[Music] Hello. We're a little delayed. We're here. Welcome to our July meeting, our July board meeting.
Pursuant to the Open Public Meetings Act, chapter 231, public law of 1975, this meeting notice was sent to the Asbury Park Press on July 2nd and has been duly advertised in the Asbury Park Press issue of July 7th, 2025. All
municipal clerks of the townships, the burls within the regional district has been duly notified and the requirements of this posting is met on July 2nd, 2025. Will you please join me in the pledgece 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. Mr. Any changes to the board agenda? Yes, Mr. President. Uh in addition to the items that were noted on the agenda
that was preprinted prior to the meeting, the board also discussed uh for exception number three, the HIV report, student discipline report, student graduation report. Board also discussed uh exception number seven, the following
matters. Agency reference 177-625. Agency reference matter 191-625. Agency reference matter 2025-30 39025 docket number 3 col24-C00822 uh and the tax levy incentive program
and 2026 fiscal year budget. Lastly, the board also discussed the number eight personnel items as noted on the agenda. Thank you. May I have a motion to approve the minutes of the June 12th student recognition meeting, five hour meeting?
May I have a motion? Second yellow. Mr. C. Any discussion board? No. Not hearing any discussion. Motion. Mr. Yes. Miss Bruno. Yes. Mrs. Caviard.
Yes. Miss Butcher Farcus. Yes. Mrs. Higgley. Yes. Mrs. Mr. Lavin, yes. Mr. McCob, yes. Mr. Messinger, yes. Mr. B, yes. Thank you. Communications are on file with the board secretary's office. And now we're
going to have Dr. Hazel's superintendent report. Thank you, Mr. Bruno. Welcome to the 2526 school year. Uh, I can't believe we are here, but July 1st uh triggers a new school year. Um, we just finished with
graduation. It felt like uh actually feels like eternity ago. Uh a very very hot day uh for us in the school district. Uh just want to thank all of our administrators and staff, parents
and community. Um you know, conditions were a little bit challenging, but all of our ceremonies uh were absolutely beautiful. Um and we were all there um to recognize and congratulate and wish our seniors well. Um this year we
graduated 2,567 students uh from the cohort of 2025. Um so um we wish our seniors well. they are right now are enjoying their summer uh but are getting their bags packed um
to begin some of their next journeys uh whether that be college, the workforce, the military. So uh on behalf of myself and our board of education um we congratulate um all of our graduates and
plans are underway to welcome um our new freshmen to the Freehole Regional High School District. Um I um as superintendent uh facilitated a leadership retreat and leadership meeting uh with our central office
administrators and our building principles. That meeting was on July 8th. Uh we have another meeting July 30th. Um as well as a meeting in August. Uh those meetings serve to outline kind
of the goals and expectations for the upcoming school year. really our anchors that support our district strategic plan as well as our middle states goals. Um so that work will continue uh through the summer and then the buildings are
working on action plans to support those goals and then all of that gets communicated through the superintendent address and our building principles when they open up schools. Um so a lot of work is underway um this school year,
this summer and we are also building our professional de development plan because we want to have plans in place uh to be able to support our staff in working alongside of administration in carrying
out um those goals and action plans. Um our calendar is on again um at this uh board meeting and that includes an extra early dismissal day for professional development in December. Um, so again,
we have a full scope of plans um for PD this school year, not just for our classroom teachers, but for all staff members in the district, and all of our school leaders are working through those plans. Um, this evening we are going to be
facilitating uh Dr. Henker, who is our director of student services, our testing report. So, the New Jersey uh graduation proficiency assessment GPA uh was administered in the spring of 25.
