to consider. Um there was also a question about um the phonics pacing and sequence that the program provided. Um some of the teachers found that um the order with
which things were taught phonics phmic awareness um didn't always make sense in their minds. Um they found and they found some assessment gaps um where there were um there were times when they
wanted to know more about students and tempted to use previous assessments that weren't included in that program. So that's something we'd need to consider. And the this program does does not have writing. So there's a standalone writing program
um in Amplify CKLA and ELA. The things that the teachers really liked about it was the vocabulary and grammar instruction. They liked the knowledge building component. Um they saw a lot of growth in student
comprehension. Um they found student engagement and accountability to be high and they liked the integrated cultural responsiveness of the curriculum. Some things to consider if we um decided
to adopt this program would be pacing across the day and the week. They felt that this program had a tremendous amount of resources and um sometimes it was difficult within the aotted time to
um capitalize on all of them and that goes handinhand with differentiating for the below grade level students. um because while the program provided the extension activities um the time with which to do that was something we'd need
to consider um if we decided to go with that program. Sorry. And then the next point of data is the universal screener data. And what you're seeing is a very it's a very
initial um first glance at the data. So the the screening window um was extended becau upon teacher request. There were um teachers who emailed me who emailed Miss Bakourtney and asked if we could extend
it um this extend the window a little bit because students were absent and they wanted to make sure every student in their class had this. So this window recently closed. So this view of the data is um
it's a very generalized overview of growth. So um if you look at the first left column if you can see that this is below benchmark students who moved up. So if you see the green is the non-pilot
students, the orange is amplify pilot pilot and the blue is the um the last line is the being a reader pilot. So the first column will give you the number of students that moved up. The second
column will give you um students who are at benchmark and maintained or moved up. The third column is giving you the number of those combined. So that is the number of students who made growth and then the f the last column is what that
equates to in um in a percentage. Um but you know I I just caution you that this is an initial view. We we are now working on um breaking this data into subgroups so that it's more usable and
more informative to us. Um because right now like trying to compare these three populations this way is not really it's not really a good indication um because you're not comparing the same sample size. I mean the sample size of the
non-pilot is almost 3,000 students taking that as opposed to you know between two and 400 in the two pilots. So any any students um any student's score in the pilot will
impact that percentage so much more because the the number is is um far fewer in that oop sorry. So the next thing is principal feedback on the pilots. So as you saw on the
initial on the initial slide, every building has one pilot in their building. Um, so I worked with the principles to um ensure that they did walkthroughs in the pilot that they have in their their building, but we also
worked together and did walk like we did collaborative walkthroughs in the opposite pilot as well because I wanted principles to have a more global perspective of both programs even if it wasn't in their building. So we we spent
time as a group doing those walkthroughs and then last week we met as a focus group um the principles and myself and Miss Bortourtney and um we had we discussed in a protocol six key points.
So I've kind of um taken the notes from all of those meetings and highlighted some commonalities. So the first point that we discussed was engagement in content and in being a reader. Um some of the key points that came up more than
once were there was steady engagement. Um the students positively reacted to it but with a little less excitement if we were comparing it to CKLA. um the word work supported writing and it was familiar to the workshop model
structure that students are you know familiar with in terms of there being whole group small group and and things of that nature. Um and then in CKLA in in terms of engagement and content um the principles found it highly engaging
across the grade levels. there was um rich knowledge building content and they felt that the shared text increased discussion and enthusiasm among the students in terms of support for divers diverse
learners. Um being a reader had the built-in small groups as I've stated before and leveled supports. It was easier to differentiate for MLS and struggling readers because of the small group structure that was
built in to the time in CKLA. There was a more limited time for small group structures and differentiation was a little bit more challenging as I had stated earlier but the principles noted that as well.
The next point um was instructional design. So in being a reader, it's whole group and small groupoup blend. Um they felt that the um it felt less drill based and there was natural vocabulary development within it. Um and they had
the principles pointed out that the ready-made materials made for a fairly smooth transition. um in CKLA it was it's more teacher centered and structured um but highly engaging activities integrated writing
and um the pre-made materials reduced the prep time for the teachers but sometimes limited the flexibility um then the willingness to adopt um in CK I'm sorry in being a reader the
principles all liked it um but they also liked CK KLA when they when they were given the opportunity to have the comparison. Um the concerns with being a reader is the missing writing component that it had the standalone writing
component and uh the word study piecing the principles pointed out as well as the teachers. Um with CKLA there was a strong interest in adopting um from the P from the principal perspectives. Um
they all said the teachers loved it. Um the common text they felt enabled rich richer instruction. Um the only um concerns that they expressed were the high PD needs and differentiation challenges based on the timing. So there
were a lot of repeated patterns between um the principal feedback and the teacher feedback. And the last two points we discussed were supports needed. Um, in both programs it was the same which would which really does make sense like the
need for professional development um and coaching. Um, and then the time that would need to be allotted um during grade level and faculty meetings to you know continue ongoing work throughout the year with um the programs and any
additional considerations and overall patterns um for being a reader. um for really both. It's of course budgeting, scheduling factors. Um but the principles did note too the phonics um misalignment or the pacing difference.
Um and they but they did feel like there was um strong differentiation and easy transition um for the teachers. Um and in CKLA it was the additional considerations and patterns was very high engagement, culturally responsive
and contentrich. But again time for differentiation is something as a district we need to consider. So the next steps in in analyzing the um evidence gathered would be as I stated we're um right now in the process of um
breaking down the universal screener data. So, we would we are going to continue to do that and we are also going to be looking at the student and parent feedback that was received. Um, and then we we would be putting all of
that information together. Um, before you know making any type of recommendation, we're going to be we're going to be um presenting at the curriculum committee meeting in March
11th. Um, and then if we have a a recommendation for a program, um, that would of course then come to the board of education for adoption, we're hoping late March, early April.
And if we go with a pilot program and it is selected and approved um then PD would begin in the spring um because we feel it's it's very important for the teachers to receive this before they leave for summer and then we would again
do um another professional development day in the fall before um you know the day before school starts and then there would be ongoing PD plan for the 26 27th school year. So, that's just kind of a
very brief overview of where we are in the process and um you know, we're looking forward to it. The teachers and the principles are really excited about this. Um so, it makes the work all the better. That's all.
>> Thank you, Mrs. Deno. Um Antonet, go ahead. >> Hi. Hi. Thank you for uh presenting to us tonight. Um unlike the developers I mean the demographers report we actually did receive these before. So we did receive these
yesterday and as a board member I wasn't happy with the information that was there. So this morning we were given a little bit more information and as I reviewed it I put questions down on my in my notes hoping that while you were uh presenting tonight I'd be able to address some of
those and I feel like I still don't have the questions answered. So if you have if is it okay if I can ask you? Of >> course. Okay. So when we're talking about comparing two pilots, right? >> We're not really discussing how the
assessments are being done tonight. We we have we're not being told that. My number one concern as as a as a as a community member, as a mother of a student who had a 50 who has a 504, how many children with learning challenges
are in each pilot? Because when I look at 36 students, it's like, oh, it's okay. It's not that bad. It's just 36. But are all 36 students still experiencing challenges because they have learning difficulties or because this program isn't for them? Now, I understand you just said that
there the subgroups are lacking. >> So, for me, I feel like this chart means absolutely nothing to me because I I can't I can't differentiate myself on what children are succeeding with this or not. Because although I'm a someone who looks with the cup half full, I'm looking right now at the cup that's half
empty because now I'm looking at 35% of the kids are not doing well with Amplify, >> 36 are not doing good with the other pilot. And then I'm looking at the students who are not in this at all and they're not doing well at all. So while it might just seem like 1% difference,
when you're looking at the subgroups like you said are missing, right, >> that makes a huge difference. And if I was to I mean I'm looking at here you're saying we have to vote on this by the end of March. I don't I don't see anything here that would give me any
excitement about anything because especially when it comes to CKLA and if it wasn't for Allegra last hi last board meeting to tell me how excited her daughter has been about this program. I feel like I'm I really don't know much about it other than from the feedback that little girl gave which
>> I learned a lot of stuff that night as well. Um I'm I'm concerned about CKLA not giving enough time for small group structures. I know that a lot of students es I'm I'm assuming 40% of them are going to require that >> that help. So that's that's a problem
there. And but then when I look at the other pilot >> I see that it's not as as as exciting or engaging as CKLA is. >> So there we have two two pilots here. not enough data for me to make my assumptions and I do one of the
questions I did have hold on let me go let me go there so CKLA uses decodable text tied to lessons while being a reader mostly uses them for choice in K through2 how are students who are still needing help with decoding supported in both programs
>> so there's a lot of questions you just asked so like I'm going to go back to some of the initials >> I don't because this is how the reason that when you were initially given this the chart there was no chart for universal screener data was for the exact reason that you're saying like I
said like that is an initial glance it it's not giving us the information we need and that's why it was intentionally left out because we do have to put them into subgroups so I can answer questions like who these students are breaking them we don't even know by grade level
you know like I want to see by grade level how are they doing by population how are they doing so we are working on that and you will have that when we go to the um committee meeting, right? So that that will give you a greater I think view. Then you um there was a
second question that you asked before that last one I believe. >> How are the students who are still needing help with decoding supported in both programs? >> Right. So they have extension activities in both programs. um the small group component of being a reader kind of has
that built into the 120 minutes that the that the program all lots whereas in CKLA um that 120 minutes is mainly spent in um more of a whole group setting but they do have those lessons. So if we as
a district were to adopt CKLA, >> then we need to look at the minutes and we would have to adjust our minutes and expand them in some way so that they do have the small group work because we are not adopting something where where your child or any other child wouldn't be
able to get differentiated instruction. So that's one when I put on there things for us to consider that means we are going to have a plan for that if that is our recommendation. >> So what are the teachers doing right now? because I'm I'm assuming that this was brought up by the teachers, which is how you know it's a problem. So, what
are they doing to adjust to it? >> So, some of the the teachers are taking some minutes from other things. But if we looked at it straight out, they wouldn't have that if they weren't making these adjustments. >> So, this is where they're struggling, right? >> So, when they're taking sub minutes out of other things, is it other subjects or
are they shortening these lessons so that they can break up with >> There's a little of both, right? Like sometimes there would be um they might if there were four lessons for the week they might do three >> and then do some of this work like they
are still working with the students like that but if you were doing the pilot exactly as it meant to be done they would have trouble with that. So >> so you're so based on the feedback you're getting from the teachers and the principles the pilot as it is is not
supportive of still students who are going to need extra help. It's just more challenging. They are doing it right. But we would I think as a district we have to kind of rethink about how are we gaining this extra time and we can do it like it's possible. Like >> no I I I have PTSD from Envision so I am
very very careful. I'm I'm sorry. I know I keep talking about it but my kids are still going through it. >> Yeah. >> Um I am very hesitant to adopt something >> even though I know it's amazing. Again, Algra Soda told me it's amazing because I can't just vote for Algra, right? I
need the other 40% of the students to also be. >> So, I need more I need more data. >> And you're going to receive more data. It's just, you know, it's a it's a time >> issue. But yes, you're going to receive that exactly what you're saying and that's exactly why I didn't put it in um
for that reason. But I wanted to give you something because um that that you requested that. So, I'm just giving you kind of an overview. All right. >> Did I reach them all? I'm not sure if you >> No, we have four pages here, but we can >> No. Okay. Go ahead. >> I mean, I it really it really just keeps
going back to the same thing. How are the teachers able to help the students that were struggling? And that's for every single part of the lessons that they're giving. >> Right. Right. Like I said, they're they're utilizing the extension activities, but they are having um trouble keeping up with the pace of the program
>> in doing both. So, we would have to adjust that. And you don't know what the adjustment would be until you look at which students are struggling. >> No, no, the adjustment would be everyone is going to be getting more time to do this. >> Okay? >> You know what I'm saying? Because even if the student isn't struggling, they
could be enriched in some manner. You know, there is there needs to be some time where there is a little bit more differentiation built in without um taking away from what the program wants us to do. Anyway, that's why the additional time is necessary.
>> Okay? because when I look through this, it seems that everyone's pointing towards Cala and that seems to be the one that's the most favor favorable for everyone and the most attractive to everyone. So, I just need to make sure that when we're >> presenting the the data for the next time we meet that it's showing how it
works for all of the students, not just the 60. I want to see actually the data for the students who who didn't do well. >> Yep. >> Thank you. >> I understand. >> Dr. Penro >> just briefly um and and thank you Antuinette because you you've really covered a lot of what questions I have.
I just think at this point I wanted more data. Maybe I was looking for the data that would be presented at the March 11th committee meeting and I was expecting to to get more of that to you know um but I think that's forthcoming from what I understand >> it is. It's just mid year right now. So
it's we need to give the students an opportunity to grow right. So that's why we were going off of the mid-year data, but >> So there Yeah. So I have, you know, questions about overall students, subgroups, all that. But I, it sounds to me like that is going to be >> Yes. In the next, >> we're literally pulling the charts as of
today. We are starting. >> So then I can save some of my my additional questions for for after that time. So I just want to make sure I was right. All right. >> Okay. Uh, thank you. >> So So when will we get the student and
parents feedback? >> Yes. when >> um that we're going to be presenting that at the March 11th as well. >> March 11th curricular committee meeting. >> Correct. >> When you are now going to present to entire board, >> you will present. Say that again. >> Entire board. >> Oh, to the entire board.
>> After they will present to the entire board. The process should be right. >> They present to the curriculum committee >> and then the next time would be >> the disagregated data, >> right? We're looking at the subgroups
who are the grade levels who is meeting you know um standards who it's working with and then um the other piece is the universal screener right you we've had that data I know teachers are pulling lessons for the universal screen data right to
kind of >> we've been doing that since the beginning of the year data >> but the board and the community does not know that um so I am not even just I'm trying to kind of lay out what I'm hearing so that we make sure that the board >> um not just the committee hears it but
that the full board hears it like the totality of the work that is going on around not just the whatever the abduction is going to be but most importantly I think what I'm hearing is like the subgroups right yes um the subgroups is really
important for us to share we have a universal screener so depending on what group or what percentile of the universal screener what kind of support the different subgroups have had and how has that >> um either overlay with the pilot
>> and the non-pilot groups? I think that's what I'm hearing that you you want. >> Yeah. >> So um in the with the with the universal screener when students took the beginning of the year assessment um the screener itself puts the students into
groups. Um and then the screener gives puts the students into groups and gives you um lessons that go along with students who would um fall into this area. They give you lessons. They're paced. Um and the and the teachers,
pilot and non-pilot, are all using those lessons. They say amplify, so it looks like it's CCAT, but it's not. It's from the screener. Um they're all using those. Um and they have been ongoing using them until you know and here we are in mid year and they will you know I
you know they will put them into new groups. I mean but the teachers themselves from beginning of the year to midyear have been doing that in in everything. So it's not just kind of a pilot conversation that's just global.
