provisions of this act. The Frankfurt Township Board of Education has caused advanced notice of this meeting and general agenda to be submitted for publishing in the official newspapers as well as district and municipal offices on May 19th, 2025. This meeting may be recorded for subsequent public
broadcast. Please rise for the flag. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Roll call. Jesse Vaughn
>> here. >> John Tiger >> here. >> Charlene Molnar >> here. >> Chelsea Souls absent. >> Chris Dexter here. >> Jamie Armando >> here. >> Kathleen Adam here. Kaitlyn absent. Mandy just here. Okay. So, our first um line of business
is we have a delegate appointment. Two of them both going to Kathleen Adam for the New Jersey School Boards Association and Sussex County School Boards Association. Congratulations, Kate. >> Um Kate Kate also
Kate attended the Sussex County. Yeah. So, I just wanted to give a really quick read. So, um I went to the county meeting earlier in the month. I don't even remember what the date was now. >> Uh the 6th. Yeah, October 6th. Um and we
heard some updates. We saw that uh Green Township and Kittatini both received their board certification from NJSBA which was pretty exciting for them. Um we got some other updates and then the main focus of the program was about cell phone policies and cell phones. Um, it
was presented by some staff members from what district that I came I think it was Sparta. I think they were from Sparta. Um, so it was uh navigating emerging uh policy issues, AI, cell phones. There was a big emphasis on cell phones and AI and apparently they mentioned because I
wrote down some notes saying um that the the governor I think is offering um grants for cell phone policy. So something to look into bell-to-bell policy. So if we wanted to look into I don't know if we really have cell phone issues here but if we were to to look into like pockets or ways to lock them
up that there are grants available. >> So we looked at that. Um so based on our it's middle school so they all lot money for 6th through 12th grade >> and I think $500 is the minimum and I think we were awarded $623. >> Perfect. >> But it like it's for just like the
storage like containers. Yeah. >> So with that, um, we kind of felt it might be like premature like we wanted to like discuss with the staff like the parents like what would the parent feedback be like cuz we know there's you know and talking with the staff like the skip team they said that luckily like
cell phones knock on wood aren't really a big issue or a problem here um but potentially like it became a problem like down the road like it might be worth exploring. >> Yeah. So, just something that that we was discussed and we all learned about and talked about and I um brought two of the agendas and items from that. So,
when you go on these nights, you get one of these and this is what we follow on just so you guys could see and hopefully maybe consider going to one. The next one is in December somewhere, Kitty High School maybe, I don't recall. Um then last week I went uh to workshop in Atlantic City for two
nights. Um and attended a lot of different conferences or sessions. Uh I attended Let's see. Uh reimagining the school cafeteria to reduce waste, which we were just talking about premeating. So, um and I was able to get some information from sustainable New Jersey
on possibly ways that we could look at that. Um all means all strengthening connections with inclusive engagement and communication. Uh we belong at the table using your voice to impact policy and legislation. Legislation future ready districts AI learning management
systems in the path ahead. uh engaging and celebrating multilingual learners and their families, helping schools thrive, Girl Scout Advantage, uh students exercising their full seats. I attended one of the keynote uh speakers which was the commissioner of the New Jersey Department of Education. And I
attended uh another session that was um what was it called? I I wrote the title wrong here. It was something like uh school furniture impacting student engagement and learning. Um, so those were all the different sessions that I was able to attend in those two and a half days or two days. Uh, and I was
able to get 2.75 units for the board member academy and I actually had like a really good time and I think that if anyone is even considering going in the future or next year um to go I I think I will definitely go again. Um, you're able to uh mingle with a lot of other
board members from around the state and around the county. I was in multiple workshops with um board members from our county and I was able to uh see um like work with like Wayne Dunn from High
Point and some of the High Point Board of Ed members. So I do recommend if anyone has any interest um I also they give away a lot of freebies. So I grabbed some freebies for our staff members. Um some posters and little cards and stuff. So, lots of like little feelood posters that I brought back that I thought maybe you guys could throw in
the office and offer to the staff members if they want. I'll just like >> So, that's kind of my spiel. >> Very nice. >> Thank you for attending this. No problem. >> Next up, we have a student council
update from Mr. Tucker How. Hi, my name is Hi, my name is Tucker How and I'm the president of student council for the 2025 to 2026 school year. Our vice president is Abby Simons, our secretary is Carter Bambber and our treasurer is
Cooper Oaken. This year we have many activities planned for our school. We had our first pep rally of the school year on October 8th. We celebrated our field hockey team as well as our soccer team. We hosted a Halloween themed dance and it was such a
fun event. We had approximately 60 students that attended. Students came dressed in creative costumes and we handed out prizes for some of of the most outstanding awards. Our next pro project will be to host a schoolwide
food drive. This is one of our most successful projects. Our students love giving back to the community. Thank you and hope you all have a good night. >> Thank you. Great job. [Applause]
>> Bye, Tucker. >> Um, all right. Next up, >> yes, >> we have the superintendent and principal section. So, Mr. Newman, you're up. >> All right. So, just a quick reminder, uh, this Friday's Halloween, um, with our early dismissal that was voted on
last board meeting, so we're going to start the parade at 12:00 sharp. Um, looking forward to that. We're looking at the weather. Looks like Thursday might be a wash out, but fingers crossed that Friday looks like the current forecast is going to hold off. So, u we're hopeful that we'll be able to uh
do the parade around the building. Um if we do have to u due to weather, that'll be inside. Um but we're going to do everything possible to make it happen outside. So, that's the goal here. Um we have the upcoming Veterans Day ceremony. So, we're going to do that on November
12th. Um of course, Veterans Day is on the 11th. We had our first annual ceremony last year. Um the hope with doing it on the 12th is that we'll actually be able to get more veterans because a lot of the veterans actually are doing things on Veterans Day. Um also uh another reason for that is uh
the band was not available that day. They have an upcoming event on the 11th. So that way we'll be able to get hopefully more veterans and the band will be able to and chorus will be able to uh contribute to that ceremony. So that's uh from 9:15 to 10:00. Um I'll
let if Mr. Sylvester wants to touch on a community day. We had our first meeting recently. >> Um so we did uh we are bringing back community day for the 75th anniversary of Frankfurt Township School. Um it is going to run or coincide with Mr. R's
car show fundraiser that he started back up last year. That was a a huge success. We had a number of community um members attend the meeting um and had some really good ideas. Uh just to give you an idea of what we're thinking about here, like I said, we have Mr. R's car
show. We're going to have food trucks. We're going to have local vendors. Uh we will have bounce houses. We're hoping to reach out to the towns for their their fire trucks so we could have kind of like a little truck activity for our kids. We had a member who was there from
Atlantic Health that's going to seek in trying to bring the Atlantic Health helicopter and land it down on that on the on the soccer field. Sorry, Mr. secret for the field occupation. Um but uh we had >> the holes
>> maybe it'll push some dirt into those groundhog holes. >> But uh we had a lot of good info and feedback and really started a conversation. Our next meeting is November 19th at 5:00 p.m. Um if you're
interested in participating in that, you can just shoot me an email and I'll send you an e uh an invite. We you can meet via Google Meet um through the invitation that I send. We had two members who were there over what we would call Zoom. Um and then we had four
other members who were there participating in the live discussion. Uh November 19th is at 5:00 p.m. because we thought we would tie it into conferences. 5:00 p.m. to 6:00 p.m. we'll have the meeting and then you can roll right into your conference. Um, and
really the next stage, the next part of the meeting is going to be, all right, what contacts have we gathered? Who have you contacted? Um, we're going to be reaching out to the towns as well to set up any type of um, advertisements. Um, we'll make up a flyer and if any local
bulletins or news outlets you guys can send it to, it'd be much appreciated. Um, and that day will be May 15th from 4:00 to 9:00 p.m. here at Frankfurt >> in celebration of the 75th anniversary of Frankfurt Township School. >> Yes.