Those results have been received um by the school district. Um we're going to present on those this evening and uh pleased to report a lot of efforts uh were placed in the area of mathematics um for additional supports for students.
um those were all enacted in all six buildings. So, we take pride in our strong curriculum and instructional program, but realize that we need um at some points for some students uh to give them a little extra um where they may
need it kind of concurrently as they're working through their course, algebra 1, algebra 2, or geometry, whatever their course is. giving them the necessary support so that they can be successful not only in the curriculum that we're
administering but any type of state or national assessment that they may take. Um so a lot of work was done through the um mathematics department and the curriculum and instruction office and we saw a really nice jump in our
mathematics scores um this school year. Um so this report this evening will be on the GPA uh but also the access test um that our multilingual students take as well. So um Dr. Henker if you want to
um get yourself uh situated for uh that presentation. um you'll kick us off and kind of lead us through a little bit about the test and then how Frinkle Regional fared and um you know very pleased in this district
and how we far exceed um the state averages both in language arts and in mathematics. So thank you Dr. Hener. Thank you. Good evening President Bruno, Dr. Hazel, board members, colleagues and community members. I'm Bruce Hener, director of
student services. Over the next 10 minutes, I'll explain what the NJPA measures and share our district's overall results, including year-over-year changes and how we compare to the state. I'll highlight key subgroup performance in both ELA and math. Then present our access for LS 2.0
results for our multilingual learners, covering overall proficiency, grade level breakdowns, and five-year trends. We'll wrap up with our fourpillar intervention framework. To start, let's look at how the NJ GPA is structured. By state law, every 11th grader must
take the NJPPA. It reports graduation readiness in two separate components. ELA, which is aligned to grade 10 standards, and mathematics, which is aligned to algebra 1 and geometry. So, we see exactly where each student stands in each area.
Students scoring below 725 on either component may retake it in the fall, earn a qualifying score on an approved substitute test like the BSAT or the SAT or pursue portfolio appeal demonstrating proficiency through coursework and artifacts.
This slide shows that 24,461 students sat for the ELA portion and 24,464 students for math. That small difference reflects the exemption for multil- language uh multilingual learners who enroll after June 1st of the previous school year. They're not required to
take ALA, but must still complete the math component. In spring 2025, 88.9% of students were graduation ready in ELA and 75.3% in May, giving us a clear baseline of overall readiness.
Year-over-year, ELA readiness held steady at about 89% while math readiness rose from 68.5% to 75.3%. an increase of nearly seven percentage points reflecting the effectiveness of our targeted supports.
In 2025, we outpaced the state by 8.2 points in ELA 89 88.9 versus 80.7 and outpaced the state by 17.3 points in May 75.3 versus 58. widening our advantage
in both subjects. This chart displays our spring 2025 ELA graduation ready rates by subgroup against the 80.7% statewide average which is represented by the red line. We're proud that Asian 98%
African-American 84.9% white 92.2% two or more races 96.4% 4% and overall 88.9% learners all exceeded that benchmark. Economically disadvantaged students 74.8% and Hispanic Latino learners 73.7%
are also making strong gains. And we'll build on that success to bring our students with IEPs 62.4% and multilingual learners 13.9% fully to graduation rates. This chart compares each subgroup's spring 2025 math readiness against the
58% state average. Again, represented by the red line. Our overall district rate of 75.3% significantly exceeds the state benchmark with Asian learners meeting at 93.5%, white learners at 81%,
students of two or more races at 78.2%, 2% and African-American students at 63 60.3%. We're also encouraged by the strong performance of economically disadvantaged students at 53.5%. As we continue our work, we'll build on
these gains to accelerate supports for Hispanic Latino learners at 49.4%, students with IAPS at 31.5% and our multilingual learners at 14.5%. Moving on to the access results.
