And a quick notice that this regularly scheduled meeting of the Frenchtown Board of Education has been provided in accordance with the Open Public Meeting Act by notification to the Hunter County Democrat on January 16th, 2025. A copy
of this notice has also been posted at the public school, at the municipal building, and filed with the burough clerk. And we'll stand for the end. >> 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. >> Mr. Black >> here. Mr. Germany >> here, >> Miss Howard here, >> Miss Klein,
Miss Nahar here, Miss Cartello here, Mrs. Nent here. Um, and before we start on our agenda, we have time for public comment if anybody has public comment. Good evening, members of the board. My
name is Maggie Lester. I'm here tonight as a mother with my daughter Reagan by my side, not to relitigate a specific incident, but to speak about what the HIP process communicates to children and families who enter it seeking protection. Throughout this process, my
daughter has asked me one question. She asks it quietly, usually when we're alone. Mommy, why isn't anyone fighting for me? She asks it at bedtime when the house is quiet. She asks it in the car while staring out the window. She isn't asking for punishment or attention. She
is asking to feel safe and believed. That question didn't come from a single moment. It came from an entire experience moving through the HIP process itself. We trusted that the process would work, that it would protect the children at the center of
it. In our case, beyond a one-page form letter, there was no explanation of what was investigated, no understanding of what was considered, and no clarity about how conclusions were reached. Just silence. And silence sends a message.
For a child, that message is not neutral. It feels dismissal. In that silence, something changes. Instead of feeling supported, children begin to feel scrutinized. Instead of feeling protected, they feel like they must prove their pain. Instead of trusting
adults, they start questioning themselves. One night, my daughter looked at me and said, "Maybe it's my fault." No child should ever leave a safety process believing that. When a system designed to protect children lacks transparency, the burden quietly
shifts from the system to the child. Victims begin to feel like they are on trial rather than supported. This is not about our family. This is about the process that is experienced by any family who enters it. I ask you tonight
to think beyond outcomes and consider impact. Imagine a child who comes home quieter than they used to be. Who hesitates before speaking, who learns far too young that staying silent feels safer than asking for help.
Because somewhere along the way, the adults meant to protect them. Like it's like they disappeared. And when a child feels abandoned, they don't get louder. They don't demand answers. They don't fight back. They disappear a little bit
at a time into themselves, into silence. When children stop trusting adults, they don't just lose faith in policy. They lose faith in safety itself. Tonight, I'm asking you to take a look at the HIP process through the eyes of the children
it is meant to protect and to ensure it does not unintentionally teach them that reporting harm leads to isolation rather than support. Families deserve clarity. Children deserve care and systems designed to protect them must never
leave children carrying the blame that was never theirs. My daughter is here tonight. She still hopes that this process and the adults responsible for it can do better. Thank you. >> Thank you. >> Is there any other public input this
evening? >> I um I said that I was going to share on the video as well as what I emailed to you guys. um because I can't like leave a comment on last month's recording. And after getting up and speaking last month
briefly about an anecdote was screen use um I yeah Mr. H and SC reached out to me and uh shared some additional info. So, some of
it was me sort of misinterpreting what uh Juniper, six years old, was telling me. Um, and some of it was just whatever. So, I'm always just trying to
like share information and make sure that everyone's on the same page and has similar info. So, I said I would also for folks who just watched the recordings, um, I talked about Lexia as being like
the tool that's used, um, for reading stuff. I I meant it more generally like the computerized tool that's used for reading. Um, I know that it's used through a bunch of different grades. Um, the teachers also obviously teach
reading in other ways. I don't know that that um just in case that wasn't clear folks um I had said that jukees like maxed out Alexia that was roughly her words but it seems that that
was not what was meant she um and I had said that because of that she had a bunch of extra like free time to just mess around on the iPad. Um it sounds like each week there's an incentive for them to get their lexia done in the early part of the week. They
get it done in the early part of the week. Um they have a little bit of free time. Uh which is maybe 10 minutes it sounds like. Um so not not that much time. Um and she is although she has
finished the kindergarten Lexia stuff, she's getting harder stuff. Um, and the use of Starfall, which I mentioned, the like racing game that she loves to play. It sounds like that doesn't happen in kindergarten classroom. That's part of their
technology class. Um, so yes. Okay, that was that was it. I just wanted to make sure that I never want to spread this information. I just want to share what stuff sounds like. Um, and
then just to build on that slightly, last month, um, Beta had brought up you guys potentially having a screen time policy. You opted to wait a while because you guys have a lot of
stuff going on. I think that makes total sense. Um, it occurred to me the other day that if you do go the policy route, even just having a policy that documents what already is happening, because I know
some teachers were concerned like if you're putting arbitrary limits on stuff, if we just had a document, the documentation of the existing practices are converted into a policy, that would be really helpful just for communicative purposes. so that we actually do
understand like, oh, my kids's not going to have more than 20 minutes a week or whatever it is of free time when I've had into kindergarten. So, just a thought. Thank you guys. >> Thank you.
>> Thanks, Doug. >> Hi. >> Hi. Um, sorry, this is my first time attending, so this is like the appropriate time or way to do this. Um, I had submitted a facility use form for an open PTO meeting in January. Um, I
did that through Miss uh through Ashley Rodriguez. She said she submitted the paperwork and that I should come here to verify the use. Did that make it to you? Was I supposed to bring something? >> We have we have PTO use on the agenda
tonight. >> Sorry. >> So, I think we're I think we're good. Um, it is on the agenda to be January 26 meeting. >> Yes, it's on the agenda to be approved. >> Sorry. >> Both the the January meeting and the
spring dance are on there. >> And what was your name again? Sorry. >> Alli Kaplan. >> Oh, okay. Thank you, Ali. >> Thank you. Sorry. >> Great. Is there any other public input this evening? >> Yeah, I know Rick's in our presentation.