>> That has a septic just as old [Laughter] work, >> right, Brian? >> Yes, ma'am. >> Is that the theme, >> the tagline? Listen, you don't make a
honey. >> Um, I'll have a few more things to add in we get to the appropriate sections, but do you guys want to do the uh NJSLA uh results? >> Sure. >> All right. >> Roll on for that. >> Yeah, I got a clicker.
>> Um, you want us to stand or >> Sure. Um, so we have our scores from the 2024 2025 NJSL NJSLA. Um and just some key points that we
would like to talk about that we are going to be focusing on this year so that we can improve our scores or hopefully improve our scores as we move throughout the year. Um as many of you may know uh if you are in the educational field um we have implemented
the universal screeners for K3 for foundational literacy. The state this year came out and mandated that any K3 student must be given a universal screener for phenemic awareness >> fluency and >> letter naming >> lettering first
>> phmic awareness >> like letter sounds. >> Yeah. >> And um so we have been in the process of implementing that. I believe our staff said that they're going to be discussing it at conferences with families when they come in.
>> Yes. Um because the kindergarten one might be a little shocking. Um I don't know Dr. Neil if you want to. >> Yeah. >> Yeah. >> Yeah. Because obviously kindergarters coming in, they don't have much knowledge or background based on the standards. So right when it's tested two times a year, the other one happens in
January and that's where you really see the growth. But the state's requiring this um to get that data, that baseline data. >> But any data is good data. So, um, having or setting up that universal screener helps us better see where our students are, specifically, for example,
our kindergarteners. Where are they coming in? What do they need to know? Where are their gaps? So that we can address them as quick as possible. Um, we're continuing K to2 vertical articulation of foundational reading skills. >> Just more out of that, uh, universal screener and information that we're
finding, making sure that our kindergarteners have those foundational skills moving into first grade. Um we are continuing or this year we implemented thanks to Dr. Mey uh 7th through 10th grade vertical articulation of ELA skills and yes 10th grade uh I'll
let you go. >> Yeah. So we met as on the October inservice as you know we had the teachers from the region meet with high point teachers and this will be we're going to continue with a part two and a part three across the content areas. This way we're getting that vertical articulation
um specifically for ELA skills and then taking it down into when we come back and team being able to discuss what was happening and what can we bring back down to create a nice uh smooth transition into high point. >> Uh the next bullet point is interesting
stamina building. Um we are going to be focusing on building our students stamina. Uh Matt Storch and myself have been kind of diving into our state test scores via an AI data point. We have
been uploading our state test scores into AI systems to see if they can find any type of correlations between time on task, meaning how long are the students taking on the test and how does that correlate to their scores? and is there
a correlation between um home life and so on and so forth just so we can get some sort of data point and I got to tell you what it was really eye opening um and it was really good to see because
you know how many times are what are we doing to fix this? What are we doing to fix this? What are we doing to fix this? And we're not really getting down to the root of the problem with which is for a lot of our kids taking a 2-hour test is tough. You know what I mean? Especially for an 11-year-old. And what we're
finding and what we saw is just that is there is a dramatic increase in the percentage of students who are proficient or meeting or exceeding that proficiency. If simply, I think it was 90 minutes or less. >> Y
>> you were something like 90% less likely to be proficient. But if you spent anywhere from a 90 to 120 minutes, you were something like 75% more likely to be proficient. So literally, if we could
get just focus our students to have five more minutes per unit of factual functional brain activity, you're seeing this dramatic increase. And what we also were seeing is where we are placing our
units, right? So, one of the biggest things, and we'll talk to it when we get to science, but I'll mention it now, is we put science at the very end. It's only for our fifth and eighth graders. We stack it at the end of a very busy two weeks. And what we found, or what
the the AI, bot, blog, whatever you want to call them, our our helpful friend found was that there was something like an 80% drop off in student test scores in our science unit. And it correlates to those
last units of three and four where they did fine in units one and two, but then unit three and four they literally it's like it fell off a cliff. And you wonder if you look at that time on task, they just got from what it looks like looks like they just got tired and went, I'm
done. I don't really care anymore. This is the last of the last test. I'm over it. And just started clicking. And we just see this dramatic drop off. Um, and it was really eye openening. So once we get back into January, we're going to be
as an admin team looking at how we can disperse our testing schedule across the month to where, you know, while we may have a whole month of May for testing, our students won't be ripping a band-aid off, so to speak, and cramming and crushing and getting crushed in that
short twoe window. So, we're going to be looking at that. And then we're also going to be looking at, you know, how can we build that stamina in our students to, you know, unfortunately sit down for that grueling 90minute test and be
successful at it, you know, cuz those are all things that build and all take time. >> Right now in fifth and eighth grade, >> the science science, but ELA and math, >> that's what you and I were talking about. >> Yeah. EA math though is three. Yeah,
>> you know, how do we increase most of the time on task of students in a classes about 15 or 20 minutes before they move to something else? So, how can we begin to build that stamina a little bit more so they can have that? So, it'll be a daily routine as we build it into and move from 15 minutes to 20 to 22 to 25
and see if we can build some of that attention too. >> Yeah. Um, we've also continued our interdisciplinary team meetings to support vertical articulation. This is something that we started last year um where we got our ELA, our math, our science and our social studies teachers
together in one room to talk content and curriculum. Um we found that there was a disconnect, right? Our ELA teams met and they were great and sometimes they met and were great with our social studies teacher teachers but there was really no crosscurricular discussion specifically in the fields of
science where we are now seeing that our students have to more or less write race essays but in a science standpoint and our science teachers are science teachers they're not English teachers they're not social studies teachers so that was kind of foreign to them so we're continuing to work with them there
um we will review our student performance as we have been um whether it be via AI or you know us sitting down and looking at it. Um we look at our Mobyax, we look at EXL just to see where we are and to make sure that we are continuing on the right path. Um,
>> then I'll continue to work with these vertical articulations just to make sure every teacher understands what it how standards grow from grade 1 to grade two and grade two to grade three and what are those expectations all the way through in the English language arts math and science.