>> So then I will suggest uh postpone to present to curricular committee after March 11. give present to a March 11 com curricular committee committee meeting is a kind of premature so we need to pro
post postpone for that is my suggestion >> so I think uh perhaps discuss that with um Lori who's the curriculum chair >> yeah and then um and I think also um with um Dr. Folio
and I know Miss Bourtney isn't here as well. Um, but I think it it's it's going to be >> I think the point here is between now and March 11th, are you going to be able to provide the data that people are looking for? >> Yes, I think we would be able to for
sure because we have the data now. >> Okay. Okay. >> Um, so it's a matter of putting them into the subgroups. We just didn't have time to do that >> when the window closed. >> So I think then Dr. Bully and um Lori will talk about still present in March
11 and determining right determining if what is being presented at the curriculum committee um is worthy >> to make it on Broadway. Yes. Like to to um I think that that's going to be important because we do not want to um
waste people's time. We want to give people information that they can use to make uh useful decisions. And I do know because I did participate in a couple of the walkthroughs with the administrators so that I could see both um in in
action. And I still think that you know when we have an effective teacher in front in front of the classroom makes a huge difference. It's not >> but I'm not a program girl and I'm whatever. But I still think that some of the excitement I saw um in both cases
really was driven by the teacher. And I I think it's >> it's important to kind of say that on behalf of the teachers who are not able to speak for themselves, but I I firsthand, right? I think that's important and that's why I brought up
the universal screening lessons because I don't think that we've even had that conversation >> because people are and I think also because it's amplify the same company. We've just been confusion there's been confusion there as well. So we need to be very clear and just be able to
disagregate the data so that we can see the different subgroups and how they're doing because teachers are working hard on this and I want to be able to showcase the work >> and answer the questions that the board has. >> Okay. Okay. My second question. >> Did that Sorry. Did that answer your
other question? >> I take it. >> Yeah. Okay. >> Yes. >> So, so the second question is for the CKA. So, you mentioned that the future consideration is uh the the passing
cross day week differentiation for below grade level students. You mention is too much resource. So my question for you is if we provide pro PD professional development will this concern be addressed?
>> Yes. >> Okay. Thank you. >> Mhm. >> So my third question is you you you said the the chart doesn't mean too much. I'm not going to decode that chart but I do have a question how the chart is built.
>> Say that one more time. >> Okay. So let's go to the uh if possible. >> Oh, that's right. Let's show the chart. >> So you said some uh one category below uh benchmark. Yeah. >> And move moved up and at benchmark and
positive performance. >> Mhm. >> So what is the group positive performance include the at benchmark or maintained or moved down? So is there any overlap for the three different groups?
>> Any overlap >> green and blue and equal purple? Right. >> Correct. The the green column and the blue column added to the purple column. Is that if that makes sense. So I can't see the numbers. Hold on. Let me say um
so for instance in the non-pilot group there were 1776 students who moved up who showed growth if they were um if they were below grade level they went to grade level if they were on grade level they moved up to
above grade level um these are these are indicating students who moved up >> and I know I'm not reading the number >> oh what are you reading >> okay so my reading is if you add three numbers up. It's not equals to two students get involved.
For example, let's say the easy one, the second one. So, we have 379 students there. >> If you add up 36, 209, and 245 is more than 379. >> So, that's my question is
>> he's saying the math isn't mathing. The math is >> the math is the blue plus the green plus the purple, >> but it's not plus the purple. I'm sorry. So, >> no, the same same one. >> So, that's why I'm trying to figure out how you build this this table, this
chart. >> So, it was the first number. So, if we're looking at CKLA, it's 30 um 38, I think that says, and 209. Those are the students who made positive growth. And that equals the 245.
>> Okay, that's the answer I want. So you the first two columns add up to the third column. >> Correct. >> Okay, thank you. >> Yes. And then >> I have no further question. >> Okay. >> No, it's it's the 245 is divided by 379 which gives you the 65%.
>> That's how that Yes. >> Okay. Wilbert, do you want you have questions? >> Sure. I I can go. Um yeah, thanks for the uh for the presentation. and really appreciate it. Um uh first question actually piggybacking off of this um
what other metrics are we going to be using besides the positive uh performance and growth percentage. Um just looking for what we can expect to see. >> Right. So we are going to be breaking it down by grade level to see if there were trends within a grade level.
>> Um we are breaking it into populations. So how yeah subgroups um and we are going to um I think those are the first ones that come to mind. Um >> but but but those are just subgroup
analyses on this piece of data. Are there other me measurements of student performance that we're going to be looking at? >> Oh you're talking about outside of this >> outside of this one? Yes. So um in each program they're doing similar but different assessments. The assessments
are based on the program. So um currently the way we track data with the students who are in the workshop are that um you know they are taking similar assessments marking period one marking period 2 and so forth and we're looking
at growth across that. So we um are doing that as well within each pilot group. So the students who are in CKLA, they're taking s they're taking assessments ongoing. They're taking ongoing assessments. So we're looking at growth within those assessments as well.
The same thing with being a reader. Um it's hard to compare both of you know like all three of those because they're taking different assessments. >> But are the assessments standard based? >> Um so I mean they're they're repeated, right?
So they are taking repeated assessments and you can compare growth like there are common assessments for the workshops students they're taking phonics to coding assessments um within both so each company is is doing yes their own
>> so I was just thinking that maybe to answer Wilbur's >> if there is a if it's standard if the assessments even though they're different >> but that the standards are the com common elements right yes then the standard analysis can be part of what we include
>> so that regardless of whether they're in the non-pilot >> the different pilots at least there's a commonality of standard we can see how the kids are doing >> in each of those groups when it comes to a particular standard especially the critical standards when you start to
look at the grade level >> yes okay yeah >> that's great thanks >> so if we have that that would be good >> I'm trying I'm just looking for >> yeah I'm just looking for you know multiple looks at uh how our students are doing with uh w with with with the options that we have.
>> Um so I I I understand the uh issue. Um and this is just to pick on CKLA because there are similar things for the uh um being a reader program. Um but u in CLA's uh situation there's been discussion about the pacing and the
timing and that issue. Have we gone back to the company and what do they say about the things that we've noticed? And this applies to both >> yeah programs. >> So their suggestions are you you can um do it at a slower pace, right? Like if that which is some of what the teachers
are doing. So if they have planned for like I said like five lessons this week, you might do less and incorporate that in time or adjust the minutes that we are we are allotting to these programs. >> Okay. >> Um are are those feasible options?
>> Yes. >> Yes. Okay. Um let's see. Uh you mentioned that the screening window was changed. Can can you give us the dates of this like when the screening window was supposed to be the month of January? Um and then
we had had like I had said teachers asking for extensions because I think just by nature the teachers want to do even though that's the window they want to do the assessments as close to the end of the window as possible because they've taught more content before the
students take the assessment. Um, so they were we were getting requests if to ask if we could extend it because they were having students who were absent and I guess then we had had a snow, you know, like there were just like some minor things. So we said there's there's
no reason that we couldn't extend that. So we did. >> Yeah. >> And so uh what >> so the window closed um it was I'm trying to remember the date the 13th maybe. It was Friday. >> Okay. last Friday. So, it was Yeah, it was
last week basically. Um, so that's why, you know, we didn't feel like that was a great enough time. I mean, Monday and Tuesday, a lot of people weren't even in. Um, so it's been two two days since that, two work days, and that's why,
like I said, we haven't um sorted the data into all of the the subgroups that we had like to do. Um, and we need we also would like Miss McCourtney here as well, and she hasn't been here as of this week, um, to kind of go through all of this data as well.
>> Okay. Um, let's see. In in the U, uh, plan for rolling out, whichever option we we pick, um, you mentioned one day of professional development before the school year ends and then one in the summer. >> Yes. >> My kids didn't go through the Envision
thing, but I've heard enough stories. Is two days of professional development enough? And how do you know that? >> Yeah. What the pilot teachers did um was they had a half day of that was what the the company recommended both programs. They had a half day of uh professional
development in the summer and then um they had another day before school which is which is what our plan is to do. So before they would leave for the summer, they would really have um an overview of everything they would need to do. And
then it's just a matter of kind of looking through all of the resources. Um and then our intent would be the day before school would be just looking at your first units and going through that because they would already be familiar with how the program is laid out, um the
components of it and how the resources are laid out. Um but the ongoing the ongoing PD um is a very important component of that like the um the site visits that the company has that's why
we are we are really um in favor of coaches um so that the teachers have some ongoing support with it but yes that's that is what the pilot teachers had and um you know the pilot teachers did a wonderful job and they are very
happy. >> Sure. Sure. I mean, I have no doubt that our teachers are doing a great job with this pilot, but >> um if I understood the process correctly, the pilot teachers um >> kind of wanted to do this, right? And so, when you have a group of people that
are wanting to take on a new curriculum, they're motivated to >> do a great job >> and the level of PD for that group of teachers may not necessarily be enough for >> the rest. And that that would also hold true for ongoing PD uh as as well.
>> So again, how do we know that? >> Yeah, we're going that's what the companies are recommending. So we are not doing less than they are recommending. And like I said, our experience with the teachers who have done it, which is all we can go on is the company's recommendation and what we
have seen from the teachers who are doing it and um they were able to implement it >> um well. Okay. All right. Good. Um and then just to reiterate what's already been um uh said uh before, uh disagregating the data is absolutely
critical. We have to look at that because these numbers don't really say anything for a variety of reasons. Um I'd like to see when the parent and student feedback is presented >> um to incorporate whatever additional
teacher and principal feedback that you may get between now and then. and and format it all the same way because the teacher feedback is presented one way and the principal feedback is presented in quite a different way. It's a little hard to tell if there are any real
differences between the teachers and principles when it's like that. And and we know that the parents and students are going to have their own um perspective on things. Um and then and finally last my last point um differentiation
um in education is the gold and gold standard you know to my to my understanding. Um so if the issue that people have identified with CK CKLA is that the time for that is more limited. Why does that seem to be the preferred
option at this point in time? Well, we haven't picked I know we haven't picked but option we are trying to um anything that came up as um a challenge >> we're trying to set forth plans to address that. So if this was the program
that we went with um we can address those points. >> Okay. All right. Great. Thanks. >> Quick question. U thank you for your presentation. Have you had a chance to connect with any peers in neighboring districts who have uh implemented some of these programs and and have you
received positive or negative feedback? >> Yeah, so um I have I have a colleague who works in West Windsor and um they're at the piloting as well. They're piloting CKLA and um Arts and Letters and um they're having a
more positive experience as well with CKLA. Um but yeah, that's my closest >> I got you. So, no, we don't know of any districts that are that are running these actively right now. >> I believe Miss McCourtney has talked to um other districts that are doing that.
Um CKLA, we don't know anyone personally who is doing being a reader. >> I just think that would be helpful to if I were in your position, I would want to hear from them what you know how that >> I believe she has. She's in a county consortium and she regularly speaks with
other ILA supervisors throughout the county. >> Thank you. Thank you. Um, thank you for your presentation. I I also want to say that um, I appreciate the information that was added from the first presentation.
Um, I know that a lot of times we look at quantitative data, but I also think qualitative data is very important. Um, and I also agree with Dr. Pan that the way the information is presented here regarding principal feedback and teacher feedback could have been better
organized. Um, so we could kind of have like a running list of pros and cons in uh overall. But how often did principles visit the pilot program classrooms? >> So they they visited of course the one that was in their building more often.
Um, but they they had gone to there were four different groups. So they had seen they had at a minimum seen four different classes of the opposite pilot if that makes sense. Okay. But what and for the one in their building the same,
how often were they able to go in? >> So, every principal will tell you different. You know, they do walkthroughs. There isn't a set number. Um, but the principles typically do weekly walkthroughs um in all of their classes, not just the pilots. So, that would have been part of that.
>> Okay. Yeah. >> Um I just think, you know, like I'm kind of hearing like mixed messages like we're doing the pilots with fidelity. We're not doing it with fidelity because there's a time issue. And so that's a concern for me. Like I'm a big fidelity person. And so I think if you're piloting a program, you need to look at
the fidelity within that program. I understand that you've reached out to the program and this was their suggestions, but ultimately I'm concerned about where will the time come from, right? And what lessons will time be taken away from? Um, and what does that look like?
>> Um, so, uh, I also will agree with Dr. Pan. It seems that there's a push for one right now, um, where we see differentiation in instruction and timing both of an issue. Um, but yet we really haven't brought up anything that says like ultimately this is how we will
address those issues and we're six months into piloting the program, >> right? So some of the like the concern with timing and differentiation um is
is a more um we we can address that need a little bit easier than some of the concerns with being a reader. um when the when the teachers had concerns with the sequence in which word study is taught um that's a little bit bigger of
a lift in terms of what we can do as a district to address that whereas we we create the times that are allotted to subjects right so we can adjust that and incorporate this um as a more feasible
option you know if we were to go that way >> okay Um, do teachers feel confident right now teaching this independently? >> Yes. >> Um, I know there was a statement made that they love the program, but I think
I would have liked to see points like I know again there's information in here, but maybe some like real life examples of what is going on in >> We can do that. We have actual quotes from the teachers. Yeah, we can share that. >> Why do they love it? Right. because I think >> um
>> I could ask any kid like what kind and they'll love any kind of candy, right? And so but without knowing what it is that contributes to their loving it, right? And so I think this um for me this was an opportunity um because we know that the board, the administration,
the community was so invested in this >> that again like I I just thought if we could again I know that that qual looking at quantitative data right now might not be the best thing. Look, I wrote on my universal screener screener form too like unrealistic and who in
subgroups like everybody else >> because I don't think this was helpful. But I do think that we have an opportunity here to look at where we are at midpoint and kind of dive in a little more as to what is or isn't working and how we're able to look at workarounds
for that because obviously if that already exists what have we been doing to address those workarounds, right? and real examples to say this is what was taught. This is where we see an experience, right? Or teacher testimony.