Okay. Um Oh, thank you. All right. Moving forward, um we have a presentation tonight. Um or a conversation with uh Mr. Epstein who is going to talk to us a little bit about um the centennial, the school
centennial. >> You don't mind? I'll just come up here. >> No, not at all. >> Okay. Well, >> thank you for coming. >> Sure. Thanks for having me. Um, okay. Well, as you probably know there, next September is the 100th year anniversary
of the opening of Frenchtown School. And there are various things in the works, but the part that fell to me is making a a souvenir book marking the occasion.
And of course my natural inclination is to make it all be ancient history. Okay. But I understand that that's not really an assignment here. Um so there are certain elements of it that need to bring us into the f into the
present. And one of those would be for one thing on the cover of the book. And when I say book I'm talking about something pretty skinny. But depending on how much material we end up with um but
uh um a major element of the book would be kind of a day in the life of Frenchtown school. And for that I would need and you know it'd be timestamped like you know 6:45 Mr. shows up and does
I don't know. I'll watch him, see what he does. And and you know, but I can't be everywhere at once. So, I would probably need about three days to circulate around the school with everyone notified that, you know, I had my fingerprints
taken and I'm not a menace to the community. And I would like to be able to, you know, drop into classrooms and you just uh see what's going on. And um it would be um the the whole book is going to be you know it's it's it's not
journalism. It's it's it's going to be skewed to the positive but adhering to the truth. So so that's the element. If you have time I could tell you some of the other things that'll be in it. Um
I want to I have first it would have an introduction by Mr. H. Then um it would be what's going on here in 1926 and you'd be surprised there was a a KKK parade through Frenchtown as part of a bigger
rally the same month we opened the school >> and then there's other stories not as exciting as that but um and then after the day in the life there would be the backstory which is the history about how the burn the hillside academy burned
down and all discussions on it'll be condensed to to somewhat but it's going to be about the considerations what to do next. Do we have a high school or do we you know
what do they so they went through a lot to come up with this school. Um, and then there is the and then and then the history of the school includes the high school and and its changes and and a whole bunch of stuff. Um, and then
there'll be a page about the terrier, why we have a terrier for the school with the only known photo of the terrier. >> Um, >> there was a terrier. >> Yep. Unfortunately, he got hit by a car rather early in his career.
dead dog. >> We're gonna We're gonna finesse that a little bit. >> He's a terrier. >> So, so then then there will be something um I don't know if you know about Gloria Cypes Palvida during the 80s and 90s.
She wrote a nostalgia column for the Del News and one of hers was about graduating from 8th grade because even though this was the high school, we don't want to forget it was also for the burrow kids. It was K through eight just like now only now preschool through eight, right?
>> Um so it's all about Gloria getting the dress and designing the program and all her inner turmoils. And then there's this guy named John Snyder who's about 82 and he grew up in
Kingwood but he his father was Paul Snyder who was a teacher at Frenchtown High and later at Delval and his grandfather was the custo head custodian here back in the 50s. So anyway, he he writes about what it
was like being at Frenchtown High School in in great detail and and he's good. He's a he is a a seasoned writer. So his stuff is really good. And then to make it even better, he uh after his second wife died, he got to
thinking and he decided to look up his his high school girlfriend from Frenchtown High and they got married and they had 11 wonderful golden years together and uh so so that's pretty sweet stuff. Uh then there's be a
section called good questions or frequent infrequently asked questions like what's in the cellar, who is who is Edith or Thomas, why does it say boys on one side of the school and girls on the other. Um
things like that. >> And then there's one about the front yard. It's going to be about the doughboy. It's going to be about the time capsule. Uh, and it's going to be about Lieutenant Hooper. If you ever seen that little plaque under the maple tree,
well, he he was flying a bomber in World War II at age 21. I think he was from Holland, but he went to Frenchtown School and he and I have some details on him being shot down and and a photo I found on the internet of him. >> So, that that
is pretty good. And that's that's pretty much the scheme. And then there should be some kind of conclusion there. There um there will be a section probably of photos taken from various
K8 yearbooks, some of which are in the basement. Um Mr. let me go down there during the pandemic and uh spend some alone time with the materials that so some of the things I I would like to look at further
because there are some board minutes down there and um and then and some yearbooks and some newspaper clippings and things like that which I don't I wouldn't feel comfortable taking them from the school but if I could you know
have them secured somewhere here it's that's only two boxes of things and uh we'd like to spend some time looking at that stuff to see if there's anything interesting. So, and the other thing so I'm asking for that permission and I'm
asking for the okay for the three-day uh haunting of the school in only the most friendly and wholesome way. So, that's it. >> Thank you. >> Sounds great. >> How we're going to pay how we're going
to pay for the book is rather We have to first make something worthy of getting funded. >> No doubt about that. >> Are those trees also as old as the school? The ones in the front? Do you know? >> Uh they were planned 1935. >> 1935.
>> Yeah. >> Show you what you >> almost did. Thank you again >> about printing. They talked to Scott and Barb about it. >> They're they're they're big time. I know, but they wanted to help and they reached out to people. Yeah,
>> they they would they would absolutely print it. >> I'll connect you. I'll figure it out. >> Well, I know that. >> Yeah. >> Okay. >> If you need someone else to do the begging, I'm happy. >> Okay. Thank you. >> Thank you. >> Yeah.
>> That's awesome. >> Right. Right from the source. That is really cool. He was sharing that with me and I'm like, you got to come to the meeting for a few minutes. >> He's attended most of the um centennials meetings that Andy said. Um do we need
to approve him come in or not? Really? >> Yeah. >> Okay. >> Okay. >> Great. >> Um okay, moving forward. Um we have the board secretary report. Teresa, is there
anything of note? Nice. >> Um, just a just a um reminder about the the reorg meeting of course and there is a item of correspondence there. That's our um PIOA letter um indicating that
we've remediated all of the items that were identified um in the report. So, all of that has been taken care of. And then just the um enrollment Then we'll move on to minutes. Um, and we'll need a motion to approve the November
18th regular and executive session. >> So second. >> Any comments or questions on November 18th? >> All those in favor? I >> opposed or abstain. >> And then we'll need a motion to approve
the minutes of the December 8th special and executive session. So move second. Any comments or questions for that one? Okay. All those in favor,
>> opposed or abstain. >> And if you could pass um your executive session minute. >> You grabbed that Jules. >> Oh, yeah. There you go. And then we'll move on to Jim's report.
