Good in the dark. >> We're okay. >> I think we're okay in the dark. >> Are we okay in the dark? >> We're okay. I'm fine. That's good. >> Yeah. I know they're like notice that the regularly scheduled meeting of the
Frenchtown Board of Education has been provided in accordance with the Open Public Meeting Act by notification to Star Ledger and the Express Times on June 24th, 2025. A copy of this notice has also been posted at the public school at the municipal building and
filed with the burough clerk and will stand their best. I aliance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for
all. >> Mr. Black >> here. >> Mr. Germany >> here. >> Miss Howard >> here. Miss K here >> here. >> Miss here. >> Mrs. Newman here. Um, and we're gonna
change things around a little bit on the agenda. We're going to have um Jim give his presentation um basically about the strategic plan, although there are a couple other uh tidbits in there with some exciting
stuff that's been happening. um he's going to have that before public comment so that um people who may want to comment will have an opportunity to see that and not have to wait until the very end of the meeting for the second
comment. Um so um as everybody knows we um underwent strategic planning starting back in uh the earlier part of 2025. Um
and we have kind of the the final plan um put together. Uh Jim and the staff have been working hard on the plan. also um they've been working hard on some initiatives that
kind of um were um brought on by strategic planning but they that they have already started um so he'll he'll tell us some about that in his presentations um but before he starts I just want to thank Jim and I
want to thank all the staff who have really um helped him to kind of um create this plan and also who have just um shown how dedicated um they all are
to um making it work and to um you know kind of fulfilling the the goals that were the ultimate um the end of the strategic plan. So um we'll get started with Jim and I'm going to leave so that I can see us.
>> Um good. You might tight rope a little bit back there. I think we'll be okay. >> Thank you. >> We're good. Like lights wise, everybody's good. Okay. >> All right. So,
I think as Kate said, we're really excited. First of all, thanks everybody in the audience for coming for bed. Um I think we have um a lot to share and it seems we're going to bounce through it here tonight. Um but again total team
effort in establishing um this plan and this plan is you know what we're doing this year. Um and we are going to continue to you know keep going back to I think so much participation. I'm going to brag a
little bit about it, but obviously again all our board of education, um, teachers, right? Families. I mean, and I'll go through this recap this quickly, but we went from, you know, 50 people, 34 people, 32 people. And I, I mean, I
really I think we really exceeded expectations on that. So many times in schools, you know, we work with school boards and they're like, "Wow, if you can get 10 or 15 people, that would be amazing." and we just worked with a district of 500 students and we worked with a district of a thousand students
that had 35 and we were really happy with that and so we really did a wonderful job. Um and again that's everyone here you know communicating doing what we do in Frenchtown and and I think we were super proud of all of that. Um and yeah so I just wanted to
say thank you for that. Um, as Kate reiterated, I think what a cool thing, um, is what we heard and and again, so many and I'm going to talk through obvious going to hear a lot from me tonight. Um, it it's
truly a team effort and some things that went on. um Miss Nan um Rachel Howard as well. We we worked on another piece of this you know this plan and after meeting multiple times
we were looking at some ideas and truly like how do we sum this up in like a short narrative and so forth and um this is what we came up with. So I'm going to have some teammates here u lead off a little bit. So go ahead, Teresa.
>> Teresa or yes, Teresa O'Bron. Go ahead. >> There was lively and often passionate discussion. We heard how deeply our community cares about fees and the future our children of our children and community. There was much discussion of the unique qualities valued by many. A a
small school where teachers and staff know and care for the students and each other. the desire to build on the unique qualities of the Frenchtown community, the walkability, the resources and learning opportunities of Frenchtown setting by the river and our uniquely riched arts community and local
businesses. For many participants valuing the unique aspects of our town and fees go hand in hand. Yet at those strengths, many challenges were acknowledged. The need for increased academic and social opportunities,
especially as students approach middle school years. The need to steward limit limited financial resources and respect taxpayer impact. And the need to cultivate faculty and staff to support challenge and prepare students with
diverse learning styles and needs. >> And then we also heard concerns about the enrollment challenges facing the district. While many aspects of the enrollment reflect demographic realities outside our control, we are committed to addressing enrollment proactively through our focus on academic achievement, school co culture, and
community engagement, which I see a lot of head nodding and that's awesome and it's great to see people back that were a part of that process. And when we go into the action goals, we're going to focus on those three things. And I um so everything that we're doing um is, you
know, linked here. Um also in this process we created a new mission statement. So I'm I'm the feature. Here I come. So I'm looking for
couple volunteers from our audience to go one, two, and three to go here. First one. Go ahead. I'm aspired to be the school of choice for families throughout the area who value a supportive and engaging environment but small class
sizes for personalized education. >> Another volunteer read second part. >> We focus on prioritizing academic rigor while developing emotional intelligence, autonomy, competence, wisdom, creativity and leadership.
We prioritize inclusivity of individualized education for our students embedded in robust community partnerships in our national environment. there and um participating everyone who just did that. I think that's really what we did
during that process was we listened to everyone. We we you know took that in account and brought it back to the board, brought it back to the teachers. Where can we, you know, where does this make sense from an educational point of view? where does this make um sense from
just a day-to-day being a parent point of view which we got to hear and then a board member point of view and grandma and grandpa that might be watching students after school. So we got to hear all those different things which was really um a good thing and I and as I
think many of you heard in the process the mission statement has to be something that we can catch on to and and think of and hear um can't be this elongated thing. I think these are some really quick hit sentences that really speak to what we did. So, u I'm excited
and as we stated, the heart of the community here. So, thank you again. >> We got that. So, screen. So real just quick recap January
14th meeting um I had done a along with a number of in uh input from our board of education and our teacher staff we had done we had completed a um district presentation we had 48 participants talked about enrollment and then we identified groups
identify strengths and weaknesses and that was our first meeting common themes out of that small classes special education funding test scores community involvement using community as a resource, teachers and staff test scores transitioning to high school funding
choice choice students in and out. These are some things that we talked about. Um then we had another secondary another meeting or second meeting district presentation um 34 you know in keeping that in mind we had 34 participants groups to identify share vision and initiatives.
some things that became up here support parent engagement academics linked to community we heard that word that phrase rigor on the river um and I think there was a lot of us that you know I think bought into that from the community
piece I also think it became something that was said a lot in our school for the last couple months of the school when when we had um really good collegial discussions about certain things personalized attention increased test scores enrichment program offering
honors passes, no smartphones education foundation, increase enrollment, seal, emotional intelligence, and then of course increasing that academic achievement. We met one last time, April 1st. Again,
we tal keeping in mind that district presentation, 32 participants, and then we develop goals, statements, and objectives. walkways there. Ensuring higher test scores in ELA and math, no cell phones, minimal screen time, big things that
we're talked a whole lot about. Um, expanded academic offerings, personalized education to increase family engagement, community involvement, linked to academics, um, chronic absenteeism. We have a pocket of students that we keep continuing to address with as we know. So, that came
up. uh community project and then that big stage opportunities with our school. Um and when Miss Thompson and I get to summer scholars, we're going to talk about some of those activities that already occurred over the summer um in our summer scholars program, which we'll do a little bit more focus on at the
very end of this presentation tonight. All right. So, where did we go with this? First off, again, thank you to everyone for all that input. Um and then we you know it's like just put it together started having conversations. We had committees we had within the
board with our teacher team meetings identified within our school. Um so we created additional time lunch coverage period so we could get teachers together working collaboratively which is great. So we went into goal one student
learning and achievement. So, right out of the gate, and we started doing this um we really started doing this last spring. I think it's also telling to say that we already we already had been planning for a summer program
as we began the thought as as we started this process, right? We were in um discussions within our team of what how to how to revamp it, how to make it look a little different. So, we created a summer academic support program for for students at home and in person. Um obviously you know myself along with the
BOE and and all the teachers using um looking at student data, looking at indiv individual performance, looking at things that they did. Um so that's something we did. We're going to we'll go in detail the summer academic program because that's that's something that's really hot right now and and something
that we're thinking a lot about as we begin the school year and how we're going to use some of that information as we go forward. increase student achievement recognition by adjusting criteria for honor role high honor role in principal list. So we established that that's something else that's now um
for people if you didn't know we used to be if you had to have scores 85 85 or higher in all your areas 93 and higher and that was high honoral. Now we've adjusted it to 87 is the honor roll, 94 is high honor roll and if you
achieve 97 or higher in all your areas, you will become part of the new established principal list. So we're pretty excited about that. So giving our students that opportunity. Talked about classes and more honors opportunities within our school. do have
algebra and some of us um in previous years and were part of that community discussion like oh algebra is not taught here it is taught here um and it's been taught here for a number of years um but there was a time at some point I you know I understand that there wasn't um algebra still here this year we have
created a new honors reading class is for our seventh and eighth grade students so we are um we we've sat down over the summer Miss McCann is going to be taking the lead on that and we're excited excited that we invited a group of students to be a part of it. We
created a a criteria linked to the last year's two years test scores um grade point average B plus or higher um and things like that. And we have all our students that we um invited to the program have signed off. So, we're
pretty excited for that. Um part of this being a year one initiative is we also um make sure that we have parent permission and support on this um because it is going to be an increased rigor for sure and making sure that we're balancing out. Obviously we're
also going to take in consideration we know it's a year one and we're going to be working with students um in order to you know best support them through this process. Personalized learning plans. So throughout this summer, that's something
else that came up quite a bit. Um we have been exchanging going back and forth a number of our team members looking at different templates and and seeing what might be the best template. My team and I have had this conversation many times and I'll use any piece of
paper. I feel like we do so many personalized direct things that to you know from our teachers to our students all the time in our school. We use numerous strategies there strategies linked to your each of your students in school. The one thing we can't do is give you this and say here it is. And
that's something I've been talking about to the team since the spring. So we have a number of templates when we get back to school next week. Yep. Next week. Tuesday. Um we are going to yeah obviously we have some fun things um established for the beginning of the year some um typical protocol stuff um
but in September our teams will start meeting after back to school night on the 10th um and we're going to start looking at some personalized plans templates make some adjustments and I feel very confident um that they'll be out by mid year if not soon. So I'm
excited for that. I think the teachers, again, as Kate pointed out here, I think the teachers are been really bought into some of these ideas. Um, part of it contributing and being a part of them. >> Okay. So this student learning and
achievement within this there's another group of that we broke into that was part of you know Kate Nent Adam Blackbero were a part of this group and many of our teachers and we looked at setting some
clear expectations um as we go into this year. I'm not going to go in for all day on this. I'm going to kind of hit on a couple points. There are copies of the in on copies. The board has them and they're at that table if you need ones. But I think one
of the con consistent things that kept coming up was ensuring that grade grading reflects mastery of academic standards. And so that's something now we built that into our philosophy. Obviously our students, you know, our
teachers and students are going to be um you know updated on this. Obviously, we're going to talk about this and then here's some more bullet points for us to continue to start working for right giving opportunity for point recovery. That's also another thing and I'll talk
about that in a minute. Homework became a big conversation and I we looked at various different things. We ended up landing we will still have homework in K2 5 to 10 minutes tonight. Um, we do feel like it's it's really good communication tool and keeping parents
informed and it's also good to just get a few more reps of stuff. We still support we're very big on play and outside and learning and all those things, but we think um setting that precedent just that you have a one more little responsibility to do here and there is something that the teachers and
myself feel still feel strongly about. Um and you know those are similar 3 to 5 20 to 50 minutes a night and 6 to 8 will still be 1 hours to 2 hours a night. Um I'll talk a little bit about that but those again this is we've had some
really good discussions this year about it. It took a little longer to just land on something and I think are we're going to live with this and I think at at some point we might need to make more adjustments once we live it a little bit more. Um, so
grade point averages have all changed too or grade point like your score. So 97 and above that A+ that's that principles list that we talked about. Um 0 to 59 represents our failing. We used
to be 64 below. So it it shifted a little bit not tremendously. Um so this is all reflective. Another thing that came up throughout the year was just the conversation about consistency within grade grading in middle school area. So
after numerous conversations throughout the school year again um I again again want to say thank you to Adam Beta and Rachel being a part of that um with that conversation um establishing and then the teachers obviously getting involved and being a
part of it. So, for science and social studies, we're going to be looking at this balance um assessments, as you can see here, I don't need to read everything. And in math ELA, and I think we're going to, you know, I think for sure this is our this is our consistency
for this year. If we end up making recommendations and so forth for another year, um they'll be based upon the living proof, but what we've got this year, not only teacher feedback, parent feedback, or maybe things that occur throughout the year that um are discussed, board members, and so forth.