And I know we're gathering like student and parent feedback, but I would also think that at this point maybe there's been emails or parents that you've had consistent feedback from >> um that could have been shared. So, while I appreciate the work that has gone into this, I'm hopeful that as we
move forward, we can >> get more of that that, you know, just pull out some of that data a little more no matter what it looks like and and try to work with that because I think it's to the benefit for for all of our children. And I do worry
about the differences in time and differentiation in learning because that is something that we are concerned about that we're talking about especially across literacy. And so I think um just for maybe for the March curriculum
committee meeting or when we we say um that we're you know have more data um that we can break it down and share it with the board. Yeah, that that is our intent. And like I said, we we wouldn't recommend um a program that is different
for adoption if we didn't address the concerns that that the teachers and the principles are bringing up just so you know. >> Okay. >> Okay. So not to you know repeat what my my colleagues up
here have said uh obviously this is incomplete very incomplete of the kind of information that we need and the only reason I am not panicking at this time is because and correct me if I'm wrong uh Dr. Man but you were a
reading specialist yes in your previous existence. >> Yeah. Yeah. Okay. >> It's not my role though. >> I I mean in your pre, you know. >> Yes. Literacy is my thing.
>> Literacy is your your jam. Okay. >> That's the only reason I'm not panicking. >> No, don't panic. >> Well, I'm not panicking because >> Well, no, no, no, no, no. Hold on. We have a superintendent who is an expert
in not only the education field, but in literacy. And so I have confidence in our superintendent that she will make sure that this is that we get all the information that we need because frankly
of all of us sitting up here, you're the one that knows the best questions to ask because it's your if you know if we were talking music. Yeah, I could I could nail it. >> But that's the only reason I'm not panicking.
So, I definitely we we want to see all of those things that have been asked for and probably a few more things. U if this was like the first quarter, >> um then you >> you know, I'd be like, oh, okay, first
quarter. All right, that's sufficient for halfway through the year. And I know it's going to be fine. we will get more information um and then we will hear from the curriculum committee. Does that make sense? >> Yes. >> All right. Thank you.
>> Okay. I guess that leaves me. Forgive me because I I have way too many comments. Um and I I agree with Dr. Bronn. Uh I would have liked to see more. Um, I'm actually a little bit confused because
my understanding is that with Dibbles, one of the um, advantages is that you're able to pull data instantaneously and there's multiple parameters. So, I'm unclear as to why that couldn't have been pulled. And I'm unclear as to why we couldn't see who's an ELLL learn
learner, who's uh you know >> um uh at below benchmark, you know, like why couldn't we see all of those parameters because supposedly dibbles can do that in seconds, right? >> Yeah. Well, we were like I said, we were
waiting to see we were waiting for the students to all be complete before pulling that data and like I said before presenting it. um we don't just pull the data, present it, we kind of have a discussion about it and we have had like
if this ended on Friday we've genuinely had two full work days since this this moment and it is like I said quarterly data I understand but it's it's midyear data so we wanted to do compare it against beginning of year to midyear and that is why
>> but that concerns me because that indicates that you haven't been looking even at the quarterly and then midyear because the way I do things is that if we are rolling out a pilot, we check along the way. We we don't wait until we have to present something to the board.
>> Right? We are looking at the data that the students are doing ongoing. Um they are only taking this they took this in the beginning of the year and they took this at this one other point in time. So we meet all the time as as do the principles with their leadership teams and they're looking at the ongoing data
within the programs. So within the workshop, within CKLA and within um being a reader, >> but there are other assessments. It's not just dibbles. There are other assessments that students have been taking throughout the year, >> right? That we are we are looking at that that data. Um we we didn't present
that here because we were trying to put comparative data. So they are taking all different assessments. >> I I understand. But the point of doing a pilot is that you're keeping your eye on it like in in in real time. It's not like, okay, let's stop and retrospectively look at what happened.
Part of it is >> here's our data gathering. Here's our um here's our information with like everything that we've collected so far and then we >> see that. So, I I would have liked to
see more of that because like Dr. Braun said, we're six months into the the the year. Um, also, uh, some of the things that I didn't see, which I was surprised. So, for transparency, my daughter's classroom is one of the classrooms that's doing the pilot, so I
probably have a little bit more exposure than some of um the other board members, but also uh I I'm accessible, so people tell me things and I hear um things that haven't been presented here, such as um
for kindergarten students or low lower elementary students, uh there's a lot of like time concepts in CKLA that um they might not understand like abstract concepts like when we say thousands of years so that needs to be addressed. I didn't see that reflected as a as a
concept. Um and then even with um the older students there's uh cultural differences that they may not understand. For example, do you know what a tuck box is? Cuz I didn't. Um a tuck box is actually a a lunchbox in
British slang. So, if they didn't know that, they got that question wrong on the assessment. What are we doing to address like the cultural changes? Um, because I didn't even see that reflected in the presentation that was provided. Do you have any information on that?
>> No, I don't. That has not been I mean I'm not of course not in every classroom at every lesson and things of that nature, but that has not been um noted as a point of concern by part of the lesson. Yeah, that was part of the lesson. were taught what that is?
>> No, they weren't taught what that is. It was just on the assessment and so they were doing for like it was rolled doll. So they were learning about rolled doll and and tuckbox came up and >> the kids who didn't know what a tuckbox was because we're not British, we're American. Um they just, you know, didn't
know what that meant. So the question was wrong. And >> uh they're being taught like to infer, but that also has to be a lesson. That's my point is like are we recognizing that those are gaps that we need to so I don't think in saying this it's saying
like let's brush CK CKLA completely off the table they love it actually like that you know so I recognize that the feedback reflects that but >> we need to know what those things are that >> need to be filled in. So those things like I said like that has never come up
as a concern when speaking with the pilot teachers or the principles and you know um that has to be brought to our attention to address that because we wouldn't know that one specific instance but when I have been in rooms like um when the company comes to do their site
visits I I join them in the room and anytime I've seen a CKLA lesson um things like that like vocabulary that they don't think that they would know like I I've seen lessons with Greek mythology where there was a lot of vocabulary that needed to be learned or
inventors, right? They they were um you know frontloading the students with that kind of vocabulary. I'm surprised that they didn't do it for that word. Um but again like that is not being brought to our attention. I don't know if it's been brought to yours but it hasn't been brought to my attention um or Miss
Bourtney. Um, so we wouldn't know those very specific like one word in a lesson. >> Yeah, that was just one example. But there are like so CKLA in general is very culturally rich. It's very knowledgeheavy. >> Um, so those are things that we should
expect to prepare for I think and um, you know, like the abstract concepts like the thousands of years ago for a kindergarter, they don't know what that means. That's such a foreign concept. So I just was hoping to see that in here. So like that's the point of the pilot,
right? Is to figure out what we do and don't know and how to fill in those gaps, right? >> Yeah. So, she's talking about how are we building background knowledge around um context that is not part of the culture that you would
expect kids to know because they're in certain places which you know we see that like basic there's that um background context building setting up. So yes, you gave an example, but across the board is saying that even with the
highquality rubric, right, is that uh uh a a highquality instructional material is good when it addresses >> Yeah. >> and builds knowledge around that. That's what Dr. Tanus is saying. No, I understand definitely what she's saying.
But what I'm saying is what I've experienced um in content that the students did not have background knowledge in that CKLA the program itself in in in everything that I have seen so far has done a great job in building that background that
that students wouldn't come to school knowing. um >> and we don't expect. >> So that has been my sole experience and I've been in many CKLA rooms um you know throughout the time that it's been they've been piloting. So um anytime that they see and then I'm amazed
because like the students didn't know that information and then you come back and they're using it like if you come back and they're in the same unit they are using that vocabulary when they're talking you know to their table group and when they're answering questions. So I have an experience to what you're
saying. Um, and I haven't been given that feedback, but I, you know, we can certainly look into that. >> Yeah. And I think that the bigger challenge with that is, so again, like the upper elementary students, >> the point of CKLA is that it builds every year, right? So if they're doing a
pilot in sixth grade, they've never seen this before, which explains why they are probably don't know what a tuck box is because other students probably learn that in second grade. So, >> if we're going to roll out a program, we need to make sure we know where those gaps are. Um, again, that's just
something I was expecting to see here. >> Um, the other thing is, uh, is there a way to if if we roll this out to align it with our social studies programs because the concepts are Okay. >> Yeah, Miss McCartney has already discussed that if that was the case with this program.
>> Okay. And just so the public is aware, I'm asking that because a lot of the concepts in these programs align with social studies anyway. So instead of being repetitive, it's actually enriching to do both at the same time. >> Right. And also saving some time. >> Yes. Um I know you mentioned that they
were considering adopting some adjustments. Why aren't we doing that now? So that we can see how that would play in because that's also part of the pilot. >> So there are two schools that are making some adjustments to that on a trial basis. um for that for that program.
Yeah. Okay. And it's working out well. >> Okay. And um that the universal screener data the chart >> again I didn't want to put it in at all. >> Yeah. No, but we I need look I'm a scientist. I need like >> math.
>> I need math. I was actually like sitting there and I'm I'm saying to myself, is this statistically significant or not? Um, and I was trying to explain it to Antinet earlier and I'm like the p value is actually less than 0.05 here if you look at a twopoint parameter. So to you
as an educator is this is this considered statistically significant like this? No. >> I mean the sample size alone it's very hard to compare as a whole. You know that's why we why I want to break it down into at least grade levels to make it more
>> um you know usable data. >> Okay. I'm just happy I avoided using the phrase baseline characteristics during that. >> I knew you'd appreciate that. >> Um, yeah. Sorry. >> Sorry. >> Yeah. >> Um,
so okay. So, you know, I know that you're saying March or April, we'll have to vote on this for one or two pilots. Is a possibility that or not one or two, one of these programs. Is there a possibility that instead of choosing a program, I don't know, we just expand
the pilot? >> I could discuss that with doctor. >> Really? >> That's yours. >> They're throwing you under the bus. >> Totally under the bus. >> Yeah. >> No, it's just a it's just a thought because I feel like >> it's February and we're I didn't want to
share. We're not there. But part of what we're talking about is what's going to happen with the current kids who are in the pilot >> and we may not necessarily adopt it. Can they continue to do that? And what have
we noticed is the shortcomings of our current um curriculum which vocabulary is a huge piece that we've identified. So, the plan is to make sure that we are addressing that gap so that even if um
and Joe, I know you're crunching the numbers. He's looking upset right now cuz you say March, April, we don't even know what our budget's going to be. So, I that's not happening then. Um at least to the extent with which we can speak to. but to be able to
since we've identified what the gap is like what this has that our current curriculum does not we're working to make sure that we're able to fill that gap for those students who don't and then working with I've met with both
companies just so you know because I'm trying to get a deal >> a deal I didn't want I'm trying to get a deal so I've met with both um to really speak to can we continue with the pilot for those kids who are and you know who have it so
that they don't go back right to and then how do we roll it in the next two three years so that we can fill that gap so that's ongoing work that um the team and I have even met about multiple times and I have been on calls with both um
just to kind of figure it out and then even with being a reader then we'll have to do being a writer because it doesn't quite you know there is that piece. Um, so we're there are other things that we're working on so that we can be prepared for you and I appreciate
everything that you've talked about in terms of what you want to see and the depth of disagregation of data um that you want to see >> and Dr. Boly has assured us that you will have that data and that we have it >> every piece of information that you need. >> Okay. Yeah. To make an educated decision.
>> Thank you. Yeah. I just to close um you know I wasn't here when this pilot program was selected but I did go back and yeah and did go back and look at the minutes and look looked at the meeting and I I saw that it was said that the board would receive reports and correct
me if I'm wrong but to date we haven't received a single report. So it's concerning um and I you know I'm looking forward to seeing that data because we haven't yet. Uh my final comment is that differentiated instruction needs to
happen because especially in a in a program like this. I mean it's just a vast that that's not even a >> Yeah, we wouldn't consider like I said we wouldn't consider recommending that without having a plan to address that. >> Okay. All right. Anybody else? >> Oh, okay. No, it's okay.
>> So, how many teachers are involved in this pilot program? So we have two teachers per grade level per pilot >> across all the schools. Here I can show you the um >> but no there are also there are more teachers than that because we have
several teachers who have in-class support teachers as well. So there are two teachers in one room. Um there are let me see. Yeah I I have I can actually share with
the board. I have a list of the exact number. I just don't have the exact number >> off the top of my head. But but every grade level has at least two teachers piloting it. >> Okay. So please share with us and the second one should be very short one too.
>> So you mentioned that uh teachers need to spend more time >> to adjust to the differentiation instruction. >> So you mentioned that the two schools are doing this. >> Yeah. So by the you know by your
knowledge the the best estimation what kind of workload with this additional time the teachers need beyond the teachers additional workload. >> Uh so the the workload for the teacher isn't that much because the lessons like
I said the the program has extension lessons already planned. Um it's just the time to >> it's the time to execute it. So, um, even if they had an additional 20 to 30 minutes carved out, that's what the
teachers are doing and they are able to incorporate those small groups into that time. >> Okay. Thank you. >> You're welcome. >> Yeah. >> Okay. Thanks. No. >> Okay. Moving on to our 2027 budget.
Let me just set this up for you. >> Do you want your water, Joe? >> Joe, do you want me to set this up for you? >> Sure. >> I only have about a 100 slides, >> please. No, not a 100 slides. >> So,
as you know, we're new. >> New is not bad. >> New is not bad. New is not bad. But I thought it was really important and you know we've talked about how we're embarking on a strategic plan and really looking at our budget because we know I
mean right now we're all in budget um season and I thought it was really important that we share we start to share basically essential things like you know some people say well how can't you budget I budget for my business and I budget for
my home. school budgeting is different. So, I thought that it would be a great idea to begin kind of like a budget 101 um so that when we build on it, as we go through the um process,
when we make references to certain things, you will know what we're talking about and what we have to consider. And we also want you to know what information we know now and what we don't know yet so that we bring you along in this process. And so to that,
no one can do it better than Joe. >> Wow. Thanks. So before I get into this awesome presentation, um, just a couple disclaimers from me. All right. As we go through, there's
going to be topics that we talk about, uh, bullet points. I think it's important for the audience, the board members, the community watching at home to understand that just because we're talking about something doesn't mean we're attacking that area. All right? Um,
my intent is to give you information, straightforward information, the numbers, you know, I am a numbers guy, so it's going to be the numbers, not, you know, slanted. Uh, the other thing, if I do make a mistake and refer to a
program with outdated terminology, I apologize in advance. The state uses outdated terminology like regular education compared to general education and when you look at these state aid reports the chart of accounts it becomes
embedded in sec my second nature is to refer to it. So I I apologize in advance if I say regular education not general education or whatever the terminology is. If you get past my
lack of beautiful speaking and and get to the content, then I think we'll be okay. Okay. So, the goal of this presentation is to provide some background. Over the years, you know, I I've sat out in the audience for 23 years now, and this is
my first budget presentation. You know, we talk about state aid, but we never talk about state aid. We don't talk about how it's calculated. We don't talk about the parameters, the frustration that we have. We hear the frustration. Why can't you plan and figure out what
state A is going to be and project it. I'm going to go over why we can't. And hopefully it makes sense. The other thing I need from the board is if I start getting too much into the weeds and I start geeking out about, you know, stuff. >> I'll stop you. >> Tim needs to or, you know, ask me to
break it down to third grade. >> Yes. >> Okay. >> All right. So, we're also going to establish a foundation so we can move forward like uh Evelyn stated and it's also very important that we're starting.
