All right. A little late, but at least we're here. Okay. Written advanced notice of this meeting was provided at least 48 hours ago. Such notice provided the time, date, and location of this meeting and included the agenda to the extent it was known at the time. Notice
of this meeting has been given in accordance with law. Minutes of this meeting are being kept by the board secretary and will be made available promptly to any member of the public requesting them from the board secretary at 25A Leen Lane, Heightstown, New Jersey. Minutes will be provided at cost
and in accordance with the board policy. Are there any board members present who believe this meeting to be in violation of the open public meeting act? There being none, we may proceed. In compliance with the fire code of the state of New Jersey, I call your attention to the emergency exits for the
room which are located behind the audience and to either side of us. Do I have to pull >> be it resolved that the East Windsor Regional School District? >> I got to do the PR. Okay. All right.
Please stand for the pledge of allegiance. Item C. Having read the materials received, I move the agenda be approved as submitted. >> Second. Pull the board, please. Miss Polei,
>> yes. >> Miss Conpsion, >> yes. >> Miss Drake, >> yes. >> Miss Laruso, >> yes. >> Mr. Lyd, >> yes. >> Miss Patel, >> yes. >> Mr. Weeks, >> yes.
>> Miss Lans, >> yes. >> Item D. Be it resolved that the East Windsor Regional School District may hold two closed sessions at this meeting. These closed sessions concern personnel perk arbit perk arbitration. Minutes of these
closed sessions will be made available to the public when the need for confidentiality no longer exists. >> Second. >> Pull the board, please. >> Miss Pulli, >> yes. >> Miss Conpsion, >> yes. >> Miss Drake,
>> yes. Miss Laruso, >> yes. >> Mr. Labberty, >> yes. >> Miss Patel, >> yes. >> Mr. Weeks, >> yes. >> Miss Lans, >> yes. >> Um, our next up will be our first presentation, the New Jersey Graduation
Profic Proficiency Assessment. >> We'll do the uh the World Language Core resources first. Okay, we're going to mix it up a little bit and we're going to start with the World Language Core resource presentation first. Thank you. >> Good evening. I'm Monica Feliciano, the 612 supervisor for world language and
ESL. um and I'm here to talk about the way that we chose to um our new resources for world language grade 612. So why did we choose to update the language resources? Looking at our curriculum and our
resources, our resources date back as far back as 2017, which don't align to our current world language standards, which were updated um in 2020. it became to be a bit of an issue with trying to replenish our resources. So
updating is necessary. the process that we took to uh select some of our resources. Uh reached out to multiple vendors to receive hard copies of the teacher books across all three languages, the student editions across all three
languages as well as any online uh components that they had so that our teachers could take a deep dive into their online platforms. We used a rubric um to assess the standards alignment, instructional quality, and overall
suitability for our program. The teachers took this rubric, they took the resources, they had uh about a month to take a deep dive, look at the rubric, and come to the next meeting with their
top choices. At this time, we worked collaboratively to discuss which uh resources we deemed uh most effective to align to our curriculum and our standard. Uh I want to note that the French team ultimately did opt to retain
their current publisher. However, we needed to update that resource to current year. Um so while it's not in uh the agenda, I wanted to note that they are still getting an update. the teacher rubric. So the rubric uh
that we used uh had many different uh critical components that the teachers uh use to do their deep dive of the resources. Uh standards alignment um actful has the five C's. So we wanted to make sure that um the resources were
able to speak to that communication, culture, connections, comparisons, and communities. Um, we wanted to make sure that the textbooks also did have an online resource so that they could expand on their instruction in the classroom and these resources did have those
things. Additionally, we wanted to make sure that the teacher components um were adequate for our curriculum. We wanted to make sure that there was proficiency based instruction opportunities throughout the different uh units. Um assessments and
differentiation opportunities to support our diverse learners in the classroom. Real world applications so our students can actually use the language in authentic um activities um and grammar and vocabulary to increase their knowledge base.
This is a sample of the rubric that we used. Um, as you can see, it has this categories that I've identified, some criteria. The teachers were able to rate uh the resources from one being poor to five being most outstanding. They were able to write comments if they felt
that, let's say, a category was a three, explaining why they thought it was a three. Um, and then they came with these rubrics to that second meeting to have discussion about what they found. They could say yes, recommend, no, or need
further review. They also added additional comments when necessary, but ultimately this worked out pretty seamlessly for that conversation. These are the resources that we selected. Uh for German uh the German
team again 612- reporter team by Klet World Languages uh Spanish Report for all the levels by Klet World Languages. I added French here just so that you had a reference. Test branch is what is currently being used, but again um we're
we're opting to purchase the most updated version that they have for core textbook as well as uh their online component. And one that we're most excited about is Spanish for native heritage speakers anecdotas in um by noto's oneway
education. I say that because initially when looking at the resources that they had, it was not a resource that was geared towards students who were native or heritage speakers, um it was a a resource that we used in our Spanish program, just a higher level. This
program is geared towards students who come with foundational Spanish um and supports with literacy in Spanish. And that is it. Any questions? Okay, thank you.
