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Mhm. >> Okay, so I'll go in turn. >> Okay. >> Good evening, everyone. >> Adequate notice of this regularly scheduled meeting of the Frenchtown Board of Education has been provided in accordance with the Open Public Meeting Act by notification to the Star Ledger

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and Express Times on January 9th, 2026. A copy of this notice has also been posted at the public school, at the municipal building, and filed with the borough clerk. And we'll stand for the start of the meeting. >> I pledge allegiance to the flag of the

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United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Mr. Blackburn? >> Here. >> Mr. Dermody? Ms. Howard, here.

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Ms. Klein, here. Ms. Nakahara, Ms. Portello, >> Here. >> Ms. Nugent, >> Here. >> Uh do we have any public comment this evening? Okay. >> [clears throat] >> Uh then we'll move on to since we have

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no presentations and recognitions tonight, we'll move on to the board secretary report. Um Teresa, anything of note? >> You know, I don't think there's anything just what's listed there and then there's other stuff.

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I think so. >> We will move on to the minutes and we'll need a motion to approve the May 12th regular session minutes. >> So moved. >> I'll second. >> Any comments or questions? All those in favor? >> Aye.

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>> Aye. >> Opposed or abstain? >> Abstain. >> Okay, we'll move forward to the CSA report. >> All right, good evening everyone. We did it. We're here. And and we are here. Um just quickly um

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each IV um number nine, the last portion of the year. Um The overall finished total for this year um I think uh 26. No no suspensions and then we had our security and fire drills

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um as we do fire drills every week. Um and then all on A2, we also throughout the year we do our security drills, fire drills and security drills every month. And now with our building really running programs all the time, it used to be a

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thing where you know, maybe July or August it wasn't so prompt, you know, June. I mean, we're we're doing them every month now with the the programs that we're doing. So, just something to be aware. Our police have been great gracious in that and you know, our staff as well.

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But it also puts us in in preparing, giving us preparation in different times of the school day, different moments of the school year, too. To be planned and prepared and ready in those situations. So, just something

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worth noting. >> Um okay, well, I need a motion to affirm the HIV report for May 12th. >> I'll move. >> I'll second. >> And all those in favor? >> Aye. >> Opposed or abstain? >> Abstain.

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>> And then we'll need a motion to approve the school security drill state of assurance. >> I'll move. >> I'll second. >> Any comments or questions on that? Okay, all those in favor? >> Aye.

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>> Opposed or abstain? >> [clears throat] >> What I would have done there is so >> Yeah, that's okay. >> Is another space next year. Maybe we'll >> That's all right. >> Should at least have bleachers back here. Yeah, I mean, yeah, okay. You want to share? I got to think about that. Stadium seating.

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Um all right, so as I said, um, we did it. We really had a strong finish to the school year. Um, so many people to thank and be a part of it. And hopefully I'll catch everyone. Um, but some quick shout-outs to start us off. Um, we honored our our fourth

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marking period honor roll students. Um, to fifth grade Olivia Spencer, Tavi, sixth grade Ruby Beatrice, Mia Oliver Claudette, and eighth grade Isaac. And then our high honor roll were Claire and Haley. And then we had our second recipient, super awesome, um, of

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the principal's award, which was Ryan Nakahara. So, we had a really great moment in move-up ceremony. Number you were there, which is great. Um, so thank you for that. But, uh, Haley was actually able to hand it off to Ryan. So, a really good moment. I think Haley was,

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you know, also happy to be a part of it. Um, but I think, uh, so good moments. Um, we also celebrated some perfect attendance winners, Arthur, Braylon, and Emma. So, kudos to them. For their efforts. Uh, PTO, you know, another walk-a-thon,

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you know, great fundraising for the school. Thank you Rebecca and the entire team, but really the entire community for that piece. Um, second grade had their wax museum as a big thing. And again, we do so many things at the end of the year. I'm just highlighting a couple things, but Ms. Shirts um, and our students just playing so

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many different roles within that event. Really excited to see that. And then we, you know, had a wonderful eighth grade graduation. Marymount are was able to be a part of that. Vinny Casagrande, former Frenchtown student, Del Val grad, going off to Rutgers, had a very inspiring

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speech for our students. Um, so all in all, really, and you know, seventh grade parents helping out and doing things in the kitchen and getting us our cake and all those things. So, I just, um, appreciate everyone for those pieces and highlights of our school.

