All right. Good. Hello. Okay, there we go. All right. Good evening, everyone. The public has been duly informed of this meeting in accordance with chapter 231 of the public laws of 1975 by posting at least 48 hours in advance a notice on the bulletin boards in
Stevenson and Churchill schools, a notice to the township clerk, and a notice to the Herald and the progress. Now, please join us for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. >> So, I'm going to hold the board president's comments until after a couple presentations tonight. And we'd like to begin and kind of go off queue a little bit by introducing our auditors.
So, please come up, introduce yourself. Um, feel free to use the microphone and the podium. >> Good evening. >> There we go. Good evening. Um, Brian Co from Navatria. I'm your audit manager. Thank you for having us here today. Um,
I'm just going to go over briefly a couple of points from the audit this year. So, your total fund balance at June 30th, 2025, so this past summer, was $9,20,000. Um, that's a very healthy reserves in there. We're very happy to see where the reserves are at now. There were a couple
years where those reserves were getting dwindled down and now they're at very healthy levels and we're very happy about that. Um, you're doing a good job of managing your expenses and the and upcoming and unexpected expenses. And those ballot questions from years past have really
helped establish an appropriate budget and it's really making up for some unlucky years that you've had in the past. Uh during the year you used $312,000 of various federal grants and 1.7 million of various state grants. Um that's from
the state aid and state grants. 50,000 of that is from SDA grants that used for the Church Hill roof project. We have no recommendations in the audit this year. We like to thank Wall-E for uh his cooperation during the audit and his staff. They do a really great job. And the auditors aren't everybody's
favorite people, but it's we really appreciate you prioritizing our requests and putting up with us for the week that we're here and and we really appreciate that. Um so does anybody from the board have any questions?
>> Uh I have none. Joe, >> no. >> Do you have anything? >> Melinda and >> no. >> All right, great. Well, we're here all year long, not just during audit time. If you have any questions, feel free to reach out to us. Um, all of our best clients ask us questions during the year
and we really love to do that. So, anything you need, go ahead and reach out. >> Thank you very much. >> You're welcome. >> Absolutely. the audit. Um, you know, while the responsibility of the audit ultimately falls on my shoulders, um, the positive results that were presented
here tonight are a reflection of the efforts of many individuals. So, first and foremost, I would like to thank my dedicated staff, uh, Anita CH, uh, Michelle Adams, and Zary Garcia for their hard work, uh, which were essential to the audit. Um, I'd like to
extend my appreciation to Ryan and his assistant Patricia Andolo for their support as well as all administration, teachers, and staff across the district. Each played a vital role in the favorable outcome of the audit. Um, and finally, I'm grateful to the board for granted me flexibility and trust to
manage the district. So, um, the result of all of this is what is portrayed in the audit. >> No recommendations. Correct. >> Correct. >> No recommendations this year's audit. Um, we had two management suggestions in there, but we gave those to all of our
clients this year. They're about new Gazby pronouncements that are coming out over the next year. Um, >> can we can we go into those in detail? >> Oh, of course we can if you want to. >> Yeah. So, um, everybody got those. Just to looking ahead, these are things that are going to change in next year's audit
because the Gazsby released those pronouncements. >> Awesome. Thank you so much. >> You're welcome. You're welcome. As we approach the November election, I want to emphasize how important it is for our community to understand the significance of the upcoming ballot questions. The the progress the district has made over
the past few years, improving programs, maintaining class sizes, and continuing to invest in our facilities and staff has been possible largely because of the previous ballot questions that were approved by our voters. Those approvals give us the flexibility to meet student
needs despite the state's 2% cap on our annual budget increases. So, looking ahead, the new ballot questions are just as critical. They ensure that we can continue providing highquality education, protect the programs our community values, and address rising
costs that are beyond our control. Simply put, the success and stability of our schools depends on the support of our towns, their voters, and everything we envision for the district moving forward. So, please get out and vote in November.
Thank you to our auditors. We appreciate your time and and value everything. Thank you. We're going to jump around a little bit this evening and we're going to have Wall-E take over
a buildings and grounds presentation. Um, this was supposed to happen last month, but we were having some technical difficulties. So, I'd just like to point out some of the projects that the district completed over the summer. Um, I'd like to thank John Pacino, our director of facilities and grounds, for turning the buildings over and getting
them ready. Um some of the key highlights that that they did were uh all the classrooms were and furniture were thoroughly cleaned, floors were stripped and waxed. Uh there were multiple areas in the buildings that were painted. Um all the safety compliance updates were completed and
general maintenance and repairs throughout the district were also completed. Uh we also had a uh several larger scale products and there's a slideshow that was presented by Miss Alai um to show some of the pictures. One of the uh slideshows um is a boiler
replacement project at Churchill and um you can see a before and after. The original estimated cost of that project was 850,000 for construction costs. We were able to secure a PSD direct install program. Um and thanks to all these
incentives, we were able to get the project uh final cost between 125 and 130,000. So that's a real significant savings to the district. Um and the new high efficiency boilers will also expected to do reduced reduced fuel costs for additional annual savings
every year. Um one of the next projects which I'm not sure they're out of order. One more uh the paving. So, we had to replace some damaged paving uh at Churchill from the winter as well as install new sidewalks for student safety
and access um between the trailers and some of the other um entrances. Um and that's some of that. We did some also landscaping um improvements and they were not only cosmetic throughout the district, but there were also uh some areas where there were uh trees and and
um debris against some of our mechanical utilities that were causing some damage. So, um, again, cosmetic, but also functional. And, uh, there's pictures before and after of Stevenson and Churchill. Uh, the district took part in doing uh,
some lighting upgrades. So, we went to uh, transition to LED lightings. Uh, the total cost of the project was 109,000 for both buildings. We received rebates from PSENG of 81,250. So, the final cost of the district for
all the lighting upgrades uh was 28,260. The anticipated annual savings in electric and maintenance by switching over is $28,000 a year. So, the project essentially paid for itself in the first year. Um, as well as providing better lighting uh in the classrooms and
hallways. The Stevenson playground uh we renovated the existing playground area with new drainage borders and mulch. And you could see the difference in that picture right there. Um, we milled and paved the kindergarten and large play area. We installed three new basketball poles.