>> Thank you, Monica. >> Thank you, Monica. >> Okay, so next up we will have the leader in me presentation. >> Just while she's coming, will we get a copy of the presentation? It was just a couple, but the rubric I couldn't read. I just curious. We'll get you copies
already. >> Thank you. >> Actually, if you have a PDF, could you put it in Board Docs Monica's presentation? We we'll put it in. You have you'll get you'll get this one as well. Hi everybody. I'm Britney Santi. I'm the
assistant principal at the Walter C. Black School. I'm so excited and proud actually to share with you guys about the leader and me program that we're doing at the K to2 schools at Walter C. Black and Mcnite. So I'm going to first introduce what the leader in me is. So leader in me is a
school improvement program and it's based off of the seven habits of highly effective people. So the program focuses on developing life skills in our students, creating a positive school culture and improving academic outcomes. And the program promotes finding your
superpower, discovering your passion, and learning ways to intrinsically find your own greatness. So before we get started with this slide, I'm going to tell you why we really came about adopting this program, which I should have done two slides ago. So we um in Kate, no, we don't need that
background slide. I'm doing great, aren't I? So um in K2, we were noticing that um as a trend overall, there was a lot of behavioral issues that we were having post pandemic. Um, and it wasn't, you know, we were kind doing the same old same O's, trying to switch things up a little, but we felt like we really
wanted something school-based that would benefit the students academics, but also would go into the SEAL realm. Um, and we really ended up going with leader and me because it's building leaders in our students and not just academics, but having them realize their full potential and give them um, some strategies to
help them along the way, which we'll talk about. So, the seven habits of healthy kids here as you can see. Um, and I'll you guys can read over the ones and our students in K to2 know them by heart. Um, and I'll go over what they really mean to them. So, the first one is that you're in charge. We want them to also know that they need to have a
plan. And we love this one. Work first then play. Everyone can win. Listen before you talk. Together is better. And we sharpen the saw. Balance feels best. So we feel we they in in Franklin Cubby feel that if you could teach these
principles to young children then they would not have to wait until they were adults to learn them and and we're really seeing that. So the seven habits for health for children help improve academic performance and they support school success by helping foster the qualities
of independence, interdependence and renewal. So having fun, desire to learn, and making those healthy choices. So if you're curious how Leader andMe works, um every school is unique and we're we're really benefiting from this
because coaches um from Leader andMe will partner with schools to get to set and get targeted results and develop action plans to work toward the goals. So the way it works is the school staff engage with leader and me through workshops and professional development sessions which we had this past year and
past summer and coaching sessions and then we incorporate highly effective practices in the role of the students and the staff members even in school communities school staff students and parents. They utilize a number of resources to help them implement and reinforce the process of regular
coaching touch points which we do and we really benefit from. uh they teach students how to set, track and achieve goals in a in what's called a leadership profile and we're a portfolio and that's coming really for us this year. We're going to embark on it. Um and then invite participation in classroom which we did a lot of and school leadership
roles including during studentled leadership events and it's so cool to even see this at our K to2 level and families engage in the process throughout their child's academic journey. So some frequently asked questions that I want to highlight for you guys today. So what does what do students learn
through the leader in me program? So they really build self-confidence and skills that they need to really just lead their lives and be successful in the 21st century. Um I know when I was a STEM supervisor I also often talked about the four C's. So that's here you'll see them creativity,
communication, critical thinking, um as well as leadership and and uh teamwork. And then the next one is are students with special needs or disabilities able to participate in leader of me and is it adapted for their use and adopted for their use? Yeah. So, the leader of me is designed to engage and empower every
student, which is so cool, including our multilingual learners, um our our new to country, our um our special education students of all levels. And all students are invited to participate to their extent if teacher feels is appropriate while they can include fulfilling leadership roles, which they do in in
our schools, and engaging in goal setting and data tracking. And how do parents support their children in the leader and me process? So, the families and the educators really partner together to develop the whole child. And here are some ways that we want to highlight that families can support their child. So, um there's many
studentled events, the seven habits for highly effective families tips that we provide in our our newsletters at both of our schools. And then in engaging in the students um school community through many inclusive family engagement opportunities that we have.
So, I'm going to u turn it over to Miss Kikowski about what we've accomplished. Thank you. So, we're just going to see what leader and me looked like this year at our schools. It is a three-year implementation. Um, so this was year one and each year we're going to continue to
build on that. So, the first thing we did was we established a lighthouse team at both schools and that lighthouse team is educators who are interested in being part of this leadership team and getting the program going. So, the team is divided into three different teams. We
have a leadership group, a culture group, and an academic action team. So, that group met last summer, and we put together goals for this upcoming school, that upcoming school year. So, we'll talk a little bit about that.
So, the first thing we needed to do is implement the daily lessons. So, um, at the K2 schools, we have an SEAL health period, um, that's at the beginning of the day, and the lessons are about 15 minutes long, and it teaches the students about the seven habits and, um,
goes over different things that they need to do uh, to be successful in school. And one of the things that they um, learn is how to create a leadership portfolio. And that's all connected to these daily lessons. And the lessons are an online platform. Um, but they also
have resources that go with it. Um, and the teachers teach them different things like the habits have motions and dances and things that go with them. So that's where they're really learning um, the habits and then they're integrated throughout the day as well.
So another part of the leader me program is having schoolwide goals. So both schools had an improvement goal related to attendance. So we had different ways that we would be tracking attendance um using graphing uh daily announcements
things like that. Uh this is a big part of the uh leader and me program. It's mission statements. So all classrooms created their own mission statements during this past school year. And then those mission statements are posted outside of the
classrooms. And then for year 1, some of our students created individual mission statements and that's something that we'll further develop as we come into year two. Um they also have um the opportunity to create goals and they call them wigs which is their wildly
important goals and you'll learn more about that in a little bit. So here's some of our students. Um you can see the different mission statements um that are there. program does um have the lessons in other languages including Spanish. So that's really uh great for
our bilingual classes. You can see those pictures. We also have student leadership recognition at both schools. So students who are being proactive, you know, um making choices, uh good choices, they're selected as leaders of the week. So kids
can be selected um as leaders of the week many different times. and it really gives an opportunity for all students to be recognized. Uh the leaders of the week program and then we also have um a little bit more um you know uh a goal to
hit which is the leaders of the month. So that's like really for a select group of students. Um and that's at WCB is the leaders of the month and at EMK it's they call them habit heroes. So at WCB they have lunch with the principles and then at EMK they have a nice picture
with their Mustang. We also have schoolwide assemblies as part of the leader and me. That's when we all get together and we talk about the habits. And again, um, as Miss Antuchi said, the students know the habits. Um, they know what they need to do, um, to to show that they're
exhibiting the habits. And it's a lot of, um, a lot of engaging and fun activities that we have. One of the other things that the leader me provides is morning announcements. So, each morning we have announcements to start our day. So, you can kind of
see some examples. Um, I'll just share one with you. This month we're focusing on a habit four. Think win-win. We celebrate each other's wins. Make sure to high-five a friend and tell them good job. So, we, you know, every day there's like a little tip and then that's what we're looking for. We're looking for
leaders of the month like, oh, you know, you did a great job thinking win-win and, you know, celebrating your friend's success, so you're the leader of the week. So, it's it's really a nice um recognition of students. One of the other pieces is how to beautify the school environment. So
there is a team that's dedicated to that as I had shared the culture team. So it's really about making sure that the message is there. Um you can see the one picture there. One of the educational assistants at WCB painted a mural and
the ethnic unit school also has a tree mural because um that's like where we have all of our habits housed on the on the tree. So it's really cool. Okay, I'm g turn over to ris folks. Hello. Um, so now that we've shared all
that we've accomplished in our first year of implementation, we'd like to kind of show you where we're going next. Thank you. So, as Heather mentioned before, um, one of the things that leader and me focuses on is the student leadership portfolios. And student
leadership portfolio is used by a student to organize, reflect on, and track their learning and growth. And um it kind of documents their successes, their goals. So you'll see some of the examples up here, but some of the things
that classes might use are tracking site words or tracking um math facts. We even found an attendance tracker since that's kind of been a focus for us. And um the Lighthouse teams at each school have set a template for each grade level because they all look a little bit different.
And obviously teachers are allowed to veer from the template, but it's something to kind of get them started with the year. And children will work on these throughout the year. And as the slide before with lessons said, a lot of times those will be done in those early morning lessons.