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Um, but we also had our Del Val awards ceremony. So, kudos to Aaliyah and Isaac being a part of that. Um we had a nice Honey Hollow field trip. It was very hands-on. Students were, you know, again, as I think the more and more we explore opportunities within our community and neighboring community, um

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these are experiences that our students are certainly learning a lot from and engaging in our environment, which is great. Um math fair, creativity across the board. K2 had their picnic walking trip. Um as typical, the Embark our association with Princeton University

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now um is pretty nice, right? It's a it's another opportunity for our students to come in for their students um of the program to come in and share what they know, show some really neat um you know, organisms to everything. I mean, we got every

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piece of scientific tool going um when they show up and our students get to ask really um insightful questions that are answered. Um library trip, library science field trip, um good things. So, goal one, student learning and

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achievement. Um just really I think it's a little more of a recap as we end the year. You know, all year long fifth and eighth grade homework club. Um really thanks to the middle school team for doing that, Ms. McCann, Ms. Stubbs, you. Um as well as Ms. Thompson subbing, Ms. Von Tempo subbing. We always make sure that

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we have it running. Um and you just can't really do enough about that without them. You can't do it. And I think that should be noted. That's you know, another hour on those days. I think what was really successful towards the end of the year was having

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those additional sessions, second marking period, third marking period, fourth marking period. Fourth marking period was probably our lightest, being honest. I mean, it started being 85° and 90° and you know, students weren't staying as long for those last three additional sessions. So, that's

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something we noticed. That's something I think we're going to kind of reflect on in a little bit as we set some dates for next year's homework club. But aside from that, I think students really took advantage of it. It was a great It was a great parent-teacher-student

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conversation going on. Hey, I wasn't here the other day. It's the end of the marking period. I have a week to go. Let's go to the homework club. We're having an additional homework club the next three Thursdays and trying to people work out their schedules. So, I think

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as we talked about trying to engage more with our families, I think that really proved to be true in those cases. K4 to your time, Miss Stark, Miss Evans, thank you for all that. We talked about the perfect attendance. We've been doing that all year long, just

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acknowledgements of students in in portions throughout the year and giving them a little positive treasure awards. But then we did have students with perfect attendance, which is great. Ongoing data review, supporting our individualized plans and growth indicators.

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We're going to talk a little bit about that. Summer scholars starts next Tuesday. You might hear that from me again once or twice during this meeting. But that's something we are super proud of from last year. We really were able to get a lot of information not only

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from from our students, yes, but also for our teachers in preparation for this right now as we approach it and then also reflecting on it when we're done. So, I think that's something we're, you know, continue to be um grateful to have and and we want to keep

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building with that. Um end of year benchmarks, I'll talk a little bit about that in a minute. And then everything summer learning packets, they're all out for all our grades. So, again, remember if you're not just because you can't attend the sessions of summer

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summer scholars, you can still complete your packet at home and do the activities. And again, we're going to have a wonderful PTO honors program PTO summer scholars breakfast first day of school again all over again like we did last year. So if you bring your packet in, you can't make sessions, but hopefully you

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can make a few sessions over the summer. We'll put them there. Um we talked about this goal that we had all year long or 75% of students will demonstrate measurable growth in one academic marker. Uh I was kind of alluding the last

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couple meetings like we're really in a good space here. So in our overall, right? Our entire school 97% grew in at least one marker. So we're talking about things like your reading F&P or your math beginning of year end of year comment or

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something like IXL. That's really the the most of this data that we're talking about is coming from really those three pieces. We have other benchmarks. Those are things the academic um committee talked about this year. That's why we had nice meeting in the spring to kind of talk

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about direction, things we want to go next year. But we're we're we're we're growing, right? We're we're progressing, we're growing and this is exciting. Um also 84% grew in two markers, right? Or more. So 84% of this whole group is

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growing. Um there's more, right? There's other markers and there's growth in them. So I think this is important for us to see. Um break it down just a little bit more. K3

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100% right? They one marker 100% across the board. Um two markers 81%. So So just breaking it down K3 a little bit just so you can kind of see a little bit more. And then 4th through 8th 94% as a group and then 86%

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um two or more markers. So I think this is something I feel like we've learned a lot in in in this um exploration this year. The a lot of these benchmark assessments um have been going on in the school. We talked about that. Um but I think this

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whole year, just being so mindful of them um all the time, like team meetings throughout the year, having really great discussions, seeing ups and downs, and seeing where we can target interventions throughout the school year has really been super helpful um in what we've

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done. So, you know, I'm I'm happy to sit here in June, you know, 2026 and say, "Look at the you know, look at the growth we're doing." I think again, taking reflecting on our meeting with the Academic Achievement Committee, there's some areas we'll target a little bit more in

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next year. Um our team will do a little bit I we'll be doing a little bit more digging in ELA and math, reading world, math world as well in these areas. Um but as an overall, I think, you know, this is something we should be proud of

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from student perspective, um parent perspective, as well as the teachers that um are putting in a lot of work and time here. Um Any questions and comments? >> How many growth markers, academic markers are there?

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>> Um How many Like So, like >> Like what would an academic marker be? Just so like I have a >> So, like >> Just to get a grasp of like what >> When I Yeah, so >> Is it just one? You know what I mean? >> Right. The MAP reading is a good is an

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example, right? We've talked about that. Um our beginning of year So, each grade level has a beginning of year assess, you know, assessment and sometimes a mid-year, too, and an end of year. So, second grade, third grade, so forth. IXL is included in this data this year.