Uh, we put two of them at lower lower heights for the younger students, uh, so they could reach. Uh, we replaced and widened the sidewalk for accessibility. And the project was subsidized by a $87,000 grant. And there was also one other project
that uh there are no pictures for because it's not really exciting. It's um a technology upgrade. >> Jeez. >> Yeah. It's nothing really nothing really to see here unless you're you're a tech guy. Um but we did a full upgrade of the MDF and IDF rooms which entailed new cabling throughout the district. uh
switches, battery backup systems, which is the first time we've had that. Uh we updated firewall and configurations and did a similar project last year at Churchill. So this project was at Stevenson. Uh we will submit the project for - re reimbursement with an estimated
savings of $28,000 back to the district. So So overall, when you add up all the incentives, rebates, and cost savings, uh we are real realizing close to a million dollars in total savings that we would have footed the bill for. Um but but due to a little bit of work, we were able to secure some some substantial
savings for the district and we could put that those funds elsewhere in future years. That's >> other capital projects. >> Other capital projects. >> Thank you, Wally. Anything else that you want to add with your business administrators report other than the audit that was uh uh was presented or?
>> No. >> Okay, great. >> So, I just want to touch on the uh PS&G project in particular. Um about two years ago we started the boiler project and we were at the time estimating over a million and then it was the cost was brought down to
approximately 850,000 and when this program from PSG came about we did some research and we found that it was actually it's very difficult and time consuming to take a program like this and make it work because you're taking a boiler and you're you're installing it
with existing pipes and it was it was very difficult and our former BA advised us that it would be it's a very difficult project unless you have someone that's really on site and knows what they're doing. And we're very fortunate, Wall-E, and I want to say thank you because because of Wallally's
efforts and because we were proactive and took advantage of that program, we saved north of $650,000 on one project. And that says a lot. So when you look at the improvements that we've made at Stevenson and Churchill in regards to the landscaping, the board's
very passionate about having the schools look and feel and fit with Fairfield and we feel like we are finally heading in the right direction with our buildings and grounds committee, with the support of the board of education and you know our members. We feel like the boiler system there, you know, it's great for
the kids. I know Wall-Ally's going to look into it to see if it's if the program's still available. filed for uh I filed the paperwork to do the same program over in uh Stevenson. So, it's it's up to PSCG now to decide if we're eligible for that project as well. >> So, we're very thankful and grateful that
you spearheaded this project and you gave the district the availability to take that five or $600,000 and put it in capital reserve to use it for projects that we have in the upcoming future. So, so thank you very much. Um with that being said, I'd like to turn it over to Mr. Gupta.
Good evening everyone. Um, while we're on the topic of praising Wall-E, so I just want you to know that first of all, to be a successful superintendent, you have to have an incredible BA. There's no way what you're about to see is all on academics.
There's no way I could, you know, that's my wheelhouse. That's what I love. That's what I was brought in here for. But to be able to turn the other stuff over to Mr. Lindsley and and and not worry about all those other things and then for him to come and tell me, "Oh, by the way, you know, we have this money. are there some instructional
materials you want to buy? And I of course I go buck wild and spend every single dollar to go to the teachers. But it is just amazing to have that and like our board president pointed out he does they say oh well you know you just have to do a little work. The amount of time and effort it takes to do a grant and to
get those things approved and the paperwork and the followup and all that stuff. It is a lot. So just want to say greatly appreciate that stuff and it does allow me to focus on this kind of thing. So BA doesn't get the awards. I'm going to be able to talk about our assessment report, but the only reason this is is possible is because he takes
care of all that other stuff for me. So, I appreciate that, Willie. All right, annual assessment report. We're required every year to give an assessment report. So, this is basically going to be a look back on how we did last year. Um, so a couple of things we're going to touch upon. I'm just going to highlight a
quick assessment schedule for this for this year. We're going to of course talk about the NGSLA results. Um, we're going to talk about how we're improving student growth and achievement. And then I'm just going to let you know what we're doing this current year. And if you have any questions, just hold them till the end and I'm happy to
answer uh any questions you have on this presentation. So here are some of the dates of upcoming assessments. I will draw your attention to the end the very first one. You'll see a key word that's different. NJSLA adaptive. So the state is changing the NGSA test. It is
becoming an adaptive test. What that means is you answer a question and if you get it right, the next question is is more complex, more complicated. If you get it wrong, they give you a simpler question. There are assessments out there that have already been doing this, but the state has realized this is
a better way to measure student growth. So, we are going to be field testing this. It's mandatory. Every school in New Jersey is going to field test this and it's coming up. It's October 28th through the 30th. Um, we'll be on a on a testing schedule. Students in grades uh four through six will take this field
test. Um and the worst part about the field test besides it taking up time is we don't get any of the results. Students don't get results. The school doesn't get a result. It's purely to test their items for when we take it for real in May. So if you see that NGSLA adaptive, that's what that is. It's a
new test that's field tested and then it's going to be given to our students grades three through six in uh April and May. Some of the other assessments that we do, MClass, you've probably heard these link it and our DRAS. And again, more of this information can be found on our website if you're looking at a
particular one, but some of them are given three times a year. Um, benchmark. All of these are used to measure our students growth, see how they're doing, what are some of the areas they need improvement on. All right, so let's jump right in. Again, these are our results from last
year and I showed you just the last four years. So, you see where we were at and how long uh and where we've arrived at. So, just math three, that's an extremely impressive number. Last year, uh our third graders passed at 52% and right below it, you see NJ, that means the
state passing rate was 47% last year. This year, the state's passing rate was 50, but our third graders scored at passed at 70%. So that means 70% of our third graders met proficiency. In fourth grade, we stayed the same as last year's group. We're right we're very consistent
with fourth grade. You see it 44 49 46 46. That one doesn't move. We do know why. We anticipated some of that and we've already um we've already addressed some of the issues and we already have a plan in place of how we can focus on fourth grade and see how we can move them more like some of the other grades.
