Dave. >> Okay. >> Achieved talking about it. >> Okay. Adequate notice of this regularly scheduled meeting of the Frenchtown Board of Education has been provided in accordance with the open public meeting act by notification to the Hunton County
Democrat on January 16th, 2025. A copy of this notice has also been posted at the public school at the municipal building and filed with the burough clerk and will stand to present the pledge of allegiance. I pledge algiance to the flag of the
United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all >> here >> Mr. Germany >> here >> Miss Howard >> here Miss Klein
Miss Nakahara here Miss Portella >> here Mrs. New >> here. Um before we begin our um presentations, does is there any public comment? >> There's a thing on
owl. It's not glowing. You usually have a little green light. [Music] It's also usually moving. Oh, there was something. >> It just blinked at you. It usually moves when people talk.
Somebody will say something wild says. >> No, >> I only recognize a sheep. >> Just wanted to introduce myself. >> Again, I'm Zach Burliner. My son Elliot is in his second year as preach here. Um,
>> I will be attending schoolboard meetings, but I also I've worked in schools programs in schools. I'm a social science guy and a social worker. And please, I'm not just saying this. I'm showing up. I'm here to
help. So, I will be on committees. I will work. I will actually show up and do some work with you. So I app I appreciate all of you for being here on a on a school night. >> That's awesome. That's the chair now.
>> Teresa, are we okay? Okay. Okay. >> Um so um I there is a Should we do the presentations first and then Yeah, let's do that so we don't have to make sure. Um so we'll start um we'll move a little
bit forward on our agenda and start with our presentations. So >> yeah, they're just >> um >> they're going to do it. >> Okay. >> So we're okay um for this one. >> Oh, okay. >> Yeah. >> So um um our Yeah.
>> The first discussion we have under presentations and recognitions is with our River Union program. Um, River Union has been here for >> since 2020 >> 202. >> Yeah. Um, and um, they have seen us
through a lot of different um, ways of uh, creating really great experiences for our kids um, for 23 years. And um you know it's kind of ever changing and you've got you've seen us through co
you've seen us through I don't even know what was happening when um one of my kids you did a movie with them. There was like something went on and you had to kind of you know figure something out. So, I appreciate um River Union's
willingness to always work with us and always find a way to offer experiences to our kids that they might not otherwise have. Um, and one of the things that I've been struck by with um the work
that you do with our kids um from the very beginning is that you um have and and all the people who work with you have somehow been able to get our kids who don't generally um
participate um to really kind of shine. Um, and that's just been, you know, every year I'm just amazed, um, by how well everybody who works with me does that.
So, um, I appreciate that. And, um, I'm going to turn it over to you guys so you can talk a little bit about what, uh, 25 26 is going to look like. >> So, um, um, unaccustomed as I am talking in front of people,
>> how many hours do I have? you just roll. Yeah. Very good. Very good. So I think I think one of the things um that we were discussing is that actually in that picture that you see behind us of all of us, you know, we're having a conversation about the program and where to take the program, what to do next with the program because
the program has been in flux and in change since co right so prior to co this the setup has been pretty standard. We had done we did the Shakespeare with the fourth and fifth grade which is a sweet spot for that particular thing and we took that through for a long long
time co the we sort of adapted we had to do things Ally did things on the with with the filming thing of it we did it remote we did all kinds of stuff like all of us did and that was that right no one got through that so the next phase then came into the postcoid era where suddenly things had shifted and we all
know things have shifted a lot of different ways based on what happened to us all and So, one of the things seemed to have shifted was the there was a number of things and and what we started to recognize was the program as it was built um was not functioning the way it
needed to function and you know we've always functioned best when there's people inside the school that are with us working with the kids when we're not there right and so this was something that seemed to be not holding up as well um until the ma last couple of years and
that's where um you know Peggy and K come in because suddenly with these two we have um theater people right theater you know theater professionals in fact actually we've hired her a couple of times now for us we promised to give her
back >> we hired Peggy Peggy's done work for us as well she brought the the kids in to sing at Christmas Carol you know which we do every year of course and uh you know it's just been a it's been a nice relationship and so what we've decided to do is leverage that relationship
because what we learned last year we're learning every year we learned last year whereas the sweet spot was fourth and fifth grade for the for the Shakespeare we then learned that last year what we what age we did what age is that >> I used to after school used to just be
six was just the middle school >> and the Shakespeare program was an in school program >> yes um >> and then last year we went to fourth, right? So, fourth through eight. >> No, well, the year before we did
>> it was so so by doing that, what we figured out was whereas we knew the sweet spot for years had been fourth and fifth grade for the for the Shakespeare with the third graders doing a a curtain warmer, you know, um standing up there going, you know, speak the speech, I pray you
as I pronounced it to you, right? And so that worked well. Co broke it up. Then we start to try and figure out what to do in school, out of school. Testing became an issue. How the kids were doing in school became an issue. Suddenly us intruding in the classroom wasn't
necessarily as good a thing as before. So now let's figure out what we can do. So we go to after school. And what we discovered was having that wider range from fourth to eighth is not work. All right? It just doesn't work. So we're going to take this program, we're going to shift it now to basically a middle school program, right? Because we think
the middle school, what we discovered, interestingly enough, is the middle schoolers who I'm, believe me, when they're in school. Right. But interestingly enough, after school, they seem to function better. >> Yeah. >> Right. And so we sort of discovered this
and what we're trying to do now is take the program and shift it now into a um a different program now, an afterchool program through a drama club. Gives us a think gives us something that's very important. We for years 20 of them at least we kept saying you know we could start the Shakespeare in
the fall we don't have to start in January after January and then rush to the end and we never seem to be able to do it right we be now this this will allow us to do that right and so what'll happen is we're going to be able to have our inschool
people folks doing it taking drama club all the way through river union stage now becomes a support system where we're in doing things like for example we can bring in workshops, we can bring in uh we can come and do rehearsals with them
when they need us. We can set up we can take care of the costumeuming and the and the set building and all that jazz like we always do and we can still be there for the kids in terms of the theatrical part. And the thing that we always did which changed things a little bit for them and what we what we did in
terms of bring that around was we teach them a little bit about what an actor does. We make them understand that you're you're not just doing this that you need to know what the words are. You need to know what you're doing, why you're doing it, what are you doing,
right? And so Rivian stage will still be there to support that and push that and make that happen. Right? And so we're just shifting the program where we're relying more on the day-to-day with Karen and Peggy and then Laura, Ally,
me, the theater, and the full strength of the theater can support that as we go forward. >> Yeah, if I can add to that and it won't it wouldn't necessarily just be Keith, Ally, and myself because we have we've been doing this for a long time and we
have very deep resources. So our thought is to bring other professionals in that we're familiar with that we know and work with other colleagues to bring specialized programs for the children so that you're really getting the cream of
the crop of what River Union Stage has to offer. And I'll I'll mention the name that I'm sure you know Bill Bowers for instance right uh could come in and do a mime workshop. He's a worldrenowned mime
that is a colleague >> of River Union stage uh and has worked for us a number of times. Um >> stage combat we have. >> Yeah. And and then of course Rick Sordlay's team uh is >> once again world >> once again world renowned in terms of
fight choreography. Uh, so if and I think that the upcoming production does have a little bit of >> little bit >> maybe a little bit >> little bit >> combat, you know, so we could bring we could bring in either Christian or Colin
or Rick to do um a fight choreography workshop with them. Um, we can really tap into whatever it is in any given year the school and the and the students
need most and support it. >> Um, >> with the breadth of it, not just the three of us. >> And you're leveraging from a from a cost perspective, you're leveraging the some of the the two people that are already in the schoolhouse, right? Bringing us into the schoolhouse costs money, right?
you got to pay us to come in and we we set down a fee and all that jazz. And yes, we certainly, you know, we put a lot more time in than we then, you know, we put down in the contract always because that's what the way it works. And that's fine. We're happy to do that. It's community service from our perspective. At the same time, you know,
we'll be able to use whatever dollars you want to throw at this now, you can use in different ways. You know, you can you can say to us, so what we'd like to do is X, Y, and Z for programming. Can we get people to do that? and we can set out to find those people. You know, we can also be a resource for you for things like, you know, the you'll notice
that the the old the 4,000y old lights are no longer in the back of the theater. The 4,000y old lights belong to the theater company. We put them there 20ome years ago. Um because somebody lo donated them to us. We had them rewired so that way we could use them here. Uh
Larry worked it out to set them up and so that's where they've sat for these 20ome years. Now, since Larry's gone, nobody really knows how to use them other than me, you know, and I'm not always here. Plus, there's no reason to have those lights here. Those are very, very, very old lights, right? There's no reason to have them. You really need
this. You really need to get the next phase of lighting for your for your space needs to be back on the wall coming in this way. And it's got to be LEDs. It'll plug into the board that you already have. Reviewing your stage can be a resource for you with that. We have lots of folks that are technicians that
will come in and talk to you with your interests in mind, not someone who's trying to sell you a lightboard, right? Because one of the things you never want to do is go to a light company and go, "Hey, we want some lights." Do you now? >> You know, you don't want to do that. >> That other people that have done that in
terms of sound systems, for instance, and it can it can just be >> brutal. Absolutely. and so much money spent on things that we don't need. >> Well, we really need help with sound. >> Yes. >> And that's and we're we're we we have resources and people that can come in,
sound people that come and talk to you about how to do that and best ideas and best practices and that kind of thing. Um because I would say to you, you know, the good thing about being a producer is the things you learn very quickly is what you don't know. >> You know, Lauren and I are not sound people. We're not lighting people, right? We're actors and producers, but
we know some people that are really good at it and would keep your interest in mind. And that's that's what we want to be for you. You know, our connection to this the school is runs very deep. Um goodness. >> And we want to make sure that um we
continue to support the school in a way that helps you get to the next level again and again and again and again and again. I have to laugh. I'm looking at the Tempest. You see that Shakespeare up there? Back way back when uh when we were just getting drawing programs on
computers, I drew that on our little computer >> and it ended up following us around as the uh as the Shakespeareian logo. >> I was honest to God, it's the only thing I've ever drawn in my life.
