Ellis, if you're able to call roll, please. >> Miss [clears throat] Carousella >> here. >> Mr. Cohen >> here. >> Mr. Corey >> here. Mr. Hayward >> here. >> Miss Parlamus >> here. >> Miss Stevenson >> here. >> Dr. Robinson >> here.
>> We have a quorum. >> Excellent. Thank you, Miss Parlamus, if you are able to lead us through the flag salute. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. Adequate notice of meeting in accordance with PL1 1975 chapter 231. Notice of tonight's meeting was mailed to the record in the Ridgewood News on January 7th, 2025. Notice of this meeting was
also mailed to the burough clerk and was posted on the bulletin board of the board of education office in the administration building on the same date. All right. Are you able to lead us through the mission statement? Glenrock School District, founded on principles of education in partnership with the supportive community provides
an exceptional education to all students to cultivate resilient, responsible, and engaged global citizens. >> Thank you. >> All right, Hudson, let's go. >> Hi, thank you. Good evening, everyone. Uh, I hope you're all staying warm and
gearing up for uh hopefully exciting or relaxing winter break. Uh starting with the sports updates, the hockey team is exhibiting an early season success of a record of 20 and one. Uh the under the other winter sports teams moved from scrimmages to games around this week heading into the winter break. And I
also wanted to congratulate the teams in attendance tonight for their successful fall seasons. Um last Wednesday was the instrumental music concert and the vocal music concert is coming up this Wednesday. I was unable to attend the instrument instrumental music music concert, but
I've heard it was a great performance. I will, however, be in attendance for the vocal music concert on Wednesday, and I'm looking forward to updating you on that in my next report. Additionally, coffee house took place last Thursday where many students perform their songs and stories live, exhibiting their talents in front of an audience of their
peers. And additionally, many of our clubs and organizations at the high school are organizing donation drives during the season of giving, really speaking to the character of our students as they serve the community. Um, additionally, students, some of the seniors are starting to get some of their first early decision acceptances
for college. So, it's an exciting time as we look to the future paths of many of our students. And overall, energy is high in the hallways as we're getting ready for winter break and wishing you all a happy holidays. Thank you. >> Thank you, Hudson. Happy holidays. Thank you.
>> All right. >> All right. So we have several presentations uh tonight starting with Minister Vilante and some sports presentations. >> Good evening. We have a couple of presentations tonight for two of our very deserving fall athletic teams. We
will begin with a special presentation to be made to our girls soccer team. To do that, I'm going to ask Mr. Jonathan Gray, the secretary treasurer of the Bergen County Soccers Official Association to tell you about the ward and make the presentation. John,
>> thank you very much. Good evening, everyone. Since 1992, the Bergen County Soccer Officials Association has presented a sportsmanship award to both girls and boys soccer team that has displayed the best sportsmanship throughout their season. The girls award is named after Lewis Echart, an official
who is a distinguished member of our association for 65 years and served in the secretary treasurer role, which I now hold for 26 years, contributed so much to the sport of high school soccer in Bergen County. Each year, we ask our over 250 member officials to vote and
ask them to remember how teams reacted on the fields, especially when one tough call was made. The words good conduct, attitude, fair play, and striving spirit are adjectives we use to describe this sportsmanship award. It is an always it
is always an honor to present this award no matter the winner. But for me, it is more enjoyable to present this award to a team I had the privilege of refereeing this year. Unfortunately for them, the game that I did work did not go the way that they had hoped. But I can certainly
I can certainly say that they showed a positive attitude and worked hard for the duration of the game and did not get down on each other or complain when things didn't go their way. Although I didn't [clears throat] excuse me although I did not have them a second time this year based upon the votes of
my fellow officials. It is clear that their behavior continued throughout the season and led them to much success. I am very happy to present this year's award to the Glenrock girls varsity soccer team. Congratulations to coach Steve Copelman and the entire team.
[applause] [applause] >> Come on down, girls. Don't just tell us Yes. >> On three, two, three. >> [applause] >> Oh no, he's attending. You got yours. I think that's the uh fifth time our girls soccer team over
the years has won that award. Uh that's quite an accomplishment. Next is our girls tennis team. [applause] The girls and boys tennis state championships are done in a unique way. The semi-final matches are played in the
morning and if you lose, you go home. But if you win, you get to hang around and play that afternoon for the state championship. On October 16th, the girls tennis team travel down to Mercer County to compete for the group one state championship. In the semi-finals,
Glenrock was given the chance for revenge as we were scheduled to play against New Providence, the team that defeated us the year before in the finals. However, this year turned out to be different as the Panthers played one of the best matches
of the season and impressively beat New Providence 5 nothing to make it to the state finals. Then in the afternoon, we were matched up against Whippony Park. The Panthers put out an incredible effort and defeated Whipony Park four to one to
clinch Glenrock's first state title in 25 years. Congratulations to Kira Lynn, Lily Cole, Sophie Nikon, Isabella Lynn, Elizabeth Schulin, Sophie Lear, and Sarah Kos for an amazing and historic
season. Also, every successful team needs outstanding coaches, and this year was no different. head coach Matt Markman and his assistant junior varsity coach Rebecca Stadland. To top it off, a truly remarkable season. Coach Markman was selected as the Bergen County
women's coaches 225 girls tennis coach of the year. Congratulations to Matt and the girls for their terrific accomplishments. [applause] Come on down. >> Uh, just real quick, I just wanted to just say a couple things very quickly.
Um, I've been coaching for 25 years, my second year at Glenrock. Um, this is one of the best teams and not just because of results, but hard work, dedication, um, you know, sticking together. This is a great team. I'd like to thank Coach Stadlin. Um, our junior varsity team was undefeated as well. And, you know, a
great program you need to just keep replacing as as people graduate. And I think the tennis program is in great shape for years to come. Uh, just wanted to give you some postseason awards. Uh, Glen Rocks, we finished 10th in the state, ranked 10th in the state, which is a major accomplishment. They were
named the NJIC team of the year. All players, all starting varsity won first team all league. Elizabeth Schulin and Isabella Lynn at first doubles were second team all county and first team state group one. Kira Lynn at first singles was third team all county and
second team state group one. Lily Cole second singles was named the NGIC player of the year and made third team all county. and Sophia Lear and Sarahos at second doubles were named third team state group one um for group one. So I'd like to thank all my parents who were
fantastic uh whether it was fundraisers, merch, um dinners, they did everything together. It was a wonderful group of parents. I want to thank them. I want to thank my captains, Kira and Sophia, uh for amazing uh job you did and they're seniors. So we're going to miss you. We do have five returning players next
year. So, you know, last year I told you we'd do everything we can to to be back here next year. I'm going to do everything I can and I know they will, too, so we can have another presentation with you guys next year. And, uh, once again, thank you very much. [applause] One, two, three.
[applause] Do not I'll do more. >> All right. All right. Um, so before we go on to our program of studies talk, um, I'm also going to
insert a thank you. Thank you Stephanie for being a, uh, great board member and for the three years of service that you've given to this board. Um, and um, I look forward to all of your continued contributions in town. And we will
certainly see you around. And I have this for you. >> [applause] >> Thank you. >> All right. >> And our last presentation is from the high school administration staff to talk about the program of studies for next
year. Um this is something that that we look at every year. what are we offering and how are we offering courses to our students? And so, uh, take it away. Good evening everyone. So tonight we're going to be talking about the program of studies for the 26
27 school year and some of the proposed courses um that we would like to offer. Um I always say every time I'm up here um it takes about a year from start to finish and building a master schedule for both the high school and the middle school. So almost as fast as it's done
and pushed out in June to the high schoolers, we're already planning for the next school year. So, a lot of the classes that we're going to be talking about tonight um are stuff that have been in the works since uh since June. So, we're excited to talk about them.