Math math five also went up 51% to 59%. Again, that's 15% above the state average. So when you look at 59, it's like, well, that's not great. Only 59% of our students are passing, only 44% is considered average. So we always
like to be above the state. The fact that we're 15% above the state is very impressive. So I'm very very proud of these results. Um it doesn't again the math assessment is difficult. It is challenging and that's why like math six 40% of passing in New Jersey that's the
average while our sixth graders were up at 52%. 12 12 12% better than that. Um so kudos to our math teachers. Here's if you want to measure how the students did. So here you're comparing this year's third grade class with last year's third grade class. But if you
want to see how a particular cohort did, if you want to see how students did from year to year, this is the graph for that. So you can see that fourth grade actually dipped a bit. So from third grade to fourth grade there was a dip and that's what I was telling you that we are addressing the issue. We've address the issue already and we're
going to continue to focus on improving that. And you see the other grades four to five, five to six that measures the growth of the students. So you always want to see that go up the following year. And that last column that's a summary of all students in math. You can
see we grew from 49% to 54% overall which is a good thing. You always want to see some growth at the end. Doesn't always happen, but that's what you want to see. Over to ELA. So, ELA passing numbers are a little bit
higher and you can see we had some very, very impressive numbers in ELA in every grade level. So, 64%. We were 19% above the state average for our third graders. These were last year's third graders. In fourth grade, we were 15% above the
state average. In ELA 5, we were 26% above the state average. And then in ELA 6, where 83% of our students passed, we were at 27% above the state average. Um, that's exciting to see. All of this information was shared with the staff.
So, it was a great first day factful faculty meeting when we talked about these scores. Um, and no one's more happier to see that than me, of course. Uh, but all of it is because of the teachers. It really is. And it was happy. I'm glad to see that their efforts pay off. It doesn't always show
itself in the standardized test score. It's not everything, but it is a big piece. And it's nice to see that these scores actually do reflect all the efforts going on in the classroom. So again, here are the same students and how they grew from one year to the next. So from third and fourth grade, those
students grew from 47% passing to 70% passing. That is enormous growth. Our fourth to fifth grade, you can see their growth. Our fifth to sixth, another enormous growth. And that's the summary. All grades put together in ELA, our
students grew from 58% passing to 79% passing, which is exceptional. It really is. And in science, we don't have growth here. It's only done in fifth grade. So, we don't know how they grow from one year to the next. But fifth grade, we did improve once again from 30% passing
to 39%. Again, does not sound impressive, but when you look at the state, it's looking at 28 to 30% passing rate as being the average. So, once again, we are well above that. All right, so what do we do with all this? That's great. Here's just a behind
the scenes of what the staff does with all this. Led by Katie PL, who's our reading specialist, and Jim Venia, who's our math coach, they dive into it first, so it's not overwhelming for any staff members, and they kind of take the lead. Here's here's what they do with the teachers. A couple of things here. They
determine which question types our students struggle with. You could probably guess which ones they are. They're the ones that require application. There are the questions that have more than one correct answer. There are the questions that utilize some kind of technology, whether it's a drag and drop. So, we can see what are the patterns. What do we need to
practice with our students? They determine which specific areas are our kids having issues with. It's not just, oh, well, they might struggle in ELA 4. Well, what about ELA? What about math? Is it the content? Do they struggle with reasoning? Do they have troubles with application? Is it their vocabulary? Do
they have trouble writing? Is it informational text? Now, you guys all got your kids individual student reports. So, you can see how your child did in those categories. So, if they struggled with an ELA assessment, well, what was it? Was it a particular type? Did they struggle with with
umformational text? That's basically they don't like non-fiction. They struggle when the passage they have to read is about science or social studies. Um, that's what those are. So, we we dive into that so we can really focus on the skills we need to improve. And just a note, all of those skills I list there, that can be addressed by any
content area. So, this isn't just an issue of this is only what ELA, math, or science. Social studies, that's informationational text. Science in any grade, that's informationational text as well. So, a lot of these skills can be addressed all across all subject areas and all grade levels. Another thing we
look at is the alignment of the curriculum instruction to the standards. Was there a particular question we struggle with? Was it because that information wasn't covered until after the test? Was it only covered for a short period of time? What was it about that particular question that our kids struggle with? Which questions did our
kids do exceedingly well on? So, we look at those trends. And then the bottom piece is key. What do you do with all that information? We provide targeted instruction and provide support for students in those specific areas. So when they go to their DI period or they they have TI target instruction,
differentiated instruction, that's what they're working on specifically. What were the areas that need improvement and the teachers dive into those areas? Okay. Lot about testing. This was a slide I showed last year and I was not going to bring it up, but I do want to highlight just a couple of things
because one of the questions I always get is why do we spend so much time talking about standardized assessments? That does not define my child. It absolutely does not. It is one specific tool. However, we cannot deny how important it is for our students to get comfortable and confident with
standardized assessments. These are just some of the things that are standardized assessments are required for. Right now, if your child is trying to get into our gifted and talented program, our HEP program, we're going to look at standardized test scores. To get into West Essex Middle School advanced math
course, the first thing they look at are their NJS NJsLA scores. Okay? They look at their MAP score which is a placement test that they'll be taking in sixth grade. So it it is important for those students that they are comfortable with this. We don't want their first standardized assessment to be high stakes where they don't get into a class
or they don't get into a program that they want to. Some of the others high school graduation, college credit, college entry. I put this up there. A lot of the highly selective universities, including most Ivy Leagues, everybody went to test optional during COVID. There's a lot of universities flipping back. They all
went to essays. we're going to really weigh these essays. Then AI jumped in the picture and said, uhoh, AI is writing some of these essays. Chad GPT is writing some of these essays. So now they're starting to switch back and say, okay, maybe the tests are helpful. So not all of them have switched test
required, but some of them do. Postgraduate, if you went to any graduate program, of course, doctors have to go through this. And then basics, we all had to take a driver's license test, whether it's for a boat, a car, anything. You can't show up to those and just tell the person, you know what, can I still drive the boat? I'm
just not a good test taker. That's not going to cut it. You It doesn't matter whether you're a good test taker or not. You have to perform. And a lot of times we say, "Well, my child is not just good at those." All right, but let's work on it. Let's get Why is he or she not good at it? Is it a lack of confidence? Is it
anxiety? How do you overcome that? You practice it. You give them experience with it so they don't get nervous. They don't feel anxious and say, "I don't want to take NGS. Could you, you know, could you refuse it or opt me out?" Um, we want them to take it. We want them to do their best. and all these other occupations. I mean, you name it.
