Hey, Julie. Are you on Block Island? >> Yeah, I'm stuck. >> What a terrible place to be stuck. My heart is broken for you. I'm in I'm in Chicago. >> Oh, nice. >> It is actually nice. Yeah. grandkids. Yeah. Awesome.
>> You good? >> Yeah. We were supposed to leave on I guess we were supposed to leave yesterday. We're not gonna be able to leave till tomorrow, hopefully. >> All right. >> Yeah. >> Worst worst thing worse things have happened. >> Exactly. Got to see all the seals riding the storm waves. Yeah, it's been pretty
cool. >> Oh, that's awesome. >> Grand kids. >> I'm good. Julius is right here. >> Yeah. Yeah. Julius, I don't know. This is work. Julius. >> Hi. >> Do you see him? Hi. >> Yeah. >> I've got
No, I got I got his um electronics out so I could do this without um Yeah. So that I feel guilty. I He has a little a little uh tablet. >> Yeah. >> And I feel so guilty that he's on it,
but Oh, so >> I can do this. I know, right? >> World's best babysitter. I know, but it is. But it's so true, right? >> I mean, yes. I'm sure you're not >> delinquent in providing them with
stimulating conversation and experiences. >> Exactly. Exactly. Exactly. But yeah, but yet I'm able to feel like totally guilty and weirded out when Yeah. So, um Yeah. So, as you know, my daughter
and and and son-in-law and grandkids moved to Chicago, so we've been here a lot. >> Yeah. >> And it's really interesting because the school that they go to is so not Frenchtown Elementary. >> In what way?
>> Wait, hold on. A little bit more. Oh, I'm gonna give you pizza right now. Is that okay? Yeah, you could have a little bit more. Absolutely. >> You got it. So, um, it's it's it's an IB curriculum.
They're really really kickass about like we're learning stuff. They're very they're very um they're they're they're sort of take no prisoners. >> Okay. >> But they're warm at the same time.
>> Wow. >> And it's also like real it's Chicago and Chicago's about to, you know, there's ice and all that. So they're they're they're um they're really like lefty progressive in this neighborhood. >> Oh, that's good. >> And they don't mess around.
>> Oh, okay. >> So it's it's it's it's interesting. >> And they're they're happy and doing well. >> They are happy and doing well. Um the kids have made a really good adjustment. >> Um Um
>> Are they in kindergarten now? >> Yeah, Simone's in kindergarten. Um Julius just missed Julius just missed the um cut off for for for universal prek. So he is in an
expensive restore. >> Okay. >> And uh for a year, sweetie, I'm bringing you your supper right now. >> Here you go, love. That's for you. >> You got it.
And yeah, and I mean I think they're all really happy. >> They didn't want to cut it. Too late. I cuted it. Can we have it just like this? What should I do? How about having this piece with the
pepperoni without it being cuted? Is that good? Okay. Just chill. We're still at the age where if you cut it wrong, like bent, right? Do you remember that? Do you remember that time? >> I'm not cut it. I didn't want to cut it
and you cut it in. >> How dare you? >> I know. It's terrible. So, it's just like such an interesting time. Ah. Oh my gosh. Oh my gosh.
So, it seems like a pretty straightforward agenda tonight. It doesn't feel like there's a lot of dramatic stuff, >> right? >> Doing a lot of dramatic stuff. >> Dramatic feels like there is not a lot of dramatic stuff, you know,
>> right? I mean, it's in on the agenda tonight. Yes. >> Yeah. I hope not. I actually my uh I had my phone out in the storm yesterday and now my phone's not working. So, I'm having a hard time act. I did review a little bit of the agenda and the school board um ah
>> the goals but >> yeah the goals seem fine I it doesn't seem >> I wasn't at the last meeting so the whole 75% uh you know >> so that what happened at the last meeting in a nutshell is that um
is that our goals were smoo smooshy smooshy and uh we needed to get them a a little bit less smushy. So, um Kate tried to get them a little more specific. So, >> okay.
>> Oh my goodness. >> I have to figure out how to use this so that I don't I better mute because the dog is barking and it's really loud, right? Is that true? I couldn't hear it at all. >> You can't hear the dog. I have children in the next room so maybe I'm hearing
>> Oh my gosh. Oh my gosh. Okay. All right. Do you see my face? >> Yes. >> Okay. All right. I'm not used to using this on my on my
um phone. >> Yeah. >> All right. Okay. Oh, yeah. Here I am. Okay. >> Okay. We're getting ready to start. >> Okay. Good. All right. >> Okay. I'm gonna mute because I'm u >> I've got the kids here. All righty.
Right, sweetie. >> Okay. Good to see you. Let me know when we're ready. Teresa. probably. Okay, we're ready. >> Okay. Adequate notice of 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 Hunton County Democrat on January 16, 2025. A copy of this notice has also been posted at the public school at the municipal building and filed with the burough clerk. You'll
say that. >> I pledge algiance 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. Blackburn
>> here. >> Mr. Germany >> here. Miss Howard >> here. >> Miss Howard is joining us virtually. Miss Klein >> here. >> Miss Klein is also joining us virtually. Miss Nicahara
>> here. >> Miss Partell >> here. Mrs. Nent >> here. >> We have a quorum. Um do we have any public comment evening? No. Okay. Um, we're going to switch
around numbers five and six so that we can do our uh presentation and recognition um before the board and district goals since that involves uh presentation. >> Sure.
>> All right. Good evening everyone. Um before we get started, um I just wanted to obviously tonight we'll be sharing some of our test scores and we're going to be talking about growth and I think for our lately our discussions have really just
um focused on student growth right across the board and those are things we're going to be talking about. With that said, as part of my trans my presentation a little bit later, I do feel it's super important to acknowledge someone um that we invited here tonight.
Previous student last year, graduate from Frenchtown Elementary School, someone who has been was nothing more than nothing but a leader, a role model, um someone that her peers could look up to.
um and just did all the tangible things. Did a lot of studying, did a lot of preparation, did a lot of things after school clubs, sports, things like that. Very well-rounded. Um just really can't say enough about Amelia Rodriguez who's
here with us tonight. And >> with all those things, I heard the woohoo. I love it. Um and I it is it truly is a woohoo moment, right? And tonight we just thought um myself the board of education it would be really great to acknowledge which is part of
presentation later that Amelia for the second year in a row not the first year in a row but the second year in a row achieved a perfect score in her ELA and JSLA test. So, we wanted
and with that said, we would like >> Yeah, it would be great if anyone >> So, Kate, you want to come over or anybody any other board members want to be with me here? >> I'll take the photo. Okay, you got it. Fantastic. Anybody else want to
get rid of this? That's the extra copy for the other. But just to say again, you know, achieving perfect score two years in a row on ELA. Um, NJSLA is just really remarkable. And again, another
not surprise from me or any of the FS teachers team by any mean nor the board of education that you achieved this. So here you go. Congratulations, Dad. >> So, Ameilia, I put a second one in there just in case mom wants to hang one on the fridge and you want to hang
somewhere. Thanks so much again. >> Congratulations. Okay. >> Okay. >> All right. So, we're going to move on to or back up to um the board the 2526
board and district goals. Um so, we'll need a motion to approve those. >> I'll move. >> Seconded. Um, Mike did point out a typo in number one
that we will fix. We left out a two before the unlock. Any other comments or questions? One second. I'm trying to get into it. >> Oh, come on. Yeah. Um,
>> wait. Just board goals or district goals as well? >> Oh. >> Um, I think, uh, I'm glad we have some, um, some measurable goals here or metrics for those goals. Um
um although the second one with the annual survey doesn't really tell tell us what we're measuring or how we measure a expanded student perspective. Um but maybe that's that's uh nitpicking.
Um that's my own comment really. We don't really have a metric for creating culture which FPS is the positive environment but um >> survey could probably cover all of that. >> Yeah, >> we had the climate survey last time,
>> right? >> Some of those questions we could repeat them >> right >> in the um in the measurement of goal one for the visual goal. Can we say at least one academic margin?
I still not to one academic work >> and I looked at the action plan that follows the district goals and I don't think we've changed that since our last district full conversation. Right. Right. So maybe I suggest to the board that we kind of
go through the spring assessments and then with that in mind and the changed goals, we look at the action plan and say yes, this is good to go and we should be happy with it or perhaps there's other elements in the action plan that that we can consider.
You folks are open to that. Any other comments or questions? Um, so I I would just like to say that I do have some concerns about creating a measurable goal just because I feel that um and I you know I will absolutely
um support it because I feel like you know the board has made some strong points but um I do feel like it was not really um what the strategic planning meetings um it wasn't born out of the
strategic planning meetings. In fact, I think that there was some um kind of push back against having measurable goals. Um so I do I do have some concerns about that. Um but again I will
you know I will support it. >> Okay. Any other comments? >> Uh hi this is Rachel. I don't know if you can hear me. >> Yeah. >> Yeah. >> But I I think that in the strategic planning process
people really spoke their hearts and minds. But that doesn't necessarily mean that their expertise in strategic planning and goals that they had expertise in in goal setting and accountability. So I
think for the sake of accountability best practice would be to have some measurable outcome and I think that's fine. I think it's I think it's a I think it's a I think it's fine. Any
other comments, questions? Okay. All those in favor? >> I go action plan. Correct. >> Of the goals. Yes. I all um oppose or abstain.