>> I'm not a visual artist, but for some reason I was able to do that. It makes me laugh every time I see it. So that's it. That that's what we want to share with you. We want to we realize that transitions are hard. We realize that transitions sometimes feel like there's going to be less. Um and I think I want
to Laura, Ally, me, the three of us want to be here in and strength, you know, full strength to say no, no, no, no, no. We're we are not going away, you know, until you kick us out. And that's all right, too. But we're not going away. We're just simply making sure that the
relationship is futurep proofed, if you will, and can continue. because if you continue with an old program that eventually falls apart, then the theater gets dusted out with it and with it the resources and we don't want that. So that's where we're at in terms of what we'd like to do.
>> Um, and these two are big, you know, big part of it. >> Does board have any investments? Will there be sort of a proposal that you guys are going to put out there that sort of spells this out and >> Yeah, I think I think in terms of because you know the thing about proposals and and cost is you want to
make sure you sort of you know the now the the group that's in that picture obviously we can sit down and say okay what's the program going to be over the course of the year? What kind of workshops you looking at? What kind of things do you want from us? What kind of things you think you'll need? and we can build that out and then we can say okay
well this is what we think this might cost here here and here and here and give you a sense of the cost >> I think I meant more of like the the sort of overall change that you're talking about what does that look like and you see that
>> so I think you know I think the way to think about it is it's already been happening >> um what how we functioned last year is pretty close to what this year is going to be just a little bit more Karen's going to be more involved with it. >> Um, and because you've actually been
more involved with the nuts and bolts dayto day. So, why don't you sort of share one of the biggest shifts is that's going to happen is that if you consider that we've been running this program for as long as we have, we're really just switching leads, right? So,
instead of us deciding uh what the plays are and doing all the casting and everything like that, that will shift internally, right? The nice thing about that too is that these two have more connections within the school as well and um things like fundraising can go a
little differently and advertising can go a little differently than it has in the past. So that's really the major shift. Um but as far as how we work together and how we support that whatever essentially these two ladies decide they need from us for whatever
given project they're working on, we will be there for. Like Karina and I have talked about choreography already and that being something that I will absolutely come back in and help with choreography on those days or or do those you know we'll schedule it out and make sure that that works or um so it
won't be so much that we are running it but we're helping to facilitate >> an ad hoc support. >> Yeah. Yeah. And and >> keep in mind, you know, they'll still have we'll still have we'll I'm going to say we because it's still a a team
>> and and we'll have still have access to rivering stages, costume collection, prop collection, you know, design capabilities. Um you know, all those all those things are still those aren't going away. And we might with that even
be able to do more with some of the crew kids and things along those lines. Like that's an area that while >> Absolutely. >> If we're focusing on music and other things and learning lines and blocking, like we might even be able to build that part up a little bit more. Again,
>> there have like 15 crew kids >> and they would do everything, you know, from from building the sets to running the boards to sewing the costumes and and um built a bus yesterday last year. >> Yeah, we built a bus last year. We had race cars for Steuart Little. We've had
stained glass windows. We've had all kinds of stuff that students have done that because of well, the program, you know, primarily being us and not being as in the school as we used to be. It kind of dwindled for a little bit
there, too. So, we didn't have as much active interest from the students because they didn't know us as well. they didn't have that same relationship with us. Um, and I think this will help rebuild and reshape that and grow the program again. >> If you want to think in terms of a model for those of you who remember prior it
might be only only one person remembers um Carol Rocks were our connection in right. So the fourth and fifth grade teachers were our connection to the system into the into the schools and that we were capable of really bringing bringing to bear everything we needed based on what they needed which is and
that that we're used to doing right. Um and so this would be very much that model just an after school program as opposed to in class which is seems to not be an option anymore >> and the middle school program always was after school. So it's really just kind of going back that to that format
>> just to clarify. So, one of the other big shifts is that it's now focusing mainly on middle school and so fourth and fifth graders will not be up here. >> So, this year we're including fifth grade because we we had them in the shows last year. So, we don't want to say, "Okay, now you can't be in
>> That was my >> And also just numbers wise at just kind of looking at coming what students are coming up. I think we're going to need to include the fifth grade." >> Yeah. Because we only >> for a while just to keep the numbers up top. But fifth grade is kind of included in that middle school in a lot of ways,
you know, um, you know, up until this year, fifth and sixth, well, and even some of the classes now, fifth and sixth are are combined. Yeah. >> Um, so we feel like fifth is >> fifth is old enough to push into into the middle school. Fourth grade gets a
little bit young. And um and I think our fourth graders really struggled last year with stamina and um the amount of commitment and and um what was required of them. It's hard for it's it's it's a lot of fourth graders. So my vision is
to do some sort of um club sort of thing in a club form for the younger students. Whether that looks like um you know one of the maybe the spring program is a little mini musical for them and the fourth graders are taking the leads in
that or even just a six weeks theater club and at the end we produce a little play kind of thing. So I'm not leaving them out. It's just going to I'm hoping that it will be like okay we start with this and then when we get in fifth grade we get to do the big one
that's after school. So that's that's kind of our >> vision for um >> for our part in terms of support as you're saying that what I think I think to myself okay so what was very interesting years ago was that after a while by doing this right you had a
feeder into the programs right and so years ago the the third grade did the did the the curtain warmer fourth fifth grade did the show and everybody knew that it was coming and every year everybody saw the show right so literally Laura had somebody one beard.
One little kid came up in first grade. He said, "Myth Laura, when do I get to do faith beard?" Right? You know, and so >> and I said, "What grade you?" I think he was in the >> first grade. >> At that point, and then when he was in the fourth grade, he played
>> a pint-sized Richard the third. >> Richard the third. >> That was the winter of our gifts and tips. >> The gift and did the whole opening opening monologue. >> The house down >> and brought the house down. So, so what we would think, you know, this is a great point. It's
>> as we look at this, one of the things we're very proud of, we point to all the time as a theater company. We do, we point to it in in grant writing, we point to it when we talk to people about the theater company, the program that was built here and that evolved here. We're very proud of that program >> and we would like to continue to make
that program a similar kind of program. It's going to look slightly different. But for example, I could see coming into those earlier classes and using Shakespeare with them, >> third grade, fourth grade to get them going, you know, with the with how to speak and and enunciation and actions
and that kind of thing. It's a great program. It's a great tool. So, you know, there's options then. And then so the younger kids, we can sort of get them ready to make this leap, you know, teaching a little bit more about being what it means to be an actor, right? Our goal is never to make them actors. You
know that, right? Lord knows we would never suggest anybody to do this for a woman, right? You know, you gotta be crazy supposed to be prolonging out of strategic planning. We talked a
lot about having students sort of pursue their own interests through the uh kind of the curriculum that they're learning. So this seems like one of those great opportunities where students can actually participate and contribute to how the theater program or the afterare program takes shape. So I'm just curious
to hear from new folks. How do you invite student feedback in and especially for middle schools? I'm imagining they have a lot of their own creative ideas of what they want to bring and and is there an opportunity to give them a bit more rope in terms of you know like shaping the program itself?
>> Yeah. Well, I think that um so how I've run drama programs in the past um is that you know the current kids get to like have a say in like the picking the show. So we we would give them a a few options and they would like
vote on on what they wanted to do for the show and like again the crew kids would design this like I had kids designing sets and painting backdrops and you know um um all of that building things like you know I like to their I
like it to be their creative vision not necessarily my creative vision. And I even I even would bring like high schoolers back to like do um assistant direct um or even choreograph. I've had I've had um high school students come
back and choreograph. You know, I would love to see a program build so that we can include more people from the community, too. So, like I've had parents come and help build sets and um you know, I just think that there's a
way to like really make the program belong to everybody. >> Um >> please let us know how we can help kind of contribute to that and make sure that this vision has really come through. >> Yeah. >> Those letters I think came from >> that came from that was the that the
Frenchtown USA. Yeah. Uh that was from the documentary we made with all of this from kindergarten through 8th grade. Uh and each class had its own topic that had to do with the history of Frenchtown.
And those I that I'm only pointing to it because that is an example of that was created within the classroom with the with the teachers guidance. So how what what do we this is our topic
this is our subject now how are we willing to contribute and that I think that was the >> I forget who that was with great >> came up with that and of course we got that going all the way up and down the can the toe pad there
>> so philosophically then you know the key here is theater allows this >> you know >> you you don't you know the old idea that you have to color within the lines or you or the sky is blue and it's only blue and that kind of thing in theater that doesn't matter. >> Yeah. >> It really doesn't. So, so if we have a
kid comes up wants to do something from a set perspective, >> then you let them go, right? Then what starts to happen then is theu students start to recognize that this arena, this area is a place where they can play,
>> right? Laura likes to say it's called a play for a reason, right? And so, so that that's a big part of it. I think it's it's you know you you set up the the dynamic that says you know when you're in this space what you say is valid. >> Nobody's going to say to you that's a dumb idea. Don't do that.
>> We might say h that's an interesting idea. A 7 foot dragon is very cool. How are we going to make that >> do that >> and then we might do that but we're never going to say that's a dumb idea. And one of the crew last year uh it he
really wanted to talking about Charlie Brown. >> He really wanted he loves to build kites, right? And so we put him and two of the other uh tech students
>> on building the kite for Charlie Brown the tongue and the win. I think that's >> that wasn't our idea that came from >> that's always been the idea is is because like kind of circling back to what Keith said is that we're not trying to create actors and I believe you know
the that intention will carry through with what um these ladies will be doing as well and what we know their intentions are for the program is that it's such a collaborative process and it always is like whether you're working with adults or you're working with students and middle schools have great
age for that collaboration to begin and and let them take ownership over that because then it is starting to teach them some of the life skills that you really do get from >> from theater which is the problem solving thinking outside the box um you know learning helps to collaborate.