Um but again, we're setting out this consistent um start, which I think we're all excited for. retake opportunities. A lot of, you know, and you can imagine when when students are out for numerous days and so forth when it comes to tests, sometimes it's okay to get your
score, but what did I do wrong on my test? And sometimes we're waiting on three or four other students to take their test, right? So, we're being a little bit more intentional this year with test retake opportunities. So, if you're out on Monday, you have certain amount of days to make up your test
because ultimately you're holding back the other students in making getting their visible test, letting the teachers work with them on those specific targeted things that they didn't do well on and so forth. Um, so we're going to be a little bit more intentional with this. Um, point recovery, motivating
students to do better, to get to that mastery as we talked about in that first statement. Um, late submissions is nothing typically really brand new. It's just the fact that we're going to give teachers discretion on that because there's always individual RVs and why
you might not be in school for two or three days or 5 days or 10 days or so forth. So, um, that's not going to change tremendously. Um, but again, giving teachers some leeway with that to work with the student ultimately trying to help the student achieve whatever
project um, that they're working through. Um and then ESP. So ESP you've heard about is the educational support period. We established this last year. Um and it
basically gives students direct teacher opportunity throughout the year um in the middle school area to get your work done to target areas that maybe you need help with. So, one of our teachers might do a small group lesson with five students within that because they need
to know what's going on or they have a test on Tuesday and we need to practice a little bit here. So, we're going to do a whole whole class review or we're going to, you know, do an individual review, however it goes. Um so ESP has been again twice a week in fifth grade,
sixth grade, seventh grade, eighth grade it occurs minus this year one of the honors classes is built into our ESP period, one of our ESP periods. So again, for students that are seen as this criteria, as this type of student,
we think that they'll be okay with only having one ESP period and then having a really direct targeted um class period with those peers working on their honors reading. We already went through this. This is just a clear those honoral grades. And
then so a lot of our discussion with our academic achievement committee was about like behavior and disruptions and things like that. So one of the things we talked about with the team was we have this ESP period, educational support
period that I talked about. Um it's a great opportunity in school to get better in a specific area whether it's a make, you know, and this is more than just makeup, right? It's it's an opportunity like I said if we have a test tomorrow, we have a science test
tomorrow, we have math test tomorrow. Gives the opportunity for the student or the other adult teacher in the classroom to help students in that way. We're going to do a little bit more in the sense that we're going to grade them this year. We're going to grade them within there. So, we're going to grade
those habits. Are you contributing to your success as a student? Right? So we've identified some indicators for this year. Um so you're doing exemplary if you're doing everything you can be a part in that class preparing engaging using some of those study habits right
during this time we're also going to model some what studying looks like and of course it might look a little different for every person but we got to we got to model that a little bit um and use peers that are doing it the right way. use them, you know, accolade them,
you know, applaud them for their efforts. So when parents ask in the middle school area like how is my son or daughter doing within then we can say well this is how they're utilizing those two periods you know and
hopefully they are but if they're not then you know maybe we need to make an adjustment somewhere you know that's current communications something within the team something for that student that could that long term that could end up being that student's um personalized plan and that personalized plan might
one objective. Let's let's get our participation and our study habits up in ESP or let's get our homework done on Tuesday night, you know, on two nights a week instead of if if we're not only getting it done two nights a week, let's get it a third night a week. These these
are where those plans might become very um I think they'll be very supportive for the student and I think it's only going to increase the parent teacher communication and that engagement factor that I think all of us would be seeking to build today. Okay,
that's one and I promise we're going to do a little bit more um focus discussion about summer scholars at the at the end here. Goal two, community engagement. and we just want to build that community piece. So one of the things is hosting school hosting events at the school and
providing parent resources around learning digital balance seal attendance and academic strategies. So we definitely want to get on a consistent cycle where we're sending out information to our parents to support some of these areas that we talked about
during our our discussions for you know three months. Um, I think there's parents in our community and in that will say, "Hey, I saw this article or I saw this piece of information. I think that could be beneficial." Well, we'll
review it as a team, you know, in those cases. I'm just saying like and take a look and see if it can be disseminated to parents if we think it would be a good resource. Um, I think those type of things are going to be good. Um, so that's one piece. you haven't checked
out our website, we're we've updated our website. We have new live feeds, social feeds, those things that are all linking together. Um, so that's our part of sorry, that's our part of increased district presence on social media, share students who highlights encourage
community pride. when we talk about um community- based events for instance summer art this you know if for those who were a part of art and science camp this summer with Miss Hurley after the conclusion of the
end of the year we had a we're on a quarterly conversation right now with Artyard with Jill and her team and she's we were like is there any opportunity for us to be a part of Artyard in the camp you know forget Not that we're still doing stuff in
September and October and November, but is there a chance? Of course. So, we were able to en enable those students a wonderful opportunity on the last day of camp was at the art yard this year. We also have an event coming up on September 10th, actually the same day, back to school night. So
making sure that everyone not only in our you know our communication of the school but making sure everybody knows that we are doing things because I think also in the process for me is that I learned that I think we do a ton of stuff that sometimes the community didn't know about. Um so we're really
trying to do our best to make sure that everyone's in the loop on that. Um okay. And then again, I think these are all they all they're similar, but they're within here is build partnerships with local organizations, right? We just coming off um a
sustainable New Jersey grant that we were working with modern apostles. We're going to be having a nice celebration second day of school in the afternoon um where the artist is going to come down um council and so forth. We'll be a part of that, you know, one of our community collaborative projects. um took a little
longer than we would were hoping for, but we're excited that it's here, right? And I think we're going to give it its its diligence and it's and um give our students an opportunity to engage with the artist and learn about the project and we'll be talking about the next project um because now we'll be able to
get into another grant funding within with that group. Um can't go for two when you already have one. So, we'll be moving forward with that. So, things like that. Um and then goal three, cultivating school
culture. So we heard every meeting no cell, no cell phone, cell phone is this, cell phone is that. So we work we were at this for a while. What might be the best opportunity for Frenchtown students? There are
some schools that have tried this and some schools um you know have tried it and are in process of living it. Um, I think for us it just makes a I this is what I want to say. Kudos to
Frenchtown already. We've already had a very a very good system in place in my opinion where students come in and they put them in their lockers. Right. Are there times when students go to a drink and they end up in their locker? Yeah.
Right. So, I think just being honest and you know I need to go to the bathroom or I need to go. So there are times when we might catch students at their locker and they're not getting their book or getting their, you know, whatever they need. So with that said, just the fact
of a of bringing the the cell phones to the bottom floor, right, to a space where it'll be a, you know, a space that's locked and surveillance and so forth all day long. I think it'll be a good situation for our students. Um,
so students will come in, they will get a number. Um, and I'll talk a little bit about I'll talk a little more in depth in a minute on that. Um, but that's pretty much that piece linking students walking field trips and community assemblies that enrich the curriculum and foster civic awareness, right?
Things that we've talked about within. Yes. Yes, we've done some things with our yard. Yes, we've done with things with Sandy Scoops. What more things can we do on that river aspect? Right. Is there are there other things that we can be exploring? Um so that's something
that we will continue to do throughout the year is you know is there something you know may I don't know if people are aware but I think last year third marking period we started working with burrow council and the mayor for honoral they come over and they write a
nice letter they come and be a part of our honoral and achieving situations. I think that's awesome. I think, you know, just if I think we already have an easy platform in the fact that the mayor is a graduate of our school, right? So, I think that's a pretty neat thing and I
think for students to go, oh my gosh, he graduated here and he's the mayor of Frenchtown. That's a that's pretty unique opportunity for us to keep continue to explore. Um, so that's something we established last year. Maybe not a lot of people knew about it,
but again making sure that we we do communicate the things that we are doing in this event. Um develop a team of staff and stakeholders to plan and implement capstone project for all eighth graders. So we would like to take this year with plans to take this year get a group of
our uh teachers and staff which I'm sure we'll be a part of. We may even reach out to some community members or people in this room board members to be a part of this. But we're going to establish a team, figure out where we're going to go and kind of develop what we're going to do and what that's it's going to take
time. That's not something we can really throw together, you know, one or two, three people. We need a team to put that together in a in a well-rounded team. So, that'll be part of that'll be my responsibility to get this team together and start meeting to
develop what this will look like. So next year this time I'll be sitting here hopefully talking about what the new capstone project going to be and what the components of it and where what community aspects it's going to have. So um I'm excited to hear from the team who
develops this character education programs. Um what I think maybe it lost sometimes in in our planning was we do do a number of different themes monthly.
um character based education, right? It's it's something that we do. Mrs. Ziggy is a part of it. We every summer we sit down and we establish what should we what what would be a good topic according to and we have numerous resources that we pull from. But I think
our purpose here is to be more communicative with what we do for this month. Parents know, right? And communicating out to the parents. Siggy does it monthly, but we're going to just be more targeted to communicating to those parents what the topic was, why we
did it, because there are times throughout the year that we personalize a topic that a certain class might be struggling with. Um, and that's different in a second grade level versus a fifth grade level versus an eighth grade level. People that I've been in,
you've received an email from us saying, "Oh, Mr. agent so and so or miss the counselor, we had another meeting about this or we reviewed the code of conduct or we had a conversation about this. So those things do happen throughout the
school year and if you're not in you know sometimes parents might not know about that if you're not in that specific breed or so forth. So, we're going to be just we're going to link that lesson to the parents of what exactly we spoke to and make sure that you know that communication is done um
throughout the year. Our SSDs, all that data that we take from programs, trained programs that the staff are a part of will be embedded into that character. Um teacher training and low tech and non-tech instructional strategies.
