Adequate notice of this regularly scheduled meeting of the Frenchtown Board of Education has been provided in accordance with the Open Public Meeting Act by notification to the Hunton County Democrat on January 16, 2025. A copy of the notice has also been posted at the
public school at the municipal building and filed with the burough clerk. Will stand for the pledge. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. Mr. Blackburn >> here. >> Mr. Durley >> here. >> Miss Howard here. >> Miss Klein >> here. Miss Nakahara >> here. >> Miss Portalo >> here. Mrs. Nent
>> here. Um, at this time we'll open up for public comment if anyone from the public has something they wanted to comment on. start.
No. Okay. Well, welcome. Um, and we have a couple of presentations. Um, so we will get started first um with the presentation that
involves our lovely staff members who have agreed to come tonight. I appreciate you being here. All right. Good evening. Yes. So, um we're gonna we're going to get an opportunity to talk a little bit about personalized learning plans. Um a little
bit ahead of schedule, but um just because we have a really awesome team that really bought in and we really wanted to establish that right out of the gate. So, um I'm going to do a quick overview and then um Mrs. Thompson and Miss Bowers who are here
tonight, thank you for coming out tonight. has the student just said um we're going to review a little this so all right so I just want to take us a minute back through last year strategic planning right many of you in the room
were a part of this we had you know 50 people out first time we had 40 second time and over 30 which again for a small school and community really awesome stuff um and I just want to reiterate that that we we don't want to forget that process and all the input that
we've received from our community our teachers our board members across the board really important time um and you know already we're in November November 18th we stand here we already have a cell phone policy and a cell phone um plan for our
that you know by the end of September we had that. To me that's pretty neat because what happened to less than a week later state of New Jersey with a push for trying to get schools to buy into this put out a $500
um grant opportunity for any school that would like to do this. Try make it an attempt to do this between October and June. We already did it like and we should really be proud of that. That's that's everyone in this room. That's our community really supporting and buying into that along with our teachers and
and our board of education. So, that's a really big thing that we did. Um, and I don't want that to go unnoticed with that. We also, and I'll get to that this stuff a little bit later, but we expanded offerings as we talked about. Um, we'll go a little bit later in that with our clubs and our honors reading
community engagement. We've been checking that box, checking boxes, but we got work to do, right? We got to keep working through some of these things. Well, then the next piece was personalized plans. We heard about personalized plans. Um,
we heard about personalized plans in one of our themes, right? Going back to strategic planning. Um, a lot of our teachers and our team and families. Oh, I think we have that. We we we do that. We're, you know, you heard of those things go on. And I think
for us bringing it back to the team, some of the things we knew or we felt we already did in some way, shape or form needed to be memorialized, needed to have a little bit better better plan. Um, so so we put our heads together, our
summer team started working and drafting an idea. We got when we got everybody back, we started doing whole group, right? We started faculty meetings, big group. How do we go about these? Yes, we have a district action plan that says, you know, to have them ready to go by January. Our team kind of looked at each
other and said, "We can do this now." Right? For many years, we've had comments on report cards. Always positive, some constructive, some maybe do a little bit of this, a little bit of that. This is great. Keep doing up, you know, a mix of all those things. So by
eliminating comments and putting in these personalized plans, we really have a tangible item here that um not only can the teachers use, can the students use, can um our staff use um as well as our families at home, right? Or whoever
is supporting our students at home. Um, so it went from whole group to our K2 35 68 meetings to make sure that we weren't missing anything along the way because as a pre-k we have different variables in different grade levels, right? That's clear. We know about that. Um, then we
had to talk about the technology piece. How is that how is it going to work? How do we how do we get this into the report card into P school and things? So, Mrs. Miller did a lot of help helped us a lot in our team in trying to make that work. our teachers had to do a couple clicks of extra buttons um to make powers
school work to make it all work. Um so it really took a true team effort in establishing that. Um and I think what's important, you know, we have two var variables, cell phones and personalized learning plans that I
not a lot of local schools are doing, not a lot of schools that we hear about are doing. And again, something I'm super proud of and I know this team is too. Um, all right. So, some what did we end up landing on? Teachers
are going to come up here in a minute, but is coming up with one to two key academic social mo emotional focus goals, right? Some have three. Most of it one, two, right? Started there, but depending on the student, it's individualized. So, it changes. It
varies. action plan strategies. What do we do in school? We share with the parents, share with the families, share with the team. Everybody gets to see this. What specifically strategies are we using in in our school? Then at home, what are some things we can do? So, if we're talking math facts, is it just
flashcards? Is it doing this? Is it counting counting your knives and forced on the table when you eat dinner at night? Right? Some on our younger learners. So, there's different strategies that we're using throughout and I'll let the teachers get a little bit more into this. Um so this is where
we went. Um these pieces really drive some of the other things that we're doing. Student achievement, right? Social emotional skills. Some of the those bigger is bigger initiatives that we have in our school are driven through the individual
plan depending on student. >> Um with that said, there's a couple things and I'm going to bring up the teachers. administrative wise, what are some things that I saw quit total teacher buying like let's do this. I think this
is this is important. I think this is this could go a long way in helping us in other processes within the school. Um yeah, so that I think that's an important piece. Um and I'm going to have I said that already, but conference
tool features we were prepared. We always were prepared for for our conferences. I think now we had a a structure to have a conference with a parent and go through and and talk about some things. Um and then for me going
back to January, going back to um February and April in those meetings, the parent as I sit in the hallway and watch parents leave and have a good night and great to see you. Parents are walking out like this, right? Because they got their plan in hand. they know
exactly what where their child lies at this moment in time and and we'll be checking in again at the end of next marking period and so forth. Um but they have that tangible item here. It's also in their report card technology wise and they can go and refer to it at any point. Um but they have the starting
point come November for our first round of conferences. So super proud of everybody who was a part of that and this is an ongoing thing but we've established it and I really just can't say enough about teacher buyin teachers doing the work and everybody true team
effort to make it happen. So with that said I'm going to ask Mrs. Thompson and Miss Ms. Bowers um to come up and share a little bit of their perspective um teacher and parent teacher conference to car a little bit about it.
>> Yeah. side up. >> Sure. >> Okay. >> Um, >> hi, I'm Mrs. Bowers. Uh, right now I'm with the second grade. Um, and I really, really liked this. And one of
the things I really liked about it was, um, like Mr. said it was easy to have a conference with with a parent and say these are the things I need that your kid needs to work on. These are some ways that you can help at home. Um,
and it was also a nice way. So, there's always like that kid that you like can't think of anything to like write about. And so, this gave like some structure to think about, okay, so what are these kids strengths? What is this kid's, you
know, what do they need to work on? Um, and it gave like a structure for that. So, I found that really helpful. Um but the one thing I really really loved was um I had one um group of parents who came in and we actually sat there and
like collaborated on their kids personalized learning plan and that was awesome. It was so nice to have a parent be like, "Oh, but maybe he can work on this and how would we figure that out?" and uh it was just really really cool to
have that like collaborative back and forth with a parent um about what their child needs and um how we can support them. So that was my big my big takeaway. >> Thank you. >> And again thank you Mrs. Thompson. Um so
I came to this um you know as part of the summer program so we kind of started the process then. Um so sort of it's been neat to see the process all the way through. Um, and it's really been, you know, awesome collaborating with our teachers to try to to put it all together, see their get their buy in with it and then to see it really when
we sat down to have those discussions, you know, what are our students um, areas that we should focus on growth opportunities as well as positive strengths um, that they need to, you know, to further develop their growth. Um, so I was part of discussions with third through eighth grade teachers um,
and developing the areas of focus for students in those grades. And as a teacher, obviously those things we're doing already, but putting them, you know, in a formal document where we're sharing what strategies we're using, I think it's helpful for us all to to see. And then I also think it's helpful for the parents to know what's happening
that to support those goals. And as a mom of five, I love the part where we're, you know, involving our parents in our focus areas and giving them strategies to do at home to support those goals. Um, so I sort of wear two hats in this uh because I also have my
youngest of five is in kindergarten here. Um, we chase him in and I can't tell you how much how happy we are. We I was a tenure teacher twice in a larger district. Um, and being here has just been amazing as a teacher and as a parent. And so being in the other side
of this as a parent, you know, having his conference after I think I figured out my my oldest are I have twins in college. I have two in high school. So I think I've gone to like over 50 parent teacher conferences. Um so but this was really one where my husband and I who's also in education walked away with
something tangible not only areas of focus but like strategies you know and we're in education so we should you know have a little bit of a leg up but still it's good to know like what he's working on in class so we can support at home. So I thought that was just amazing as a parent to see that that side of it. I
also thought it was just amazing um also seeing you know for students like really the differentiation we're trying to help our students who are struggling you know reach their goals as well as our students who are who need to be challenged further this meets that that goal as well. Um so I think it was just
a great experience as both a teacher and as a parent. >> Thank you. >> Thank you. Um I just want to chime in on the tyrant also. I found it incredibly helpful.