We also talk um one of the things that they're going to focus on are these wigs or wildly important goals and they can be thought of as a big goal that if like are accomplished they can make a big difference in their learning and personal growth. So they'll work with their teachers to come up with these
goals and they don't all have to be academic they can also be personal. So it could be again improving math facts or improving comprehension, but it also could be, you know, I want to be more organized or I want to have better time management. And then once those goals
are achieved, we celebrate and we really recognize those students for accomplishing those goals. And then the schoolwide action team. So Heather mentioned that in the beginning of this program we had the lighthouse team that was split into the leadership
culture and academics. This year now we are bringing in the whole staff. So we are going to give a survey to our staff and they are going to kind of share the things that they're interested in and from there it helps to break them into
these three teams leadership culture and academics and that way everyone in the staff is involved and working towards this common goal so that we have you know this community we all right now are all speaking the same language all of the teachers all the staff the EAS
everyone so this will just kind of keep everyone on forward and working towards that continuing goal. >> This is Mr. Sheridan and he's never lived Leader in Me. So, we gave him a really exciting ending >> and the most rewarding good evening. Um,
so let's see what our students have to say about leader in me. >> I like how Foreign speech. Foreign speech. I want to go to There's one more slide. So, we're really excited about what the I'll just say
while he's getting it. We're really excited for the 25 26 school year and what leader of me has in store. >> Yeah. So, we're excited for next year. >> Any questions? Any question? >> Any questions?
Hi, I I do have uh two questions. Uh there was a mention made about attendance um for the upcoming school year. Does that mean that um I guess you guys have connected uh the student attendance with the program like they're doing better in
attendance or is it just to see how it looks like in the future? >> So, one of our focus Okay, look at that. So, one of the focuses for the district this past year was kind of addressing chronic absenteeism because it's just something it's not just this district, it's lots
of districts. So, we thought what a great way to tie in being a leader and doing the right thing and making the right choices with this attendance goal. So, we made it fun. You know, we had um at EMK we had the race towards great attendance. There was no nobody was
punished. There was nothing like that, but there were fun ways to celebrate like I'm here. I'm doing these things. Obviously, we know if they're sick, they shouldn't be coming to school, but just that was a goal is we're going to try to be here on the days that were healthy and we can get here to learn. So, that was just one of the things that we were
trying to tie in something we were already working towards with the leader and me and kind of get the the kiddos on board as well. >> Thank you. And I have one more question. Um so the my last question is when we talked when there was talk about a
survey for the staff um to see what part of the team for them to go on, right? Um does that apply to like the first year teachers and if so does their mentor or the like the teacher lead that helps them and guide them? Are they like part
of the same group? Like how would they know how to do that part along with everything else? Okay, did that right. So the survey does act a little bit like the sorting hat like it it tells you, you know, I may be more interested in leadership. I may be
more interested in culture. I may be, you know, more interested in academics. So for a student teacher type situation that's under a mentor teacher, they would join the teacher on on that team. I was asking about first year, but I'm assuming the same thing, right?
>> Yeah. So, first year teachers would then be on their team that they're sorted into. >> Yep. >> Okay. >> Yeah. >> Okay. But they'll still have guidance on how to navigate that. Um because, you know, it's a lot of pressure being in
the district, right? So, >> all right. All right. Thanks so much. >> Good. Anything else? >> It was a great presentation, by the way. I was really excited. >> Do you want applause tonight? It's good. Thank you, K2. Great job.
>> Thank you for that. If we can also get a copy of that presentation. >> This is that's exciting to hear all the all the progress that's been made and what's being implemented. All right. Next up is the New Jersey Graduation Profic Proficiency Assessment.
Hello. So, I'm hoping that as I'm the closer, we're not going to be asleep because there's so many things there's so many great things that are happening here today. So, I'm not sure um where Mark's going to put this, but we had a full day of training for the
administrators and part of the training was some of the presentations that we looked at. And this is really um the highlight, if you will, for for high school students for where they are in their graduation proficiency. So, for
those of you who remember, the NJ GPA is listed only in two bands. you're either graduation ready or you're not graduation ready. Whereas some of the state tests have four bands or five bands, this is only um two bands. So, as
we look through our two bands, um we're going to go through and first start looking at NJ GPA English and this is for 11th graders only. So, the data that is in front of us is for our current 12th graders. So, as we
go through looking at this on our um list, you'll see the scale score for the state and the district and then the percentage of students in the state and district that are not yet graduation ready and the percentage that are graduation ready. Um what you will see
in this is that we have some of our demographics that are well above the state as an overall um total population. We're pretty much equal to where the state is, but some of our populations are well above the state
and some of them we still have inconsistencies with. I wanted to be able to go through and share with you as to where were we last year so we know where what we're comparing to. So on the far right side, you will see where we were last year and
where we were this year. You'll notice that the um state went down a percentage point. We went down a little bit more than that. So, we were above the state last year and we are below the state. And then you will see where we are with all of our demographics. And I'm going
to ask you to just keep some things in mind when when I go through this when we talk about that we're below the state in some areas because we really did a deep dive in saying, "Okay, we're still below. We're doing all these extra things. What's happening?" And I'm going
to come to that um after I just do the if you will the get out of the way um things that we have to go through talking about that then we go into NJGPA and as you go through the NJGPA as soon as we see that 55% of our students in 11th grade are
meeting this requirement there's an alarm there and then when you look through the state is 58% it's a real big difference from the ELA than it is the math again you will see those same populations that are above the state as they were for English.
When we go through and look at where we were last year to this year, you will see that the state has improved a little. Math fell back a little bit as a district. But then as you go through and look at some of the demographics, some areas we went uh we have decreased and
in some areas we have stayed relatively the same. I want to start on this area just by saying to you what are we going to do about those students who are not yet graduation ready. So in the um state
students have to take the NJGPA before they can go to any other pathway. So the second the one pathway is for students to be able to retake the assessment in October of their senior year and then the second pathway is to be able to go
through the um PSAT SAT scores like that and then also to do portfolio. So, as the high school and I were looking through these numbers, you're going to see in math there were 173 students who did not meet the requirement for math and there are another 10 that did not
test. However, we have 103 students who are approaching. So, the test scores between uh 700 and 724 are what we're calling approaching. they're within that zone to say if the students got a couple more questions correct they would be at
that 725 which would put them into the graduation ready. So those will be those 103 students we will retest in October along with those 10 who have not yet tested and then those 70 who are below that 700 we will automatically put in
the portfolio process and our plan is to start the portfolio process much earlier this year. And then of those 113 students who will test in October based on when we receive their data, we'll determine if they then are graduation
ready by the NJGPA or if they will then have to go into the portfolio. And that would be later in the year. Usually in December, we have the October results. And then the same thing would happen for the ELA. Okay, so far so good. So now we're like there's still something
missing here. Where are we? And for those of you who were around 10 years ago, you would have um remembered that we started taking a deeper dive into the students who were talking about our homegrown students, students who have
been with us through elementary school all the way through high school and all of these students who have come in throughout the years. So I started to do a little bit of a dive there and say, well, where are these students? And what I'm about to talk about are only those rising 12th graders, which are the
students who took NJGPA. And then I'm going to go to the whole high school in a moment. If you look at the 414 students who are rising seniors, only 281 of them or 68% were with us in elementary school.