>> Good evening everyone. See everyone. December almost. Um so just uh real quick just HIV um November 19th to December 16th we didn't have any incidents um nothing was
suspensions and security drill um on 11:24 and then fire drill on 1121 continue to plan with our local police um with our team here as well as them and collaborating on those drills.
Okay. Then we'll need a motion to affirm the HIV report submitted on November 18th. >> Seconded. >> All those in favor? >> I >> oppose or abstain. >> Okay.
You got a good seat there. >> All right. So, good evening. Um, we're going to roll through a couple different things. Um, first thing I wanted to concentrate a little bit on was our chronic absenteeism um, plan. Last year, I think many of you
remember, we really delved into the 10-page uh document that it is. Um our team spent time, so we did it last December. So, I'm just trying to stay annual with that information. And um so difference in this year's plan versus
the long plan. Um you know, students are acknowledged for positive attendance twice per marking period individualizing. So right now we've had we've brought in that group of students first 25 days of school second 20 days of school um next
25 days of school we just brought that group together last week. So, we're we're really trying to make a deal of it, making um a positive moments for those students that are attending and for those who may miss or one or two because they got sick or they had a fever or something knowing that there's
another string of 20 25 days, half the marking period. However, we end up landing. Um so, we're m it's making a thing now. Obviously, students that are on it are coming down, they're being a you know, part of it in a positive way. Um and working through that. So, that's positive piece of it. Sometimes we are
having student meetings when students have been out for a day or two or three and we call the parents and sometimes we have a parent meeting. Sometimes we have a student meeting um with the team positive treasure box. That's our PTO positive treasure box. Um we kind of got them to take over and add more items
this year. Um that's something that any of our team at any point can acknowledge. It's something we use during state testing. It's on a daily. I mean, I did it twice today for students that a teacher just came up to me and said, "Oh, you know, so and so has been doing such a great job." Well, go do
that, right? Like, go have a minute with them and bring them down to the treasure box and do that. So, I think those things and our team being aware of that. Um, I think Veta had said that a long time ago that is it one person, it's not necessarily one person, it's the whole team working together and trying to um
do that. um about parent meetings and then you know efforts to improve our school culture and built into our um our goal um but spirit days Marley you know like looking at Marley on a Monday looking on Marley on a off a 4-day
weekend right a nice Friday Marley's coming on Friday so trying to keep students engaged um and we're still using the wellness room um quite a bit um emotional support available to all students upon arrival that's something that you know that we continue in our
plan. It's been helpful as many people know if some our staff is outside the door ready to help. We need help. Um parents are great about hey you know just a simple wave and you know one of our teachers come out, the counselor come out, I can come out. However, um we
need to do another change is we're really highlighting the breakfast cart right as part of that. We know food sometimes is a player in this. Um so the breakfast art is the first thing you see as the students come through the door. We've definitely had an in an influx in students utilizing the breakfast cart
which is good right we want students to be you know have some food in their belly and moving forward with their day and um another reason to come right come to school um code of conduct we added um those layers of after so many um
instances five right then you will get you know you'll have a lunch detention we're not going to ask students to come um before school or after school when they're already struggling to come to school so we just do it within that day. So there's a group but the not as not as big a group as last year's group and
I'll get to that a little later. Um this was Sandy and I were working through this. There's so the state changed a system. So last year the 24 or 23 24 used to be NJ smart think everybody heard there's a new platform and everything. So looking at NJ smart
data from the previous year versus our ESSA data now um there's almost a 10% better for us from years 23 24 to 24 25. So we're showing growth in that. Um NJ4s
is a connection um that we have within the school. Migi and I myself have been working um we're going to have a one of their um lead people is going to come out in January, February and do a workshop. We're finalizing those details and we'll get that out as soon as we get back from the holiday. Um so that will be not only strategy use in the
classroom but potentially you know a parent workshop of sorts as well. Um so as we know chronic absentee is defined as you know more than 180 school days 10% 18 days. Um, so what I did is
we took 70 first 70 days of school, the last three years, right? And we looked at them and we looked at our grades. So you look at our um eighth grade, right? Our green, right? They're um 53 now.
They were 98 last year. They were 139. So, we're showing an increase of students um attending school, right, in that group. If you look at our seventh grade this year, right, versus them last year, there are smaller class, but they
were a little bit bigger. So, 83, 73, 79. So, not kind of a wash a little bit, but again, it's a small class. As I think many of you know, 68 just looking at last year, 7.3 not being here, down to 2.6. That's just looking at rough
first 70 days of school. Um, so I feel like this 10% or excuse me that 10% that we're sh you know seeing different 23 24 versus 20 we're in that direction again for this year. Not that not that sizable but I still feel like an increase. Right
now we'd be projected around 20%. Um, which is still better. Um, so I think it's just something that our team is, you know, spending time developing strategies each year and kind of tweaking some of the ones that we already use. You know, bagel breakfast with the parents. Um, we talked about
that. It really wasn't a success last year, so we took it off. That wasn't part of our plan this year. Um, we're still sending out information. I plan to send a modified version of our slideshow um, here tonight out to our parent group just to kind of work through those things.
Can I just ask for a clarification? >> So students below 90%. Is that total numbers of students in a particular like what's the for example for >> so like more than >> 5.3 >> right like the the days absent.
>> Okay. So is it 5.3% of >> correct? It's percentage percentage. Yep. It's all percentages. >> And it's hard you know like that one I mean I'm >> I get it. >> The one class is small. So it's >> Yeah. kids, >> but it's middle school is a targeted area and we're showing growth there. Um,
so that's showing that some of the strategies are working. We've adjusted some of the strategies that weren't working. This year's >> just how do you get 7.9% of the classes only five kids? >> I can I can certainly check that for you if you
um >> days. Think that is >> days. Yes. Sorry. Yeah. No, no. Day. >> So if you look Yeah. like our total, right? 23. Look at the dates, right? >> Okay. >> Oh, now I'm messing around. >> That's okay. You're good. I understand now that now you got me.