Like, you know, luckily my son is, you know, he does great at school. He loves school and stuff, but it was like Miss Bowers gave me some very like specific things and it was things that I would have never noticed. Like I don't know like so much what they're doing exactly in class, but like things like capitalizing, you know, just specific
things. And now I'm catching them every time and it's like it's just such a great tool. Yeah. I was just really thrilled by the whole process as a parent as well. >> Yeah. >> Well, we certainly really appreciate that feedback. I think for me that this
whole process has been very exciting to see something start, you know, with a with a conversation and grow into what it is now. And certainly, you know, this will be something a tool that we will adjust, right? We had a faculty meeting a week ago and everyone's like, well, you know, we have
some thoughts. we care about it a lot which is awesome and we want to continue to do that. For me, it was in this room when we started talking about it with the middle school group and I just sat back and it was just great to see people saying, you know, and that was
collaborative across the board, right? 6 through 8, 5 through eight. And people were, nope, definitely need to go science here. Oh, we got to go math here. I definitely have a goal for this person. I and it was just and hit we hit the ground running and it was really just just again I'm getting I I got
excited when I tingling when it happened and I say as I reiterate again right now and also just as the administrator leaving back to school you know on conference night it was great to see parents and and just quickly hey what do
you got there what what you know and oh this is great this is something new and for the you know for the very most part everybody there. It It was wellreceived. Um and so >> I heard a lot of parents also feedback that it was um great to have so much structure to because it's such a short
period of time that you're meeting with the teacher that it was really helpful to just like get in there, have the structure, everyone's kind of like focus on the same thing. They I had several parents say that they found that really helpful. >> Thank you. Go ahead. >> Um so I just want to mention two things.
Well, three things about this. one is um you know this has been something that I've been hoping for for a long time for our school. So I'm really glad to see it happening. Um and I appreciate everybody's work behind it. Um, the
second thing that I think about this especially is that it I mean it obviously is something that individualizing hits every kid, but you know, if you're a parent going into a conference with a kid who's not getting
good grades or not doing well, you're probably getting a lot of feedback. If you're a parent going into a conference with a kid who's doing really well, you don't always get a lot of feedback. and those kids need to grow as much as all of our kids. So, I think the fact that
this targets each student individually is just so important. Um, and third, I just think that um this is an example of how we can take advantage of our small numbers. Like, we're always talking in a
negative way about our small numbers. And if we had a huge school, this wouldn't necessarily it wouldn't h even if it was h even if it was possible, it wouldn't be happening in the same way. I mean, the the fact that we've got
>> teachers sitting in a room who all know >> the student. >> Um, you know, that doesn't happen in a larger school. You don't have this team working together that all know the student so well. Um, so yeah, I think it's I
think it's fantastic. >> How often are these updated? >> What's the frequency? >> So, we just did them for first marking period and we'll update it again at the end of this coming second marking period. >> Okay. So, it sort of follows what the
report card cycle. Okay. Um, the other question I had was um I just want to echo what K said about we've waited this for a long time. We talked about this back in my first term, which was 11 years ago now. And it's great that it's coming to fruition. Um, and
uh, what's great about it is back then we're talking about how, you know, there are programs for gifted students, right? We still had a gifted program back then. And the problem with that was it kind of excluded kids who may not have been academically gifted, but still wanted to
participate in in the school in a greater way or in their own education program in a greater way. there was no apparatus for that. And now it seems like that that we have that in as much as these things are tailored to each
kid's own strengths, weaknesses, um, and possibly, and this is my question, um, interests. >> So the question is, is there an opportunity or the students have a chance to have their say in their personalized learning plan?
>> I think those are some things that we're going to start building upon, right? I think we the st our goal was to get a item out, right? Something we could all work with, something we could all collaborate on. Um, and then I think we're looking to
explore other opportunities. Um, >> like the students setting goals for themselves kind of thing. Well, I mean, >> well, you're just expressing something learning more about >> I think in being aware of I think it's important, you know, we I think we always talk about this in like
>> IEP world or section 504 world or if you have you're an ELL like your plan, right? So, now we have a plan for everyone. >> So, I think you know it's important to think about that and think about how making sure the student knows maybe what the plan is. I think those are some
steps that we'll continue to build on. Um, >> just to underline a little bit, Jim, I think they should have an opportunity to contribute to it. >> Not just see it, but be an active participant, >> especially the older kids that I mention in middle school. >> Yeah,
definitely bring that as part of the team discussion. Yeah, for sure. >> Nice job. >> Nicely done. >> Thank you guys. Thank you. again. Thank you so much to for coming tonight. Um I know you have a long day
and then you're making it even longer to to communicate with us. So I appreciate that. Um, we're going to move on to um our audit report, our annual finance report
with um Laura Atwell. Welcome, Laura. Thank you for being here. >> Thanks for having me. >> So, we have our audit on time this year, which is a great sign. Do you mind if I come sit up close? Not at all. You want to take >> Thank you.
>> Thanks so much. So we have our graphs again this year comparing current year versus prior year and then 10 years ago. Before we get to there though, I do like to kind of give an ideas of what we did during our process. Um this year we of course had
our team come through during the summer um spend some time in your business office and look at a lot of different areas between the student population making sure that they're all being accounted for correctly. Um looking at all the internal controls with the way that we're spending uh our money and
then making sure that we're following all the compliance um items that are related to the state requirements. Uh so we don't have any recommendations this year which is a great sign. um business office is very helpful during our whole process. Uh your superintendent comes in
and checks in on on us to make sure everything's going okay, too. Um so it's a it's a good experience coming to see your district. Um and I think you'll see that too in your numbers. So starting with our revenues, uh we
have 3,591,000. Uh this was an increase of $460,000 since the prior year. Our federal special revenue had decreases the prior year due to our co grants now coming to an end. Our miscellaneous revenues though uh you'll see that they are
larger the last couple years and that's because your pilot payments that we're receiving. And then we um overall have received grants of 464,000. Majority of these were related to the TEA grant or the preschool grant that we had um received recently. Um, compared
to 10 years ago, our largest increase though is related to our tax levy um and the grants we actually received. Uh, so for our first set of graphs on page two, um, I do want to draw your attention to
the top right where we have this tax um, in the tax rate for the last 10 years. And you'll notice that last year there was a sudden hit. That was because we had a revaluation. And so they basically took a deck of cards, each of our homes and the businesses or a card, shuffled
them up, put them back into the pile. Um, everything is still the same in that pile. Um, but the value of each of those cards might have shifted around. Um, and then as a result, it does impact the rate kind of shifting it um, correspondingly with it. Um so what what
was the total percentage change increase of the tax levy then >> or the tax levy for the most recent year? >> If you're looking at just numbers to numbers the levy had increased 9.11%. >> So it is 9.1%
>> right? >> Uh and then you'll see over the last >> that was the year that we were given an exception. >> Yeah. >> To do that if we had Yeah. Even even if we I think didn't have the cap available, we were allowed to
>> because that was an adjustment we were allowed to make because of the prior year's reduction of state aid. >> I I remember that it many years of reduction, >> but we were working against the the like the updated property, so the numbers looked a little different. So this is good.
