order. The mission of the Freel Township School District is to honor and support every learner every day on the journey to become curious and engaged members of a diverse global community. A notice listing the time, date, and place of this meeting was posted on the public
bulletin board of all Freel township schools on the entrance door to the administrative offices of the board of education on the district website at the office of the Freel Township Clerk and published in the Asbury Park Press on January 11th, 2026. Please join me for
the pledge of allegiance. I aliance 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.
>> Can I get a roll call? Mr. Dvita, >> Mrs. Bran, >> Casey, Mr. Conford >> here, >> Miss Crosby, >> Mr. Gordula >> here, >> Mrs. Lambert >> here, >> uh, Mrs. er Sullivan
>> here to move personnel doesn't have an agenda. >> Should I ask if she hasn't Michelle, do you have an agenda on you? >> Yes. >> Okay. You'll have to move personnel. Just want to make sure.
>> Thank you. We're going to put you to work. [laughter] [clears throat] >> We're all pulling ropes today. We appreciate it. Thank you. Um, can I get a motion for the approval of the June 9th, 2026 regular meeting minutes?
>> Motion. [clears throat] Second. >> All those in favor say I. >> I. >> Okay. Any opposed? >> Okay. Can I get a motion for the approval of the June 9th executive one session minutes?
>> Okay. All those in favor say I. >> I think between the two of you, Bob's got >> no. >> Okay. Okay. No opposed, no abstensions. And can I get a motion for the approval of the June 9th executive session 2 minutes? >> Motion. >> Second.
>> All those in favor say I. >> I. >> Okay. Thank you. Uh, no abstensions. >> I have it. Okay. Thank you. All right. Uh, president's remarks. Um, I just want to thank admin for two beautiful
graduations. I think they really went off really nicely. I enjoyed them as usual. Thank you to all the board members that were able to make it. And um I guess those watching, we wish you a happy summer and uh don't mind all the
construction that you see going on. We're going to be having a lot of deliveries as you're driving by the schools. You're going to see a lot of activity this summer. And um with that, I will uh move on to the administrative report.
I'm going to do the uh bullying report now so that um I don't forget and Becky will do her presentation in end of year data. Uh after that um after a meeting of one one founded and one unfounded uh we're ending the year this between the
last meeting and this meeting with 13 incidents reported eight were founded and five were unfounded. Thank you. Yes. Don't get comfortable right there. Don't get seated. We're going to do a a couple little presentations.
>> All right, we're going to start with our end of year I Ready data review. This is my opportunity to share with the board and the public um how our student performance progressed from the fall to the spring. this year on our end of year or on our diagnostic benchmark which is
I ready just as a reminder um we use I ready again as that diagnostic benchmark it is aligned with standards and is it is an adaptive test so it um adjusts to student responses based on correct or incorrect answers to
questions. Um we give this assessment three times a year uh in the fall, in the winter, and the spring so that we can monitor student growth and progress. And we use this assessment in a variety of ways in the district. Obviously, first and foremost, to target, um instruction for students based on
assessed need, but we also use the data to identify students who may need intervention services or who may qualify for um our uh gifted and talented um ECG. So, Good evening.
>> So, we're going to look at district summary data tonight from the spring administration of the diagnostic as well as growth data from that uh from from fall to spring. Um, additionally, I have some comparative data to share that looks at the students in Freehill
Township as compared to other students in New Jersey and other students nationally that take the same assessment as it is uh nationally normed. Um, just as a reminder, after each diagnostic window, students take the test and then they are air quotes placed on a digital
digital personalized pathway. We also use I Ready as a um independent instructional tool. So students who um complete the diagnostic assessment then get lessons assigned to them through their I Ready My Path or their My Path
Pro that specifically targets areas of need for growth as well as helps us to accelerate kids um to and beyond grade level content. So I'm going to start with these two quadrant reports. The top left being reading and the bottom one being math.