Oh, sorry. Okay. So, in terms of standardized testing uh requirements, uh the Department of Ed actually just recently um updated the guidance for the class of 2026. it remains unchanged um for the
most part. Uh but they have not updated moving forward for the class of uh 2026. So once that um is updated, I will update that section of the program of studies. In terms of dual enrollment, we have a lot of new additives for the 2627
school year. Um and what we'll be discussing is not only are they honors level, but we're going to be offering a lot of elective level courses as well. So, um students have more opportunities for all level courses to receive some sort of dual enu enrollment or college
credit. Okay, I'm going to introduce Mrs. Gerando who is the middle school high school principal. Good evening. Thank you for having us. I want to talk a little bit about some global changes to the high school course offerings that'll be coming up for the
2627 school year. As Dr. Danielle said, we spend quite a bit of time talking about the next year as soon as the year starts. Um, one of the things that we're going to do for this coming year is a global change, moving advanced level courses, transitioning them over to
honors level courses. Uh the rationale behind this is that it would really streamline sequencing across all subjects. So if you're familiar with our program of studies, you'll know that in some cases we have college prep classes, we have advanced level classes, we have
honors level classes, and to a certain extent there's a mixed bag there. So in English, English 10 is advanced English 10. But comparably over in social studies we have uh we have social studies 10, US history 1 and then moving
on US history 2 in coming years at the honors level. So we're looking to streamline the process to streamline the courses so that across every discipline you're going to see a college prep level, the honors level, and then the
advanced placement level. uh that would provide for our students a very clear path um when they're plotting out their four years, when they're looking again globally at their career and education here. It will give them the opportunity to determine where they want to
challenge themselves and it will be again that clear path from one level to the next. It will also advance access to advanced level coursework. uh we'll do curriculum revision over the summer for the advanced level courses to transition them over to the honors level. So all of
our students will have that additional opportunity to challenge themselves and that will also be noted in terms of the GPA as the honors level courses receive an extra.3 um in the in the total GPA when that's being factored. Um so we're excited for that. You'll see um as we
take a look at it moving forward to our next slide, the courses that are affected. Um so the advanced English 10 will transition to honors English 10, advanced biology to honors biology, advanced geometry to honors geometry and
algebra 2 to honors algebra 2. Uh the successful example of this would be in the math department. Currently the old model for pre-calculus was college prep pre-calculus advanced pre-calculus and then a course that we had that was pretty much uh specific to Glenrock
honors algebra 3 transitioned over to the new model which is college prep pre-calc honors pre-calc and then AP pre-calc and what we found was that in the students who were typically trying to move from advanced pre-calc to honors calculus or AP calculus there was there
was a bit of a struggle struggle there for moving from one level to the next. But now with the honors pre-calc, our students move much more successfully to honors calculus and AP calculus. So we're confident that the same changes across disciplines and in this order
will yield the same type of result. We're also making a global change to the teacher recommendation and appeals processes. Um, typically when quarter 2 grades come out, teachers are also recommending their students for the next
year's courses. Um, we're going to transition or shift that recommendation process to the appeals process. Over the last few years, the supervisors have been working very diligently with their teachers in common planning, uh, working on common assessments, putting in the
benchmark structure. And so what we found is there is a great increase in the consistency and the authenticity of the of the assessments and essentially of the grading. Um, so you see a lot more um, equity to a certain extent. You see the same types of assignments, the
same types of grading by different teachers in the same courses. So what we've said we've started to say is the grade is the recommendation. So when the students are performing at a certain level across a single course with different teachers because of these
common assessments and the common planning and projects, we're confident that the grade threshold for the prerequisite coursework will indeed be just as equivalent as a teacher recommendation for that course. the students are performing at a level in
the previous course that lets them self- select for the next appropriate level course. Um but we are not removing the uh recommendation altogether that will transition into the appeals process. So when the student completes the appeal for advanced coursework form if they
don't have the prerequisite grade or coursework to get in um the supervisor and teacher will have a conference for each student. uh we're in the process of creating a matrix that they will use for data collection on each student. Um the next uh tomorrow actually tomorrow's
Tuesday uh the supervisors have their department meetings. Each department will work together to collaborate to create a matrix and then the supervisors will bring all of those matrices together and we'll develop from all of the teachers input one global matrix for
everyone to use for these conferences. Um, and then that appeal decision will be based on those matrix data points. The goal is that no one category would keep a student from accelerating to that next level course. Um, and where the teacher recommendation comes in, we
would look at things not only like quarter three grades, benchmark assessments, and major assessments, but something that we're uh very tentatively calling a classroom performance summary, which would take into account things like problem solving, time management,
collaboration, critical analysis, uh things that teachers see in the classroom that they can point to specific examples to quantify those different types of traits. Um and then the next slide just shows you for the following year for 2627
um what the grade requirements will be. Again you'll you'll see that this streamlines things in a very nice way. Only for next year since we currently have the advanced courses will we factor those into the recommend uh to the placements for honors and AP. Um, but
then moving forward once the advanced courses are phased out, that section would be removed and we would just go to the strict CP honors AP sequence. All of this information will be shared with students at our quarter 2 grade level meetings. We have those at the end of
the semester. Um, so those will be in very early February and so we'll share these changes with them so they know how to select uh appropriately. And Dr. Daniel always shares all the materials out on the website. So that's how we plan to roll it out to the students so
that everybody is informed. >> All right. And now you get to hear about all the new courses that are coming our way. So uh [laughter] >> thank you. >> Thank you. >> Good evening everybody. Um, so I'm going to be talking about a new course that
we're introducing for next year, but also um where it fits within a larger uh program um that Mr. Melly is going to help me talk about in just a couple of minutes. So next year we'll be introducing a course called AP Seminar. And the way that AP Seminar works is that it's part of a two-year progression
combined with AP research that gives students access to what College Board calls the AP Capstone program, the AP Capstone Diploma. Mr. will share the details of that. I'm going to jump around on the slide a little bit. Um, so the AP Seminar course, the way we're planning to offer it is as a course in
American studies. The really interesting thing about AP Seminar and AP research is that a lot of it is student directed. So the students who sign up for the course while they'll be practicing all the skills of the course within this American studies framework where kids are looking at history, literature, culture, popular culture, um what
they'll also be doing is sort of building um their own program, their own project, their own course of study for the next two years using the AP seminar skills. So the AP seminar course has two major performance tasks followed by an AP end
of course exam. That first performance task is a team multimedia project and presentation. So kids work on it collaboratively over the course of the entire year and then they present it at the end of the year. There's a second performance task that's individual where students do an individual researchbased essay and presentation. And then finally
there is an exam portion um where kids are tested on the skills that they learn in research the excuse me the skills that they learn in seminar sort of in a live scenario. Um the course the way that we're going to roll it out is that we will offer AP seminar next year in the 2627 school year. It'll be offered
to students in grades 10 and 11 only in the 2627 school year because the idea is to have them move on to research the following year. Um so for seniors there's no sort of nowhere to go because they'll they'll be in college already. Um so to account for the planning of
research in 2728 we're going to open it to te we'll we'll sort of open it up that way. So the rationale for AP Seminar and the way that AP Seminar sort of grows kids skills um is it's really designed to encourage critical thinking and encourage student curiosity. So again the way that College Board um
envisions the course is that kids are choosing their own pathway through it and they're picking an area of interest that they can pursue. It promotes interdisciplinary understanding and skill building which is why we're running it as an interdisciplinary elective between the English and the history departments. It's going to build students academic research skills that
they can use across disciplines. And like I said earlier, it gives students that access to that AP capstone diploma, the AP seminar and research certificate and the AP se uh excuse me, the AP capstone program. U Mr. Melli is going to talk about the details of that and then what AP research will look like in
the 2728 school year. >> There you are. >> Thank you. >> Thank you. Um, so just to build off on what Miss Crabel said, this is a really exciting opportunity for our students because while there is a construct or a
theme that they will be studying in, they really get to pick their own avenue and their own focus. So the equivalent when I think of AP research, um, it reminds me of a course that I took when I was in undergrad as a history major. Every history major had to take a course that was called the study and writing of
history. And ultimately you were taught a specific set of research skills, but then you got to pick a focus um of a topic that you were interested in. So over the course of the semester, you did readings within a specific area of history. It could have been World War II, it could have been, I don't know,
the Protestant Reformation, what have you. And then you would sort of drill down as you did readings and built your background knowledge to do your own individual research project. So our vision for this is that over the course of AP seminar, students are building in conjunction with the work that they're
doing in American history and US1 and US2 as well as in American literature in sophomore year and then ultimately they are kind of looking at a more broad interdisciplinary look at American culture over the course of 250 years in
AP research. if they choose to go on and take the second sort of second half of the sequence. Um it is very research driven. So in order to take AP research, the College Board requires AP seminar as a prerequisite. So the reason that we've designed the program of studies um and
and rolled this out the way that we have is we want to make sure that when students go to sit for AP research in the 2728 school year, they've got the pro those prerequisite skills. Um, as Miss Crarabels alluded to, if there are students that will be seniors in the
2728 school year, if they wanted to take AP Seminar, they could, but you can't take research without taking seminar first. So, that's why we're kind of limiting it seminar just to sophomores and juniors for next year. Um, AP research is very different than most AP courses. There actually is no test.