>> It does that happened at the same time of the reassessment. So even though the levy went up 9% the rate still >> Exactly. went down. Yeah. >> Um and then what you'll notice too is that your tax levy is now having to fight your state sources. So we had all
we have is decreases. Um and we actually separated this year your state sources. So the prior year I had your preschool and um aid from the state as well as your regular state aid all in one category which made it look like it went up but in reality that wasn't the case. So, I wanted to make sure that it was
clear. So, I separated those into two separate graphs. You can see the state sources in reality have been just going down. You're going to have to offset that by increasing your tax levy in order to maintain everything that you've got going on. And then the preschool, while it's helpful, it still doesn't necessarily make up for that loss that
we had in the regular state aid. Um, and then with the federal sources, again, we had the co grants coming through. We're finally getting back down to um pre-COVID times with that. You'll see in 26 we'll probably see that drop off a little bit more on that red category.
The tuition, this is money that we're getting from other districts sending to us. It's not a whole lot of money, but it's a little something to help make a dent. Um again, the miscellaneous income the last couple years we've been receiving the pilot funds and we'll continue missing that for a set period
of time. Um but we wouldn't do that in the midst of an existing time. Well, the tuition is the state pay other school districts if they're sending or if there was um maybe a parent that didn't qualify to be part of
the um preschool aid then they would all that kind of but choice in students be counted in under this tuition or no that state >> so that that is a separate thing choices and state sources and tuition is completely separate. >> Yeah, that'll be other school districts sending to us.
>> Okay. Um, which is great because that's usually a sign that you might have a special program here if it's happening on a frequent basis, too. >> Side of things, we had approximately 3,27,000,
a 301,000 increase over the prior year. Our largest increase in expenditures was for student instruction related services, about 105,000. employee benefits increase also from the prior year about 94,000 for the operating expenditures um that
increased uh since 10 years ago approximately 687,000 and most of that was the student instruction related services and our employee benefits the largest increases
and then you can see those increases um and decreases really happening on the next set of graphs expenditures as This graph set is really my favorite. I like to see um the patterns that are happening with them. Um a lot of times you're going to see the regular
instruction doesn't tend to fluctuate too much with um most of our districts. The tuition category, this is now where we're sending students to other school districts. Uh we've been pretty fortunate. um the number is pretty low
compared to other districts because one student can easily cost us $100,000 if they're going to a special school and then you have to add all the transportation associated with that. And a lot of times when you see your tuition category go up, you're going to see three other categories also go up as a
result being the um transportation, your student instruction related services in case they were getting any the therapy services and then your special education instruction. A lot of times will go hand inhand with that too. Um the general administration is another area that we don't see it really
fluctuate too much over the years. Our plant and maintenance operations um that one does fluctuate often um but it's really based off the needs of your building and we need a lot of repairs that year and a lot of times that category is going to be offset by the
reserve that you built with the maintenance reserve. So, while you might have a spike one year, it was probably offset by the money that we've really set aside. Um, employee benefits, this is a touchy soft Jack this year because I mean the t the towns alone are
receiving the notice that points out to them that the increase is potentially up to like 38%. Mind-blowing. Um, but we're all feeling that effect between the school districts, the regular businesses. It's just across the board and we're finding it so hard to be able to control this
category. So a lot of times when we see decreases in employee benefits might not necessarily mean that we had gotten a better plan that year. It might have just meant that we got lucky and the people didn't have a family plan. Maybe they just had um a lower cost one that
year. So it's one of those um areas though that again brings us back to our tax levy and while we're losing our state aid and employee benefits are going up now we're having to make it up for somewhere. Um, and that's all we're going to have to make it up is our tax
levy. Questions on expenditures on employee benefits have this like are you saying the drop is potentially because people opting into potentially cheaper healthare plans? >> Yeah. So you >> even though the like the numbers have increased on the other sheet or you know
from 32 to 534. You see what I'm saying? Oh, you know what? I think that 32,000 is definitely hypo. >> Should be 320th. >> Um, I think it's I honestly have to
double check. I'm going to give you revised um category for that one. >> Right. >> Yeah, it should be 33,000. It should definitely be closer to 500,000. So, the difference wouldn't have been so significant. >> So, either the chart is off or the numbers are off.
>> The numbers are definitely off. Okay. by this one is unaudited. >> Which one is that? >> Um the 10 years ago on the expenditures um >> employee benefits line it says >> it says three 2,000. It should be closer to 500,000. Uh so I'm assuming that it
probably should have said 532 if I had or 432 if I had to take a guess. Um but I will correct that and I'll send a revised copy to Teresa. may be able to see that. >> On the next set of um graphs, you'll see
the newer one that we implemented last year where it's kind of took the big expenses to kind of dump them down a little bit differently. Uh seeing what really makes up the money that's going out. Um of course, majority is going to be your salaries and your benefits. The combined of those two is usually about
80% of your budget. Um, what's great about this graph is that it's the one graph that I'm actually really easily be able to compare to other school districts. Um, because regardless of your size, those percentages are really close to
each other. So, um, it's very comparable to my other districts. Um, some might be a little different depending on whether or not they're purchased services. If we had a lot of shared services, I'll see that category go up, um, versus others where the salaries might be a little lower. Um the tuition is only 2% which
is great. Other districts might be closer to 10%. Um same things like the transportation usually theirs is about 4 to 7%. Um but obviously they have a walking district so I do expect it to be lower. Um >> so why are we higher on purchase services mostly? >> Um purchase is a bit higher but I expect
it to be higher here because the shared services that we usually have with other districts. Um for example with Delva. Um so that would be a category that would be a bit more than others. cut. So, we've bought our money in, we've spent on money out, and then we're left
with our home balance, which was 595,000 set aside for capital reserves. We had 50,000 for emergency reserves and 160,000 for maintenance reserve. Our incumbrances, which are items that we had ordered but not yet received at the end of the year, uh was 39,000. And then
we had a designated assigned fund balance um for subsequent year expenditures of 10,000. And we had the maximum allowable unrestricted fund balance of 295,000 on the 10-year graphs following the fund
balance. um does the restricted and assigned um fees or money that we might have had excess surplus one year um and then it kind of flows from one year as being restricted and
then it becomes an assigned category. The incumbrances we expect this to fluctuate from year to year depending on what we had ordered but not yet received at the end of the year. Um so usually if it's higher especially during COVID a lot of school districts were seeing that items we had ordered were on back order
so a lot of them um had higher category of encumbrance for a little bit. The unrestricted category we don't expect this to fluctuate much. Um with this district we do have a maximum allowable of 250,000. Anything above that is usually going to
be your extraordinary aid and nonpublic that we weren't anticipating at the end of the year. But that extraordinary aid is one of those numbers where we try not to rely on it as much as possible because the state changes the formula for it every year and we had to spend that money in order to be able to get
that money back. Um so it's one of those categories we always encourage by the time it comes around able to shy away from it as much as possible. When we get it, it's great at the end of the year though. Um and we are able to use it in the next year if we hadn't anticipated
this. On the next uh sheet, you'll see the reserves. Um the capital reserve on the right. You'll see the green versus the red. The green is what we have in our reserve. And then the red is what on our the state allows us to go up
to based off of um certain factors. For example, our capital reserves based off of our long range facility plan. And then our emergency reserve, the state only allows us to go up to 200,000. and our maintenance reserve um is based off of maintenance plan which we would have
included either in the last meeting or at this meeting. Um you could see that the capital reserve we've been doing a lot of work putting a lot of money in there we had that need to happen at some point. Um and then the emergency reserve
we were able to put some funds in there a few years ago and been kind of letting that um sit there in case we ever need it. and the maintenance reserve. We were putting money into it and then we were using some of it in order to help offset those costs in that other category when we were looking at the expenditures. Um
so the last few years we've been doing great co times with those extra funds that came in. It really did help us to kind of boost those reserves. Um, and then we're trying to keep putting little bits of money into there every year kind
of help offset those costs or maybe either when we do need to go up for bonding or refunds. Obviously, our driver is going to be our enrollment uh since that's what our state aid is really based off of. Um, we had 142 students in 10 years ago and
then we had 102 this past year. What you'll notice though is the last five years has been looking a lot better with just a 7% increase versus say five years ago I was saying about 8% decrease. Uh so things have really kind of started steadying out this a lot easier when
we're going on budgeting time. Um being able to better predict things. Um, so between the reserves and the enrollment, there are a lot of positive things about the district despite being so small.