Our start does not equal our finish. All right, we will have to adopt a tenative budget. That's going to be the start. We don't know when and I'll get into that, but you know, it's the start. So,
don't panic in the start. All right, budget impact. On the revenue side, we have three major components. Our local taxes, that's the biggest part, state aid, and other. Other is a catch-all. That's going to be our interest and fees
and whatnot. And we'll talk about that. local taxes. We have a 2% tax levy cap that has nothing to do with your valuation of your home or how much you individually pay. I'm going to use round numbers. These are not our numbers. If
our tax levy is a million dollars and we can go up 2%, it's straight math. Okay? It doesn't mean there's new buildings coming on board and you know the the tax base increases so we can go up more than that. It's straight what
was the tax levy we increase by 2%. Now there are four tax levy cap adjustments. You only see one listed because we only qualify for one. The health benefit adjustment. We do not
qualify for enrollment, pension contributions, and unfortunately, we have no bank cap because we used it all last year to make the budget work. Bank cap is we had the ability to raise taxes to a certain percentage and we didn't.
So, that carries over for three years. We had that last year and we used it all because we were facing $8 million in cuts. So, it's important to know that our ability to raise taxes is limited.
The calculation for the health benefit tax levy um cap adjustment is determined by the state part of the budget software. We put in our information. It tells us what that adjustment is. It's based off the state health benefit
plan. Their their premiums are going up 31%. They take off the first 2%. So whatever that calculation is, we throw our costs in. It tells us how much that adjustment is. NPS, if you do have a question, feel free to stop me.
>> Wait till the end. >> Yeah. State aid. Unfortunately, everything is unknown at this time. The governor's budget address was supposed to be on the 24th. It's the last Tuesday of the month. New governor,
they usually extend it two weeks. We have not heard anything. In fact, uh received an email from the New Jersey School Business uh administrators organization yesterday saying, "Please stop calling because we haven't heard anything yet."
>> So, it could be as late as March 10th. We're supposed to adopt a tenative budget on the 19th. So, no time, right? State aid is released 48 hours after the budget address. So, if it is Tuesday the
24th, we'll get it sometime on the 26th. >> I have a question. Because there'll be a delay in her address, will they delay you adopting a budget? >> No, >> I would hope. >> But no, >> I don't know. In the past, they have.
>> Okay. So, they have >> it might not be a straight two week delay for us. >> It's not going to be equivalent, >> but they they move it. But >> I'm amazed by how quiet it is cuz usually through the connection of BAS, everybody, you know, oh, we hear this,
we hear that, and it's just >> nothing. >> It's crickets. So, that's concerning. Now, she, the new governor, might do the budget address. She might be ready to do it on Tuesday. >> I don't know. >> Joe, sorry.
>> Yep. Um back in May, um the New Jersey Senate Finance Committee had a meeting and there was a document that came out of that that looked that indicated how state aid was going to change for the various school districts. And if I
remember correctly for us, it was going to go down another 3% um 1.3 million or so if I remember correctly. How given that we have a new governor, is that document predictive at all in terms of what we're looking at? I don't know. Don't know. >> I mean that and that's the frustration
that we experience. >> It would be great if they gave us a parameter and if we could rely on that, right? So, and as I go through some of these slides, we'll talk about what the potential, you know, if we didn't have
that 3% u increase decrease guard rail last year, what it would be and and how the factors change. Um, but yeah, I I don't know. you know, new administration, you have a new uh commissioner of education.
It's, you know, and Evelyn's pretty connected also. And it's, you know, not but I'm saying you not not connected bad, but like you have you're in a lot of organizations, you're you're advocate and you're also not hearing anything.
>> Okay. So, state aid, there's various components, but it's all enrollment driven. Okay? And it's based off of the application for school or state school aid, ASSA. We
do a count October 15th every year. We report it to the state. That's what they use to drive their numbers. I know it's hard for the audience to see this. Um, our enrollment over the years, the last
several years has been pretty consistent, but the subgroups have changed drastically. So the state says for adequacy budget that's a a portion of the state aid how
it's driven for every student on ro they give us x number of dollars that amount changes every year so I can't we can't pop in these new numbers
into the formula and say oh this is what we're getting >> on top of that they use a weighted average. So, it's not our enrollment, and we can figure this out. It's not complicated. The most current three-year
average compared to the last three-year block average. You know, you take the difference, they divide it. That's your enrollment growth. For us, it's 32%. Because our overall enrollment has been stable.
special ed, we get X number of dollars for those kids. That number changes. When they run the calculation, there's also factors. They divide it by three. They do the calculation, divided
by three. Why three? I don't know. Like it it is what it is. Um the things to note on here though our 32% enrollment growth when you look
at our the bottom third bottom half of that um chart where it says low income. We've we're at 222 kids that qualify uh free and reduced lunch compared to
back in 2021 1538 or 39 kids. That's a huge increase. So it and we're seeing an increase every year a lot more than that 32%.
Special ed overall enrollment is consistent. you know, it's been kind of stable, but take a look at the out of district placements. Now, TW 202122, that that was kind of weird because we
were coming out of COVID, right? A lot of kids were not going to school. 23 we're at 50. Uh 2024, 67. As of October, it was 73.5.
as of 213 >> we were at 84.5. >> So again, that and that's not necessarily because we're placing the kids. There are kids moving in that have IEPs that require the added district
placement. So they're coming here and they're already placed and we just can't unilaterally bring them back. There's a process. And I appreciate Louise educating me on this um because it
there's a lot of nuances to it. So what I want you to take away from this enrollment chart is yeah, we're stable. The information is used to drive our aid, but there's so many factors that go
into it that it becomes not a useful driver for us because the dollar amount per child per student changes. The factors that they apply to it change. Okay?
So there's four types of aid that we get from the state. Equalization aid, which is the difference between the adequacy budget and the local fair share, and I'll talk about how that's calculated. Special education aid, transportation aid, and security aid. Again, each
component that we get is enrollment driven, but the dollar amounts change. So, security aid two years ago it was $98 a kid and then for the at risk the lowincome kids
it was a formula and it was $140 something dollars per kid times a percentage equals an amount this current year state aid. Okay, the regular the overall enrollment was more was 140 a kid, but those at risk kids the dollar
amount dropped to like 98 bucks a kid. So, we got more here, then they took it away. Talked about special transportation aid is based off of the DRTS. It's the uh district report of
transported residential students. That just takes the number of kids that receive transportation, the number of miles, and they give us, you know, so many dollars per mile, so many dollars per kid. It doesn't take into consideration
that every out of district child that transportation is very expensive because they're usually a onetoone aid. um there's not that many kids on the bus. It doesn't take that into account. So, they're shortch changing us.
All right. So, local fair share adequacy budget minus local fair share equals the equalization aid. adequacy budget and this is important is based off of those dollars per child per
student comes up with an overall dollar amount. That amount does not take into account what East Brunswick is. It doesn't take into account that we have aging facilities. It doesn't take into account that uh PS we have a
snowstorm coming on Sunday and >> No, we don't. >> Well, I'm hoping because you know there that's dollar signs like with that's more snow removal. It doesn't take into account a bad winter. It doesn't take into account
the programs that make us East Brunswick. you know, it it it takes into account what a magical plain school district should have. That doesn't exist.
So, that's something for us to realize that, you know, we want to be East Brunswick. We're we're great. The state aid formula forces everybody to be me mediocre. That's I that's just my opinion. That's not the opinion of East Brunswick public
schools. You got a disclaimer now. >> Yeah. So, >> so let's talk about the local fair share. Local fair share has three components. Equalized valuation, income, and then a a factor.
It's important for everybody to know. Equalized valuation is not what your home is assessed for. Right now, East Brunswick is at 17.44% assessed value compared to equalized valuation. I believe I I think I saw
something that East Brunswick's going through a re-evaluation. Um it's going to take a while. So if your house is assessed at $100,000, the state knows it's undervalued.
They run it through whatever their formula is and they make it equal to everybody else in the state. Equalized valuation. The further you get away from 100% and we're at 17.4, the more variables come into play. So,
are the numbers right? I don't know. It's run through their formula. >> I was going to say, but nobody knows. >> So, in 2023, they used that number for state aid, $ 8.2 billion.
2024, 8.6, 25, 9.4. Then for 2026 they use the average and I put the you know the six 8.6 million billion 9.4 billion 10.2 billion
the average comes out to 9.4 billion. The important thing to note is the significant increases of equalized value over the last three years. It's gone up $800 million per
year. Now I can I have access to what it is for this year because it's publicized. The equalized valuation that they're going to use if they keep the formula the same will be 11 billion almost 11.1
billion. So that's a $900 million increase. That's important because as the the value of the town goes up, the state says, "Oh, you can pay more. We can give you less. You pay more."
But our state a goes down, but we have that 2% cap. Doesn't work. Okay. The second component is income. Again, it was year-over-year. There's a
two-year delay. Like, they use income from the state of New Jersey Treasury from two years prior. They used each year and then went to 2026, they used an average. You see what the averages are? There was
a significant increase from uh the 2024 year to 2025. this amount cannot be found. All right? So, I've Googled it. I've tried to use AI. I like it's not there.
The department, the Treasury Department of New Jersey does not put this out. >> So, we will not know what this dollar amount is until we receive state aid. Now it's great th at least those numbers are something that's tangible and we can say
okay it's coming from a source. The third part are these factors. I don't know where they come from. Nobody does. And when you ask there is no answer.
So if you compare 2025 to 2026 for the percentage of equalized valuation, it's like okay that that's that's only 2 point that that's 0.22%. That doesn't make a huge difference. And
then when you look at income, okay, that that's a little bit more. It's n2%. If we use the 25year factors with our 26 equalized valuation and our income, it makes a $23 million
difference to our local fair share, right? So again, how can we or any district try to plan on what our state aid is if those factors change and it
can be a very minute change, but when you're talking about billions of dollars, it becomes very difficult to plan and figure that out. >> So Joe, >> can I I'm sorry. >> See, you got to say something. So can I
uh based on the data you're presenting >> can I assume or can could be sure that state will going down significantly >> maybe more than 3%. >> He doesn't know we don't >> so based on the data he presented
because the local factor increase the value and the income is going up very significantly. >> Right. So the the answer is >> it's a trend. >> It's a trend, but I don't know what
other districts are reporting. And the the belief is these factors are used because the state only has x number of dollars to give. So those first two components, they're there and then the state
will manipulate these factors to make it work. So if we were independent, right, I would say, yeah, we, you know, assessed value is going up, income's probably going to go up. So yeah, we have something to be really concerned
about. Not saying we don't, but I can't say we do, right? Because I don't know what, you know, South Brunswick is going to have for that. I don't know if they have a lot of construction. I don't I don't know, you know, there's 600
municipalities in the state. what each municipality is experiencing, right? And I don't know what their enrollment is. So, there's just too many variables for me to say yes, no, and then I'm stuck saying I don't know.
So in I I'll talk about the impact of what our state aid would have been for this current year and what the the projection or the protection of the 3% up and down. So they take the equalized valuation
times the ver uh factor percent factor divided by two the income times the factor divided by two and that's how they determine the local fair share. They compare that to the adequacy budget. The difference is your equalized aid and that's our biggest component of
aid. So >> So yep. >> Um actually present this and I'll have a question after after you're done with this slide. >> Okay. Yeah. So here's the history the last couple
years. FY23 we received 33 million in state aid and that's total that doesn't take into account the reduction due to the charter school. All right, this this is just the the the gross. Then we had a huge jump
in 2024 and we were expecting another big jump for 2025 um because it wasn't fully implemented. they as far as phasing us back in then they fully implemented the uh the
funding formula and we went down okay a little bit you know it still hurts but not tremendously for FY26 we went down again there was a 3% decrease
increase maximum that they put out if we didn't have that 3% guard rail our state aid would have went down to $32 million, which is just insane to think because that would put us below the FY23
level of funding. >> Just a quick question on that. Um, is that quote guard rail still in place that 3%. >> Unknown. So, is is is this based on the governor's decisions based on what's
what are we are we looking at when her report comes out that we should find this out? Okay. >> Yes. >> So, um thanks for breaking this down. So to go back to the local fair share thing, I took those formulas that you had on the
previous slide and the numbers um that were on the uh slides prior to that uh because your presentation was the other thing I've been staring at a lot besides the redistricting the dem demographers report. And if I did the math right, um, and please forgive me if I got this
wrong, uh, to me it looks like our local fair share went by up by 8 million between fiscal year 23 24 and then 13.2 million between 24 and 25 and 29 21.9 million between fiscal year 256. Does
that sound right to you? I I know I should have run this by Yeah. Um I >> y >> I did the math for the 25 compared to 26 >> and you know I can tell you >> the local fair share
>> compared you know 26 to 25 went up $21.8 million >> right okay >> the adequacy budget went up >> $5.2 two. >> Mhm. >> So again, that's where >> and and PS to everybody,
>> their formulas are there and I have copy I have a copy of the state aid if the board wants to look at it, I'll share it. >> When you do the math and they do the math for you and it's laid out nice, >> but then when you go to the final page and it says here's the money, >> those it doesn't equal page seven
doesn't equal page three where the number comes from. So again, that's our frustration of not being able to to look at this formula and say, "Oh, this is what it is. Let's plan." >> But is it a fair statement to say that
based on the past few years, um the state's expectation of our local fair share has not just increased, but it's accelerated over time. >> Right. Yes. >> Yeah. Okay. Yeah. And so if you couple that with our 2% tax cap
um and given that inflation is much higher than 2% over the past few years that um it seems to me that goes a long way to explain why we are having the budget issues that we have now. Right. >> Yes. And as I go through some of the
other talking points before we have our small group meeting and back to the full board, >> I think you'll see some of those stressors. >> Sure. And then and then just one other thing that that I'm keeping um in mind again I could be wrong on this. I just run want to run run this by you. Um if I
have my history right uh Chris Christie put in that 2% tax cap around 2010 or so. >> Yes, that's correct. >> So that tax cap actually makes sense if you decide to have a decade with historically low inflation >> because inflation was at 2% or lower. It
was zero at one point during the 2010s, >> right? And then once we hit 2020, that's when CO hits and inflation skyrockets. >> So, um, so, so the fact that we actually didn't hit our first budget deficit until two years ago is actually
>> a bit of a minor miracle. No, >> there's a lot of factors in the 2020 and on, you know, the co money. >> Um, there's offsets. >> Um, >> right. >> And I'll just say that. >> Mhm. Yep. Okay. Thanks,
All right. So, we're we're past the heavy lift of state aid. Good. Okay. >> But I think it's important for the public to know, the board to know, and to set that foundation. All right. >> Other revenues, budgeted fund balance. I
talked about that briefly at the audit presentation. Um, we do not have the amount of budgeted fund balance that we typically have. Doesn't mean we won't have anything, but that that's a stressor. fees. We charge students fees
for clubs, activities, uh various fees throughout the district. That's a piece of our revenue. Interest income. I know that's a concern. It's a concern because the Fed has cut it the last three times. You know, it's down, I think, 75 basis
points or um over the last, you know, year. So, that's a a concern. Transfers from enterprises. This is a huge piece. You know, we have to maximize those revenue opportunities from our enterprises because their profits are moved over to offset the general fund.