Yeah, exactly. Um and all of those wonderful tools um that you can get. So that's that really is the whole intention behind it is is allowing them that space to express themselves and to have that ownership. It's basically the
pillars of of uh education. Yeah, >> it touches on each of the pillars. Uh when you look at theater as a form, >> it takes all of those things. I was just going to say at Kopan school um the students do a brainstorming session
after our last show and they and they fill up my whiteboard with all their suggestions of of what they would like to do. Keeping in mind that my eighth graders are going to have the top choice. And it has evolved to a point where
90% of the eighth grade class participates somehow in the show whether they're on stage or they're in the crew. And they do take ownership of it. And again, students you were saying like students who might not necessarily think
they were never going to do that. I I I had I we did the Wizard of Oz last year and my tin man was the sports kid. the sports kid in the school, never was in choir, never did band, never anything. And he's like, I'm going of course I am.
And and you know, it was like that is kind of the mentality. So I would love to see our kids grow to that. And I feel feel like with the current sixth grade class, we've got that potential because right now they're all buying in. And it
just takes one eighth grade class to say it's cool. >> It's cool. and this is what we're doing and then it just takes off from there because then the class behind goes, "Oh, now it's our turn >> to step up." And so taking ownership, they absolutely do. And and I find over
at that school, too, that now my eighth graders, I I don't have to do any sort of I guess classroom management, whatever, because my eighth graders take care of it, you know, and they're saying, "You can't do that right now. We're in rehearsal." And you know, you need to pay attention right now cuz
she's t, you know, and they take owner and it and it spreads and um and it and I I can see that happening. I really can. This is a this is a super creative school >> and the kids have so many talents and um
the cool thing about this school is you can try everything >> in this school. You know, it's not like the bigger schools where you have to try out and did I make the team and did I not? No experience at all. And I I would love to see that happen. And that's kind
of our vision too with um um moving the show earlier. Our our goal is Mar March 12th to 13th is our is our goal date. So we're starting earlier in the year, we're finishing earlier. And then those students that play soccer in the fall
and do the baseball and softball in the spring, you know, it doesn't help our basketball people, but um but you know, those those kids that do the spring and summer sports, they can still do them and it's not going to conflict at all. Um in fact, we were talking about, you know, with auditions, they'll be coming
up in October when we've still got kids that are playing sports that they've already committed to. And that's okay. If you have to miss the first three rehearsals, you have to miss the first three rehearsals. We're going for the for a while here. So, um, I would I would love to see Frenchtown get to that point and I think I think it's
definitely possible. >> So, in terms of Long Lens, I just want to close with this thought, right? Um, you know, when we first came here, the whole reason we came here is because we came here and Carol and Rocks, we could we were looking for space to do workshops for oursel for our company.
Um, which never planned out. We never really got adults that were interested in taking workshops. And so um but we were coming here asking for space and they said well you know our fourth and fifth grade teacher working on um Midsummer Night's Dream could you talk to them about it? We said well sure we can help. So we walked up to talk to
him. Carol Rox had this dumbed down version of Midsummer Night's Dream that was you know it's like not Shakespearean English. We said kids don't can don't need that. You can do the real deal. And they said they can. I said we said sure you can. And she said they said well can
you help us? And we said sure we can. Why not? And that's how the program was built. And what I'm seeing here, you know, that program was built on a collaboration with two teachers that were committed to making that work. While we've had wonderful people work
helping us since Carolyn Rocks throughout the year, this is the first time we've had a team committed to it like that. This to me is the beginning of a whole another phase that I think can grow into something quite extraordinary. And that is what I want to sort of leave you with.
Thank you. >> My fan. >> Your biggest one. >> My biggest fan. >> Thank you so much. >> Thank you. >> Yeah. I just want to say again, thank you, you know, for your team coming out
tonight to, you know, kind of give us that little, you know, that whole run, right? Because I haven't been here for that whole run certainly. Um and it's you know you throughout everything you're always very collaborative you know always communicative um with me and
um the teacher team here as well and um I just really appreciate you guys come taking the time out to come and share you know a little bit of this new vision with everyone. So thank you. But we take something from what from you guys for sure because we still to this day >> Alex did a scene where he was talking
about being in being in uh scene in Henry Ford and he says says well we were it was it's filmed we used to film the things a whole lot of stuff that we used to do and and we filmed this thing and he's talking to the camera he said so yeah we were talking around the we're talking and chatting back and forth and
I was bored of it and so to this day Laura and I will be saying us I said to just today she said said, "How's it going with that one project just bored of them?" >> So, they live in us and we appreciate that very much. So, we hope you as well.
>> Thank you. >> I I have to say I was thinking when when they asked if they it was kidled, I thought I'm pretty sure none of you would have chosen to do high school musical in 2014. >> They showed the
I felt like I just had to >> Yeah, I know. you want it. Let's >> do that. >> And it was fun. They did a great It was a tough one, but they did amazing job. >> Thank you. I appreciate you coming out.
>> Anytime anytime help you with the lighting and the sound, by all means, be in touch. We're happy to to connect you with folks that can help. >> I should raise by just yet. Thank you. >> Thank you. >> Thank you all so much. Take care, guys.
>> Bye. >> Okay. Um why don't we do the violence vandalism? >> That's next. Yeah. >> So each year um good evening again. Each year we go over um Yeah, it was good.
I'm glad that I don't have sliding. I tried my best jazz with the team. Um each year we always talk about um student safety data and um trainings that we do from a team and programs that we do from character ed programs for you
know whether it's Marley being here for the first day of school to help students come in or Marley coming in today to help off a weekend and things like that. various different trainings that we do reviewing code of conduct doing kindness um acts with students and so forth. So
last year just always I know we've had this conversation for a number of years. We always like to look back what did we do last year um and we had the trainings last year. Um remember behavior threat assessment the last two years that's been something that mandated. So we had a lot of people of our team were all
went through the training now. So that's why 23 24 looks a little bit beefier. Um this year 21 um again programs are up this year. Again, we have we've continued to really take pride in the different programs that I've been talking about. Um, you know, some of
those activities, which I'll get to a little bit. Some of our older students already in the beginning of the year working on some kindness posters with other students. Um, I'll get to that. But they also helped seventh and eighth graders helped with our first fire drill. They came down and helped with our kindergarteners and our preschool,
which was really great. these type of moments um opportunities to grow and and be see another trusted person in a building that they can familiarize. So um last year so that's the program piece and then um confirmed HIVs last year
were three um and then this year is one. >> Okay. Um, so we'll need a motion to adopt the uh resolution um for the violence and vandalism report. >> So it's not called an HIV report
anymore. >> It what do you mean? >> Well, it's violence and vandalism reports. >> It's a combin Yeah. So it basically every six months we have to report on have we had any of incidents like that. We have we talked about the confirmed bibs and then programs and um trainings
that's so that's 6.2. Yes. And every six months so every month we keep documentation of that and then we share out every six months. So this is a recap from um January to June 30th.
>> So just giving us both numbers. >> So I just just the whole resolution. >> That's fine. >> Yeah. >> Okay. >> We just need a second before we finish that. >> Okay. >> I'll second the question. >> Okay. Um, so I guess my question is
>> Sure. >> What's the difference between 6.2 and 6.3? >> So that's our which we'll get to. >> So I can explain to that or you want we'll go right through that. >> We have a motion on the table. So
>> So but 6.3 is separate from 6.2. So, we're just now moving the resolution on 6.2, which is the violence vandalism report. >> Well, we haven't had a report. >> Yeah.
>> Or was that the report? It's just we had no violent. We had no actual violence. >> It's not. >> Yeah. So, we go over Great. Okay. >> Okay. If there was more columns, it'd be more problematic
>> for us. >> We don't want >> No, nothing has changed. Nothing new. Nothing has changed is last six months, previous six months, it's the same. >> The year before that, every other schools all over this state, their hit
numbers were blowing out the roof >> and their student assistance counselors were screaming for help. Uh, so the fact that you had three in that school year, it makes me really happy that I sent my kids to school here and that's really incredible because that that's against
real trends against that. People who have been in the the field for a long time were like I cannot believe >> reflects the current national conversation. >> All right. So, do we have any further questions from the board on this
resolution? Okay. Um, all those in favor I >> opposed or abstain. Okay. Now we'll move on to 6.3. >> Yeah. So >> the hip self assessment.
So 6.3 we look we bring a school safety climate team together um each year around this time and we go through a rubric and it's obviously in your like we have it in your pocket but I think we've we've
talked about this quite a bit since I've been here. I think when I first came here, I think our score might have been first year or two might have been somewhere in the 60 66 range, 68 range. And each year we really took pride at looking at some of these components
um to make sure that we are meeting the criteria, right? And I think as we do every year, you're like, okay, what can we adjust to make more of this? What can we make adjust to make more of this? when you look at something that the
programs that we're creating with combination of our spirit culture coordinator combination of Mrs. Zuse as our counselor um myself you know Mr. von tempmpo class some probably behavior support and all the teachers like every
teacher in this building has some sort of system when you come into that classroom it might be a high five it might be a fist bump it might be some sort of greeting right it may be something but they all have some sort of breeding on their way in that's something that really we really pride
ourselves on and I think sometimes might go unnoticed by you know just on a typical day that's typical to it Um, so it's it's for me that's really neat to to think about that. Yes, there's people that take on that role, but a lot of that starts with the teacher first thing
in the morning. It's really starts first thing as as the student comes through the door. Good morning. Good morning, good morning, right? We have a number of staff set up ready to go. So hopefully by the time they get to their classroom, they've had more than just their teacher. They've probably had received a good morning from someone else, right?