Do I have any other questions or comments make you feel such a clear presentation? It's really a shift that is off. >> Are you seeing enrollment numbers go down in our neighboring districts as well?
>> Um I was just at say South Hunter and they are in a suburb where it's 7% is like the really common number that I'm seeing this year. If you have a decrease of about 7%. It's pretty rare for me right now to see an increase um in the
enrollment numbers. Um, and if they did have an increase, it seems to be driven by the preschool aid that was implemented in the most recent years for them. So, it might even be just a temporary increase for them. And then, um, in a few years when those kids are
moving out of preschool, >> whether or not they're staying in that same area is what we're eager to see happen. like encouraging the students to get them enrolled in the school. Hopefully that'll work for our favor in the long
run with those programs. >> Thank you. Thanks. >> Thank you, Laura. >> Always always a pleasure working with your team in the aud, you know, with Teresa. Just always enjoy your visit over the summer and um again clarifying
information as Rachel just said, it's always helpful. So, thank you. Thank you. >> Thank you, Saresa. >> Fantastic job. >> Okay. um passed our presentations
um tonight. Is there anything in the board secretary report that you wanted to make? >> Um just a reminder about um board member training. I've sent out some emails. I
haven't checked it recently, but you have until the end of the calendar year to complete that. Um, so check your email and see if you got a reminder for training. Um, just an update on the Chiller project.
So, the Chiller project is essentially complete. Um, the architect did send us small um, punch list items to the contractor which are being worked on. So, we should be finalizing that project very soon and
we'll be submitting this to the state for our 40% reimbursements. I think the draft meeting schedule is there for next calendar year. Did anybody have any concerns about the
um meeting schedule that's in our packet? >> It's good. We missed the Jewish holidays. So, yay. >> We did. Good. Thank you for checking. >> Okay. No other concerns about the schedule? Okay.
Um, then we'll move forward to the minutes and we need a motion to approve the October 14th minute. >> So, seconded. >> Any comments or questions on the
minutes? All those in favor? Opposed or abstain? We'll move on to Jim's report. All right. Good evening everyone. Again, um I think most importantly,
um start with our HIV report. Um did have one incident. Um and
outcome there. Um we have no short-term suspension. We had a security drill with our local police and fire drill again with our local police this month on the 30th and 23rd. You want me to go?
>> Sure. >> Okay. Um, we also have E2 is our three-year preschool program plan and annual update. Um, so our team worked together. It's very similar to last year's. Um, just putting this year, although it added and Teresa and I
worked together closely on this with the team, there's a lot of new categories, you know, all the same people that we've had involved in our plan. Um, you know, from having Mrs. Iggy to Mrs. Senica and the different roles from you know um
CPIS and I'm throwing a bunch of terms at you but community parent involvement person um our integration uh special in the classroom um those type of things all those different roles um I think they're just getting more beefed up and they're more accounted for very similar
to the budget that we do each year. So now that's just being more um clear and living in the in the operational plan as well. Um so we just noted more categories but nothing nothing really significant change um at all from last year um in those in those pieces other
than just more accountability in the contacts um um in the operational side just better reflecting the budget side is what I would say. Um so >> okay do we have a motion to affirm the HIV report from October?
So moved. >> Second. >> Any comments or questions? All those in favor? >> I. >> And we'll need a motion to approve year two of the 2627 three-year free flow
plan. >> Moved. I'll second. >> Comments or questions on that? >> Is this plan actually available somewhere to look at? Yeah, it's in the it's in your It is. Yeah. >> What's it called? Uh
>> now you're asking a hard question. >> It is. Yeah, the three. >> It's called operational plan expert. >> There it is. Did you answer that? Yeah, it's it's it's long. Um next got Thank you. Yeah, of course.
>> Comments or questions? >> Okay. Uh all those in favor? opposed or abstain. >> Great. And then we'll >> Okay, >> we'll move out of the way.
>> All right. So, good evening again. All right. So, last last meeting we had talked about um talk a lot we always talk about a lot of things collaboratively. Um one of the tasks just from last time was to come up
with a goal related to science and math. And that was something that we had talked about in the last meeting. um looking at some of as the team the the board was looking at test scores and so I brought that conversation back to the team had a really good discussion
about it bounced around a couple objectives within ourselves and we just felt something tangible that would really help our team in looking at some of those areas would be to investigate five comparable schools with similar enrollment who demonstrate strong performance state math and science
assessments um to benchmark effective instructional resource and practice comparison to the ones that we're using now. So, we just felt like um that would be something that would be tangible and helpful to our team. Um so um I know the board was seeking something in this
area. So this is what we are suggesting. Any questions? may have a hard time finding um comparablesized schools aside from Bloomsbury, but I think you already know that
>> it's the one that is performing fairly well. It's similar size. A lot of the other smaller schools that still have um middle school as a part of them facing very similar numbers as we are. >> We started a dive. So there's there's a few um different counties, not
necessarily certainly not huntered in, but um New Jersey schools we our team I know we we >> that someone said, "Hey, we know we we found a school up here." So I mean again our team's going to Yeah, I think it's something you know again just already
buy into like let's see what else is out there. And I think that's >> important. Um so we're good with that. We'll add Oh, >> just a question. >> Yeah. um what did you have in mind for investigation? So just seeing tools right as we say like what what
assessments what are some instructional strategies maybe they're using I mean we know what we're using um so yeah so material >> a call to their staff to chat >> it could be yeah it could be a quick it could be a call to the administrator could be you know with use of technology we could set maybe a quick Google meet
maybe it's an observation if it's if they're open to that like hey can we come and meet with your science team um so it's something like that collaboratively and it might look different at each school but just I think the whole um point is to gain some um access to their resources and maybe
what some things they're doing um you know as they're being successful could we hope you know education could we post something or utilize something um that they're using that might help us here >> would you look at their curriculums I know science that was the one area where
I was like >> yeah I mean I think I mean we're all following the same standards right that's why it's you know in New Jersey school would be similar right because we're all following the same thing. Um so we could look you know that would be a piece I think that would be a tangible
or a category we'd be looking at um definitely materials definitely like um you know what curriculum resources like you know we use foss right like that's something in science that we're using so do you use foss do you use a different you know those I think those type of
conversations you know do you have a lab a certain you know one marking period or do you have it once a week or do you have it like things like that I think they're important to Um, and that would be helpful. Looks great. Yeah. All right. So, we'll add that in. Thank
you. Thank you to the team that was helpful in that. Um, guess I'm standing. All right. So, just want to do a quick overview of some of the again our our main three areas that we've been driving through this year. Fifth homework club. So, we did that extension towards the
tail end of the market. That's a new strategy that we use. Um we've been ranging anywhere from I mean we have 20 21 22 students in middle school signed up for the club. Um and we're ranging anywhere from like 8 to 16
on a normal day. I think we high as 18 once or twice but 8 to 16 is pretty and on those days that we did. So I think we're going to definitely utilize that again that that additional Thursday the three the three Thursdays prior to the end of the marking period. So we had
three weeks in a row of of homework club for 5'8. We had eight students come the one time, nine the other time and six which kind of makes sense because as we came to the end of the marketing period you know there was that group that was making a point and finding and the parents you know were buying in oh no