There's no AP exam that you take in May. Instead, you have to do an individual research project of four to 5,000 words and you have to do an oral defense. So, all of that is both scored internally by your AP teacher and then it's sent off to the college board for an independent scoring. If you're familiar at all with
the international baloria program, it's very similar to um what they do with the extended essay and the vivo. So, it's um it's a really cool opportunity for our students to dig in on those critical thinking skills, those um high level research skills that colleges are really
going to um expect students to have coming in as well as give them a leg up when they get to those universities. Um the other thing that we really like about uh AP Seminar and AP Research is that it gives students access to the AP
Capstone program. So there's basically sort of different parts of this that students will be able to enroll in based on what their course schedule looks like and where their interests lie. So if students take AP Seminar and AP Research
and they earn a three in both of those courses, they can earn a designation called the AP Seminar and Research Certificate. if they successfully complete both of those courses in addition to
four other AP exams while they are in high school and earn threes on those exams then they are eligible for what is called the AP capstone diploma. So in other words for some students depending on their coursework depending on their levels of interest um this is another
opportunity for students to kind of tie their work together. Um, one of the things that I like about this is that it allows students to hone in on um, research skills that then are going to transcend the specific disciplines that we're just looking at with English and social studies in AP seminar and AP
research. They're really skills that are going to transfer into something like AP Bio, AP Computer Science, um, AP Calculus, um, AB or BC because really that the the critical thinking skills that you're honing in those courses in some ways are content agnostic. we're
just for right now focusing on the the humanities discipline. So that that's really the vision of where we see this going and all this is in service, you know, of thinking about what opportunities can we give our students. Um we know Dr. Robinson had spoken a few weeks ago about sort of things around
rankings and questions about what opportunities our students have. We really feel that this is an opportunity for students to have more access um to courses that maybe other air uh schools in Bergen County are offering. and really I'd say most importantly tap the
talent that we have here on the faculty because what it's going to allow and foster is an opportunity for these teachers to work together in ways interdep departmentally that they don't necessarily do right now. So we're really excited about it. Um to move on from that and to talk more
about the departments that I oversee, social studies and business um just two quick updates in social studies besides seminar and research. Um, we are adding the dual enrollment for United States History One Honors. So, this year we um made an agreement with Fairley Dickinson
University for honors US2. We're now going to add that for honors US1. Um, as you're aware, we've changed the scope and sequence. So, US1 Honors is now a freshman course. US2 honors is now a sophomore course. So, it's pretty cool that by the end of sophomore year through your required social studies
courses, you can have six college credits right there should you choose to enroll in them. Um the partnership with FDU also offers us a lot more flexibility in terms of staffing just with regard to what their requirements for instructors are. So it's been really successful so far this year with US2. Um
the only other update um in the social studies department is that after three years of not running documentary film, we are going to remove it from the program of studies. Um we have other courses with dual enrollment that have eclipsed its interest. And I think most importantly this year we have the art of
film course which lives in the fine arts department but is sort of interdisciplinary. Um we have two full sections that are running this year as a semester course. Um there's a lot of student interest there and it just seemed like it made sense rather than
having them cannibalize each other. The other exciting update that we have that's a little bit more global but affects um both uh the department that I work with and Miss Dela Fortuna's department in mathematics is um uh another program offered starting next
year by the college board which is called AP career kickstart. [snorts] So AP Career Kickstart ultimately certifies that if students sit for certain courses um there are two that they are rolling out next year AP business with personal
finance and AP cyber security um that the college board will designate that they get an um basically an industry employer endorsed credential. So think of it sort of as um like a mini version of a CTE endorsement. Um the idea here
is that these courses are not just written by high school teachers and academics, but there are governing boards of people in industry that actually worked on the curriculum for these courses. And so upon successful completion of the classes, the idea is that they have um work ready skills that
they could roll out immediately after high school. Um, it really just again democratizes opportunities for our students and maybe for students that aren't thinking of going on to a four-year college but are um interested in enrolling in these courses, it gives them an opportunity to take um and learn
about very relevant um sort of uh courses that that they can apply immediately upon graduation. So, the one in the business department that we're going to be adding is um called AP business with per personal finance. Um, it's an interdisciplinary
course. I think the short version of the way to think about it is if you're familiar with our financial literacy class that we offer right now, think AP Finlet. It is basically a a much more souped up, much more intense um I'd say
more in-depth opportunity for students to study all different aspects of business. Um, so there's marketing aspects, entrepreneurship aspects, um, and lots of real world business application. Um the primary way of instruction specified by the college
board is through case studies which if you're familiar at all with um uh undergraduate or graduate level business courses. The case study is the primary method by which people are learning. So I'm really excited that we're going to grow that further in the high school. Um our three business teachers already do a
lot of case study work, but I'm excited that they're going to have a course that that's sort of built around that. Um with regard to the um the end of course assessment, there are three parts. There is an AP test that they would sit for. There's also two projects that they have
to do. Um one of which is an entrepreneurship project and then the other one is something that's actually very similar to what we do in financial literacy right now where they are doing they're playing the role of a financial adviser. So they're given a fictional household and they have to basically
give them advice to meet their financial goals long term. Um again we do something similar in terms of our budgeting project right now. Um so it's just a more advanced opportunity for kids to go further in depth. Um I think again what this does when we've got so
many students that are interested in um pursuing business at at um either the college level or in the future, this credential is going to provide more opportunities for them. Um, I think that the other piece of it too is that right now all of our business courses sort of
teach pieces of this and this sort of coaleses all of it together. Um, so I think it's going to be a really good opportunity for kids to take it really um in sophomore, junior or senior year depending on their level of interest. Um the one thing that we are going to say is that if you take financial literacy
you then could go on to take this course but not the other way around because if you took this class you sort of would have learned everything in Finlet. Um similar to what we do with the intro to human behavior course in AP psychology. You can take human behavior and then AP psych but not the other way around. Um
so with that um that that sort of hits the way that AP career kickstart will be involved with business. Miss Dela Fortuna is going to speak a little bit about what this looks like in the computer science and mathematic department uh mathematics department with AP cyber security.
>> Thank you. >> Um so I got an opportunity to sit in on a webinar about the AP uh career kickstart and it sounds just like an amazing opportunity for students to explore career interests. So this particular course the AP cyber security is designed to help students build
professional skills and accelerate their path towards in demand careers. Um they'll develop uh technical and professional expertise needed for opportunities in cyber security. Um in 2023 we started expanding our uh computer science course offerings. We
started with um AP computer science principles which is a fullear course. Um we also redesigned our electives to have computer science with JavaScript um and computer programming with Python. Um so with this additional course and the existing course of AP computer science A
I'm excited to share that if a student is really interested in computer science they have four years of it that they can take here at Glenrock High School. Um and I've been working very closely with Mr. Cusack in the middle school um when they redesign the computer science courses in the middle school. And so we have a large interest in computer
science. a lot of middle school students are taking them in seventh and eighth grade. [snorts] Um so I'm excited to be able to offer a pathway for a student that's really interested in this that might want to go into a field. Um these courses offer just a wide um view of computer science because computer
science is a vast um field with a lot of different interests. So now with cyber security principles a we have things that are non-coding based which um really appeals to a wide variety of students. Um so this particular course
will build essential cyber security skills such as analyzing risk, mitigating risk, detecting attacks and collaborating as part of a security team. Um as Mr. Melli was saying um it is this course is rooted in experiences through authentic cyber security
scenarios um that mirror what professionals encounter in the field. So I know particularly they had IBM as one of the um companies that were part closely aligned with um building some of the the scenarios. So it's really exciting to see how the industry is
really leaning into um developing curricula and relevant meaningful tasks for them. Um and so this particular course I think um will be o not I think I'm sorry will be open to grades 10 through 12. Um we do have a prerequisite
of just an intro course. Um so if they take if a student takes one of the computer programming with Python which is a half year or computer science with JavaScript which is a half year or any computer science course they'll be eligible to take it. Um so what's nice about our computer science courses is
that they can be taken in any order. Um, and so I think this will be a really amazing opportunity for our students. Um, now I'm going to turn it over to the science department. Thank you. Thank you.
>> Hello. Um, very brief update regarding changes in science curriculum in our program of studies. For next year, we are adjusting our dual enrollment offerings, um, our partnerships to streamline them and provide new opportunities for our students. Forensic Science and Honors Chemistry will offer dual enrollment credit through Fairley
Dickinson. In addition, we're going to introduce a new dual enrollment opportunity with Fairley Dickinson for anatomy and physiology. We didn't have that in the past. So, as a result, we will have three science courses partner with FDU. Um, moving forward, we will monitor how these options work and see if we can work out other opportunities
for our students. We can expand more into more opportunities within the science curriculum if appropriate. That's all I have. Mr. Good evening. I'm going to talk about world language this evening. So, next year we're going to be introducing conversational Spanish
B. This year we successfully introduced conversational Spanish A. These replace um Spanish fundamentals one and Spanish fundamentals 2. What it does, it gives students the opportunity for a slower paced lesson uh slower paced course that split Spanish one into two parts. So
over two years they take the equivalent of Spanish one and then after these two courses they have the opportunity to go into Spanish 2. It gives our students a better opportunity and more avenues to continue to study in world languages. So, conversational Spanish B will build
on the foundational skills of A. It'll increase the students ability to communicate confidently and give them more realworld opportunities doing role plays, being involved more in dialogues, not although we will build their vocabulary, won't be as heavily involved
in vocabulary and grammar, we're looking to get their speaking. That's the big part, that immersion and the ability to speak. So it gives the students practical language skills necessary for world language uh real world communication. Um and it's the second part of an introductory course for
students who may not have studied a world language in middle school or who did not take Spanish. So again it gives us that opportunity for students to explore more avenues in the world languages. Our next world language course is advanced placement Chinese
language and culture. This would be the first time that we're offering this. In the past, we have not had the numbers to be able to offer um advanced placement Chinese language and culture, but this year with our uh teacher, Miss Chen, our students have really excelled. We've
grown the program, and we have the ability next year to offer advanced placement Chinese and language culture. So this gives the students that opportunity to take that higher level course to get the AP credit um and to be
involved in more deeper level discussions, themes, understandings of the cultural perspectives across all six of the AP themes. Um the students will be able to apply cultural knowledge and [clears throat] comparative understandings to communicate effectively and prepare for this AP
exam. So the rationale this provides students with that college level rigor preparing them for advanced language skills and gives them the opportunity to finish that last step in their progression of a language. We offer AP and all the three other languages that
we offer at Glenrock High School. So this provides those opportunities for the students to take that next step and to finish their uh progression through a language in high school. Thank you very much and I'm going to pass it on to uh Mr. F.