Two or three times along the way. Um, so that's just something, you know, embedded in what we do. Um, but I'm just sharing that just in in the in the world of continuing being respectful, show modeling manners, being kind and so forth. That's something that we really
take pride in. Um, so we we go as a team. We I feel like we're we've been really honest. I think in some areas through the years, we've said, "Okay, we're only a two on this one. we need to get to, you know, three is the highest score we can get in each category. Um, but last year was our first perfect
score. You know, as we self assess, we we went back, we looked at it again this year. Um, and team felt we were in the same space. Um, two years ago, we were at a 76 and um kind of targeted two different programs at that time to really feel confident in our assessment
of what we're doing. So, um, that's that's really, you know, without going, if you have questions, I'll certainly feel them. Um, but that's something I think everyone and I think to your you hear you hear about that hopefully through your child more than
and also through communication. You might see some of these acts um that they're doing on the website and so forth. Um, so making that more part of the typical day is more and strategically planning Marley in a dog
visit or having the officers have a have a moment to swing through the school. Um, maybe to maybe to say hi to somebody, maybe to help somebody out. Um, those are things that in addition to our staff and and some of the key players within our staff, we can also
try to use some of those community factors as well. Um >> okay. Um thank you Jim. The HIV self assessment will be taking action on in9.1 study
time. Um so we'll move on to um the board secretary report. Um Caressa, is there anything of >> you go back and the stuff we skipped or are we saving the boards and >> I was just going to do that during the president's board. >> Okay.
>> And that's the only thing that's there. Okay. >> Yeah. >> Um just to take note that the October 14th board meeting is early due to the timing of the um school board's convention. So just please make sure that your calendars are marked um correctly for that. Um, November I think
is also a little early because of the Thanksgiving holiday. Um, so just, you know, look at those couple dates coming up. Um, we did receive an approval letter for our, uh, New Jersey QAC district improvement plan that was included in the board packet for your
reference and also a letter from our board attorney um, stating that she has moved to another firm. Um the action that we've taken at this time is to have any files transferred to the new firm until we do the RFP and we go through a
formal process. So we're going to be definitely now like really um moving forward with that. And then of course the um enrollment group there. >> Are we looking to stay with that attorney or with the other firm?
I I think that depends on who responds. >> I heard like I guess it depends on who responds and you know we need to know what their >> full capacity of the firm is right in all different areas you know negotiating
and just different different things. We don't know anything about you know this firm. So, um, you know, I'd like we we'll see what proposals we get from our SP process, >> but we'll certainly present those, you know, to the board because the the
attorney really works for the board of edes. Yeah, she's um she's not really new to us, but she has left the firms, >> right? So both she and our other lawyer left the firm
>> and we stuck with her because we had been working more with her over the last few years or a couple years at least. >> Okay. So we'll move to minutes and we need a motion to approve the minutes of the August 19th regular and executive session.
>> So moved. A >> second. Can I make a comment? I was actually here and not absent. >> Yes, there um Rachel already for executive session. I'm going to I was going to mention that's amended because
I'm going to change the attendance. Any other comments or questions? All those in favor? >> I opposed or abstained. Okay. >> Thank you. Okay, then we'll move on to
Jim and I'm going to move out of the way. >> Okay, >> I know, right? Feeling >> I'm gonna stay down if that's okay. Um, but we'll see. You know, you might get it soon. All right. So, we went over
these things. So, I just did a little different and this month just in a sense of I felt like we had so many um so many events and things to talk about. So, I just if you didn't get a chance, I just thought it would be good, you know, some pictures and so forth of some of the things that we've um already out of the
gate um with combination of our community, our families. Um we had our first annual FES picnic. Um we we you know as as as we do anything for the first time there's there's always going to be a couple things that we you know we reflect on and look at and and you
know do better you know try to do better for next year. But I mean all I have to say like all in all the feedback was you know pretty good um from students middle school students believe it or not too. Um and it's you know from the families that attended um you know just our
community our teachers so forth I think it was just really wellreceived um again so many people played a role um in you know Teresa played a big role in helping me you know coordinate the food and mashios and things like that. So um the music was you know part of a
conversation with one of our board members and just full community um PTO obviously every I never want to say stop because I want don't want to miss anybody um but it really just turned out to be um a well attended event many
families came and um a good time so just you know I felt like it was a really um nice way I had a few parents already say can we end this school year like that too and I said we'll and we'll see. Um, so good feedback with that. Um, so I
wanted to talk a little bit about um, so that's a that's a feel good and we'll go we're going to go back to some of our goals and stuff. A few of you had asked about learning. I think I'm going to sit and get Nancy though. Um,
so what I wanted to do, the board has been asking the conversation about more data. So tonight I'd like to show you a little bit about what we're using. Go a few more bullet points. If you have big bigger questions that, you know, we can try to answer them tonight. If not,
reach out to me after this. I'm going to share the this presentation with the board tomorrow. So if you have um some more questions, we can certainly, you know, work through that. But I think, you know, we often talk we don't want to be hung up on that snapshot of state testing, that one moment in time. With
that said, we now know that we we've been communicated that there will be also be a fall testing now this year, and we have team members going next next week um to that training. So, there's is going to have to be a fall test between the window time of Octo uh October 27th
and November 14th. So that's something else that we're going to have to engage with when I have more information. I'll definitely have more information for the next meeting once our team is a part of the training. Um so just something so this will be another piece
and there's pro I'll talk more to it next meeting um because I want to make sure I have all the true details. >> Jim, just to clarify a state requirement for this, >> correct? Okay. >> Yeah, another a state requirement for this um and Jim, we won't have data from that, right?
What preliminary? Yeah, I'll talk more on it, but preliminary we're hearing that we will not get the data. This is more because of the new company >> and they want to do a true run through >> instead of in years past they may they have done like
>> picked schools or had volunteered schools to participate. Um at this point my understanding is it's for everyone across the board and you have that window of time to complete it. So that'll this is like a trial run to replace the NJSLA.
>> Um it's it's a new newer it's a new test new company. >> So I'll when I get when I when I live the training yeah um I you know obviously >> is replacing it's it's NJSLA it's
>> a it's called test. So would the >> they need the norm at >> the kids would then have to take it in the fall and then once again in the spring >> this year correct >> but the fall results nobody gets they're just testing out whether or not >> that's what I hear that's what I'm hearing I can confirm that next month
but that's what I'm hearing only this year it'll be two tests next year it'll be back to one >> I I can't confirm right Christmas >> I know >> poor kids sorry >> so you you'll be able to tell us Then my
>> private what's the uh what's the timeline for the >> October 27th to to November 14. >> Okay. So we'll meet again before that >> for Halloween. >> We'll we'll meet again before that. >> We will meet we have a we have a plan in mind. We you know end of the first
market periods within that window for us. Um we have you know Mrs. Doyle is our testing coordinator. a couple teachers. We sat down and talk a little bit about um where we're thinking. We we have a plan. I'll speak more to that. Um
I'll alert you. I'll actually alert you guys at the end of this week of what we're going to go. But we have a plan in mind. Um I just want to confirm that before I share that. But um we want to we I'm just going to say we want to get through first marking period. We want to
get through our conferences all in rhythm before we have to stop when we do that. So, so we're really we're trying to we we have to do it. So, we're just trying to best plan it. Okay. We talk
more about Okay. Um, so some of you asked about mirror the NJSL testing and what Lumis was. So, as part of our district action plan with QAC, we we wanted to integrate another supplementary
um supplement to our to our every day Um, and basically this is ELA, this is math. It's it's more specifically students have to take a little pretest of course kind of assess where they are. Then it's really great because then it
provides an individual plan for that student. Meaning like if they're struggling in a specific area, it says here you go. The wonderful thing I our team thought about it and I agree too is that it has a workbook component and it has an online component. So it has balance. And if you know some students
are going to be more successful with a workbook then they're going to strive with that. Some students are might do better in that plat in the online platform. There's going to be an opportunity for both. It's the language um within the program is a little bit
more little bit more based around testing, right? the testing language where it might say something like if we're we're in class we might say let's you know we're going to read page number 32 and you start at the first paragraph in this you might say passage so some of those
language words that sometimes could trip students up within the process um we're just bringing this more frequent as we said before our testing plan in the past two years has been practice tests that we get through NJSLA no longer NJSLA at
least some you know this new version, but we go through a practice test. We give them an example. Our our rule has been at least at least three of them in preparation for the test. Now, we're going to integrate this once a week within our class. And this will help target standards that the students are,
you know, not doing well on. So, again, landing where meeting the student where they are and in building the follow. So, we really feel like this will be and this is in third through 8th. This is an ELA space and math space and event. So,
this really personalizes a plan for them within their area of need. >> In third grade, you say, >> I'm assuming that the teacher gets the results of their test and kind of a summary of like here's what this student is struggling on and then they can see if there's any trends or themes within
the classroom. Okay, everyone is kind of missing this thing. I that's great. Your teachers look at this as like a useful tool yet or is it >> so it's new? We had training. No, I I think they're seeing we've already
talked already in team meetings >> where we might take a writing sample from something in this and now this is built right into what we were going to do, right? And now it it gives it a sheds a little different light on it because it'll um it's within this format but it's something that we would have
done anyway, right? So, we are seeing some reciprocal to your point, we're seeing some reciprocal um buyin from the teachers on this and seeing how it can help us. So, just wanted to speak, you know, I'll go a little bit more into the data piece in a minute. >> Wait, I wasn't doing a data question. I
was just curious. What's the feedback from the students? >> Um, can I give more next next week? I mean, >> feeling it out. >> Yeah, I feel like it's new. I feel like some as everything it's it's I feel like
some students like it, some students why do we have to do this? Like I think we're a little bit in between. Like nothing not much. >> They don't love it, Jim. They're >> I think it's it's just something I think some of the feedback's been okay. I would say generally it's kind of, you
know, I'm not saying it's I don't want to say it's either way. I think it's just been okay. >> They're still mad about theirel. >> Um's >> correct. There's a workbook and an online version. So this has been so just to just to go a little more it's so it's living in the class it's living in ESP
for support help and it's living in homework club or academic support club in the afternoon. So it can be all those >> integrated through this. That's kind of nice that it's following >> and then yeah so so that's we're early of course but just wanted to give a
little bit more breakdown of specifically um why we went with this and chose it. Reading levels is also something that we're going to share more of this year. Right? So in past, right, this is something this is part of our practice. We always establish in the beginning of the year, end of the year,
where are the students reading levels so we can support them where they need to be, give them the appropriate grade level book, give them the appropriate interest book and so forth. So this vanel is something that we use. Um we purchased a numerous new readers for
Kate board that was part of our um we talked about that early on our last meeting. Um again feedback from the teachers have been very good so far. Some of our young learners love that that we have now new winters books and books that they can choose from and you know they can certainly know that this
is new to their classroom and I think that's a win. Um this get obviously comprehensive measure of students reading abilities. Um, and this also because this is done as a one-on-one gives the teacher really great, not just a snap, it is a snapshot, but it really
gives the teacher an opportunity to really get engage with that student. Yes, that score might be something, but they might pick something else up from that one-on-one opportunity to establish what that reading level is. Jim, >> yeah, >> thing >> I re I'll share this with the board and
you as well mostly because I was recently doing a bunch of research on >> early reading due to having a board. Um but one of the bits of information and research that's come about is specifically about reading levels and reading and like organizing kids in
groups by reading level actually not being effective >> and focusing on fonts and panel as one of the kind of like areas where like it's something a lot of schools are doing but it may not be producing the best results. I'll forward you the research. You can do whatever you want
with it. Sure. But I just wanted to flag it because it is I I it surprised me and literally I was doing this this week so it's kind of hanging at me as I see it. I'll forward it on to everybody. Yes. >> Thank you.