you're going to you know as our teachers are communicating oh you're going to be there and you know you need to be there that's where your teacher is and so forth. It was super helpful. Um so I think that's a strategy definitely will utilize that again um in our plan for the second mark period as well
communicating to parents about all the changes right there was a number of changes in this year's plan making sure that everybody's on the same page um regarding um honor role and all those things and expectations and ESP having a grade now um and things like that. Tutor
times continues to be a maxed out opportunity. Students are filled. We opened it up again today. So if there's an opportunity where um we get more students than that 10, we might be looking again, we put money aside for
this for academic support last year. So Mrs. Arens is also um is willing to be a part of that. So that's something we might do as well. >> I also want to say how nice it is um Otto goes to that and that the older students are helping the younger students and like I I was talking to Cristiano too like he helped Otto make
flashcards and like they were working on it together. I just thought that was such a cool added bonus of that. >> Yeah. Yeah. It's really nice. >> It's sometimes the tangible that get to get some of our middle school students to homework club for a half hour 35 minutes and then the opportunity to go
support youngers. So it's more than just strategy for one or two or three. So um and and goes that goes along with some of our clubs too, right? You need you know we need to be a part of homework club. get your 20, 30, 40 minutes, whatever it is, and then you get to move
on to your club, too. And I think it's helpful in that way. So, thank you for sharing. Um, yes, uh, honors honors the LA. So, we just finished that first marking period. Um, all our students are still in it. We're moving forward, so we'll keep you
posted on that. Um, we've been making attendance acknowledgement. First 20 days of the school year, everybody had perfect attendance. We made a big deal about that for 5 through8. you got a positive treasure award. Um then you know not to alleviate or leave them out
then we said to everyone next 25 days there's a new group. So there's been two groups now of perfect attendance in that time and we're we're capturing that and just reinforcing it's important to be at school. And when we have those two three minutes with them as they're picking through their uh treasure box for their
item it's like is it where is this this treasure box is here in school? Where are your teachers? where are your friends? Everything's in school, right? So, it's important to be there. Um, and I think they're buying into that as well. Um, non-instructional strategies to collaboration or faculty meeting
continues to have throughout the year. Uh, we talked a little bit, we talked earlier about personalized planning, uh, honoral and honorable breakfast. So, thank you again PTO helping us out. Um, with that,
wrong side. Here we go. Um, honoral expectations were different this year, right? A little bit increased. We own 87, 94, 97. Um, gives me a quick minute to give a shout out to our students. So, congrats Olivia, Spencer,
Ruby, Liam, Arthur, Claire, Olive, Joshua, Isaac, Anukica, and Haley. Honoral. Awesome stuff. And then, hi, honoral Ryan, Claudette, and Mia. And then we also made as we did last year the students who um NJSLA
um exceeding expectations um we had a big shout out to that group who also came and was part of it. So Spencer, Ryan, Dennis, Rosie, Haley, Anukica, and August. So kudos to all those students for their work. Um teachers who are supporting them,
families that are supporting them. Um we did expect this last year, you know, with with the change in expectation last year. This time we had 22 honoral students, two high honor roll. This year we had 14 and three. So um again and we encourage our students just to keep
doing it. And as we said we we're still looking for our first principal list person and there's a couple in that group that were like that's going to be me. So I think just really good exchanges um not only with me but with the teachers um you know Mayor Meyer and
um council Michelle Vag and that group was able to come down and that we've continued with that collaboration. They're giving them a certificate. It's really neat to have the mayor um and team as part of that as well. Um and then team team collection and review of
data um I'll get to in a minute here. So just just because we just had parent teacher conferences thought it would be interesting to know um we we looked at our data from last year we went up about 4% um in difference between parents
being a part of it this year versus last year and that's just all it is is total spots like how many possible conferences available and then how many people are there. So we had a little bit of an increase. So just something for us to know we'll keep record of this and keep tracking this. um potentially the
personalized plans may be a difference right maker in this and so that's something we want to kind of track and monitor um as we go through >> confirm that I understand that the blue is the number of parents who come to the conferences >> correct yeah >> it's kind of shocking to
>> but are the slots you're saying it's based on the slots that are available are there more slots than there are students >> um are there more slots so maybe I'm misinterpreting the data >> yes so what% families of like how
>> of manyamilies how many thank you >> I think it's it's it's a something we could deep dive harder um depends because multiple >> sir >> I'd have to look at it because you have you have parent some parents that have three four students in our school so they're there and they're being a part
of it I don't know how you would you know >> so the count would be how many students >> have a parent come >> parents come for a conference and that would be >> for me the the interesting the number that would be meaningful We'll see. >> I think though, I mean,
>> go ahead. I I do feel like even though this is lots, I think it's kind of telling like I I would be very surprised if we went from, you know, 28% to over 50%. But I just don't know what that number's
>> I know, but I just think that's problematic. >> Progress is progress. >> Progress is progress. Absolutely. support. >> I just don't know what you know >> I don't know what the answer is to draw. >> We can look at family specific and then
>> students >> I can see. >> Well, I think I think Rachel's got right and it may show that like hey >> tons of tons of parents are coming. We just don't know. >> Yeah, >> I don't think we're going to find that. >> Probably not. >> Let's see what we find. I just feel like
there's see there >> exactly >> regardless even if the outcome is 75%. >> Sure. >> Um >> you know it would be interesting to kind of have a conversation. >> It's not 75%. I wish it was, but >> so it would be interesting to have a
conversation about like how do you get people to come and my hope is that like you said the PLPS really how are you sharing the PLPS with families where the parents don't come to the conference?
>> They're in their report card. >> The PLP? >> Yeah, it's in the comments section of their >> Okay. >> Yep. Good question. Did you say one comment about your previous slide um and the perfect attendance award? >> Yes.
>> Doesn't that encourage kids to come to school sick? >> I think that's a discussion all the time. Um I mean if the student has a temperature, they're going to go home, right? Like uh you know, I think at the end of the
day, we encourage students to be there. I think that's part of our program in is doing the 20 to 25 day streak, right? Which I think it's more beneficial to Okay. If you do miss a day or two because you're out sick and you have the
flu and you have something clearly tangible to your point that they shouldn't be in school. Um I don't know. I've heard I've heard that. I've been in education for a while. I've always heard that comment. Um and it's it's a rightful comment. I think if your if your child's sick, they shouldn't come to school.
>> Well, maybe it shouldn't be a perfect attendance award, but a best attendance award. >> A best attendance. So it's created on a kind of curve, right? Whoever misses the fewest days gets the award, >> but everybody did get the award. So this award like
>> Yeah. >> by breaking it down mid-marketing period like this marking period we did 20 and 25. I think that's probably a fair in that ballpark. It it allows for >> not every day. Yeah. >> Right. >> It gives them some >> I mean I hear that. I mean, nurse Amy
would really like your comment and most of the teachers just being very honest. >> Um, >> I think there's a lot of issues with that with the pushing the attendance thing in general. It's like I think I've heard a lot of parents >> Well, I mean the the issue we wasn't worried about, right, is because we have kids that don't come to school chronically. Right.
>> Right. We're trying to make attendance like that be a big deal. >> Um, which is obviously the right goal. Um, but I just concerned that it might have an unintended consequence. the perfect attendance. Yeah.