A little background on the access. Access for L's 2.0 is our annual WEDA based English language proficiency assessment in place in New Jersey since 2016. It factors into our state accountability under the English language proficiency indicator and sets
the criteria for exiting our ML program. Students need an overall score of four 4.5 or higher backed by other district reclassification measures. There are six proficiency levels from level one entering through level six
reaching. As students advance, they move from re relying on visuals and supports towards independently understanding and producing grade level academic English. Any student earns an overall proficiency level of 4.5 or above is considered to have met the proficiency target for
exiting our our ML program. This chart displays all 269 access scores by proficiency level from entering through reaching with nearly one in five students scoring in levels four through six. This chart breaks out our 269 access
scores by grade with 85 students in grades 9 through 12 scoring the developing game. Even more encouragingly, we have strong numbers moving into expanding it above 14 9th graders, 13 in grades 10 and 11, and nine in grade 12. The concentration of
students in lower proficiency levels at grades 11 and 12 reflects the natural progression where higher performance students exit the program upon reclassification, leaving those who need continued likely support. This line graph shows the steady rise in
the number of multilingual learners hitting our 4.5 and above exit threshold over the last 5 years. We started with just five students in 202021 climbed to eight then 10 and made a big jump to 20 in 2023 2024
reaching 26 this spring. That sustained upward trend demonstrates the growing impact of our targeted English language supports. Onto our conventions. Our response is four-fold. Align curriculum and assessment around
graduation standards. Build a culture of datadriven accountability. Provide comprehensive professional development. And deploy targeted interventions to meet students where they are. As we wrap up, three key points stand out. First, our overall graduation readiness remains
strong. Nearly nine and 10 students are on track in ELA and threequarters in math, continuing to outpace the state. Second, our access data shows real progress with 26 multilingual learners meeting the exit threshold this year and a steady 5-year upward trend. Finally,
our four-pillar intervention framework will build on these successes and address any remaining opportunity gaps. Pause for any questions. I have a I have a question but tangentially
related to this. So with the English language learners there's five periods a day. So, are they removed from one of those periods every day to go to a special class or how does what's their
typical day look like relative to an English 100% appropriation? So, our multilingual students um take an ESL course as well as an English class. So, in their schedule, we are on a
rotating block, so they may not take a double English every day. uh but their schedule has an ESL class, an English class and then they are also still responsible um to take the core graduation requirements in mathematics
um science and social studies. Um we do in it's a title three uh program have afterchool and additional supports um for those students. I know this year Dr. Donnu and the team um did some pullout
programs uh during the day uh to assist our multilingual students with just getting familiar uh with the format at least of the standardized tests and uh teachers would work with them you know during these pull out periods um
throughout the day. Also again we had robust afterchool programs um not just for multilingual students but for all of our students um all of our teachers who service multilingual students are
trained in what we call SCOP uh it's a sheltered instruction observation protocol. So um you know teachers that you know speak English that are working with students with other languages um they are able to successfully support
students in teaching them the content even if the you know obviously those students are not proficient in English who they're instructing. uh we have a multitude of uh paraprofessionals um in those classrooms helping to support the instructional program and
help support the teachers and support the students in that learning process. So, um I love the TV increases. You know, those jobs are really amazing. Um and it's administrating
the staff. Do we are we able to tell can we give credit to the pull out? Do we know it's because of the pullouts or do we know it's because of the absolute programs? Like is there any way to judge that? Oh, sorry. No, I have
um yeah, each school kind of develops their own plan of supports. So, um it's hard to pinpoint if there's any one um ingredient that led to the gains, but um you know, certainly when we identify our
students, we look at their strengths, their weaknesses, and that's how we determine what supports are going to wind up and tailor it to that. So, that's probably the best way to get I I mean I think first and foremost uh
this is a district that takes um a tremendous amount of pride and work goes into our curriculum. Um looking at state standards, making sure that our curriculum is aligned to those standards. Extensive work through our professional development and our
professional learning communities that teachers are working together on the development of assessments. Uh this is a district that has a model uh parents know it, students know it, TCA's through course assessments. Uh these are benchmark assessments that we have
throughout the school year to be able to gauge um student learning and student mastery of the standards. those TCAs as well as other assessments that are given to students. Um a we are able administrators, supervisors, teachers to
be able to hone in uh to where some of the weaknesses are and be able to provide remediation and support. So I think first and foremost it's you know having excellent curriculum. um you know the build um that's teachers kind of
alongside you know their supervisors working through the development of assessments. Um the assessment practices that we have in the district in order to be able to um be able to target and identify where students still may need