Accountants, mechanics, civil servants, police officers, engineers, every certified staff member in our school district had to pass a test. They had to. So, the time to start is now. We want them to get comfortable and acclimated to standardized tests in elementary school. So, it is an
important thing. And if you're a resident here, then you also know when our test scores come out, it affects the value of your home. I mean, let's be honest, the schools become highly ranked. people move into neighborhoods based on the schools. So, it does affect the value of the home. So, it it is an important piece. Is it the only piece?
No. But it is an important one. All right, enough about all the tests. Let's let's talk about what we're actually doing here, which is teaching and learning. So, new this year, and some of you may have noticed in third and fourth grade, we departmentalize the subject areas. That means you now have a teacher
dedicated to just math or math and science. So, not only did this help our teachers where they're not having to plan for six subjects every single day, they can focus in on those particular areas and they can dive deeper into those plans. The students have to go to their math person. So, it has helped in
a lot of different areas and it puts the teachers in the areas where they're more passionate about. If their thing is really ELA, before they had to teach math, they had to teach they had to teach them all. Now, they can say, "Okay, I'm going to really focus in on reading and writing because that's what I do well. That's where my passion's at." So, it helps on a on a lot of
different levels. We adopted a new ELA program. So if you've seen anything about CKLA, um that's what that is. It's highly highly touted as one of the top and was expensive, but thanks to Wallally's expertise, we were able to purchase that one without having to say,
you know what, could we find a cheaper, less effective one? We went all out. It it's the Cadillac of programs. Um and there's been a lot of PD for that. So that's the next one. Districtwide PD we've never had. We always just have Well, this is for Church Hill. This is for Stevenson. This is the first time we're K through six. We have
district-wide PD. It started in September. It's going all the way through January. We get all of those teachers together. So, they're learning the same language, the same verbiage, the same strategies. So, that's been a huge benefit. And that was available through a grant. So, I have to thank Katie Prawl on that because that is completely paid for. We didn't have not
have to pay for that at all. So, what did I do with that money? I threw it all in math. Scheduled online PD. So again, now that we're departmentalized, it's not every single teacher is teaching ELA and math. Now the ELA teachers can attend the ELA
PD. And now I can have my math teachers or different teachers now pulled and attend the math PD. We couldn't do that before. It seems simple, but if you were pulling them for ELA, that was every single teacher. And now they can't do math PD because it's the same teachers. So now we're able to split them up and
we're able to do a more effective PD. We were also able to add interventionist at Churchill and a second interventionist at Stevenson, which is huge. It it's I can't tell you how helpful they are when kids struggle. They are the ones that go in. They're the ones that test the kids. They're the one to pull them.
They're the ones that give them the extra remediation and they focus on what we talked about earlier, the areas that they struggle in. So, the interventions are key. I know at one time we had several interventions at Churchill and four or five interventions at Stevenson. Ideally, we'd love to get back there.
Hopefully we will, but little by little. Some of the things we use um we're continue to doing constantly looking at the data to help our instruction offering class periods dedicated to DI and TI mentioned that. And providing accommodation support and enrichment for
students. >> Oh, sure. What they mean? >> Yeah. So, >> yes. Sorry. Um districtwide professional development Was there some over there? >> Oh, thank you very much for the brave
soul that forced the bug out of the municipal room. We appreciate you greatly. >> This isn't just a regular teaching experience where there's a distraction. You lose half the class. Nobody knows what they're going. They don't know what the initials stand for. This is pretty accurate.
>> Oh, no. It jumped right over here. >> It's a hopper. >> Okay. Couldn't plan that better. All right. So, sorry. Um that's professional development the PD DI we're talking about differentiated instruction SEAL is our social emotional learning of course
IEP and 504s IRNS that's our intervention and referral services uh counseling special services and HEP is our gifted talented we call it our um high enrichment program we emphasize analysis application critical thinking that's constant always our teachers are
always posing questions that are higher order to make our kids think the main reason this last piece and as parents who know this. We're trying to build the students ability to problem solve, to work through things, perseverance, grit. They do not have that. And with everything being instant, they've have
found no reason to have patience and they give up very, very easily. You ask them a question, they don't know it, the hand goes up, I'm lost. They do not have that stamina. So, we're constantly building that. And you'll see that in a variety of ways, not just at home, in school, on the playground, on the
fields, that grit and perseverance. Okay, I'm going to mention this. I mean, there's there's definitely a thank you, but the faculty and staff for their dedication and but I just want to this is not easy. So, if you've taught in these subject areas, you know, this is
additional pressure. Nobody wants to teach a subject area where their scores are going to be publicly talked about and everybody just assumes, well, that's what, you know, that's what you picked. A lot of times when they picked to teach LA and math, it wasn't like this. It wasn't data data data. Everything's shown on scores. So what these teachers
go through and the pressure they feel to teach a tested area is difficult to understand. I went through this with a middle school and high school AP teacher. Same thing. You see their scores. If the scores are bad, it's a teacher's fault. The scores are good. Well, the students were smart that year.