These two quadrant reports reflect our spring endofear data for all of our elementary and middle schools. Each of those little blue dots represents one of the schools in the district um from our elementary and our middle schools. You can see that all of our schools are solidly placed in that high performance
and high uh growth quadrant. Um this indicates that students achieved high growth throughout the course of this school year around instruction. Um, and it's especially impressive that our students that are assessed above grade level who already start in that high performance high um high performance
range are also hitting high growth. Meaning kids who are high performing going into the diagnostic assessment are also demonstrating growth over time, you know, accelerating beyond their grade level content. So, that is good news both in the area
of math and uh and language arts and reading. Um, okay. We're going to look a little bit closer at reading. This is our diagnostic results for the district. The top, that top green bar is the most recent diagnostic data, the spring assessment, as compared to the one
beneath it, which was the fall. You can see underneath there is a key to show you what each of the colors on that on that graph mean, and then the number of students um who were assessed in each of those areas um in each of those performance bands from fall to spring.
But I want to highlight a couple of things. So in the um area of mid or above grade level, that is the dark green with the black lines, we increased the number of students at that mid to above grade level by 27%. So you can see
at the beginning of the year we had 19% of our students um scoring in that range. By the end of the year, 46% of our students scoring in that range. Um, in the early ongrade level section, that's the light green without the lines, we maintained the same percentage
of students. And that's a good thing because you'll notice as we move to the students who are one grade level below, we shrunk that area significant. We significantly we are moving kids across the continuum out of the one year below grade level into the early on and even
into the mid or above grade level. So we maintained those kids who were at the early on grade level. probably many of those kids were yellow in the fall and now are green and the kids who were early on grade level in the fall have moved on to mid or above grade level.
Um again significantly reducing by by half the number of kids who are one year below grade level. We went from 40% to 20% in that category. Also some really significant movement for our students who are two and um three years below
grade level as readers. Um at the beginning of the year we had 10% of our students scoring in the two two grade levels below and we cut that in half to 5% and in the three or more grade levels below from 8 to 6%. So really some
really impressive growth from our our readers across the board. Um this data looks at our our reading information but by domain. So it I know that it's hard to see so I put a little summary data at the bottom. Um it this is these are each of the domains that
are tested on the diagnostic funological awareness phonics high frequency words vocabulary and then they do overall comprehension and then they break comprehension down by the two different varieties literature andformational text. Um again some really impressive
growth in each of these areas. Um and again I know it's hard to see that's why I put a copy of it in your folders so that you can see the growth in each of those domains. Um this data further breaks down for us from an
instructional perspective what we need to do to help kids. Right? So from a the perspective of a teacher, they can look at a student's diagnostic re results um in these categories and understand better how they can support and target instruction for particular kids. Is it
in the area of foundational reading or is it more um related to comprehension? Um, it is unsurprising to me that our district's strongest performance bands are in those areas of foundational reading, the funological awareness, phonics, high frequency words. Those are
the have been the areas of focus for us in recent years, right? We adopted a new foundational reading program for our kindergarten and first grade students last year. Our second grade students received it this year. And so it is unsurprising to me that those three areas that foundational reading are our
um our students are performing the highest in. And that certainly is a testament to our um our foundational reading program. And again, you can see the summary below of the growth that students demonstrated in
each of those um domains. Moving on to math. same visual, right? So, our students have continued to demonstrate strong growth um from fall to spring. You can see a large number of students moving from the um mid or above grade level,
15% in the fall to 50% of our students at the mid or above grade level. Um in the area of math, again, that green area, that early on grade level, we are maintaining. That's a good thing. That means that our students are moving out of the yellow and into the green and
across the green, right? We shrunk by more than half the number of kids who were at that one grade level below. 48% of our kids one grade level or below in the fall in the area of math. We shrunk that to 21%. Um and again really impressive um growth from our students
who were in that two or three grade levels below. That is a testament to both our tier one curriculum but also to our um intervention supports and services for kiddos. This is the same information for math but by domain as well. So these are the