>> Okay. Yeah. >> Okay. >> But yeah, I thought you meant percentia. But yes, so like we went from this time 70 days, three years in a row, right? First 70 days, 30.6, 26.8. We're looking at the overalls. >> Okay. >> We're definitely making a difference.
and that you know for us 678 area right now. >> Okay. >> Okay. So I just added some of the pieces that we're doing. Right. This is more recent. This is what we did in the spring and fall two different you know we've done this on three occasions.
Making sure those parents know we put it up. It's a picture around in the school. Making sure nurse Amy's a big part of that. Mrs. Ziggy and a number of our teachers. Um this is some of the literature that goes out with our parents when they have um you know
there's we we alert them that there's childs in danger of being chronically absent or so forth. some of the things that we do just the importance of preschool and kindergarten you know if it's if that's a group for them right um ultimately we want them to reach out right ask your teacher reach out to the
team here parent and what can we do to help um can't I'm not going to go into too specifics but we do when we do get that parent communication we come up with situation we we will support a student at the at a car we so we can support a student potentially walking or
even potentially pair up one of our middle school students or an older student if it's younger student. Hey, let's have a little check-in in the morning. It's something to for them to look forward to. Um, so yeah, so these are just a couple things that we do. Um, and I'll share
this with the board Friday when I put out everything, but just, you know, nothing that you haven't seen before. Um, you know, our grades, you know, the chronic absent, that number is 18 and we really don't want to get there. Um, I think simple things to strategies like when your child says when they're laying
in bed at 6:30 in the morning, say, "I don't feel good today." Let's try and let's try and coach them into that situation of going to school um as much as we can. I know um Adam made a really good point last meeting and and I'll be honest, we don't have a great definitive
answer, Adam. Um when you know I talked to nurse Amy about it and I said, you know, the question was what do we do? you know, are we encouraging students to go to school sick? Right? That's is that fair? That was actually and I said, you know, we're not. And I and however, we
don't want students to come to school sick, right? And I think that's part of the 20 the segments of eight different times throughout the year. We're acknowledging it not just once for perfect attendance or marking period wise. Um, however, we also looked at each other and I'm like, the scenario
came up. I'm like, okay, so we're going to encourage the student to get here, right? if they're truly sick, right? And then now an hour in parent went off to work and now we have to call them back. So I understand the question. I want you to know we thought about that question.
Um so I think ultimately those when you're sick, you're sick, right? And and you have to but I think when you're unsure if you're sick, that's when I think some of those coaching things and some of those strategies do can be helpful. um and call us like we can try and help with that on a number of
different ways too. But >> can I just chime in on one thing that may seem a little bit insensitive >> for a as a parent of a child who has a lot of medical appointments? >> Medical. >> Yes. >> Yes. >> To suggest to a parent to avoid medical appointments when school is in session
is sort of a naive suggestion as one you are not a chooser in that situation. you were often a beggar for the next possible medical appointment. And two, 99% of my daughter's appointments are during a time session. It's not like
there is an >> evening and weekends option for a lot of professionals. So, I think if you're sending this out to parents who such as myself are dealing with medical issues, it may come across as deeply insensitive. >> I would agree with that as well.
>> I mean, I think it's I think every every situation is individualized to you, right? And I think no more no other place is v like visible like that like branch. Um but I I see what you're saying. I think um to your point it's an
appointment that you need. If you're get it's at 10 a.m. you're going to take it. If it's at 1:00 it's you're going to take it. Um, but I think there's also something to say like, you know, and again, you're going to take the appointment, but if there is any waiver to, you know, that 2
o'clock could be 3:30 or that 1:00 could even be 2 o'clock, right? So, you're only missing like an hour of the school day. But >> make a medical appointment, do you? >> No, I They tell you what it is. I get it. >> A good idea to just get rid of those two three words in there and just
>> All right. So we'll I mean we we have probably you know hundred different resources that we get from the state. This is one we can just put aside and we won't send out again. Um it's not like we have control of its PDF. So >> okay, >> you know we don't create them. There are just resources to us um generated from
somewhere else but we >> but I hear that and we can certainly get rid of and I'll pass that along to the team. We won't use this slide anymore. >> Well this I think the just the last line I think is >> Yeah. I mean again medical appointments
but there okay >> you can cross that out if you >> sure cross it out >> we'll cross it out >> but I mean to hear that I mean ultimately we are trying our team and I've said this before you haven't this
is not new our team can do their work when the students in front of us and present um clearly sick and medical I really think is a different component um >> I think it would also would be helpful because there's a certain point in the day where there it counts it doesn't count as an absence anymore, right? Like
if >> Yeah. 4 hour day is your is a >> considered full day. >> I actually think that's more helpful to know as a parent like in making a like if I'm going to make a medical, >> you know, that okay, that would count as a full day. Not that I want to like, you know, >> sure,
>> play by those rules, but I think it's helpful to know. >> So I could try, you know, the choice. So you could try for 130. >> I have not. >> It's different when you're calling a surgeon versus
>> like being in special education world as as much as I have been 100%. You're told >> one 11:30 and you're dropping everything to go to that. I 100% agree with you. Um again, not all these apply to everyone,
but if I'm that one and I see that, I I understand what the board's saying. Yep. All right. Oh, I did that again. All right. Good with that. So, we're going to move on to QAC. Um, so we, as far as I know, we
were one of three school boards that were giving this revised letter. Um, and basically what is it's for me to make everyone aware. Um Teresa and I were right on this looking for a response um from the county trying to understand
what was going on. Um this is exactly verbatim because I said to the county office, well because I'm only one of a couple schools that received this letter, I'm going to have to really explain to my board. They're going to ask a lot of questions. So I want to have the answers ready for them already. So they were I have to give credit to
county office. They were very good in letting me respond and create a document to say this is what I'm going to present to the board. are you okay with this and support that? So they did. So we as we know we didn't make that 80% threshold.