Okay. Um, so we'll move on to Jim's presentation um for the assessments and I'm going to move out of this so I can see better. Big things, right? All right. So, good evening again.
We we know that part now. Um so it's that time again just to share our spring assessments from last year. Um again just I want to say thank you to Christina Doyle um who's our testing coordinator and certainly um provide some heavy support as well as some of
our other features um in this year's process as well. So um kudos to them for their assistance. Um so just quick overview um and for those who have um you know
been part of this before um we we will kind of just overview some of these quick things and then we'll target some of those scores and then talk about um some of the things in process. Um so third through eighth grade is tested ELA and math. Fifth and eighth grade science
scoring for ELA and math is did not meet partially approaching meets an exceeds expectation. Classes less than 10 students cannot be reported. And then scores reflect performance of all students IEP, 504, ELLL, whatever you may be. Um that's part of this uh
process. Um this year's positive approach uh included five point um five point state testing plan which was something drove two years ago and then we made you know we we made some really
subtle adjustments to it and but stayed with it and the big pieces of it are practice test prior in advance um providing all students free breakfast right everybody that's in that testing piece all students have free movement activity as Well, um, no distraction
items to rush through the test. So, a year's passed, you could get done and get get a, you know, read a book or do your homework or whatever it may be. Those those things have been eliminated for the last two years. Um, also during the test, we, you know, re, you know,
teachers are obviously observant and monitoring and so forth. Um, rewarding positive testing efforts, right? we made a big deal um positive treasure box items for students um and typically the goal was to get to catch the stu the students that are engaging in learning
two times during the process um in order for them to get them. So, and for those who don't know, the positive treasure um box consists of various fidget items, but also homework passes, wellness room passes, walk a floor with Marley passes,
and things like that, which is part of our um school culture and positive climate pieces. Um and then when completed, when the whole school's completed with their testing, that we would go to some post movement. So this year we were able to share third
grade. Last year's third grade, this year last year's fifth grade, and last year's eighth grade. So in our um last year we had 57.2% met expectations, 7.1
approach, and then 35 357 partially met. That's our third grade. Um in comparison again typically we just will use this comes from the testing um division. They'll show that comparative test to um
what how the state did versus what we did. In this case state was 742 we were 749. Um for math we had again 64.4 meds in one 7.1 exceeded 21.4 in the approach
world. um 7.1 partially met and so many times I went a little deeper this year in okay so then I talk about our teams look at this data we review the data this is this this is the sheet
that we have been using I would say for a couple years now but specifically I'll say the last since we started this testing plan we've been looking at this so what this simply means is you can see the state is in the blue their their data points of you know where everybody
was and then we're in the green right and it's just a really good example of you know we're measuring data where we stay right like in all the all the standards are below um so for us as a school and I'll talk a little bit more a little more in depth in fifth grade we
look at this and we're like okay so here are some areas wow we're really doing well and we're really achieving on the high end here are some you know an area um you know 3 MD is 6 right numbers fractions over here something here um
these are an area that we're going to you know they're going to stand out we're going to highlight and we're going to look at that more specifically with the teacher with the students and so forth um so just wanted you know I've been talking I think the last couple years about how we do it in the process but this is a little bit more so you
could visually see like how we go about this process um and then of course we're looking at individuals students as well. But masses, this gives us a better feel for where those students were. Um, same thing for
um the math piece, the state round was 748, we were 763, so we're above that. Um, grade five ELA 62 6.3 exceeded, 62.4 met expectations, 31.3 approached. Um
again we're in a space where average score state 49 we're doing 58 in this ballpark. Um mathwise 68.7 met expectations 12.5 approached and then 18.8
um partially met expectations. >> Jim this is like the fifth grade. I'll just give a shout out to the teachers just because on both fronts math and English the students have improved year-over-year. So from their performance in 23 24 when they were
fourth graders that their performance as fifth graders it went up by almost 10 percentage points on both fronts. >> Yep. And we're going to talk a little bit more on that deeper dive as we go through. Um but yeah, third grade fifth grade are definitely as I shared with you guys last week like there's
definitely some good pockets here. positive pockets will be increase. Um, >> just as a shout, the previous year we had almost 13% not meet at all the standard. >> So, the fact that those have all been lifted, my guess is either in the
partially or approached is a really big deal to like catch kids up. And then on the English front, we've had almost 70% of them not meet the standard and now there's none. So, who knows? I'll share that with Dean for sure.
Um 745 state again this is just something we've just always shared just for our own 754. So again advance in that case. Um here's just another example of you know things that we would do number and operations measurement
data and number operations base 10. We're really in good shape high right and then we look at something down here where we have a couple in the low. Right? So something and I'm just using like this is how we do it fraction reasoning measurement concepts and decimal place value understanding. So
that's a space where we would you know look at targeting a little bit more within the classroom. Go ahead. >> Um so when you look at those points like the the you know the standards that we're scoring low on Yeah. >> are they consistent throughout the grades by any chance? Like is it always
fractions or it's always division or you know >> is it always within the grade? >> No, I mean like through like does our whole student population need more reinforcement in fractions or or something like you know whatever. >> I understand.
>> I'm just wondering if you're seeing any consistency >> kind of schoolwide in what those low points are. >> Yeah, I could definitely look. you know, we're in this now or if we're in this world now, I can definitely share a little bit more. >> If it
>> Yeah, >> I don't want you to like spend time on it, but if it's something that we're going to fraction again, >> it'll come out by the next meeting. I'd be able to start share that. So yeah, but this is I mean this is just this is
a really good tool and the teachers have been just great with it and using it, looking at it and then really like okay let's see where we're at checking pace and and looking at things. >> It's great that it's that granular because you know they can as much as they can figure out well these are the ones we're scoring low on this
particular skill set we need to work on. they look at the ones we're doing well and say what what do we do there that worked out so well >> right and maybe not spend as much time right like we don't need to spend as much time there and where can we focus >> there's some particular method or something >> so it definitely brings for a good
conversation and you know typically in the past we will look at three or four items on the high side and we'll look at three or four so on the targeted like improvement side >> I mean that that's kind of why I asked about that consistency like is there you
know, is there are there resources like math manipulatives or something that we should be investing in because, you know, schoolwide we're seeing a consistent issue with whatever. >> Thank you. All right. So, then we go to
grade eight. These are our um students that are no longer at Frenchtown that graduated. Um 4, you know, 7.7 exceeded, 46.2 met, approach, partially met, 30.8, 87.7 did
not meet. Um this is in the ELA world. So obviously a little bit different, right? Um in data compared to what we were just sharing. Um in this case, people just one second. my nerdy brain >> report.
>> It's funny here. You improved at the top. >> I'll get to that in We'll share that in a minute. When it comes to the math piece, too, you'll see there's a it's it's lesser, but it's it's more on the top on the other. >> Yeah. Similar.
>> So, so this is our yellow piece. Um lower than state in this case, 755 to 748. Um and in the math piece of just want to go over this 9.1 met expectation 8.2
um approached 364 partially met 364 did not mean so definitely um a difference in in achievement here. Also not reflected in that are two students who took the algebra one test. So this is that's a different piece to this math
assessment too. This is this is as we all have been talking about and I think of having much better conversations that our school is so small that the data points are really they're they're they're really not great data. They're great
individual data and they're able but at some points when you only have 11 12 13 students to look at um some of them you know look just just they just look differently. With that said, I think
noting noting these things, right? I think it I went we went a little deeper in the data. So 720 mass state, we were lower on this end. Um again, these are some targeted areas that you just kind of said shared. Again, they're not with us
anymore, but these are some targeted areas for future planning, right? Not just because they're gone, we're not worrying about it anymore, certainly. Um, but we're looking at some of these areas that they didn't do well. With also that said, I think it's important
to kind of note where we are with this grade 8 pass, right? Two algebra students not reflected as we said in this data. Um, represents two brand new students to the district last year. Also a 9.1 as we
were talking. We have a 9.1 increase from previous year meeting expectations, right? that level in this. >> Yeah, it was 9.1 last year this year. >> It's but it's >> you're counting the two algebraas, >> correct? That's a different So the algebra is not in seventh grade, but it
is in eighth grade. So >> So technically >> it does count >> without going more private than it is. There's there's an increase. >> But I think Oops, sorry. I think what's a what's important to know is seven out
of that 11 group now it's a 13 group but 11 group in math and ELA as well it's 13 right but that group also had a heavy support right and we can talk about them in that sense you know from ELA classifier or section 504 there was
seven in that group that had a support plan in that place so when we talk later about some of our reading data data and where we are reading level. This is where sometimes that sixth grade test or that seventh grade test or that eighth grade test when you're not on that
reading level and you have to do a problem solve or you have to right some of that information and this is where the state testing although yes they do get accommodations or modifications to some degree they are so different than the accommodations
modifications they get on a daily basis in the classroom from the teacher and the support staff here. Um, and we have to be real with that. Like that's yes, you know, the state testing will say, but and they do get as much as they can, but as you know, no one can help any of
the students at all during that test. And that's a big difference between what we're doing in the classroom and supporting students versus, okay, we gave you, you know, this support, we gave you that support, and now go for it.