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We have an IXL plan, so um a lot of our parents if they if they had an opportunity to read their comment and personalized plans, that's something, you know, obviously a lot of our students certainly recommended for summer scholars. Um, they're also recommended to work on

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some some subsets within their math programs um based on the IXL data. So, those are the again, three markers that we were able to drop. There's other ones like Lexia would be a great opportunity as as another marker, right? Beginning year, that's continual growth. That's

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something that we're doing over and over again. Um, I'm not even we're not even really speaking too much to that data in this piece, but that's another marker that's ongoing continued growth for your learner um and very individualized. So, those are some examples that I could

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certainly um you know, give you a a list after I tell you what we're looking for. >> to make sure that like I understand it properly. So, for example, if I go to see if it's a tool, so if I think about maybe for kindergarteners for example, if a marker is, you know, understanding

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of all the letters, is that something like that like understanding that of the alphabet? >> That's how we treat our math facts. That's a great example of how we treat math facts. >> So, we would say then from you know, first day of kindergarten to last day of kindergarten, 100% of our children have achieved that marker.

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That's an example of like they've learned the thing that we put forth. >> Correct. Yeah, that would be an example. Yeah, basically every like when we talk about a marker, you're establishing a baseline, right? Beginning year and then you're where you're at at the end of the year. So, that's what we're talking

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about. Um, and we should we should see growth, right? Um, we want to see growth >> Yeah, yeah, of course. >> Um, and if we're not, then that's when our intervention team's going to, you know, jump in the play and start saying, "Okay, we're you know, we're applying some strategies."

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>> Good. Um, it'd be good to see the list of those markers that would assist for our education. Um, the other question I had is could these um goals or benchmarks modulate over time? Like as we get like in the upper 90s of getting, you know, past improving one

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marker, if we then make that first category grow into markers, and then, yeah, make that the goal rather. >> Um right. I I definitely think there's ability to grow on, you know, >> And and and or do we raise the goal of 75% of students to a to a higher number?

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Just out of curiosity. >> I think I think it's something we could I think most importantly next week or 2 weeks we're going to set some goals. >> Yeah, that's kind of what I'm waiting for. Most certainly should. I mean, this is this is where where we need your professional opinion for. >> Yeah. And I so, I mean, one of the things I'll

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just I think this is a simple thing to talk about is, you know, an F&P learner, right? They get to this level Z, they could get to levels, which is the end, right? And this is something I think our team's been discussing right now a little bit. So, they might reach Z in sixth grade. So, that's not a marker

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that they're going to be able to grow on, right? So, even within that data, that's not a spot that they can grow. So, that's just I think a probably really good, clear example of well, then what can we do? How can we build upon that Z, right? To show growth in a different way. Um

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we still use the F&P because there's still there's still so much growth in there, but there are a number of students that have already maxed out in that scale. Um so, we're doing a little work on that right now. Students are kind of figuring out what could be either an extension or is there something else that we could be

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using? >> Is that um part of the evaluation that personalized learning plans? It is okay, this marker is appropriate for this person this person this one, isn't it? >> Uh >> Or they've already maxed out. >> Yeah, like that that's just a I think

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that's just a really a real-life example that we're living a little bit right now. Um I think when it comes to other ones, most most other ones you're going to be able to show growth to some degree. Um I think that's probably the F&P is the outlier in that area. >> It's great, John. Welcome.

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Um all right. I didn't didn't know if I had homework assignments. I didn't tell you. So It's fine. I'll make sure. So you know, this again, I think we're going to our team's going to continue to use and I think these are just great tools to keep

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looking back on, um reflecting on um for the individual student. And I think the personalized plans at the end of the year, yes, you you know, there's a lot of recommendations to go to summer scholars and you get a part of other things, but also within IXL, they gave

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you a a targeted plan too that we copy we attach to um everyone's everyone's plan as well that has that data. Like here's some things that you could be working on. These are things that we're preparing um whether you we get we have an opportunity to work with your student during summer scholars or when we return

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next year. Um so this is things that we're starting to think about in in the world of differentiation. Differentiation. >> Um so I just want to reiterate what Adam said and I think in when we come back to view goals in two weeks, it would be

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great if you had a suggestion for us of, you know, what you think are realistic um new you know, we have 75% demonstrating measurable growth. If you could kind of

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give us some suggestions about what you think >> Sure. >> a realistic goal >> are all there. They're all valuable in some way. to everyone. It is valuable to the student, valuable to us as a as a teacher team. Um but we'll go back.

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>> Thanks. >> But a couple of short questions, Jim. Um the summer package, so they're they're prepared for every student? >> Yes, every grade level. Each grade level gets a package. >> Okay. Okay. >> Okay. >> Um not every so

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>> Not every individual student but not personalized >> Okay, it's not a personalized it's grade level kind of thing. And then our team, you know, if you're able to come to summer scholars, obviously those pieces um, you're going to get a little more more benefit because you're going to be able to you know, the teachers are going to be able to differentiate with you

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while you're there in person, which is great, but I know that doesn't work for everyone. Um, but just completing that work is going is just you know, a piece in itself. Confidence for that young student is also >> They're getting reps in. >> Getting reps. Yeah, I agree. Um, the other one was, I know you don't have to

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answer now, so maybe for next time. Okay. Um, in terms of attendance, um, >> you saw we just had three kids in pre-K last year, which is great. What about the other end of the scale? Do you have a sense of any improvement or >> We're growing a little bit. If you take last year's data, two years ago data, with this year's data, we're growing by

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air, not tremendously. I do think this year's data or or yes, this year's data compared to last year's data is going to show more significant growth. I'll speak to that. I am if I had to I had slides on that originally for this meeting, but I'm going to actually going to because we have meetings in two weeks. I'm going to talk a little bit

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about it. I also have a an area a class that's you know, we want to watch and we kind of I'm on the old strategy board, too. >> Okay. >> Um, and then your goal, too, our community engagement goal, just kind of just recapping, you know, we had four movie nights with the police this year.