There. It's almost like a no- win. So, I want to just give a special thanks to the teachers who endure this extra pressure. Our ELA teachers, our math teachers, and our science teachers because it is not easy. They know the scores are going to be shown publicly. They know people are going to look back and say, "Oh, well that grade didn't do
that great. Who was the teacher?" And immediately the blame goes to the teacher. There are a lot of factors that go with these scores. A lot. Um how seriously the kid takes the test. How many kids took the test? Was it a strong cohort of kids? Have they scored high every year? Have they scored low every
year? So when they come into the students class, the teacher deals with no matter what they have. Their goal is to make sure the kids grow from wherever they're at. If they're low, they want to get they just want to move them up a little. Maybe they're never going to be proficient. The important part is not being proficient. It's growing. Did they
improve? And those teachers do have a lot of extra pressure. And it's not just those. I mentioned it before. All the subject areas contribute. And although these scores, the testing areas are in Churchill, we do not have those third grade scores or any of those grade scores. If Stephvenson is not doing their thing and preparing the kids so
when they get to Church Hill, they're ready to go. Because if they're not ready after kindergarten, first grade, and second grade, don't expect much from third grade. And it just cycles through. So, I really want to make sure when we say thank you to our faculty and staff, it's all of the grades. It's both schools because they have done a
phenomenal job. I came in as a new superintendent. I came in with a vision. They adopted it. They followed it. They were fantastic. I knew the scores that were in previous years didn't reflect their efforts, and I'm glad these scores do. So, special thanks to them. And of
course, the board of education. Um, you supported me from the get-go, committed to academic growth. that has been the fir the number one calling was when you come in here we want academics first we want you to focus on that and um hopefully these scores show that it has worked out so thank you guys I
appreciate it any questions while I'm here >> I just have one um have you been able to desegregate the special education students from the gen students in the testing scores and have you been able to see um obviously there's been growth I'm
assuming that all kids including there's growth overall, but do we know if there's been growth in specifically desegregating some of the the different groups >> there? There is and there typically is significant growth in special education, but they're not the level of proficiency
as regular education, which is across the board, every school district. So, there was nothing. Yes. Yes, we're definitely seeing growth. And you'll see the growth on your actually individual report that you got home. You will see there should be a growth score on yours depending on what grade they're in of how your child specifically grow. But we
know those growth scores. I did not talk about growth scores here. We just talked about we lumped them all together. But there are significant growth of special education but not in the in the the level of proficiency for special education is not the same as regular which we anticipate. >> I just have one follow. >> Sure. >> Um so congratulations again on the
scores and then also on the fact >> thanks to the teachers by the um the reading program, right? Um, so in reference to the reading program, is that for all grades that you purchase in the reading program? >> I think we started with I have to ask
Katie. I think it's I think it's two through five. >> Okay. The reason I asked that question is because I'm curious about this program and how it it runs through Fairfield and how does it align to West Essex as they're going up? >> Very well. That was one of the things we checked from from the beginning and it
also linked. >> Yes. They have all these reading, you know, classes that have four different readings. And I we are fair kids are see are struggling right now in those reading classes right and good students in all uh academics and then all of a
sudden we see this reading grade that is a lot lower. So I'm just trying to understand how are we preparing them >> and is this new program >> this program focuses on the skills >> okay >> not the content which is which is hugely important because if you change the content and all of a sudden the students don't like something all of a sudden
you'll see them this one focuses on the skills and that's why it was highly rated um we checked into that I've reached out to West Essex I know what programs they use including for math and we it also links beautifully with foundations which is done in kindergarten and first grade so that when they transition to CLA there's not
oh we've never done this for so it all blends together. And are we the only district using roads? >> Um they are not. They have other they do have se separate programs but when we went out the teachers reviewed this they looked at the different uh the top
three. We looked at them. They went to see CLA implemented in another school district. Spoke to those teachers to make sure they got feedback from actual teachers of how it is. And I I did an observation today and it's a huge difference that the focus on the skills and continuing to build those skills is
very different than what's a typical ELA classroom would look like. >> Last question. Sorry, >> last one. Tracy, that's it. >> And my last question is, thank you so much for obviously saving the district so much money um with savings, right?
And I'm gonna look at Joe, right? With >> we knew this was coming. >> With savings, I know that education department is definitely suffering at this point from just being able to find staff and and things like that. So there's is there any additional funding
that could be filtered to the special education department so that we when we go out to find job you know find people to come into it we're not strapped with not being able to offer >> prices that you know the the rate that people >> Yeah. First, the special education
department. We've had people go on leaves and we've had people leave for more money and do different things like that. It has it has nothing to do with how much money we're funding towards special education. We can always use more. Um, and that's why one of them is on the ballot question. So, we can add that. Having said that, there's a couple
reasons why we just can't throw $110,000 at a first year special education teacher. So, and believe it or not, that's not a crazy request. They've come in front of me. I've looked at the resume. It's gone to the point where you know what, you're fantastic. You're our top choice. Let's talk about contract.
And they throw out a number. I'm not going to do that to my existing staff who's been here and done that. So, there's a few reasons. Do do we know we have to be competitive? Absolutely. >> Look at North Pole. 2.2 million on average. Same number of students as same percentage.
>> I'm sorry, Tracy. When you say 2.2 million in regards to what? Just so everyone in the audience is aware of the numbers that you're using and and what they're for. >> 2.2 million is their special education budget. Okay. Ours is hovering around 1.5 the most recent number but as I remember
it's around 1.5. They have the same about the same number of students in um special education department as well as in general gen. Right? You look at Roseland they're running about 1.9 in in their budget. Um, and they're running
about actually they're running a little high. They're running at like 17 to 18% of their population is they have a smaller population. So >> I can tell you just speaking on those examples, North Cwell sends significant number of students out of district. So their budget needs to be significantly
higher than ours. So that you are going to budget more. Um, and that is one of the reasons why we do put that money in the budget because we don't know how it's going to turn out. Um, sometimes we anticipate four or five students having to be done and then sometimes it's only two. Other times we budget three or four and it's seven. Um because we have the
programs we do, we're able to keep students like our MD program and artistic program in our building whereas another district would have that same student and would have to send them out of district. So they do have to budget more. That doesn't mean that their teachers are getting paid more or it's funneled into salaries of the teachers.