Um to me what's interesting and maybe we can speak more on this or maybe it's hard to kind of talk about it is that we were able something happened in 8th grade English that we were able to lift up the lowest performance students out of the did not meet the expectations
towards the poaching or met some. So there was clearly like growth there. But on the math side, we saw the opposite story where some of the lower perform because we didn't have any did not meet expectations when those kids were in seventh grade. So there was a cluster of
kids that went from like meeting some expectations, approaching expectations to then falling behind. And that's the part that like I think is interesting to look at of like >> like where you know like where what's the gap where like what could we have
done? what what should we ensure we're doing this year so there isn't because the material does get harder like >> significant it does get hard right and I think that's when you're when you're having students that support in this way
I think state testing is is really becomes a snapshot for them yeah >> right like because now it's gotten it definitely has got harder and now with that you're taking away that that daily support that you're used
Um, so it's just it's not an excuse, just be very clear. It's just it's it's just a reality of this type of pest. Um, so it's why we talk about that snapshot and I think we're moving forward in a
better conversation with some of the assessment data of things that we that students like that they do have support plans, they're getting that >> and then now you're seeing that data with the support plan, right? um like it's intended to be.
Um this is just all our data from 358. Nothing that everything basically a review of everything we just did. So nothing is new in here. Um I just like to remind people about the the you know our last deal. Um
so quick update was so then science this year we can share those science. Um again I think it's always just it's I put this the last two or three years the snapshot of the science test changed it became more application
multiple questions one or two answers you can be a and b it can be so all those you know tangible things of the science test you know look at the picture which one makes sense is it battery coil is it magnet is it so it
just becomes multi- layers right um and unfortunately one of the easy although you might get everything right but one then you get it wrong um so it's just good for I think always for us to remember that um when it comes to science and again not an excuse just how
this test is um grade five science we had 12.5 advanced proficient 375 proficient um 43.8 near and 6.3 below. Remember, science is a compilation of the three, four, third, third, fourth, and fifth grade years. Um, and then at
6, seven, eight to get that. >> Didn't the science test change since the last time we got the reporting numbers? >> Does it change? >> Didn't it change? Because the last time we were we got reporting numbers three years ago, >> I feel >> so it changed that year. This is this is year three of
>> Okay. >> that which I reviewed. Yeah. like just a different way in the application and so forth. >> I mean, Jim, this is progress from the class testing. >> So, fifth grade is definitely, you know, fifth grade's doing well right now. Like >> they're making
doing well is like lame. Uh like they're making progress. They're clearly seeing the progress that's being made um in our fifth graders for sure. Um so again this is remember science is also a different system of it's called
proficient near proficient so they change the scoring system to four instead of five >> um and then when they do a state report like this it's goes down to three they keep it yellow is below expectations near met is purple so they lump them together and then above is green um but
again you can see us you know we have shades of green certainly which is great and then a lot of purple right and a lot less of below expectations in this case for fifth grade. Um again with our numbers these these little boxes are really representing one one student
maybe two right. Um so 8th grade again it was a it was a different story um in regards to 61.5 near proficient 30.8 a below proficient
7.7 advanced proficient. So just a wide wide range here. um within that class. We look at again different story of you know if you if you look at some of the state
stuff we're higher we're higher in the you know critiquing practices you know not so much incess sensemaking practices physical science um we are you look like we have in this
case because that those numbers right we have a lot of yellow >> and it's and it's a lot of yellow across Ross the board other than critiquing practices which we actually scored higher than the state. Um again this is representation of one or two students. >> Um so I think this is just
>> you mean the purple one critiquing practically correct purple. >> So we just you know when we have a shade of green that's you know typically one student maybe two in our case is when we have those shades of purple.
So for us I think you know obviously all those steps I just kind of talked about we review data with teams we identify standards strengths areas of need right review science and standards pacing is something that we're going to do now right like there's there's there's a
clear we got to look at this right when it comes to science when we get test scores and so forth. So, we're going to look at that with our, you know, we're beginning to look at that with our science team, the six, seven, fifth, six, seven, and eight to look at because obviously the
fifth grade teacher um is a key component to that, right, of part of that science piece. So, we want to look at that and look at some of those things. you know, we're doing a little bit deeper dive just across the board um with that last year's eighth grade at in
looking at some other areas as well um because we're going to we want to see if that was consistent in other areas. Was that consistent in the marking period grades? Was that consistent in some other spots? Um or was it just that moment in the snapshot? Um grade level
obviously we we analyze with grade level teams. We make adjustments now and our the academic resource hubs and make future um recommendations. I'll get to like our different pieces as we go to goal one, two, and three at the
end of this. But some of that that we're talking about is we have our homework club like our academic support club. We have summer scholars. Um I'll talk about this a little bit later but you can talk about it now too. We have like the last
three mark the last three weeks of our marking period. We're adding an additional homework club day, right? So multiple opportunities for our students as we close out the last three three weeks of the program. That's a new approach in this year's plan to make sure that we have those the teachers are
ready the teachers that are teaching those courses are there um a bit able to support. So whether it's certainly still have ESP Mrs. Thompson and and you know what she does as well. But in addition to that, we're we're doing that at the
end of the market per the last three mark last three weeks of each marketing period. So those are some spaces where our students um can get additional help if they need it. I think we're really making progress. Those clubs again are we're
seeing double digit digit students in those clubs. We're getting parents reaching out to me or reaching out to the teachers to say you know I want my son or daughter there and how can you make sure that you know what can we do to make sure so collaboration from our
families which is an engagement piece I think we've all been seeking um so I think you know we're we're moving forward and again it's early right and this is new so first mark period we'll feel this way and second marking period hopefully more and more engagement as we
go throughout the year as We'll talk more about the support. Um, so just some big overall highlights. Eighth grade student perfect Eli score. Thank you again for that. Um, eighth grade mathematic um points side 19 which
is what I just you know kind of talked down broke down um with that grade specifically as beta had mentioned 70% of our third grade math students meeting or exceeding expectations in math. um good nearly 70% of our first grade students meeting or
exceeding expectations of math in ELA. Um so some clear growth points here um from our students going even deeper when we talk about and I think I talked about last meeting our team our teacher team we were talking
about specific okay you didn't you didn't necessarily go up from approaching expectations to meeting expectations but you gained 15 points or you gain from previous year or you gained 22 points from the previous
year. So looking deeper as a deeper dive into some of this data that we we have average increase in fifth grade ELA went up 15 points per student math there was a 67 points total increase so about four points per
student but again going on the up as we're talking about growth sixth grade which is a nonreporting grade but I will say that um or yes increase in almost 19 points per student. No, that is a reporting grade.
Let me clarify that. Um, and then about five points per student in math, including one student who increased >> 49 points in math. Okay. >> Are you averaging when you say about that five points per >> Yeah. So, I'm just taking >> So, if we had one kid that increased 49 points y
>> over 10. So, is he he or she responsible for the whole increase? >> Could be them, you know, >> right? So I mean as we as we accolade one or you know one or two students I think those are the things that we have to do because our population is so small.
>> Um increase overall 40 47 points in a seventh grade math went up 71 points. Again not a lot of students in those spaces. Um the ELA growth as we talked about a little bit earlier that went up
103 points as a total. So we are seeing some growth within again this is state testing snapshot growth um but we are seeing some of these pieces and going deeper into finding that data
>> um overall so even like a bigger overall our chain um when we take in all of our students 3 through8 66 point or 66% student increase scores from the previous year so like if they went up one point
>> they're captured Right? 37% of them went up 20 points from the previous year. 10% of them went up 40. Okay. So again these are small small um this is a small group of you know data point but if we take in
who we are this all the other things take in who we are as we are um these are some points that we can share in this case. So ELA um we definitely have shared some growth here for math still growth a little less in the growth
but 46% of students went up 17% 20 points or more from the previous year 2% of students increased over 40%. >> Jim would if I'm reading this right then for math 54% of students will have decreased their scores from the previous year.
I'd have to look at anybody baseline even but yeah I mean that's probably a fair >> I think yeah I'd have to look at that but >> because I don't know I can't say that I know how many people were like even >> um and then like how many people are
like one or two points the other way right so again I think for us that we're trying to we're we're showing where the areas of growth right I've heard this over and over again from our our um board of ed We want to see areas of growth. This is where we're growing. Um
I don't know. I can check on that specific. Is it actually 54%? >> Um right. >> Yeah. You know, a more useful metric might be the percent that increase their score, the percent say the same, the percent that decreased. >> Okay.