>> And then you have our math. Our math is very similar to our ELA. Um it's really again that vertical articulation between 7th to 10th grade I think is really crucial here specifically in math. Um so that we can get those fluency skills
built and that means just our our students ability to do kind of quick mental math and work through easy solutions to get to tougher problems. Um we're going to be focusing on stamina building like we said the interdisciplinary team meetings. uh we're continuing them reviewing our
student performance in MOMAX and LL uh our continued review of our student performance from an admin team. Um and then ongoing throughout the year curriculum coordinator reviewing and revising our standards science again kind of more of the same
right while yes we have this delineated by topic it's all coming to the same goal right how do we improve student achievement how do we appro improve student scores um and we feel really kind of focusing on those bullet points that we've went through at length
already is is what's going to get us there um We're going to continue our summer enrichment program as we do. Uh RTI is still running throughout the school day with our small groups of students. Uh year three of SIPs, uh we're training
additional staff in OG. Um that was something that we looked at last year. We got our special ed staff certified in OG over the summer. I believe this year we're talking about >> what is OG. Sorry. So it's like have you heard of like Wilson?
>> Like it's one of these specific like phenemic awareness like tools. So >> one of their reading programs, >> right? Wilson and Orton Gillingham are the two of the most well-known ones. questions. >> Yeah, it
>> across the board, across the state, everybody is getting OG Wilson >> certified, trained because it really is helping dramatically with uh students comprehension and reading ability. >> Um,
so we're looking to get our kindergarten and first grade staff maybe this summer. So, we got special education and our third grade team certified uh this year. It's just it's not cheap, unfortunately. So, it's about $1,200. Um >> it's an intensive week-long training
over the summer um that they physically go to. So, the staff members have to be able to commit to that. Obviously, the district covers it, but um it's definitely a a great investment. Well worth it. >> And I would say from a K1 standpoint, it
would be dramatically impressive. 100%. >> Um, just because we would be setting up our students for massive success moving into their second and third grade, fourth grade years, they'd be light years ahead. >> Mhm. >> Um, we're continuing period 10 um with
more or less, if you guys don't know what that is, it's consider our our homework club, our extra extra help club. Um, it's great. We have that's up and running this year already. Um, and students involved in working on it. What grade is that about?
>> Middle school. Middle school. It is middle school. >> Yeah. >> Um and then the last one is we'll look at our small group instruction going back to that data we're gathering from max and looking at the uh NJSLA data and saying well how are we actually using our small groups to make sure we're targeting the gaps of students there. So
we'll take a look at those as well. >> So the RTI pulls out of the class but like I know sixth grade math like there's an RTI teacher in there with Mrs. Daly. Like how does that look throughout the middle school? Um, we have a RTI teacher in the middle school who pulls out for math during her
periods during the course of the day. >> Yeah. >> And that's the same lady. >> It's Mrs. Mrs. Fbrez is our RTI coordinator teacher in the middle school. And if a student is identified and followed the the TSS process, we work with them throughout their schedule
to find a common period in which M. Mrs. Senora Fbrez can pull that student and uh address their math or ELA needs and that's a pull out service. It's not a push in
>> and that's oneonone or that can be like a >> small depends. Sometimes it's it really depends on the needs of students. So sometimes it's one-on-one, sometimes it's three or four. >> So >> I'm not laughing at the RTI at all.
>> Okay. We are going to continue to analyze this time on task relationship to student performance on the NJSLA and the benchmarks as you know like I said the data was pretty pretty impressive to see
um to see that we could potentially hone in on something that you know while everybody knows it's a problem right uh you just got to get these kids to take this test and it'll be fine. They know the material that they're running they're rushing through it so on and so forth. We all know that's happening from
an educational standpoint, but to see it as a data point was really kind of hard-hitting. Um, that me leads us into >> a committee discussion on spring testing window. Like I said, we here for years have kind of been under the guise of rip
the band-aid off and get it done in two weeks. And what the data is showing is that might not necessarily be the best course of action >> that analyze time on task in relationship to a student performance. remember Mr. Mooney would tell us like
spiral back like is that the time on task thing or that's like >> that's a >> remembering what you used >> you know like it's a good question so when Mr. Mr. Mooney talked about spiraling back. He meant that teachers were revisiting content that if it's January, maybe they were visit
revisiting content that they that they learned in September, per se, or the year prior. When we're talking about time and task, we're saying when you sit down to take a 60 or 90 or 120 minute assessment, it's the number of seconds or minutes students are spending on a
particular question. And what we're finding is that time that they're spending is not giving them the the ability to score as high as they could. So, how do we get them to spend more time? >> So, if you're clicking quick, you're it's either like, oh, I'm 100% sure I know this or let's get done with this.
Let's get done with this. >> And I can't go back. >> Yeah. Like, used to be able to go back, >> right? >> You can't go back, >> right? Yeah. Once you It's over, it's over. >> It's over. Yeah. So, >> I'm going just try to give him book and paper again instead of going through everything.
>> Got to go to the seat for that one. >> I was trying to battle that one for a while. >> Um, so here we have our ELA scores. Um, >> and we'll go over this. >> We'll get more finite detail inside of
these, but it shows the over the not meeting level one to exceeding expectations for English language arts. And we have them broken down in later slides so you can just see our moving to and exceeding compared to the state. >> Don't try to look at this. >> Yeah, this is a lot. This is a lot. We can share this with you if you want, but
it's a lot. >> Here's our our math scores. >> We'll get and here's our science scores. Um, we have fewer than 10 students in these subgroups and thus cannot report on this data. So, the state also likes to see that you've broken down your
testing per subgroup. uh whether that's uh economically disadvantaged, so on and so forth, things of that nature. We don't meet the criteria within that. So, we don't necessarily have to report on those groups even though the data is collected.
Oh, >> so our current ninth graders, so our eighth graders from last year, as you can see here, uh 63% of them were proficient in ELA and math, which is tremendous. I mean, you can see the
growth here, right? From 2024 to 2025, we we saw a significant uptick. That's that's awesome. That's what we like to see. Um, in math, uh, 25% of our students were proficient. >> How many questions do they have to get
right to be proficient? Or like what's the threshold there? >> So, it's just a score, right? So, I think it's like above 750. >> Like, well, I feel like 63 like that looks great, but like what happened to those other >> balance? They would fall into if you go back here, right? So, they would fall
into one of these categories. Level one% not meeting expectations, partially meeting expectations, approaching expectations, meeting and exceeding. So that 60% that you see is these two categories. >> That means the 40% that aren't in there
fell within these three categories. >> And between these three 3% really good, >> but like where's that other way to see when we compare our scores to the >> Just asking. >> Yeah. Um and it's very your question about how are points generated is very
complicated because on each of the assessments the questions vary in points depending on the complexity of the questions. So each question type has a different percentage type >> brings you to the next it gets hard >> and if you get part one wrong you might not get part two right. Sometimes you can get it it
>> it's not an easy >> I can certainly one day I was wondering I'm like I think it's great that we're showing an increase. I just was like, "Wow, what happened to those other 37%." >> So, our eighth grade math students were
at 25% met or exceeded. Uh, our algebra students were at 82%. So, that would be what we consider our eighth grade honors class. Um, and then our science for 8th grade was 11%. And again, I just want to reiterate that time on task piece.