>> Thank you. >> Good evening. I'm excited to stand here today and uh talk about our new course offering for next year, AP Art History. As you know, the art department at Glenrock is thriving. We have a long and storied uh
tradition of offering new uh course offerings in the art department. This is one which we have a high level of student interest um and something that students in the in the art department are able to now um expand into an AP
course. Um art history is going to be taught by Miss Coselli who's thrilled to teach this class. She did receive training last summer at the summer institute through Ruckers University. Through this course, students will develop an indepth and holistic
understanding of the history of art from a global perspective as well as engage with content as they research and discuss different interpretations of art. Um, I think the beauty of this class is that they're going to be looking at, it's a minimum of up to 250
pieces of artwork through a global lens and something that will really expand their horizons. Uh, the class is offered to both juniors and seniors. Uh, it's a fullear course which includes 10 units and it's going to range from the prehistoric era um and work its way all
the way up to contemporary art pieces. It's a course that's ideal for those that are passionate about art and history and it offers a comprehensive introduction to the subject. Thank you. >> Thank you. >> So that's our presentation for tonight.
I'm not sure if anyone had any specific questions. >> Go ahead, Miss Pro. Okay. Oh, uh I had a question on the capstone project. Um so my understanding is not all colleges accept credit for
the capstone project. This is not universally accepted through all colleges. Uh can you speak to what percent you find that all colleges accept the capstone credits? Well, that that's a difficult question to answer because that would be like asking how many colleges accept AP credits of
what's um are they going to take a four, a five, a three? Are they not going to take credit at all? Um I know that when I graduated from high school 25 years ago, you could go to college with threes in some cases and get credits and in other cases you needed a four or five.
My understanding, it's not my area of expertise on college admissions, but my understanding is that more and more colleges are not even accepting the credit. They're looking more for the rigor and the coursework. Um, so this is more really an opportunity to develop the skills we know that the students are going to need. Um, I'm sure that the
college counseling um college I'm sorry, the school counselors when they're going through the college process with individual students could look at individual schools and say like, "Yes, you might be able to get some credit for this." Again, capstone isn't a course you would get credit for. It's more a
designation that you have completed a certain um set of criteria. It's it's more like a um think of it as like a micro credential that they're getting. So, I I can't unfortunately speak to exactly what percentage of colleges or universities. Every college does things a little bit different. So, we we can't
necessarily make like a broad generalization. >> And follow up to that, the research year of it. Are they are the students sitting in a classroom? Are they at the li the media center? How does that look like? What's the experience for the student? >> That's a good question. So, they are there is a curriculum. So, they're being
taught a specific research process and they're our vision is that they will still be learning content. They're not just, you know, putting their headphones in and doing their own individual research, but the teacher will be following the um exam describes
given by the College Board. And then the the focus of the individual research project will be more of the day-to-day as the year goes on. So the beginning of the year will be more here more in-depth introductory skills. Here are more um
sort of research specific databases that you may need to become familiar with that you haven't had as much of an opportunity to explore in depth. as well as here's content that you're going to be doing readings and then individual research that you'll pair with those readings sort of prepare to prepare them
that as they move forward through the year and they have to submit this final piece to the college board they'll be doing a lot of independent work and individual conferencing if that makes sense. So they're not they're not sort of just let loose in the second year so to say. They are enrolled in a course. They are assigned a teacher. The teacher
is teaching a specific curriculum. Um again that the paired assignments would be within this theme of American studies. Um we're going to focus this upcoming summer on making sure that the curriculum for AP seminar is really tight and then the following year we would do the curriculum for AP research.
So we'll have teachers in English and in social studies that are trained so that that way um they would be able to to sort of speak to the curriculum in both sides. Does that make sense? >> Okay. Yeah, absolutely. Thanks. >> I I'll actually um feedback on that, Mr.
Morali. Um just just like your question and your answer just made me think of one other aspect. Um, and you know, you're the educator, so please like do what you think is is right. Um, having taken a a variety of
research classes at the graduate level, one of the complications is always like when you're doing that first year, the preparation year, you don't always know like if you don't know what you're going to do on the research year, then you waste time at the beginning of the research year trying to figure that
process out. And so while you are um developing the the research course, if there's an opportunity that you see in there to help the the the kids that are actually going to decide to go on to the second year and do the research to kind of get a jump start on their research project just to give an idea to help
like shorten that time frame. I just personally it it it brought back memories for me and I thought um I would just share that. So thank you. >> No and thank you for that. That's actually part of how the the AP Seminar course framework is designed. Like the expectation is that you would go on to
take research. It's set up so they're not just flying blindly jumping into to year two. Because you're right, like I anyone who has gone and done individual independent research at this the post-secary level knows that sometimes you start your research and you have an idea of what you want to study and then
sometimes you want to throw it out and your or your question changes or your thesis changes. And so the idea is that we're trying to give kids the opportunity to engage in that academic process and that critical thinking process. Our hope and you know and the Miss Craples and I have already had
conversations with teachers. We've been doing a lot of work um on the back end and already having you know kind of picking the brains of some of our teachers is that we are really hoping that this becomes more of a a processoriented academic experience and not just about taking an AP class to get
the test, right? because that it's more about what are what is it that you're learning in the doing of the the readings and the research rather than just the the final product or or the score that you get at the end. But that that is a good point because I have also been there and it's frustrating is an understatement.
>> Fantastic. Thank you. Thank you. >> I just if you can just clarify for me on the AP the kickstart ones for the AP personal the business and personal finance and cyber security. Did you say if if a student takes those classes, they'll have skills that would be
marketable if they chose not to go to college and entered right into the workforce? >> Yes. That's how the So the courses are designed by the College Board because in such a way that the curriculum normally a college board curriculum is written by university professors who are academics
and then high school teachers. The difference here is that they've got um employer boards that are specialists in the field that are weighing in on the curriculum that are certifying that if you are not looking to go on to college um or if you're looking to delay college or if you're looking to start your own
business while you're in college, um you're getting a lot of those skills that the College Board, if you perform well enough on the end of course exam and on the projects, they're saying you have mastered these skills and that this is an employer endorsed credential. So,
it it's it's similar to what a CTE program does. I would not like to pretend that it is quite as rigorous as that because we're talking about one course and not a series of courses, but I think it's a a really important opportunity for kids that might not be collegebound. Um, for kids that might
just not want to go to college, that want to go right to work. Um, I think we all know that both the sort of the entrepreneurship side and then the the cyber security or the computer science side, there are jobs that we can't even think of that are out there yet and it's going to give our kids that opportunity to jump right in.
>> I think it's great because I think there's more and more kids that are choosing not to go to college and I think we have to be better about providing those children with opportunities as well. I mean, there's all these AP options, everything is great, but I would like, you know, it's good to see something for kids that may
not go to college. you know, following their high school right away. So, I'm glad to see that. >> Thank you. And and even when we were designing the prerequisites, that was something that we kept in mind, right? We we want to make sure that there is um a democratization of access for students that maybe wouldn't be your typical AP
student here at Glenrock High School, but might be interested in one of these fields. And if they can demonstrate that interest, um you know, the teachers can then find a way to make sure that they'll be caught up to speed as as needed with their skills. So, thank you. >> Awesome. for us.
>> Uh it's great to hear about more business analytics classes. So I know my MBA was all about learning business cases and analyzing them. So I think it's a great skill to have. So so that's great to hear.