Since last year there was more focus on like the standardized test, the results kind of adapting the curriculum. Did you get a sense, Jim, at any point whether the teachers were frustrated by a bit more focus on standardized testing or
whether they were taking it in stride or whether they were open to it? Like what was the general mood? because it seems like we've had some significant progress especially on the ELA side which and science side um and especially in like the lower grades third and fifth grade seems to just be like firing on all
cylinders. So I'm just curious like >> do you feel like there's a balanced approach and we're not kind of like edging towards that like teaching to the test concern. I I definitely think you know the teachers are seeing you know if any we're not shifting tremendous that's
what and they would they're listening so they would be upset that if I said that and we haven't we've just focused and targeted more specific in certain areas and we've used maybe we've used a lot of the same tools but we've shifted some tools um but tools that they were on
board for. Um, so I think, you know, I think this I think the staff, if anything, they're super excited to see the growth in some of these areas and super proud of their students for making that growth. And again, when we're at a small niche school like we are, when two
or three students are really doing well, we we celebrate that and they're proud of that. Um, and those who aren't, we're trying to do everything not only to engage them during the classroom instruction time, but like hit an academic support period or hit, you know, try to connect with families to
get them to the other active school support club, love, homework club or or tutor time or whatever it may be because those we know when they're here, we have a chance of connecting with a student and improving, right? Making progress in some way. um when they leave here that's
not like we then we lose our you know we we lose that note. >> Yeah. >> From the teacher lens. >> Did you guys look at I know that as a board we can't but I'm imagining because you guys can look at the individual results. Did you compare the like
students that improved year-over-year with the students who are attending things like homework club and academic support period you know like to see like oh actually we're seeing improvement among the kids who are engaging in these programs and like are the kids who are kind of declining in their performance
not engaging in them or like is there a connection I guess what I'm asking between the two have trapped it >> I mean it's it's hard it it's definitely hardc like we were actually in planning but as we were looking at the summer scholars. >> Yeah. >> Right. And because I had talked about that and >> can we do it? And then that that group
of 15 >> is not a group of 15 at the at the testing level, right? So we don't really So we're going to continue to monitor it, but it's not something I can sit here and present. Is it something down the road that I can kind of give tidbits like I did with some of the other non-
testing grades tonight? Yes. Um but until that 3 through eight group hits let's say a double- digit number then we can talk like it really becomes a cohort group and it still is but just how much we can share we will always certainly
look at that um and I think you know I can provide um certainly information regarding that progress um we just might not be able to do it to the big platform um share >> um but we definitely I would feel very
confident in saying that the students that are in there in those clubs going to those um periods are definitely benefiting from that. But I'd have to look at it to give you a you know official answer. My other thing to say to that is too that we also realize that
some some families can't that doesn't work for their schedule. So that's why the ESP period that we put in play last year makes a really big difference because that's that's a two block peri two if you're here every day right throughout the week that's going to give
you two opportunities a week to connect with Mrs. Thompson or another teacher to make sure that you're staying a breast. So if you missed the day of school or you just didn't do so well on the test the other day, it's going to get an opportunity to do some remediation in there. Um and that's really important.
Really is. This is this is the same as last year. This test as people know if we're going to talk a little bit about the other test that you know this is the same as last year because this was the tail end of the contract and now we have a new contract which I'll talk a little bit about later.
>> Um I know >> uh so we already talked about analyze data, make adjustments, collaborative time, professional development support, things like that that we may need. um now or in the future like these are
things that we all look at right now. Um dish go ahead. >> Hey James the right time to bring this up and or how you measure this impact. I'd like to know if there is a way of determining what the impact of the shared classes is. >> Okay. >> You know seventh eighth graders and
fifth and sixth graders. um if there's some kind of movement of the scores as they go into sharing classes, you know, like for the younger grade, for example, maybe their grades go up, but once you move into the sixth grade and you're sharing with fifth graders, maybe your grades go down. I I'm not sure, you
know, what it what it would look like, but >> what if there's an impact of that >> arrangement? I think with our new metric, it should be pretty easy to share to see some of that. >> Only zoom in. You mean the tool? >> No. Well, we'll get not with no
>> with like our reading levels and um some of our just math fact data but we can I hear that um regarding fifth sixth grade you're talking like fifth six ELA and then seventh
everything else seventh and eighth everything else. >> Yeah. So last year's fifth grade was com fourth grade and six district seventh and eighth grade combined. >> Last year they're >> every year.
>> Every year >> fifth and sixth is reading and writing together. >> Yes. Just just ones that are shared. Yeah. >> If it's pulling the fifth graders up. >> Yeah. Or pulling sixth graders down. >> We don't know what the We can't Yeah. We can't tell what the sixth graders too
small a number. But Jim can, right? Good. Thanks. Yep. Of course. All right. And I think I already indirectly kind of talked about some of the summer scholars, ESP, um K4, we consider we still have that additional math period, at least one um in our in our schedule
so teachers can connect with their students, you know, back table stuff as we talk about um homework club. Um and then just you know keeping in mind all the VO achievement committee work last year and you know teacher team work that um we did some revisions in our
educational philosophy as part of strategic plan as well. Um so those are some things I think we just you know as we engage in this bigger data share that we um are just mindful of those things. >> Jim one last question. Sorry, I'm
thinking about um in particular to eighth grade math and eighth grade science. Do the standardized test results echo what we see in their average grades? Like is it a similar pattern? Do we have
>> So that's I want to I definitely want to go deep as I was sharing that earlier. I definitely want to go d deeper into the marking period >> because we we know when these state tests are spring >> with four weeks to go in your eighth grade career. >> Yeah. Um, so I do want to take a deeper
dive and look at like grade point average like those things like did did we have let's just say for argu you know 90 did we have a 90 first three marking periods and then fourth marking period do we have a 78 and something I don't know >> um but I will take a deeper like we're
all looking at that um to learn from that to just see um but yeah it definitely could show yeah it wasn't you um it it could definitely show, you know, it would show consistency in what
we're seeing for that. But yeah, I'm with you and we're definitely taking a we'll take a look at that. That's it. So highlights a week of respect. Nice little students did a whole bunch of
stuff I think. So it was great. And of course, Marley came by. >> Um, but thank you for your time as we went through this. Um, and I'll follow up on the questions. Some a little bit more timely than some of the other ones obviously will take a little >> Are you able to Yeah, thank you. Are you
able to share this presentation just so nerds like myself? >> I can share. Y I will make sure >> um the presentation period. >> But I'll make sure it fits out >> direction.
Yeah. >> I don't know if you want me to go into the other stuff or >> um Well, let's see. Uh Ta, did you have anything that you wanted to highlight in the board secretary report?
>> Um just that I I don't have a meeting schedule um yet. We need to see if there might be any changes to the budget calendar. >> Um, but I should have something by the next meeting
and um I sent reminders about the required training and I wanted to just talk a little bit about two things. One on here is the NJ ARM which is there's a resolution on the agenda for that. Um
what that is is it's a like an investment tool um for district funds that's in um safe investments um that we're allowed to do. It's an assessment and rebate management program. Um and one of the you might
hear Laura mention it when she comes to the audit presentation. it's not necessarily like a recommendation where we're doing anything wrong, but she made a suggestion, which is something I've been wanting to kind of um work on. So, she kind of gave me a little bit of a
push to kind of um look into it a little bit more, which is to um this is an avenue for us to earn more interest on our accounts than just sitting in the bank. Um with our current uh bank PNC, we get very very little interest. Um,
and you know, I've recognized that. Um, it's not that I don't switch, but the logistics for us to switch at this point because of location um, and having to take deposits to the bank and things like that, it works best with what where where and who we're
banking with. Um, but I'd like to look at this as an avenue. So any like um as far as cash flow, anything I don't need for cash flow or even the reserve accounts until we're actually using them, they can be invested into this program which is currently around 4%.
>> So we get a much better return on our funds um as they're you know until until we're using them. So, you know, if the board is in agreement, I'd like to try this program. Um, and it just requires the passing of the resolution and then I
can move forward with implementing that. Um, so wanted to bring that to your attention. Are there any questions? >> What's the kind of the sum that would be in this account? >> So, I want to really look at our cash flows and f first and foremost the
amounts that are in like our reserve accounts. >> Yeah. or initially I can just kind of put those over there because I'm not really I don't really need those reserve accounts for um cash flow purposes >> and it might be where you know during the year like this time of the year
where I can start to put more in and then towards the end of the year because the state withholds our June payments I may need to keep more >> um in the in the regular checking account um than what's in the investment account. So, we'll kind of watch it and
see where our go back and look at our history about where our accounts are kind of um you know where they kind of are settling every month like what's the average. >> Yeah. >> And kind of look at it that way. >> And it connects it'll connect directly to um our current bank. So, it's just a
matter of like going in and entering a transfer back to our account and um it should happen quickly like by the next day it'll be there. with my ignorance. I thought we were doing something with this already. So, I'm glad that we're gonna do it soon.