And then tuition, there's a couple ways we bring in tuition kids in the GenEd inclusive program. That's a preschool program um that students pay. And then if a student, a resident is here, they move out, we charge them tuition once they
move out. And if they continue, uh we do take uh some kids in whether it's displaced kids, whatnot. The important thing to note there, if we're receiving tuition for a K to2 grade student, we just can't charge what we want. It's
based off of the actual um you know, it's based off of the budget. Okay, we think it's going to be $10,000. It turns out to be $8,000, we have to do a refund. If it turns out to be 12,000, we build in. So, it's it's good to help offset if we have additional seats. Um,
but based off of previous meetings, we don't have too many additional seats, right? So, we're limited there. >> Appropriation. Yeah. Sure. >> So, for the revenues here, all the items that you have listed here seems to be
dipping out of the same pot. So, it's from the taxpayer, it's from the tuition payer, it's the fees from the kids. What are we doing to create revenue outside of the scope? Because I feel like that is the part that we're limited and and it's been like that for a couple years. And I know you and I have had this
discussion, but that is the thing that I think we really need to look at. I do fundraising for my career, my business, and I know that you just can't keep going to the same people asking for the same thing. There's got to be a more creative way to create revenue. And I
know that we have the jam-pack and I know that we have um these other sources that we're creating revenue with, but that's not enough. Especially when I'm looking at page whatever page it was. I'm having an anxiety attack over here. I need us to look at other ways
because it can't just be this. You can't be dipping in the same pot all the time and expect it to increase. There's got to be other ways. Are you looking at that? I think we've had a number of conversations and not just me and you, but we've had a couple
and that's where I think Evelyn's comments when we first started talking, you know, our budget is different. Like, okay, if I'm at home and I'm struggling, I can go get a part-time job. >> You can't do that here. >> I I there's limitations. So, let So, one
of the things we had a very brief conversation on was bus advertising, >> right? So, I just didn't poo poo your thing. I said, "Okay." >> Yes, you did poo poo. That's okay. >> Well, I might have at the time, but then I went and Okay, let me find out. >> Oh, okay. Thank you. You didn't tell me.
>> Bus advertising started around 2014, give or take. >> And everybody thought that was going to be, oh my god, we're going to bring in all this money. Some districts took advantage of it. At that time, they were receiving almost $2,000 per bus. So, we have 40
buses. That's 80 grand. That would be great. >> As a teacher, >> that that would be great, right? >> Right now, if you can find somebody to advertise on a bus, you're getting about $200 if you're lucky, a bus. That's eight grand. Not saying we shouldn't explore it
>> because you were just, you know what I was about to just say, right? Eight grand better than nothing, right? But if you can find some somebody to advertise on your bus because it is limited >> what you can put on there. Um,
so it it's not a one-stop answer, right? We've talked about fundraising. A charitable organization has a better chance of doing fundraising than a governmental entity where we're already
taxing, saying, "Give us more." We talk about grant opportunities. Unfortunately, >> right, because I was going to say, "We can't do fundraising. We're not a the PTA. asking if we could do grants, >> right? So grants, >> right? >> We apply for what we can, but
unfortunately we don't qualify for a lot because we are not >> we are high socioeconomic >> grants. There's so many grants that already we're just we're not qualified for. So people talk about grants and if you really look at who gets grants is not districts like East Brunswick.
>> However, >> however, >> it doesn't mean we don't try. It doesn't. >> It doesn't mean that we don't try. In fact, we we were in talks with companies that they lobby. They know what their grants are. We don't pay them, but they'll write the grants with us. And unless
they get the grants, we don't pay them. But those are very specialized. Some of them are like, "What's your percentage of free and reduced learn? What's your percentage of um literacy participation or scores?" And that kind of stuff. Very specialized. We're still
looking into them. But those are the things that um because we're East Brunswick, right? A good thing. That's the problem, right? The problem in the sense that what is available to certain district factor group No, we don't use
DFGs anymore, but you know what I mean. It's not necessarily available to us. This is why we hit up EBEF for money all the time. >> Thanks, Jeff. So getting into the appropriation side
and these are just the major factors uh drivers benefits. We're going to see an increase of approximately 22% are on our health insurance. We are self-insured.
Um we are running over the last two years on what the budget was compared to actuals. Another factor to that is the decrease in employee contributions.
There there's two laws. Chapter 778 and chapter 44. Chapter 78 was the first one. It established the contribution of employees to their medical plan. That was based off of um how much you
make and then a percentage of the premium. those percentages were higher. Chapter 44 came into play and it was supposed to give a lowcost option for both the district and the employee.
But what we found, and I'm going to use the word premium, even though we're self-insured, we apply what the cost is, and we call that our our premium. The spread between the traditional plans under chapter 78 compared to the educators and garden state plan under
chapter 44. The premium spread is not that significant. The plans are very similar but the contribution by the staff by employees is a percentage of salary based off of how much you make and what plan. that
decrease is very significant compared to the the delta between the two types of plans. So our costs are going up, our contributions are going down. So there there is no savings. Every year we have to report to the state um the
the cost differential between the old plans and the the new plans because if we do receive a savings, we're supposed to give that as a tax refund, reduce the taxes to the to the community. We've never achieved that. I don't know of any
districts that have have achieved that. Okay. So that's a it's a double whammy for us. at a district tuition. As I said, since October, we've increased by 11 students.
Out of district placements, the private schools, they do not have caps. We get letters all the time saying, "Oh, our expenses went up or our enrollment went down, so it's increasing the per pupil. We're just notifying you it's going to go up more than 10%." And there's
nothing we can do. There's also a direct impact on transportation. So if the average cost of a placement is $80,000 just for the tuition and forget if they have a 1 to1 aid or any special
services, the transportation is 50 60 $70,000. So it's a double hit. All right. >> Salaries, >> Joe. >> Yes. >> Sorry. Sorry to interrupt. Um just one
other uh thing on the out of district tuition. You said we have 11 more uh students and if I remember my numbers right, uh $50,000 per student is actually pretty low estimate as to what the the cost would be, right? Yes. >> But I'm going to pick 50,000 because
that makes the math easy. So that's that's over half a million dollars for those 11 with a at a bargain price. >> Yes. >> Right. >> Yes. >> That's the that's the That's just tuition, right? Yeah. >> Okay. Just want to try to put some
numbers on this. >> Yeah. >> Okay. Salaries. We have contractual obligations. Um short-term debt. This was a major topic last year about our short-term debt, if we were going to renew it, the amount, what's included.
The board's going to have to make some decisions on this. We do have a issue expiring. It's not a big issue. Um, but we're going to have to talk about what the ramifications are if we don't renew it. All right. Um, what we can't do, what we can do, how we can still address
our facility needs um, and move forward. Transportation, I talked about that. Right now, the uh, the special ed transportation is, you know, uh, an impact. the CPI uh which the the state determines is at 3.58%
for contract renewals which is greater than the 2% cap. Now, just like last year, we're going to go to every vendor and say, "What what can you do?" Like, "We don't have 3.58." But we also need to understand if we cut
it all the way to the bare bones when a new transportation route comes in play, we don't have the money. So, there has to be some ability to operate. Just like with the snow, you know, like we banked on for a couple years, oh, we it doesn't
snow here anymore. And then this year we're getting slammed. >> We're not getting slammed. >> All right. Utilities market volatility. Electric, we're in good shape based off of last year. Like we had an adjustment. Gas is an issue
based off of usage. When you have a full month of 12 degree weather on average, the gas bill's high. I when I got my gas bill, like put on a sweater. I don't know. Uh, so you know it's it's a it's an issue,
right? It's real life. I'm not No, I said that at home for me like you know I I have a little bit extra insulation. A sweater worked fine. Um but you know it just like at your home that is comparable. You know it and PS we can't
go on a a payment plan like that doesn't exist for us where it's the equal payment regardless. We are maximizing our co-ops. Um there is a new program where we might be able to participate and get some money back
uh through the gas program. So we're going to be looking at that and be as aggressive as possible. So maybe that will help. All right. Two more three more slides and I'm done. I'm sorry. Key dates moving forward. Governor's address is anywhere between February
24th and March 10th. We have board meeting uh coming up, you know, tenative budget on the 19th, final adoption on May 7th. Those are subject to change if the budget calendar changes per the state. We those are the last days uh like the tenative budget right now
that's approved to adopt the tenative budget on March 19th unless the state comes out and changes the budget calendar. All right. So that's not us. We could do it earlier. No. Um but you know that that's the last time
recap established a background in foundational um thing for budgeting factors hopefully I achieve that reviewed the impact on our limitations and we'll talk more about that as we go forward unknown the state aid levels pending the governor's
budget address next steps we have small group meetings scheduled and then we'll come back to the full board the tenant budget and then finally the adopted budget. And remember, where we start is not where we finish. >> And I think that's it.
>> Awesome. >> Thank you, Joe. Joe is a comedian apparently. Who knew? >> Um, you know, Joe and I No, it's fine. You know, Joe and I really wanted to
bring you along step by step as we do this and I hope that you got something from it and then when we come back we'll be building upon that with real numbers that we have. Unfortunately, I don't want to it it's we're going to
have to make some hard decisions, but our vision is this and our goal, our purpose, our northstar. We really do not want to cut programs. We don't want to we want to figure this
out without affecting um children in a way that will hurt what it is that we've come to expect in East Brunswick. But I wanted this foundation so you understand how difficult and
challenging the work is. And we're really trying to do the work step by step and not take the easy way to just cut cut. We want to be intentional as best as we can. So the more we know and as we go through this process, you will
hear from us um so that we can bring you along. Thank you for paying attention to Joe. >> Thank you, Joe. I see a couple heads in a >> Yeah, you did good. >> You did well. You did well. Thank you. Okay. Thank you for hearing us speak for
so long. Now it's your turn. Uh the board of education recognizes the value of public comment on educational issues and the importance of allowing members of the public to express themselves on school matters of community interest. To protect the privacy of all students and
staff, concerns regarding individual students and staff members should generally be addressed by first meeting with the appropriate administrative staff. Public participation shall be permitted only as indicated on on the order of business in our board bylaw and shall be governed by the rules outlined
in the agenda. A participant is limited to three minutes. Uh if you wish to address the board, please go to the podium, state your name and address. If you're a student, only state your name and your school. Is there anyone wishing to address the board?
>> Yeah, just uh go. Sorry. >> Sorry, real quick. Just real quick. There's a a vehicle with its lights out in the parking lot. If anybody has a a Volkswagen ID4 and the plate is M34 VGB Volkswagen in the parking lot, the lights on.
>> Thank you, Kevin. >> Do you know your car? >> Oh my god. >> I love it. I love it. >> How long? >> You've been here since 4 and a half hours, Tim.
Um, go ahead, young man. Uh, if Go ahead. >> She's also a student. Also student. >> Okay. All right. >> Okay. >> Let the students come for us. >> Hi. >> Hi. >> Hi. >> Good evening. My name is Juliet Lynn and I'm an eighth
grade student at Churchill Junior High School. I attend a program on Wednesdays during school called Teen Arts High at Middle Sex College. This amazing program calls students from around Middle Sex County to express their artistic abilities and have a higher level class focus on that art form. They offer many
classes such as creative writing, musical theater, modern dance, drawing and painting, film making, acting, and more. I've been going to this program for film making for two years now and I've learned so much. I've learned cultural real sets, how to operate cameras, and how to turn my passion into
a career. In those two years, I've improved drastically. I look forward to this program every week and it gives me a head start in learning about film making for the future. Most importantly, I've made so many friends who are interested what I'm interested in. This program is to highlight my week and my school year. When I went to the interest
meeting for teen arts high before this season started, I was enthusiastic to see how many students showed up. The year prior, it was only four people, including me, and the speaker told us about the program. The others around me were super excited to audition. But when she mentioned the price, everyone got stressed out and left. The crowd went
from about 30 to six students, which is notice noticeably lower than other districts. East Brunswick is the only town who makes their students pay tuition for the program. It is worth the money, but not everyone is as fortunate. This is super unfortunate because there are a lot of students there with so much
potential, but since East Brunswick doesn't provide or at least help like the other districts, those students will have a harder time finding and following their passion, and some never will. While East Brunswick does offer some art form electives, it's only one level. And those who desire to pursue the art form
deserve higher access to um deserve access to a higher level class with hands-on learning, professional equipment, and others who are just as enthusiastic as them. Withoutai, I wouldn't have found my people, my teacher, or my favorite thing in the world, which I know as well as many
others will pursue art. Yay. Sorry, ju just to clarify this program is that Middle Sex. You said >> Middle Sex County. Okay. Yeah. Thank you. >> Thank you. >> Thank you. >> Uh go ahead.