>> These additional programs that they were offering we'd have to look at side by side. So I totally understand. I was just curious again more money that we're saving an area where we need to improve just like
>> we always funnel >> and R and uh Ryan just to touch on Tracy's point that was one of the topic of of conversation in executive with the auditors here you know when you look at the budget because we're heading in the right direction doesn't mean we're
necessarily there yet. So to prematurely just start spending money after one or two good fiscal years, you know, is is really not the responsible thing to do. So what we're planning on is is at the end of every year, you know, basically Ryan's going to give Wall-E a wish list
of what we need, right? And that's why Ryan said we put that in the in the question in the ballot because that's something that's sustainable long term that will help the district and special education, you know, for years to come. And I know we have a lot of work to do on the buildings and things like that. I
just to have $9 million in capital reserve and to have needs. So I'm just curious like obviously that answers my question. If you're going to have a wish list and stuff like that, but it just seems like instead of waiting till the end of the year and then dumping into capital reserve, could we funnel that
money? >> Right. So that's that's a good point and that's something we always talk about and that's something that Wally does at the end of every year to see the programs that we need. I would just be careful with comparing because when I did that when I first joined the board, you don't know how they allocate everything that they allocate into in
detail at the other districts. So, for example, if if somebody's salary touches special ed and gened, you don't know how we're allocating it versus how they're allocating it. And that and that cost kind of doesn't make it uh comparable. Um, I think that we've
been saying we need to focus more on special ed, but from a standpoint of getting ahead of the cost of special ed. And that's why we're putting more and more on the ballot and to help our special ed in the best way possible is through people cost. And that's why those questions hopefully now this
year's one. We did say we would do this every other year, not every single year, but that is one of the main reasons why we have that question. It's a special education staff member in three >> aids. So from the capital reserve, what is the number we're trying to get into capital? >> It's like asking how much money you
should save. >> Emergencies pop up and you can go from 9 million to less than a million like that. We're trying like the boiler project. We didn't go out for a question. We did all that internally. We didn't have a savings account. It's no different than building a savings account for emergencies. And for for a
district this size, it looks like it's a lot of money. like, oh, if I could only it's in it's in the capital reserve. You can't touch that money to use for salaries. It's separated. But >> as the auditor said, we're finally getting to a healthy point. But this is one year and we have to be consistent
with a savings so that if we do have emergencies, we can >> but that number is also predicated on our five-year plan >> that we put together every other year and we review every year. We It's drastically changing. That number will never exceed the amount of projects dollar value that we have to do here.
which is not first of all it's not even allowed it gets monitored but it's it's almost impossible so like you saw that 9 million I think when they presented it but that number is already lower than 9 million that number because we we know we're spending it and now whatever we spend some of it gets put back because we have to spend the money in order to
get the grant money back but we already have more projects we're talking about for this summer so it's it's it's not we have the right to use the taxpayer money the most efficient manner possible and make these schools look nice and make sure obviously that they're upkeep, but that everything's going everything else
is going to education and teacher salaries. So, we're doing that. It's just you see some of these big numbers now that you've never seen before. It's like, oh, look at this. Yeah, that's just because we weren't they weren't doing the job the right way three, four years ago. We're doing our job now and
we're building because we've we've kind of taken this down to bare bones a little bit and we're rebuilding. It's just how fast do you rebuild without having any slip ups and where does the money go and things like that which we're which we're managing the best way we can. >> School school districts are required to
have a long range facility plan. So, and we have to submit that down to the state. So, it's a 5-year plan of all um needs and they're all tiered like what is a real necessity like ventilation and so once that gets down there um there's a number assigned to it, a dollar amount. So, you would like to have your
reserves close to that dollar amount because otherwise any projects you have to do, you'd have to hit the taxpayer for it um with as a referendum or so. So, by putting money into the reserves slowly and trying to get it up to what your facility plan is, you don't have to go to the taxpayer for those funds. And
you could you could uh yeah, we're pretty close. >> We're getting there. >> And and that number, you know, it grew a lot. Not our reserve, but the the cost because the cost of anything nowadays is astronomical. So, you know, like compared to five years ago, that number jumped
>> uh dramatically. So, that's why we're trying to build up those reserves just to get the buildings into, you know, into good shape. >> Yeah. I do know we are interviewing for the position that's needed in special education. And one of the things that the board talks about often is, you know,
we have our HEP program, heighten enrichment program, right? So, there's always the kids that are are doing well academically have HEP, right? the kids that have IEPs and 504s have basic skills and special education. So our goal is to make sure that every, you know, category, including general
education, is hit. So kids that are in general education that are on the bubble of going down to basic skills or needing an IEP or special education, that we're actually tackling, you know, every group of students that we have here. So heightened and we get this conversation
all the time from parents of gen ed kids like hey he has he special education has IEPs they have things that they're entitled to but more often than not it's the general ed kids that are on the bubble that get overlooked and then when they get to West Essex they really
struggle because they didn't have the extra help that the district offers at a special education level. Their heighten enrichment program is great here. Mrs. Xarian does a fantastic job with it. So, like one of the things that we pride ourselves on and we're really looking for in the future is to make sure we hit
all of those benchmarks for every student in the district, whether they're in special education, our heightened enrichment program, or basically just our gened kids. So, we're >> we're hopeful >> if not getting the resources it needs,
that's where your kid ends. The Jenna kid doesn't right starts to dip. So, I'm in agreement with you. I think the The other areas of concern are just right now we are putting out um third party vendors to staff our child study team and things like that. So I'm
assuming we're not paying them benefits and things like that. But is the cost of those third parties higher than paying a salary an in-house salary? I don't know the answer. I'm just saying looking at those types of things, how does that impact the special education budget?
>> We we factor in how much it's going to cost you. Typically when you go to a third party, it is going to cost more. But there aren't choices. Like we like we mentioned at our CPAG meeting, when no one's applying for the position, it doesn't matter how much salary we have ready to spend in special education.