>> Um so I have a couple comments. Um just overall generally thank you very much for this um presentation and also um the variety of things like the uh consideration for the change in acceleration um policy but also allowing
for flexibility with regards to the teacher recommendations and I think that that's um a a great op option. um you know this is a phenomenal offering like a you know 30 something courses 31 courses um for a school of our size I
think that that's like that's also something that we you know like should all consider not just on the board but in the community that to be able to offer this amount of AP classes for a school of our size is actually phenomenal. So thank you to all the work that you all did um to to you know like
to to change up the um curriculum here slightly. Um, one of one thing that I I was thinking about um also like greater than 25 years for me from high school, but um I know that with the dual enrollment um there was opportunities
for children to uh get even associate degrees sometimes based on the amount of credits and I don't know if that's something in the future that you would look at in terms of the dual enrollment that you have and how close that actually gets you to even getting an associates degree if possible. Um and
that's just I'm I'll ask for, you know, like in the future. Um, but thank you so much for updating some of those options and even letting us know what things you already had going. I think that this is phenomenal. >> Also, yeah, thank you all. Thank you all for coming tonight and for for this
great presentation. >> Thank you. >> Thank you. >> All right. >> All right. Just a a a brief report. Um for once, Hudson didn't take all of my material. Um because he he said he did not make it to last week's concert, but
he will this week, and we're we're opposite that way. So, yes, I did go to the concert last week, and it was lovely. It was a nearly full house. Mr. Hayward was there. Mr. Cory was there. Um really lovely performance. Um I I really liked the uh finale. They had like everybody on stage. I' I've not
seen that many people on our stage. It was really quite packed and just really quite lovely to see. Um the vocal concert is this Wednesday. I'm I'm not able to attend because I have to go to my own rehearsal. Um but uh I'm I'm sure it will be lovely as well. So I I thank uh Miss Lillicus and and Mr. Peterson
for the directing last week. It was it was really quite quite nice. Um last week we also hosted Dr. Tamalei and I uh first conversations at the Rock. We had a few people that came. Um, we're going to have a schedule for the for the rest of the year, bringing uh some administrators and and such to to talk
about, you know, what are the community concerns, where are we going forward um in a more uh conversational place than than at a board presentation, which is which is always lovely to see and and this was was fantastic. But um but those that'll be coming up soon. So so look
out for for that information. And then the last thing that I want to just um report out is is a bit sad news. if if it has not reached your ears yet. Um we're all mourning the loss of Kim Castelli, the nurse at Hamilton School.
Uh her kids go to um Academy of Our Lady. She's a real important part of our community here. And so our hearts go out to to her family, to her husband Brian, and their daughters Olivia, Juliet, Diane, and Katherine. Um it's a loss. It's a loss for us. It really is. Um but
uh her kindness and dedication and spirit were live on in all of the hearts. people who knew her. I just want to take a moment to to recognize that. >> Thank you. My condolence to her family and her loved ones. So,
>> okay. Um, so at 7:59, I'd open up the public comments to agenda items only. This is just the first of two public comments. Um, please state your name and your address, and you have three minutes. At the three minute mark, you'll hear an alarm go off. That's just
to give you an idea to um make your closing remarks. Hi. Well, I may go over I'll if I go over I'll finish in the next. I'm here tonight I'm here tonight to discuss a supervisory and administrative model currently in place at Glenrock Middle
School and High School. Several years ago, when our district ranked significantly higher, the middle and high schools were led by their own principal and assistant principal. Each department elected a department chairperson who is responsible not only for managing, overseeing, and supporting colleagues within the department, but
also for maintaining communication with the building principal and other departments. This structure fostered collaboration and empowered our highly professional, knowledgeable teachers. These department chairs were paid a stipen of approximately 5 thou 5,000
costing the district a total of 3500. In 2020, the district changed its administrative model, eliminating department chairs and replacing them with department supervisors. Since that time, the Glenrock School District has created the following positions:
supervisor of social studies, science, 21st century instructional and educational technology, mathematics, English, special education, and elementary K through 5. Each of these positions carries a salary of approximately 130,000 or more in
addition to health benefits that cost the do district approximately 20,000 per employee. A review of the Glenrock AA contract shows that non-tenured supervisors receive 15 days vacation days while tenure supervisors receive
22. Unlike in many other districts, supervisors in Glenrock are not required to take to use vacation time when schools are closed. According to the 2526 calendar, Glenrock schools are closed for a total of 29 days. As a result, supervisors receive the
equivalent of more than 9 weeks of vacation annually. In addition, they acrew one sick day per month of employment and are granted six personal days per year. In short, supervisors receive nine weeks vacation, 12 sick days, and six six personal days. At the
time these roles were created, the justification was that building principles were overwhelmed and lack sufficient time to evaluate faculty and to to design student growth object objectives. Since then, state requirements have changed. Tenure teachers are no longer required to
submit SGOs and tenure teachers who are rated highly effective are no longer required to be observed twice annually. These changes have significantly reduced the responsibilities previously assigned to department supervisors. The despite the reduction, the board of education re
recently elected to further decrease their workload. When these positions were initially created, supervisors of major core subjects oversaws saw grades 12 K through 12. As of 20 24th, the job descriptions were revised so that
supervisors of math, English, social studies, science, 21st century instruction, and educational technology now only see overseas 6 through 8. While their lo workload was significantly cut in half, their salaries increased. I'll finish at the next one if you want or do
you want me to finish now? >> Well, honestly, well, so yes, I'd actually prefer that you finish now because um this is part of like it's not necessarily an agenda item. So, if you >> But it goes to >> if you if you could just >> I'll be additionally since the creation
of these positions, supervisors have frequently been assigned to cover other administrative roles throughout the district. For example, while serving as supervisor social studies, Mr. Mr. Morelli receives stipens to fill in as the assistant principal of the middle school and then again at the high school as well as to serve as assistant
superintendent during Dr. Charleston's first leave of absence. Similarly, Dr. McCay, the director of special services, is co currently receiving a stipen to serve as supervisor of special education while Miss Lebrono is on leave. Given how often supervisors are able to absorb
all the responsibilities of another supervisor's role on short notice, the community is left to question whether their existing workload is keeping them busy. It is now it has become increasingly clear that several essential responsibilities have been neglected by our supervisors. For
example, when the social studies department developed new curriculum for a new course, Mr. Morelli hired an outside curriculum consultant to work with the teachers over the summer. >> And if you can please just to keep the integrity of the time. >> Yeah. Okay. I'll finish at the next one.
>> Okay. It's a little long. So, I'll finish I'll do my next three minutes at the at the um next public comment. >> Okay. Are there any other members of the public? Thank you. For agenda items only, please.
Can I treat the uh conversation with the superintendent as an agenda item since he commented on it? >> Um yeah, it's not on the agenda. So I >> Okay. Uh I'll speak to that later. It was a very it was a very nice session.
So I just wanted to thank you and I wanted to thank uh every board member for all the work you did this year and especially Stephanie for your time. Um, I guess on that note, I would just like to ask that when you speak to P10
and P13, which are with regards to the new cooperative girls hockey team. I know at at some meeting in the past you talked about the overall structure. If you could just um if perhaps a board member would request uh to just sort of
discuss the overall structure. I know this is about the uh coaches stipens and perhaps to address the uh they look like very low stipens and so I'm sure if you could describe how this agreement is
working you could explain uh why the stipend is so low particularly relative to what a uh boys ice hockey coaching stipend is. >> Sure. So it's my agenda. Thank you. Thank you.
All right. If there are no additional uh comments for agenda items, then we will close um our first public comment session at uh 8:06 p.m. All right. Can I get a motion to discuss
G1 through G7? All right. Um, so Dan and then seconded by AD. All right. Um, questions, comments, or anything on the G1 through G7? I notice I mean a substantial
donation again from the booster club and extremely thankful for their contributions. Thank you. Anything? Okay. Um, seeing no additional comments, uh, can we call roll?
>> Miss Carousella? >> Yes. >> Mr. Cohen? >> Yes. >> Mr. Corey? >> Yes. >> Mr. Hayward? >> Yes. >> Miss Parlamus? >> Yes. >> Miss Stevenson? >> Yes. >> Dr. Robinson? >> Yes. >> Motion passes. And I also just realized
like so just for the the community to be aware we've we've spoken with regards to the naming um of the of central school for you know like a good portion of this year. Um and this step on in G6 is really just us establishing a naming
committee um where we will um talk about ways to gather feedback or further feedback from both the central school community as well as the community at large um in the process. So, it's just taking the next step in the process after we got the principal's um um
recommendation and then the superintendent's recommendation and going on to the next step. Um so, thank you and thank you for your patience. All right. Can I get a motion to discuss B1 through B6? Miss Parlamis seconded by Miss
Stevenson. Any uh questions or comments with regards to B1 through B6? Miss Stevenson, >> can you just explain B5 so the public understands?