>> Yes. Cough. Cough >> which will impact attendance. So >> I I think that's I think that's >> keep in January. >> I think the 20 to 25, >> you know, that that cut off that gives eight opportunities as opposed to one
for being perfect attendance all year. I think it it's an opportunity to kind of promote it. It it gets the conversation going of well why did you just get called down to you know well because I was just here for 20 days in a row and you know so promoting it internal I
think students do carry a lot of weight within their peers and talking and you know so >> okay >> yes I'll I'll bring that back to nurse Amy and the team for sure so all right um K2 data we're still
obviously early you what I shared last time was most, you know, certainly important and we continue to monitor that. Um, we are we're having a big data meeting at our next faculty meeting. So, more to come on there. But certainly right now, you know, we're w in these areas. We're, you know, continuing
monitoring math and reading growth, right? Formal and summitive assessments that we have going on. And then the personalized plans really drove home some of those K2 um plans for sure, like what can we do um to support our students. So, I think, you know, there's
certainly more to come here, but um in this space um this was great. This was during testing helping out the bigger kids um when they did testing. So, um all right. Then we have what I did and
it's in your folder is we took first marking period grades in addition to what I shared last month. um the team and I worked together on this and basically we added reading and writing great collectively the way it's the way
it's seen in um state testing so ELA um versus math and so just some quick um overviews I think it's just you know some quick data points that I wanted to share middle school students 14 out of 37 made the honor roll three honor roll
zero principal list as we talked about summer school summer students made up over 90% of first mark period honoral and exceeding expectations meaning if they participated in any way they came to one session they completed this the grade level summer packet as we talked
about some you have to be in the building at all to be a part of summer scholars but if you were a part of it um over 90% of that group um was first marking period or the exceeding expectations group so that whole collaborative
um and then so you take something like that and you're looking good and and and we like that data. And then summer scholars focus group that group of eight or more students that we tal we've been talking about and that's kind of a cohort group. Um four of them were honoral and one of
them was that exceeding expectations. So I what does that tell us? That tells us that not everyone that came to summer scholars is maybe on the honor roll. However, that was great that they came, right? So you look at the other side of that. It's great that they were coming. It was great that their parents or
whoever, you know, um Guardian was making that a point of I'm going to try and get my child there or they're going to walk down there. You know, being a walking district, that really is nice for fifth through eighth graders because typically they can walk down to be a part of the school and be a part of that
event. Um so something we continue to look at for sure. Um and then just looking at first marking period data with that group mathematics if you met expectations in spring. So 90 92% of students scored 80
or above in first marking period grade if you met expectations in spring and this is something we're going to you know mark period wise we can keep monitoring. Um and then at 90 year above sorry um 90 or above it was 31% of that
group was 90 year or above score-wise marking period and then in the ELA world we had 80% 88% of that met expectation group scored 80 or above and then 68% of them scored 90 or above. Um, so again, first, you know, this is our first
check-in comparatively to some of those other scores because I think often I think of you, um, Miss Howard, is are they comparing? Is this where they are, right? Is this state test reflective of what they're doing in school? Yeah. >> Um, so early we're in that first 25
quarter of, you know, what we have. So this is something our team will continue to look at. >> Thank you. I'm sorry. Um does this mean that uh only the students who met expectations were evaluated here? So if they didn't meet or they're approaching or what have you, they're not counted in
this in this >> is just met expectations. >> What about since majority of our like especially seventh and eighth graders didn't meet expectations. Um how are they performing today? >> Um I can certainly do a dive and bring
that to the next meeting certainly. Um, you know, this is >> Jim for the data you provided to be in Excel format instead of in a word doc >> and it's easier to like >> Yes. Okay. >> Thank you.
>> I mean, we have it in Excel doc trying to use it for presentation purposes like >> No, no, not this the stuff that's included. That's like the detail data that you have in our U folders. >> Okay. >> Yeah, we can we'll I'll >> Great. We'll come up with a system.
Sure. >> On those on the detailed stuff, what are those letters? I I don't understand what some of the things met >> the letters for like either reading levels. >> Go back one. If you go back one or go back to nothing that >> you're probably talking about
here, >> you're here. >> Yeah, those two. Yeah. What are >> So, these reading levels, I'll send you the reading level guide. >> No, I mean, is that what they are? like A through whatever. >> So like depending on what grade you're supposed to be at, you know, appropriate grade level by a certain point of the
year and so forth, end of year. >> Okay. >> FNP is found to something else, >> right? Correct. >> Yeah. >> Okay. >> Would you benefit from that chart? >> I just just need to know that's what it means. That's >> other people want the chart.
>> I sent it helps like maybe two months ago. >> Okay. >> A thing on >> Sure. We'd love that. We'll share an FMP chart. Okay. >> What does FM&P stand for? >> Fonts and panel. This our reading levels. >> It's a way of teaching.
>> That's okay. That many public schools use, but has recently been kind of a hotly debated topic of whether it's the best way to teach kids how to read. >> Well, nicely said. >> I'm doing my best. >> We can we can always we can find a
debate everywhere we want. Just being honest. I think everybody knows that. Um, all right. Anything else there? No. Back to here. So, I will look. So, I'll have to I'm going to have to look at that because that some of that
grade level stuff is less than 10. A lot of that group potentially going to could be special ed. Um, so I'm going to have to look and see really how much more we can do in that sense. Um, I think our team's definitely trying to as be as
transparent with the information that we can with our board and our community. Um, but we also have to be mindful of the privacy pieces of it as well. But I will look into that and see what we can do. Okay. Um, community engagement. Again, I'll
just kind of bounce through these. Scarecrow is certainly wellreceived in town. Um, just can't say enough about that. Movie night with French Police Department is this Friday. Um, come on out if you would like. >> What are you watching? >> Minions 6 pm.
>> Would love that. >> Minions is is what what the students uh it was the second choice first round. So, we stuck with that because we had some upset people first time. So, Artyard um Frenchtown bookshop collaboration with FBS. So, we did this one book one Frenchtown which was really
great. Miss McCann um supported that at lunchtime for a number of students that made it. Um so thank you for that collaboration. Walking school with us. We know about gound and local police always supporting us. Um Commander Door I'm he's becoming a very good friend of
mine um in a short time. Um came up again. We did the 911 event back in September. He came again for Veterans Day. Um just it's really great to hear the perspective um and just some of the things and allowing students and to ask questions and be a part of it. and our
local police was a part of it and our teachers engaging in conversation with our students about Veterans Day, what it means to them. I think it's really important. Um, hero wall, Michard spirit and culture team did a hero wall downstairs. Check it out on the way out
um where our families um shared a hero um that they were proud of and wrote a little thing. So, it's on the wall right past the auditorium on your way out. Um check that out. Uh River Union Stage that's on our agenda tonight. they came and presented. Um, Miss Bowers and Miss
Mrs. Zupalo are ready to take on a little bit more of that chunk as um, Keith and Laura shared. So, that's on the agenda for tonight. Um, DVRHS, so Delvo Regional High School was here last week. Um, giving our students an opportunity to get to hear about all
themies and the program to get familiar with some of the staff. It was great to see so many of our Frenchtown students, prior graduates in that mix. Um and then so that was great. Um practicum student we have as we talked about Miss Gwen
Far. She's been doing a great job in third and fourth grade. We're going to have a post out about her shortly. Um but really really that educational opportunity working with the high school um looking to develop more practicum opportunities and more support in our building for our students facility used. We had a big concert here last
Wednesday. Burough meetings and um Kingwood Township Recreation basketball is using our gym. Um and then some quick things, we already talked about the electronic devices, World Kindness Day, um Marley being targeted. We had NJ
prevention in here. um for 678 to talk about cyber safety, vaping and alcohol um prevention, older learn or opportunities for older learning to work for younger learners. Walking school bus, tutor time as already mentioned by a few of our board members. Um recess
huddle is just something we're doing where the older kids are coming out and talking to midway through K4 recess. What's something you did positive? I helped somebody on the swing. help somebody who fell down and just it's something staff has led but now the students are starting to lead which is
really neat to see. Um and then for testing we had our younger students I said that there was a picture or two you know we made big announcements they got the yellow and you got this overhead as speaker with the younger students to the big kids and they also wrote out loud posit colored positive um cards for them
took a minute or two in their home room to do that for our bearer guys which was great. Winter clubs have started. Crochet, drama club, tutor time, homework club, basketball is coming next. We had Ronin had just the most amazing soccer season for, you know,
scored 17 goals for concert soccer. So, kudos for Ronin if you see him. Um, and then we had three players try out for basketball um just a week ago. So, that's good. That's what I have.