We had a 78% if everyone remembers the day before Thanksgiving break we got a letter at 4:00 in the afternoon saying you have a revised QAC score. Um that wasn't with anything and it just because it's in your folder that nothing was
updated on the bottom. All it was was revise a new date and saying we went from a 75 78 to a 75 and then all the body of the letter is still the same letter we got in June. Um so that's what I wanted to clarify um a couple things
there. So I reached out to the county office. Um the direction were share this letter with VOE. Um, you know, even though it still has that same language, um, make everybody aware, we made the QAC PE members on our team aware at the faculty meeting um, the week we got back
and the divisor became so us knowledge I can I can and I I talked to the other administrator um, in Bloomsbury. Um, they were another one. So any if you didn't have science participants, you didn't have a large enough group, they just instead of making you out of 100
and giving you those 10 points, they just took it away. So they made the divisor 90 instead of 100. So with us, that's why the shuffle of a couple 3% of points. Um, and there's really no explanation other
they gave us the option of the adjustment and I remember talking Teresa and I walked through everyone with that. um we chose not to because our score was actually going to be like one one and a half points less. Um so we just stuck with that score. Um
but that was the reason why um they changed that after the fact. Um I checked in on our district improvement plan that we created. Um that's all status quo and everything is good to go and they'll be out to visit to review that in April as they said earlier in
the year. So just sharing Um, here we go. >> It's the accountability continuum for each district. >> So, it's a year it's a three year >> state. It's state monitoring. >> It's a state monitoring three year
process typically. Well, until they change it, it's been three years in my time here. Um but that's just something >> they hit us in those five categories that are there and it was instruction and programming right that's which we like below 80% which is when you have to
put in an improvement plan. Okay, so just bringing everybody to attention. Um yeah. Okay, good. All right, so moving along to some of our other things that are going
on. Um again, we did a big shout out to our um team just personalized plans um you know at Thanksgiving time. I just thought it was really timely and you know put reminding everybody of their effort not only board of education um but our teachers and everybody working together. I think that's been, you know,
we've heard a lot of good feedback from that. Um, just to keep everybody in loop, preschool was observed um by the by the state. That was something that was done in our Frenchtown uh preschool as well as our other location up at Milford. So, that occurred in November. Um, we don't really get a lot of
feedback. If we do, I'll certainly share back. Um, it just kind of got some positive words of verbal on the way out, but they're pretty um professional appropriate on the way in and out. um fifth grade eth homework glove continues to um students continue to show up for
that. When we do return in January, we will be doing that third that extra Thursday again like we did at the end of second mark first marking period this year. Um it's a little wonky just because of um Martin Luther King Day nurse um week but we are going to have
those additional days to support students as we end um the marking period again. um fair communication went out um if any student was in, you know, in an area of concern, teachers are have been sending that out um this past week up until tomorrow. Um we want to make sure
that we're communicating out so students are using the resources, using the SP period, going to academic, communicating with necessary teachers if they are um uh what else? What else? Uh K4 tutor time. So that has increased too. You
know, I I'm really I you know, our thought process last year, I think, was is really showing to be um on point at this point in regards to those academic achievement areas of support. Students are now we had such a we had nearly 18
people show up in just such a short time like sign up. So, we extended the club. Mrs. Erenss was willing to jump in. Um so, we now have two sessions of that running simultaneous. Have a great volunteer group right now. Um, not only our middle school volunteers, so some of
our middle schoolers go up and they go in homework club, they get their support tw 10, 20, 30, 40 minutes and then they're coming down and helping out with the younger. It's a really great situation right now. Um, and we have a couple of our volunteers
um that have also um been involved. One on the agenda tonight um last time. So I think it's great to have some of our um former students even if you you know about Benny um Marley's
taker who is also very visible. So those are big things. Um honor ELA continues acknowledgement of the seven days. We talked about non nontech instructional strategies. We continue to do that midyear when I do a update of the goals. I'm going to list some of the things
that we've discussed on that. Um personalized plans and then we continue to do the data collection. Um this is shared. So basically just so everybody kind of knows like we do beginning year assessment data and we'll be doing some
midyear now January February. Um so when we get that some of that information out I'll be looking with the team and you know probably share some more points here with the with the team here tonight. Um right now prek to two these are some of the areas that we continue is monitoring those personalized plans
and then going through the growth um formal and summit of assessments was a little bit of what I said last time. you have this data piece. Am I blocking you? >> Okay. Um, >> I'm getting out. Um, so grades 3A, you
know, teams are reviewing data and we continue to do that. You know, December is is the month that we're doing it. We did that first week. We're still doing more. I said biggest way takeaway data and I just left that. That's purposeful. Um because what we've noticed that sheet that I
showed you last time and I should have brought it up but I didn't had to each standard and how many students and so forth. I think one thing that we've noticed is that some of those standards that we scored low on you also have to look at how many students
you know took part in that question. And that's probably like one of the things that we've noticed too. not only some of the areas, but there's been a number of those questions that's just representing one or two students. Um, and I'm not sure like we haven't done a deeper dive to look at that last year. I'm sure it's
similar. Um, but it seems to be more of that this year. Um, so that's just area that's something that's coming out of the team meetings. Um, and then we're also looking certainly at some of those areas that were um performing a little low at with low with a large number of
students that are scoring, right? we're looking more at those eight out of 11s or seven out of 11s. Um, eight out of 13. We don't have those large numbers, right? So, when we see things like that, we're really focusing
on there. Um, one thing that I do want to kind of talk about a minute too is we we've been focused on growth and like individual growth and I will share this with you at the end of the week. I promise. And I see I feel you lean in.