Something else that came up quite a bit um as we go into this AI artificial you know AI world right um and teachers are going to be receiving more and more training on that I think it's also important as we've said to remind us
those of those low tech and no tech ideas and that's something I feel very confident that um the teachers on our team some of the um articulation opportunities that we're going to have throughout the year um professional development opportunities we'll touch on
that. But I also think I'm very very um confident that this teachers in this area, teachers in our school um can develop some continued strategies that they're already using and just build upon that more in this area. Um but
again we certainly heard heard what you know the parents were talking about the community was talking about the board of education and we feel good about putting this into play as a plan being accountable for um these
examp um so cell phone boxes are in the front of the school if you didn't notice them on the front but as you came in one's on our right hand. I know there's still some boxes and so forth. One's on the right hand side, one's on the left side. Our goal is worth assuming, but we we
know grades three through five will likely be on the right side. Grades six through eight is going to be on the left side. That's our plan. Once we're all good tonight, parents will be receiving a letter tomorrow to make sure that we're sign up. So, if there are some kindergarten or second grades, I don't
know. Um, I'm not sure on that, but we'll make, you know, we'll make spots accordingly probably in the 35 box. So, just so parents, students will receive a number. So, when they come in from school, they have a number and they put it in and away we go. Um, collection at
arrival and return back at dismissal. Okay. So, keeping it really simple for the for really for the same thing that many of the students put them in their locker and then we went to class. We're just keeping it down there. I think the diff one difference is we t some people
might ask why didn't we put him in um the classrooms right their home room classroom I we all just felt it would be a disruption if you leave at 1:00 now I have to call somebody up get somebody to go through the class and we're disrupting other learning um so we
really just felt like the best way was to keep it down you're there's one way in add if you come in if you go home early obviously nurse Amy's going to be a part of that um and the front desk personnel. So, they have they'll both have keys. They'll be able to, you know, in a timely manner if your ch child's
got to leave for a dentist appointment or needs to go home sick early. Um or if they come in late, we don't have to go and disrupt the teacher that's 20 minutes in their lesson to go unlock the box. So, that's the reason for that. They're already mounted.
If in fact for some reason um we're making a little bit of adjustments in our security plan just in case we do have to go they have a handle if you see on the way out you can literally grab them and go. So that'll be part of our somebody's going to be responsible for
that in the face that we have to actually get out of the building. Obviously not a top priority right students and staff are first. Um, but I also understand that component and we, you know, certainly that's why we bought these specific ones that you can just
grab the handle and get it. Um, so uh yeah, so that's that's what we're doing. So if we're um parents will receive a letter tomorrow signing up, making sure that you get a number. Um, and just to clarify, this is for um
watches as well, right? So that's something it's all electronic personal devices. Um so they're going to have to be stowed away. In our policy we wrote if they don't for instance it doesn't make the box then it'll be stored by staff in some other way. So there's some
flexibility in there. Ultimately you know if they're not here that's probably better in this scenario. We also understand as a parent myself a lot of us have life 360 on our phones or some other similar app which allows
you to see and if your a child is walking to school I can certainly understand and I think we all can understand board of education you want to try you know watch your child as they go 67th street and so forth knowing that once they get to 902 Harrison on your
life 360 it'll be there and it'll be stored there. Um so yeah so we certainly understand that at dismissal you just you know you'll get on the phone or sorry students will come down and get their phone and they'll be able to go through this is not going to apply to
clubs and activities that'll be at the you know discretion of the club leader just so people are in the know on that it's not we're giving them back at that point so if you needed to communicate you know I know you're going to music club today and I'll be picking you up at 4:15 or I need to come a little bit
earlier Um, obviously you can send those text messages still and communicate. If you need a dire, you know, it's something more immediate, then please just call the front desk and we'll communicate your message to you. Um,
but that's our cell phone. So, as a new initiative, first offense, obviously, we'll give somebody a warning, right? Like this is new. You shouldn't be on the floor. It should be tucked away and go forth. Um, and in all other offenses, we're just keeping it
very simple for year one. It's a lunchon detention, so you just won't with be with your peers, right? Like for that moment, still get to go out for recess. We're a big fan of recess, but can't follow the rules and this is what we're doing. Then it's going to be a lunch detention. Um, and hopefully this will
mitigate that like, you know, eliminate this this initially, but we understand that it's going to take a little bit. Um, and then after a fifth incident, a letter will be sent home. parent guardian parent will have to come to the school after the fifth time. You're going to have to be disrupted. Um, and
you're going to have to come into the school. We'll give you that first few times. We'll give it back to the student at the end of the day. And I I think that's something I feel like myself and the team have been pretty reasonable with through the last couple years. We understand, but in this case, as we want
to try to set an initiative for our youngest learners here, um, we want to we want to establish that. So at at five um you know hopefully we don't get that's ultimately my um okay and
chronic absenteeism. So this is just another piece of that you know that that climate piece for us. I just want people to know um this is just another update just being very transparent with this is um pupils in grade five lunch intentions
each additional late beyond school after five tardies. Okay, tardies has been a thing. Tardies leads to chronic abnetism. We have a pocket of students that we need to improve on. Um so at again this is going to be finding that same line lunch detention but after five
parties you're going to have a lunch detention. So we're really encouraging students to come to school. Um I think we have a lot of good things here, a lot of challenging things that they can benefit from. Um so that's just another
adjustment we have made um in our plan. Obviously there's still, you know, reasons why that would Okay, at this point I'd like to invite Mrs. Thompson up um to join me as we talk a
little bit about summer scholars um which was one of our academic achievement programs already established with some glasses. >> Thank you for having me. >> Thank you. >> Um before we start, I really just want to say, you know, a big thank you to
Mrs. Thompson for, you know, she joined our team last year and I think she hit the ground running um in so many different initiatives and being a part of um you know it target you know working with our students to help their
achievement and she really took that on personally. I think you know along with a lot of our teachers have some really great collaborations throughout the year. Um, and I think she was a great fit to be the club leader of this and we'll talk a little bit about it. And
then Miss Warznik as well as Miss SA also we ended up joining because our numbers went to a really good space. Um, so we'll talk a little bit but thank you again um for that piece and again couldn't have done it without the teachers creating all those grade level
packets at the end of the year which really gave us a starting point for so many different things to to learn over the summer. um all the parents that came in and supported it. Um you know, it's not we we did it within the middle of the
school day to kind of cross over many of the summer programs that we have and camps and so forth. So there was some drop off and pickup and different people, but really um again all that that um organization and scheduling to
make something happen because she saw some worth in it. Um we really do appreciate that. So, our goals were to help prevent summer loss, right? I went down the solo slide. Um, so that was fun. And communicate with students and families the importance of the practice
of skills beyond the school year. Okay. >> Hope I'm blocking you over here. Um, so additional benefits. So, those are our goals. But as the summer program went on, we had some byproducts that we weren't really expecting to happen, but that were awesome things. Um, there was a connection between our older negro
students, um, which was amazing. and just seeing our some of our older students kind of become leaders um and work you know willingly and excitedly work with our younger students was amazing to see um they created leadership opportunities for older students. So once I kind of saw that happening we kind of you know ran with that which I think younger and older
really enjoyed and again thanks to the culture aspect of the uh play um we identified and delivered areas where many lessons were needed. So um grade level teachers and Miss gave um a Spanish packet for our students. So they um worked on it either at home or at our
center scholars program and then myself, Miss Sak, Miss Savvy when she was there um you know went through were helping students like you know as they completed work they handed in assignments and then it kind of allowed us to see where there was any areas of weakness that we could then provide a tractor for. So it was
really a great way to see what we need to keep working on. Um and then we also had which is again something unexpected. We had a new student join our school this summer. He came two sessions. So awesome opportunity for him to meet his classmates who also were there. So that was great. Um again back expected.
>> Yeah. >> So overall we had 41 students registered. Right. So right that's big. That's big in our world which is awesome. Nearly 6% of students entering first to eighth grade. Um, preschool did get packets, but they also did they, you
know, weren't a part of the in person. They did get stuff. Miss Luffford definitely helped us out. We focused on our obviously our incoming first grade three. That was where our focus was. Um, session attendance ranged from 19 to 30 students. Thus that's why we decided
make you know after the first two sessions as people started coming we had a little break and it was kind of purposeful and initially our plan let's see how this is going to go these first two days and then we'll have that fourth of July little break in there to reboot and that's exactly what we did that's
when we added missnik and miss for um to be a part of it to have two teachers available um you're Um so again we we did find opportunities for students to work independently at
home or at school so they could with the packets you know bring them with them if they decided to come or you know I wanted to not exclude students who were away for the summer or traveling. So I wanted to have the packets in hand for them to work on them wherever they were. Um with student volunteers I had a bunch
of my eighth graders from last year who are now ninth graders um sign up to come volunteer um whenever they were available. So we had some ninth graders. Um Marley's brother was there also volunteering. Um and then Miss W and Miss and then also just peerto-peer
learning like they love to work together. So you know as long as it was productive that's an awesome opportunity to do so. Um so math ELA and Spanish assignments were given. Uh that was kind of our you know at one point I think I picture like that whole desk cover and
like whose idea was this? um you know so packets are given for all students in pre-K through seven um assignments are math Spanish as well as like just uh programs that were um things they can participate in the area that the Hunter County Library has a reading program um snowball has reading
program that Dela has a lot of programs so I gave flyers for those as well so even if they couldn't come to our program they had you know I really want to get the point across that this is important for you to do to keep learning over the summer um so we had those packets um that suggest activities. Even my eighth graders got packets because I
wanted to I didn't want them to feel left out. They're like, "Stop giving us work, but I wanted them to still understand that there's um you know, importance in continuing into the work." And I think in the algebra class um at Delva, we had the largest presence um for their summer program. Yeah. So
that's because I kept pushing on them. >> Um so packets were distributed last week of school. We also put packets the links for packets on our website. We had copies in office. I had copies with me at summer scholars. Um, beyond the assignments, we did a summer reading challenge. We had that little break
towards July. So, I put together just a reading challenge where they can send me pictures. They, a lot of them were like really crazy about this. And I was getting pictures of people reading on the beach or in their car or at their house with their dog. Um, so over 800 hours were read by our students during that time. And we also involved
community members, police officers, board members. Thank you for your pictures. and teachers. >> It was great. >> Yeah. >> All right. So then we did surveys. So in order to get some Sandy Scoops ice cream at the end of the activity, we had to
complete some surveys. >> Not enough. So we survey >> because we really wanted this is something I think we saw in a short time it was really catching on. We were getting buy and we're getting you know students from parents and teachers and so forth. Um so just so people are in
the loop 78% of students shared that they read more over the summer due to the summer assignments summer scholars assignments 9% of students enjoyed summer star okay um said before the ice cream um 100% responded true to the
statement learning over the summer is important again as we build that culture and and I really can't say enough to have this many parent or this many students a part of it shows demonstrates to us and the entire team that our community obviously values this, right?