>> Thank you. >> So, not too long ago, I think it might have been the day before Halloween, um there was a a a a one of our buses uh was involved in a in an accident. Um it was a relatively old bus. I think it was
its last year in service. Um, and the cost to repair the bus was something like $35,000. Um, and the uh value of the bus was only about $7,000. Um, before you even go on, no one got hurt. Uh, the student that
was on the bus, the aid that was on the bus, the bus driver were all fine. Um so what we did was is we we took an opportunity to use a reserve our emergency reserve which is um very
difficult to use. It's supposed to be only used for health and safety purposes. Um it was later uh extended to for security. Um but in my mind uh when we had two buses and now I only have one bus that that's an emergency for us and
it's not budgeted. Um, and buses are expensive. So, I reached out to the county uh uh superintendent and I said, "Hey, if I make this plea, will will you guys consider it?" And he said, "Yeah, sounds like a good plea. Um, but it has
to go to the commissioner of education um in Trenton." So, we petition there. Um, and that's where we are now. And so the plan is to is to buy a 54 passenger bus with that 54 passenger bus to replace a 29 passenger bus. Um what that
does it will allow us to cover um more teams after school. So really now I could have a bus running probably almost every day uh September through through June. Um, and so I think it was a it's a
good opportunity to get at hardto-reach money and then it also saves us money in the long term. So this resolution is here so that we can uh show the commissioner that we are serious about moving forward with something uh like this and uh hopefully we'll know
relatively quickly um if uh we get approved. And it there's $50,000 that will remain in that reserve. Um and we'll try to figure out some other creative ways to get at that those funds as well.
>> Thank you so much. And um with B6, there's a savings associated with B6. Um correct? >> There's a potential savings on on on B6. Uh the uh hard cost came in $348,000. Um but that's before work starts. Um and
change orders potentially could come in. So, but yes, uh to the extent that everything stays as we have planned, we should have uh substantial savings that would then get returned to the um capital reserve and get recycled in my next request for RTUs.
>> Yes. Yes. Um and the RTUs again are rooftop units for the buildings. Thank you. Thank you. All right. Um any other questions with regards to our B items? >> Yes. Ju just a comment on on B5. So that
that's another example of how we're contributing funding to our athletics programs. I know that's the total budget for athletics is is tough to parse out and this is something that's really going to help support. So appreciate you being creative. There's a lot of traps we need to run in our budgeting process.
Um I probably compliment you too much so don't take it to heart. But thanks for finding a way to make this happen. We have a better rolling infrastructure for our student athletes now. Don't thank me yet. He hasn't approved it. Good. >> All right. Thank you. If we could call
roll, please. >> Miss Carousella? >> Yes. >> Mr. Cohen? >> Yes. >> Mr. Corey? >> Yes. >> Mr. Hayward? >> Yes. >> Miss Parlamus? >> Yes. >> Miss Stevenson? >> Yes. >> Dr. Robinson? >> Yes. >> Motion passes.
>> Thank you. Um, can we get a motion to discuss P1 through P14? Mr. Cory seconded by Miss Carousel. >> So, let me talk a little bit about girls hockey. This is something we've been trying to get off the ground for a bit
and we have um this hockey program that uh parents really want and they are self-funding. the coaches that are on the agenda here initially uh volunteered to do this, but for our
um you know, professional reasons as far as like workers comp and and things of that nature, accidents and and things like that, we need them to be employees and we need them to be paid. The JV girls season is going to be about half of a
regular season is my understanding. So, it was already going to be shortened. And what we did is we we came up with an agreement as far as what this number is. We worked with the GREA on this to make sure that they're getting something, but initially their their goal is to be
volunteers and to not not take a lot from the parents that are self-funding this. Um, GRA when we met with them are are very much on board with getting this program going. We want these girls to be able to get on the ice next month. We want them to be able to play. We want to see if we can keep this going as as a real bonafide program next year with a
regular straight on the guide thing. And so so this is where we've landed with the GRE as far as these numbers to make sure that they are paid for this year instead of just volunteers. And next year we're hoping to establish this as a an actual program, not as a pilot that we're doing right now.
>> Thank you. Any other questions or comments regarding the hockey? Then I'll just move on. And I just wanted to thank Miss Tulin um for her years of service uh in our
community and um wish her the best with her retirement. Thank you. All right. Any other questions or comments on P items? All right. If we can please call roll.
>> Miss Carousella. >> Yes. >> Mr. Cohen, >> yes. >> Mr. Corey, >> yes. >> Mr. Hayward, >> yes. >> Miss Prolanis, >> yes. >> Miss Stevenson, >> yes. >> Dr. Robinson, >> yes. >> Motion passes.
>> All right. Um, and so I need a motion to affirm the decision made in uh, GRHS HIV 298847 as reported by the acting chief school administrator during the November 24th closed work session.
All right, Miss Carousella, seconded by Mr. Hayward. And if you're able to call roll, please. >> Miss Carousella? >> Yes. >> Mr. Cohen? >> Yes. >> Mr. Corey? >> Yes. >> Mr. Hayward? >> Yes. >> Miss Palamus? Yes, >> Dr. Miss Stevenson.
>> Yes, >> Dr. Robinson. >> Yes. >> Motion passes. >> Thank you. And then we have our, you know, vandalism, suspension, hip reports attached. And then on to
our second um set of public comments. And so um 8:16 will open up our second set of public comments. You can um state your name, your address, and you have three minutes. It is really cold in here. Uh, Colleen Manley, 70 Ridge Road. Uh, I recently
attended the first community conversations at the Rock with acting superintendent Van Nest and BOE chairperson Demaly Robinson. I'm very grateful to the BOE and the administration for setting up these sessions to have discussions with community members so that we can share perspectives on things impacting the
school district in a forum where discussion is not only allowed but encouraged. It was nice to meet Mr. Vaness in a less formal setting. While there were only five community members who participated, it was sort of a tough time 5:00 PM on a week night. Uh we touched on a lot of
important topics and I felt it was very worthwhile discussion. I encourage other community members to take advantage of these opportunities when they come up in the future. I was also reminded in that session that there is a lot of healing and trust building that needs to take place in this community both within the
BOE, with the administration, with teachers, and with families. The BOE is a unique opportunity at this time to to delve and become better informed on issues and have discussions that were not allowed or encouraged over the past few years. This is critical to
transparency and learning more about how things are going in the school so that you are better informed about what will be most critical in choosing the next superintendent. One suggestion that I made at the session is that you should request a full overview of sports spending within the school budget. [snorts] I have
spoken many times on the inequities and coaching stipens, but I do recognize that it's a negotiated item. [snorts] But wouldn't it be great to have a better understanding on how spending differs on different sports in terms of coaching, staffing, support, facilities, and equipment support, as well as an
understanding about the size of these programs in terms of students as well as spending. I hope that you will request such a presentation from the athletic director. um as
so you know I come up here and I talk a lot about [sighs] the stipens uh and just as an example in the current season um our track teams have 75 children uh
students and um the assistant coach for the basketball teams makes just slightly like $200 less than the head coach for the track teams. The track teams each have like 30, you know, you have a boys
and a girls, you have about 35 on each. Um, look, I think it's perfectly reasonable to think that in 1982 when these tiers were created, there might have been 10 people on the winter drag team. Like, I don't know. Um, but this
is why I keep bringing up like we should delve into it and take the time to come up with the right parameters to be negotiated eventually. And I would note that there have been two sidebars specifically on coaching stipens in the
last six years 2019 and 2022. Thank you. >> Thank you. Hi, my name is Hayden Yuzon, class of 2023, I live on 217 Gainer Place, and I want to talk kind of a sim uh about a similar issue, but maybe from a
different angle as somebody who has been an athlete within this school system. So, although I wrote a speech around a year ago regarding the same issue we are here to discuss, this is my first time back in the high school since the day I graduated. I competed here at the varsity level in football, baseball, and winter track, which are things I value
in terms of my experience here as a student athlete. Perhaps the things I value most in terms of my time here. But I wouldn't have come back here unless it was for the track team. I wouldn't have come back here to advocate for anybody else. Others have and will come up here to talk about the more granular details
of the discrepancy in pay, which is a direct indicator of the degree to which you value these coaches and misunderstand their load. But I would like to talk briefly about my experience, about things I've learned and things I've that have stuck with me. Because at the end of the day, the athletes at this school will go on and
live lives far away from the sports they played here. Maybe they'll play in college, maybe even a little further, but eventually they will all just have to be people. And so, who is it that you want influencing them? Who is it that you want coaching them? And what value do you put on that?