So this is I just felt like this was a you know talking to some of our team members we talk about FMB data that reading data right and spring 21 spring 23 spring 24 spring 25 and we look at
some of the growth areas here right so I think key for the board to understand is when students start in their kindergarten year like look at that my blue line Right. My blue line, right? I'm kind of going through. Some of the students haven't been here. Some of they're not even in our world yet. So,
it all depends, right? But I think clearly what we notice that everybody doesn't start at the right spot at the same spot, right? And I think that's part of what we do different differentiation wise is through the years, right? We look at each student and we're trying to support them in
different ways. you can see after, you know, in the next year or the following year, like ultimately green is their end, right? Blue is their start and you can see the progress that they're making through the interventions that we're doing with within the classroom. And I
just think it's sometimes really good for you guys to see that you see that it's not always level playing field. We don't all start in at a level, right? Or and we don't all end up where we are, right? But you see you see the difference. You see the transition. You
see the growth from year to year. >> What's the benchmark we're aiming for in each one of those years? Like I understand that that's like individual progress and progress is being made, >> but what's the actual like end goal? Like if I zoom out and I look at what the standard is, where do these, you
know, this tells me a story that year over year they're getting better at reading as one would imagine. But like >> sure, >> what's the benchmark we're aiming for? the bench like I the benchmark for obviously grade three is one I I'll get it to you. Yeah,
>> I can it's it's on the chart that I shared with you earlier. Um I don't want to misspeak on it, but each grade level has an end right end of year. >> Um but yeah, that's but then you're seeing it right for like I I feel like sometimes we don't always go, "Oh, wow. We're seeing that growth, but this was a
really good example of that." And I can give you what the grade three expectation um is, but again they are, you know, this is a good example of that. I also did the sixth grade um in the same world kind of seeing where they start again,
first grade, second grade, third grade, fourth grade. Um and you see that bar goes higher, right? Because there's different levels as we go up. Ultimately, it's the end, right? when we get to a lot of times our students um will potentially could top out reading
lives at a certain level um before they get to their eighth grade year. Um but I'll get I can resend those numbers when I send that or I can resend that chart so you can kind of look at deeper those but I think it's again here we are where did >> hey Jim I'm sorry what's the x- axis here
>> what do you mean >> individual student >> yeah this is so all under here is like blocked out student names >> oh so each of those This is one student. So, this is one student. That's another student. >> It's growing every year and they're getting better at >> Gotcha. Got it. Thank you. >> So, yeah. So, I I have, you know, it's I
have to block out student names as you guys know. Um, so I just really try to screenshot some things and bring it to life. Um, but yeah, I can reshare that. But again, again, you just see here's a student that started here, you know, in in a first grade level. Here's another
student started here at a first grade level. And I think that's something that is important for you guys just to, you know, keep in mind um that all of our students are coming in starting at a different space potentially. Sometimes there might be a line and then if they're line that that might be a great opportunity for small group um within
the classroom and things like that. So >> So are these like where they are absolutely or where they are in relation to where they should be at their grade? >> This is where they individually are. >> Yeah. Themselves. >> Yeah. It's not in relation to where they
should. >> Yeah. >> Okay. All right. So, last time you guys also asked me I only shared exceeding expectations and meeting expectations and the board was like well I want to know the other things. So, I couldn't really share any of them because each
one of those categories did not meet partial and approaching or all less than 10. So, I threw them together as a group. I think what's a telling number that jumps out of me right away is that 72% of that group has a plan in mind.
Whether it's IEP, ELLL, basic skills, they're in those classes. Why is that important? That's important because IEP goals are not always written grade level. It's meeting to the student where they're at and challenging them to be where they're at. Um, that's, you know,
a whole team. Parents are involved in that and set the appropriate goals for your student. Um, I'm not going to go forever on that. But I I think it's important to remind us that a state testing that is that truly, yes, there's accommodations that can
happen, but you don't have me sitting next to you, teacher to student in a state test as everyone knows. Um, so I think you have we have to consider that and what the strategies are done in a classroom versus what's on a state test and that expectation definitely look
different. >> So just so I understand this correctly saying you're not saying 72% of students at Frenchtown Elementary have an IEP section 504 etc. I'm saying 72% of that
group that did not move approaching or did not >> last time and last time I presented strictly on meeting expectations group and um exceeding expectations and if board was asking for the secondary um so one of the great things about that
too is our PLPS personal learning personal learning plans also could potentially support some student growth in this area too. I just want to give a shout just to the room in general, not specifically the FPS and remind us that
our number of students with IEPs and special needs is not significantly different from that of the neighboring schools. And in fact, the school that has the highest number of students with IEPs is Holland, which is also the best performing school in our region when it
comes to state testings. So, I I only say that to say that just having students with IEPs does not doom you to perform poorly in state testing. And I don't want us to take away that idea if we're when looking at these numbers
because it is easy to say, oh, >> you certainly can, but you have if you don't take it in consideration, I'm concerned. >> No, >> that's all that's all I'm saying. >> But also understand that like the school with the highest number of IPS is also the best performing in the area. So it is possible to have both high state
scores and also a high number of students who have special needs. >> Yeah. And some of our students individually scored well in an IEP world, but I'm not going to report that. I can't report that individual student in that case. >> So math data um even goes more right
that group. And again, why do we know that? Because when we look at it, we look at our students that need support. we look at some of the what else can we make adjustments um for that individual student and that's what it's about career at Frenchtown um so 84% it's a
larger number than our ELA group and again kind of same same plan again but I think though it's important to understand it I don't disagree with what VA said like but it's it it's you have
to I think you have to consider all of it as all wasn't sure about the math one in particular mostly because if you look at the total school data >> I think it was like something like majority of our students
>> I can show you where I >> approach like nine out of the 11th eighth graders were in that approaching partial >> so eighth graders aren't in my data because they're not hearing >> okay so but even if you subtract those something about that
IV numbers off just because such a large proportion of our students did not meet the standard of that. >> Well, I can I can double check it, but I went through it pretty thoroughly, but I'll look at it again. I can certainly do that for you. All right. Some of us keep asking about technology. The board
agreed that we're not going to talk about it very long. Um, so I said I would talk about it for one minute tonight. Know that we have a curriculum that we have to follow. So, preschool does have iPads. They have a great curriculum. They do not they've not used them yet,
but at some point in the year they will use them as part of their thing. Kindergarten, so everybody knows we do have iPads just throughout the school. Kindergarten, um, 10 to 15 minutes, they might do something with Lexia reading A to Z. Okay. First grade 10 to 15 minutes Lexia
reading A to Z. Second grade 10 to 15 minutes Lexia. So, I just wanted to take a minute to say like physics. Yep. Sorry if I'm dancing in front of you. Um, these are some of the things that we're
using the iPad for and reasons like so just so yes, there's Lexia. Yes, there's some reading A to Z in first grade, kindergarten, first grade. I want to remind everyone that we are a public school, right? And we do have standards that we have to adhere to. if you see by
the end of grade two um there's expectations to operating a device in some such way. So I just want people to be aware of that. Again we're not spending a significant amount of time. We are going to do this down the road. Um and it'll be a deeper dive and there'll be deeper dive of those things.