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Um, our yard, I just really um, just can't say enough about how open their team continues to be with us and working with us from a school like mine said, right? There's certain things that we can do and interact with them and they've been pretty open to open their

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facility, connect us to some really well-known artists and um, yeah, across the board. I think it just makes such a difference, um, you know, in some of these exhibits at the Bryan House uh, synchronicity exhibit is not only so much of a It's so cross-curricular in

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the sense of the art component, but also the scientific component there. And our students had had a chance to do that in the camp in the summer. And they also had a chance to do that again in the beginning of the school year with the field walking trip. Um you know, for us to have this resource in our community and such a

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cross-curricular resource at at times, depending on what exhibits they have. Um so, kudos to Jill, Megan, and that entire team. You know, they truly are a whole team of people over there. Um so, we can't thank them enough for those. Um and our team and our teachers for, you know, wanting to be a part of it and

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being in it. Um facility use continues. We've had Bell Ali basketball that has been in here all morning um yesterday and today. They'll be back again. Just you know, we have some bookshop events coming up that we're we're excited about. Um what else do we

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have going on? Concert in July. So, we have some things coming that we'll, you know, be announcing but all our community members know as we get closer. Frenchtown Sounds, we've been a part of that the last couple times. I know that's been a huge hit within town. It seems to have been getting a lot of

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positive feedback if you're from not only community members, um but Jean and her team of people. Um so, we're happy to be a part of that. So, um you know, and and thank them for um letting us be involved and vice versa. They were Um I should have I

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think they came up with that, right? Um District Arts Festival, something that we continue to do and have conversations. Um this is a Belido and Miss Harley were just a part of another professional conversation before the end of the year. And I think, you know, what are we doing next with big district pieces? We were able to do that at Holland Township

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Assembly with Jordan Toliver, who's becoming very well known. Um autism walk, walking school bus, Go Hundred. And Miss Tina, unfortunately, is moving on. We're going to miss her cuz she's been so integral over the last year and a half, 2 years with our school,

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um but I'm sure Ryan and Perrin team will get us someone um else to fulfill that. Um so, those are some things that we continue to explore. Um and I also just want to say that puppet camp with Justin Lander, I mean, another something

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I think we're going to hopefully continue to build. Spring break, we're going to have, you know, some sort of camp with the Art Yard and I think we've got a number of parents and and students that are interested and want to be a part of it. Um and again, to be connected with the artists, it's it's really neat for me. Like, I get moments

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to go over and and interact and um you know, it's it's like, "Oh my gosh, this is this person that's been all over the world and has presented here." And um so, to have that in Frenchtown and allowing our students to engage in that. I really sometimes I don't think they know, our younger

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students really know like how big a deal it is. Um maybe the adults think more of a big deal, but regardless, it's just getting um that experience and um that exposure to someone who's just so well-crafted in in that specific discipline. So, >> But Jim, honestly, kudos to you and the

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team because yes, this is like a lot of help from Art Yard and Bookshop, etc., but it also takes this team here to coordinate, plan, and work with these individuals, and bring people in, and get the kids there, and make sure everyone gets there safely and soundly, and doesn't act crazy, and like, bring

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them back, and like, you know, it's a it is a fair amount of work. And when I think about you guys still have to run a whole school and um just the fact that this is a special thing that last summer at kind of the strategic planning, everyone was

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raising their hands saying, "Hey, we wish we could do more partnerships. We wish we could do more cultural events. We want our school to be more like focused on the arts." And here we are a year later, and you know, you've got incredible artists from like Bread and Puppet Bread and Puppet Theater coming

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through, which is amazing. You've got, you know, New York Times best sellers that are going to come in and give a talk in the auditorium. Like, in terms of just the scale of this over the last year, you guys have been able to just just get a move on it right away and

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hustle and and make all these relationships happen and clearly they're really good ones cuz Jill keeps coming back, you know? And Barb and Scott keep coming back, so you're doing something right as well. So, I just want to I'm sure everyone agrees with me but give you guys kudos for doing all this because it is a lot

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more work on top of running a school. Um it's really, really impressive and I can't think of any of the other schools that have like significantly larger budgets and staff do any of this. You know, they might have a football

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team, that's great, but like we've got something else that's different and special to us. That's really nice. >> Well, I appreciate your comments. I certainly, you know, you're they're some of them are listening but otherwise I thought what I I said along for sure. Um I I do