That's where we really saw this that cliff I was talking about. They were doing fine in units one and two. And it seemed like our eighth graders last year were like, "I'm done. It's eighth grade. It's May. I'm walking out the door. I've been doing this for two weeks." And it
went boop boop boop boop boop. I'm going to put C down the board and this cliff >> in fifth grade, too. >> Nope. Fifth grade. We didn't see that. >> Well, we saw in units three and four. We saw it in units three and four, but we didn't see that dramatically. Could it
be what the units were though? >> Um, according to the analysis, the questions that they answered uh that they spent time on, they got correct. >> So that would indicate that >> they were just clicking
and if they had any idea, they answered it, answered it correct, and moved on. And then they would read it and be like, I don't know. So they would just click and go instead of sitting thinking, >> concentrating, >> trying to process, right? I think >> let me see if I can go back break it down so on and so forth. >> You actually the data showed how much
time each student spent on things. >> You you get that kind of >> I'm blaming social media and the quick reels. That's my and I'll tell you my attention span too on those reels. Like I'm like yep you're talking too much. >> I mean Darby will say and she's in second grade. She's like that person's yapping. And I'm like, "Yep." Like even
on Disney hits on serious radio, like they do like tunes for the tune or something and the people like say why they're picking this song to play next. And Darby can't stand it. She's like, "I'm done." So like why are they talking so much like just stop yapping, just get
to the song like so her attention span I find is minimal. And she's seven. And I think we're critical thinking these days is just >> it's like a learned helplessness that I feel like you're seeing like across the nation and the critical thinking is just
>> no one has it. >> I think it's easy to ask too for help. >> Exactly. A lot of kids are just saying I can't. So they're getting help either from a peer or a teacher wherever rather than actually taking the time to persevere and and read word for word what does it mean? How does it what does it mean? And actually understand the
content. I think yes. Parents too, right? Parents are busy and they want to get moving or whatever. Somebody their kid asks them like, "Hey, can you do this or that for me?" Like, "Okay, let's go." Like, >> so I think they'll read the newsletter Victoria sends out, right? >> Everybody reads that, right? >> Everybody
on Facebook today just wrote it. Maybe I should look at the bulletin. >> It's all in there. >> Spend two minutes. >> Yeah. You can easily skip over the stuff you don't want to see. >> The class of 2026 are our current eighth
graders this year. Um 82% in ELA, 54% in math. >> I like that. >> Uh our sixth grade or current seventh graders, 78% in ELA, 32% in math. Our current sixth graders, last year's fifth, 53% in
>> Why are they so low in math? >> It's this. You'll see. >> Okay. >> Yeah. 53% in ELA, 31% in math, and 30% in science. Uh our last year's fourth graders, 49%
in ELA, and 55% in math. And then last year's third graders, this year's fourth, uh 49% in ELA, and 44% in math. So if you look at this as a comparison to the state of New Jersey, Frankfurt in
in math was 44%. New Jersey was 48%. >> That's grade three. >> Third grade. Yeah. >> What did I say? >> You just said in New Jersey. >> Sorry. Math. New Jersey. Yeah. Just grade three math here. Um
49% for Frankfurt, 43% for a grade three in New Jersey. >> Three or four? >> Grade three. >> Grade four >> from last year. So they're grade four. Correct. Grade five this year.
>> Grade four for math. Frankfurt's at 55%. Um New Jerseyy's at 46%. >> Great. >> Um that third grade, we had new third grade staff members last year. both of them are brand new. Um, so working out and figuring out the curriculum and and
working out who they are as a team and so on and so forth, you do set tend to see a dip if you do have new staff members working with new curriculum and that will get stronger as the years progress because they just get more familiar with the curriculum itself. Um,
like I said, fourth grade math 55 to 46, ELA 49 to 51. Um again 2% is >> I know I want to bring in the kids who are approaching but >> we're close.
>> Uh grade five math 31% to 40%. And then grade five ELA 53% to 52. Uh grade five science 30 compared to 27.
Should we like expect more though than just the New Jersey average? >> Yes. >> Like, shouldn't we want more than like this 27%. >> Yeah. >> Yes, >> of course. Without a doubt. >> And we're only at 30. So, shouldn't we expect more out of
>> Where are those other 70% of our students? Like, I know that they're in the not yet proficient, like working towards it. What are we doing to help them to achieve a proficiency? Like that's where I'm getting concerned that these numbers like and maybe I'm not thinking of the numbers correctly. But
it seems really alarming to be at only 30% of our sixth graders proficient in science. And I will tell you when I got at back to school night when I got the standardized testing like my daughters was so low. I was like what happened here? like her math and ELA are fine,
but her science and I'm listening to the drop off and the whatever and like I just while it's great that we're higher than the New Jersey average like is there a school that's at 90% and what are they doing or like how how does this all and I'm not in the education field
so excuse me if I >> New Jersey also dropped its percentages so like today's A was yesterday's C so might want to keep that in mind too that >> yeah my kids came home with their grades and I saw a grade and they're like, "Oh, but that's a C." I'm like, "No, that was
a, you know, borderline F." No, I'm telling you that's a C. I'm like, no. >> Sure enough. >> So, I think it's a combination. Um, >> what what do you mean by that? Cuz our our back >> figure out to be honest on that 59 is an
Forn >> back when like we had grades. I think they had he had a >> 70 >> like a 69 was an F back when I was >> he had a 70 and I think he said it's a
C. >> Mhm. >> So is it really >> right? >> That's 60 right now. >> I guess I don't like understand either on the Encourse app like looking at grades like the percentage value like that never adds up to 100. It's always
like some weird number and I'm like this thing is worth 35% but that's worth 20% but that's worth 15%. Like I don't know how those grades even happen like honestly. >> So there's different categories. One might be classwork, one might be homework, one might be like assessments
>> and then like so like assessments might work more than like the homework or the the class. So >> it's it's kind of like how the teacher set up the grade. I mean, I guess back back to my original question, like what are we doing to to >> raise that number like >> and I realize you have the data and that
they need to like >> stamina >> increase their stamina. I get that like that sounds like a good plan to me, but like >> right >> what what are we doing here? This doesn't like just doesn't resonate with me as like a numbers person that we're
>> right. So unfortunately celebrating in the state of uh New Jersey >> um the majority of districts we're not celebrating okay because we're not >> so NJack right every school gets monitored three times or once every three years in Sussex and Warren County
and across the state 70% of the schools did not pass curriculum and instruction so in basically out of 100 points 60 are controlled by that assessment so even if you get 40 out 40 which we did the the points that we can control right just
the way that they calculate the assessment is generated right hurts so many schools and they can pass curriculum and instruction >> what year was that >> what's that >> what year was that >> so we that was two years ago we next next school year is our QAC review our
next one >> um you also have to remember too that there's no more uh Pearson and JSLA so the new assessment is going to be by Cameium so it's totally new company. They've moved on from Pearson. Their five-year contracts, you know, expired. So, now they're going to have a whole
different assessment, you know, to take. So, hopefully it's more on target, on point. Um, you know, and of course, we have our our field test coming up in November. Um, that doesn't translate to any of this. It doesn't give us any data, unfortunately. It's more for like
the state to see the validity of the questions that they're going to be asking the kids in preparation for um the spring assessment. But kind of like the first three slides like this we're kind of looking at all these things um like in collaboration with team meetings all that stuff like looking at this data