>> Yeah. >> How much does this add to your plate to just monitor this and manage it? >> It it shouldn't be it shouldn't be too bad. I I look at the monthly reports anyway. So, it, you know, I can kind of just look at them at the same time and say, "Okay, this month, you know, I can
I need a little bit more. I need to" and we do cash flow analysis anyway. it kind of projects out >> based on when like we get our state aid and when we get our um our our tax levy payments and things like that. So, it's
kind of projected. >> Great. >> Thank you. Um and the other thing is one of the items that was noted in the um update to the board uh this past Friday was that we had a visit from um the Department of Labor
and PIOSHA did a um did an inspection. There was a surprise inspection. um they were here on um September 16th and we didn't have received we didn't receive the the actual final report
before our last board meeting. Um so we have the final report now. Um there were some items that were identified. There were um eight unsafe working conditions that were identified and sever and seven other violations.
Um the unsafe working conditions were um some of the some of them I I certainly can go through the whole thing. One was a a grab bar on the roof hatch. They want to make sure like when you're going up to the roof that there's actually something to hold on to going up and coming back down on the ladder. Um
that's been ordered and um we've received part part of that but not the other piece. Um the other thing is um there are some items that we need to move organizational things obstructing the exit at the top of the basement door.
They want a sign on the basement door um indicating that it's an exit at you know so from the bottom of the steps from the basement looking up an exit door an exit sign there. Um some organization needed in our storage shed outside.
uh some unused exposed um bus bar in the electrical panel and that has already been resolved. So there's like a there was like a spot in the electrical panel that wasn't blocked with something, you know, like you can't have an open one. So that's been resolved already. We we've taken care of that. Um small
appliances in the custodial office need a dedicated outlet. Um we do have a contract um in place with an electrician to come in and um make a dedicated uh electrical outlet for that. Um which
also along the same lines in the custodial office is the extension cord. So there's extension cords that are going to those appliances and we can't have the extension cord. So those two are kind of in conjunction with each other. And then the final one is the
sump pump area in the basement. There are two sump pump areas um that need like a um like a steel plate so that you don't like you know fall into it. It was covered but it wasn't it was covered more with like a cardboard type material
and not something like more sturdy. So one of them has already been um rectified. We're working on the second one. Um so we're we're moving forward with you know with meeting all of these items. The other it other violations um
three of the seven other violations have to do with the injury the work related injury report which you have to post three years back. So there was an individual violation for three years. So those have already been we had that
information. Those are posted. They're in our faculty room like we have the reports. we just didn't have them posted um in the right spot. Um there's a work hazard assessment plan um that's required which identifies I guess
various tasks that an employee could do in the school and what personal protective equipment they should be wearing and um while they're doing those tasks in order to prevent injury. Um we're working on that plan. Um, and two items were for training. Um, training
for a lockout tagout, um, which is an electrical type thing. If somebody's working on the electrical panel and they have it shut off, it needs to be identified that the electrical panel is shut off because someone's working on it and um that someone doesn't come by and turn it back on and right. So, it's an
electrical um training thing that that training has been completed. Um, and the other one is fire extinguisher training, which um, Jim's working with the fire departments during fire prevention week and we're to get the staff trained on fire extinguishers.
And then our glycol tank um, needed some labeling as to what is inside and those labels have been ordered and haven't arrived yet. So that's the that's the summary. Um, we're working on it. we have
uh 20 days to comply with the um the the unsafe working conditions and 30 days for sort of the paper violations or other violations. Um and so he should be coming back probably the middle of November and then we'll be ready.
>> Yeah. No, I I I do appreciate Teresa and the, you know, maintenance team, you know, being very uh swift in in responding to that's for sure. Um, I also think it's fascinating that we have so many entities come through the public
school building in my time here and there's always a couple things. Um, and it's also very consistent with hearing and you you and I have been in conversations of other schools that have popped in and this list of items is similar to some of the other school
districts that um which unfortunately for us is resulting in, you know, costs again. Um, >> yeah. So, right now we're probably close to um with the roof hatch and the electrical, we're probably it's probably about over $7500 in expenses just to
resolve these these specific violations. >> So, we'll make that much on interest. >> There's no fines at this point, right? That's only if you don't comply with it. >> Correct. The language. What's the language? >> There are um it does indicate for each
violation what if you if you don't um if it's not abated, there's a perdm penalty. Um so the the for all of the uh unsafe work condition violations, it's $4,900 per day if you don't comply.
And the um it's $700 a day for the other violations. >> They didn't hatch the last time we didn't, but that's >> that's the one that everybody is kind of like scrambling to get done because
>> you know, you're right. Like they they have I don't know how often they come through. They do um surprise visits. I know last school year they went through Sussex County. So everybody in Sussex County was >> the tunn county this year.
>> Yeah. >> Um >> so we were day one. So we didn't even get a warning. We were day one. So everybody kind of warns everybody else. >> The building codes that govern that kind of stuff have changed recently. I'm not
sure how long ago, but they're much more rigorous as far as all the railings around the count put up on the roof, roof access, all they can >> Yeah. Well, thank you for doing >> um Okay. So, uh we'll move forward with the
minute and we need a motion to approve the September 23rd minute. >> Second. >> Any comments or questions? >> All those in favor say I. I. opposed or
abstain. >> Okay. And standing back. >> All right. All right. So, we get up. >> That's right. >> All right. You're good. All right. So, just wanted to do a quick overview and then review some goals since we met last
time. Um so again these are a lot of our week of respect and some things that have gone on since um since we've been here. So just talking about you know student learning achievement we talked about the fifth and eighth grade uh homework club extension for the last three weeks of
the marking period parent communication at the end of the marking period new academic expectations. So we did that within this marking period. We'll do it again at the end of this week reminding everybody um because that's been you know the students have been asking about oh it's not 85 now bronal is 87 for
honor roll and it's um so those numbers so making sure that our community is you know informed of that and not when it comes to the end of the parking period. um K4 to your time honors ELA. These are things that are still rolling which if we're doing great um we did we're going
to continue to do this acknowledge tennis acknowledgements for first 20 days. So anybody who was here perfect tennis first 20 days got called down in fifth through eighth grade want to be clarified um because that's where we're seeing that's that's where we really feel like that's most important right K4
sometimes that's family driven not so much student driven fifth rate many times students and families in combination along with our paint here um so we brought down all those students given a little positive treasure for that made sure all fifth grade and eighth grade knew about it it's okay if
you were out a day or two or three, now you're on for the second half of marking period. So, we'll probably do it like at the end of the marking period. First marking period we'll do. So, kind of did it 20, it'll be 20 five for the second time, but we're going to keep doing it twice a marking period and making, you
know, making it important to be at school. And if you didn't make that one window, then maybe you'll make the next window um to be here. Um we continue to talk about non- techch instructional strategies as part of our faculty meetings. Um seventh grade be fair trip
went out. Um we posted that out. It's up on our website and so forth. Um students really came back with a lot about the feedback about it. Just um from fishing to meeting some other students to the instructor was amazing and all the all those things you want to hear from the
trip. Um our team last couple weeks have been diving into developing our personalized plan as we talk about that's something that we're working on. Um we're we're still I think if we have the content how it's going to
look and and how it's communicated out is still um we're still needing to finalize some of those strategies. But we're really in a good space. I think teachers um are really are on board. they like the idea of this um in the
sense of that communication and opportunity to really um connect with the family but also you know target some areas for that individual student. Um and in our you know collection and review of data that I've talked about already. Um last week I talked or last
month I talked about um our template and so forth. So, in your folder, you'll see um 38 and K2 data. So, it's going to look a little bit like this. Now, um in your in your folder, you'll have a a document that's in there
that represents this. So, you'll see in our K2 world, here's where beginning uh beginning of year math facts, something that's part of our process as we talk about all the time. Um but again I know
we want to we want to show that growth um and be able to show that share that with you. So like you know for instance at the end of kindergarten you know you should add and subtract within five right add and subtract within 10 first grade add subtract within 20 fluency um
for second grade. So these are things >> help remind me of what EKI J A and F stands for. Sorry. >> So yeah so those are the reading levels. Yeah. >> Um, >> and they go in alphabetical order. >> And they go in alphabetical order. And
then I can share with you um what the expectation of each grade level is. I can follow up with that. And if that helps everyone understand, >> it'll help me. I know it's a little bit out of everyone's
um so this is basically just so you know this is something that we're going to continue to monitor throughout the year. So here's your math facts here's our our FMP reading levels as we've established them at the beginning of the year. Now, as we progress through the year, we're
we're expecting to certainly see growth um in these areas with the support of our teachers and families. Um 3 through8 again, we talked about this last so now you'll see in there it has last year's
expect, you know, last year's ELA, this year's math EL or math scores, and last year's math scores. So compare comp you know you'll see the comparison and then you'll see the increase decrease. So I don't know if this helps you and you know if this answers your question Adam
because you'll clearly be able to see the increase decrease or level >> um but I can you know certainly summarize that for the board. Um but these basically will show these areas and we've talked about all this already through the presentation earlier. Um but
you guys will get a copy of this. this will not be included in my testing presentation just to be clear. Um but the board will have private and privacy to have that. Um and we'll keep giving you updates throughout the year um with this. Um, so that's just again through
third through eth again and you know throughout the year I'll start you know commenting now that we're we're doing testing tonight but throughout the year I'll you know kind of make points accordingly to some of the growth that we're seeing as we advance through the benchmarks. Probably not monthly but probably every other
month um I could see. >> So that's in there. Um any questions for that before we move on? And each thick line is the separation between classes. Correct. >> Yeah. So, correct. >> Okay.