And I think that's an important piece. Um, >> yeah, >> I wish I had surveyed them prior to the start. Like in hindsight, I wish I'd asked what they thought about it before. I know when I went around to classes delivering the packets and just talking about there was a lot of not excited.
So I imagine that that number would have been lower. Um, but I don't have the data to support that. Um, >> 100% of our students uh that learning is important. Uh reading skills uh have improved that was 89%. Math skills have
improved that was 96%. Um 82% of students indicated they felt more confident from math. So I think and that's the whole goal right once they feel confident the sky's is the limit. Uh 89% of the students respond that they think it's important to keep learning this summer which was definitely not the case when I spoke to them in April or
May. Um 56% of the students answered that they plan to continue working on a packet. So that was good. you know, even though these are the students who were in class, the fact that July 31st they were saying they're still getting half of them are still getting a birthday, I'll take that. That's probably more
than it would have been without this. Um, and students share that they felt more confident in uh the areas of reading they vocabulary, fractions, rounding, multiplication, and reading big words. So, it's just, you know, I'm thrilled that they got more confident
with that. All right. So, then we have some parent surveys. Um, again, thank you parents. You know, 88% indicated children enjoyed summer scholars. 90 indicated that they would sign their child up again if it was offered again. Um, 63% of student
parents responded true to the statement that my children worked on summer star um assignments at home. 56% of the parents indicated their perception of summer assignments changed as a result. 13 unsure and 31% said no. So I think you know so we're we're just learning
from this, right? Like I think it's great to poll and get some information. Go ahead. >> You're 88. >> 80% of parents um indicate that they felt it's very important for their children to engage in assignments. That's awesome. >> Um 69% of parents excited to have their
child or children continue working assignments. So that's, you know, a disconnect because there's more parents than children wanting that. But I have five kids, so I can see why that would happen. Um, so we'll see who who wins out on that one. Uh, 63% of parents agree or strongly agree that their child or children improve their reading and
math. Um, and I think that was one where there was a bunch that were unsure because that might be hard to gauge, right? Um, 63% of parents indicated that their child read more. Um, and 80% of parents liked our Tuesday 30 model, their Tuesday Thursday model. Um some
did suggest uh which was good feedback for us that they like would prefer earlier in the day not to break out the day. Our format was um twice a week from 11 to 1. So I think some parents were indicating that it maybe if it was you know first thing in the morning that would make it the rest of the day open
for them which I understand >> and I think also it's just good and we anonymously put in some of the feedback that we got. Um but I think you know the referring his parents said I had a difficult working hard you know working hard and staying focused at home you
know but working on the packet having her in a school environment was beneficial to her success so I think it's interest you know everyone didn't get that choice right some students were unable couldn't get here but you know for this student I think an opportunity to be here obviously changed that
changed the game for them um and I think you know One of the most beneficial events of my children were the opportunity to continue their growth at the same time as helping younger students. Right? So, not only did this parent see that as a great opportunity for their child to engage in learning
more, but also be a leader and build that confidence and things that we're just again trying to continue to bring out in our students. And I think this kind of goes back to that discussion like we want our students to be more prepared and more accountable um in their habits, right? their habits of
learning, habits of being social and so forth. So yeah, so those are some good pieces. Um, so here's some quick takeaways. Um, and I think this is great to hear. 30 students attended three or more sessions, right? 30. That's pretty
good, right? 70 27s attended five or more or so I feel like that's even the better number. 15 students attended 80 or more. So 15 students really, you know, put themselves out there. Um we think student and parent perception definitely has shifted a little bit for
sure. Mutual connections between older and younger students was clear. Um students want to do that again, right? And these these are things that we will continue to part of mixed age activities and part of our plan. Um during sessions, teachers were able to identify and provide intervention support. So
students were able to do that work right there or bring their packet from teachers could take a look and then say, "All right, we're going to break it into this mini lesson. We're going to hit on fractions here. We're going to go work on identifying main topic sentence here. Um,
not too long that um, yeah. So, I think they're motiv, you know, we saw that during these school years. Some of our students, the older ones who may not be motivated for themselves necessarily would be motivated to come in because the younger kids are excited to see them. So I think the same thing here that maybe the older ones may not want to come do their work
necessarily, but they'll come do a little bit of work and then the work with the other ones which is hey they're here and it got them to work for you know 20 minutes and then they helped the other one which is awesome. >> Um >> future >> future so based on student parent feedback as well as teacher observations we see this as a valuable addition to
FBS I can think um again as a mom of five that um you know a lot of every district has to offer excited school year for their special ed population. um some offer um you know progen at a cost but I think you know I thank the board and strange for making this opportunity
available for our students for no cost I think that makes us truly unique and you know that's huge that really separates us that makes us stand out from other schools um data collection that is specific to students who have participated so we kind of just you know kind of follow this cohort of students
to see does this make a long-term impact like how how are these grades next year how are JSL explorers what's next um you know can we really you know track and see the impact that this makes um >> so I think we see that that group of 15 as a as a really good cohort group to
compare where they're at with those expert whether it's state testing or some um early early on benchmark or late year benchmark um so that's something that we definitely think we've generated out of this so >> and the part that's unknown we haven't you know school starts next week so there was the opportunity to work out of
the packet independently at home >> um So maybe the rest of our students will bring those in and you know that will give us some more data too how those students worked independently on us. Um and then still to come packets returns >> right so students still have we're right
on club. So students still have an opportunity to return them the first day of school, right? So right after they drop off their cell phone, they're going to go off to their home room and they're going to go to first period, but there will be a nice little breakfast compliments of the PTO um for those students who either participated, we
have the list who participated, but also who if you didn't participate, you could hand in your packet to your teacher and you go down and benefit that. So that will be kind of the conclusion of this process for now. Um and then we'll be rebooting taking that information. You want to speak a little bit?
>> Yep. And then the last one was just that uh we'll continue to review and identify areas of strength of this and provide that data to our teachers. Um I'm fortunate to work with a lot of the teachers in the building and you know some of those conversations were happening already as like in real time. Um, so any, you know, if there's any trends I saw happening with a certain
grades or just individual students needed, um, were especially good at something or needed some more support in something, that's data that we don't have that we wouldn't normally have over the summer, you know, throughout the year. And again, you know, I'm going to just
say thank you again to, as you said, like being able to, you know, put money aside, create a program like this, get some um the teachers who repaired this opportunity, you know, with with um you know, some collaboration. We came up
with this grade level packets and teachers, you know, really took time and and really said that this is what my student would benefit in third grade or fourth grade or second grade. Um and I think that was just a really great platform for us to start with and then we were able to you know your the
teacher team was able to adjust um for the year but again again the total community effort in order to get the students here for those food and we'll find out a little more to sell next next month on how many are returned on the first day school. Um, so we'll go from
there. But so thank you again for coming out. >> No pressure. >> All right. So we we went through the plan. We're focusing on those three areas. We have a number of activities that support that those areas, but it's
also not going to be done, right? We have a nice plan for year one. Um, we still have other things to continue to talk about. You know, those tax-free options, increase teacher professional development and certain strategies and
low tech al alternatives, right? I think for us right now, we we enga we're going to be engaging in another um targeted professional development. What I mean is K4, we're going to do BLA strategies next week and Matt's team is going to be
doing 53 strategies and using some of the resources that we purchased over the summer which are we're going to be using Lumis learning which is something that's targeted practice for that's workbook based but also online based that will support grades three through eight. We
also bought brand new grade level grade excuse me leveled book readers for K through four. So there's Stock and I were just having a good conversation today. Um she's excited put them in action different books, different interests um with some really targeted
lessons that are part of these programs that match along with our participant read you know assessments that we do in the beginning of every year. Um so but that's going to be ongoing especially you know that's why we came up with these plans for this year. We'll
obviously reflect and live them and see what we need to do. education foundation is still something I definitely want to you know explore in those spaces. AI initiatives, learning environment resources, exploring continue to explore local partnerships, experiential learning which I think we already are doing but we need to just keep doing
that right within our community um or get a community in to come to our school right and be a part of that. maybe be doing a little bit more of those pieces. Um, alumni in integration, school as a resource, course offerings that you know, now we pre we have we
already have algebra in the building. We have honors in the building. We're reading what's next, right? Things that we'll develop. Um, yeah. And in new clubs, obviously we always talk about new clubs and things like that. parent resources just to help
with chronic absences and SEAL, um social emotional learning, um low tech, screen time, brain development, things like that that came up. Um I wanted to make sure that we captured all those additional things if in fact I feel like we did definitely capture something in
one goal, one or two or three that we were a part of for sure. Um but these are still things that we're keeping in mind um as we you know as we go through this year but as we plan again next year's goals. >> Okay. So that's all I have but I do just
want to say thank you again. It really took us between [Music] was amazing here. >> Great. Um, so before we go to public comment, we'll just um spend a minute if there's anyone on the board who has um questions
or comments about um Jim's presentation. >> I have a couple questions. >> Jim, um I idea following that that cohort of 15 into this into the year and onwards is a terrific move. Will there
be um some reporting direct reporting on their progress or their status? Yes, we are definitely we're going to use that that group will also you know we'll have some grade level data shared and I I intend to start that likely at least the start of data by se this
September the next meeting um one of our areas but this is a group that we want to closely because we feel like that 8 out of 10 and in person is probably a really nice group um to build on and you know identify where they're at already
test scores will be in shortly um and and and from there. But yes, I definitely see that as as we look at grade level data, we'll also have this cohort help of students in in a different line as well. >> Right. And you know, the the benefits
that they saw from it could help us encourage more kids to do more sessions than in future summer. >> Yeah, definitely an opportunity for them to be leaders if they're, you know, like get that accolades if they're comfortable with it. Um and likely most of them are, but not always everyone. But that's something we But I think a
good point. Well, I mean, I see it as like a recruitment tool. >> Yeah. >> Okay. >> Thanks. The other question I had was with both for you and Tony, I think a little bit. Um, so you mentioned that some of the um there there are teacher
outcomes as well that like uh seeing which students maybe struggled that you didn't know about before and things like that which is great as far as identifying um you know characteristics of individual students. Were there any sort of broader takeaways that faculty
took from the success really of this of this focus program? It was so much >> I mean I think you know in the moment there was this you know retach opportunities like oh you know a couple this group I mean it's hard to classify as a whole class because it was just a small sample um but maybe you know just
certain topics came up that I thought okay it's more than just as one person's to look at this so let's let me meet with these three students and let's go over whatever and one was um graphic inequalities okay so the
particular people who were there that day I saw okay that might be the area we need to look at so we did I taught it um we ran with it >> I guess I'm asking more about sort of >> more general things that the faculty who were there or you I mean applied
throughout the year >> maybe can't answer that right now but uh maybe something we can think about what what did did the teachers observe that can be implemented you know that hasn't been tried before that worked well in the work well throughout.