But I think it's important for us to rem you know remember that um and know that we have you know we have an obligation to support that in different way. It can look in different ways. I think the committee the aspect or working together with our team we can look at some things
for sure. Um but I think we have to really get the whole picture of what we need to do um as we go there and then just Lexia for a second one more 30 seconds Rachel. >> No apologize
please if you can >> I know but we also agree as a board we're going to do it next in our plan. understanding I know I'm interrupting and I know but >> understanding where we are now >> and and and what what what we're
actually doing and what the reality is and the purpose >> is really important. >> That's why I wanted to bring it for a short little bit of time tonight. >> Please don't be apologizing and rushing. I mean >> well I'm just trying to >> we want to understand this.
>> Sure. So Lexia is a program that we use. I think for me the of course obviously the the instructional stuff but the most important thing to me is that student motivation for their certificates. That's kind of a big deal around here. Um using Lexia when they achieve a level
and they get to grow a level students really can't wait to go. And I was just having a really good conversation with the K2 group this week and they're like I want to go to the office to get my printed certificate. So that's something that's really motivating to them. That's something that's great. Peer-to-peer
learning. It it builds a culture of learning within your classroom. Um, but again, this is something that we use as a tool, whole group, small group, individualized. It gives you personalized levels within lit in your
um Lexia program. So, you know, betas would look different than errands and and teachers get to look at that and really make data. The great thing also about Lexia is if there's an area of need, it highlights it. So, it gives you another this is an example of something if you're struggling in an area, do this
as an extra. So, it really helps the teachers support >> um that inter you know that intervention like approach to the classroom. >> Um >> go ahead. >> So, just to understand what you're saying,
>> the student does goes up levels. They do exercises. They do stuff. They do learning stuff. >> And if they learn it and they succeed, >> y >> then they go they they get a certificate. >> They do. They earn a certificate. Y >> and then they go up a level and that's
and and the teacher gets data on when they go up a level or what they're struggling with. >> Correct. >> Like so teacher has a has a has a some >> dashboard. Y >> a dashboard and can see >> how much time kids are spending, what they're doing, how much they're
succeeding, and then >> they do >> tailor some instruction around where people are struggling. >> They can they can definitely do that. So to your point, they can take a group like kind of going back to those reading levels, they can take a group and maybe
put that group of three together at the back table and now they're working through something not on Lexia but something within strategies of the reading strategies that they're doing in the class. Um so yeah, I think it's really a real time as it says like a real time
um identification of where that student is. Um so the teachers definitely use that. They definitely use that. Um, and then they also use that to intervention like one, you know, as we you heard me say like one-on-one at I say one-on-one at the back table. A lot of our classrooms have the circle table in the
back room because a lot of our teachers will take a minute and bring back one or maybe that's where their small group small group activity is three to five students back there or maybe one to three students. Um, but it could be to your point someone that's showing an area of need in the same area. Maybe
there are three together so they do a specific activity that's related to that. So, yes. >> Is this the same or does this combine the tech lab? >> Tech labia >> the Sorry, now I'm going to butcher what
Ed was saying. >> Technology class. >> The technology class >> that would look that it's different. >> That would be different. And so would the technology class be on top of this regular classroom 10 to 15 minutes per day for kindergarten through 2 grade? >> It would be it would depend. And I I
would really um I I'm not going to speak to that tonight, but I think like down the road that's something we can kind of look at. Um >> frequently did they do tech class technology lab? Sorry, I keep going class. >> Right now, right now, >> yeah, >> it's one time per week and it's half the
class, >> right? >> Yeah, like half a period. >> Awesome. >> Okay, so I want a few more minutes. I said I would, but I just thought I just really wanted to clarify some things. I I think there's some really good tools
here that we're using. >> Um and for good reason. >> Okay. Um community engagement. Uh so had another our second movie night. Um really well attended, really good snacks again. So kudos to Mrs. Rodriguez
and everyone um the student council members that ran that. Um and again for our local police really supporting us and just being present and being super safe, right? like just feeling safe when everybody can kind of just come along and have a great time. Um
yeah, so that piece we had um children's book author come in. We were able to connect. Um Mrs. Thompson, kudos to her. Um Gerald Roach came in. So I'll pass I'll pass one this way. Um but he came in and um we coordinated an effort. He
wrote a couple children's books. um it was great for him to come in and kind of talk read his books to our younger levels, but he also came in and had a really nice um conversation with our seventh and eighth graders about the writing process in general. So, it was really great to have that real time
perspective. I think my biggest thing, my biggest takeaway, >> how do we end up getting >> Mrs. Thompson um knew of this individual and we were able to coordinate. He was he actually doesn't live in this area. um he was coming from Florida but he
happened to be up in the area and so we were able to get this um so I think what's really fascinating is to read the actual author of the book when they read it because like you might you read it and you may have thought the tone and everything might be but when they actually the one who wrote it really
fascinating I think our students got a lot out of that but I definitely think our seventh and eighth graders asked some just really awesome questions and targeted questions about being an author being how you go through the writing process. He talked about how he went
through it. Just really neat stuff. So, um, kudos again for him coming out. He's got an open door to come anytime. So, we might actually see him again. So, I'm pretty excited about that. >> Um, our yard. We're doing a big radish project right now in this Harley. I'll
have some pictures out. They're gonna >> radish project. >> Yes. So, it's all sculptures and everything. Very cool. So before, this is my plug, before the holiday concert, 6:30 on Thursday, try and swing by the artyard at 5 because you'll see our
student work as part of their latest things. So Miss Hurley and them all working together. Um, walking school bus all November, right before the Thanksgiving, we did have um our annual ter turkey bowl live football game with the police and fire and that was really a lot of fun. Um, reading club with Mr.