four domains of math, numbers and operations, algebra, algebraic thinking, measurement and data and geometry. Um again that summary information at the bottom to just show you uh in numbers how much growth our students have experienced in those domains. Um some
really strong growth in the area of geometry that was a focus for us um over the course of this year. We added some additional geometry lessons to spiral throughout the year in our curriculum because we were seeing in our testing results and hearing from teachers
geometry the geometry unit's always at the end of the book. We don't always get to it. So, um we did some curriculum work over the past year to weave geometry in throughout the course of the year and it is certainly making a difference for um performance for our kiddos. This is some of that um comparative data
that I shared. You'll see on the left hand side is the national norm and the national year-to-ate scores. Those are the two bars on the left. And then the um the New Jersey scores as a again this is not across all school districts in New Jersey or all school districts in
the nation. These are districts that also partner with I Ready and use this assessment which you can see from the bottom right hand corner. um it you know is upwards of 8 million kids nationally and you know 272 some odd kids in the thousand kids in the state of New
Jersey. So this is a a pretty large sample size of students. Um Freehold Township students continue to outperform our peers in the state and our peers across the country. Um, and I think, you know, that certainly is a testament to the um the the curriculum and
instruction, the teachers and the and the students in our community who are working hard and and really performing well. Um, and I know that um Neil and I have both shared with this board that we continue to see receive really positive uh and reinforcing feedback from I Ready
about our students performance on the assessment. Um and unsurprisingly, our performance in math is comparable, right? We continue to outperform our um peers across the state and across
the country. So, I'm going to pause for some questions about I Ready before I start talking about district goals because these two things are very closely related. Hi, good evening. >> Could you go back to that last slide? I don't know if I
>> this one. >> I see what I see. >> Okay. >> In that last column with the yellow, is that 21% >> on the the column on the far right hand side? >> Yeah, >> that's our district. 21% of our students um were below one grade level below on
math. >> All right. So, that's 21% of 3500 kids. >> Correct. Well, whatever our student enrollment is, it's 34 something, Bob. 34 something. >> 34.
>> Oh, that's the number of students that took the test. That Yes. That's not necessarily reflective of our entire enrollment. >> Well, that's still a significant number of kids in the >> Oh, most certainly. >> So, what can
I or any other program have move that? Um so what I would say is I ready isn't the thing to move the needle right first we are using those those my path lessons and that is making a difference for kids but what really moves the needle for
kids is curriculum right and so it's why we adopted envision at grades three through five la last year it's what or last year it's why we adopted envision at grades six and seven this year it's why this board has approved the adoption of envision at grades one two and eight next year
>> but that 21% Yes. >> Are they grades one, two, and three? >> No. No. This is this is this is reflective of our across our whole district. >> Right. But the majority of the students that are in that 21% are they in grades
one, two, and three because they're the youngest and haven't been taught the most because they haven't been in school. >> Not necessarily. Although although I will tell you that our decision to move to Envision at grades one and two was based on I Ready data and that that our
primary grade kids were not performing comparable which is why we are we moved to adopt and envision next year for grades one and two. So there yes >> we did see that in our data >> and then the kids that are in four and five >> our third, fourth and fifth graders did
remarkably well >> much better than your ones and twos. much better than they did two years ago. >> Okay. >> Yeah. I do think though when you look at not only I rating data because when you look we are lower we have less more kids on grade level but even when you look at
school performance reports relative to NJSLA >> it's always about when you look at even high achieving districts >> that's about >> the percentages are >> listen it doesn't feel comfortable because >> percentages are good
>> the percentages are are better than they were when I stepped into this role five years ago and they continue to go up and they continue to go up. So, it's just incrementally. >> Yeah, we're getting there. We're already getting we're getting there. We are
already are >> there. She wants it yesterday. [laughter] >> Okay. >> Um, thank you, Andrew. We're going to move on to talk about our district goals which were tied to student performance
on on I Ready. So these two things um are are tied very closely together. I'm going to quickly go through some of this. Um so one of the um one of our rationale as a district to identify district goals obviously is that we want
to shine the light on where our students are per are are underperforming and support and grow students in that area. We consulted really heavily with I Ready knowing that we were using our data from this past year to help us make decisions about what those growth goals needed to