>> And in a mix m >> and then >> to protect everyone. >> Yeah. And then for a >> eight. Yeah. I we don't we we're not we didn't do a like we have who's
everybody's here if that makes sense. So like our freshman in high school are not >> they're not always okay >> because we're going to focus on the growth of >> Okay, that makes sense. Yeah. >> Okay. Their scores are there. But >> did we ever hear back from Delval about
their promise to track our ninth graders from last year and give us their results? >> Yeah. Do you remember what I'm talking about? >> Oh yeah. >> Yeah. Yeah. That whole meeting. >> Yeah. >> Yeah. is that >> I mean I'll follow this.
>> Yeah, they were following up to see where they are. It would be really good to know especially now as we see like the eighth grade results in math and science and English like was that the same case for the year prior because then we at least know okay there might be something about the curriculum or something about what we're covering how
we're covering it that might need to evolve if it's a consistent eighth grade concern. I did look at their scores from 9th to 12th grade though. And what's really encouraging is that a lot of kids start off at below expectations, but Delbau is
really good at getting them by 12th grade to meeting expectations, which is great on I think Delva >> on what math. >> They don't all take tests in four years of high school between ninth grade and
false grade. >> Yeah. Only three year. It's usually only three year requirement. >> Maybe maybe they Well, >> I'll look that. >> It's probably just a a percentage of the population of students because some kids test out. >> Yeah.
>> And don't among those who I'm like I'm saying among those who are taking the test, >> right? And >> they're going up just says like the kids are perfectly capable of learning. >> Okay. Any >> is it the same test? What are they
taking now? Are they doing the PSATs all through? >> I'm not going to speak on it. I We're worrying about our stuff right now. Just being honest. Like our new >> But there is there is new along with our ship. There's new.
>> Yeah. >> Um there is a PSAT coming up. Yeah. Accurate. Yeah. facing. Okay. So then just shifting back to our community engagement um this early and team started our scarecrows in town. We
did have DBRHS um articulation. So we called it the second year of that summit um where all our districts were there um keynote speaker. We had two different sessions um on AI this year and then we
had lunch and then we had um we had back here in the afternoon at FPS. But again, another opportunity for us to be together with them. Um March we have a second time this year. Um and my you know I think a lot of our we'll be doing
more specific talking about that 670 to high school. um ladder. There'll definitely be sessions within that time um that we do. So, as you you were talking a little bit earlier, um we had we have another movie night um confirmed
for 11:21 that should go out this week. Um so, that'll be our second thing. Um artyard visit, we have another one set up um with there was a transfer of all the different ex exhibits in there. Um, so we're going to be connecting with a
new with our ELA group and then facility use has been on and up as you see on the board agenda and then cultivating school culture electronic device policy. Again, we stay within that 0 to2 8 to 15. Um, again I think the most important thing
is we've seem to they've just been eliminated from our environment. um whether they're checking them in. We believe they're checking in most of the time, but it again, as I said last time, maybe one or two are not, but it's still not being visible and nor and and I
think that's, you know, what we're seeking is that non-destructive environment as much as possible. Um we can respect activities just kudos to Kate, Jennifer, um for all their work in that and everybody else um who helps in with that. business morally again doing
some specific days like a Monday morning when maybe some people are struggling to come to school and things like that opportunities for older learners to work with youngers we did bus evacuation drill again have been multi-level helping each other helping them get out of the bus giving them you know kudos
for helping out um walking school bus kindness posters tutor time we have some volunteers from our older students that are coming down and helping out um recess huddle is something we have started last last year, but it made it a little bit more formal this year. Um, we
we take anywhere from, we'll say, three to five students out of the middle school lunch at the tail end. A lot of our middle schoolers, um, that's also a high time for let's get a little disruptive. Um, so it's a good time to pull out some students and put them in an opportunity to lead with our younger
K4 learners outside. And what we do is just have a quick um about a minute maybe to a minute 15 huddle students three four students five students whoever they'll call on somebody will huddle up in the middle of recess um and we share what did you what positive
kindness thing did you do um on recess did I help I help somebody who fell down I let somebody play in my game that um that was standing by themselves I invited somebody to play I invited someone to take my swing things like that and we're really just trying to build that super posit of culture for
our K4 and our middle schoolers now are helping that. Um we embarrass them a little bit by saying good morning whoever good afternoon who it is. Um but it works and then they go off and play and it's just a really nice opportunity. Ball clubs, drama, soccer, tutor time.
Again, all double digits in these areas. Um we do have one of our students playing soccer who's scoring multiple goals over there. So kudos um kudos to Ronan um and his family, but he's doing great. And then um we have three students in the DV band, which is really
impressive and really happy to have that opportunity for some of our students. >> That's all about two length. So thank you. >> Thanks, J. >> Thank you. >> Okay. Uh so we will need a motion to
affirm the HIV report from September 23rd. >> Second. >> Okay. Uh all those in favor? >> Opposed orained? >> I and we need a motion to acknowledge
receipt of completion of the bus evacuation drill. Second. >> Seconded. >> Okay. All those in favor I >> I >> I saying
and we'll need a motion to acknowledge receipt of the action plans for implementation of the district goals. >> I have a question. >> We made a second. >> Second. >> Okay. Comments or questions? So, if we
move this forward, does that mean we're saying yes to the action plan as is as it's in our folders? >> Uh, we're acknowledging receipt. That doesn't mean that they can't be uh >> so then if there were updates, would
they then be in next year's or in next sorry months, next year's next months? you >> I mean is your action plan like a it's >> if if yeah if you it's what I'm going off of right now right like we have like I'm building
like as I just like report monthly I am >> going off of what's in there >> but if there's a revision then >> I flag >> I just need to know what the revision needs to be >> and then go >> and it's like whether or not you choose
to pursue it right because this is an action plan that Jim do decide with your staff. It's not that the board would decide it for you. The one area that I think is right now under goal number one, which is academic achievement, we've got kind of four action plan items. We've got summer school, we have
the adjustments to honor role, we have the addition of ELA honors, and then we have the personalized learning plans. >> Right? >> I would like to bring up for discussion the potential of focusing on s science and math in eighth grade. And um mostly
because this is something that seems to have followed us an opportune years. And to me that like suggests some sort of a trend that there's something that's happening in 8th grade science and math that perhaps could use a bit more of
focus within the school. That would be my personal kind of like push towards because if we're putting together action plans because this is also something that Jim is being evaluated on and I want to like if this is going to be something that we're tracking that we're thinking about then
it should be something that we should probably write down and and stay firm with. If people agree that this is an area of potential like opportunity for us to work on. So you're suggesting developing a learning plan specifically
for seventh and eighth grade. Not just necessarily the research part of what's going on, but I not that specific. I'm suggesting like Jim, if this is a concern, you come back to us with an action that would make sense in addressing concern.
Whether that's a learning plan, whether that's, you know, curriculum feedback, blah blah blah. But I also don't want to like force into action because one board member feels this way. I want to also like open it up for discussion for the rest of you >> and see if there is anyone else who's
kind of thinking of the same thing. You want to add language to the to the document that says do this kind of >> I'm asking is there room for a fifth initiative under the works goal that's focused around science and math and
eighth grade >> I think the other four initiatives are they don't have that focus it's ELA it's enroll It's summer school which kind of push you know like it's a little bit further away there. We don't have anything throughout the year with that focus. >> So just something that focuses on it
which it sounds like we already talked about doing today was looking back looking at birth schoolers and impairment through the curriculum and that kind of thing. So it's already >> Yeah. I mean we can I I think my my I think our push right now is trying to
get these PLPS rolling. I'm just being very transparent with the board like a personal learning plan is is is where we're we're looking at data and we're looking there. Sure, indirectly we will be looking at some of that data. Um but
be very to be honest the data is going to the data that we're reviewing of the current students in the building right now is going to be the conversation part of some BLPS. Um, so
just I'm just sharing that. So it would be it's going to be a different it's going to it's going to be another task within that scope. I'm not I'm I'm just saying that and I really I want to make sure that we don't lose momentum in what
our plan is right now. Um but indirectly we'll get we will get information from as I said earlier like that's part of our story. Yeah. I I'm just not sure what the action plan would be. I mean, we've had
are are we having more professional development on math? I know we've had quite a bit in the beginning of the year. Yeah. Yeah. Um of professional development on math. Um, I'm just I'm hearing what you're saying.