15% of the students came in in somewhere between sixth and eighth grade. And another 17% of the students came in during high school years. And 18 of those 71 students came in just this past year as juniors. So we have students
that are coming in at all different points in the year. And what we're looking at is that's where we think we may be missing the mark. So we've got we went we're saying we have to put a plan in place. So um I worked with the um high school and we said what can we do
to acclimate these students and then as we did a bigger dive what you'll notice it's not just this particular class. We talked about this a little bit in our admin retreat today having all administrators looking at students who are coming new and what are we doing so
that they're not getting lost that we're trying to do something very proactively to ensure that they have the necessary skills for success. So within this group we talk about all these students that are coming in. We also lose students um here. So in this
past year for this particular group we lost 16 students who transferred out for one reason or another. And then for this particular group there are seven students who are repeating 11th grade. And oftentimes we look at this and say
well the students that are coming in at the last you know during high school or during middle school they're probably are multilingual learners. There are many of them that are multilingual learners, but not all of them. So, as we go through and you look through this chart, what you're going to see is the
breakdown where we talked about the students who are economically disadvantaged coming in, the students who are multilingual learners, and our special needs students. What you'll notice is special needs students have been pretty flat. The same numbers happening throughout the years. You'll notice that right now if those students
who were with us prior to sixth grade, 6% of them were multilingual learners. Total right now is 17% are multilingual learners. So we have gained um a nice group of students, but throughout the years we've gained and lost students. So
it's not that we've had these students all the way through, but we have to be able to meet them to be able to give them the tools for success. The other thing we'll notice is that prior to sixth grade, our economically disadvantaged was 37% and we're now up as just that class at 44%. Which that
also puts that um mark and us what are we doing to ensure that they have the resources that are needed for success. So then I wanted to take this information and say now how does that impact on where our students are
successful? So for those students who are with us prior to sixth grade, you're going to see that they have scored well above the state in both math and ELA. So there's something really working. We now have to make sure it's working for all the students that are sitting in front
of us. So that's where we're thinking that some part of the time we've missed the mark on ensuring that those students have the tools for success and we've got to make sure we're proactively um looking at that. So, and I know I put this presentation in just about 20 minutes ago, so you
didn't have time to look through it. So, if you have questions as you look through this, um I'll be more than happy to answer um in the next um board meeting as well. So, one of the things because sometimes people see pictures better than all those numbers. I decided to do the pie chart so you can see for
all students now in high school. So, what I talked about till now was just the rising 12th graders. We're now looking at for our entire population in the high school, 29% are students who were not with us in elementary school. So, this is an opportunity for us to be
able to meet these students needs and to be able to do some um handholding and find out where are some of the gaps and what is it that we're missing. So, some of the areas that we're looking at is to be able to pair these new students with a buddy. Is there someone that came in
from their country that is seeing success that we can partner up partner them up with? Is there another student who is willing to take someone on to show them the ropes? Um, we want to also pair these new students with a mentor.
Um, we do college and career readiness and we do a lot of mentoring with our ninth graders. We'd like to expand this to any new students that are coming in so that they have someone that they have a trusted adult to go to and they have someone who can give them the lay of the
land, if you will. Um, and then besides mentoring them, we're going to invite them to the college and career readiness programs that we have after school. So, we're hoping that we're going to be able to um fill some gaps in that way. Um, our biggest thing is to monitor the success and struggles of these new students, not just put them in a
classroom and forget about them. like have a real um tailored approach as to at this point in time we're going to do some check-ins. We're going to see what's happening. We have to go through regroup. So, we have put this in our administrators uh views now to say we
have these new students. We've got to do something more. So, this will be a work in progress, but I do believe if we start dealing with some of the students that are coming in and feeling lost and don't know where to go, we're going to see some progress in multiple way areas,
not just state testing, though we're saying this is important, but having our students feeling that they're part of a community, I think, is going to lead to success in areas uh beyond state testing. Questions? Hey Sandy,
>> I have a few questions. >> Um, one question is um are there is there any data on like the number of uh student dropouts or the number of student um uh that do like night school
and like over the years because when you look at those numbers, you know, they're they're surprising. So, do we keep track of that over the years? Like is it getting is it less dropouts this, you know, this past year? like how does that look? >> So, I'm going to tell you there there is data. I'm not prepared to share that
with you, but I'm sure we can do that. One of the things that we are finding success and I'm sorry that Monica already left, but this our what we're doing with our overage underredited, we have really had some major successes with our students coming in and
regaining credit um to be able to be ready to graduate with their cohorts to be able to eliminate that. And I know that's something that Mark has pushed for for the last couple years and it took some time to get it off the ground, but we're finding a lot of success. So, we're hoping that if those numbers are high, we're going to stop that, but I
don't have those numbers for you. But there is a database that um keeps that together. Gene, >> I had a question. Sandy, the um in the in looking into the students who are not doing well um who came to us more
recently, are you finding any trends um any ideas as to why they're that far behind in whatever educational backgrounds is because they weren't being educated in this country or were they coming from school districts from other states or someplace else?