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you know, we're appreciate your comments because it does take extra, right? Any of these things that we do in the community, we still have school school's number one. Um but there's also some really great teachers that want to do that extra and there's some great volunteers in our

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community and um there's so many players in making it happen. Um and then to your point, the key leaders in the community from the bookshop and Art Garden that just are really so open to us and our schedule sometimes and you know, hey, we

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can't we can only do this time or we can only do and they're like, okay. Let's make it work where we have this opportunity where maybe we can do that. So, they've been flexible with us. Um but thank you. Um and in school culture pieces, um you know, we've talked a a number of things

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throughout the year but awesome softboard, the student messages, like that will always get me. I think, you know, that's just something and I feel like we we've just been so much better with that and you know, having middle school school students create the message or having a middle schooler work with a younger

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student to create the message. Um that the older to younger, that's something that came up a lot in strategic planning and I feel like from, you know, various things throughout the year. From as I think I've shared like fire drills, sometimes fire drills having our older students help with. Um tutor time, like

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having so many of those middle schoolers come down and be a part of tutor time to be a role model outside of some already great high school volunteers and community volunteers that we have. They just make such a difference cuz they're the students walking by in front of our students each day. Um they're so

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impressionable and they don't know how much power some of the our middle schools have when you can really make put yourself onto, you know, you're impressionable to a kindergartner or a second grader or a fourth grader in that program. >> I love the way that the eighth graders were cheering on the little kids at the move up ceremony. It was like

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it was so nice. They're like screaming for them and screaming their names and like it was just so sweet. And vice versa, but it was just like so cute. Everyone obviously knew each other and like just loved each other. >> Yeah, it's great point and it it the camaraderie, right? There truly is um

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that's it and the move up ceremony was a great example of that. It really um really is. Um student council, you know, all the clubs, the clubs I can't say enough about. Again, that that takes teachers doing extra in order to make them, but it's something that's in their

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wheelhouse. It's something that's very comfortable to them. Sometimes not, right? And kudos to Mrs. Rodriguez jumping in on volleyball club this year, right? Something that, you know, she might as she said, but that's that energy. That's the enthusiasm. That's making you

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know, showing your first students that she can, you know, take a little risk and go out and do something. I think it's, you know, a a a better tale um as as we go through it, but um all our teachers for that. Student council again, so many things. Kindness

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awards, we had really nice we move up to kindness awards. We were discussed and talked about in all the different months of the year that we we have those pieces. Our student council did a wonderful job this year as well. And then all the art in the year stuff

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that we did talk about from activities from field day. Last day of school move up ceremony, the volleyball game, we lost again, you know, our eighth graders they just we were close, but you know, there are those things that really are bigger than you know, there's

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their connections, right? That's that rapport building with your students and staff as we approach the end of the year. But we really did a nice push. I like how this year landed cuz the end of the marking period ended on that Friday. So we really had some solid days leading up. Also prior to testing, we had some

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additional days because testing was only for three days for the ELA and math, and I feel like we were able to manufacture a couple more a couple more school days, couple more instructional periods in this year's schedule. Something that we'll hopefully continue again next year.

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And that's it. >> Sometimes. >> For now. Thank you guys so much. >> And you're going to sit there. >> Okay. Okay. Um, thank you, Ben. I just have I have a couple of things. Um one is that um I just wanted to make

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note that there is a dinner on June 26th honoring Rick Epstein. Um So if you want more information about it's on Facebook as well, but I can send you information if anyone is interested in going. There I've seen that people

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are by June 19th. Um, Jim and I are both traveling at that time and won't be around. >> Okay. So, I'll join you at that time. >> [laughter] >> Where where is it? >> It's at the Legion.

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It's it's on the 26th at 6:00, but the um RSVP is by June 19th. Um, I also wanted to make that seems like a long time ago, but um we had our parent um our coffee with

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the CSA. We had four families represented um and most of what we talked about um was having to do with screen time and um some of the things we've already done

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and some things that people would like to see. And um we also talked a little bit about organizing volunteers and um increasing volunteerism not just getting more volunteers um more or getting more

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parent and community members to volunteer, but making better use of the volunteer the people who we already know are ready to volunteer. So, we talked a little bit about ways to do that um and you know, now that school's over um we'll continue that conversation.

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>> Can I ask a question? Yeah, what grades were what I'm just trying to understand. Were mostly younger parents of younger students or >> Um No. >> No. No. Okay. >> Kind of across the I mean we had like a kindergarten parent and we had a sixth

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grade parent. >> Okay. >> Um fourth grade parent. >> Yeah. >> And another parent. >> Yeah. >> Yeah. >> All right. So, [clears throat] kind of you know, um And you know, when we we talked to people, we said, you know, we would

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probably try to do it four times a year, three or four times a year. So, um >> We're looking at October, probably. >> Yeah. Yeah. And, you know, one of the things that we kind of talked about a little bit was maybe mixing up the time

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so that, you know, a couple of people came but had to leave because they had to get to work if we did it in the morning. So, um >> Mhm. >> So, kind of explore that. So, hard. Yeah, it is hard. Um And, oh, and the last thing I wanted to