you know to prep for the next spring assessment. >> So on top of that on top of that the teachers have also and they're in the process of doing professional development. So, we had a speaker for the science standards come on these science assessments in October and they
spent the day just diving into the science assessments. Um, there's some science PD that they're going to we have math teachers enrolled in professional development for conquer math this year. So, we're trying to educate teachers from here up and then as well as when we talked about going through the data from
MOI maps and this is we can find and target areas that are low. So maybe we're lowest in problem solving or maybe we're lowest in division of times 10, right? So we can look start to look at those numbers now that the first marking period is over and students have taken
those assessments. We start digging into that data and identifying areas of weakness and then targeting those within those small groups. So earlier I talked about small group EP efficacy as well what's happening in those small groups. Are small groups just used to put students to read a book? Not that that's
a wrong thing. We need more reading, right? But if there's something that we can get like if they're missing the sh sound then let's get them to sh sound and get them in a book for sh not just you know a book. So trying to target the efficacy of what we're doing for students in small groups related to the
data that's coming out of the assessments and the benchmarks that we're getting. >> And and another piece about that time on task is it's a mindset shift, right? How many across not only our community but our country are we hearing like, "Oh, these tests don't matter. Nobody likes these
tests. Don't give them these tests." Well, our students are hearing that, right? And they're hearing this and saying, "Well, if they're saying that, I don't give a crap about this. Excuse my French. I, you know, I don't care. I'm not going to take it seriously." And when we get to these and everybody's like, "Well, what are we doing?" It's like, "Okay, well, there's got to be a
give and a take, right? We have to change our mindset and our mind frame on this." And that's really what that time on task was showing is if our if we don't care as a community, our kids aren't going to care and they're going to blow through it and then we're going to be sitting here saying what's going
on and we really kind of have to, like I said, reframe ourselves and change our mindset. >> So the state testing is good for data to to kind of pinpoint where we, you know, we need to spend more time or whatever. Um, but as as far as the
school goes, right? Are we looking also do can you use the encourse app to like pull and see that last year's fifth grade is meeting or exceeding expectations in ELA by their grades that are posted on Encourse for the actual
content they're learning throughout the year? Is that like an admin side of the Encourse app to see if if all of the sixth graders who are it would be our benchmark data is our ex what you're asking is does our benchmark
data correlate to what we're seeing in our state testing right >> um and that's what we analyze as an admin team when we move throughout the year and >> can you pull from encourse like the grades of the students and >> because there are all different weights
right like each marking period like hey this is what the curriculum was in the first marking period in sixth grade ELA they did I guess well compared to the state of New Jersey last year are their grades and the content that we're teaching in that first marking period are they
meeting or exceeding our expectations there or are there a number of kids that are below the 69 or whatever your grade is that you want to say is not meeting expectations. So, are can the Encourse
app provide that type of content data as another data point? Because I think like this is all great for one day of testing. And like you said, what what happened at home that morning? Like, you know, did something happen at home? Did
your dog die last night? Did you know I know the first time I took the SATs and I was really good at school, very academic, like I bombed the first SAT. I was at Vernon High School and I remember the marching band had practice outside and I was literally like singing along to the songs in my head and like my mom
was mad, you know, like I paid for this test. I expected you to hit this and why why you have a 960 and I'm like oh there was distractions, right? So like anything could be happening on the day that test but there is content that we have each marking period of these grades
coming in that the teachers spend a lot of time I don't know that seems like it takes a lot of time to grade the papers and put these grades in. There has to be some way to pull it out of that app to see that marking period this content. Am I not talking right? like do you >> no I'm not sure that Encourse could do
that and I'm sure we can look into it but it is conversations that I know I have during curriculum meetings about how your daily grades should reflect the expectation of the grade level and shouldn't be a surprise right so if if I'm scoring meeting expectations on the
test I should be meeting expectations on Mobyax which means I should be scoring a three or a an 80 on on right so we talk about that all the time but again like you said it's a one it's a snapshot like we're getting a case where a marking period you're looking at a video. You're
looking at multiple checkpoints over the course of a marking period. I mean, it's something we can see if we can look more. >> I'm not trying to add more to your plate. I'm just asking if that's an easy pull on like the admin side of Encourse to look at what the grades are and how they're doing and what that content is.
>> And I mean, if kids are if every kid is bombing, you know, or doing really well at this one test in math, like great. like that content was really driven home and understood. If the content was not and there's, you know, how many times did you hear, oh, there was a curve on a test or whatever, like
>> are we moving too fast and we need to come back to within those making sure they're >> and that's kind of like some of the data we get back that scatteragramgram that they give you like so it shows like you know 4. A like >> only 20% of the kids got that. So then you hone in like what's 4. A that standard like >> you know we analyze that and try to
improve. Yeah. The other thing we did, uh, if you remember, we did, we took a look at the test scores. We look took a look at the test questions last year. Do you all remember doing >> and what they're actually like? We should pull up. >> Are you smarter than a fifth grader? >> We did that.
Probably way harder than the one we gave you last year. >> Yeah. Well, science is also multiple years in one task. Correct. Right. So, the test is >> Yeah. and then style. >> Sorry, this is probably a lot longer than you wanted to spend on this. >> It's all right. Um,
>> we have we have the same conversations. I I there was a time where we're at 7876 like I want those numbers. Well, we need to we it's >> like part of me is saying like 2020 that you know
>> me Chris like we Brian we all have sixth graders, right? We are we're more than well aware like their kindergarten was shut down. They were at school two days a week in first grade. So like maybe their foundation wasn't truly set and like that was a big problem that I had
>> with my own daughter was that foundation wasn't set. And I I see it still to this day. Like she likes minimal effort >> because then she can say I didn't try that hard if I didn't do well. And she likes minimal effort. So if she does well she's like I'm good at this. I'm
awesome. You know, she has that. >> And that's the mindset. >> And that's the mindset shift. Stamina, >> time on task, >> perspective, >> right? >> Right. >> Just all of it. >> Dealing with the little middle school. Oh, that person's a tryh hard. That is my least favorite phrase in
>> try hard. I know. >> Middle school vernacular. I can't stand >> 67. >> You should be trying hard on everything. >> Everything. Yeah, that was the point. >> Yes, that was the point of trying hard always. Yeah. making fun of me for
giving effort. Got it. Noted. >> We need to make the Tik Toks longer. >> Um, math 3236. >> That's what I like to see. >> No, seventh grade. >> Uh, 7853
as compared to uh 7th grade math 54 to 38, 7th grade ELA, 82 to 55. Um, this is that eighth grade algebra group. 82 compared to 40.