Football taught me to work hard. so hard that your skin breaks, your bones bend. Because at the end of the day, you just have to hate losing and losers. Baseball taught me that to do my job the best I can. Do my job and the team will be successful, which we were. But track, track taught me how to be myself, how to
operate in a world with people who have more to live for than just athletics. It showed me a community that I actually felt comfortable in. It taught me a healthy competitiveness that's actually useful and sustainable. It taught me that there is room for both compassion and success. And by it, I mean Gallow
and Weineberg. I say this in this way because in my time since leaving Glenrock, I have realized how important and effective the coaches on the track team have been to me and the way I live. This might seem like an overstatement or hyperbole, but I assure you that it is that it isn't. Much of the actual life
lessons that were taught and coached into me by baseball and football, I have come to question and strip for myself. This might sound harsh, but simply put, I have found little value in how I was coached in these sports. besides the actual experience of the sport itself. And this is not to just vocalize it to
stand for how I was coached, but rather to articulate the true impact of coaching in athletics after leaving Glenrock. What I'm trying to say is that track and the people who coach it is still a part of who I am. And I value that completely and I know I'm not the only one. Thank you.
>> Thank you, >> Elizabeth Caran. Thank you for indulging me. So my I was saying Miss Morelli hired an outside curriculum consultant to work with teachers over the summer. In the past, we did not rely on external curriculum writers. We trusted our own highly qualified professional staff to
design and develop curriculum. The decision to outsource outsource this work raises serious questions about cost and confidence in our supervisors. Another ongoing failure is the lack of action in securing long-term leave replacements. At both the middle and high school, multiple teachers have gone
out on leave. Yet, instead of conducting interviews and hiring long-term substitutes, existing teachers have been asked to absorb the additional classes. Although teachers are compensated for this coverage, taking on an extra course is a significant and often overwhelming
burden. When teachers are stretched beyond their capacity, our students suffer. They are not receiving the quality education they deserve. Supervisors should be actively working to secure qualified long-term replacements or if that's not possible,
stepping in to cover those classes themselves. Anything less res represents a failure to meet these the expectations of their role. At this point, I would like to address the individuals being hired for these supervisory positions. Since 2020, the science department has been led by four different supervisors.
The first of these supervisors drove out highly effective teachers who specifically cited in the resignation letters feeling uncomfortable due to the unprofessional behavior and inappropriate conversations. The high the high school science department offers several advanced placement
courses. This is a demanding subject area that requires strong educ experienced educators. We cannot continue uh cannot afford continued instability or further turnover in this department. Glenrock schools are facing a serious
financial crisis. Taxpayers are currently funding a salary that s the superintendent salary to after years of mismanagement and poor leadership. Our school ratings have declined and so have our property values and the overall strength and integrity of this
community. In this moment, we must ask hard questions and make responsible choices. I urge the board to seriously consider whether these supervisory positions justify their total their cost totaling over $1 million of taxpayer money. And with that, I will wish
everybody a happy and healthy holiday season. >> Thank you. >> Hi, my name is John Randelle. I live at 58 Henry Street in Glenrock. My wife served um this district for six years as a volunteer board member. She did that
work because she believed in the schools and in public service. Throughout her time on the board, she acted in good faith and with the intention of protecting the district and its students. What I want to address tonight is the impact of process and public framing. Recent statements and actions
created speculation about my wife's departure that does not reflect her intent, her conduct, or the reason she she chose to step away. When governance processes break down and when partial information is shared publicly, it can invite assumptions that
cause real personal harm. You don't have to agree with every position my wife took. But she, like all volunteers and staff, deserve to be treated with basic fairness and care and how matters are communicated. I hope the board reflects
on how this words and processes affect the people willing to serve this community. Thank you. Thank you. >> Hi, good evening. My name is James Hun Davis and I live on 61 South Highwood Avenue. Um on behalf of all the parents
at Central School, um I just want to add another comment and wish Miss Tubin the best in retirement. absolutely outstanding 29 years career here in Glenrock and the best of luck to her and her new chapter for what she's doing. Um, first of all, just want to add we love our school, we love our community,
we love our decision to be in Glenrock. We've been here three years. It's amazing community that supported me and my family so well. I'm here tonight to talk to you about the school calendar. um not just as a parent but as a culture and people leader with over 20 years experience in this area mainly focused
around employee performance and well-being. My career teaches me the absolute importance of regular quality breaks to ensure sustained performance. I encourage all of my employees at my company to have at least one full week off every three months at a minimum. The
evidence shows that it really helps performance and well-being for everyone. The proposed 26 27 calendar from my perspective is fundamentally flawed and ignores three principles of efficiency and wellness. So in my field, we design
schedules m based on staff performance and avoid burnout. We know that fragmented one-day breaks offer minimum recharge. They simply disrupt any work week without allowing for true mental decompression. They're logistically messy and inefficient. The proposed
November schedule, for example, with Monday in, Tuesday off, Wednesday in, then off of Thursday and Friday, is the exact opposite of best practice. It fails to provide a true rested needed break for all our students on the longest academic stretch of the year.
It's 15 weeks from the start of September to the end of that period. I would never encourage any of my staff or people at our company to go 15 weeks without a break. and I would never encourage anyone in this school. Um the next negative impact is the compounded
compounded elements of the other parts of the calendar. We're an outlier in Bergen County. We choose lots of fragmented half-day breaks. If you look at Ridgewood, they try and combine them wherever possible. From a HR and efficiency standpoint, I
see all of these half days as disastrous for working parents and create an inconsistent uh quality for students. They disrupt their entire day and for all parties and little return on investment. The trifecta or as I would say the triple whammy, a late start to
fragmented break and frequent half days off creates an unstable system that puts immense and unnecessary stress on every Glenrock family. So what would I propose? I would really urge you to consider re restoring the full November week off. We've had that for the last
two years. It's been an immense thing for families to plan on. Um, this is essential time to rest, well-being, and be with family. We personally use this time to develop our kids awareness of culture and global citizenship. It's a perfect time to go away and have a cheap
break as well. I won't deny that. Um, um, it it's a great idea and from speaking to lots of parents, if that doesn't happen, lots of parents will just take their kids out of school anyway. What's the point of that having a really low turnout in school on that Monday and Wednesday? We'd like you to
consider start planning this calendar earlier. I'm a planner. I like planning 12 weeks out, but 12 months out. I've already booked our trip to go and see our family in Wales and England in September next year. It's too late to affect the calendar now. I'd encourage
you to put the planning in more than 12 months out. And I'd also consider you to look at the amount of half days we use to try and use those to give people a well-rested break wherever possible. Thank you. >> Thank you.
>> Um if there are no additional comments from the public, we'll close our second public comment session at 8:30 p.m. All right. on to old business. So the old business again um school calendar
for 2728. Um so we actually do we we started planning the the school calendar um uh just for Mr. Davies to know like even a year earlier. So we're the 20 we're we're actually talking about 2728 which is um not this coming year but the
following year um that you see here um and in January is when we will fully um adopt or we can't we have we can't adopt a calendar any earlier than u the January
before the the the year starts. So we adopt the um 26 27 calendar in January but we discuss the 2728 calendar like now so that you can kind of hear and as well as um contribute and send emails
and um you know uh talk about that uh extra in advance. Um so um you know I'll open up the discussion for you know like our our second uh wave of of discussion on this and as well we'll still talk about it next. talk about the
two that are >> if you can. >> All right. So, board members and backup I provided two alternatives or two anyway two examples. I called them schedule A and schedule B because um it's just easier in my mind. So, last
meeting we came to consensus about starting on September 7th. We came to consensus about having Dvali and um Yam Kapoor in October. So that took us to the November break which is um we have
kind of the two options that that we did this year and last year or the traditional one which is the no break or the break is how I labeled them. So schedule A is no break which means we don't have school on Tuesday of that first week in November we or on Thursday Friday we do have school on Monday and
Wednesday which is a that fragmented week. That being said, however, the reason we close school on Tuesdays for the election and we are continuing to work with the town, with the board of elections, with everybody else to try and get the elections out of our schools
or at least contain them to a part of this building that we can kind of cordon off and still run schools. So, we're working on that. Um, and maybe by 2027 we we won't have elections here. So, so that might change things. Um, schedule B. Uh, I'm sorry, let me continue with
this. If you count up all of the days for student days, um that would have taken us to June 19th, which is a Monday. Um it's difficult, kind of a bad idea to have the last day of school on Monday because that would be the same
day as the high school graduation. We would need to run the middle school graduation the previous week, which is on Friday, which is not an ideal time to run a graduation and have it split over the weekend. So, what I did on this schedule is is what we've done many times in the past, which is add it on to
the February holiday, that 3-day weekend becoming a four. And looking back at previous calendars, sometimes we have a three-day weekend there, sometimes we have four. We kind of use that day to balance the the end of the school year. Schedule B is identical to it except that we have that whole week off in
November, calling it with the November break. I don't need to add that day in February to balance the end of the school year, which means that the last day of school would be on Wednesday, the 21st of June. So, those are the only two differences on these two drafts that you have in front of you. Um, we've said