>> Good evening, esteemed members of the East Brunswick Board of Education. My name is Eric Sherwin and I'm a freshman at Churchill. I recently learned of the board's proposal to make the 2026 to 2027 school schedule stretched from very early September to midJune. This is done
mainly in part to the wide number of religious holidays that students have the day off for. I'm here to explain a student's perspective on other options that the board should consider. Religious holidays were a main talking point in last week's debate over the school schedule. There board members and
parents argued that excused absences for religious holidays does not always mean equal. But equal does not always mean fair. Equality is where everyone gets the same resources and is treated the same. That's not the same as equity where circumstances are acknowledged in favor of equal outcomes. If we are
trying to give students the day off even if they don't celebrate the holiday that they received said day off for, that doesn't mean that we're accommodating to the students needs. Every student has their individual needs and it's important that the board addresses them using a closer lens rather than merely thinking about the student body as a
whole. I'd also like to point out the risk of giving too many holidays to the whole school. As we know, there are many ethnicities and religions and East Brunswick public schools is a melting pot of them all. I speak from a personal standpoint when I say this. I am a
person of Armenian descent and being a person of Armenian descent, we celebrate Christmas on December 25th as well as January 6th. East Brunswick public schools has made no holiday to accommodate me. Thus, I spend my religious holiday in school instead of
celebrating with family or going to church. Since East Brunswick is so vastly diverse, there will never be satisfaction no matter how many holidays are given out to the students. The point I would like to make is that students shouldn't be learning deeper into June just because they have off for a holiday
they don't celebrate. It was pointed out by the board that students would still miss instruction and assessments. This is why I come to you today. I wish to propose a solution to this problem. A possible option could be the introduction of a floating holiday season where each student and staff member gets two to three days off. That
way, not only would we be able to accommodate a student's needs simply and efficiently, but we would also gain the flexibility in our schedule to allow for snow days and other events that lead to cancellations without taking away from breaks or other holidays. As for the work that is missed, students can meet
up with their teachers prior to the holiday so they don't have to spend their religious holiday catching up on work. America celebrates its 250th anniversary this year. Our founding fathers wrote in the Declaration of Independence, "All men are created equal. We as Americans live by this
every day, but that doesn't mean it's always right. Since we're coming off the he heels of the Super Bowl and I have the curse of being a third generation Jets fan, I'd like I'd like to end this with a sports metaphor, if you will. Equality is
giving both a football player and a baseball player a basketball and hoping that they'll do well. Equity is giving the football player his football and the baseball player his bat, knowing in full confidence that they'll do well. If we aim to be truly inclusive of everyone, we should strive to live by the second
option. Thank you. >> Thank you. >> You should be a lawyer. >> Can I address both kids um that spoke? >> I You are amazing. The both both Yes. Yes. The two of you.
>> You. Yes. Yes. You. I there is nothing that warms my heart than to see students come up here and speak for the cause that they believe in. It is just amazing. You make us so proud. I'm I your parents must be proud.
I mean this is this is amazing and and thank you cuz I know it takes a lot to come up here and you waited patiently. >> This is what East Brunswick is about. That's why we're here. So, thank you so much for doing that. THANK YOU.
All right. Is there anyone else wishing to address the board? Yes. Please go to the podium. >> Are you a student? >> Yes. >> Okay. So, just your name and school. >> Uh, good evening members of the board of education, Dr. from an administrators
and community members. My name is Rohan Kadetti, a junior at East Brunswick High School and the student representative of the East Brunswick Sustainability Task Force. Thank you for giving me the opportunity to speak tonight. Something that sparked my interest in caring for the planet actually started in fifth grade at Cheddick Elementary.
The trash power unit taught me a lot about the process of waste management, renewable resources, and how poorly we treat our earth. This idea of caring for our environment again came up in 8th grade where I continued to learn about pollution, contamination, and climate change. As an already aspiring engineer,
I saw an opportunity to comp to combine my expertise in robotics with a passion for the environment. I joined the EBSTF in 2024, hoping to make an impact locally. Over the past few years, our team of the task force, a group of passionate adults and a few high school
students have worked hard to promote sustainable practices. We are hosting events and developing programs like the repair cafe, our sustainable business partners program, collecting hard to recycle items at the recycling center through Terraycle and annual free cycling events. We do all this in order
to gain the support of a community and encourage people to change their habits and perspectives regarding the environment. The task force would love the opportunity to help the school district build upon these lessons of the trash power unit and to help implement more sustainable practices in our schools.
We see opportunities to improve in our recycling, waste reduction, and educating um students and staff about local environmental issues. Our town is known for teaching responsibility and civic duty and preparing the next generation for the
future. Practicing effective sustainability practices inside our own buildings will strengthen these values. We look forward to the opportunity to collaborate with you and the task force is ready to help the district move forward with the first small steps towards a cleaner and greener East
Brunswick for all of us. Thank you for your time and consideration. >> Thank you. >> Excuse me. Can can you just make sure you give your information to Karen so we can reach out to you? Karen >> in the front second row. Second row. >> She uh Karen, raise your hand just so
Thank you >> again. And um thank you our student. >> That was amazing. >> Isn't it? Yeah. Just amazing. >> Uh >> the grown-ups have a heart to find. >> Anybody else wishing to address the
board this evening? Hello. >> Good evening. >> Hi. Good evening. >> Obviously not a student, but our students did very good here. Uh my name is Michael Schwary over at 71 Farms Road Circle and I'm here for the redistricting redistricting conversation. So I was I didn't really
prepare a speech. I just took some notes from some of the things that were said in the introduction here today. I didn't plan on talking, but um you were ensuring us that during the uh this will not be affecting us during the 26 to 27 school year, but you haven't ruled out the following year. Uh why hasn't it been discussed with the residents? and
please broadcast to the public your projected school year to implement these changes um when you're creating your plan. Um and regarding the implementation of redistricting, I asked to consider making these changes in stages over the
course of a few years or some other way which could lessen the number of negatively impacted students as many current kids would graduate out of their current elementary school during this longer transitional period. Uh, simultaneously, new students, uh, new student enrollments can start at the
newly redistricted schools to help the board meet their current goals during this transition. >> Um, and Dr. Pan, you mentioned, um, as a past Memorial parent that, uh, when you saw the map data that was presented, um, you seemed a little bit surprised and
asked if there was wiggle room. Um, this indicates to me that you had questionable boundary. You questioned the boundary modifications for the Memorial neighborhood >> for the Memorial School students. Um, I also am a memorial parent and um I also
ask for wiggle room in order to factor in common sense community suggestions and fix possible oversight uh you know of removing neighborhood kids from their neighborhood school. Um it was also mentioned uh the board has to make a decision of location of schools versus the density of
neighborhoods. Um but the board needs to find the balance of the equal distribution of students versus the geography bound geograph boundaries and not move or lean towards either extreme uh decision of the two. And uh I guess the last thing I was a
little confused on a board member ended today's introduction by asking what's the next steps would be and there was some confusion between if a plan or community suggestions come first. So if you could please broadcast to the public what the next steps are. Um that'll help clarify things for us. Thank you for
listening. >> So I you know we're not supposed to uh it's not a back and forth but we will address this just because I feel like the public needs to know. So >> go ahead. I think I was clear by saying this would be 2728. >> Okay. >> I also said that we need a strategic
plan so we can have the conversations and consider >> some of what you've said. >> Um that Sorry, Dr. M. Do strategic plan not for redistricting in general for the whole district like what how we're moving forward as a district. Dr. Mamemoth is new. The board is fairly
new. So just in general, it has nothing to do with just redistricting. A plan for what is our vision for our district? What academics, athletics, the arts, everything, all of that. Yeah. >> Sorry, just >> Yeah. Thank you for clarifying that. Um
and and everything that you've said will be part of the conversation when we get started with it. No decisions have been made at all. And I think we were very clear in saying that the demographer was a report. That's it. That's all it was. There's not a
proposal. >> Yeah. It was just data, not a plan. I >> No. And and there's no way we can do that without community input. That's not how this will work. And I just want people to hear that part. Um so that a lot of what you're saying that we should
seek balance between geographical and Yes. Absolutely. And that we think about grandfathering kids in and considering kids being close. Absolutely. That's all going to be part of it. And yes, we saw some of the paths and and and boundary
lines and we were like we should have wiggle room to see how this this should cannot be final. I think we said that out loud. I just don't know where the miscommunication is where people think we're moving on this now. We're not and
we cannot will not do that without community input. And and if I could um yes when I looked at when I was know they were presenting the slides when memorial popped up the first thing I saw is why is the east side of Farms Road not included anymore and why is the area
north of Herbert not included anymore because you look at the map and that is the thing that clearly doesn't make any sense. >> What I um and that's why I asked about the wiggle room specifically. I was trying to be polite so that maybe I wasn't um I'm from the Midwest. That's
just how we are. Uh so um but on the other hand, like I said, I've spent a long time staring at these maps and trying to figure out why are why are the uh examples being given looking the way that they did. And that's what I was talking about as I realized and and this
was expressed in in in the presentation. Please go back and rewatch the video because uh Mr. Hayward went through all of this step by step. Um the key here was to redistribute the students so that no school is inequitable compared to the
other schools. And we know that Memorial has more students than other than than others other other schools do. Um and that's actually why when you look at the outcomes of of this particular um model
um Memorial winds up losing most of the students because it started with more students. So, and and that was the point I was trying to make and forgive me if I was it wasn't clear, but that's why we need need the community input and that's why I was stressing that's what we want.
>> I know that's what I want and I think we all want want that as well and we have a track record of seeking out community input. >> So, uh so the idea that we're not going to do that to me is a little astonishing.
um the and and here like I said, yes, we got there's different things that we need to prioritize what the redistricting plan is and the only thing that's certain is that we have to do it because again what we have right now is not manageable. >> Um so the only thing is what are we
going to prioritize? That's the conversation we need to have. Once we figure out our priorities, then we'll know what the redistricting plan is and that's how this is going to go. >> Sure. >> And I think Dr. Dr. Mam was pretty clear in uh in in terms of where we're going forward with this.
>> So, the next part of the process >> I'm sorry, but >> yeah. All right. >> No, but but just to just to just to end it, the next part of the process is where we need a strategic plan as a district, you know, like what what do we want for our academics, our athletics,
and our arts? And then from there, we will >> go to redistricting, >> you know. So, and the community will be involved. I think, you know, Lou, if I may, Dr. Figueroa and I had a conversation earlier today and he said, you know, part of part of being
transparent when it's something that hasn't been the norm. Part of being transparent is growing pains. So, we're having these conversations in public. Two weeks ago, that was the first redistricting conversation we had. And I think everybody's not used to that. And they're just like,
>> "Wait, they're re they're about to redistrict. Are you about to vote?" Yeah. Everyone's like, "You voted to redist." I'm like, "There was no vote. It was a presentation just like Joe's presentation, just like Miss Dino's present. It was just a presentation. So, it's part of the growing pains of
transparency. New board, new is good. Like, expect this from us. What you see is what you get. >> Yeah. And just briefly to that, um, it's expected. You should feel that that tinge like, uhoh, wait a second, what's going to happen now? Because that's kind
of the way where we came from. But we're trying to change that. And I think that's really what we're doing here is saying when we have something that we want to talk about, we're going to let you guys know about it >> so that you can come back to us and say, "Hey, wait a minute. We have questions on it." That's that's the positive
dialogue that we need, >> right? >> That may not be where we came from. That may not be our recent history, but we wanted to make we want to make sure that's our future history and the future is now, >> right? This is what transparency looks like, >> right? Thank you. >> And we like to we like to talk. It's fine. you know,
>> be here till midnight. >> Thank you. >> Thank you. >> Thank you. Thank you. >> Hi. >> Hi. Hi. Um Aaron Shuer, 71 Farmswood Circle. Um so I prepared something that probably isn't really even relevant anymore to this conversation because of
how you kind of opened up the meeting tonight. Um I can definitely feel your passion for how maybe you feel like you're being attacked. >> No, not at all. But but also I think the conversation is hopefully you can feel our passion in in this.
>> Um I am one of the parents that I had uh I had emailed um many of you >> and I got a phone call from Mrs. Jones who poor Mrs. Jones could not answer any of my questions. So I felt it was a little unfair to have her call me. Um but I will I do respect that you know you guys are trying to um address the
parents questions. But what I will say is that to have a board meeting on February 5th where maybe the plans are not proposals solidified, whatever verbiage you want to use. You did put out something, a map I have been looking
at over and over and over again. That doesn't make sense to the Memorial School resoning. Yes, I'm Farms Roadwood Circle and half of my road is half of my neighborhood is included, half is not. there are people that would be across the street from me that would be going to the school while I would have to go
to Irwin. Um so to to kind of say that like we shouldn't get upset about this is a little is a little unruly because this is this is what we're looking at right now and what's in what's being out there. I know you're kind of looking around like what I'm crazy but this is something that we that we have right now
that we have to work with. So, if this isn't actually something that's going to be published, then I think it would be really worthwhile to see at some point what is going to be published because you're saying that you're going to keep kids in their neighborhoods when in fact you're displacing kids from their neighborhoods. And I have two kids that I'm trying to put through the school
district here. One, if the 2728 plan works out, she won't even be able to finish in Memorial. She would have to go to another school. Then I have my 2-year-old that would never even see Memorial School because he would have to go to another school. and while other kids in our neighborhood would end up
going to Memorial. So I think the whole thing is just let's try to keep kids in the neighborhood in their neighborhood schools because taking them out sending them to Irwin Central wherever they might fall that's not keeping them in their neighborhood. Their neighborhood school is memorial. So, all we're asking
for is consideration and to make sure that you're not feeling like you're being attacked because we feel like we're kind of being attacked and we we had the reason why we all got upset about this is because it's the first time that we were seeing it and really none of it made sense to us. So, I'm
hoping that everybody really relooks at these maps and tries to keep everybody in their neighborhood school together and they're not displacing children in the neighborhoods. That's all that I have to say. >> Thank you. Um, and I
>> Yeah. Yeah. No, no, you you can I just just to reiterate, we didn't look at these that the first time we saw them was that day, that same day. Uh, nothing has been analyzed. Um, I'm I'm not sure. Yeah. Like I Nothing has been analyzed.
It It's We don't know who's going where because we haven't even looked I honestly can't even see what's on the maps. I think Jamie had asked for a PDF because we could not see what's on the map. So, no analysis has been done. Again, just to finalize strategic plan
and then we'll look at redistricting and we will consider everything. And that's by the way what grandfathering means is to include students who are already there so they are not impacted. As far as children who are not in the school yet, I I don't know that we can commit to that and that's a decision we'll have
to make as a board. Um it will I There's no way everybody will be happy. But we are considerate of that. Like we said, we're parents. We Dr. Brun talked about being redistricted herself. It's 40 years later and she's still talking about it. So, we understand how it
feels. Um and no, not at all. We we don't feel attacked. You're welcome to share how you feel. Um and we're we're just sharing the information that we have. That's all. Thank you. >> We did ask about that in the meeting. Keeping kids in Yeah, we did.