>> So that's in addition to in addition Thank you so much. >> Thank you very much. >> Thanks. >> Thanks Matt. >> So in addition to state scores right and I we're going to share the reading scores we're going to share these lumis free pre and post scores. Um, so this is
kind of this is what this sheet I'm building this sheet. You'll be able to have it start seeing data within the sheet next month. So K2 we're going to be talking about end of year math facts. That's something else that we do grade level. Um we'll be we'll be going sharing the math facts for now.
Obviously grading is different in K2, right? And then we'll do a fall reading level which is now and then we'll share out our spring reading level. So you you'll get a better feel of and again this is not our testing group per se but you'll get to see and we'll share a
little bit more so you get a perspective of where our reading levels are where our math fact levels are in K2. This is our younger group. For our older groups you're going to we're going to be able to share this and I'll share this out with you guys. I'm hoping to share
pieces of this for sure. Um, next meeting when we do our state, you know, I'll be reporting on state testing. You'll be able to share comparison. I hear a lot from this board of education. Well, is that that type? Is that the learner, right? Is that is that them? Are they approaching expectation learner? Are they meeting
expectation learner? Are they exceeding expectation learner? Um, we're going to compare last year's ELA Matt. We're going to compare this year's. We have our results in. We'll be distributing out to the families by the end of the month. Um
we'll be using Lumis ELA and math pre free pre- testing and you know this initial that we're doing right now. We will be using end of year Lumis. So you'll see the growth within that. Um we're also going to use a grade level, right? We we talked about grades where
we we went through a whole year of building an an educational philosophy that I feel like we made some adjustments. We feel good about it. We have set a new criteria in these areas. So now let's catch let's let's put all this stuff together. We have a nice
vehicle here structure and we can state so can we see the student from last year? Were they in approaching expectation students or now are they meeting expectations or are they approaching expectations and now they're still approaching expectations but
they're up 22 points. Right? And so that's that differential that's in here that plus or minus. So maybe just because you didn't go up you didn't show growth by the verbiage of did not meet partial need approach meet. >> Yeah.
>> But have they grown within the state test? Again, that's a snapshot. But have they grown 22 points in the state test? Maybe they have, but they might still might be in one of these categories, but are we growing? Yes. Right in at least in that area. Are they also then, you
know, where do they land in the ELA piece of Lumis? Where do they land in the math piece of Lumis? Where do they land in their math, >> right? >> 24 or 25. So, we're going to take this, this is basically going to be our vehicle that we share with with our board and we'll talk about it, you know,
when we see trends, right? Teams are going to be breaking into that. And these are things that I will, you know, highlight probably each meeting. I'm I'm guessing it'll, you know, we'll kind of work it through together, but again, want to be transparent with some of this information. There's a lot of hard work going on behind the scenes with our
teachers. These this information is shared, right? our our our team meetings. This is part of that when we have targeted meetings, meaning like we have a specific meeting, if we want to focus on ELA and three through five and we want to really look at something, we bring everybody
together. Same thing if it's a middle school map thing, we want to bring everybody together. So outside of our planned team meetings throughout the year, there are times that we um after discussions or from a team meeting or faculty meeting, hey, we want to target something. Let's let's all meet next Thursday. We're going to do this, right?
and look at this trend or what can we do to make adjustments. Um so and then again cumulative grades that's something without said we want to really keep using you know does that student that gets a 91 also meet expectations in math
or are they not right or are they meeting expectations in Lumis but they're still coming up short on the on the um state test well maybe they're not a great test maker taker maybe that's not consistent with the maybe it is
maybe you know or is it a student that might have a C average and then they meet expectations on the state test. What does that tell you about the student? You know, things that we can learn from that student and really get a better glimpse of what kind of student they are. Um,
so this bar is just that increase decrease that I want to see from last year to this year. And and again, I think our team made a really great point that we may still be growing within the the verbal category, but we might be up 22
points. We also might be down 10 points. I don't know. Like those are some things, but there's definitely going to be some pockets of learning that we'll see um and see how how we're growing. And then if not, then what areas can we, you know, with the individual printout, that's where we usually, like we've done
last couple years, highlighted those three things. their three weakest areas, try to target and then build upon their strong areas. Um, >> this is great, Jim. It's a lot of work. I know it is. And it's really commendable to you and the teachers to
like pull all of this in the name of like ensuring that every student is kind of >> Yeah. >> getting the It's great. >> Thank you. I will certainly share it with them. Um I think you know we do we do take a lot of that assessment early
on. You know it's important right it's important to give our best support to the student throughout the year and I think this is something that our teachers care a lot about. They really want our students to to succeed. >> Um >> yeah. So >> thing is they probably sense all of
this. You know what I mean? But like being able to educate the rest of us in the board and see it is going to be good as well. >> So this next month I will start sharing >> this vehicle um and we'll start seeing it and as we you know
um as we build it throughout the year we'll start to be able to see these friends and talk about it and I'll make some comments on it. Um we'll kind of go from there and we can live that together. But I think so that piece um any other questions with that.
>> Yeah. >> I'm also excited that you've been launching all this stuff. This is an individualized learning platform that's going to help to identify and address specific areas. Um my question is >> okay.
>> Um so um there's a lot of products out there. Mhm. >> How did you constantly choose this one in particular over all of its competitors? And >> which one are we split? >> Lumis. >> Lumis. So >> what?
And and what and how long is our commitment to this product? >> So right now it's just it's a one-year commitment. >> It's a one-year license. >> Yep. And so it really started with our summer scholars when we built when we started last year. Again, we've had
enrichments in the program before, but we we really started mid year last year started really talking about what our what our summer program might look like. And I think um we started looking at different things like what what what
could help our if we if we do have a summer program, what things could help us with? And I think um Bloom has came up. We've got there was references to some other products. Um I have my mentor had used this product before. Um we've
had we got some feedback from other districts that they have used this product. Um locally um we had a we had a demonstration of it with some team members. And I think for us right now for knowing our need and um our our
needs of one of those needs being state testing scores, it seemed to kind of align with as a supplement to one of the things and and we didn't commit forever, but we committed for this year and it's living more than just in it's living in a couple spaces. It will certainly live
in summer scholars now as we continue to build that. So, I think summer scholars, as as good as I think it was this year, and it really was, I think it can I actually think it can get better with the support of this supplement this summer. And I think our team believes in
that as well. >> Got it. >> Thanks. And then I'll just talk a little bit about um you know I'm just going to hit on our our three our three goals I think that we're you know that we'll be approving
but um some student learning achievement right and I just since the beginning of the school year I just felt like this would be a really nice way to kind of talk about it summer scholars you opened up first day of school everybody who brought their packet or was part of you
know engaging in that learning and so and the numbers students did show up and you know outside of students that attended the program because we understand it didn't work for everyone to show up but they came in and handed their packet in so they got to be a part of the P you know you know PTO supported
us and um giving that breakfast the feedback from Mrs. Thompson and the teachers, they created a an overhaul, like an overview list, strengths, weaknesses for each student that was a part of it. Obviously, the ones that were there more I I had talked about
that 15 that group of 15 that attended eight or eight or more sessions, that is a pocket group that we're going to continue to look at. Um, but that's those those observations, engagement, strength, weaknesses that was identified by Mrs. Thompson and the team has been
shared out to the team meeting. So, I think that helps. That gives us a step up with some of those students. Um, honors ALA is off to a nice start. Ment was able to stop in and say hi to the team. Um, data tracking, as we just talked about. This is something that we're we're sharing across our entire
team. We always have, but now it has a really definitive person purpose with some of the new things that we've embedded. K4 tutor time is off to a good start. through a homework club. I feel like we've had at least 11 or 12 now in the first two weeks that have stayed for
that. I really would encourage any family, especially in fifth five through eight, if you need you need help in an additional area, please have your child. Again, you don't have to stay the entire period. You can, which I think is an adjustment we made from the first time we started. As long as your parents are
okay with, you know, you leaving after 15 or 20 minutes, then you can go. And I think that really bought into some people where prior maybe you had to stay for the whole hour, right? And that might not have been what maybe everyone wanted to do. So last year we made that adjustment from the previous year. So
that still lives. Um and it's a great way to get to your middle school teachers and get that support there. Um and then enrichment program. Miss Carly is start has started her screenings and she's, you know, will be out and about with um that app portion of our program
as well. So, I just wanted to talk a little bit about that. Um, community engagement, we talked, picnic was great. Back to school night, we had we had a nice group. Um, our one audience member, he got he volunteered or got volunteered
to be part of our PTO. So, I really appreciate that. There was a number of people. Um, Mrs. Lowry was able to rally some new members and new position members, which was great. Um so we appreciate her effort and the new people
that will be joining along there. Um 911 tribute, we were able to connect with over the summer with Legion um Commander Door and his team. So he came up and did a full school moment of silence with us on 911 with all students involved. Um again some of our older students
supporting some of our younger students a quick moment just to do the pledge of allegiance in front of the school and have a quick moment of silence and then everyone who returned but our 678 then walked down to the legion learned a little bit about the many flags and you know many of the students said I go by
here all the time and I didn't know really what these flags meant and I didn't know what this was and um I was here for this or I was here for that but I really didn't and I have to say commander door and his team did a really great job of just giving us pers
perspective of what the mer what the legion is, right? And what what the what it represents. Um and I think our our students really um got something out of it. Teachers also were able to share some of their um memories of 911, right?