be. And they gave us two really important pieces of information. And I know we talked about this in the fall when I presented what the goals were because there were some board members who had questions about what do you mean our expectation is only 65% or 62% we we should be shooting for higher and I don't disagree with that. But nationally
their recommendation is that um the the national average or the national it's not average it's they use median to um e expectation is that between 50 and 60% of students meet their typical growth goals. So for us to be making setting
goals that like 80% of our kids are meeting their typical growth goal is far exceeds what the n national expectation is. And they also recommended avoiding looking to set goals that require groups of students to grow more than 5% over the course of a year because that was
not reasonable or attainable. So with those two pieces of recommendation in mind and knowing again that our student data started off in a much better place than this, you know, national expectation, we asked I worked with uh leadership teams in each of the buildings and asked them to look at
their um at their data from the fall diagnostic and to set some realistic goals about uh percentage of students that would meet typical growth goals as measured by I Ready. Every school K through eight had both a reading and a
math goal and those goals were based on the fall performance of NJSLA. So you'll see on each of these slides and I'll go through each school pretty quickly but um the bullet next to the bullet was is the goal and then the open bullet beneath is the achievement or attainment
of that goal. So for example, Applegate set the goal of 60 62% of their K- through2 students would meet their typical growth goal for reading based on that I already diagnostic and they exceeded that goal because 69% of their students met that. Does that make sense
my explanation? Okay. So same thing for math. The goal was 65% of three through five students would meet their growth goal for math and they exceeded that by hitting it at 66%. Make sense? Okay. So, I'll go through each of the schools. Um, Kina's goal was
75% for reading and they exceeded it at 76% and their goal for math for grades three through five was 69% they exceeded it at 72%. Donovan's goals 67% for reading and they exceeded it at 68% and their math goal
was 70% which they exceeded by hitting 74% of students. Ericson's goal was 65% of K to2 students will meet their typical growth goal for reading. 67% of those students met the goal and for math their goal was 67% and
they exceeded that at 74%. West Freehold met their goal of 63% for reading. So the goal was 63%. All 63% of those students met this goal and in math they exceeded the goal of 67% by hitting it at 69%.
Middle school goals similar um Barcelo's reading goal was 56% they hit they exceeded it at 70% and their math goal was 65% which they also exceeded at 77%. And then Eisenhower's goals um for
reading were 64% which they exceeded at 72 and for math 68% which they exceeded six at 69%. And very happily for our elementary schools who are going to receive some of these kiddos. Even our preschool kiddos met their early uh literacy goal. 80 the
goal was 80% of our students who are considered four Fs and 5Fs. Those are the kids who just graduated from preschool and will be moving on to kindergarten in September. The goal was that every that 80% of those students would be able to identify and name the letters of the alphabet. Um they the
preschool students exceeded that goal all 100%. Every single graduating preschooler knows all of their letters um and the alphabet and can name them. Yeah. Thank you. I forgot you were here,
Michelle. >> [laughter] >> Um yeah uh we had two um qualitative goals as well. So the first batch of goals were our quantitative are measured by data goals. We had two qualitative
goals. One around restorative practices and responsive classroom where um our those uh restorative practices in middle school that work had begun in previous years and we continued to train um staff in that area. And then this year we started the training of uh at at the
elementary school around responsive classroom and Neil do you want to speak to attainment of these or >> Sure. So during this year we maintained our weekly periods dedicated to responsive classroom in our middle schools. Um we also implemented this
year a coaching model. We have four um staff members who are have been identified two for each middle school as coaches. We did not assign them anal period. They're uh responsibility during that time was to go in and coach teachers in the implementation of
restorative practices and circles. Also, they were able to if they want if necessary, teachers were able to request coaching and we provided coverage for them for those teachers to go in and model restorative practices and circles for them. We also conducted a survey of our staff in ongoing implementation of
restorative practices to make some adjust adjustments for next school year. Uh when we move over to elementary school, we provided a series of four professional development sessions for a 20 member responsive classroom implementation team. I want to point out that those people volunteered
uh to be the leaders of responsive classroom in their schools. There's each school has their counselor, a teacher representing the primary grades, teacher representing 35, and a teacher representing related arts. They were trained over the course of four sessions, four full day sessions in
responsive classroom and effective coaching and professional development. And um we collaboratively as a team developed a plan for implementation. Implementation began in spring 2026 where all of our elementary teachers were trained in interactive modeling and