>> Yeah. So it's not like you know we were not aware of such issues. >> What's wrong? >> Hi um >> my name is Melissa Carion. I live at 25 Timber Road. I'm also one of the nine that sent an email. Um
uh I have notes but I want to respond to just a few of the comments. One um Dr. Man, you you said something about we shouldn't get stressed out. I think that's our job as parents to get stressed out and be passionate advocates for our kids. So, I feel like that comment is a little bit unfair and I
think you know you would you would see and you'd probably advocate for your own uh family in the same way. >> Is this part of my three minutes? >> Okay. Um, and then >> I think um I feel like you guys are the
the the laughter and the commentary. It feels very projorative, very condescending, and it's really unfair for people who moved to East Brunswick to particular neighborhoods to go to particular schools. The schools have a particular rating. I wouldn't have
chosen Irwin because it has a different rating. So, um there's a reason that I selected to live where I live. Um and uh I would hope that this would be like a respectful um communication and it doesn't necessarily feel that way. Um I
have three children. I've been a homeowner in East Brunswick since 2016. Logan 8, Jackson 6, Lily 2. I'm not here to debate you for the need for redistricting. I think we can all look at the map and agree that there are things that don't make a ton of sense, but at the end of the day, you are managing a business. You're managing a
P&L, a budget. I do that every day in my job. Um, and so I understand that there are trade-offs that you have to make. Um, in an effort to promote transparency, it would be helpful to understand what's the impetus. You did hire somebody and pay somebody to do a demographers's report. So, what was the
brief? Was it um promoting uh more cultural diversity? Was it to reduce fees for busing? Was it to, you know, change the lines for for another reason for like the growth of um many of the new housing developments? There had to
have been an a brief to this demographer other than just to say tell us what you think is is the best. Um I'm here as an invested and passionate advocate for my children to highlight some of the things that I think are the biggest issue. We talked about Memorial being hit the hardest. 31% of children,
267 Memorial kids of the total 418. You are completely changing the fabric um of Memorial by doing something um at that level. I think it's important to speak now because you haven't made a plan. And I think that that's very clear and if we don't speak now and then you come to us
with a plan, then you'll say, "Well, you never said anything about the plan." So, I think it's fair for us to come before you get to that stage so that you can hear our perspectives before you go into making a proposal. Um, I'm probably out of time. >> 15 seconds. >> Oh, mental health, logistics, and
safety. Um, half of my street there's five houses that's get to stay in Memorial and the rest of us have to go to Irwin. It's a little bananas. Thank you. >> Thank you. >> All right. Is there anybody else wishing to address the board? Okay.
>> One more. >> Any Okay. Um, good evening everybody and uh, thank you. This is again another >> comments in regards to the redistricting as we can I'm sorry JJ Lee at 64 Farms Road Circle.
>> Um, and as you can see uh, the last or the first two speakers that we had tonight were very intelligent, very um, articulate and very prepared students. I am not that. I am speaking from the heart and they are the reasons why we
came here in 2016. We moved uh to Farms Road Circle because of the walking distance and because of the school systems that we were presented. I just want to present um some comments in regards to the demographer. Um he had to be presented some type of information. I
don't think he was presented the correct information. The maps are outdated from what I can see. there were missing streets even off of timber there. Um maybe he was not provided capacity of the schools, right? You mentioned that there are
uh large number of headcount but there was also a large number of empty classrooms in Memorial, right? So maybe it's the staffing issue, maybe it is a utilization issue of those particular schools. We can't build another school right now for the high school. We don't
have the money for it. So, if we cannot utilize the amount of space that we already have and redistribute by the number of like equal distribution, that's not going to work, right? Because we're also having more residents coming
in. Central, Irwin, and Lawrenbrook are probably going to be the most hit because they are the most geographically close to the new developments. Right? So that's just one point that I would like you to also consider that there is a there is a capacity and a
utilization that we also need to consider as well with our schools. Um cost of busting busing according to the map and I get and I get the whole boundary thing is not in is still in
question but the cost of busing if those maps were in line for me going from farms road circle to Irwin I would be passing central that doesn't make any sense to me. Um,
grandfathering, as you have mentioned, for one child does not seem fair when I have other children that are also going to be into going into the school system, especially considering that this is an elementary that's K through four, right?
One year of grandfathering of one child will segregate my children. my child is might be going into kindergarten as an example >> and then uh another child going to a completely different school does not
make sense and for your strategic plan no offense I have heard that line I think we need to have a little bit clearer understanding of what that is thank you >> thank you
>> is there anyone also >> Tatiana Jordan 27 North Drive. I'm pivoting away from the redistricting just for a moment. Um I would like to thank the administration for the recent presentation regarding the pilot programs. This issue has weighed heavily on many members of our community and the
opportunity to hear an overview was necessary. I was going to come up here and talk about how the pilot specifically helped my child who Antinet is a struggling reader and he is now writing stories about the Minotaur and Thesius and the Labyrinth. Um, however,
I want to echo the board's sentiments regarding the lack of data, but I also want to thank Dr. Mammon for her willingness to listen and her openness to gathering meaningful information before making such an important decision. there is a noticeable difference in tone and approach under
the current leadership both with Dr. Mammon and the board um with a clear emphasis on inquiry and student outcomes. So I genuinely want to thank all of you for asking all those questions tonight. The this stands in contrast um to what many of us
experienced a year ago this month. At that time, the defense of the existing ILA curriculum did not meaningfully address the concerns raised by families and at times had a tone of that felt very retaliatory rather than open and constructive. It is a nice It has since
become clear that units of study does not adequately meet the needs of many students, particularly in delivering sto. If you have strong tier one instruction, there's less of a need to rely on small groupoup instruction as your primary
focus on delivering instruction. Um, to many struggling readers that were overlooked, I apologize to you and we've been fighting for you. Um, and valuable instructional time is lost, which is why I'm so optimistic that implementing a new curriculum, potentially one of the pilots presented tonight, can address
those gaps and strengthen foundational literacy instruction moving forward. As this process pro process continues, I encourage the development by the board of a policy outlining the expectations and oversight for future curriculum pilots, including defined criteria for
selection, evaluation, and communication. Doing so will promote accountability and consistency in future decisions. Our children deserve curriculum decisions grounded in evidence and implemented with integrity. And again, I genuinely want to thank you for the discussion today because it has been refreshing to see that we're
actually asking questions. So, thank you. >> Thank you. >> Allegra Sidler, 12 South Wedland Avenue. Um, I had planned to say something vastly different, but after that presentation, I'm left with no choice but to say this. On February 13, 2025,
like Tatiana referenced, there was another literacy related presentation in this room, but with entirely different intent. That presentation was designed to rebuke and silence a group of concerned parents to tout the efficacy
and comprehensive nature of the existing elementary language arts curriculum. It was designed to deny the need for change, the entire need for this pilot and it was presented as a response to the stories we had shared from parents across the district. I know we have a
lot of new members in the audience today can go back to November 21st, 2024 when I first came here to start talking about this. We shared stories of fifth graders reading at a first grade level. Students who were not given dyslexia screeners until fourth grade. For the record, they
are dyslexic. Not that anyone followed up. Students whom the district said were progressing and not in need of support, yet outside assessments showed the need for intensive intervention and others. The hard data in tonight's presentation
was very obviously missing. Not prioritizing data is how we got here. It's why none of these gaps were previously addressed. It's why we very clearly don't have a functioning MTSS. I opened it. I got something that really doesn't make any sense. It's why we
don't have any idea what the return on investment is for any of the interventions that we're doing. Tatiana addressed the focus on small groups. Yes, we need a better tier one. Why we didn't hear about an MTSS and what that looks like in a pilot and how
that's going to make our financial system better is astounding to me. Uh I hope that with the budget as an everpresent concern that you will be given an analysis on the cost differential between the upfront investment in a new curriculum whether
that's a product or manh hours to make a from scratch curriculum with some free resources that I have provided god knows how many times verse the long-term and compounding investment in continuous interventions for problems we create and perpetuate because that is what's
happening with the current curriculum. All of this time that has elapsed should have been invested in the genuine interest of our children. A supervisor stood at this podium last year answering your questions about the possibility of implementing a new curriculum and told you I think it might
have been you Dr. Pan that asked this question that a pilot for such would need to be robust. And I don't disagree. I've said that before. Was this a robust pilot? >> 15 seconds. >> Was this a robust presentation? It's unacceptable to continuously burden our
children with the consequences of poor administrative choices and it needs to stop. There needs to be accountability here. Thank you. >> Thank you. >> Michelle Bethy, five Wong Road. Um I also want to share something about small group. I know that kept coming up in the
presentation. For years, East Fronzo has invested heavily in balanced literacy. Shifting to structured literacy is not simply a materials change. It's a fundamental instructional shift grounded in explicit systematic teaching. If structured literacy is primarily
delivered through small groupoup instruction, we risk repeating past patterns where core instruction is fragmented or inconsistent. Structured literacy works best when its principles are embedded in strong tier one whole group instruction with small
groups used strategically for targeted support, not as the primary delivery model. As you shift from a workshop model like units of study, the hope is that you don't default to small groups as the primary driver of instruction, but instead ensure strong explicit tier
one teaching for all students. When tier one instruction is explicit and systematic, the idea is that fewer students would require that intensive small groupoup intervention. So if you are truly committed to the shift, we must ensure it's implemented with
fidelity, clarity, and equity for all students. Um to answer a question earlier, students who are not in the pilot continue to struggle and not get what they need. It's a peacemeal approach. Um and it's a constant fight. So to end, while structured literacy is
absolutely necessary for some, it does truly benefit all students. Thank you, Michelle. >> I don't even know if I'm this tall. Hi, my name is Melissa Climac. I live at Five Timber Road. Um, just to speak a
couple of things about the redistricting. I understand, you know, some of the reasons for the the map and some of them do work like the kitty cat and the Lawrence Brook students. I totally understand that. Um, but I am a New Yorker born and bred. Um, I've only lived in East Brunswick for 10 years,
but everywhere we go, it says if you see something, you say something, and that's where I stand. So, I see something for my children, I'm saying something. Um, I moved to I had my kids in daycare since they're 18 months old. I moved my children um at ages four and five. I
utilized the ELA from East Brunswick, which was amazing. But I did that because my four-year-old at the time was not the best transitioner. Um, every day that he went into school, he would cry. Um, even as a preschool student. So, he only got better because he knew the
walls of the school. Um, he knew that he knew where he was going. He has a 5-year-old brother. They're 11 months apart. Now, he walks into the school, doesn't even turn around. When I tell you this is a child who every day into the ELA with the same kids, the same teacher had to do a high five, a kiss, a
hug, and if he didn't turn around and watch him, he was screaming for 20 minutes and I would get a phone call. So to put him in the ELA, and now he's walking into the school by himself, doesn't even walk with his six-year-old brother anymore, it's amazing. And that right there to me speaks volumes of
comfort, stability in his school system. He's only been in that school for two years. first year crying. Second year amazing. Says hello to his teachers, goes down the hall, says hello to his other teacher. That is a 5-year-old walking through the halls by himself. Okay? Doesn't need a support system.
Amazing. Um my next outline here was um it's not just for me. So I am a mom and I knew nothing about the East Brunswick school system till I put my kids in there. What do other moms ask? How do you do this? What do you do this Melissa? What how what's going on in the school? How does this work? Blah blah blah. You're a resource to your
neighbors. Okay. So, I brought my neighbor here. She has a three-year-old and a one-year-old, hoping, you know, she would go to the same school and I can help her out and be like, "Hey, this is what you need to know. This is how you do this. This is how you do the lunch. This is how you do." It's little things like that. Every day little things that you can help your neighbor out with, but if they're in a different
school, you have no idea because each school has their own little tweaks. Not every school, elementary school, has the same system. So, there are little things that are different. Um, I think that's most of my topics there, but I would just like to keep our kids in the same area because they, even
grandfathering, I'm fine because my kids are the same age luckily, so they're in the same school. Um, but for kids that aren't, you know, it's it's a little hesitant to take kids brothers and sisters out of the same school system. And as a parent, knowing who your teachers are, >> a lot of things happens in schools, right, recently. It's very scary as a
parent to be thinking about those things. But your comfort level is I know Miss Jones. I know Miss so and so. I know this teacher. I know that teacher. You walk in every day. You look at them. Hi. Hi. Hi. You see all your family faces. You know who everybody is. It gives you a sense of peace and comfort when you're going to work and our way.
Thank you. Thank you. >> Come up here while the mic is at my height. Thank you. Uh Erica Corowski, 10 Brentwood Court. Um, I would like to raise questions regarding the demographers model when calculating the projected enrollment. As background, I
am an accountant for a real estate developer in New York City. I also serve as a board member of the EBCHC, which is a nonprofit that acquires and operates affordable, sorry, >> just keep on going. >> Affordable housing in our town, helping
the township meet its affordable housing goals. Stemming from a question raised by Dr. Japan. At the last meeting, the demographer noted the future Brunswick Square Mall development was excluded from the projection due to not being finalized. I would argue that reasonable estimates are a are able to be made to
be made based on the township's known affordable housing obligation. According to the township's plan, 120 affordable units will be created by redevelopment of various sites, including the Brunswick Square Mall. Typically, residential de developments are split
80% market, 20% affordable. Legacy Place follows this model with 520 units, 104 of them being affordable. Using an 8020 split, 100 affordable units would yield 600 total units. I don't see why that can't be used as a
basis for input to the demographers model. But if it is still felt that using estimates is inappropriate, then perhaps the redistricting exercise is being done prematurely and the board should wait until all information is available before drawing maps that we will be in place for years to come.
The demographer also noted in his presentation that the new developments of Vermela and Legacy Place, which are included in the model, have minimal impact to projected enrollment based on statist statistical averages that show apartments yield less school-aged
children than single family homes. I believe that could be true when looking across all towns in our county or even our state. But I'm curious what the average yield would be if focused on towns with desirable school districts. Most residents I know, myself included,
move to East Brunswick specifically for the public school system. I would think it is likely that people moving to new apartments will be coming to East Brunswick for the same reason. I think it's reasonable that the impact to East Brunswick schools will be higher than the county or state average and the projected enrollment model should
reflect that. I understand the need and wholeheartedly welcome the new development as long as our infrastructure can absorb the impact and particularly for our school system. not just absorb but maintain its excellence. I think there are still many questions around how the board will
address the concerns regarding the impact of the new developments, especially considering that there are trailers at Church Hill and a high school so old that not too long ago there was a debate on whether or not it should be torn down. >> 15 seconds. >> In closing, thank you. I understand the
projected enrollment model presented was a starting point, but it needs to be critiqued and refined to reflect East Brunswick's unique traits and circumstances to ensure the board has the best, most accurate information when making these very impactful decisions. Thank you. Anybody else?