>> Well, the strategies were the same strategies, but we do. I just think it gave us um insight that we wouldn't normally have over the summer. So, that gives us, you know, some >> a basis for conversations with those teachers to say, you know, these are people you're getting. This is something that they were really good at.
>> You think the interaction between the age group was so amazing and like powerful that that's something worth maybe pursuing? >> Absolutely. >> Right. Exactly. >> Absolutely. Yes. And I and I think just to add that when we again we have when we start meeting
which is our team meetings and professional learning communities which you hear you know those are things that we've already have a jump start I feel like because we've already been able you know we've take we have notes we've taken data of how what student maybe not d but specific observations that the
teacher had that areas that we could be better at right um for each individual student. So that goes right to our 68 middle school meeting that goes right to our 35 meeting. Um so in a few weeks we'll have our schools back and we like our process last year where we look at
different students right we look at what areas you know what strategies would be best for them or what areas do we need to support them more with um so I think we do get a jump start you know as we know bas you know Tony Mrs. Thompson also does basic skills here. So that's
something that you know you already get fresh eyes um summer eyes on things in a different way and maybe you did get a one-on-one opportunity within that session or one on two or one on three. So, I think um there was definitely a
lot to gain from that. Keeping in touch with students throughout the summer um gives you a jump start on the school year with some >> Yeah, I guess I just make one one other point I wanted to sort of emphasize. >> Um whatever you did, Tony, to get uh kids
in rising ninth graders to do their summer programs uh was nothing short of miraculous. Um I think that's really important. Yeah. often be cast off after 8th grade leaving a little bubble of Frenchtown like prone to the wolves.
>> It's a big school um academic band with um but the fact that you got that such a large contingent from Frenchtown representative in the algebra program I think is uh speaks volumes about the kind of encouragement that your union team operates and got singing you know
agreed to. Excellent. >> Anything else from >> I've got a couple of questions. First, I want to say thank you for for sharing the presentation. It's even more fun, honestly, hearing you guys present it live and like flipping through it beforehand. Um, and I'm just so
impressed with the teachers, the staff, the students who kept showing up and kept up the enthusiasm. And we can tell that they like it's so lovely that they feel much more confident walking out of this program, which is exactly what you did on. And I do hope that as a building
continued, we go over the year and continue to ensure that there's less living loss through the summer. Um I know I forget stuff um during the summer myself, but I had two kind of more nerdy questions around goal one in the action plan. Um
so we we kind of the goal one is all around student achievement and the specific action steps in it. One was continuing summer scholars which was absolutely bang on. Um another one was kind of the honor role evolution. Then we had honors ELA for seventh and eighth
grade to kind of match the algebra offering for seven or for eighth grade mostly. Um and then personalized plans. Um and I was curious around two areas. One is mostly I think my personal frustration I think the frustration of
many people in the community to only be able to evaluate student progress based on the standardized test scores because it always feels so limiting and we only get it once a year and it like comes five months later after the kids have taken it and we've already done so many
things and we know that it's not the best measurement of the progress month in and months out and I'm curious if there was any discussion as you guys was thinking through kind of the action plan around bringing in some other form of measurement tool that would help us keep
track of student progress and not put so much weight on the standardized tests and would give us more in the moment. Let me talk a little while >> and would give us more in the moment. Sorry. Um, if you hadn't heard it, I was just asking because we tend to only
review academic performance like we review it throughout the year but really becomes a focus during the standardized test discussion that happens in October and it feels like such an unnecessary amount of weight on a single test and we all know that it's not the only way to
evaluate student performance and so I was curious if there was um a potential to potentially consider to introduce some other form of more continuous measurement of academic progress for our students. So we don't have to put so much weight on a standardized test and
only have that as a single data point throughout the year to kind of like focus our work around. Well, no, not very great very >> I mean I I don't want to interrupt, but um we did have a conversation about this during um our strategic planning
meetings and um I know that Jim and the staff has a plan in place to provide us with um multiple kind of forms of or uh data on progress. It didn't make it into the action plan
as a um yeah but maybe it should you know maybe um >> at the end of the year we do review kind of the action plan and say did we do these things right >> we will be sharing you know which is
part of the difference I don't want to >> so if you look in the QAC in in our district plan to see that dip we'll be sharing ELA math lumis beginning endp. >> So just look at that far right table in there. Okay. And then that piece. So I
plan on sharing we one of those pieces for sure next you know September with the board right obviously can't be not all that we can discuss it but board will get eyes on next next month >> one of those pieces and as part of our
district action >> which is a similar sim somewhere but different >> okay >> does that >> I think so >> so you'll see you'll spont have the analysis a reading assessment. So you'll
see you're going to get to see some of that those pieces and then our new program lumis that's going to be best helpful in targeting standards right helping helping our teachers with that those additional reps and so forth as part of ELA and that >> right
>> um so there'll be initial pretests um that I'll be able to be able to share out >> right okay I think that's exactly what I'm asking >> so I mean I think I I wonder if um when we talk about goals, when we
finalize the goals for next month, if one of the board goals should be kind and evaluating those measures of progress and and working with Jim to see if there if it's what we need or if there's more
needed, you know, kind of use this here to kind evaluate those and see um if it's enough. >> Yeah. >> Or or or if it's too much >> useful, >> you know. >> Um sometimes there's too much and it's not as useful. So maybe maybe
>> I think we have a good I think if you give us those like give us something to share that I think you're I think what I learned from last year, you'll be happy with what we're sharing. >> Okay. And um yeah, I think you'll be happy with what we're sharing and then we'll go from obviously same things like
I can't share five and stuff like that. But you know in that same spectrum um you'll see information like that. >> This may be something that comes out of that evaluation process but I think one of the things we're looking for was you know more subjective assessment than the
SLA offers. These other two two systems are they a little more subjective like a little more um you know topical than numeric >> being more qualitative and quantitative. >> Yeah. >> Yeah.
>> Well FMP's FMP is not quel is not a new assessment piece. What we've done is increased all our um our level our books are new interest in both levels. So that's everything interest books. So you have a whole new gamut of topics to your
point in arcade board which I'm you know again I'll use Miss Hot as our example um as I had a chance to meet with her and look at someone else's thought and she was really excited to bring this to students yeah and give them those choices. Um, Lumis the the the
most we had numerous meetings with Lumis, a few of us over the summer and I think their team I think what we most saw is that it targets standardized testing formats, right? So,
as many of us know, when we're in when we're in classroom instruction, we might >> this program >> kind of sounds like that. Um, but on a state on a state test and even yes, there's there's some above. Obviously, the state testing format's going to turn
a little bit and I'll I'll be able to tell more of that, but the how it's done, how that direction is given to students. It's not always what that hands-on experience is in in the classroom and that walk through, right? In your test, you're in this moment and all right, look at this chart and look
at the table to chart and so forth. Lumis which is will is focus is on that that's a piece of it. So we really feel confident by bringing that piece more into our dates week to week as opposed to practice tests which has been put part of our testing plan for the last
three or four weeks prior to state testing is um the more frequency of that type of jargon direction protocol and part of it and similar testing samples which is ex they're very driven from that that'll be another way for students
to engage and for teachers to engage in targeting specific areas of Um, so >> that's a little different now. >> What do you mean? >> Maybe I I need to do some >> I can show you I can share some examples. >> I think in my mind I was thinking more
of a measurement platform that would help us measure what they're learning, not necessarily a platform that would get them to be better standardized test takers. You know what I mean? >> I I think it's I don't think it's I think it's a com it's a useful tool. I
don't think it's like yes I think it will help I think it's also going to help you in the classroom I think it's going to help our teachers within the classroom with our students as well um so a combination of both the for >> I also think with all the work that
we've done around grading criteria and making those more more clear and more consistent >> and and the principles all all those things I think will allow us to look at those um and look at them as being sort
of more valid and reliable indicators of student learning in the past. So I think that that work >> I think we're going to get different points else is another one. >> Yeah. I think I think we're going to get different points of measure which is exactly what you said a few minutes ago.
>> Um and I plan on sharing those points of measure with the board when we get there. Obviously we can have conversations um around them and things that we're doing. Um, I think that's a, you know, from reflecting last year, that's a goal I think we all want to
achieve, including myself, um, is being more transparent with some of that information. Again, we do so many positive, great things within this school, and if anything, you you know, the team can blame me for not communicating them to the public, the
this board, and the communication to the community, but we do a lot of great things. Um, and so that's a priority for me this year, making sure that you know all the great things that we're doing. >> Is there anything else from the board
before public comment? >> Okay. Um at this time we'll take public comment um first on anything that was in the presentation and then um after that if there's anything move that >> hi I'm Zacher and I can't help myself
>> that last bit of that conversation and I realize I'm coming into this a bit late but um it seemed completely disconnected from the grades you're giving to the kids. as if the grades weren't discussed as a a
measurement, a meaningful measurement of academic performance in that. Um, and that may or may not be the case, but as someone who just came in and sat down, um,
that it would seem that you would should have a right parents and teachers should have a readily available measure that connects to that. Um,
and it could be that we live in a world where that system is antiquated and doesn't connect to what we have. But I um um other than that, I just wanted to introduce myself. I think I know most of you. My son Elliot is uh now in 4K. Um
I've worked uh I'm a social worker. I started out working in elementary schools specifically with programs targeting absenteeism. and uh I just quit a job so I could have more time to help out uh in the
community. So I'm here I'll be showing up uh I'm on the PTA great thank you all for your thank your service. >> Uh thank you. Um I thought this was excellent. I missed a little bit at the beginning, but I gather it covered some
of the academic pieces of the plan. Um, Bali low 24th Street. So, we have a seventh grader. Um, I was adding up the years collectively. Our kids have had nine years in Frenchtown School. Uh, and really wonderful experience. Um, and I
now have a child entering Del High School. Just a thought on the student performance type data. I have I think I've mentioned this in the past. I'm sorry to be a broken record, but what I've heard uh in circles is that at Delv Val there's a sort of a
an understanding that French students do an excellent job at Delval. And so I've heard that the high school is looking to provide data on the uh performance of students broken down by district and I think that will be a really helpful data point. Um so looking forward to that.