>> Is the algebra group a bunch of try hards? Cuz that's >> okay. So, I'm eighth grade math. >> Yeah. >> 25 to 20. >> Greenland. >> And then 8th grade ELA would have 63 to
53. Um so you know we are in most if not many categories at or above the state average. Um noted um and we are like Janine said
trying to get back up to that 70 to 80% and that's why we're looking at you know we're not leaving any stone unturned. you know that mindset shift and you know getting those hard data points and doing that work is is to see if okay like we're we're hitting the curriculum we're
using Eureka Squared we're doing all of these things maybe there's something else we're not seeing maybe there's something else we're not trying let's take at it take it from a different approach and see what happens >> when we uh and that's great science
>> I'm a strong believer that paper >> could solve a lot of this problem because this the studies I've been reading about since we brought in these computers the kids don't even bother to read they don't bother to really try anymore like why can't we just uh just give them a simple test during the day
like hey we're going to do our test on paper this time and then you guys can analyze your data off a paper test to a computer test >> state does allow it >> so you can't give just a once a week math test on paper >> yeah we can do that we do >> so then you can prove your case that hey
this is doing better for the kids than what you're suggesting. >> But this test we cannot does this. >> No, but this test too, you know, they they they alter like uh this year I think they're giving the practices out to modify the tests for the kids when
the real test comes up. So it'll be easier for kids that struggle. >> Yeah. Be adaptive. >> Yeah. That's like the new like Yeah. It's supposed to be adaptive. >> Yeah. Yep. And that's a new thing. So I mean >> what about the people that didn't participate in these assessments?
>> Who are those? Are they part of >> absent or absent? >> Are they part of that? >> You got the occasional opt out or it's called refusal. There's no no such thing as opting out. It's called a refusal. A parent refusal. >> You just write a letter. >> Um but the problem is the district gets
dinged if uh certain percentage don't participate. >> I mean I'm not writing a letter. I'm just asking just sending me just don't send them in that day. >> Send an email saying >> because these tests are only good for
the school's report card, >> right? It goes into the school report. It also uh triggers funding. >> That's so it really I mean the kid could fail every single test and still live the kids's normal life even going into high school. >> The only affected thing is the school
out of these bad test grades. So, why wouldn't we want to try different things? >> I mean, I I praise you guys and congratulate you guys, but I feel like we're following technology down the wrong rabbit hole. >> And uh it's not doing great. We've been doing it for four years now. >> The the cards we've been dealt
unfortunately, John, and there's no there's no paper version. >> And John, I will tell you like in corporate America, like it's the same like I mean my company is like AI AI. >> That's the problem. Everybody sat back and said, "Hey, let's keep doing it." Nobody everybody feared to say something
so and anybody that would say something was immediately torn down. >> Yeah. >> On the email list. Are you still on the email list here, John? I know you don't. Your son graduated, right? >> I don't know. I don't >> There was an email sent out about an AI
app that the kids >> know about. my daughter got denied from getting it, but she still found a way to, you know, have a friend help her out, >> you know, kind of thing. So, like those AI apps that are generating work, like it's a
>> they're even generated to give you an answer that they want to give you. It could be the completely wrong answer, but if it fits a scenario of what could be right in the public's eyes, they'll give you that right answer, >> even with it being wrong. But thank you for this presentation and for forging
ahead and really trying to, >> you know, find these data points that do help the students so that we can get back up into those 70s like I >> I feel like that's an achievable goal and I feel like you guys are >> are there districts that are in the 70s
and like are like how what percentage? So in real like when I look at these numbers it tells me that like maybe the test is just extremely difficult or like too hard, right? like it's like my >> hence why nobody in Sussex and Warren had passed the curriculum instruction during NJQ sack, >> right? >> So I think it was it was a collection of things, right?
>> Like sometimes you just go wrong the pandemic, right? The kids didn't test for two years. They didn't have that good foundation, that good base. Um maybe not the state not realizing that kids weren't where they were pre- pandemic, but they didn't adjust the standards, so they're still being held to the same criteria.
>> But in the end, New Jersey is always top three, if not top five or number one in the nation. >> Oh yeah. Yeah. For education. You got to like factor all those things in that New York New Jersey is I think we're currently number one. So it stinks that this is telling you that like you're not doing good. We're not doing good. Like
failing, but >> I see that that New Jersey is always I look at that. Yeah. >> Which is great. >> Which we want to be better. Yeah. We want to be better 100%. >> Anything else to grow? >> No. Well, thank you. Thank you for
putting it together. [Music] Yeah, we still have a lot to go. >> I I know uh Mr. Bansomemer is here. I I asked a question and I didn't know that it was going to take, you know, this much time. Mr. Bansomemer's life.
>> I I just I just asked I just No, three kids. >> Um >> cheerleading starts next. >> Yeah. >> Um I just was wondering how your shared time with High Point, how you feel that's going so far. just kind of like a check-in.
>> Yeah, we do that now. >> Yeah. >> No, it's been going good. I've been doing for about four months now. Um, in those four months, I've figured out my time management. Um, Frankfurt does have more day-to-day needs than High Point does, which is which I knew about going into cuz I do a lot of maintenance down here. So, you know, I start here at 6:30
in the morning, open the building up. That's from 6:30 to 8 is when I do a lot of my preventive maintenance around the building. Um, and then we get the building open up, kids start coming in, and around 11:00 is when I shoot up the high point. um finish off my day up there. But in in the meantime, like when I'm down here at Frankfurt, I take care of a lot of emails up at High Point. I
can do a lot through emails and phones, which is great. Um again, they have a bigger department up there. So, it provides I can stay down here and be here when I need and whatever goes on down here, I can be here. I know we do our security drills. Like Friday, I was here all day. We had an issue with the boiler, you know, but all day I was able
to take care of stuff at High Point. Um I enjoy it. It's a lot of work, not going to lie, but it's it's definitely working out well. I met with the superintendent and um their board of ed last couple weeks ago on their committees and discussed everything. They're very happy with it. I got positive feedback from Chris and Kevin
and David and you know time management is key and you know I find myself finding out how to do that and >> prioritize >> prioritizing exactly what it is and you know I enjoy it. It's a lot of work but you know it helps out everyone at the end of the day and I'm willing to keep doing it as long as I can. >> All right, great.
>> So >> thank you Brian. You don't have to stay. That's right. I won't be that guy. >> Thunder walked right out. >> Can I go? >> And and Dr. Millie, your shared time
with um Monu is is going okay. >> Yeah, I've been I've been trying to get up there at least once a week just to meet with them and >> Right. Yeah. >> Okay. So, okay with your workload as well. >> Yeah. >> I just wanted to check in. >> That's it. >> Don't ask me that in the middle of the day when I'm in the midst of it all.
I've had to let it go. >> Like, is 30% good enough? >> Okay. Do Do we >> Do we have to go over to the McKini Eventto thing or is that >> No, we just we're just >> um motion to open public comment.
>> Second. >> Anybody have a public comment? >> Mrs. Eckert, >> Mrs. Speechless. >> You think you want to say something comment? >> Sure. Maybe instead of just bowing to all these mandates all the time, we are
municipally funded. The state gives you how much money, right? Townships, giving you 11 million. You're bending over backwards for the state mandates. It just puts us in a deeper and deeper hole. That's that's that's the biggest issue with this. We pay the bill, they
force it down our throat, and it's not right. It's time to start pushing back. >> Thank you. Thank you. >> Thank you. >> Any other public comment? >> Motion to close. >> Oh, Mrs. E was starting. >> Sorry.