>> So, I mean it'll vary, right? depending on what their deficiencies are educationally, how we um fix that. >> Right. So, Bob, we are seeing both things. We're seeing students who have gaps because whether it's um interrupted
education um or coming from a country that is um has a different educational philosophy. We're even seeing students who are coming from other states that are coming to us. So, some of the things that we have seen is that we have to meet all of these students as
individuals because there isn't a band-aid that can fix everything because if a student hasn't been in school for two years, we have some gaps to fill. If a student is just new and feels lost, we're going to have to deal with them a different way. So, I'm going to tell you this is like this is all new that we're going through trying to get everybody on
the same page to understand that our students, we need to find out where these gaps are to fill them. So there's not just going to be a one-sizefits-all to be able to fix this. One of the things that we are working for is that we don't want to start just in the high school. We want to start even our K2 um
administrators noticed today as they were going through some of their data that they have some students that are coming in in second grade. So right now we are just doing a lot of um data dives to be able to see is this happening across the board whether they're
multilingual learners coming in from countries that whose education is very different than ours. Um, some of the times in the high school when we have students coming in who truly are highly educated, they have an integrated math approach and because the state of New
Jersey says that they need algebra 1, geometry, and algebra 2 in that order, we then give them algebra 1 all over again and then they they're not successful when it comes to algebra 2 because there's not enough time left in their education. So, there's some things that we're trying to find out. How can
we uh approach all of these um students and we're not there yet to be able to say to you here's what we know what the solution is going to be, but we know we're going to try and reach them individually. Um and where we can do small groups, we'll do that. But it's just going to it's a work in progress for us now. But to be able to start out
with making sure these kids have um a buddy, a student buddy, as well as a mentor to be able to find out where these needs are, I think that's where we're going to start out. And then we on the other side of this, not outside of the teachers will be looking as to what is it kind of programs that we can help
put in there. We started out with um a program imagine learning this summer for our students in the middle school. We have piloted for our students in the middle school who weren't quite passing math in ELA and yet they're going to move on to the next next grade level. Trying to see if there's a resource out
there that we can be able to help supplement for those units, if you will, that are happening. um that they're they're lacking so that they don't have to go back all the way to algebra one if there's only a section that they're dealing with. So, we're trying to see where we can build this, but I'm not
going to tell you we're there yet, but we're starting on this one. >> So, we have a process of we used to talk years ago about the different testing there, the summitative and more diagnostic types of tests. So, we're
able to provide more diagnostic testing. I'm sorry, there's a fly flying around here to see where these gaps are uh for for different students and customized program for them. >> So, one of the positive things that we saw today as our administrators were
doing some of the data dives is that our uh star renaissance scores are really mirroring some of our uh benchmarks that we do in house. whether it's running records, whether it's um the state assessment, they're trying to they're seeing a nice correlation. So, we're seeing that there are multiple ways that
we can gather this information that we're not waiting those three times a year that we star test that there are other multiple measures that we can work with. But it's it's a balance that we're trying to keep our students off of computers as much as possible, but there are sometimes that the computer is going
to give us the easiest measure to be able to see that success in 10 minutes versus taking two weeks to be able to figure out a student's loss. So, we're still going to try and uh weigh all that out there. >> Can you talk a little bit about what that sort of portfolio process looks
like for students? I will do my best. So, the portfolio is what they call PATs. They're performance assessment tests. So, in math, they usually have four PSTs and it's for each of the domains that they look at your algebra, your geometry, and so on. And students
basically what we what we do in the high school to be able to help our students is that if a a child has to take these paths because they're not graduation ready, our teachers will go and give mini lessons. Then the students will take this performance assessment test
and the teachers grade it. If a student does I'm sorry, if a student does poorly on it, they have a chance to relearn and then reassess. Um, and they will do that for all four PATs. And then once we've graded them and we said that we're um we
we're pleased that the student has met the requirements, a group of the the PATs go to off to the state. the state will verify that for graduation and then the high school would get it saying yes your students have met the requirements in there and then for English there are a couple of writing pieces and reading
pieces that they would have to go through doing and the same process would happen it would be a teaching to a small group sometimes it's two or three could be as many as 10 students and then doing the performance task >> so what it sounds like is they kind of just pull the test apart they sort of
chunk it like here instead of doing it all at once over a period of like days and you know all the testing. >> Um >> so we have >> they do it in separate parts which is probably easier for for >> correct. So we have done it in the past that it was aligned to the access and
the um GPA testing. We are trying to for next year we're going to try and do it so that we're doing it earlier so that we can take more of that time to be able to assess our students more individually rather than that big chunk in there.
>> Thank you. Yeah, Sandy, I just need a clarity on the slide number eight. Uh, withdrew in the past year. Is that a particular grade level they withdrew during junior year, senior year? And what happened? Slide eight.
>> I don't know what that is. Tell me, help me with >> that's the one with the does length of time a student is towards have impact. >> This one? >> No, we are number eight. One more back. Sorry that's not coming in for me. That's one. >> Yeah, that one withdrew in past year. So
exactly what happened there. >> The students who withdrew. So we we frequently have one of the things I was speaking with Mark about is we keep on saying like we're getting all these new students. These students are coming in but it's not that our classes are getting too big and we have to in because we're losing some students. We
frequently get students and like it it really puzzles me. We get students that will um enter the district September 5th. I'm making this up obviously. And by November 4th, they've withdrawn. So when I say they withdrew, they withdrew for very they could have gone back to
their country. They could have moved. They could, you know, there could be family situations. So I'm just going through saying we're gaining students, but we're also losing students. So it's not just that we start with a class of 400 and we keep on building up to 450. If we have 50, we're balancing things
out. So, they could have um left for a variety of reasons. I wasn't even looking at the reasons. I was just trying to show the balance that we have. >> Thank you. >> You're welcome. >> Okay. Um Sandy, I'm going to try and parse this out. So,
because I know the IEP umbrella catches a lot of students, is there a way we could do a deeper dive for um I don't then those numbers are significantly lower. But I think some of our students have the potential with their actually
they show all of our students with the potential with their IEPs and 504s to be supported to come close to the state level or achieve the state level. >> Last year they did. >> Yeah. So is there a reason why there's a reduction there or can we
>> tell >> if we met it last year? Mark saying we met the scores last year >> language last year was 74%. >> Um >> this year it's 49. I'm just wondering why this question is so much lower. >> I think I think Tina is asking about
proficiency percentage. >> The percentage like if you look at their average scale scores for say language arts, we're at 732 which is significantly lower than any of our other subsets.
I'm just trying to find more data. Like, can we parse that out even further and make sure we're hitting all those students individually and seeing what they need? Maybe get more information down the pike about
those students in particular and how we're supporting them. >> Maybe I'm I think I'm still miss I'm not here. I'm not once they assess what we do after they assess or what we do prior to assessing. I think that's after we see what they're doing and where they're
where they're falling short and how can we support them so they can improve those scores, you know, or or coming into making sure the students coming up to 11th grade aren't going to be in the same situation like how are how are we supporting these students? >> Okay. So, as I said, so there's two
different questions. That's what I was trying to make sure. So actually it's funny Dave and I were actually speaking earlier today about if when you go through uh this SL if I can get to the right slide when we come up to this slide where we
say we have 113 students that we're going to uh retest in October we have that little line line there says we need to check for IEP exemptions. So Dave and I were talking, well, are we going to have our special needs students who have IEPs who are in that round in that
little gap between 7 and 724? Are we going to have them retest versus just saying they're exempt from passing? So those are some of the things that we've already started having some conversations because we don't want to just exempt for uh to just because they have an IEP because students who can be successful, we want to give them the
tools to be successful for this. If that's if that's what you're referring to, >> that's kind of where I'm going. Yeah. So I know there's different, you know, different levels of success within that IMP IEP umbrella >> and I just want to make sure we are giving every student what they can
optimally achieve and improve these scores for them >> and support them. So it may be some more future information like coming down the line >> or part of David one of David these are 45 students so we know them as individuals. So I mean and you know in
terms of the I and IEP we should be providing them with some specific supports uh to meet their needs. So the good thing about it is I mean every student counts but the fact that the cohort is 45 we know exactly who those students are and what their educational programs are.