morning meeting, two components of responsive classroom. The remainder of that implementation plan is throughout the 2627 school year. And we supported early adopters in other components of responsive classroom. So our implementation team was giving it a try
in certain components and other staff members saw what they were doing and were inquisitive and said I want to try this component and those uh implementation team members supported those early adopters and effective implementation. So we actually have teachers who chose to implement other
components of it sooner and have found it highly effective. um supporting me at the district level, Chris Cleffy, Jen Lawler, Tracy Atari, and Amy Cerulo with that 20 member team. Uh and it truly is a collaborative team. They have provided
um as much input as we have into this implementation plan and uh Becky has given us time in new teacher academy uh for our new teachers. Middle school teachers will have a three-hour session in restorative practices which started last year. Uh this year we're adding three hours in responsive class. So all
of our new teachers are coming in at the same level of professional development that our teachers who are here have received in those areas. >> Thanks very >> um yes and very well received. Um our
other qualitative goal was around artificial intelligence um and training and supporting teachers and students in the ethical and responsible use of various AI tools. So the goal really was to explore instructional resources, provide professional development to um
to staff and to where appropriate implement with students. So we um similar to the model for responsive classroom uh we put together a uh committee of staff members
representative grades K through eight across content areas and and areas of of you know skill set and expertise. Um, and this team worked with Neil and I throughout the course of the year to explore resources, to read research and best practice in the field to help us
draft guidelines based on uh looking at sample guidelines from, you know, districts in our region and across the the state and the county. Um, in in terms of curriculum, the curriculum department wo um AI tools and resources into professional development throughout
the course of the year. So rather than giving PD specific to artificial intelligence, when we were bringing teachers together for professional development around math or science or social studies, we were weaving AI into how it can help teachers more effectively um serve kids in their
classroom or how the a particular AI tool might help with teaching and learning in the classroom. And so I've linked a a bunch of these things here. You can see examples of faculty meetings and department meetings, tools that we used. Specifically, our goal at the end
of this year was to identify some specific tools that we can put in the hands of kids, in particular in middle school, but potentially upper elementary um in each content area. So, we are moving into next year with an identified um AI tool that kids can use for math
and science, one that we can use for social studies, and we are currently vetting one that um potentially can be used in language arts. Michelle, did you have a question? Okay, sorry. Um and then, uh the
corresponding policy is on your agenda this evening for first reading, correct? Yes. Okay. um questions about goals. Yes, Peter. >> And because I don't have my notes in front of our committee meetings, you
know, just an overall uh kind of trend that I see is that the math improvements were larger even in the in both the goals and in the test compared to the reading. Remind me and the board what we're implementing next year and what
grades for reading like we are doing with the math. We are a couple of years ahead in math in that work than we are in reading and that's probably the reflection in student achievement. So we are adopting the envision math program
in grades one to eight next year. So we will be fully envisioned from grades one one to eight in math. Um, and so we'll start to see those primary grade math scores come up in in the next year or so once with the implementation of the new curriculum resources and the training and support for teachers. In terms of
reading, we are adopting foundational reading foundations in grades three next year. We are simultaneously piloting a new comprehension program for reading for grades K to two with the goal of adopting that program in September of 2027 for grades K to two. So, so we're
we're we're you know doing it cyclally. >> Welcome. Okay. >> Thank you. That's very exciting. Thank you, Mrs. Montgomery. That's excellent data. It does go up every year. Thank you.
Did you do the bullying investigation? You did do it. And then we just have the certification. Yep. I Robert Dvita the school business administrator/board secretary certifies that as of May 31st 2026 no line item has been overextended in violation NJAC 6A23A-1610C3
and sufficient funds are available to meet the district's financial obligations for the remainder of the year. That's it. >> Thank you. >> Okay. At this time we have the uh public hearing on the superintendence contract. The board pursuant to open public
meeting act, specifically NJSA104-12B, shall not publicly discuss personnel matters and shall not respond to comments made by members of the public. However, the board will give all comments appropriate consideration. Copies of the proposed addendum to the
contract are available for review on the district's website or by contacting Robert Dvita, our school business administrator, board secretary with the email provided. Now, therefore, be it resolved that the board of education shall open the public
hearing on the superintendent's contract for a five-year term beginning July 1st, 2026 and ending June 30th, 2031. Do we have any comments from the public?