>> It's an area, >> but I just am not sure that the like I'm not sure what the specific um t action would be besides what is already being done. Like if if you're
creating a personalized learning plan for each student and you see, you know, student who has struggles in math and science, that's going to be addressed in your PL. Um,
so yeah. So not specifically an eighth grade, right, scenario to your like I think >> I'm just I'm just hearing what you're saying. >> Where's I like >> to me the focus is 8th grade >> because it's it's the moment before high
school and it's something that like for two years in a row the students two different cohorts of students have struggled in very similar ways. So to me that suggests like they may not be an individual classroom or a couple of individual students. We're not
helping 20 plus kids. So it feels like something's happening in the eighth grade that perhaps like they might need additional support or maybe we can identify the lowest performing students and offer you know like
45 minutes because it is such a >> as a math nerd myself. Yeah. >> It like it's such a significant moment the transition between 8th grade and high school. that we want to equip these kids as best
as possible and the numbers to me suggest a bit of a trend that well we're not quite meeting them where they could be in eighth grade right and so like I don't know what the solution is Jim and I don't want to also like oversp speak and suggest one right I can probably
brainstorm a clue but I don't feel like it's appropriate for me as a board member to do so if you believe that a personalized plan kind of the action item of personalized plans will do this
for all the kids then I think like it's it's your set of goals it's your set of actions to support those goals. I'm just seeing an area that seems kind of that's a story that's repeating itself from last year and I wonder if we don't shine a light on it if it may not get
addressed as deeply as we need it to. >> So you're saying making this part of our our district goals. I'm sorry. So we have district goals and then Jim has his action plan that we are now approving. Right? >> And in that action plan, >> we don't have >> anything about math and science. We
don't have anything about eighth grade. And the action plan is what we need to get a bit more. >> Where is the action >> what we're doing? >> It's here. It's in your packet. >> It's called 2526 pixels actioning plan. I think yeah for you to look at it
because it's also the item we the devaluation based on Germany would you like to look at it on my computer so we're all >> well I'm glad to agree with that but I'm wondering what the um >> here are the four things
>> what's on the action plan I get it. Got it right there for me. Thank you. Um >> Jim, do you think that's an unreasonable ask or you think that is >> um would it displace something else?
>> Did it's definitely another task, right? But it's with it's it's within what we're doing. It's >> to some degree. Certainly. Right. I mean that we're right now trying we were we're looking at indiv
data of the students are here and then we're trying to you know make relations between some of that data potentially or could be different like personalized plan could look different like it might not be a data thing at all. It might be getting to school right like we've talked about. >> Um
>> well I mean >> so we have a you know an action plan to create an honors ELA class for seventh and eighth grades. Um, so that's, you know, kind of class specific and, you know, ELA specific. Um,
and I I I don't see why we we couldn't also have one for the, you know, our science problem um that B is talking about. Uh, but can it be folded into one of these other ones? You know, can it be
specifically referred to? Um um >> the thing that I >> I think it's going to have to be if if it's if it's what it is, it's going to have to be on its own. That's just my thought. >> Yeah, you're right. >> You're going to have to and you're gonna
you're going to have to let me know what you're what you're specifically seeking. >> Yeah. Um, >> this the reason I struggle with it being inside of a personal learning plan is when seven out of 10 kids are not proficient in >> No one said that. I didn't say that.
>> According to the standardized test results, >> what I'm saying personalized, but the personalized learning plan is not necessarily going to target our freshman in high school. That's what I'm >> right. So they they're really not the same. >> They're not the same people. So to put
it in a personalized plan to me doesn't make sense. I think we need to be clear delineation of the active goal because to your point I am getting tested on that right. So I need to know what your is. Yeah. So I think what I guess I should say >> the trend line we have is that the
majority of our eighth graders are not proficient in math and science. We don't know if that's the truth for our seventh graders and if they will be proficient or not proficient this year, but assuming that all other things are stable and that the trend line is as it
is, do we want to do something that interrupts it this year but potentially creates a more positive out outcome? The reason I don't think you should do it through a personalized learning plan is because then the assumption is that each individual student has something to work
on when the data that we're seeing is that the whole classroom collectively has something to work data again not for this individual. >> Um is part of our analysis of the scoring I'm going to dig into that a little bit. I mean, that's that's what
we're talking about, right? The the standardized test line. Um, you know, we're we're pulling we're teasing those numbers apart some more, right? We're digging into that deeper dive. >> That's definitely a big >> Maybe this, you know, evaluation of
what's happening with math and science and eth grade is part of that evaluation. That's, you know, that's number we need to be need to be looking at, right? Like that's that that chart you had where it shows the state score and then our green dots, right? Right. Y >> um
you know a focus on you know you know the math and science obviously you know figure out what the the issue is doing that anyway right >> well not necessarily science right now we're focusing on ELA and math I think right >> science science is tricky everybody
knows that it because it's compilation of it's fifth grade and eighth grade not always testing but can be >> um like can we report out but I think it's three as we know third grade fourth grade fifth grade we take the test right sixth seven eight we take the test in
eighth grade and that's when we um are testing those areas I guess you're asking me for science data state testing wise in the same fashion that we're doing ELA
and math Maybe in comparison with marketing period data, is that what we're like what else would you what else are you seeking, right? Like I mean we could we could do that when it's feasible because
we're not we're not always going to be able to do that the science piece of that. Um but math we can we should most most years but not every year. >> Yeah, science may take a that different approach and maybe more subjective.
I also think that um >> will be informed hopefully by um data from the high school on science. >> Yeah. I mean >> I think um
I think that would actually inform us probably more than test the science test. I mean I I can bring this conversation back to our science team right our science teacher dean say like everybody's looking >> you know
>> I also do feel though that we are you know we're now midocctober we've got a pretty significant action plan which is a pretty significant ask of Jim and our staff and like at some point we're going to have to stop adding
stuff. >> Yeah. So like I'm a little reluctant to add more although you know I'm not reluctant to say like you know keep it on your on
your mind and and have a conversation with the staff about um >> right well the point I'm making is that there's another analysis going on with the test scores >> right so that's I the right con the right setting
with to at least do a math evaluation um and you know if we have the science scores we can compare and take apart then we should do that as well I don't think it needs to be necessary part of your action plan Jim but it should it should be a part of the you know breakdown of the scoring that's where
the evidence is >> okay >> or science and so math is already going to show but it's just the science Right. Okay. But you know but the specific question that that is has why
is there a fall off? >> Right. I put words in your mouth. No, I think what I see in the data personally is that we have a trend happening in 8th grade regardless of the pulport
where kids are falling behind in math and falling behind in science and I don't think this is any individual student like if there's something either about our curriculum or the teaching approach or was there a relation or something. >> Yeah.
that is on us and not necessarily on the kids and won't be solved by going at it kid to kid to kid. And I would like us to shine like an investigative light to try to figure out what is that thing. And maybe I am off and like this cohort
will prove us wrong. But just because I'm seeing it in the data now for my two years on the board, I think it's worth putting a go or an action plan that says, you know, like we'll investigate our own performance in that in science
in this partic at this particular grade level and potentially make the curriculum improvements necessary. But I think that's what we're doing now with with looking at the scores. >> So last year we had the same discussion when we talked about looking at the sports. >> Okay.
>> And we're still in the same place and therefore I think that's why I think it's important to put it as an initiative and it's not just like a this is what we do each time we look at the scores, but it's more, you know, like we're seeing there's a great opportunity in the LA. We're adding honors. So we're like doubling down on stuff that works.
If we're seeing that something doesn't work, it feels like let's investigate and try to solve it. >> Yeah, I kind I kind um but Kate's right. We can't we can't keep throwing things in here. We have to take something out. except that you know we're two months
into the academic year. So this stuff is already >> underway is in action. >> So we're all we're if we're adding something up we're we're adding it >> onto what's already in my opinion a pretty full
>> Yeah. Y >> action plan. >> Well Jim, how would you suggest that we come at it? I guess I need to look at again like I >> that's a plan. >> You know this this is definitely wasn't >> something I anticipated. So of course
you have to go back like I said I really bring in the science teaching >> team and you know look at it I think you have to look at it at two lenses with the math team and then the science team. I think you have to look at it in two spaces, >> right? >> Well, I would say go do that right now and say, you know, what's what do you think the right
>> action plan is? You know, no, without adding it to the action plan, right? >> Um, >> yeah, that sounds like yes, having a conversation with them first and seeing, >> yeah, I mean, >> can we looking at >> I mean, I think we could certainly give, you know, we could certain we're going
to we're going to look at it, right? We're going to make some analysis of things that we see. We might see some trends. We might look at like I said earlier about like looking at some of that information versus marketing period data. Maybe it's maybe they went down in
other areas not just sign like I think it it's it's worth the bigger scope look for sure. Um but yeah, I mean that's what I would say. I think for right now, like as we're talking about
this now, like I would first bring the teacher team back and let's look at those specific areas. Um and see what that see what their thoughts are. >> Yeah. >> Yeah. >> And see, you know, if they're, you know, part of this conversation or hearing
this like maybe, you know, they have an eye because our team, >> you know, might have the answer, not me. at this moment we defer to you. >> Yeah. >> So then I
>> we'll revisit the action plan next to you discuss with teachers. Okay. >> Are we comfortable approving the action plan tonight and >> yeah I am all those name. Okay. All those in favor
I opposed. Sorry. Oppose or abstain? >> Abstain. >> Okay. Number 8.4. We need a motion to approve a lot of stuff in the CSA report. We're good. The
wide motion to approve the the MOA um between the Frenchtown BOA BOE and law enforcement. >> So, I'll second. Is this any different than we've had before? >> No. So, um, it has since we did the 2023
revisions, there has been not any updates. So, same as last year in the previous year. I it just, you know, we had a really great conversation. Um, Director Dwire joined us as well as um, Sergeant Eckles
and our team here. So, um, it's just it's great to have, again, I can't talk about that, like it's great to have that relationship, come in, talk about it, just so we're all on the same page. Um, so just kudos to them for continuing to, you know, be a part of our team here.