>> Any more questions? >> Okay. Thank you. Thank you. Next up, number three, our superintendence report. >> Can I just ask apologies, can we add this onto old business
so people can >> Absolutely. I I assumed because we Sandy already said let's put questions next meeting as well. So, perfect. Thank you for reminding though. >> Okay, good evening everyone. Um busy evening. So we had three presentations
tonight. I do want to thank uh Miss Feliciano for her update regarding the world language core resource recommendation. Obviously our K2 team uh Miss Kowski, Miss Folks, uh Mr. Sheridan and Mr. Sanuchi for the update regarding leader of me. looking forward to year
two of them implementation and also want to thank Sandy uh Small for the NJ GPA update. Uh some other updates for uh the midsummer. Hard to believe that it's August, but August is here. It's the Sunday of the summer. Um getting a little nervous about uh how fast things
are are are flying here. So, as was mentioned today, um today was actually day one of our annual administrative retreat. So, we have a 4-day um I'm not sure if it's really a retreat, but it's a planning uh professional development session. Um
today was productive. Today was day one. We kind of um really a few things we addressed today was really kind of our theme of leading u with purpose uh empowering all learners. Some of the things we addressed today in addition to student performance data, we looked at
uh really looked at purpose in terms of um us as individual leaders but also as collective leaders in terms of kind of uh having an opportunity to reflect but also refine and determine what we think that purposes as it relates to meeting the needs of students but ultimately supporting the adults who are working
with our our students each day. Um some of that work was connected to uh some work related to trust and inspire um a book by Steven Cvy just in terms of some leadership uh approaches to consider for
the district. Um so I think today was a productive day. We also looked at the New Jersey school climate data specifically with the do domains connected to staff feedback and family feedback looking at areas that we thought were um received a mean less
than three. We looked at those as being areas for consideration growth or just further um exploration and uh explanation but also looking at those uh areas that scored above a mean of a
three. um we kind of categorize those as being areas of strength. Uh and we're going to kind of look to towards um kind of pursuing that some more because we want to kind of create some action plans connected to culture climate goal related to that feedback. So three more
days to go. Hey, the uh the fund has just started uh this week. So uh looking forward to some more collaboration with the team uh summer programming. So, um, hard to believe that our summer programming for students concluded last week. Um, we had
talked about those programs that were offered to students that took place at GNR, uh, WCBNF, so at the middle school. Uh, so we offered some, I'll call it, um, you know, some summer bridge learning opportunities for students. Uh, we had some enrichment extension
opportunities for students. We also under the enrichment umbrella offered some opportunities for students to kind of get a I'll call it a ramp up or a view behind the veil of an upcoming course that they may be eligible for. So, uh anytime that we can have our students within school during the
summer, especially our ESY program obviously uh for our special education population just to alleviate and reduce that summer slide uh as students are transitioning into a new school year. I do want to thank all of our teachers and our administrators who organized and
participated in our summer programming. And I think at our last meeting, I mentioned the uh summer bridge program. Uh I think the first date I was I think it was on the heels of the first date which was July 17th. That's really kind of an invitation RSVP for incoming uh
freshmen to acclimate them to the high school. Uh we have a second session scheduled for this week. Um, no, actually not this week, August 28th. My apologies, 8:30 to 11:00. Uh, connected to that
second session will be the freshman orientation for all uh that will occur here at the high school. And that will be kind of a ninth grade barbecue and an orientation that'll be later in the day, 5 to 7:00 p.m. We have some construction in the building, but we believe we will
successfully uh have our orientation take place. And that's just for everyone to kind of be here, families included. Uh we'll distribute Chromebooks, schedules, etc. Be some student led tours. So looking forward to to that transitional opportunity. Uh summer's also the time for
professional learning. So our um curriculum team has been actively planning facilitating professional development during the months of July and August. Uh it's a pretty healthy catalog. I did share those offerings with the board several weeks ago. So we
want to make sure that we are providing what we think are opportunities for our teachers to have the tools necessary to transition into a new school year. Uh we also have another series of our SCUP strategies which is an outside provider
which is really an opportunity to take our our SCUP strategies to kind of another level. Last year, we focused on language objectives uh and some background information and um the presenter that we actually have seems to have a good rapport, a good way of delivering content. So, so uh he's had
about five dates scheduled. I think we have three more remaining in in the month of August. High school principal update. So, um we're in the process the throws of um meeting with potential candidates. um going to be scheduling
of a a core group of individuals to bring back to the district. This week is a little challenging to do that due to the retreat. So, it appears to be next Tuesday and Thursday. Um and my goal is to have a recommendation to the board of education at the August 25th meeting.
Terms of summer facilities, um things are in motion. I'll start here with the high school. So the high school we have uh auditorium renovations connected to new HVAC work occurring as we speak. Uh we also engaged in a lighting upgrade in
the auditorium. We changed the LED lighting. We also changed the ceiling um tiles. Sounds kind of basic, right? But but it looks great. So we you know we upgraded the ceiling uh in the auditorium. So uh that project is is
moving nicely. uh connected to the high school right outside the auditorium is the area known as the commons. Uh we're just engaging in kind of a renovation aesthetic upgrade project there where we just kind of stripped
down the walls, got rid of that old cabinetry from about 1972. Um we're replacing some display cases. We're kind of revamping kind of what we think that hallway environment will look like. one side will be more so kind of athletic related. The side closest to
the auditorium will be kind of in honor of the arts. Uh so we look forward to kind of um how that will look. Uh and all that work is being done by our maintenance department internally. So excited about how how that will come to uh to fruition. In terms of outside the
building, we're in the process of um laying well laid the groundwork, the conduit uh for the new scoreboard and the stadium. We're in the process of awaiting uh some structural materials uh for us to kind of actually place the
scoreboard on that will occur within the next couple of weeks. So things are on schedule for the scoreboard. We have a I think our first home game on August 29th if I'm not mistaken. So, um, we believe we should be on on schedule for for the scoreboard to be installed in
preparation for the home opener. In terms of, um, some other renovations, obviously, we we've talked about probably about six or seven years now, just in terms of some, uh, internal renovations that we've engaged in where our maintenance department engages in upgrades to classroom spaces and
hallways throughout certain section of schools. Namely, MHK has been one of the primary locations for that. So, will we engage in new flooring, new um casework within the classroom, new lighting, uh really just a an overall kind of u rehabilitation of that space and really
just makes it a really vibrant, welcoming learning environment. So, the 200 wing has been the the focal point uh for this summer. We appreciate being able to have our our maintenance department complete that work. Uh they they've done some of that work at MHK. They've done some of it at um GNR. GNR
we kind of engaged in kind of an in mass process which took us outside our maintenance department but that was kind of the blueprint for for kind of taking sections of classrooms and upgrading them. Uh EMK so EMK uh was due for a new
playground blacktop uh that that process has started. They've kind of uh stripped the existing surface. They've milled that groundwork and they'll be in the process of resurfacing that blacktop that playground area. uh to be ready for the beginning of the school year. We also have a new basketball court that
we'll be installing at EMK. Um GNR was scheduled to have a new preK playground installed. I do not have a specific date on that. I'm actually waiting for an installation date. I don't think it's going to take I think it's going to take three to four days for that to be uh installed, but that should be also ready. Two weeks, >> so it should be ready for the beginning
of the school year. Um, just a quick update on the Academy 268 Academy Street property. That's the property that the B the board purchased several months ago. That was to relocate um the staff house currently housed at
the White House on Stockton Street. Um, placing them in what we think is a more structurally sound, up-to-date facility. Uh, we purchased the property on on Academy Street. the renovations uh are in full swing at that location
and um our maintenance team is actually taking care of that. We got a host of folks that are participating in the upgrades. The technology department will also be alo part of that. Um but we we're in in great shape. So our registration services and the administrative team uh connected to our
buildings and grounds department will be housed at that location and our goal is to also have them in place for the beginning of the school year. So really uh some exciting things happening as it relates to our facilities within the district.