Okay, so going once, going twice, public comment is closed. Okay. Uh we are moving on to our agenda. Okay. Uh so do we have a motion to move
board of education items one and two? >> So moved. >> Second. >> Lori and discussion. Any discussion on board of ed items? Okay. Uh this is a voice vote. So all in favor?
>> I opposed. Abstensions. Motion carries. Okay. All right. Um, moving on to business and support operations items 1 through 18. Do we have a motion? >> Move. >> Wilbur and second. >> Lori,
discussion. >> Yeah. Wilbur. >> Yeah. So, I have a a question on item three, the uh roof replacement at Irwin. Yeah. So, um, uh, I think this question may may be mainly for Joe, uh, but I was
wondering if we can get a a more detailed explanation as to what goes into this, uh, contract. Um, because I'm relatively sure there's more that goes into replacing the roof than replacing the roof. And that's especially for, um, a school as opposed to like my house.
>> Right. So, this bid that we put out covered the roof, um gutters, downspouts, um the ladders, the access to roof, any drainage, uh the metal edge. Um there's also uh we have to
bring it up to code as far as the um the R value for the insulation. So, that will be taken care of. Um, it comes with a 2-year warranty, maintenance warranty, and then a 25-y year, um, membrane
warranty. So, it's not like your a shingle roof. It's a membrane that they install. Um, just I I know the question will come eventually about solar. Um this the
Irwan roof unfortunately >> uh cannot >> take the the weight of the solar it you know because it's wood because of the age. So uh that is not a school that we would you know is is identified to put solar on it. So unfortunately
>> Okay. And um uh and the two years two-year maintenance 25 uh is that standard for >> um roof? Are there options for roof? Yeah. >> Um, yeah, the 25 years, uh, and we, the unique thing during the when they're putting the roof on, the, uh,
manufacturer of the material will also be on site throughout the process to ensure that it's being installed correctly, >> uh, to, you know, and it timing is everything. I I got several emails today, uh, regarding Irwin and, uh, leaky
>> issues in classrooms because the snow is melting. >> Sure. So, um, it's desperately needed. And, um, >> the other thing the the public should know, um, I won't get into specifics on the budget and where it came in. I will, uh, the bid came in under the budget.
>> So, I won't I don't want to say why, not me. I I don't um, but >> that's all. >> Um, and, uh, one last question. Uh, so in terms of the um warranty um for a bid like this, not not for Irwin
specifically because I know we have to just make a decision on it, but in the future um is there room to set the parameters of the contract at a higher level. um you know, say we want a roof for a school, but we're looking for say a 35-year warranty on the
>> Yeah, I believe that's going to um if we want a longer warranty, that will determine the type of material that is used. And of course, the cost would go up. I I >> um my understanding based off of conversations with the architect u is
that this is a a a really good roof system. um and the standard that you know they go to. Um so yeah, could we? Yes. But with everything there's a a cost point. >> Sure. Sure. But there's also you know
short uh shortterm gains for long-term loss. I just wanted to know what the possibilities were. Okay. Thank you. >> Any other discussion? Items one through 18. >> Just just to be clear too, sorry. Um on the roof 14 bids came in. we by contract
have to take the lowest. >> So, it is a bid. So, as long as all the paperwork is there and there's no fatal errors, we have to take the lowest. And in the write up, you'll see the low bid did withdraw because they made a
significant mistake. Um, so yeah, the the low bid is taken and there's no exceptions uh with a bid. >> Thank you. Any discussion? >> Okay, so this is a roll call vote.
>> Okay. Anna Braun, >> yes. >> Timothy Cummings, >> yes. >> Antonet Avola, >> yes. >> Lewis Figurero, >> yes. >> Lorie Herrick, >> yes. >> Lee Wu Hung, >> yes. >> Wilbur Pan, >> yes. >> Mary Antenos, >> yes. >> Motion carries.
>> Page 19. >> Yeah. Curriculum and instruction items one and two. Do we have a motion? >> Move. >> Wilbur. And I will second. Oh, Lori. Go ahead. Second, Lori. All right. Uh
discussion. >> Any discussion? >> Okay, this is a voice vote. All in favor? >> I opposed. Abstensions. Motion carries. Right. We are on to human resources. Item one.
Do we have a motion? >> Wilbur, thank you. >> And Lori discussion. This is a roll call vote. >> Anna Brown, >> yes. >> Timothy Cummings, >> yes. >> Antineta, >> yes. >> Lewis Figurero, >> yes.
>> Lori Herrick, >> yes. >> Lee Wuhong, >> yes. >> Wilbur Pan, >> yes. >> Maryan Tenus, >> yes. Motion carries. Okay, we are on to student services items one to three. Motion >> move. >> Second.
>> Wilbur and Lori. Discussion. >> No. Okay. This is a roll call vote as well. >> Anna Brown, >> yes. >> Timothy Cummings, >> yes. >> Antineta, >> yes. >> Lewis Figuro, >> yes. >> Lori Herrick, >> yes. >> Lee Wuhong,
>> yes. >> Wilbur Pan, >> yes. >> Mary Antenna, >> yes. Motion carries. Okay, we are on to our committee reports, information items, and for the good of the cause of the board. We will start on that side, I guess. Oh, you want to go ahead. Go ahead. Um, hi
everybody. Good good for you guys still being here at 11 o'clock. Um, thank you for staying. Um, so to as for those of you who don't know, I am the liaison for legislative business. So, um, today in Trenton, the education committee met.
There were three bills up for discussion, and I thought this one was pretty interesting, especially since two of our district 18 assembly members are sponsors for this bill. So, the the bill number is 3887, and it moved favorably out of the
committee, which is great. So, this bill authorizes the use of school bus monitoring systems to pretty much catch people when they're going past the bus, when the bus is stopped. So, what they'll what I'm just going to summarize it. Um, what what that basically says is
you don't have to do this. Your community your district does not have to adopt it. But now you have if if it gets approved after it goes to the N through the through the channels. It would allow bus drivers to report whatever that whatever happened to the police
department. The police would review the tapes. If they decided that it was again in fact breaking the law, they would consider it like a red light ticket, right? So then they would get a ticket in the mail based on the license plate number. So this takes the bus driver out of the responsibility because some people were saying, well, why doesn't
the bus driver worry about the license plate or have to go after him? The bus driver's job is to protect the students that are inside the buses. So this is going to be strictly um the responsibility of the police department. So, they did a pilot in Woodbridge last year, and during the pilot, they had
3,000 cars, which I thought was insane. 3,000 cars got caught passing past school buses when they were stopped literally with the arm out and the and the stop sign there. So, the fee used to be between, I think, a 100 bucks, and I think now they're trying to make it between 200 and 300. So, what um the
assemblyman was saying is imagine if they were to take the take these, right? take the fees that they re the revenue that they create from these tickets and put it back into the school systems that are being affected by these state aids and and state cuts. And so I thought
that was interesting. But out of 95% of the violations that were given, not 95% of the violations never got a second ticket. So they learned just from that penalty. So they felt that it was effective. And um like I said, it was
there was one person who was opposed to it and that person didn't give a public comment. So I don't even know how they stuck with that. But everybody was in favor of it. I one part broke broke my heart because this mom talked about her her um her child who passed from from
something from from a car passing a bus stop. So she was there advocating so that no other parent has to go through what she went through. I was that was hard for me. Um, but it was really impressive to see such bipartisan support. Everybody was in favor of it.
So, I'll keep you guys posted on it, but I have a feeling that one's going to be one that goes to the end. >> Thank you. >> Yes. Uh, just briefly, first of all, I want to say thanks for everybody coming out tonight and staying as long as you did today. It was a very productive meeting, I hope, as as we'll see in the
future. Um, I had the good fortune of getting to the district coral concert. Uh, was about a week or so ago. I saw Dr. Pan there taking pictures. Elementary to high school students. It was fantastic. In the future, if anyone has a chance to do that, uh, it really
shows a great progression over the years. And, uh, Dr. Bronn, and I know you know what I'm talking about, just fantastic. Our kids are just so talented. It's it's wonderful. Um, I also want to mention that the Student Services Committee will be reconvening, uh, again, uh, this
March, uh, mid-March we're looking at. I'm sure there'll be more information to come, but we're excited about that. Um, also, um, congratulations to all of our winter athletic teams. I know Dr. Mammon mentioned, um, and I'd like a quick shout out to the, uh, the girls varsity
basketball team that will be playing for the county championship tomorrow night in Monroe at 6 p.m. against, uh, St. Thomas Aquinus. So, if you can make it out there to support them, um all of our teams have just done a great job, you know, this this whole year and uh so proud of all of our kids. But the the
girls team, congratulations and uh hopefully success tomorrow night. Thank you. >> Leo, do you have anything? >> No, so um uh I I know I mentioned this last uh last time, but happy year of the horse. Um Luna New Year was uh just on
uh Tuesday. Um little bit of information um uh the year of the horse is um associated with um being strong, being fast, moving towards the goal. I I actually think uh that's that's our board. Um so it's a pretty good a pretty
good year for us. The other thing just in case um you'll if you look at any sort of news app, I'm sure you've seen a headline that breathlessly said something like, you know, this is the year of the firehorse. It's never happened in 60 years. Well, the way it works is that they have 12 Chinese
zodiac animals and there are five elements and so you do 5* 12 that's 60 combinations. So every year hasn't happened in 60 years just to save your some time from for clicking. Um yeah uh
the other thing is that uh Ramadan uh and Ash Wednesday just came by went and got my ashes uh yesterday. Um, but uh I actually can't think of a time where all three uh holidays happen so close to each other. Don't know what that means. Just thought I'd mention it. Um uh I
know it's been a while since Joe's presentation. I really want to thank Joe for doing such a great job. >> Um because it's exceedingly hard to take a really complicated topic like that and break it down to um uh language that
normal not normal um people out of the field like me. You can say take an abnormal person and make it normal. So I I I get it. Trust me. It was difficult. >> May maybe like one abnormal to another abnormal because you know that's me. Uh
so but yeah, thank thanks to that. I thought that was really great job. Hope the public um appreciates the effort that uh went into that and and the information more importantly. Um let's see. also went to uh uh as Lou mentioned, I went to the Aldis chorus
and the EBHS orchestra family concert um which also incorporated uh the um wind ensemble uh from the band students and the honors uh the concert choir from the coral program and it was the first time
that anyone that I talked to could remember that all three groups were on stage um at the same time. It was amazing. Um and uh I think that's a um a good indication of the willingness of our teachers to innovate and come up with new things for our students to do
and the ability of our students just to rise to the occasion because having three different ensembles playing together at once uh in in such um uh harmony is uh is uh quite quite difficult. Um, on Saturday, um, the 22nd
from 1 to 3:00, the EB Arts Coalition and Playhouse 22 are SP are sponsoring an intro to the theater event for our families with differently aabled children. Um, and the whole purpose is to give them a chance to enjoy movie um,
a movie theater experience. It looks to be a great opportunity um, you know, for for for those kids. Um, and there are other activities going on there as well. And I think that's all I had. Thanks. >> Thank you. >> Cool. Thank you. Um I wanted to give a shout out tonight to all of the students
who who spoke, those three students. They were really tremendous and uh >> so articulate and and just impressive. Um the uh and real quick, I'm connected to the last student, Rohan, who who spoke from the perspective of the East Brunswick uh sustainability test. What's
that? >> I knew it. >> Yeah. Well, no, I mean like I know him, you know, so it's cool. So we both serve on that committee together. Um, and I am putting in one more plug. He shared it, but please do stop by the library this f Sunday, excuse me, from 1 to 4 for the repair cafe. If you have anything that
uh sitting around and broken, give it a try. Come on out and, you know, we'll be there. And, you know, maybe uh Lou, maybe one of those old sequin shirts of yours from your disco days, >> we could we could stitch some of those sequins back on. But, um, >> all right. Well, anyways, um, it's it's
a great community event. Great. Um, you know, the sustainability task force and Rohan said Rohan said it so much more eloquently than I could, but it's there's some ambitious goals there for that group uh that really speak to, you know, the well-being of our community as a whole. So, come on out and, uh, join
join the fun. Thank you. >> Okay. I just want to thank um the East Brunswick CPAG. Uh for February 11th, the administrators there was a virtual town hall and it was very well attended and there was a lot of information
regarding transition um especially to Hughes next year because I know that there's a lot of concern um because there is a large number of special education students transitioning to Hughes together. So thank you uh to the administration. They really put a lot of work into it and it was a really good presentation.
Um the next event is on March 23rd which is the transition resource fair and that is from 6:00 to 8. It's going to be held at the East Brunswick Library. So definitely check that out if you're able to. And I also like to thank everybody for staying late today. As I look it's
like 11:20. So thank you for hanging in there with us. And um I hope I feel like it's a month until our next meeting and it is. And so I hope everybody has >> a nice month. >> Yeah. >> We're going to be here till 1 o'clock in
the morning every Thursday. >> We like hanging out together. >> Thank you. >> Well, since it was Church Hill night, I'm going to call out the Church Hill Percussion Ensemble, which will be performing tomorrow at the New Jersey
Music Educators Association. they were selected because it's an audition thing. Um, and they're one of only two lower school um, you know, being a junior high school or a middle school uh, that were selected to
perform. Most of the times it's high schools and college groups and so I'm going tomorrow to cheer them on. >> That's cool. >> Okay, I think that's all. I won't keep us here but um, thank you everyone. Thank you, Dr. Mammon. I know I say this
every every time we meet, but like every week it feels like it's been a year um because of how much work goes on behind the scenes. And um I'm I'm great grateful for our board to just to piggyback off what Lou was saying earlier. Like I I really uh keep going
everyone. Um thank you. Yeah, you're the horse. Um okay, that is that is all. And uh do we have a motion to adjurnn? >> So moved. >> Second. I think that was Lori then Wilbur. Uh, okay. All in favor?
>> Opposed? Abstensions. You guys are already walking away. We didn't even Motion carries. Motion carries. Okay.