Seeing none, now therefore, be it resolved that the board of education shall close the public hearing on the superintendent's contract for a five-year term beginning July 1st, 2026 and ending June 30th, 2031.
I'd now like to move on to public participation. This is the first opportunity for public participation. If anyone wishes to address the board, please write your name and address on the sign-in sheet and state your name for the record. Statements are limited to three minutes and should not be
abusive, obscene or defamatory in nature. Do we have any one that would like to approach? Okay, seeing none, then we were going to move on to uh personnel policy and communications. Um, Mrs. Osullen or Mrs. Lambert, I'm
not sure. Do you want to do it, Elena? >> Not meet as a committee uh today. So, uh, we'll move to, uh, number two. Uh, I'd like to move school security drill statements of assurance as stated.
Uh, number three, the first reading of policies and regulations as stated. Number four, second reading of policy as stated. Five, affirm bullying investigations findings as stated,
retirements as stated. Resignations as stated, new employment as stated, adjust start date as stated, change of assignments for 2026 2027 as
stated. Change of assignments salary adjustments as stated. Unpaid days as stated. We send unpaid days as stated.
District honoraria as stated. District honoraria update as stated. PTO honor area as stated. Structured literacy coach and trainer as stated. ESL high impact tutoring monitor
as stated. Responsive Classroom implementation team as stated. We send ESY 2026 staff as stated. [clears throat] ESY and Summerband
2026 staff as stated, ESY and Summerband 2026 volunteers as stated, summer IEP meetings as stated,
summer curriculum committee as stated, summer computer technicians update as stated, summer clerical Technical work as stated. 2026 2027 remote instruction plan as
stated. Safety care instructions as stated. Termination of employment as stated. Certified substitute as sta stated.
Noncertified substitute as stated. Thank you. Do we have a second on that motion? >> Thank you, Mrs. Lambert. Do we have any questions for our policy committee? Anybody?
>> Policy. I would like to policy. >> When we when we vote, you could abstain. That's fine. We're going to take a roll call. Just state what you want to abstain on. Okay. Do we have any other questions?
>> Seeing none, can I get a roll call? >> Mrs. Brandain 22 as well. >> What about the rest? >> The rest is fine. >> Okay. All right. Uh, Dr. Casey, >> yes. >> Mr. Confory,
>> yeah, >> Mr. Garulo, >> I'm not staying until 2260 school and the rest of >> Okay, Miss Lambert, >> yes. >> Mrs. Spieler,
>> I'd like to abain on 2260. >> Mrs. O' Sullivan, >> yes. >> Mr. Amaroso, >> yes. >> That should be five votes. >> Yep. I was counting. >> Yeah. >> Yes. By the skin of your teeth. Okay.
Thank you. Uh curriculum committee. >> Yes. The uh curriculum committee did not meet today. So I'd like to move the following. Number three, course reimbursement as listed. Number four, home instruction as
listed. That's it. Thank you. Do we have a second? >> Second. >> Questions for curriculum after that wonderful presentation. >> Lot of our questions have an answer. >> But uh
anybody else have anything for our curriculum team? Okay. All those in favor say I. >> I. >> Any opposed? Any abstensions? Okay. Finance, facilities, transportation. Mr. Gulo, >> good evening. Um, our committee
including me, Renado, Brand, Mike Amarosa, and Robert Dvita did meet today. Um, we started off uh discussing our referendums and their start of pro uh projects are beginning. The summer's here and we need to get these projects
on the way and we are doing that. Well, we discussed year-end uh things like uh moving reserves and um uh transfers. Uh we discussed those and uh we discussed the uh gender items.
I'd like to uh move the following items. uh secretary treasurer's report as listed. Revised uh uh board secretary reports as listed bills and claims uh as listed in
the amount of 6,000 uh $59,000 >> 6 million [clears throat] 5952933. Excuse me. Moving too quick. uh six transfers as listed.
Seven, IDA basic and preschool uh FY2026 grant as listed. Eight, disposable sur of surplus property uh gov deals as listed. Nine, PTO honor area uh uh Bloss Middle
School as listed. 10 uh pays donation as listed. 11 adjusts uh tuition contract for out of school student as listed. 12 out of district contracts as listed.