Um, I just want to say I'm really grateful for the uh honors English offering. Um, my child's able to take advantage of it and he was so excited and proud when I shared the news with him. Um, and I struggled with his motivation uh since since he started middle school and um it just seemed to
light uh light him up. So, I'm I'm just really pleased with that. And um frankly, I think um he's been a little uh needs more challenge. So, I'm looking forward to that for him. Um and I I just wanted to share one more thought on the
SEAL component and culture. Um I was thinking back and I checked the vision statement that we came up with in the strategic planning talked about uh being an inclusive community. That was one of our priorities. Um and to me that's about equity and diversity, honoring the
diversity that we do have because we do have diversity in our small community. um especially in comparison to our surrounding school districts. Um so I hope that we can think about that and think about how we define being inclusive and what we can bring in in in
that set of activities uh that you're talking about. I think it sounds uh really great that you're envisioning. Um, and I just wanted to ask um or mention obviously if you can't answer now it's fine, but I really enjoyed the advisory committee that you all had in
the past and I participated in that and it was really active and I know that was built out of the last strategic planning sessions and I'm curious if you're thinking about that again and maybe it's a good time to reinvigorate that and get some parents who um you know have re-engaged the strategic planning to be
part of that. So that's it. Thank you so much for all the support. And I also just wanted to say thank you to Miss Thompson because her personalized communication with our family was incredible. And like I was saying, we had some motivation issues, but we got in a few sessions, maybe only two. I
don't even think we made it on more. But um every time we got him there, he came home really positive and happy about it. Um and so I I'm excited the school is going to continue it. I one of the things I shared in the survey was like I
think with each year kids like my son I could see them getting more engaged and being more excited about it because it becomes a regular part of the the year. So thanks for your excellent work. >> Thank you Holly. Um just two things.
There is a um a handout on the table on pink paper um that has some of the academic information um and also Jim's presentation over the next week or so will be on the website.
I was going to add promoting this excellent work I think to the broader community would be really great like in that I know we have a lot of like marketing conversations and the strategic planning because I think this is the kind of um thing I think that
draws families in and also makes families um want to remain in this. >> Thank you. >> Thanks. Yeah, I'm sorry. Um,
you mentioned AI engines and I just encountered that a lot up there and I was curious what specifically your envision. >> Nothing at this point. I think there's a lot to honestly like I think there's a lot to learn. I think we're exposing our
staff this year and you know there's it's out there. It's ever changing. Um, and we'll be move you know we're going to stay informed and if we do obviously communicate >> your thoughts
that advisory committee >> anything else on the presentation or anything else on the agenda tonight? Okay. Um well we're going to move on with our agenda. We welcome everyone to stay, but we also won't be the offender
if you don't want to stay because the kind of nitty-g gritties. Um, thanks John. Um, and for those of you who are leaving, we really appreciate your attendance. >> For sure. >> Um, so I'll just briefly say that um our
goals we will um put together and I I don't think it will take um much time at our September meeting. I think that the main lacy thing um I think that uh we'll have you know three of our goals are pretty much almost already written for
us and then the district goals and then we'll just have our board goals which will kind of stem from that one portion of that. Um so we'll finalize those and produce those in uh in September. >> Um yeah sorry there was something I
forgot to say. >> That's okay. Got it. This was awesome and I feel like it did a really good job distilling all of what we talked about in Winston Sessions. Like there was a moment there where it started to feel like the process was
going off the rails and I feel like this is more than I could have dreamed of. You know, I think it just really >> excellent job everyone who's involved. So, >> thank you. >> Thanks for being part of that. >> Um, okay. Okay. So, we did the strategic
plan update. So, we'll go on to the board secretary report. And I know Teresa has >> um what about under five? So, is there any district goal? >> We are going to do that in September. >> Okay.
>> Um so, yeah, just the next the board meeting schedule looking forward um September 23rd is our next regular meeting. October 14th is a little bit early um due to the school board's convention and things happening at the end of October and then November 18th is
also um a little bit early for our November meeting, but that's just looking forward a little bit. Um just noting the school board's convention is the October 20th through the 23rd. I don't think we have anybody attending this year. Um we did have our
audit uh that was completed the third week in July. Everything went really well. Um not anticipating any recommendations. I will have the auditors will be here to present to the board um in October and November and
they'll be ready to do that. We did receive extraordinary aid and non-public transportation notices um believe they're also on the agenda. of recognition. So, nonpublic transportation aid, we
received $934 and extraordinary aid was $44,898. Um, just want to make a note on the extraordinary aid that our application um was double what we got. Um the application was for almost close to
$100,000 but we all districts got funded at about 51%. So that's where the 4489 is from. Uh the year-end deposit that we did to the um capital reserve account. Just want to let you know what that final
number was. The board approved in June a not to exceed amount of 250,000. we're able to put $237,692 into the capital reserve account at the end of the year and that helps to go towards building towards um capital
improvements um that's in our long range facility plan. I wanted to make you aware of the new bid threshold. So every so often the local finance um the division of uh
local government services um reviews you know things surrounding financial law and they took a look at the bid thresholds and they increase the bid thresholds from 44,000 to 53,000 which also affects the quote threshold.
The quote threshold is 15% of the bid threshold. So that goes from 6,600 to 7,950. So there is a resolution for the board to um accept the increase in the bid thresholds.
And something that I didn't um put on the agenda, but um something that I wanted to mention that came up um just recently that there is a new law regarding the admission of non-resident students. So this will require a
revision to policy 5118 and policy 5118 actually let me go to the new law. So the law is revised for admission of non-resident students into the school district. Um, any person that's not a
resident in a school district may be admitted to the schools of the district with the consent of the board of education upon such terms and with payment of tuition as the board prescribes. And it all goes on to indicate that those tuition rates and process has to be approved by the
executive county superintendent. So, what this means is um in conjunction with our policy 5118 um states that we allow students that may have um
a lease or right that's coming but isn't at the start of the school year >> or students that leave at the end of the school year that may you know be here at the start of the fourth marking period. We allow them to stay. >> We have Yeah. Our policy says if you make it to if you're in fourth part
period, you finish out. Got it. >> Right. Correct. The law procludes free. Can't pay. It can't be free. So, we have to come up with a process passed by the executive county superintendent, set a rate um in order
that we would charge those families um if they want to stay for those periods of time. And that's different than choice in student. >> No, they would. They would act. >> Could we take them as unfunded choice?
>> No. That might be a way around it. >> So, how are we able to do that anyway when >> within the choice program, we're not allowed to take students just because
it's a temporary, >> right? Can we have a different tuition rate? >> So that's the way >> and it has to be something that's reasonable. So the executive county that's why it's submitted to the executive county superintendent
consideration. There needs to be some logic to it and it has to be reasonable. Um Jim and I have already spoken about an idea because we do have like a um a parent paid like it's you know for preschool or whatever or parent paid or
you know right >> staff level type um rate >> out >> yeah out of state >> someone's going to move out of district because they're probably priced out of being able to rent now we're going to charge them to go to the school here >> for the period of time that they're not
a resign Let's burden the family with an additional thing in the midst of a phase. Why do you think they made that change? >> I don't know what the logic was behind it. It was something at my spring conference that um I went to a policy
and legal update session that they specifically pointed out like it was something that they drew to our attention and there was some discussion amongst the room about you know how do we do that and you know different scenarios and things like that. So um how will we know what's reasonable?
the executive county superintendent will >> tell us that it's not and then we'll have to reconsider. >> Okay. >> Um assuming that right now it's a zero dollar and we just say that we believe everything is
more >> $100. Um, so >> can we turn on operator scholarship? >> Whatever the wish is, >> it just seems like families would be
discouraged from announcing those. >> Yeah, that's true. >> Just keep it on the DL. >> Yes. >> Um, I have one other question. Does it have any effect on um students that might go homeless? >> No. Okay. because the parents don't
place them and there's a different law that because they're still residents, >> right? >> Yeah. Then they can law >> dictates right >> the handle on the states. >> Okay. >> All right. Well, we have to vote on what we
welcome. >> Yeah. >> Okay. Did you have anything else? >> Um, no. >> Um, all right. Then we'll move on to our minutes and we'll motion to approve a
minutes in the June 17th regular and executive session. So, >> second. >> Any comments or questions on that? Okay. All those in favor? I
>> opposed or abstained. And we'll move on to the CSA. I find it. >> All right. So, just quick with security drills and fire drills. We still have them certainly in
July. just you know while we have students in session we continue to do those also so with us with us um going in school in August now and June and having some school in July and if you know we have drills throughout the year
right so um that's the needs for those summer me just to go through the you wanted. >> Yeah, you could just go through. >> Okay. Um our district professional development plan um
just going in in depth is is about, you know, for our teachers, right? So everything that we talked about tonight in that academic piece um is in in that plan, right? And it's it it's basically using those, you know, making sure those teachers have those
strategies, getting those trainings, and individualizing their own personal development plan um you know, to be successful as a as a teacher here at the school. Um by creating a little bit of um specifics and then giving a little
bit of flexibility that I feel like that's been really super helpful the last couple years in, you know, having our teachers individualize their own plan within the broader spectrum goal. So that's in there. Um we have our mentoring plan um which is and know we
often ask is has that significantly changed? It has not. Um and what else? Uh surveillance camera use. Um we have that agreement with our local police with the surveillance cameras that we have. if they in fact
need to come and you know ask to look at one of the cameras um safety of our community you know they come and we have a little rob um that just registers which officer and you know who witnessed you know was there with them and so forth and it's the same log you know
thank goodness we don't have to use it quite a bit but when when I have to check or a team me a team member or teacher has to check something um we just log that in so that's nothing new um that's something we established a few years ago So, and then our
TUAC district improvement plan. Um, I think we've talked about this last year. Um, our school just missed um in the instruction and personnel or or instruction and program um level. We scored under an 80% um and 78%. So, we
have to work on some specific things that target. So, it's everything that we really it it was it was almost um it it was it was the year to put all this stuff together and it just kind of worked out. So, that's where we
increased our K4. We're having specific professional level development. We're using a new program within the 338 testing level areas called Lumis and then we're also using new F&T books and interest which I think again are going
to go really a long way with us. Um so those are built right into our plan and our plan I worked with one of the other local districts and out them that also had this plan from two years ago. um and I work closely with the administrator there on developing and you know seeing
what what that process would be because obviously it's new for me as well and our team um but our team met over the summer we identified some objectives that we felt comfortable in some resources shifts that we felt we would benefit from and that's also in there
and again that's all part of our larger plan this year um with our district goals as well because we're trying to increase our ELA and that achievement rate um across Ross the board. So this is just another um area that cross over but they're very similar with similar
goals. Um so that's it on the side seemed like our district scores for math and we should um can you hold off until we have a motion on that? Oh that's okay.