It's just not there. And it's not just special education, any specialized area. If you're looking for an art teacher, if you're looking for a special education teacher, any music teacher, they're hard to come by. The colleges are not do not have students in their teacher education program. So when you have just basic
supply and demand, these teachers know that they can walk in and play the free agent market and throw numbers out there and someone is going to give it to them, >> right? And it's it's just heart disheartening for our children because of a lack of consistency. And if you have a child with special ed in the
special ed program, you see the lack of transition and and everybody with all the >> and that's nothing that's nothing new because we have, you know, we have students to in in general education that two three years in a row they've had a maternity leave replacement or a medical leave replacement. There's there's those
types of things that you just can't control. And they've had, you know, a negative experience with a teacher because that person was, you know, transitioning. We had two teachers go into the same class. that student had to, you know, deal with two different teachers. So, those are things every school faces. We can't control those. We
we do the best we can with what we have. Um, but >> yeah, all kids should get all like I mean programs should be for all children. All children are gen kids and with the only difference between a special education child and a gen is
that they need some special services. So, everybody should be getting programs >> and there's also a guidance counselor on the ballot. We know we need it's not just going to be special ed, but we need also help for our students with social emotional learning and you know teaching them how to interact and those skills that our kids seems to lack. So that's
on there too. >> Hence the important of the vote. >> Yeah. >> Right. It's it's very very very minimal amount of money with a huge return in the district and our children's future. Honestly, >> I appreciate that. >> Yeah, there was a another question or >> are you able to prepare our test scores?
>> Not yet. Yes, we have to wait till those are published. Um, and typically just speaking to other districts, they don't like sharing. So, we'll wait till the state publishes those and then we'll know. But that's a great question. That's the the next time I speak to the faculty, it's with that information of
this is how all the other towns did. >> Is that something that presented here or online? >> Typically is not presented. Um, it's public knowledge. Um, and everybody seems to know what the other towns are doing, but it's never a formal presentation like an assessment report. Um, that's always information that we
take and we say, "Okay, how did we do here? Okay, how did we do in that area compared to North Cwell or Rosland or Essex Fels or West Essex or whoever else because when um that's a great question. I have I'd have to look back and when I presented
that to staff last year. Um, but it's very delayed unfortunately. Yeah. So, we have to wait. As soon as they're published, we'll know how everybody else did." Good question. Yes. >> I just want to jump on the curriculum with CLA. You two program
foundations. Are you guys planning on implementing CLA with a twoart program or are you going to stay with foundations or you hybrid with part of CLA? You know what I'm saying? Like are you going to keep foundations or is your plan to completely replace with the CLA in
>> I could give you an answer, but I'd totally be guessing. I'd have to you can reach out directly to Miss PL or I can get back to you with that answer, but I'm not positive. I know they did look into that >> yet to put it into >> K and one. No, >> two to five. Yes.
>> Yeah. Any other questions about the assessment report? >> All right. Thank you guys. >> Thank you very much. So, a couple things. First and foremost, thank you Angela for your slideshow presentation. What you guys do not know
is Angela made several videos for last month's meeting that were amazing, but unfortunately we had some technical difficulty and we couldn't air them, but we will put them on our social media page and I know how much work went into that. So, thank you. Uh, just touching on one or two things that Ryan said in
regards to some of our math scores not being impressive. Listen, we interviewed 27 people for the superintendent position. Okay. It was a it was a daunting, taxing uh six-w week uh process. And one of the things that that
we found during that time was every superintendent said the same thing. Hey, to turn the district around and get higher test scores is going to be years. Okay? Except for one. And he's the guy sitting here who said in his first interview, I know their deficiencies. I've been watching them for years at
West Essex. I know where Fairfield struggles. I know what they need and I know how to improve it. Right. So, with that being said, I'd like to take a moment to recognize and thank everyone who plays a part in the many wonderful things that we've heard tonight. From our rising test scores to our fiscally responsible budget to the beautiful
improvements we made across our district. None of these successes happened by chance. They are all the direct result of a strong, steady leadership of our superintendent, the dedication and vision of our administrative team, the incredible work
from our teachers and staff who bring our mission to life every single day in our classroom and schools. As a board of education, we are proud to work behind the scenes to help guide and support this progress, keeping our district aligned with our goals and vision of the future. But tonight, we want to take a
moment to truly thank our superintendent, our business administrator, all of our administrators, and every teacher and staff member whose commitment and hard work continue to move the district forward. The success of our students and the pride our community feels tonight is a direct reflection of all of you. So,
thank you both very, very, very much. [Applause] >> Any more questions, Trace? All right, we're going to move on to our couple. Uh I think we just have one or two things on
committees. >> Two quick things on committees. Uh one from HSA. So the HSA just wanted to thank everyone for everyone's support of the walk-athon. They raised over $9,000, which was a record-breaking amount. Um and they're just genuinely happy and
grateful that everyone showed up. It was a beautiful day and uh grateful that it goes back to the students. They also wanted me to mention to save the date. Uh they're uh taking over the canoli shop on November 3rd from 4 to 6. So we're going to have many teachers, over 30 teachers signed up to date to serve
coffee and canoli. And 30% of the sales that evening will be given back to the HSA. So please come out and support them. See our teachers serving coffee. >> The bug is back. Oh,
[Laughter] >> thank you. >> Thank you, Kristen. >> So, November 11th, canoli shop. Please go and support them from 4 to 6. And one last announcement from CPAC.