In a in a positive in a I would say a positive way, but in a in a remembering way type way, right? A memorial type way. Um, and the students engaged, a number of students engaged and shared their experience, which I think ultimately is what we were trying to do
and engage. Um, we had another artyard visit um for a group of students that were down there if if you I know it's closing soon, but the Brian House exhibit um was just something if you haven't had a minute to go down there and check it out. >> Yeah,
>> it's it's and it's been such an art science like circus and so many different things and I keep bragging about it, but it's just amazing and and I've been there a couple times now with the summer group and now um our group last week or two week last week.
Um it's just it really just thrives students to think outside of whatever they're thinking about and they really it was just interesting to see how some of the students engaged whether it was a physical movement or just silent movement or just it. So, it was
just really great to have Jill and her team, you know, help educate us more on some of the things that they have there. Um, Rivers Union Stage, as we talked about, they were we've had some positive meetings. We're looking at some of the things to support our auditorium um and some of our new programs there.
And then the school culture piece, which we'll talk a little bit about when we get there, but electronic devices policy, right? We put that plan into place. Um, we'll have our second read tonight. Again, as I said to back to school night, to all of our families and staff that were there, I really have to
say um kudos to our community for expressing these these things during strategic plan coming out being 50, being 40, being 30 in all those meetings and and you've heard it like we just haven't had that
much um you know some of the larger districts of 500 people are not getting the amount of numbers we had. So, um, just again, kudos to them because I think aside from day one of like, oh my gosh, um, this is what we're doing. It's really been students have been
receptive. So, I feel like there's been a conversation at home, right? You know, there they knew this this was coming. And if you ask our teachers, our teachers are saying we are having more engagement from our students and and I've hear that a lot. Um I'll we will do
probably at the end of the marketing period try to talk a little bit more feedback from students based upon that right and and how they're feeling. Um but right now I feel like we're off to a good start for that. Um opportunities for or visits from Marley targeted right
for Durk and things. Marley joined us for movie night as well. Um but older learners to work with our younger students. That's something we're focusing on the fire drill kindness posters tutor time. And we're having volunteers go down there, which is fantastic. Ball clubs, soccer, tutor time, homework club, running clubs.
These are our numbers right now. Electronic devices, just sharing the third through fifth box typically has zero to two devices in it. Um, our fifth grade box somewhere between eight and 14 since the beginning of school year. So, just so people are in the know of where
we're at. Um, we have one student that made the soccer team and scored a goal the other day, which is fantastic. um for Frenchtown and we have three students in our view, you know, in our group right now that are up in the deep bel which again kudos to them when they
take on that extra opportunity and really just really tells you a lot about the student. Um and some of those students also are in some of our other choice programs within the school. So um which makes sense. So that was our teacher team back to
school night. But >> so I know I went through a number of things but um just hitting on our goals that we've established and again thank you for your time. >> Thank you. >> Okay. any comments or questions for Tim
before we move forward? Um I I did want to just and I know I I sent an email to everybody about it, but um I don't think there was one person that I spoke to at the picnic who didn't say like, "Oh, I hope this happens every year."
and I spoke to teachers and students and parents and uh yeah it was really really great event and like I I'm sure an end of year event would be great too but the timing of that event I think was really awesome because there's not a lot of
stuff that goes on that's like that kind of whole like all that stuff seems to happen in May and June so it was really nice to kind of start off the year with that um so you know great job to you and the staff and everybody.
Um, okay. So, uh, for 9.1, we need a motion to approve the 2425, uh, self assessment. >> I'll second. >> Okay. Comments or questions? All those in favor?
>> I post or abstain. Um and then we'll move on to my report. Um and I two things to note. Um the first is a
this is free. We have a new um NJSBA field rep. Um >> her name is Kathy. I don't know how to say her last name. Do you trust I know how to say Kathy Poweria
or something? Yeah. So, we have I've not met her. >> Kathy Kathy P. Um I've not met her, but um you know, maybe in the coming months we can look at um if they're offering anything for her to come out and speak
on it' be nice to meet her before we meet her. Yeah. So, >> um, so if we can find a way for that to happen, I'll reach out to her and see >> that's a possibility. Um, >> so the other thing I have for my report
is just the goals. Um, and I'm looking for an okay. So, thank you um for everybody for talking about this last uh last time we um we met. The
goals are obviously directly from our strategic planning and from Jim's um action plan. Um, and thanks to Rachel for kind of helping me um, put them
>> put them in in goal format. Um, so the district goals are the same ones we've been talking about from strategic planning. Um, and then the board goals were two that had been discussed. Um the
um first one is to increase public engagement with fees in the board of education um meeting advertisement newsletters um possibly an advisory council etc. And the second one is to
evaluate indicators of student progress presented to the board of education and make changes as needed. So basically to take the model that Jim was just talking about today and see if it's um
you know it's enabling us to kind of really see student progress throughout the year. Um the only other thing that I had thought of after reaching out to everybody is that I thought we might want to put as a third board full just
kind of um when we have it available to us just an evaluation of the regionalization study. Um, I just thought it might be nice to indicate that on our goals, but comments or
ideas about the goals. I wrote some notes. I can I can start us. Um, one thing I've been So, after you sent these, Kate, thank you. I went on the NJSBA association articles and I try to read as much about goal setting
to figure out like how to how to best provide feedback and the one theme in a lot of their goal setting articles that like they keep hitting on is to try to make the goals measurable and specific and so I think whether it's the district goals or the board goals I'm curious if
there's a way to apply that kind of adage I guess or like guidance and try to make it a bit more measurable. Um, so on the district side, could we potentially set an explicit benchmark for raising the student achievement?
It's a goal. Doesn't mean that we're promising we're going to meet it, but to say like, okay, our goal is that we can use um, Lumis instead of the standardized testing to say, you know, kids are getting their diagnostic in the fall. Our goal is that by the time it is
spring that they are acquiring I don't know 70% of the material that they've been what whatever Lumis would allow us to do but just to start to kind of like get into the habit of putting together measurable goals and then evaluating
ourselves against them. That would be my first piece of feedback. And then the other one is a little bit simpler. Um on the board's side for the engagement bits, I wonder if we should focus um and also between honestly both of them between engagement and evaluating
progress. I wondered if we should focus on them on the kind of the three things two that are public priorities and the third one that we're responsible for which is academics. Of course, enrollment was a big discussion during um strategic planning and choice in
choice out. And it might be important for us to also like kind of keep top of mind as like what is the situation with our enrollment. And then the last one is funding and being honest with the public around what is happening with our budget, funding, etc., which I think we are, but just like communicating in each
meeting. Here's where we are. And then I would propose we add a goal. And this one's a um I was thinking about funding related and the fact that each year because of the rising cost of healthcare, because of the rise in cost of like utilities, we are starting
essentially like somewhat in the hope that we're trying to dig ourselves out of and hoping that like the state will provide more money and we're always trying to so I wonder if we could add a goal for ourselves that we as a board actually apply or
potent grants every year or five grants every year and put a little bit of the onus on us to try to start to pursue some grant opportunities to help us next year. Not necessarily start the year in the same kind of like constrained
financial moment. That's I know it's a lot. So measurable, ideally remembering that envment was a big thing and then potentially adding one around us as a board doing some grant writing. >> I agree with you about, you know, maybe
specific goals that, you know, targets and and metrics. Um these are more like mission statements than actual goals. Um but they can be they can be >> goldptic. Yeah.
>> Yeah. At least the very least dispel you know the hows of what these mean. >> I feel like Jim's presentation where he broke down okay and these are the things that are happening >> or these are the things that we're
working on you know. Okay. Um >> yeah. So it's all in there. >> Yeah. But it's right, but it's not committed to the formal goals, >> right? >> I think what we've done so far is we've like been really good about saying here's the action plan and here are the things that they're going to do, but
there's this other kind of flip side of like here's the thing we want to achieve. And so they they go hand in hand, right? Jim made the action plan because he wants to achieve like the academic like progress. But I think putting the number and saying this is the aim, this is the goal might give us
a bit more momentum, motion as the kids call it now to try to reach it. Or at least that seems to be the like New Jersey SBA guidance. So do you have in mind any specific measurable
goal you would like to build this table? That would be I mean I think it would be nice to track the trend line. So we say we want to improve you know like kids learning at the
diagnostic by 10% per child or whatever it is right I think Jim will need to give us what's reasonable I'm not an educator like at an elementary school level I can't you know um but I think taking Jim's guidance on what seems like an ambitious goal for us and now that we
have Lumis and the ability to track it what's the benchmark we want to set for ourselves >> so it'll be some percentage is >> for the LA and math whatever. >> Yeah, >> whatever Jim thinks is appropriate.
that's in the positive direction which >> No, I mean of course I mean yeah I mean I think our goal is to increase right like certainly um I think a lot of this stuff is >> like Erin said already in place for
example was first of all you know the idea of putting a foundation and environments and resources we got the ESP going homework level we got this summer scholars things like that So you know those you know those activities are actually all already happening. I you
know we just need to sort of specify that kind of thing here. Um and talk about outcomes of each of those. >> Yeah. Because at the end of >> which you've already done as well. >> Yeah. >> So >> it's really an action plan. That's not a goal either. Like in a goal you wouldn't
list all the things action plan. >> Sure. Sure. Okay. Then what is what is the desired outcome of of those actions? That's what the goal should be. >> Exactly. So increase by 25% or increase participation and you
know track consistency. I don't know. >> Yeah. No. And I I is it to your point we have a lot of things listed in the first thing. So what are we is it all of it? I think that if it's are we tracking club
progress then we're tracking >> No. And so like that's the thing I would say you're kind of the aim would be at least the way I interpret >> coming out of strategic planning and what the goal is when I think about rigor on the river right the aim would be improved academic performance
>> as measured by if we're using aluminum as a tool you know like we're not going to look at progress on standardized test results we're going to really look at like our kids progress on these specific metrics which is maybe it's readiness reading level of third graders or fourth
graders there's you know like it's did they sort of achieve competency in these and what percentage of them so sorry as I'm I'm thinking out loud maybe a goal would be that 80% of the students reach you know academic competency in the like
in the standards for that grade >> um this first goal is sort of like kind of too huge it is it covers a lot of >> directly from strategic planning these are the strategic planning goals >> I mean I there was the tension in our conversation. So, I'm really glad we're
having this conversation now because it was my impression from our meetings that we were working with the strategic planning goals as articulated in the process >> and there were there was clear resistance at that time but doing things
that were measurable. >> Yeah. >> Um and and I like things that are measurable. So this goes it goes against my brain frankly to be as sort of >> philosophical
>> philosoph as as we've been. >> Um so I think we have to kind of make a decision about whether we want to you know come up with some more concrete measurable out outcomes. I mean I would just say outcomes is what we're talking
about. We're doing all these things. The action plan is great. We've got all these activities. Can we specify the outcome with a little bit more spec specificity? >> Yeah. >> And clarity than just better um or more.