help. A district that has the supports in place. Um and you know what I was really proud of was the support of this board of education. uh we were able uh coming into um September, we had an additional mathematics teacher hired in
each of the buildings which reduced some of the class sizes and I also think that that assists the teachers and be able to give a little bit uh more uh special attention and individualization uh to their instructional program in those classrooms. Hard to pinpoint
exactly, you know, um what we attribute that rise to. Every class is different, every student is different. Um, but you know, I I think the way I look at education and instruction and student achievement, I want students to move
from point A to point B to point C and move along that continuum. And I want this district to be a district that takes pride in making sure that students are growing um under our watch in the four years, but are also able to engage in the curriculum at the highest level
and be able to pass any assessment that they are responsible for. And I believe that is our ultimate responsibility. And I take that job very seriously. And that is the reason I strongly was advocating for additional mathematics teachers. And
I strongly advocate, this team knows, for additional support programs for kids because everybody is at a different place of readiness at different times of their development. Thank you. Thank you. I know it's hard to pinpoint what assessment helping work
is more successful, but an 8% increase is relevant. I noticed that the special ed was significantly below. Um are we moving forward as we've hired extra math teachers? Are we hiring extra special ed
teachers in addition or are we have we like are we coming up with a plan for that to increase that since that was significantly below the level or Yeah. So again our approach is all um and our support programs you know are
available to our special education students. Um again we have different types of special education programs. uh based on you know student need um so inclass you know support um I just mean moving forward it's like are
we coming up with a plan to try to somehow you know we came up with a plan to hire extra math teachers but you know do we need to and that and they they've benefited from that as well um you know in their classrooms because a large majority of
our special education population is serviced through our ICR model in class resource um and then there are students in a resource uh center that those classes don't go above 12 students. So very targeted um supports within that
classroom with their classroom teachers that is um exposure that is teaching the general ed curriculum but to a much smaller population of students. So, whatever their IEP is calling for in terms of um any modifications or
accommodations, that's in place for them. And again, you know, sometimes depending on where the level is at, you know, we want to be able to see growth. Um and that to us right now is the most important. Uh when a child has an IEP, that that annual review meeting, the
parent is able to see progress over time. Thank you. I have I have a question. It could be a hard one. It's kind of empirical and if you don't know the answer, just get back to me. But what's the
proficiency level on the SAT that would prove what's the score on the SAT that would prove proficiency for English math? A corresponding test score on the SAT that would demonstrate. I don't know that off hand, but um that's certainly
um easy enough to figure out. Um I'll probably state that. Mr. Hunter, what is the um SAT score um for the substitute assessment um that you know demonstrates to the state that
they have you know met their graduation requirement. So that's the parallel score. Um and that is what was the SAT score? That's Yeah, it's like a 475 420 420 425
420 and that if if a child has that score for um New Jersey um then they have met their graduation requirement through a pathway um and class of 25 was still
able to meet their state graduation requirement through a substitute um assessment. We don't know where that will be for 2026. Yeah, you worried that better than I did, but yeah, it's 420.
Oh, so you just Dr. Henry, thank you. um for the access test for those students who are testing out of uh ELLL services and things like that, those who have tested out, are they still do they still have access to
language supports should they feel they need them? Because of course, proficiency is not necessarily fluency. So, yes, they're monitored for a minimum of one year. And if addition and if they're you know they feel like they're slipping or or sliding backward um then they can
either parent can request or uh through teacher recommendation um be um provided with additional services. Is there um some kind of program that it's like oh I just kind of need to dust off you know like some kind of after school I know we
there was mentioned about like additional supports for you know after school programs and things like that for students who may just need to kind of like top up their um who have tested out but may feel the need to go in that direction of just kind of like a after school study group
to kind of just keep up on their Well there are ting opportunities made available to all students, right? So if you know in particular those students need that particular help, they you know can sign up for you know a tutoring session whether it's before school or after school or whatever the school may
offer. Um you know I know sometimes during the time you offer it teachers offer additional supports during you know free period. So um there's definitely supports available should they want it. Um but you know typically at that 4.5 level there you know it's at it's not you know complete fluency but
it's you know very well working knowledge of the language and the you know technical terms they need to be successful in the academic work they're doing. Now once they test out of of the ELLL program does that require a change in building or do they remain in whatever
building they started in? No, they they could stay. They'll stay in their their their home school in their school that they're currently in. Any more discussion board? Okay, we'll move along with the agenda. Okay. Thank you, Dr. Hener.