>> No, I I have a lot to say on on the scores and all that, but it's probably not the right setting of time. So, I will meet privately with whoever would like to meet >> bite your tongue >> over 38 years of what I saw different over the years. That's all. And a lot has to do with
>> state mandates. A lot has to do with with just what what Mr. um >> was mentioning the attitudes of the kids. They don't care. The parents well not you parents but some parents don't care and they don't put any effort into
it. There's no homework anymore. The kids go like there's just it's totally different than what we I'm allowed to learn all you all of you. So it's a lot different. It was you know it just has changed. And I think one of the things that I I like with with math and I've
done a um a program every year it's a simple thing in fifth grade multiplying how much cigarettes cost and now it's vapes multiply it by seven multiply by how many weeks in the year a lot of them don't know that's 52 weeks in a year a lot of them then when you say to multiply it you know way back when when
I first started they could all multiply say $10 times 52 or whatever you know whatever you know $70 seven times say a vape cost I don't even know we do that what we what it would cost but say it was $10 time seven in a week that's $70
times 52 weeks the last couple years they can't do it and I know we have excellent math teachers and I say to them why you I don't get this years ago they could do it why can't they and they'll say to me well how did you show them how to do it and I'll say I took 52 on the board times 70 yeah they might
not know how to do that and I'm like what in fifth grade so I think and it's not dirt ball because they're excellent math teachers. They are being the curriculum sometimes is showing them five different ways to do something. Mastering nothing and when you guys when
I was at school on Mrs. Er, yes, I'm doing sixth grade math homework. And I'm like, what is even she's not doing well, >> right? And it's just to me the repetition needs to be there. The homework needs to be there. A whole new thought carryover. >> The old ways that like the old ways worked and I I think it really,
>> you know, all this new stuff is great and paper and theory, but >> we're seeing an uptick in behaviors, student behaviors, which do within the classroom. So you have a teacher trying to teach with children not being respectful and the behavior's going and
then when you do try to give a consequence which I feel for administration you get push back from the parents and how is anyone supposed to learn in that environment and then you're giving these tests and of course the kids are failing because >> they're you know they're getting interrupted not at home with their
scrolling but also within the classroom because every 5 seconds someone's drumming, someone's outbursting, someone's flipping So I mean the community works its way up just walking >> everything. Yeah. But I don't know. It's
John. He just signs I get signs. I get >> I don't know. I don't know. I don't want to blame co but since co 100% of this has changed the behavior, the respect, the and of course everything with teachers not being respected as much has
a lot to do with it too. Yeah. >> You know that it's just it just it just has been a snowball effect with everything. But when you're walking down the hallway and you say no running and they turn and look at you like you can't tell me what to do and keep walking you're like >> but I can and I did you know it's it stinks.
>> So it's it's just not here but I think >> should close public comment >> I want to say something real quick too since the beginning of the meeting. Yeah. I know since the beginning of the meeting I'm hearing a lot about home home parents you know what are parents do
you know back in the day when we were all in school you didn't get away with anything you get away with now so it's not just about home and you can't blame the parents like when you get a pushy parent instead of bowing down to that parent when the kid is clearly in the wrong you need to stand the ground you
need to be like no this is one down kids run in the hallway right to the principal's office you don't go to principal's office they'll be there to pick you up in class. There's these different things that the the discipline is not there no more because people are scared of what the parents are going to say
>> and and it's it's not and everybody just wants an argument nowadays and that's it. And everybody leaves it at the argument point. There's no point making or process of mending. It's just an argument and that's it. And I I everybody's looking pretty hard at
homes, but I see a lot of parents trying really hard and have really good kids at home and when they get to school, they're turning into little monsters. >> That's a fact, too. >> All right. Motion to move on. >> Yeah. >> Thank you. Good point, John. >> Yeah, that that wasn't part of a public comment. >> Public comment.
>> That wasn't part of public com executive session. >> Sorry, what I said wasn't that. >> Second to go into executive session. Kate's a motion. second. >> They're all >> Okay. Thank you for
>> So, under communications and public relations, they have a lot of dates and things to do there, but since we're running long, we're not going to read through them. Just remember Friday is early dismissal um uh policy and curriculum. We already went over our NJ SLA scores, so that was great. We do
have a reading on the wellness and nutrition which is a mandated annual review. Um there's no update on technology. Mr. Vansmer gave a nice update on his workload. Um Mr. Lassard, do you need do
do you want to talk about any of this? >> Uh technology real quick. >> Yeah. >> Um >> it says no update. >> Well, it wasn't until Sorry. >> Real quick. We're we're thinking about long-term planning with our technology. Um you know, we sat down with Daryl, our
tech coordinator, uh Dave, Janine, uh myself, and Chris. Um just kind of mapping out like we want to like map out like what do we need like to do strategically. Um so that's in the works. Um just our infrastructure, our
devices, um anything technology related. Um I plan on going to NJO. Um like Kate went down to school boards. I plan on going to NJO the end of January. It's a great technology conference. Um, you know, Dr. Mey and our tech coordinator,
Mr. Dkowski. So, we're hopeful to get some like good ideas and educational experiences down there. >> Not on your child's birthday. >> Oh, it's it's a day after. >> Thank you for reminding me of that. >> Um, yep. So, that's basically technology update.
>> Great. Thank you, Mr. Lassard. >> Facility. So TCU demolition is set is fingers crossed should be happening during the break in November during teachers convention >> break. So they'll be here to do that. Uh in here >> part of the QAC requirement is that
annually in the agenda it lists that we have the budget calendar. That's our internal budget calendar. Should have written down what page number it is. >> Um brief once I get to it. >> Page 20. page 20. So this is just the
process every year my process for doing the budget and just kind of the general timeline. I start the budget literally as soon as the first as soon as we approve the next school year budget I start the budget for the year after that and I'm updating it constantly as new numbers come in and new information
whether it's district placements or just how much some of the licensing or items get increased. So I start that throughout the year uh July through November that's information gathering. December we in mid December I'll send out a notice to all the staff for any of
the their major needs that they're anticipating for the upcoming school year as well as the uh contractual requirements that there are for notifications for uh movements on the guide any major changes there because there are deadlines in the contract. So, it's a reminder to everyone to let us
know so that way it's no like no thought that we're trying not to to remind people of things. Um, anyhow, as you know that then January, February, we'll have our our official reviews with the board. Budgets are due March 20th >> unless changed by statute. Uh, and then
we have our hearing in late April and in May we adopt. So, uh, you've been on the board for a few years, you know that. But either way, I'll be keeping an update as as we go along, especially when I get new information. The big things that we anticipate we don't find
until the budget is just about due is what our state aid is. And right at about the same time is when we find out about health insurance. And those are the two big variables every year. And this year is not going to be any different. So, uh, just letting you know
on that. Um, moving on. Come back here. Facilities. Uh, long range facility plan. That's another QAC item that's also in here. These are I update this every year and just mark you only see what's incomplete, but this list is
probably three or four times the length. Uh, showing just the projects that have been done over the years. So with the LRFP, aside from being a reminder of what projects we want to do, some of these estimates could be updated, but the general purpose of this is that
the what's listed for UN incomplete projects is where the state measures what we are allowed to have as our capital reserve. Uh right now our capital reserve uh pre- audit is $74,000. Now that's not a lot. Uh, but
we have been using our capital reserve very regularly over the years to manage getting projects done. We put money into our capital reserve at the end of the year. That's those June board resolutions that we do. Uh, we try to make sure we get a little bit of the surplus into there so we can save up for these major projects that the only other
way to get them done would be a referendum. Uh, so anyhow, that's the significance of the LRFP and the roof project update. Uh, not a lot of update. We are been pretty much perpetually stuck at the 95%
uh threshold with the the contractor. They did do the extra piece of the roof uh back in August. >> Um but we're still waiting for the punch list to be done. They get a little bit work on the ladder. There's some electrical um that is still lingering out there.