>> Yeah. >> Yeah. I mean I I don't feel like coming out of strategic planning that the group's position was, you know, we want scores to be higher. It was like we want
more more academic rigor but I think there was a reluctancy to say things like you know we want scores to be higher >> um whether it's leness or grades or like I think there was a real push back on
that but how do you measure >> academic rigor and an increase in academic rigor because that was what was asked for right without actually measuring you know like you can't I can't do a vibe check on academic rigor
like I can only say like this kid can actually fluently read or that they can you know like I think we sort of like we grade the kids all the time they're being measured day in and day out like do we measure ourselves in our
district but you know like it's sort of a weird like I understand why in strategic planning there was these big goals but now we're in the year like there's a fiveyear plan now so it's like this year, what do we hope to accomplish? In a weird way, I find that like when it's measurable, it's actually easier
because it like there's a clarity for everyone that's working towards it what kind of the ambition is. And sometimes when it's this broad like it puts you into the like more more which may or may not be effective
towards the goal. I don't >> which is what goal goals versus outcomes. I feel like there's a big gif there because goals and flies everything needs to be better. Everything needs to be more. When you say outcomes, it is what it is, you know, but
from a measurable perspective, I think it's it's the idea of saying, okay, do we want to put a goal of saying 80% of the the class is going to meet the standards of that grade level? And I think that's probably scary to put out there because,
you know, you could do everything in in your power and present have clubs and have extra programs and still not necessarily meet that goal. And then do we say that's a failed goal or do we say the outcome, you know, the outcome is we made these efforts by we uh we offered
we brought in Lumis, we offered more academic clubs, we saw an increase in homework by, you know, by X Y and Z. um and ESP program ESP period um and that that you know from that we can garner what outcomes we get
>> the goal is in the process more than one >> yeah I mean there's also like set a measurable goal that still sort of respects where each child is which is about individual progress right so you say like our goal is to help each child
advance by this and that you know and so that gives you a little bit it's not as strict as like we're trying to get 80% of our eighth graders 30 math proficient which is trying to say like from September 1st to May whatever like they're actually each child has improved
and maybe that kid was at a D level and now they've improved to a C and we feel like that's actually success even if they did not meet expectations in their standardized test right so it's a bit more about like encouraging the trend line to improve >> but it's a measurable
>> Right I think you're right about the we said data about the broadness we said of this force anyway I mean the goal is is to provide a foundation right the rest of us modifiers of providing foundation um so you know what is the goal that
providing a foundation what is you know what does that look like or is this maybe not what we mean maybe don't mean providing foundation we mean we mean something else you know we mean get better grades whatever it might But providing foundation actually go
>> especially if it's in in education and life. >> Right. Right. Exactly. Heavier shoes. >> Yeah. I barely feel like responsible enough to provide a foundational life for my own children sometimes. A lot of responsibility for
>> the point is that maybe that's you know biting off a whole lot of stuff all at once there. That's too none of us can fit that in. They're not full. Those aren't really the buck the buckets you know academic the kind of academics are the kind of community engagement we want but so those are those are not clear
specific measurable goals and I think in our process we struggled with doing smart goals and the ugly was rejected so it's like okay this is what we so I mean I'm very happy to to to think about
coming up with some one-year goals I mean do do you want your strategic plan. So we're talking about for example >> fiveyear goal about measure improving measurement of >> epidemics. Are we talking about a one
year thing? >> This is definitely one year but this is one year >> one year one year it's 25 26 goals. To me, one of these foundation goals is, you know, uh having at least x number of students in the summer program every year for uh at least x number of
students in home club, you know, whatever you know the thing itself might be the foundational element. I kind of like what you were saying about can you track improvement in each student because there's many
clubs and some of programs you don't have every student participating also >> right it might not be >> viable at times right for a student to be somewhere or family or >> yeah maybe there's a bad example >> but our foundation thing is that
>> but that's but those are pieces that we're building upon achievement wise right like where's our support to increase our academic achievement. >> Right. >> What Adam's talking about exactly that's that's a piece of it. There's there's multip. >> Yeah. >> Yeah. Things are like that that point.
>> Yeah. >> Yeah. I mean, and more so for me, I'm I'm taking this in because I feel like we put we did put a lot of effort into really creating this vehicle, right? This this data vehicle that we're gonna >> Yeah. >> hopefully move forward. And I I have
some thoughts right now, but I I mean I don't know. Can we wait till you know our next meeting is in three weeks? Do we want to do that? I I just feel like I would really like some time up. >> Yeah. Yeah. to think about it, bring it back to a couple number of key team members to
say, >> you know, this is, you know, I would like to draft them and then get their team back and and move forward with it because I think there there we could go a couple different ways. If if that we need something measurable, I I'm seeing a couple different ways myself just as I'm
looking at the data. And I think just being really honest, K2 might maybe not, but K2 might look a little different at 38, but maybe it might not. I don't know. >> But so, so the my question would be, >> would we want to have one measurable
goal in each of these buckets? And if that's the case, then how do you do a measure measurable goal >> for like two and three? >> Yeah. in the community >> like number one that's an easy measurable goal but like and you don't
want it to be artificial just >> we need six community engagement >> two two times that the kids engage with the community it's more critical in the academic area frankly than the other ones you know and and we have really
robust community partnerships and I think saying we're going to have two more is is is >> you know silly because opportunities either present or they don't or >> right I mean >> and for three you sort of get like between the HIV reports and also the
survey at the end of the year you sort of get a sense of like what is the value in school as well >> we've got right >> well in that second one under district is ex is I mean the the basis of it is expand student perspectives so maybe with all of these community
events do you have a short survey after every single one of them to put the students to say, you know, did you like this? What' you think about this? Did it make you think differently? I mean, it's cumbersome, but it if it's a measurable thing to say, okay, do we go back to the
Legion next year? you know what was >> or maybe just once a year we can assess about which of these are most meaningful and which >> you know how they and we can think about >> a way to do a one time kind of
>> survey about which of those you know about those community things that are most meaningful for students which gives us then the information of what to build on and what to do more of and what we can maybe let go of because it's not so Right. >> Sometimes super super subjective like how would you measure a student
perspective? >> Well, we would do some sort of qualitative survey >> and just ask the students what their experience was, you know, look at things like attendance and >> you learn something new, >> right? >> Throw you a part of like the world that
you didn't think about. There's a way to do this. I used to write focus with questions through my early career. This is great. This is a great conversation. >> Um, and then for the board goals,
um, I mean, and then board goals, I'm just jumping in. I mean, we could have a goal of, we know these meetings are really boring for for people, but
people to come, >> right? So, we could have a goal around increasing like increasing uh community participation and attendance at board meetings. And if we had that goal and then we could have our own strategies about how we do outreach a little more
proactively, how we let people know how people get a little more excited about the things that are going or the or the school activity. So, I mean, we could take we could set a numerical goal. >> Jo, how many folks are online right now? >> What? >> Zero. [Laughter]
But yeah, that's exactly what I mean. >> Like you're saying what you're saying when it's really measurable and say this patient weigh 100%. That's good. >> Yeah, that's right. It would still be zero. [Music] >> That was a quick answer. It says three,
but one's me, so there could be two. Yeah, >> you had once brought up this idea of like a a president's report or not report but letter that goes out to the committee. >> We talked to you about that. >> Maybe that's one of the things here that like we try to do it
>> once every three months or something. >> I I think that's a good idea. The one thing I don't know though is will that increase people's attendance >> here? I don't think it's not important, but I think it's an different type of
engagement than having people attend. >> And that's okay. Just noting what's happening is important. >> That's what I'm saying. And I think but if we're our measurable goal is to increase attendance, >> which engagement. Yeah. >> Yeah. I don't know.
>> To increase engagement, >> which is what we have there. >> Yeah. >> Okay. Um and then >> No, we've never measured engagement. We've never right we've never measured engagement like how many people get a newsletter or how many people
>> right have we >> looking to increase >> we don't know we don't know where the baseline is yeah no zero >> well zero now it wasn't zero earlier >> we had bunch >> where was Ted
talk to that guy he's on his better be No. >> Um, and then the second goal, do we want to eat that or eliminate that? >> I mean, it's good for us to have like
because it also like it ensures that it's a priority for Jam that, but it wouldn't be. you know, >> yeah, it's an important check in >> and it's also like it gives the community an opportunity to be here and kind of go through it with us >> because I think the and maybe just cuz I'm a data nerd, but like the more
people I think engage with the numbers, the more you start to sort of like see like, oh, okay, this is working, this is not working. And if we manage to fill the room, people could potentially reflect back on that in their own lives. >> That's a good one. We should do that. Okay. So, it sounds like we don't need to make
any changes to the board goals >> potentially add >> add sorry well the one you mentioned about um >> the regional evaluating the regionalization study. >> Yeah. And also the other one that's going to do anyway whether people or not. Yes.