Great. So, we do not have any board reports tonight. So, and no one signed up for public participation. OG. So, um we're going to Mr. Any changes to the agenda you like
to make? Yes, Mr. Ber, we do have a few. I'm just going to highlight uh there is uh two attachments uh or handouts in the back. Uh one is a white one which is correct uh G2 approval of um Mr. Brown from step
one to step four. Um the second one is a little more lengthy, but I'll just go through it quickly. G1, approval of resignations. Uh we have Mr. Richard Hamilton. Um G2, approval of appointments. We have Dylan Gardner and
Nicholas Seasta. Uh G4, approval of honoraria. Uh we have several coaches including a couple volunteers stipins. Uh G9 approval recision um Mr. Kash uh
coach Howard. Uh G14 approval of recision of school physician. We have a change uh in the assigned position for for one of the district's u positions of record. And then for G15 approval
agreement with the new um position with reference to that replacement reference in G14. And then finally, uh, we do have a settlement agreement which would be noted on G19, excuse me. Um, which is a settlement
agreement with reference to a special education case. Um, and general release for student number 2025-90597. Um, Mr. B, that concludes the edits and changes to the tonight's agenda. Thank you.
I'm going to try to take personnel negotiations, programs operations, building transportation and physical plant and educational program administration. Um G1 through K4.
Second yellow second. Yes. Any discussion on any of those items? Board, can I just um ask a question or just clarify the change in um calendar was
just an addition of of in December. Anything on the program? Anything else for? Okay. So, not hearing any discussion. Roll call, please. Mr. Russ told?
Yes. Miss Bruno? Yes. Mrs. Caviello? Yes. On everything except on G13, I abstain. Stay on G3. Thank you. Um, Miss Butcher Farcus. Yes. Mrs.
Yes. Except I stand on G13 and for K1 as in regards to construction wall. Thank you Mrs. Lav. Yes, Mr. P. Yes, Mr. Mes. Yes, Mr. Bruno.
Yes. Thank you. Do we have any old business to discuss the board? Any old business? And I just want to echo graduation was great. Um I went to how um out
the hottest one ever. Um it was hard to get into the building, right, Amanda? Yeah. Like lock down like we got in and um but it was a beautiful graduation and um
I understand they all were great. So Amanda, you went to two. I did. I was at Burrows uh and I also went to house. Both were wonderfully and efficient and everyone did our best to keep us all cool. Yeah. So, absolutely. Um any new visits?