>> Oh that's a great great reminder. So not not really a facility project but it can fall under the umbrella. So I did share with the board this this weekend the transformers related to the bus EV charging stations uh were
installed. So we're really poised to go. We're like ahead of schedule here. So, um, as we've shared before, we have four, uh, electric buses, uh, that will be, uh, in rotation in the fall. Uh, the charging stations are poised to be be
ready to go. Um, so we're excited about that. We're going to engage in some level of like ribbon cutting uh, for these these EV buses uh, towards the end of the summer here. So, um, we're definitely moving on schedule, actually ahead of schedule for, um, EV buses. So,
someone told me that Gan might appreciate hearing about the electric buses. So, they are going to happen. Um, just a couple of reminders regarding, well, one reminder regarding uh, notifications. So, as we shared before, we have it posted on our website August
22nd. I repeat, August 22nd, 9:00 am um parent portal will be the place that parents can find. Uh if you're an elementary parent, you can find your child's teacher placement for the upcoming school year. Um and if you're a secondary parent, you will be able to
find your child's schedule for the upcoming school year. Bus passes will also be available on the 22nd. So, in closing tonight, I um a few months ago, I thought about um how could we, and this is really more so under the
umbrella of recruitment and and and so forth within the school district. um thought about what could we do um to kind of show or highlight aspects of the school district for a potential uh potential uh hire or someone who may
be curious about um you know engaging in their professional journey with with the East Windsor Regional School District. In addition to that, I also thought about a parent who may consider um East Windsor Heightstown as a place for them to to raise their their children and and
attend the school. So, we we uh decided to put together a a brief video um just to try to capture the essence of the school district. And I want to share in closing tonight. Um kind of just that that video.
I want to give Elise Mioli a shout out on that video. She was instrumental in making that happen. And uh the only the only downside to the video is that the superintendent is in it. So if
um I will be the the let down ar and while we're waiting I do want to give the technology department a shout out. Okay. Uh Anthony Tadeshi is here
today in Merc. >> Hold on. >> Hold on a second. Let me give Anthony the shout out to Anthony. Thank you for being here this evening. Technology department is priceless. We had our admin retreat earlier. Called on you
multiple times. Very reliable. >> So I'm going to go to the video. rich and diverse community. >> Okay, now it's official. >> Regional school district, New Jersey. We proudly serve 5,000 students in a culturally rich and
diverse community that values family, high expectations, educational equity while recognizing the importance of students reaching their full potential. What makes Easter so special to me is student population. I value our student
diversity. I think it gives us the opportunity student to learn from each other and also to learn about each other. Joining the district is kind of like joining a home. >> One of the strengths of the district is that it's so diverse. And that concludes my report. Thank you.
>> Thank you, Mark. Um, next up is old business. So, we have a list. >> Oh, I'm sorry. Okay. Very good. Any questions? >> Comments? Uh, Mark, that was a great video, but I
kind of wondered, right, so last year you won like a best superintendent award and it was, you know, it wasn't on the video or we had um we had a teacher that won like um she was picked in the nation
as one of the best teachers, right? or like our arts program is like one of the, you know, the best in New Jersey. Wouldn't it be helpful if we had like those like, you know, you could also join a winning team because we have these amazing things about the district
that really should be highlighted. >> I think I think that's a great point that this was more of a a humble humility, warmth, come join us. We're a family. you know, may maybe the next video will be, you know, we we it's
showing Yeah. a little bit. But, you know, I think that um I think I think you raised a valid point, but this the purpose of this was more so connection, right, versus accolades, but but point well taken. >> All right. Thank you. All right. And I
had a few questions about your superintendent report. So, my first question is um I didn't hear anything mentioned about preps upgrades because remember they had some things that they needed to take care of this summer. And then when the maintenance crew does the
uh some of the work, do they receive different compensation or is that part of their duties umbrella? >> Um I did mention creps. >> Yeah, I did. I did. It's okay. >> Sorry, I was I guess I was so excited. >> I mentioned creps. The 200 wing our
maintenance department. I did mention them. So, what I will say is they get that's their compensation. That's the work they're doing during that time. I think that's what you're asking me, right? >> Yeah. >> All right. And then one last thing, music camp. Uh, you didn't mention music
camp. They had their wonderful concert on July 24th. It was awesome. Were you going to say something about that? >> Uh, I don't have to. You You You can say it. You say it. >> Yes. the music camp, all the students,
they came together. It was um the uh different orchestras. They had so many kids that they actually had them separated by uh like two different uh orchestras. They had like three or four different bands. They were different colors. The the students, they were so
excited. My kid also, he was beyond excited to do it and to see them participating and so proud. Um, yeah, and they took pictures at the end and they got certificates and just looking forward to it next year.
>> No, thank you for that. I I I did I did miss that. I saw Mr. Weekes there. His son let me into the building actually that day. Um, it was great performance. 140 students, right? Um, 12 days over several weeks, great product. our you know visual performing arts program is a
point of pride in our district and and you know I thank the board for the support and I thank our parent community for the support because that does take commitment. I was talking to some parents at that concert who were talking about you know I talked to one
sibling who said that her sister could not wait for that camp to be over because she wanted to enjoy her summer. Then I talked to another parent who said my my child loved coming here. So it's, you know, but the product was great. So thank you for reminding me of that.
>> Any other questions? >> Uh, now we'll move to old business. So we have our list of our committee meetings. >> No, that comes next. Okay, my apologies. I don't This is not my laptop. So, I apologize. I'm missing I scrolled down too far. So, yes, we are
going to our first opportunity for board member comments. Any board member comments? I just wanted to say thank you for all the presentations earlier. They were really good and very informative. Um so next um any public uh first
opportunity for public comments? Any members of the public wish to make a statement? Make a comment. Okay, there being none, we will now go into executive session and we'll be pretty quick. So about 15
minutes. Thank you. Okay, we are back from executive session. Our next up is number six, old business. Um, again, so these are our committee dates going forward through the end of the calendar year. Um
and then we'll update those as we move forward. Um number seven is our second opportunity for board member comments. Any questions? Okay. A second opportunity. Oh, I'm sorry. Before we go forward, this is my opportunity to give an update about our
finance committee meeting that we had earlier today. Um thank you to Mark because he uh covered some of it in his superintendence report. So, we started out um by talking about um the budget going forward.