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talk about was the evaluations. Um the Um I sent the schedule for evaluations, so please try to complete both by the 21st, which is Sunday. Um

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Monday would be fine, too. Um >> I don't know. >> Yeah. So, let's say like a week. >> I need a reminder. >> I need a reminder, too. >> I'll and I'll text. I'll text a reminder, but um the

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I last Jim has submitted his, but it was last I checked was this afternoon and it was not ready yet. Um it takes a couple of days for them to I don't know. >> It says 48 hours. >> Yeah, so we'll see. Um but hopefully by

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tomorrow that'll be ready. The um self-evaluation has been ready for a couple of weeks. Um And lastly, um I just wanted to talk about goal setting for the June 30th meeting. Um

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Just a request that everybody kind of really think over the course of the next 2 weeks about what you want on that list of goals for um the school and also for the board. Um You know, certainly things some things have come up throughout the year which

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um I wouldn't you know, I would be surprised if they weren't on that list, but um it would be great if we could on June 30th have our list of goals finalized. I would think that we'll still need to

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work on some language, but that we won't need to add goals after that. That the the goals will be finalized by the 30th and then we'll kind of tweak the language and they'll be formally adopted um at the August meeting.

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Um >> Are we asking for any community input on the goals post the 30th? >> Um no, I don't think so. We'll certainly send them to I mean they'll be in line with the strategic planning

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um but uh we will certainly send them to the community and the um staff. Just saying, you know, this is what we're planning on to adopt in August. So, I mean, people are welcome to reply

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and and reach out certainly. Um >> Can I already share that slide again? I know we shared it with the academic committee, but I'll share with the board like the strategic planning >> Yeah, I'll prepare a report. >> Yeah, the big goal additions so >> So we can you know, make sure that we

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still at least have a conversation about these things that were raised. >> Um okay, and that is all that I have. Um Oh, uh also just um

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in case anyone was wondering, I know um when the board presidents and vice presidents had met um last, they were going to meet again in May and we haven't received any word about that. So, maybe I'll reach out. Um

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and ask about that, but uh hopefully that won't happen again soon. Um so, we'll move forward to the consent agenda and we'll need a motion for items 11.1 Actually, I don't know what I did with

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the addendum. I do uh 11. 36. >> And that's it. >> Yeah, it's all here. >> Including the addendum. >> So moved. >> I'll second. >> Okay, comments or questions on 11.1

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through 11.36. >> Marissa, is there a number for 11.15? >> I was hoping to get that um on there today and I wasn't able to make that determination. So, you can you know, if

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you want to postpone it, you can do that. Um I was waiting for the architect to confirm some things, which he did today, but then I didn't get to anyways, you first. >> It can It can It can be tabled during the this, yeah.

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>> Or to >> Or just to 2 weeks. >> Oh, yeah, 2 weeks. Take it out of here. Yeah, we could do that. >> We did advertise that as a regular meeting, right? It's not like we didn't say it's a work session and no action will be taken. >> It just might say special meeting, which

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doesn't say it doesn't give what the topic is. It just says special meeting. >> This one may also have some >> I am >> Yeah, we might have some other action to be asked. >> Okay. >> Okay. >> Um I did want to um just say a special word

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of thanks to um Morgan for our fashion show, which I think for 3 or 4 years running with my >> Yeah, that was a nice. >> Yeah. >> Yeah, it started years ago with

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um Oh, I can't remember the name. It was Cathy and Carl's so >> Junto. >> Junto. Um and um then COVID happened again and then afterwards Morgan picked it up and has been >> going strong.

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>> every year since so >> definitely something >> Yeah, it's fantastic. >> serious production too. >> Yeah, yeah. Yeah, much more serious than it was. >> [laughter] >> That was good though. Uh I had a question about 11.9 the shared services

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agreement for media arts teacher is that we're sharing hours with Poland or are we bringing somebody else in? So we collaborate here. >> It's It's actually allows us our Mrs. Rodriguez to have a conversation with just the media specialist over

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there. Um it meets one of our QZAB requirements um to have that relationship and have that dialogue. So they meet a few times a year um you know communicate. So it's basically an opportunity to have a a professional colleague in collaboration throughout the school year to kind of

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>> So this an office paid to a French town employee or to Poland school? >> Poland school. >> Yeah, just to confirm. >> That's what I thought. >> Um >> And it meets it allows us to meet that requirement in QZAB and have those points there. >> All right.

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Um and then the ESL agreement addendum is that just adding summer services to what we already do? >> Yes. >> Okay. >> I'm >> [laughter] >> reading it quickly. I know what it says. Thank you. >> And more for the supervisors. This is

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supervisory. Yeah. >> Oh, something. >> Services in our planning for the summer. That's for the summer. For the summer. >> planning for the school year. Yeah. >> Okay. And Sandy's retiring. >> Yeah, I think it's summer. >> Oh. She said you'd fall right after.

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>> Yeah, probably. >> [laughter] >> I may again. >> Any other comments or questions? I just want to clarify the um the two items on the addendum, 35 and 36. Um what that means and what um we're looking to do.