13 out of district contracts resend. 14. General services contract with the Camden County uh educational services commission as listed. And the year transfers as we discussed before 16 transfer of current surplus to reserves
as listed report of awarded contracts as listed 18 stale check as listed 19 contract with uh CDW-G for 2627 as listed contract with Foley
uh incorporated for 2026 2027 as listed 21 contract with Foley Incorporated ated for 2627 as listed. 22 contract with Nelson Ford for uh 2026 2027
as listed. 23 lease purchase 2627 as listed. 24. Professional services contract for lease purchase agreement as listed. 25. Professional service contract for property special inspection services as listed. 26. Toilet rule
facilities as listed. 27. Breakfast and lunch prices as listed. 28. New Jersey SIG M O C SS SIF indemnity and trust agreement as listed.
29. Title 3 grant as listed. 30. Memorandum of agreement PWU as listed. 31. Settlement agreement as listed. Thank you, Mr. Gul. Do we have a second on all those motions?
>> Before we do your question, do we have a second? >> Second. >> Thank you. >> Second. >> Yes. Question. >> What was the uh the surplus? >> We had It's not determined yet. We're still closing out. So, our process is we still have one final payroll to do. Um
we still are still obtain invoices over the next seven to 10 days. We'll close out and then um I don't think the excess amount is going to be as great. I was sharing with the committee before like during the co years when we weren't transporting anyone, no one's going to
the doctor, we had millions of dollars lapse. You know, we're probably in 500,000 to maybe a million dollars. I don't even know if it's going to be that high. I think it's be closer to 500,000. Listen, one of the key things is the extraordinary aid. um we won't find out
that number or application that we submitted to the state a month ago until July if they funded it fully then we'd have a lot of you know additional reserves but they're not they're probably going to match the exact same amount we've been last year so it's just we put that on there because without
that motion when I get to June 30th if I there's extra money there then it automatically lasts what they call exit surplus so this is just something we put there and then as I continue to run through I don't again I don't think it's going to be that much But I have there in case there's a couple POS that also Oh, we don't need
this anymore. We're pretty clean right now with our year end process, but um we put that on there just in case. Got it. All right. >> Thank you. Do we have any other questions? Finance facilities.
>> Okay. Michelle, you had a question? >> Okay, then all those in favor say I. >> I. >> Any opposed? Any abstensions? Okay, seeing none. Old business, new business.
Um, I don't think we have any retreat update, right? Nothing on that front. >> We advertised it. >> We did advertise it. >> Well, it's posted on the website now. >> Excellent. >> That's the new policy. >> Okay. I guess Neil and I will get together soon and come up with an
agenda. That'll be our little project. We'll work on that. Again, if any board members have any input on other things that you want on the retreat agenda, email me separately if there's something that you think of and we will put that in there. Um, I have no further remarks.
Um, this is the second opportunity for public participation. I don't know if anybody out there wants to approach the podium. Do we have anybody that wants to approach on anything? Uh, seeing none, and I'll avoid reading that statement. Um, so
this board is going to now move into an executive session. Um, we have two tonight. The first one we're going to go into, we will come out briefly and open session again to vote on a couple motions and then we're going to go back into executive session again where we
will not be taking action after that second one. So um whereas pursuant to NJSA 10 col4-12B the board of education may exclude the public from that portion of a public meeting at which the board discusses any of the matters described at NJSA
104-12B1-9. Now therefore be it resolved that in accordance with the provisions of the open public meeting act, the board of education shall conduct a closed session pursuant to the personnel and legal exceptions prescribed by NJSA 104-12 for
the purpose of discussing the following matters. Personnel personnel matter superintendent contract and pending or anticipated litigation a construction claim. It is anticipated that the length of time of this executive session will
be 30 minutes and that action will be taken in public after the executive session. Be it further resolved that said discussion may be disclosed to the public when reasons for discussing and acting upon it in closed session no longer exist. Do I have a second on that?
>> All those in favor say I. >> I. >> Thank you folks. Thanks folks for coming out. Michelle >> back a little bit. Yeah.