Um, okay. So, we'll need a motion to affirm the HIV report. >> Any comments or questions? All those in favor? >> I opposed or abstain. And then 8.2 knowledge of receipt of the district
EVP. >> No. >> Comments or questions on that? All those in favor I >> opposed or abstain and acknowledgement been a receipt of
the S SOA um for the EVP. >> Comments or questions on that? All those in favor? >> Opposed or abstain? And then um a motion to approve the
teacher mentor plan. >> So moved. >> Second. Comments or questions? >> Okay. All those in favor? I opposed or abstain. >> And then we need a motion to acknowledge
the uh receipt of the spring 2025 WA assessment results. I'll second. Comments or questions? All those in favor? >> I >> opposed or abstained.
Um and then we'll need a motion to approve the agreement between the Florida bed and the police department for surveillance camera use. >> Comments or questions about that? All those in favor? I
>> opposed or abstain? And finally, a motion to approve the submission of the CUAC district improvement plan. >> So, sorry. >> Yeah. Comments or questions on that? >> I have one.
>> Um, just looking over how the district school was applied. Um, I have one question around science because I was surprised about a 10 out of 10 on science. >> Yeah. >> And why do we get a 10 out of 10? We I mean, but like
>> but it's mostly because our >> the scores we could report in the past >> correct >> have not been tense out of 10. So is it because of the loop we couldn't report it was too small? So go >> my best understanding because of that group not large amount. So okay because
we're as small as did we do an amazing job on science this year that is not the okay >> we may have. >> We may thank you >> we may have. >> Thank you. Who's to say? Okay, so that explains the science bit. >> Um,
>> the areas the thing that kind of shouts at me here is math. >> And I know that it like it's the same for everyone, right? Because they gave us a 3.3 out of 10 on mathematics achievement and a 4.8 out of 10 on progress over your progress. Y
>> um and I'm curious if we feel because this is like a m this is the a vote to submit it to the submission of kind of >> what we're going to do if we feel confident that the math
specific actions that we have in the Q set are significant enough. And I only say that now as I'm starting to better and I feel ignorant because I don't know enough about Lumis what Lumis the program does
>> but that it seems like a big chunk of kind of our answer to the Matt >> concern is yes of course we have summer >> we're going to continue doing um >> kind of the the basic the support but and Lumis seems to be the big kind of
mass >> well it's a new piece that we're adding right Um, we also, you know, what's great about our our professional development system that we're using, um, I'll talk a little bit just is that
we've had these same people in um, now two, this will be two years in a row. And I mean, same per same company, but same person. So, we're our team's building report. And I think I shared a little bit last March, our teachers created a survey to
for our specific um professional development person, right? They come in and we train, right? We're looking for certain things. We're looking at student data going out. We need some support in this area. We need so it's the same thing here. So bigger than Lum Lumis is part of it, sure, but we're still
focusing on professional development, right? and it's it's and are they movements will be incorporated in but again I think we're building on I think March was probably one of the most engaged professional development sessions I saw because teachers provided
the areas the eight nine areas that we we went through and then with Dr. for whether all we went through and hit on strategy. So I I feel like our team's building a rapport there. Um and I think that she can she can continue to help us. She's also getting you know when we
get scores and so forth. Um we have a trainer that's wants to see them to better you know. So we have that communication right now which is I think when you talk about outside consultants you always don't get that and that's something that we really are so we're slowly bringing them into our team too
from an outside look how we can benefit them. So I do um yes we're using those pre-est and uh end years like as part of that. Um but I I think our team feels good about this and the you know I don't I we make recommendations but we have to
get buy in from our features too you know in order especially in something like this because >> to your point VA beta like >> this is this is a piece of a bigger thing and it's all about achievement right we want to give our students more opportunities to achievement and I think
this is just some new supplementary tools that we feel will be beneficial um to learning not just state test and learning just you know learning in general right um so >> but I mean I
appreciate your feedback you know like if you feel confident in it then you know >> I think you know summer scholars in those type of programs homework you know our five through eight homework club um things like that those are spaces that we're going to continue to develop um
and use as tools and I say that because you can't not every not every tool that we present to each student is going to be the one that makes them engaged and so forth. So the more we can within within a structure of course to speak. Um I feel and I think our team does too
feels really confident that we we have something we're um in a positive world. Any other comments or questions on 8.9? Okay. All those in favor? >> Opposed are abstained. >> Can you do that?
>> Um first day school is a week away. um mark that we we'll have um just so parents know we'll have that letter out you know we'll have communication out tomorrow we're going to have some signups according to some of the little things
that we discussed tonight um the other exciting news as part as you talk about community engagement another one of our activities is going to be peps back to school picnic which is on Thursday the 28th so mark your calendars
we sent out a couple updates um our last week or week before, last two weeks, just updates, you know, so if people didn't get to see that, um that'll be in tomorrow. We're just going to ask if you could just let us know if you're going to be a part of it. Um but kudos to Teresa and Ashio is helping me and out
with her team with their thought there. Um so, um PTO obviously is going to be involved. We're going to have some uh music um and you know, a couple other surprises. And it's our 12:30 dismissal day on Thursday. In the afternoon, we
have professional development. Um, but from 11 to 12:30, 12:15ish, um, students will obviously be going back in and getting ready to go home. But in that 11 to 12:30 range, um, there'll be a menu. I'll share out a little bit later. Um, but also some, you
know, opportunities for engagement um, for our teachers, students, and their fans. So, we're excited for that. Hopefully you can come by um get to meet a new friend or two or you know and or get a chance to have a conversation with
one of our um teachers or play volleyball or play on the playground or something along those. So that also be communicated in there as well. And then believe it or not, back to school night will be on September 10th.
Um so just keep that in mind, you know, keep that in mind as well. Um and one of our next artyard uh collaborations is also that at room so just things to come and more to come in September but excited to get this plan in motion um
and get school started. >> Thank you. Thank you. >> Um I just have a couple of small things. Um one is that I included the um county schoolboard association meeting dates.
um in our attachments. The first one I believe is September 29th, but double checked on that. Um so they they provided a list for the whole year. Um so you can check that out, see if there's anything you're interested in
pending. Um I also just wanted to give um an update on our regionalization um study with Fallen Township. Um in that there is no update really. Um we are waiting for the study from the um
company that's doing studyation. >> So um as soon as I hear any further information on that um I will communicate that to the board and to the community at large so they can participate in that presentation which will be at home.
>> Yeah. No, I spoke to Mrs. Sn this morning. There's no update at this point. We're still waiting. I just didn't want anybody to think that if that had happened, we would miss it. >> Um, and that is all I have. So, we'll
move on to um policy. >> Okay. Yeah. >> All right. Um, we need a motion to adopt the first reading of this use of personal electronic devices during school day. >> Any comments or questions?
Yes. Uh so the authorized for classrooms is that the only situation where there would be an allowance of the phone and
was if they got this written permission signed off on have done >> you're in regards to like if you have a plan. >> Yeah. >> Okay. It would have to be driven in um in that individualized or section 504
without >> um or imagine. >> Yeah. >> Right. Right. >> So we we I just want to it was something that we had discussion and obviously you know our um touch base on this right throughout the
summer. Um it's something we felt like should be especially as a new read should be something as part of. So people are in a loop on it, right? It's something that could come out, right? Because ultimately that piece will be that piece would have to be anyway,
right? That their their individual plan will override that that policy. So it can be in there. That's why we wanted to make sure that we had it and saw it. Um but ultimately that an IP or section 504 could potentially overrule policy, you
know, due to the individual. So, we left it. Um, and again, it could that that's for us. You know, that would be one. It's a great point, Erin. Um, you know, it's something that we left in because
we wanted to be transparent for sure on it as a new, but it could it doesn't necessarily have to go in because those plans would be, you know, >> right? Everything you say in here covers the same thing. Those plans, right?
Yeah. >> Okay. >> So, I just I think we did it more out of just making sure that if a board member or someone that's not directly in the school and then I don't know we heard somebody oh so and so carried their cell phone how can they do that but they have
that situation. So could live in a it could be a part of it. Um it could also not but just so we're going to know that can still happen with the appropriate plan and appropriate plan for
>> okay that's why you have to listenation in terms of access um I know this has been this has come up in the past not with personal devices but with the school assigned um iPads and that students I was able to access them on there that would fall
into the category of internet access, gaming, uh recording, things like that. Um I know how many pictures my daughter takes. I'm sorry about this all the time. So, >> um but how is that going to be regulated?
>> How will the iPads be regulated? >> Will there be access to YouTube? Will there be access to certain sites? I know a lot of kids somebody was playing Roblox last year until my device >> not this small
>> but you know how how is that >> on the approved devices >> right so if it's you know I'm I'm going to say I want I want to chat I definitely want to have a conversation with our tax like in regards to you know
what where we're at with approvals on certain things um because that we control that, right? We have the ability to um eliminate a YouTube or Roblox or um so I definitely would want to that I would want to look into that.
>> Yeah, >> if that's true. Um but we would monitor this, you know, in that same way like we have the ability to use securely. Um this is just things that I use. This is where I get involved. um if certain
keywords are shared on an device, we get alerts. Um so unfortunately sometimes I fortunately it's a good tool right we were able to and that's even outside of school hours where I might get an alert and say oh this was said where's your
child they're in a bedroom or whatever that's great like and you know kind of live through that a little bit. Um but it's so that piece you know umbrella is our obviously we have internet and we have anti viruses and things like that
but I want I want to talk page with them and I could probably answer that a little bit more direct than I am right now >> um because I want to put it on >> No for sure. Yeah, I can assure you they that guy said >> was that I can assure you that that uses YouTube but
>> Oh yeah. Yeah. Yeah. But I just wanna I'll answer that to them and just get a >> Yeah. talked about eliminating iPads for kids that are under a specific age. So
not having months and weekly through third grade as a part of the like being locked up. just kind of >> de detoxing the school a bit from any tablet and a phone.
>> I can't say that that's been something that we've had, you know, I I think we've had conversations about screen time certainly with the teacher team. >> Um those are things that I think we'll be diving in a little bit more this year on. Um but um we can't can't say that we
said eliminating I think >> yeah the set up but >> I don't think agrees we take them home >> they don't yeah report doesn't take them home now I said it I check it but I'm almost
does not does um I'll validate that but um that's >> I'm sorry if I just heard are the kids able to access YouTube on the iPads they have at They should not be able to This is narr sharing that that was happening.
>> Did happen. So I So we can do a quick scan on where that happened. >> But usually it's like blocked. So >> should Yeah. >> Right. >> So I'll have to look into that and I can you know the detect team will be able to
do a print out of sites and >> Yeah. So I mean it's forunately anything that I mean we do >> we do share with the parent students but you know there's eyes on everything you know that they're seeing especially as
they get older um you know everything can be you know and especially when you have a few of these conversations that I was alluding to earlier and again it's it's mostly >> it's very innocent in most cases um but it might be a word they use they might do a history project and it might say
something and Um but then I I I think that puts it in reality. Okay. Yeah, somebody is. So we do have a number of um but I I'll get more specific just to for my >> you ask them if there's time limit
a time limit on >> that. I'm just really curious. So it's like younger about strategic planning quite a bit, right? Limiting the technology in the classroom. >> It's in the plan. >> Yeah. Also, yeah,
>> all things you can't really do bring them home for homework now, but school day. Sure. >> Correct. Good. >> Any other comments or questions on uh
policy 10.1? >> All those in favor? >> Opposed or abstain? And then we'll need a motion to approve items 11.1 through 11.36. And just for reference, um 11.36
is a list of things for disposal. The list does not appear on the addendum, but it appears on the in your test. Um so we need a motion and a second for a consent agenda.