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So, we're currently a member of ASIS, which is one of the things that we, you know, um boast about as far as like uh competitive energy and services and we um through that group they did our energy um costs for us, so electric and natural

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gas. Um the law has changed, which opens up another opportunity for us, and that opportunity is for what's called a reverse auction, where we can um we kind of put out a description uh

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through um an organization, we put out a description of what our usage is. They actually get a use our usage from our utility bills and um by looking at our usage, uh we can do a reverse auction where utility companies will bid on our rate.

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And the lower, you know, they'll bid a rate and somebody will come in and lower and we can kind of watch it live. Um we don't have to accept the rates if they don't come back favorable for us, but it gives us there will be another resolution I'm anticipating on the June 30th agenda,

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where it would authorize us then to we first have to rescind our membership with ASIS, which is what these resolutions do. We are locked into contracts that are the dates are listed there. Um if we do the reverse auction,

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the those rates wouldn't take effect until these contracts are expired. And but the next resolution that we'll see on the 30th is to allow me to conduct the auction and then accept the rates if they are determined that they're in either

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favorable for us to do that. And the reason we're trying to get this done is because June is kind of when June July summer is when the utility rates start to increase. We're trying to beat those spikes in the next round of rate increases. So if we can get it done

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early in July, we're hoping to get more favorable rate than if we waited till later in August. >> That's the as bad as it's going to get goofy right now. Pretty much going to be. >> It doesn't look like it's going to improve any time soon. >> It doesn't. >> Yeah.

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Stay goofy. >> Teresa, is there like if the rates that come in during the auction are actually higher than what we currently have under ASUS, can we resume our membership starting May 27th or December 26th? >> Yeah, we can always re-renew our membership.

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>> So there's no penalty for going out and correct. That's good. Thanks for pushing us to do that. >> Continuous improvement. >> Yeah. Um it's early and I thought I'd see the student volunteers coming back for some of this stuff. >> Yeah, sorry.

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Tuesday. >> Okay. Any other comments or questions? Okay, then we'll reconvene 11:15. Um and have roll call for the remaining consent agenda. >> Mr. Blackburn. >> Yes. >> Ms. Howard. >> Yes. >> Ms. Wine.

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>> Yes. >> Um Ms. Cartallo. >> Yes. >> Mrs. Nugen. >> Yes. >> Um is there any new business from the board? >> I have a couple. >> Okay. >> Um the first one was uh to do with the um

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Del Val awards for our eighth grade students, which I got to attend this year since Kate was out of town, which is always enjoy that privilege. Um you know, filling your shoes. But um it was uh I was really remarkable to me was um you know, seeing

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our kids from FES up on the same dais with the kids from other districts. And hearing um their teachers describe them in um the same terms, with the same qualities as the kids in the other districts. Um things that were valued across the board were, you know,

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obviously scholarship, but kindness as well, and willingness to help others, especially especially younger kids. Um uh and just sort of seeing them probably along with on the same level as kids from other districts was really uh

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I would just say encouraging, um but inspiring in a little way. And it was just a really great thing to be a part of. Um and it's great to see our kids held up on the same you know, sort of set of standards as kids in much bigger schools. Um so that was terrific. The other thing was during the eighth grade uh graduation ceremony, the awards part of

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that ceremony. I was delighted to see how the diversity of of kids receiving awards. Often it's just like one and kid getting like 36 of the 37 awards. Uh here it seemed to be evenly distributed along along three or four different students, which I thought it

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was really uh telling. Okay, we'll pass that on. >> Yeah. >> We have a a nice set of awards that enables the staff to do that, which I think is really great. And I know that the team works really hard to decide who's getting what. >> Right. Right. What I saw though was

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there's a you know, a lot of high performance, not just one or focused on one person, but you know, cuz it's focused on several several of us are from. >> Um and also just for anyone who doesn't know, for the eighth grade awards up at the high school, um

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the kids who are chosen, it's usually a boy and a girl from each district, and they get to choose which teacher they want to invite. So, um then the teachers talk about the kids, and um

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parents are invited, and it's just a really Oh, sorry to mess it up, but I'm glad I've got to do that. >> And and you know, the principals and uh superintendents also get to say a few words. Jim was just terrific. >> And then they do They also have a student a 12th grade student who won the

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eighth grade award four years previous um speak, which is nice, too. >> Yeah, full circle moment. >> Yeah, it's really nice. It's a nice night. >> And Ms. McCann and Mrs. Rodriguez were chosen this year. So, >> kudos to them too. >> Yeah.

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Yeah, I think they're both um repeat. >> Repeat winners. >> [clears throat] >> Okay. Um so, any other new business from the board?

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Okay. Do we have any public comment? >> Uh yeah. Hi. >> [laughter] >> Um you said, I think when you guys were talking about potential goals to discuss, you said there were things that had come up that you were surprised if they weren't there.