Thank you. >> Thank you Jim. >> Um so moving on in our agenda. Um the things that I have to discuss are both of an executive nature. So there'll
be an executive session. Um so we will move we have no policy tonight. So we'll move on to our consent agenda and we'll need a motion to approve items 11.1 through 11.15.
We'll move. >> I'll second. and comments or questions on the consent agenda. Love that Amelia's coming back to that's wonderful. >> Yes, he wants to be a part of it.
>> Number 11.6 Six is a new item um that is is a requirement in the state regulations for the board of education to acknowledge receipt of the auditor's peer review. So that's about the auditor
and not about the school district. >> Okay. >> So the school district has hires the auditor and what the peer review is is they're audited. The auditor is audited by another firm to ensure that their
testing procedures, their processes for auditing their clients are in accordance with the national standards. So the peerreview letter is indicating that they meet the standards. We have to share that with the board. So that's
something new that you'll see every year and this is the most appropriate time to for the board to acknowledge it because it's when we receive it as a district and we also have to upload that to the state. The state requires to see that weather as well.
>> Be watcher watcher. Yeah. Uh just a question about 11:14. Are there going to be more dogs in the school or are these the current dogs? >> A good question. So Marley has some friends. Okay. >> And we wanted to make sure. So there's a
couple opportunities potentially down the road um with you know after with clubs and then just opportunities within the school year that Marley might want to bring additional friends for like maybe Read Across America week and or maybe other opportunities spirit culture
wise um or intentional wise for reading. So we just wanted to get ahead of that and not have to tell one of Marley's friends you can't come. Um, so we wanted to make sure that Bright and Beautiful was a part of that and um, we have all their information um, per our policy
that we have and they're aware of. So, >> can we count them towards enrollment? >> Okay. like I want to count them as a dependent on >> any other comments or questions. >> Then we'll need a roll call.
>> Mr. Blackburn. >> Yes. >> Mr. Vermin. >> Yes. >> Miss Howard? Yes. >> Miss Klein? >> Yes. >> Miss Nahara? >> Yes. >> Miss Partalo? >> Yes. >> Mrs. Nent? Yes. >> Okay. Before we move into executive session,
>> no. >> So, um, is are there any comments from members of the public? >> Some potential new business, but that could be after the >> Okay. >> No. um just because I can't help myself.
Sorry. >> Um you mentioned So >> you mentioned non techch strategies team storm. >> I think I didn't catch one. >> So that's Yeah, that's that's my um sorry that's you're getting a little
gymism. Um my team's laughing at me. So just brainstorm but working together as a team. And so it's just part of um it was one of the board's goals this year is just having that conversation about um in collaborative and as part of PD
having discussions about non- tech strategies. Um, so we continue to do that as part of each of our faculty meetings when we've been collecting that and that's something that we'll present to the board by the end of, you know, when the goal's due >> like less iPad, less
>> it's just and honestly they're just examples of what we did in school today, right? It's like what did we how you know honestly which is just good good teaching and best practice. Um so just we're just gathering material gather gathering um information from what
happened during a school day and different teachers um participate and share what they did. So it's a good teaching tool for everyone. >> Sure. Um, and then in the the graph that got a little discussion, I just wanted to point out that if I'm understanding your eyes correctly, like just
fluctuations in people's schedules in teachers, like how many slots they make available. Sounds like it could adjust that number. Um, not that I think teachers are going to be like juicing the stats by cutting out uh sloths for
parents to meet, but I think uh what Miss Howard proposed It would be more percentage. >> Thank you. Any other public comment?
Okay. Um, any new business from the board? >> I have one suggestion. I had sent an email to any of you guys who checked your email in the last week. is that New York Times article about teacher perspectives around tablets in classrooms knowing that out of strategic
planning one conversation was around cell phones which Jim you've like and the staff have like taken on running and I love to see it um but then the other element was also around tablet use and it was it was a fascinating article if you haven't read it please do it
includes a survey with loads of teachers themselves and their perspectives on what tablet use does in the classroom. And then it got me to thinking like, well, what are our policies for tablets? And so I looked back and I read our information and technology policy. I
read our remote learning policy, which was something we updated due to COVID and when tablets became much more available to like all the students, not just the middle school. I read read the handbook and I'm realizing that the majority of our policy in the handbook information is tailored actually around
middle school use and it doesn't necessarily have a whole lot of like concrete information or approach about um the younger students and I my guess is this is because the younger students only more recently received tablets and it was probably due to remote learning
during co I don't know if that's right Jim do correct me But as I was reading it, I was like, wait, we actually have kind of a gap here and we don't have h a kind of a um just we don't have guidance around what tablets like what role they
should play especially for younger learners and in the last just five years alone there's been so much research around this of when is the age appropriate time to introduce tablets to children etc. So I won't belabor it, but one thing I would suggest to the board
is that we actually have a policy review of our information policy, our technology policy, of our remote learning policy, because this is where tablets come into and to really look at it in terms of the student age cohorts that we have. And
maybe we could have a subcommittee in which we could have a couple of parents, potentially some teachers that are teaching in the prek to third or fourth grade that could chime in and we could create a better informed policy around tablet use given that what the parents
told us in strategic planning is like minimal, you know, like iPad usage, but like we we don't even know what the maximum, you know, like we don't have anything really written down. Um, so that is I guess my ask of you Kate and you Jim of like do you think it would be
appropriate to review the policies that we have to potentially have a subcommittee that then makes a recommendation of how we should adapt it going forward and maybe it's something we work on over the next six months or so. Um my initial reaction is that I for me
and everybody should chime in. I I agree that um it's something we want to look at and like just as Jim was just talking about now, they're having these conversations. Um he's had several conversations with staff that I'm aware of that you've talked about. Um and
they're ongoing as far as like creating a subcommittee and revisiting policy. Um, because the strategic plan is a five-year plan, I feel like it's something we could push a year because I feel like there's so much on the staff
and Jim's plate right now with the current goals that um, you know, not to say this is any less important, but I feel like it's something that could be pushed till next year for concentration on it. It was the
kind of thing that when you're having these conversations in these meetings, you guys can be thinking maybe a little bit toward how would like these conversations that we're having filter into a policy like going forward. I agree. It's like I think it's something that's already being kind of churned and if maybe in the churning there's also
like some direction put towards doing something like that in the future. So those conversations are like have some direction. I also don't want to put all the pressure on Jim to do it, right? There's how many of us capable humans? Like I raised my hand to volunteer if
you know like I know there's plenty of local parents who are really interested and would like to kind of have a more considered approach of how we use tablets especially >> just seems like the tablets are so embedded in the like curriculum and the education plan of the teachers that it would be kind of hard for like an
outside group. I know you said there would be some teacher involved. >> Teachers would be or but it's almost like it's something that has to like come from within the staff I would think just because it's so embedded in their dayto-day that it seems like it would make more sense for them to kind of come
forward with some ideas and then there can be some sort of like specific implementation of like a policy. >> I don't know what the right approach is. I think whatever we do, it definitely has to include the staff and their perceptions. I think it has to include
parents of who? >> I totally agree with all of that, but it sounds like they're already kind of generating these discussions within the staff now and then maybe coming out of that. >> I'm just saying like if the choice is wait a year
>> or potentially motivate a couple people. >> I I disagree with that. I think it's still going to require a quarterback from inside the school. um just you know to pull together and again come up with a policy for younger learners. I think I agree with Kate's got to wait a little bit. >> You might think it's a great idea and
you're both exactly right. >> I will say not to to try to sweeten the deal but in as a parent of a four-year-old uh and you know like the social circle ends up being a lot of other parents who