Where's my one second here? One second. My apologies. Here we go. This is what I'm looking for. Okay. So, the 2627 budget we took a cursory discussion had
a discussion on it or Paul brief presented us. So there's some information like our state aid is unknown at this time. Um looking at our operating cost um increasing for that school year. Um there's definitely going
to be an increase. Um, so and unfortunately looking at if we were to receive a flat state fund, we're definitely going to be in a deficit will be short, but Paul says we have some bank cap we can tap into and there'll be other adjustments, but we'll be
discussing that further as the future comes upon us as we move ahead um to figure out where how we're going to cover all of our costs. Um, we discussed the prek facility. Um, so there's some options there. Um,
we looked at or Paul reviewed about reviewed a bunch of properties. Um, four of them. Um, there's one that sounds very promising. Um, so we'll and the three others are a
lot of them are on wetlands and they're not they're not very they're not very feasible for us to go move forward on. So um but this is going to be a long-term project many years out because you know we have to do things um like do
a bond referendum and two to three years of planning and then building. So this is a discussion that we will continue to have and we'll continue to update the community as we have more information. Um, as I mentioned, Mark discussed all of our admin retreat information and he
went over all the summer facilities projects that we have going on right now. Um, so that's wonderful. Less that I have to report on. Um, and then we talked about summer of 2026 projects, the timeline and when
we'll approve the budget and we'll have meetings and when things go out to bid. So he basically have the timeline of leading up to the 2026 summer projects and we have about seven major projects on the table. Um some of them are
related to HVAC at different buildings um and in different wings of different buildings. And there's also going to be some additional rena at GNR, but just related to like the ceilings and the lights and
the walls. All of the HVAC at GNR is done. So, that's a fantastic thing to hear that that's completed. Um, they'll also be looking at lockers and doing things on the first and second floor. Um, and possibly some, you know, minor
touch-ups in the auditorium. And then also looking at the um Heightstown High School practice field. Um we're going to have some sod installed and do some irrigation over there. And then also adding a parking
lot. A lot of our folks will be very happy to hear this. At EMK, we're going to add at least additional 50 spots out front in a separate parking area that we're going to build. And then the the existing parking lot will be um
redone just like basically new black top laid and maybe squeak in a couple extra um spots in there as well. So that's my very succinct report before Bob comments that I always have much detail on all my reports. I was
very good. So that's it. So then we will move on to our second opportunity for public comments if there's any members of the public who wish to speak. And there being none, we will move on to item number eight.
Motion to approve routine items by exception. Having read the materials received, I move that the board approve the routine agenda items as submitted. Item A, staffing for August 4th, 2025. B, HIV report from July 24th, 2025.
C, approve travel and related expenses. D, approve new resource for world languages grades 6 through 12. E, technology recycling batch number 59. F. Approve EMK PTO donation to EMK. G. Approve HHS new uncompensated clubs.
H. EWRSD 2025 to 2026 virtual remote learning plan. I, out of district placement, J. Professional services for students. K. Avoid checks for uh to be approved. L vehicle me uh maintenance proposal.
M. Transportation bid results. N. Change over change order number one Heightstown High School stadium scoreboard. O. Change order number one, Heightstown High School Transformer replacement and bus EV charging station. P designation of official news media and Q bill list
of August 4th, 2025. >> Any questions? Second. >> Hi, I do have a few questions. My uh first question is on L. Does west this is in regards to the vehicle maintenance
proposal between East Windsor and West Windsor. Does West Windsor have electric vehicles? And if and if so um when we provide if we provide their maintenance um does that mean that they would be using like uh
our our like charging stations and and if so is that also added into how much we're going to be charging them? >> We will be we will be the first school district in Mercer County with electric buses. >> Wow.
That next video is going to be about 10 minutes long. >> We have a lot of stuff happening. >> All right. Thank you. All right. The next question is for Oh. Um I see that the uh expedited cost went down. Is that
a discount because of how long the um the items took for us to receive them? Actually, this was to expedite to get the stuff here quicker. So, we kind of paid to move up on the shipping list. We cut in line in front of other people.
So, it was an extra $7,000 and some change to expedite shipping out to us so we could have it the the basically the transformer in time. >> Okay. Because I I thought that the delay was on their side so that the >> Yeah. So, when you actually look at the
allowance, we actually have allowances built into the contract to allow for these kind of things. So it's not an overall increase to the contract. >> All right. Thank you so much. And then one more question for P.
Um the designation of official news media. It talks about uh the Philadelphia Inquirer and I think the Trentonian um is where we advertise the meetings. Do we pick those because of their like
the amount of their following like like why do we actually pick those and not like newspapers that are closer to us? >> Excellent question. So, believe it or not, we are still required by state law to advertise in newspapers that are in
print, hard print, where you can actually get a hard copy of a newspaper. So there was in the beginning of the year there was news that the Trenton Times where we have advertised for the longest time and the Star Ledger both very large
newspapers state New Jersey were going to cease printing hard copies and they were going online only. There was a temporary law that was passed to allow us to still use them that expired in uh basically in June.
Um there really wasn't much hope that anything was going to really come of it, but someone at the last minute snuck in a bill right before they went in summer session to actually allow us to start advertising. Um I'll actually forward it to you guys
the actual pending law that we'll actually be able to use our website. We'll have to give the state our web address where we'll advertise. They'll collect this information for the entire state and actually publish it for public
transparency. We will not be required to put it in a hard copy. We'll be able to use our website and some other, you know, I guess still the Trenton Times. Um, so this is kind of a stop gap measure because these are the only newspapers who really have a presence.
Even our local newspaper, The Patch, is is pretty much online these days. So, it's just a matter, you know, it's really shrinking down. The other option other people have talked about is Trenton Times, believe it or not. Um, but there really aren't too many papers.
You know, print media is a is a dying art. So, that's what that's about. >> All right. Thank you. And I and I have one more question. Um, for Q uh bill list, it mentions uh Shopright.
What do what are we paying them for? We usually buy supplies for our culinary arts program. >> We had actually started talking, you know, we have we can probably start buying some stuff in Chartwell, which I think would, you know, streamline things a lot easier for our staff because
someone has to usually go over to Shopright, spend some time and pay for things. >> Um, they send us a bill. So, I I I think probably the vast majority of things that they use in the program, we could probably arrange through Chartwells just to streamline things. Okay. And then my
honest last question is educier is also on there. I thought we were trying to like gear away from using educ uh page nine >> I believe >> from a bill standpoint. Yeah, we haven't fully pulled away from them.
>> So we still needed to compensate them for services. >> Okay. That that is the game plan though. >> All right. Thanks so much. Any other questions? Um I just wanted to clarify I had a question on Wednesday during our agenda
meeting about the virtual remote learning plan item H. Um and there is no changes to that document. We just need to renew it every year. So okay, pull the board, please. >> Miss Polei, >> yes.
>> Miss Conpsion, >> yes. Miss Drake, >> yes. >> Miss Laruso, >> yes. >> Mr. Lavy, >> yes. >> Miss Patel, >> yes. >> Mr. Weekes, >> yes. >> Miss Lans, >> yes. >> Okay, we do not have a need for a second
executive session this evening, so I will adjourn the meeting. Thank you everyone. Have a great night.