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Are you Can you talk I mean it sounds like they'll be at the next meeting. So, could you just say what >> Um I mean I I have no I have no way of knowing what the board will choose, but certain things that we've talked about year long

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um things like screen time um things like academic achievement um you know, typically those are a things that have come up repeatedly throughout the year are typically things that we'll see on the goals list for next year, but I have no

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way of knowing for sure what the board will choose to do and that discussion will all happen at the next meeting. >> Okay, cool. Um and then the other thing was looking at the numbers that you presented, very exciting to see that

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100% of children three, I think it was, uh improved along at least one of I think I heard correctly from three different measures that you currently have in place. >> Mhm. >> Um for the two or more,

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if it's 80% give or take, um improving on two or more measures, that implies that 20% improved on only one of three things that we measured. And to me,

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intuitively that's a little surprising, but I also don't have anything to compare it to. Um I'm wondering what do you compare it to? How do you tell or do you just say as long as we're getting better year over year, that's all we care about? Are you comparing it?

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I also imagine that comparison is probably pretty hard if other schools are not using the exact same sets of measures. And then there's also statistical irregularities that you'll have with any smallish group of students where like one year you'll just have a bunch of

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people do well on the test the second time and poorly on the first time or whatever it is. Um then I'll skew things one way or the other, but if we could just Are you comparing or are you thinking about how to >> Um

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and I just want to blur >> Yeah, you can >> I'm I'm really I mean I you know, I did I I want people to be a part of the meeting and I want people to be but I think it's sometimes hard to sit here and have back and forth cuz we did we really shouldn't do it, right?

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Um and I think I can certainly take in what you just said and I can apply it to the next meeting and probably give you an update there. I think that would be worthwhile. Um or I could have, you know, give you a call Pat and we could talk about it. I think that's probably the best way to approach it, but I you

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know, I also think I'll bring it to the next meeting and answer those things. Um I think there's a I think at the end of the day everything is individualized here, right? And I think some markers they're the markers are there generalized for everyone. Um but I'll seem and the board had some

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questions regarding the markers. So I'll do a little bit more digging next, you know, for the next meeting. Um I really do want to focus on goals right now. That's that's a thing and I want to work on our on who we're hiring right now, too. Um those are important pieces, but I will spend a little bit more time and

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make sure that we have um some more dive on the markers. Um so I can explain that a little deeper. Um for next meeting. >> Can I just say that that we're measuring what's important what what's important? That's of course

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Yes. I mean just just to be simple about it that we're we're measuring the things we care about. And and we are collecting data >> Yeah, it all has a clear purpose for sure. Um and I think it's individualized

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to your learner, which is I think such a great thing. And something that we want to continue to build on. I think we've made such progress this year as a team and um, everyone bought into really living within that progress.

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Daily, weekly. I think it's um, you know, and I just want to keep building on that momentum for sure. >> I think one thing to bring up here at the last meeting that we could touch on was was kind of when we look at academic achievement actually focusing on less instead of

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more and looking at just proficiency What was it? Twice a year? Something like quarterly a year instead of doing these markers cuz it is a lot of data for Jim and the team to try to process and swim in and figure out like is there a representative samples somewhere else? Is the sample size skewing it because

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the class is so small? You know, like it is a case when sometimes like one kid can throw off the whole number. And so, what we thought was actually instead of like getting more into the weeds actually zoom out a bit and just do a quarterly evaluation of like, okay, how many kids

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in this grade are reaching proficiency? Cuz at minimum like that is our goal and ideally it's more, you know, like but proficiency at least can be compared to other districts. So, I think simplifying it in that way because the

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the growth by metric gets tricky. >> Small class sizes it gets really tricky because no one else is doing it this way so you can't compare it. It gets tricky in all sorts of So, it's like it's nice to have and it's good for the teachers and the team to have it probably for them to reference to as they evaluate students, but it may not be the best

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metric for like the wider public and the board to evaluate performance. >> And that was one of our goals for this year was to kind of evaluate how we evaluate and figure out and and that's kind of where we where we landed. >> Okay, great. That's that's answering the

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question that I wish I had been to ask. >> Thank you. Um so we have no executive session tonight. Um so we're fine. >> Can I ask just one question just because of this is Jim's walking away with all this

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homework to kind of explain to us kind of the the progress on these individual metrics, but if we choose not to actually use this same method of measurement next year, do we want to put Jim through the work of having to begin and find numbers and information for us next

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>> I think he's just looking for what the metrics what the markers are, not the actual numbers themselves. >> Sorry, I I'm not saying markers, not metrics. But like how much homework do we want him to do if it's something that we're not necessarily going to use next year? >> I had similar questions, but just to be

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fair with like his time. >> No, no. Well, I mean that you already have the information what the markers are, right? >> Yeah. >> I was going to say never mind. >> Give me the >> markers. I just Yeah. >> Yeah, I think he can provide the markers. >> Okay. >> Sure. >> Okay. All right, so do we have a motion to

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adjourn? >> I move. >> Seconded. >> All those in favor? >> I. >> Opposed or abstained? Thank you, everybody. >> Thanks, Ted. >> Yeah, thank you. >> Thanks, Julie. >> Yeah.