>> I wonder if more around just kind of to communicate it. >> Yeah. just to be more so >> just so that people know this is what the board's doing this year. These are like the major things and that's fair kind of >> I mean honestly it's really just to
communicate there. >> Yes. >> Could we make a goal to like engage our community on the regionalization study? >> So the goal is to actually like as a you know like to bring people in. >> I don't know because we don't have the study yet. No, but regardless of what it
is, like our goal is to make sure that local parents and residents understand that this thing is happening and that they are present here for its reveal, whe whatever it is, you know, like we shouldn't be tipping the scale one way
or the other. Like if people have an interest, we should let them know that it exists and it should be on us to like invite people in and help them understand the importance of it. No. Well, maybe when that maybe maybe when that's available, we can make an extra push to advertise that meeting.
>> Well, here you go. Increase public engagement with FES and the board. It's >> okay. Ready to go. >> Whenever that would be in that pocket when that we don't >> we're still Yeah. What was >> what was the other Oh, you said
>> I just keep thinking about how that first meeting we had was just like how do we we're kind of almost in the hole. I'm looking at Teresa and like maybe we'll get blessed by some like state sudden influx of state cash. But I find it hard to believe and like I know that
grant writing is like a tireless tireless effort where very little usually comes back in return. But I feel like we have to try and like Jim's got so much to do. It wouldn't be fair to ask the school to do. Like he's like,
"Is there something we could do?" Yeah. >> Go on. >> Because I think I mean grant writing is difficult for a number of reasons. Uh it's not going to be probably a whole lot of money. Grant availability doesn't necessarily reflect our priorities and what we want money for. And I've been in
too many organizations that chase grants and then get them and they're like so I I really I feel like however when we talked about the board taking the lead on putting together a foundation educational foundation >> didn't educate and and and I also don't
you know I may have been about like I'm so difficult I'm one of educational foundations in general but um and I don't think it's going to make a fundamental difference in the finances of I mean, it just isn't. But it can
provide money for things that we want to do that aren't in the budget, you know, and and so it can be meaningful. Um, and an educational foundation is a way to get community engagement. It is a way to get business community engagement. And it is
something that the board could take the lead on because I think it's not appropriate to ask Jim to take. that got so much to do that it's a community thing. Um the the the cons on that are
we have a PTO and we have other organizations and we might be setting something up to compete with ourselves. So I think we would have to be super thoughtful >> about how we go about doing something like that. So, one of my thoughts had
been that um that we look into creating an educational foundation that we that we not not to engage a few people in the community to have that conversation about what that would look like
and come up with a proposal and bring it back here in the spring and then we can decide whether to build that or not. that doesn't raise any money this year, but it could set up a a structure for doing that. So, the question is doing,
you know, that makes sense. >> Can we do both? >> Right. I mean, if there's grants that need writing for things that we genuinely need, then we can write them. I I too if I can Yeah. If I can say
something I find that that grants I think that what Rachel's also trying to say is that they're very specific to certain needs. >> Yeah. >> And they may not be necessarily an ongoing need that we have. So then when it comes to budgeting, you still need to
budget for that that need, that expense. You can't take it out and then put it back in the next year. that makes everything go like this. >> So you have to try to right it has to be a one time expenditure thing >> which would have to be something that
we're already looking to do not create something that we >> just because the money's there. >> Yeah. Because the money's there, right? Because then it then at the same time it does put put an additional burden on Jim and I to then >> implement and administer that project or
whatever it is. And it it's it's it's just a it's a one time it's a onetime thing. It's not really offsetting >> Yeah. >> the the budget expenses. >> I understand that. But yeah, absolutely. And also you don't want to get a grant
for something that you didn't sign up for, then two years later you got bullet because you don't have any more grant money and like it's become a part of the school. I guess I was thinking more about like from my conversations with teachers last year around there are some like just basic capital means like our science classroom needs a lot more like
solar kits and robotics kits and all this stuff which like they're perhaps they're nice to have but they're also like they should have you know like and I don't know how much the PTO can fund raise and I worry around also like I
think the foundation would probably pull slightly different French tonians to potentially contribute, but at the same time, we're a small community with a small alumni and like the PTO is quite stretched and we're also a school that has a fair number of folks who are, you
know, like under the federal poverty bill. So, it's a it's a bit of like our pool for fundraising is limited, which I guess is my appeal to go on the outside organizations. economic >> status here doesn't qualify us for very
many grants as well. >> You know, we've looked at different opportunities and as soon as you start reading it, I mean, the state has been putting gymnos like we've been getting >> all the state grant opportunities and you know, I go through and I read through them, I'm like, "Oh, well, we're
out." I think this would be more like find the private foundations that could be like >> the fugal family fun you know like find the private ones and try I mean again >> we don't have to do this by any means >> so but I think it would be a function of
an education foundation because they wouldn't just you know looking at grants they would be looking at you know community support in other ways I mean things a partnership with the bookstore or a partnership with the pilot place down the road or you know, or those kinds of
partnerships that could grow the capacity of the school. >> I my only concern about that is that >> um you know finding that's takes you know like I look at the
Alexandria Education Foundation they have people who spend a ton of time and energy. So, I'm not sure that we're as a board going to I mean, you know, we can't get people to run for the board. We can't get people to work on the PTO.
It's, you know, I'm just concerned about our ability to find even a very small group of people who are going to take on that task. >> That's right. >> That's why we should come back with an accommodation. I think in other words I I think this is one of those things
because that we should take just a little bit of time to look at some of the local ones what's working and what isn't the past of our community who is interested in doing it and come back with a recommendation could be no it could be like >> but that maybe that's the goal then like
maybe it's not do it maybe it's how do you know is there a >> the goal would be to to to eval Evaluate the feasibility of an educational foundation. Report to the board in the spring that the recommendation and implements it.
I know that doesn't bring any >> I'm not against it. I think it's a good idea. I just want money now. >> This is where him and I collide. We need money now. So >> yeah. By
the way, what do you think? You haven't said anything. >> What are your thoughts? >> Added this. Yeah. [Music] >> Yeah, I'll be good. Okay. Well, I think that gives us some
stuff to work with. Um, number one >> number one. Okay. That's But two and three were going to live. That's we're going to for the district. >> Yeah. Two and three district. you were going to do a little maybe something
about >> about evaluating the community engagement experience. >> So the survey you're saying >> we're evaluating student perspective on different >> so a survey of the students
>> if that would be if that's that's >> mean that would be the way of measuring levels. So it would just essentially add expand student perspectives through a program that embraces local businesses, the arts and our natural surroundings as measured by an annual survey >> survey. Okay.
>> So what's the help to like actually ask them over the course of the year you've done these things? >> It could be a really really simple survey. >> Yeah. Okay. >> Like what was >> they're not going to have to write it at the end of the year. >> Yeah. >> Really simple election.
>> Yeah. I wonder I I not that I'm looking to create more but I wonder if we do a midy year >> just so because it's more timely >> like maybe we do one between now and December >> for and then just saying like of what we and then you know then we could probably
get >> the memories are so fresh right instead of waiting they did they >> yeah so just thinking of the student and trying to really ask between >> their experience of tr Um,
>> okay. So, number three then we're keeping as is >> that won't be measured by enrollment, right? >> That's a tricky one. >> Do we do we don't do the culture survey every year? It was kind of a special
thing that we did last year. >> Yeah, I mean we can Yeah, we did do it in advance with with strategic planning. Yeah. Right. So, and that's That's typical of how when strategic planning but I mean we could certainly look
at doing you know more frequently or looking at another si you know more simplified survey or target a specific >> well some of the measures the HIV report is a measure there are some things that are measures of planet
>> that we can look at without surveying that I have to think one two three about what they are but it's particip ipation in its participation in events. >> Yeah. >> It's um it's it it's measure it's measuring both
>> the absence of negative stuff, >> you know, >> right? >> Yeah. >> And >> the participation and engagement in the positive stuff and we could throw a little bit of attendance in. >> Yeah. I mean we we could come I think we
could come up with some criteria that would not apply. >> Yeah. I mean if you data >> things that we know. >> Yeah. Also maybe creating the culture is taking some of the things you've learned from the culture sort of and integrating
on what you're doing what you know picnic movie night already you know things that are >> coming out of the what you learn. >> Yeah. >> Okay.
>> Okay. Yeah. >> All right. Sounds good. Um, anything else on the Okay. So, following um 11.1, we we need a motion to approve the second reading
and adoption of 5516 use of personal electronic devices during school. >> Seconded. Any comments or questions on this policy? >> I have one quick question because it doesn't end in the policy. What happens if a student's like phone gets damaged?
>> Interesting. You want to >> Yeah. personal property regardless of where it is if it's kept there or it's owner or person any personal property that's brought to the school isn't covered. >> Okay. Outline my >> thank Yeah. I had asked and given her
credit >> Mr. Germany over there. >> Okay. All those in favor >> I opposed or abstained. I need a motion to approve the consent agenda items 12.1
through 12. I don't believe >> one second comments or questions on those items. >> Good job on getting the Fargo Foundation Centennial. It's great. >> Yeah, Sandy and her team, they they've
been great. So, and number of our community members are part of that. So, I will definitely pass that along to I'm pretty sure >> cap scenes all over it. >> And he he was at the meeting the other night, too, which is great. Just mentioning the budget calendar
already looking ahead never any other comments or questions on messaging you need a roll call. >> Mr. Blackberry. >> Yes. >> Mr. Germany. >> Yes. >> Miss Howard? Yeah, Miss Nahara. Yeah, Miss Partalo.
>> Yes, Mrs. N. >> Yes. Okay, we have no public comment and no executive sessions tonight. Is there anything else before we turn? >> Okay. So, we'll need a motion to adjourn.
So move. >> I'll second. All those in favor. Thanks to everybody.