>> Second. >> Okay. comments or questions on 11.1 to 11.37. I have one. I'm so excited about this performance that the school is hosting in November. I think it's like one of those awesome moments where
you're bringing a community together to see music and the school of Mar versus like the fancy art. Like it just feels love. We're not listening. We're just providing the Yeah, it is such an atmosphere and I
hope that like there are more moments like that to bring people into the school. Um, and just like what a like a strange I looked up the band and amazing, you know, like cool like throat
singer band like great great I mean all these fun but like when we talk about kind of diversity the diversity of art here is pretty immense. So, I'm just so excited about it. >> Apparently, this the same group
performed last year at um the Presbyterian Church in >> They performed a TED. >> Yeah, the TE. >> Um but they performed in Milford. >> That's cool. >> At the Presbyterian Church last year.
>> My collar. Oh, yeah. election lately. >> And also I they the world council and he has not been meeting soon which is awesome and
>> just for um September October >> yeah when they they've done that before when they anticipate a larger group. >> Okay. But I love that you September >> I should talk.
>> I'm not sure but Um 11:29 is drama club going to announce that I didn't see it on there and I didn't know if that was a all includes a list for the whole year. >> Um yeah there there'll still be a few
more updates once um Mrs. Ailio and Mrs. Bowers are back. Um we had a I and I'll I'll I'll update with them. Um but we had we've had a couple interactions with river couple
meetings with the river union over um this summer. Um so I normally river union doesn't um usually we don't wasn't finally approved of that plan until like sometimes December December January in that ballpark. >> Um so we've been having some ongoing
discussions with them about what things could look like. Um they really liked I'm just going to say they really like the energy of Mrs. Babage and Mrs. Deledo performance last year. So I think um we'll see how you know and River I'll
talk more about it next meeting um about what what River Union sees for FES which is kind of cool. So >> you Brandston? >> Yeah. >> Thank you for volunteering.
Um 11:35, what will Gwen Pathway be doing as an intern now? >> Yeah, I know. Great. So, yeah, I should have talked about this. Um so, we're excited to say that, you know, as we continue to collaborate and work within our community, Delva has an education
academy now. Um they've established it. So, we will be have the first opportunity to have a student down here. So she'll right now again this is first time but the plan is three days a week um second half of the day and she'll come down and
be a part of our program. Um so we it's excit all worked out and this is why I saw it with third and fourth grade being together this year as we know um she'll be supporting that grade in those grades in the afternoon um on the free days that she's here. So she'll and she wants
to be a third or fourth grade teacher. So really things align there. this be a great first opportunity um you know and French town's getting that opportunity with Delv out to be the first time right they're they're developing it with some of their freshman but this is a senior that will
get an opportunity um to be here sens obviously is on board Mrs. Thompson's going to be working with that group a little bit too. So, um I think it will, you know, a great I we're hoping for a really great experience. It won't be and I know some people ask about paperwork. It's pretty pretty simple. There's a
couple check check boxes that we have to do a couple times that I'll have to do along with the teacher, but nothing extensive um as we develop this. And maybe this could be something we use as another resource. And you know, anybody that's going into the field, what a
great opportunity for them. um which will be in our building are going on and hopefully they have the right appetite when I go to college to do that right so we could always use some more teachers >> 11:26 how's our before and after sign up
>> in good shape >> right now yeah in in a spot where we feel we can definitely move forward Okay. Um, we made a roll call. >> I just wanted to mention about the we've had some discussions even through budget
time about the level of funding from the federal um sources. So on the agenda tonight you'll see the approval of IDA and ESCA and they are equal to what we've had in the past. Um actually ESCA
is more because we have title 4 re reinstituted for us that we didn't have over the last couple of years. So um they are funded at the levels that they have been in the past. Is there a question? What is title 12?
Um, title four is is it's entitled innovative programs. And that's exactly what it is. It's almost like whatever you really want. There's some certain things. Use of technology, which is what we're going to
be using it for. Effective use of technology, um, is one of the categories and that's what we're going to focus on this year. And the other one the other areas are like um wellness, student wellness and um safety and
>> things like that. >> Right. >> Thank you. >> So you can almost there's various categories and you can almost make an argument for any depend. Yeah. >> Okay. Then we'll need a vote on
>> uh Mr. Blackburn. >> Yes. >> Mr. Germany. >> Yes. >> Miss Howard? >> Yes. >> Miss Klein? >> Yes. >> Miss Nakahara? >> Yes. >> Miss Carfella? >> Yes. >> Mrs. Nent? >> Yes. >> Okay. If there's no new business, um we'll move on to another opportunity
for public comment. I do have one item of new business that I forgot to mention in my report. So, oh, new business. Um, I just wanted to make the um board aware that there's been they haven't made the final um set the final rates yet for the
benefit renewals in for January, but they are going to be significant. um over 29% for medical and they're talking 50ome percent for prescription which is averaging around 36 to 39%
increase which on a budget that's already established. So we're going to have six months of significant um health benefit cost increases. So I just need you to be aware of that. So the if you'll notice and what you just voted
the extraordinary aid money that we got is most of it there were some little bits here and there but most of that is going directly towards the health benefit line. um until we know, you know, once we've hired all of the, you know, all the staff is hired, but once
we kind of know all their elections um and we know what those um rates are, as soon as they vote on them, they were supposed to do it by the end of July. I've been waiting, waiting, waiting. That's why the the Califon contract has
been is so late on the agenda because I was waiting for the health benefit rates. And even at that there, it's an estimate. So there may be a revision that has to happen on that as we move forward. But just wanted to give you an update. It's sort of like, you know, a little bit of a budget update you need
to be aware of. >> Are they giving a date? >> Not really. >> They got to they got to set them soon because the you know the reports were not good. I don't know if you've seen some of the reports. Um they basically
said they're shutting down the municipal health benefit plan, the state health benefit plan, and the the um school district, the school employees health benefit plan. They're indicating that is um not sustainable either and at some
point, you know, it may come to an end. I don't know what that means in a lot of ways, especially for retirees and, you know, who are forced into that plan. So, there's more to come on that. The municipalities are kind of like I think scrambling a little bit right now
because I don't know if they've given it an end date, but they're basically told them they need to find something find something else. So, for us, um, our broker has asked if we wanted to get our experience ratings, which I think I'm going to order our experience ratings
from state health. Maybe not quite yet because we want to get as much of this year in as possible. maybe order them later in the fall early winter. Um, so we have something by January that we can maybe try to We're a small group, which
is what's really hard. A lot of other carriers don't want to look at us because we're so small. Um, but we need to try, right? We need to >> I don't imagine it is, but is it possible to bring municipal? I know there aren't a lot, but municipal
employees on >> I tried to do that in another district years ago and no, >> we couldn't do it. >> But it's a good thought. I think it's a great idea. >> I mean, there's probably only a couple, but it would help. >> Yeah. I mean, if Yeah, you can make your
group a little bit bigger and more attractive. >> All right. Um, thank you. Um, is there any public comment? >> Hi. Um, I have a few things,
maybe too many, but I guess first we got a letter from Miss and my younger daughter, his family was just so like literally jumping up and down so excited as it the second time she heard
it read a lot. and she read it herself and then I read it aloud when I got home. Uh, and it just was really wonderful. And so I wanted to call out how nice that was. Um, uh, on a less nice note, I did also say
that we are taking my older daughter was a fees. Um, which I feel conflicted and bad about, but my wife was working at Kingwood at the end of last year and Rosa is in a class that
was going to be three third graders mixed in with the fourth grade. Uh, and it came she's going to have 20 kids in her class. And she's a very social kid. there's a dream with her and it just felt like
all of my reasons for keeping her here were more about me than about her. Uh so I just felt like we had to deal with things that uh I am kind of interested in understanding the financial impact that
this has like whether it impacts your budget and to that extent. Maybe I just need to send an email. >> I'll I'll be updating the board on that as we move forward. I like I said, I need to I need to understand where all of the elections are of the employees
and there's actually an open enrollment for health benefits in October that takes effect in January. So, there could be changes at that point. So, I really won't know the the full effect until everyone has made their selection. You talk about the choice out action.
>> Oh, choicing out. >> Oh, choicing out. I thought you meant the health. You're still on. It's okay. Okay. >> Um, just yeah, how much choice impacts the budget? I don't know if you just know that off the top of your head or if
I should just >> It doesn't until the next year. >> Yeah. >> Yeah. >> Yeah. >> Okay. All right. That's good. Um, substitutes, sir. Sounds like I'm good. I just realized that I did in fact
receive the cert and I sent that to you. So, we should be all good there. Um, I also sounds like you guys are doing more reading time stuff in the or you have some new books and things for the youngest kids. I want to maybe volunteer
my time if community coming in and helping out. I have a substitute teacher certificate. Um if there's any supplemental reading instruction like I love reading to kids. I love reading with kids and my kids it's difficult to pull them out of a book. So uh
>> I'll send mine away. >> I'll send mine. >> Um okay. I have a couple more things about the tech stuff which I can share or I can just be quiet. Up to you guys >> if you want to take one more minute. We
need to we do need to move into executive session. >> Um so on the YouTube thing sometimes YouTube is used as a general term and sometimes you can watch YouTube videos to other sites like internet looper which is just so like >> it it can be very hard to completely
block off all right. >> I love teaching my kids to use the things in the doctor's office up the way, figuring out how to get to Google through their like terms of service and stuff. Um, as a great lesson in how difficult it is to really lock these
things down. Um, and then also, I don't know if it's relevant, but just because I realize you guys might not know that this sort of thing exists. I was just this weekend at a tech conference where they had something called internet in a box uh where like it has all of Wikipedia downloaded or all of you can
sort of choose which modules it's meant for educators in extremely rural places. Um but you guys could potentially set it up so that there's a Wi-Fi network specifically that's not connected to the broader internet but has many resources from the broader internet potentially
specific YouTube videos or specific materials. I don't know if that would be appropriate for all ages in the school, but might be a good idea for some happy to tell you more about that, but >> thank you. >> Thanks.
>> Okay. Um, we will need a motion to move into executive session to the to discuss individual privacy and matters. >> Second. >> All those in favor? Thank you. members of the public.
>> Thank you. here in person. >> Yeah. >> Okay. And then we need a motion to adjurnn. So move second. >> Okay. All those in favor are abstain.