Yes. Yes. Um so just speaking of graduations while we're on the topic um one of the things I will be exploring with the administrative team um obviously you know looking at an outside venue indoors
becomes very challenging because there are so many school districts uh that do that uh so it's very hard to kind of lock in dates uh but we are looking into that so that may be something down the road for freehole regional high school
district where we can look at an indoor venue and be able to graduate um our six schools um you know indoors. So that's one thing um we are exploring but also on more of an immediate front what I will be uh probably looking at with the
building principles is changing our graduation times to the morning that would allow us some flexibility. We have to work out some things but um flexibility that if we know you know it's going to be a rough morning that we would be able to change it you know to
the evening but if everything is good in the morning then we don't have to worry about those late afternoon thunderstorms that come through on a very hot day. Um so it just affords us a little bit more flexibility. Um also will take us possibly out of the um you know direct
sun you know in the afternoon. Our district does do multiple graduations because we um have families that have multiple children in different schools. So, we try to accommodate them that they can be um at each of um their children's graduation. So, just something that
we're looking at on the what we're looking at on the immediate front and what we're looking at and exploring and researching um down the road. Um yes. Um but we have a very important um uh appointment this evening. Um uh as you
all know uh Dr. Levetta Ross um is retiring uh from the Freehold Regional High School District uh principal of Freehold High School. Um so we had a very extensive interview process um here
at the district and we are excited to welcome uh a new principal uh Mr. James Brown Jr. uh to the Freehole Regional High School District administrative team. Mr. Brown is being recommended to the board this
evening um as our next principal of Freehold High School in the Freehold Regional High School District. Uh Mr. Brown started his career um in the Redbank public schools um and then segueed um to Long Branch Public
Schools. uh was a special educator. Uh so an educator at heart uh but extensive experience in administration and has served um as a lead principal both at the middle school and at the high school
in Long Branch and is currently um the principal of the middle high school in the South Amboy public schools. um in meeting him and speaking with his references. Um I know he will be
dedicated to forging meaningful connections with our students and staff and community um and our fellow administrative team members. He will continue the rich legacy uh that
Freehold High School um has and we look forward uh to working with you by your side. um as you and your team continue to achieve uh great things for Freehold High School. Um I know you were also
here supported by um your wife and son um and also um I believe I think a uh a mentor and also um your present superintendent I believe because we spoke on the phone uh Dr. Frederick
Williams who's the superintendent of South Amboy and um all of your references uh were glowing and outstanding. So um speaks volumes um that your present superintendent is here. We spoke on the phone like oh I need him here and we're you know
juggling days cuz you're really needed in in two places. Um but um you know u Dr. Frederick Williams, you know, uh, pleasure to have you here, um, and and supporting, um, you know, Mr. James Brown, but, uh, we welcome all of you.
Our team, many of our team members, um, are here, our administrative team is here. Um, so, a special welcome. Uh, we are honored to have you here on our team. Looking forward to working, you know, closely with you and introducing you to everyone um, over at Freehold
High School. So, welcome to the district, Mr. round. I also see another friendly face. My eyes are like going at what I'm looking at there, but um Ida West um is here. She's the educational liaison um to the Earl Naval Base. Um
educational liaison works closely and directly um with these students and families on the base. Uh so we always appreciate you being here getting all of the information about the school district. I know you're in close contact
uh with Dr. Howell and our team all of the time. Um and um you know we wish many of the new students uh who are coming into our schools you know um you know best success. It's a very difficult transition. I remember uh meeting you and the team over at the Naval Base and
to really hear from families that have had so much transition. uh we want to make sure that you know your students and your families um you know have a smooth uh entry um into um our school system. So we thank you for being there
and being our partner. Means a lot to us and and we appreciate all your support. Thank you. [Applause] They've probably already been in six or seven different schools.
It's Yep. and and um that evening meeting so many of the families, you know, you feel for the kids and what they see when they even go on the website and have to understand, you know, kind of a whole new language when they've been in multiple states and and been involved with so many different
types of registration processes and all of the programs that we have to offer. So, um you know, we thank you for being here. Thank you. Okay, so um we're you good? Any anybody else have any new business? Just uh I did discuss um one more thing. Um you
know just want to let our community know we have a tremendous amount of facility work uh being done this school year. Um I just want to thank um you know Mr. Verdoni who is hard at work uh with his team. Um he's getting pulled in a lot of
different directions, a lot of projects and um you know uh the business office and our team is working on a five-year facility plan. Um, so a tremendous amount of work underway and um, I just wanted I know I discussed that with the board and they've got a lot of briefs on
a lot of our plans. So um, you know, we're excited for the opening of school and we'll have an additional report to the community with all those projects uh, for August. We got more for you. No worries. Okay, we're going to
I'd like to make a motion to adjurnn, please. Second, Miss Lavin. Yeah, I got in trouble for not saying the whole thing. So, may I have a motion to I make a motion. Oh, you got