>> Any other comments or questions? Okay. All those in favor? >> Iost opposed or abstain. And we need a motion to designate the listed people as official contacts for the preschool expansion program.
>> So move second. >> All those in favor? >> I >> I >> I >> opposed or abstained. And finally, we need a motion to authorize the school business
administrative administrator to certify the 26 27 preschool enrollments. >> So moved. >> Second. >> All those in favor? >> I oppose or abstain.
Okay. Um and moving forward to the board president's report. The only thing that I wanted to talk about is one of our goals um which was which is the public engagement and um our
uh hope to um communicate with the public and get um more engagement at meetings. Um, so I just wanted to hear people's ideas about
what um we should maybe be doing. Um, one one idea that came up um data had suggested that we add um the board meetings to the little weekly calendar that goes out with the
um the weekly update um on Fridays. Um, one of the things we had talked about doing was a newsletter, um, like a a board of education newsletter. Um, my thought was
that maybe that would be something we could do quarterly, um, so that it could go out, you know, just before um, report card um, just sure, you know, to
schedule it. um which would basically be just you know here's kind of what's been on the agenda, here's when our upcoming meetings are >> um that kind of thing. And um I can I would be happy to run that past
everybody before sending out so that you know folks can say like they think we need to add this or say this differently. Um so I I'll be happy to do that. When is the smart period over? >> 30th. >> November 30th.
>> October 30th. >> Oh my god. >> All right. >> So, I'll phone you next week. >> Not next week. >> Week after. >> The week after. >> I got some big stuff going on next week. Yes. >> And this would just go out to parents.
Kate like with the same mailing list as who's getting the weekly. >> I guess it would go out with the weekly. >> It would just But we'll put it out on it. Correct. include it to anyone who went to strategic planning as well because I know not all >> Yeah, that would be a good idea. I have that email list so I could do that. We
can make a little like if anyone ever goes on the website I know it's not very common but we can make a little like if you'd like to receive these sign up. >> What about social media? >> Oh my gosh. I mean we could put it on the grounds >> social media. I mean about all sorts of
stuff. So I mean now with our you know everything that we put we put to our website also can go to goes to our Facebook that's all one with our new system um since we changed the website. So that's you know definitely more efficient.
>> I mean there are still times that we might do something >> targeted like on the community side versus you know you know like but yeah so they can be done as one. Do you think it might be a good idea to put something
on like um the Frenchtown Facebook page suggesting people follow the Frenchtown schools Facebook page? Yeah. >> Yeah. That's I mean we have
I mean we have the ability to control it but right now we do have them on like for us I think it's probably something we would want and >> then more for the French Facebook page. I think we just want to be, you know, knock on wood, I think, you know, we we
we always have a very supportive community to the school page. Um, not saying that, you know, and we could also just turn off we can turn that off on the school page if we choose to this. >> When people ask to follow the school
page, do you just let anybody follow it? >> They don't because it's public site. to >> Oh, you could just follow it. Okay. >> I don't know that that's something we want to
>> the kind of the board presidents the post like here's this coming up. Um, >> I mean we have we have I mean for a little school I mean we're up to 492 like people. I mean when I first came here I mean it's been a while now but I
mean it was like one 60. >> Yeah. >> So there's definitely a growth in there. Um for sure I think you know >> we give away a Jeep or something. Yeah, they're like the benefit of going as toxic as it is on the Frenchtown
Facebook page is that you don't just engage the individuals who are connected to the school because the children might go there, but you actually engage the rest of the residents who live here, >> right? >> Maybe kids, you know, like and we
represent them just as much as we represent the local parents. >> That's right. Do people hear me? I don't know if I >> Yes, I >> Oh, yay. Hold on. All right. So, I kind of feel like you have nothing to lose.
Like more is more and I'm aware that when I get emails from the school, they rarely mention the board meetings and such. And I feel like we should just include it. There's nothing. Let's just include it. include all of the board
stuff in Jim's communication and the school's communication to the school community. Just why not agreed? Okay. Um well, I will send out the first
newsletter to the board um the week after next and then we'll send it out with Jim. And then I mean the other thing you mentioned Kate was having a special communication from the board quarterly. And I wonder what other people think about whether that's useful
or whether it should just be communication from the school and communication from the board should be part of communication from the school. Like I'm not sure that there's that much to be gained by differentiating the board from the rest of the school. feel
like it should just be this big us, but I'll defer to people who know more about marketing than I do. >> Question as a parent, if I wasn't on the board, I would appreciate a rundown and if I
didn't go to school. >> Yeah. >> Yeah. A rundown from the board that was different from Okay. >> going on. Mhm. >> And I think just like we can certainly ensure ensure that it's going out on you
know updates communication but I I think it we sometimes for us we won't put we'll put stuff in an update as a duplicate or whatever but if we need specific attendance attention we will put it out on its own as we say we're
going to put that on out on it that's so I think from you we could just say message from the French BOE as the header um or something like that. Something that grabs it, you know, grabs our families different, but it would be the encompassing group. >> I mean, I think that um you know, like
when you look at the weekly updates, um you know, there's like the nurses section and the this section. So, yeah. So, like monthly then there would be a board section. >> Yeah. >> Um >> that's good. >> Yeah,
>> that's kind of a good compromise. Okay. Although that to be fair only goes out to parents of kids who are in the school, >> right? Or like and it's only relevant to those individuals. Like that's not going to be relevant to like the elderly retired couple who lives in town but has no >> social but I mean I would also take it
then and try to I mean no the newsletter would be part of that but then I would also take the newsletter and try to >> you know we put it on the website. >> Yeah, we can >> or not the website whatever the letter or the update is we can make sure it goes. I wonder if we're the first one,
Mayor Brad does this really nice thing where like once a month he sends or it's almost once a month I feel like he sends an update and I'm sure some of you guys receive the update the email update >> is if we can ask him to like co-opt it or our first edition that's like here's
also a letter from Frenchtown BOE and then if people are interested they can like reply and read their email and then we'll include them on future mailings. I feel like he probably has more townwide reach >> and this is I know this is townwide business and so it might be something to
talk about. >> I'm sure he would. >> Yeah, >> I'm sure he would do that. >> Um Okay. Um um the only other thing I wanted to mention is that we um
there was a town hall meeting here at the school on Saturday. Um and the attendance was really good. I think there were probably 50 or 60 people who attended which is great. Um
the focus was mainly on the um grant for um aging in place. Um but uh there were a lot of things discussed and one of the things that was talked about was um using the building more.
>> Um so you know as always we're encouraging we should have a donation bucket before they leave. some fire department. >> All right. Um, so we'll move on. We have no policy tonight. So then we'll need a
motion to approve consent agenda items 11.1 through 11.13. >> Second. >> Any comments or questions on the consent agenda? have one comment about photo club.
>> Um right now the request is that the students the seventh and eighth graders use their personal iPhones for photo club which may be discouraging to students who may not have an iPhone. Um and they also like we introduce iPhones in a moment where we're trying to get
them out. So I did talk to a about this earlier. I just want to be open about it and I've reached out to Delval to see if they have any digital cameras that they can lend us because we have a personal relationship with the teachers. >> Yeah. >> Um cameras for that instead.
>> Um just to help us kind of stay strong on a no cell phone policy. My earphones died >> to go downstairs because I missed. >> Great. >> So, just wanted to share that as a but
I'm incredibly excited about the club and I think it's going to be really really popular with our students. >> That's really cool. >> Ashley be great for that. >> Yeah. Like they couldn't have a better teacher. Any other comments or questions on the
consent agenda? Okay, we'll need a roll call. Hi, Miss Howard. It was heavy. We lost her. >> Miss Klein. >> Yes. >> Miss Nahara. >> Yes. >> Miss Portell. >> Yes. >> Mrs. Nent.
>> Yes. >> Um, we have no public comment for executive session tonight. Do we have any new business? Okay. Then we'll need a motion to adjurnn.
>> So move. >> All those in favor? I >> thank you everybody. >> Thank you. >> Thanks guys. >> Bye >> bye.