Mr. Vansomemer contacted the town because they used in some equipment that is designed for interior electrical work and they used exterior. So there's a tarp over there that is currently escalating through the town uh
inspectors and uh now that we've got them involved the electrician is being responsive. So, little bit of trouble with the contractor, but >> Should we not pay out until we get a roof warranty? Close out. >> Yeah, we close out, we'll have a warranty. So, we're holding at least
$47,000 of there. So, it's not cheap, >> you know, it's not just pocket change, but for some reason either they're just really busy or they only coming up here. >> The architects are also helping us with that, but it's it's a little frustrating or it's very frustrating. How come we
don't use anybody local? >> Why do we always have to hire? >> Well, it's a public responsible public. >> They have to be they have to be registered public works contractors and have the thresholds for certain types of projects, approvals and certain types, but it's just a public. So we we usually
get six to eight contractors that ask for the documents and generally depending on the project how big it's anticipated we usually get three to four respondents. Uh in this case we had two responses for the for that roof bid
which was two years ago the original bid >> that's all I had. >> Okay. Okay, so we had a fire drill on October 2nd, school security drill on October 3rd, bus evacuation drill also. Read all those dates. Um so now we're going to move on to the
consent agenda which is um be it resolved that the Frankfurt Township Board of Education accept the recommendation of the superintendent of schools to approve the above identified
regular agenda items numbered 20251027-3 through 20251027-31. Motion. >> Second. >> Second. >> Kate Adam. >> Yes. >> Jamie Armando. >> Yes. >> Chris Dexter. >> Abstain from three. Yes. On everything else. >> Charlene Molar.
>> Abstain from three. Yes. On everything else. >> Chelsea Souls on here. John Tiger. >> I'm going to abstain from three. Uh, no to eight. And yes ons. >> Jesse Vaughn. >> Yes.
>> Mandy Joust is a yes. Motion to open public comment. >> Motion. >> Second. >> Anyone with a comment? Mrs. Eckert, >> just a question on the building use request. I know years ago it was free and I I know you guys at one of the meetings said you were going to start
charging. What are the different classes? Like I see here class two is that the basketball and then the 4. Are they paying or? So class five, right, is >> the group that has nothing to do with the school where there's like a charge,
right? So if it's not like a recreation or basketball or um >> like if it's a knitting club, >> if they it's >> it's like Blue Ridge Fire Squad's tricky tray they want to have here. Has nothing to do with kids. >> So these that are here like when you
write uh rec group for basketball class two, they're not paying. >> Correct. >> Okay. and the public speaking for 4. >> But if they collect a payment on a ticket, >> okay, >> then that's that. So anybody collecting will be classified >> an admission if you collect.
>> So anybody anything less than five on here is not paying anything. >> Correct. >> Okay. Thanks. >> I can get you one of those forms so you can see it. >> All right. Yeah, that's fine. Thank you. I appreciate just because I knew you talked about it once. Sure. >> Thanks. >> Motion to close public comment. >> Motion.
>> Second. Second. Thank you. um complete your annual governance training. These are the items of the date of the order. The next meeting is November 24th. Mr. Sylvester will not be here. >> Um we did receive a letter from
[Music] >> first birthday. >> Um he was trying to schedule the committee the community day committee on that day. I'm like, "Isn't that your son's birthday? First birthday." and he was like, "Oh yeah, >> really
>> Charlene Julia." >> Um, >> um, we got a nice correspondence um, from Sharon who did want to acknowledge the support she felt during her part time. Um, especially Ronnie DeFranco who gave up uh, some of her sick days for
Sharon and for Mr. Lazard for being so accommodating during her um difficult um period. So it's very nice letter written to the board. So just want to acknowledge that. Um also, you know, not
promoting the PTA, but support the PTA. We have tricky tray baskets coming up. The tricky tray is on November 15th. Um, so if your class has a basket, your grade has a basket, you can provide a basket, a donation. Um, or simply come
to the event, that would be um, wonderful. Anybody else have good of the order? >> I have one more thing to add. I completely forgot. Um, when I went to workshop, I brought you guys all a um, a nice souvenir. I brought everybody >> a workshop bag. Um,
>> thank you. So you guys all get a nice little bag so that you >> Yeah, you're welcome. And to I want to also thank Chris publicly because he really helped me like through the process of going and knowing the best days to go and just giving little tidbits of going to Atlantic City by myself, which was a little scary at
first, >> but I Well, thank you for going and thank you for being our deleg. >> I just still have a good of the order. Jesse wants to bring up something about um the school uniforms >> with the boys basketball uniforms.
>> When uh would we have to order them by do you think for them to >> What does your possible? >> I would say if you want season yeah for this season >> yeah it would have to be within two weeks. >> Would that be possible?
We don't have >> if I have >> what if I get donations >> in the next >> Mr. Lassard's going to look into to see if somebody can sponsor them. It may be that the sponsor isn't allowed to be labeled on the jersey. That's >> doesn't. That's what happens at High
Point, but we'll see at a middle school level if that's what >> or maybe like a sign somewhere. If not, maybe on the jerseys themselves perhaps. >> Yeah. like playing football. They put the signs out on the field. >> That's what they were saying. >> Um Jamie has a cricket. >> I did.
>> I think they make like a shirt with all the things I donated, you know, like a plain old t-shirt that can get to the kids. >> And then also, so yes. So Jesse, if you can get a sponsor, >> Mr. Lassard's going to check into it, but we think that >> hopefully we could make something
happen. >> Um >> Okay. >> Thank you. You're welcome. Um, man, I had one other thing with the PTA. Now I Oh, so also during community day um I think they're still working out the details, but we may we're looking at putting a mural up
in the middle school wall of little tiles that um maybe the children in the school um could color decorate somehow to make a mural up of all things that happen around the community. So even like the scarecrows um the what else
happens on Christmas? Creek tree lighting >> tree lighting like and things with the school traditions in the school as well. So um they they are looking at that. So the PTA um keep an eye out for updates on on that and how that will be. But the unveiling of that mural would happen
during community day. >> Community day also will be voted on because it is a half will be a half day. to get through that. >> Yeah, it hasn't been voted on. It's not on the calendar, but with the setup needed for
>> with the set needed for community day and strangers property that has to be done. >> Thank you. Second >> motion to adjourn. They've already adjourned.