have children of the same age. I actually think our kindergarten numbers would increase if we had a slightly different approach to tablets. >> Well, it's a shame that they would give the school the chance to kind of like move through all of these issues that I think that they are really like pushing through. That would be I'd feel sorry
for them if they didn't give the school the chance. >> Well, it's not about giving the school the chance. I think it's about like when is the right time to evaluate. >> But what perception are you speaking to? I'm just asking. >> It's not a perception. It's about like
how comfortable people are at allowing their young children to be on tablets throughout the day. And >> kindergarten kids given tablets to >> we have a one to one ratio of tablets to children >> kindergarten. I mean >> they are given
for one like one project during the day. >> They do exist >> but I I think it's an educ I think that this happens on two levels. I think that we have heard from the community and parents that they have that they value
decreasing as much as possible the use of technology in the classroom and that that is I think the how that happens needs to be led by the educators. >> Um >> and isn't that what's happening in these conversations? And and yeah, and I think
and I actually and this is so unlikely to say this, but I actually think that there's >> um so much momentum right now around some really really important educational things that Jim and his team are doing that this is something that we should
look at as having a priority for next year. Like articulated as a priority, you know, let's put it on the list for next year. Let's not ignore it or go, "Oh, we'll look at that someday, but let's let's continue to do what we're
doing now." And we've heard from the community that they want less technology and let's think about how that looks for younger kids >> and that's been shared with the >> staff through you too, right? >> For the next the next action plan. >> Yes. I mean, the faculty meeting is
talking about that >> this article that Beta has shared. I have shared with the appropriate people within the school to have a conversation, right? And that's where we're at. I do feel like we have we just added another >> objective tonight,
>> right? I think it's important to be mindful just because personalized plans are in play. They there's still a lot of work to be done. >> Yeah. >> Um I'm super proud of them. I don't want to lose momentum. I agree with Rachel. like I want to I want the momentum to
keep going in a positive direction with these new initiatives. Um I don't think they can just be oh we're here and we got we have a plan. No, there's a lot of work to do, you know, and to keep um people informed, make adjustments where we just as we do every day, make
adjustments where we need to. Um so I, you know, that conversation is out there. I definitely, you know, our students are not on iPads all day long in kindergarten. just to put it out there to the community that maybe is not unfortunately coming to Frenchtown School. You know,
it's documented now. So, that's good. >> And I don't think that's the impression. I think a lot of parents are just in general concerned about tablet use with their children. >> Is there any other new business for I can't. I'm sorry. Um, is there any
other new business on the board? >> To be fair, public comment is after new business. >> Okay, Ted. >> That's okay. Go ahead. >> Okay. Sorry. Just since you guys are talking about the tablet stuff, is it
appropriate if I just share an anecdote? >> Sure. >> Um, and I'm not questioning for you guys to do anything. I don't even think I'm not saying that anything has been done wrong. I just since you're talking about it an anecdotic about Juniper who is in kindergarten um who as I understand it a
lot of the uh reading stuff is done through Lexia which is on the tablet um it seems like that's the educational tool it is technology I don't think I heard people who are opposed to using technology for learning uh I think the
concern is about you know when it's used way more than is necessary Sorry. Um, but so it seems like she's sort of maxed out her level in Lexia, like she's reached all of her learning goals for kindergarten for the
year cuz we taught her to read before. Whatever. That was our choice. Um, and it seems like they have a certain amount of I think tablet free time. I'm not really clear about that. and they seem to have she
has because she's maxed out Alexia, she may get a little bit more of that free time, which is great. It's a reward. I don't want that taken from her. Um, but I pretty frequently she comes home from school. Best part of her day was playing
Starfall. There's like a racing game that teaches them math, teaches multiplication, which she is nowhere near. So when it gets to the end of the racing game and there's the like multiply these two numbers or maybe it's division and I don't remember um she
just clicks past it and goes and plays the racing game. So the the sort of impression that Cat and I have that's my wife know uh is that like a few times a week she's given a not insignificant amount of time to just play video games
in class which like I think that might just be the reality of today. Um but it felt like a an anecdote worth sharing. And I don't I'm not saying it is to Janette. I'm just saying that's what I've experienced
which may or may not be entirely accurate. >> Thank you. >> You too. >> Is it public comment or not? >> Yeah, I think that it's I think that some what you're talking about information to bring to a teacher
specifically. I do think it's something get looked at because there's a there is a lot of technology used and it's becoming as informative. But like as a teacher, I would really appreciate a parent sharing that feedback. like my daughter is actually whizzing by and getting to the game. I think that's really meaningful feedback and maybe
sometimes sounded alive. Um the strategic planning we all as parents it was there was I think a consensus that tech should be reduced where wherever possible and my impression is that the school is looking at that as part of strategic planning. So, I appreciate
that and I'm hopeful that that will bring some light to the how you're going to play around with it in the next few years and moving forward. Um, and I think I just want to point out when I hear parents talking no tech,
less tech, they don't they might not want to come to a school where there's too much tech. I mean, if we're talking about a complete philosophical difference like a Waldorf school, then a parent who can afford to do that can pursue that education. And I don't think Frenchtown School or any other public
education is going to meet those standards. And I think that's just a reality. I've sent my kids to Waldorf school. I am a firm believer in low tech, but I'm also here now with my child and my other children came here.
when I'm in this body. I think always trying to improve meaning the meaning to each child's learning experience is always a pri I've experienced that as a priority ever since I've sent my kids here. Um, but I think that we need to be
careful with what we're putting out into the communities, especially parents that have not walked into the school building, have not talked to an educator in the building, have not had the experience. I think we have to be careful with how we're presenting the
information. This is never going to be Montasauri or Waldor. It's a public school with state, you know, mandates. And I don't know, I I don't know why I felt it was important to make that. I just feel like public schools cannot
meet. I guess in normative culture, what we consider a more specialized or radical philosophy, you know, you can't it's just not attainable in this setting. though I think striving for less tech is
definitely something I support and and I felt really hopeful and positive with how we came out of strategic planning and what's already seems to be showing up on the screen here. >> Thank you. >> Thanks Kate.
>> Yeah, again kind of in that awkward spot a parent and a teacher. um as a parent I think you know also have a kindergarter he's very motivated by Lexia like um that is not a huge part of his day but he's very motivated and making a lot of progress because of that and I think we have to recognize that our teachers are
doing what's best for each student and sometime for some students that's the way that child you know will make the most progress I'm just cautious I think we have to trust us like this is what we went to school to do we want you know our our goals are for our students
to succeed we want the best for them. So, we are making decisions every single day um all day long um to do the best thing for them. And sometimes that's tech, sometimes it's not, you know, we're we also don't want them to be on tech all day. We want them to engage with us. But for some children, my
concern with a policy or you know, specific guidelines is, you know, what if that means that like I'm not able to give that student that what he needs on that device at that moment because it exceeds the amount of time that he's been on today. You know, I just want to in that moment make those choices for
that student and in some cases it is tech. So that just, you know, I think you have to also remember just trust the teachers. I'm also around the building all day long. And so I'm in classrooms and in and out all over. And I don't
think anyone's I've never been uncomfortable with how much tech we're doing. I think everyone's making good judgment calls about how they're using it. Thank you. Okay, we're going to move into executive
session. So, although I'd love for you to stay um and there will be no action after executive session. >> Thank you. >> Okay. So, we'll need a motion to move
into executive session. Some moved. >> Second. >> All those in favor? I >> I oppos. >> Yes, >> you have to wait for me. >> Oh, yeah. >> Bye. >> Bye.
>> Thank you. See you later. >> Bye. Okay, we're back on. >> Okay. Do we have a motion to adjurnn? >> So move. >> I'll second. >> All those in favor? >> Opposed or abstain?
Julie, how's your nursy