They've also have another um two events coming up. One is on Tuesday, October 28th at 7 p.m. in in the Stevenson gym, which will be a round table with includes uh parents, student services, the CPAC support information, and the director of special services. So, please
come out. A lot of great information was shared last year. We're trying to make this a bigger organization. A lot of parents put a lot of time into this. So, please come out and support them. There's a lot of useful information whether you have a special education student or you have a regular education student. You know, it's valuable for
all. And one last thing, this is a little bit off on the calendar, but I just want to mention it. On Monday, January 12th at 7 PM, West Essex Middle School, Ira Hayes will be presenting, and he's a therapist, educator, consultants specializing in the treatment of anxiety disorders, OCD, and
school phobia. And if you'd like more information about CPAC, you can go on their fair the Fairfield CPAC Facebook page, sign up to register so you receive all their announcements. And thank you again to all the volunteers on HSA CPAC. You guys really do a great job and we
appreciate it. And to our teachers that are working at the canoli shop, we can't wait to see you. >> That's it. >> Great. >> Um, in regards to the municipal alliance, this past Friday, we had our
sixth grade dance over at Stevenson School. It was very interesting. The sixth graders have a lot of energy. I believe we had 97 out of 106 sixth graders attend which was a great night. We had our lead officers there as well. We have our winter wonderland on
December 13th. So we expect to see everybody there. As uh you all seen uh Kristen who serves on the FEF removed the bug for us so eloquently. Kristen uh we saw some information in regards to your your next fundraiser. Do you just
want to touch on when that is and what to expect or? >> So that's going to be on March 11th. We're going to be having a family there. >> We're really looking forward to having
everyone and we're really excited. In the last few years, we've been able to contribute just a bit over or raise $100,000 for our district and really looking forward to that are going to be
all. >> Thank you. Yes, the Marillos do a great job. They're Fairfield family and I'm sure it's going to be a wonderful event. Public comments on agenda items only. With that, with no one raising their hand, we'd like to move on.
>> Oh, >> is this an agenda? >> Yes. So, this agenda What is that in reference to? >> Sure. So, if you could just uh stand up, state your name, your address. >> No worries. Absolutely. >> You're the first one in in the last
couple meetings, so this is uh >> unexpected surprise, but well, welcomed. >> Don't worry, I'll be from here on out. >> How you doing? Uh Dayton Pierce, 17 Foxhill Road. Okay. Um in reference to the agenda item for special counsel, just um wondering what that's in reference to.
>> Sure. Uh we have a possible pending litigation uh issue that we can't disclose what the purpose is right now due to the nature of the case. So um once uh we're able to discuss it in public, we'll we'll report on it. >> Did did an incident occur at a school
that we should be aware of? >> No. >> Okay. >> Thank you. I appreciate it. Do I just push? >> Yes. Thank you so much and thanks for the warning. We greatly appreciate it. Thank you. Anyone else?
Okay, we'll move on now. Okay, finance item page four. The following finance motions are made at the recommendation of the superintendent of schools. Anything placed on this agenda items 1 through six will be voted upon
in one motion. I motion items 1 through six. May >> I have a second? >> Second. >> Roll call. >> Mr. Fiti, >> yes. >> Miss Street, >> yes. Miss Alai, >> yes. And Mr. Dea, >> yes. The following contract motions are made at the recommendation of the
superintendent of schools. Anything placed on this agenda, items one to two will be voted on in one motion. I motion. >> Have a second. >> Second. >> Roll call. >> Mr. Fiti? >> Yes. >> M. Street? >> Yes. >> Miss Alai? >> Yes. >> And Mr. Das?
>> Yes. >> Okay. Administrative page seven. The following administrative motions are made at the recommendation of the superintendent of schools. Anything placed on this agenda? Items one and two will be voted upon in one motion. I motion items one and two. >> Second. >> Second.
>> Roll call. >> Mr. Fit. >> Yes. >> M. Stre. >> Yes. >> Miss Alai. >> Yes. >> And Mr. Deep. >> Yes. >> Okay. Page eight. Buildings and grounds. The following buildings and grounds motion is made at the recommendation of the superintendent of schools. Anything
placed on this agenda item one will be voted upon in one motion. I have a motion item one. A second. >> Second. >> Roll call. >> Mr. Fit. >> Yes. >> Miss Street? >> Yes. >> Miss Alai? >> Yes. >> And Mr. Deep? >> Yes.
>> Okay. The following personnel motions are made at the recommendation of the superintendent of schools. Anything placed on this agenda. Items one through three will be voted upon in one motion. I so move. >> Have a second. >> Second. >> Roll call. >> Mr. Feedy? >> Yes. >> Miss Street? >> Yes.
>> Miss Alai? >> Yes. >> And Mr. D. Pascal? >> Yes. Curriculum page 11. The following curriculum program motions are made at the recommendation of the superintendent of schools. Anything placed on this agenda, items one through three will be voted on in one motion. I motion.
>> Have a second. >> Second. >> Roll call. >> Mr. Fit. >> Yes. >> Miss. >> Yes. >> Miss Alai. >> Yes. >> And Mr. D. Pascal. >> Yes. >> The following policy motions are made at the recommendation of the superintendent of schools. Anything placed on this
agenda. Items one through three will be voted upon in one motion. I so move. >> I have a second. >> Second. >> Roll call. >> Mr. Fiti? >> Yes. >> Miss Street? >> Yes. >> Miss Al? >> Yes. >> Mr. Dar? >> Yes. Public comments and non-aggenda items
only. anyone? Okay, with that being said, we just wanted to touch on the ebike policy that will be uh passed this evening. Uh a blast will go out. Mr. Gupta, do you just want to just touch on what the policy states and and uh
yeah, I think you may have seen a an email blast about this before, but and if you've seen it around town, you know this has been become an issue. So, the board got together obviously prioritize the safety of students. We know there might be some people, especially the kids, who are upset or parents, that feel like they're inconvenience because now they have to figure out other
transportation, but we absolutely just cannot have students riding their ebikes to and from school around the schools. Um, some of them have been popping wheelies and going. So, we know they've already been I believe they've been banned from all recreational um facilities. So, now also that ban will be for schools as well.
>> Yeah, I'll send out a reminder tomorrow for those of you that were planning on sending your child on an ebike. Thank you very much. Next meeting be resolved. The next meeting will be held in person on November 20th. Public work session beginning at 6 PM followed by executive session with public session
resuming at approximately 7:30 p.m. at the Fairfield Municipal Building. May I have a motion for adjournment? >> All in favor? >> I thank you all for coming. Listen, this is the first meeting that we've had north of 25 people. We we greatly
appreciate you taking the time. We know you're all extremely busy, but everything we touched on tonight is extremely important and informative, and we want you to hear it here first. So, if you have any questions, you could address them. You can address any concerns uh w with the board or with our superintendent or administrators. Thank
you for coming this evening. We see some of our staff in the audience. Have a great night. Go Falcons. Thank you, guys. >> Thank you.