Branson has started um with support with Ashley and Marley joining. So um again using our volunteers who come and say hey I want to volunteer and putting um them in to a good spot and with some good energy and support and I think that's working out so far well and we
hope to continue that. Um River Union stage it was kind of a busy month. So Rick sort of so people might wonder who Rick Sordle is. Um I will pass that this way. That's my notes but it's okay. I don't think I
read something odd on there. Um, so this was one of the pieces to the River Union Stage um, contract. So he's a famous bike choreographer, Lion King, some big time 72 Disney movies and so maybe not
all Disney, but 75 different movies. He came out Friday >> and did a wonderful um breakdown walking students through um really numerous different exercises. Mrs. Ipalo, Mrs. Bowers and Keith and Lauren could do a
much better job than me explaining it, but I did watch for the first half hour or so and it was just fascinating. Our students were laughing, giggling, like being a part of it, but truly going through some of those moves. um he was top-notch and uh so that's something else just you know really nice that we
had in our you know again in our French channel elementary school building somebody who's been all over the world and doing some great things. Um we still have um Wayne Tafara who's been in our third and fourth grade classroom throughout the year doing her practum
senior practicum for Delva. Um she'll be going she'll be with us through the end of January. Um, we appreciate that. We continue with the facility use. Um, and then our last piece, cultivating school culture. We know about our policy. We
did receive our state grant money. Right now, we just, right, Teresa, we just got it late in the day, like Friday afternoon. It was after we posted the agenda, so it made the addendum. Um, so we'll be putting that money um to use. Um, our spirit coordinator has been
doing different activities throughout the school. So, Miss Shark, kudos to her. not only doing things um for our students but also doing for our staff. Um Lisa Inglehart is one of our aids here, just staff member making a difference for the first part of the year and she was nominated by our
teacher team. Um Kate was able to come along and um say hello and congrats to her. Um visit Marley continues. We had NJ prevention in um doing cyber safety vaping and alcohol prevention in levels sixth grade, seventh grade and eighth grade. We continue to explore all those
opportunities for older learners. We have just came off of crochet club. Um drama club's big tutor time is now up to 20 as we talked about. Um homework club is registered 21 and I still think we're averaging anywhere from eight. I think
there was 16 in there on Monday, yesterday. So that group's strong. And then we have our basketball club right now. Um, and we still have our two players playing for KTS who tried out and is playing over there. So,
I want to say thank you to Teresa and everyone for the P OSHA um being really, you know, that was something that definitely caught us offguard. I think this year, those facilities pieces, it caught the whole county, you know, every superintendent
MBA I think offguard who had that. And I just, you know, our diligence and and with Matt and Doug and everybody working together, our team, getting, you know, those things resolved in a timely manner. So, um, again, I appreciate that. I think that's all I have.
Have a happy holiday, everyone. We have a few more days of school and then really enjoy that time. >> Thank you. Okay. Um, moving along, the only thing I have for regular session is our conversation
um about our input for Colin Township um for the regionalization study. So, we've been asked um by the board president um of Holland to give our input in their
discussion as to how to move forward um now that they've received the um now that they know that they're getting the money back from the original consulting firm. Um, and I know at our last meeting, um,
when we had the conversation, I think it was our assumption that they would just, you know, kind of start over from, uh, step one of the process would would be to go out for an RFP. Um, so I just need to get the board's um feelings at this
point um in how what input you would like us to give to the Holland Township Board. We are equally as disappointed. >> Yeah, they are. Do we want to move forward with would
our preference be to move forward and start again with an RFP? Um I mean I know >> Hey, can I suggest that we have part of this discussion in executive session? Is there some more information that I could
share that might >> Yes. >> be helpful for the board? >> Yeah. No. Yeah, we want to do that. >> Okay. >> Yeah. Um, all right. So, we will table it for executive session and then um we'll come
out of executive session to talk about what our communication will be with Solid Township. Okay. Um, All right. So, we'll move forward to the other thing I have is for executive sessions. So, we'll move forward with
the consent agenda and we'll need a motion to approve items 11.1 through 11.12 including the addendum um with the finance item.
>> Only one question between 11. We need a motion. >> So, move it. >> I'll second. >> Okay. uh questions or comments. >> Okay. Question on 11:5 we have motion to approve the personal aid termination but
then 1111 there's a motion to include that aid to complete 50 observation hours while after her termination. So my guess is that no longer on the since she's been terminated right that
>> what's the question? So 1111 is coming off the >> No. >> No. >> So how does that work? >> So observation hours are are they're not part of her employment. They're for education purposes >> for her.
>> For her student a student. >> Okay, that makes sense. Thank you. That was I was like >> she's a Yes. >> All right. Answered. Thank you. >> Yeah. So this includes 114 the facility.
Yeah. Just to make >> Yes. Thank you. >> I'd like to express my uh regret as well with Miss McCann's retirement who's a spectacular presence in our life. >> Made a big difference to Charlie's
experience at French. It's been here a long time. Any other comments or questions on the consent agenda? Then we'll need a roll call. >> Mr. Blackburn. >> Yes. >> Mr. Germany? >> Yes. >> Miss Howard? >> Yes. >> Miss Nahar?
>> Yes. >> Miss Partell? >> Yes. >> Mr. Suga? >> Yes. >> Before we go on to public comment, is there any new business? >> We need a special a separate motion for this. No, that was included in
>> Okay. Um, we have time for public comment if anyone has public comment. >> Then we'll need a motion to move into executive session. Second. >> All those in favor? I opposed or abstain. >> Thank you both for coming. Thanks for
having Thank you. Thanks for reading. Okay. So we'll need a motion to adjurnn. All those in favorain want to publicly say what our feedback is.
>> Oh, do we want to public? >> Okay. Thank you. >> Um, yes. you want to reflect in the minutes that we are going to um you know suggest that we move forward as please.
>> Yes. Okay. Um happy >> everybody. >> Yeah. >> I sent everyone that study too. We're off of us. >> Beautiful. Which study? >> Union Township. Oh Frank.