this many times from administrative point of view that the contract requires 182 school days. We, this has two built in as weather delay, weather closing closing days. We have three contractual PD days for the staff. Um really how you
want to divide this up is is up to you as the board. Um >> but we're so >> and I think that's what I will leave it at. >> Yeah. So we have the 182 days that are contractual and then two weather days. So that brings us to 184. So it's not like we can go less. Um I've received
comments about how we have either so many more days than other districts, but the 182 182, >> right? Um, >> so somewhere way back in the past, the GRE contract was built on 182 instructional days. And so that's more than the state requirement, but also we
we tend to want to do more in Glenrock than the bare minimum. >> Got it. Thank you, Mr. Colin. >> So I want to speak again about why I think that we should start um the first week of September, not the second one. So uh number one it extend the fact that
we're starting the second week we're extending this the summer break from nine weeks to 10 weeks putting undue burden on working parents. Second thing uh it puts our students in a disadvantage to be one big be behind any other school district because we're
doing state and national test and everybody starts before us. Uh three sports starts in the first week of September. So regardless of the school calendar uh many kids are in the school anyway. So there's no reason to start in the second week. And then um number four
is starting a week later means that we start we end the school later. And we've all heard many complaints by parents that our school year ends later. Um I actually spend um a full day at home uh researching and I went school district
by school district in New Jersey and 80% of all the school districts in New Jersey that publish their calendar will actually start before Labor Day. We're only one of three towns. The other ones are Ferlon and Westfield that are starting after Labor Day. Even Ridgewood
that I actually looked in the past when it was the second week, they started uh they're switching to the first week because I think most of the towns in New Jersey realized uh the importance of starting earlier rather than later. So
again, I urge everybody to rethink the um starting week of the school. Regardless of that um in regards to options and A and options B um I I do agree what was said by um the committee
members if we especially with Dwali and on a Friday we will have Friday off Monday off sorry Friday off Monday in Tuesday off Wednesday in Thursday and Friday so it's actually a week almost a
week and a half of on off on off and I I do see a lot parents um you know just taking their kids out and not being here. So with the Wally starting on the Friday beforehand I I do recommend that we take the full week off. However, if we do go with this with the option uh of
having u this I think it's option B with not a full week of school in November. Uh we did hear community members asking for lunar uh day to be a day off. Our response was that we cannot
find a day to give the community a loan day off. However, we're putting February 22nd as a day off just because it extend 21st. So, I would recommend moving the February 22nd to January 24th to give
the Luna day off and uh address the request from the community. Thanks. >> Uh thank you, Miss Pearlis. Um, just in note of the calendar, we've been looking at the two calendar versions here with November
full week off, November three days off. I would just like to make my support of the three days off rather than the full week off. And I hear the community member that spoke about the nice of having the continuity, but what we really do um is frontload all the days
off in the first half of the school year and it makes for a very long second half of the school year. And um I I find that you know what when you have kids in high school, you realize that you're locked here anyway. You can't go anywhere if they're playing sports. The there's no
you know they're here. Um, so and I we do get out pretty late. Anyone that has um camps to enroll in, programs, colleges, um you know, we we are one of the late latest school districts to get out in June. And when we add those extra
two days in November and have the full week off, we're pushing out the last day of school. So I that's why I do not support the full week off in November. I just want to give my reasonings. >> All right. Thank you. Christine, you were saying three days off. Just to
clarify, you meant to have school on Tuesday and find that solution. >> I'm sorry. >> You you meant to have three days on for school in that first week of November. Ju just clarif I I support the three days. We we obviously need to have
>> but the Monday and the Wednesday to make it a full it's a full week off plus Dwali's Friday. Now suddenly, you know, we have we have like a [clears throat and snorts] week plus off and everything seems everything is frontloaded in the first half of the school year and we have a heck of a long
second half of the school year. So there's, you know, while it's beautiful and nice to have a full week off, it's also it has its consequences. It's it, you know, it it creates a longer school year and it has much more limitations during the winter when we can't [snorts] have any more days off.
>> Thanks. Sorry to put you back on the spot like that. Um I I find I agree with you specifically about the student athletes. We talk about teaching the whole students and you heard tonight here a lot of the a lot of our students experiences in high school is being part of the team camaraderie and personal
challenge. And if you just you can't you can't go away. Wrestlers will be here in Bergen County throughout the our entire Christmas break. All of our track athletes will give up all of their all of their other days throughout the year. So, it's really important to recognize that school and the school activities go
on whether or not we declared school to be open or not. U I I think that the fact that we've closed on the on election day um because of the challenges we've had working with our partners in the town in the past are going to be something of the past. I'm really looking forward to moving that
away. Um this has been I don't think we're I don't think we're keeping our children safe by vacating the school like that. we should we can do better better than that and I'm really glad to see that we're doing that otherwise we'd just close the schools say the children be safer at home so the fact that we're coming up with a better
plan to to run elections is a big step and that's one of those one of those pieces from our calendar that we can change we just haven't had the ability to snap our fingers and make it but a lot of a lot of members on this board and our administrator has been helping to move that along um those are not a
wedge issue but more or less I I see like Those are the points where I think where where we as a board we have to make decisions that we can make now, but we can also take a look at what we can impact down the road for the next board two and three years in advance. And this is my fourth year on the board. I
remember my first year we were talking about this issue and here right now we're at that point where we can really kind of see that that change is happening. So those are my comments. Thank you. And we did do our due diligence and look at absentee rates for when it's three days versus, you know,
for for the November break. And people do take off anyway for the November break. So, it allows people that don't um want to go away, you know, to still have the flexibility with the schedule. So, people that do want to go away can. >> Yeah.
Um I I will say that I definitely have gotten a mixed bag from from people. Some people love it, some people hate it. Um, and I thought more people would love it. Honestly, I I find more people that uh don't appreciate the November um
aspect. And yes, we do look at the absenteeism rates. I mean, chronic absentee absenteeism rates. It's, you know, a metric that is track tracked at the administrative level. Um, and it's something that's reportable. And so if you have too high of um absenteeism then
that does that is something that you know like we evaluate when we're making decisions about the calendar and things like that. Um so yes I also look forward to um having um the elections removed from the school. I think that that this will put this issue to bed per se. So we
we could be talking about something here in 2728 that is actually resolved completely but and that's the goal. the goal we are actively working towards resolving this by 2728 to make this essentially a moot point because then November 2nd is not really a date that we have to worry about it and we can
make an adjustment then and and have three consecutive days um per you know like if if that's the decision that the board makes um you know in January we still have an opportunity to have feedback from the community um people are able to send emails you're able to interact with us and uh you know like
help help uh uh to guide is um uh I would also say that with regards to Lunar New Year, yes, I I did receive um one email with regards to Lunar New Year. And I do want to be clear, it's not so much just like finding a day um
you know like one it would be a board decision if we decide to adopt you know new holidays or um whether it's religious or cultural holidays um you know we don't take off um ID we don't um take off uh Junth which is a federal
holiday like the there we want to figure out how we can maintain the maximum days in school while also making sure that all of um all of our children and families are their cultures and their religious preferences are respected as well as nurtured. Like if your child is
going away for a um or you know like staying at home for a religious holiday or a cultural holiday that's you know like on the there overund and something uh days that are approved by the state. um that we're finding ways to support you at home as opposed to
adding additional holidays to our permanent calendar to um to adjust. Um so that was really the the framework of my reply um you know uh with with regards to that one request but yes >> yeah just to clarify I do support adding
Eid to the calendar it just happens to be on a Saturday like Shana so it's not relevant for this calendar um and I just I I agree we cannot adopt everything but we can look to what communities around us and what's uh
acceptable or typical in Bergen county and um the trend and the movement is to add Eid and lunar year the new year to the calendar. So I would support adding those two. >> Thank you.
>> Um oh sorry, go ahead. >> Just to add the point on the elections, we're actually meeting on Thursday uh with the burough administrator and the burough clerk. Uh and the sole topic of that meeting are the elections. >> Thank you. so much for that update. Um
looking forward to any any progress there. Um and I know it's a it is a complicated process and so I appreciate all parties um looking into that. >> Yes. >> I just want to emphasize Christine touched on it but it's interesting that
um I just want to recognize that at different stages of your students uh kind of time here things change. So in elementary school sometimes it does feel good to have that week off but when you get to the older grades it is a challenge to have that week off. So it those are things that you kind of learn
as you go through the system because I would have actually felt the same way when my kids were in kindergarten and first and second but now I feel differently. So when we're looking at prek through 12 there's just so much to consider and it it's hard to um please absolutely every single group.
>> Yes. Um I I agree because that's kind of how the feedback that I've gotten. And I noticed that depending on the age of the um children that's represented that you're going to I have had different responses. So I I find that the parents that have older children or middle
school and above um have reported to me that they're not pleased. And it was actually a shock. I didn't expect I thought it would actually be the opposite way, but it it must represent like what you said like my daughter's first grade so I'm kind of like I'll figure it out. But I know other people
it's not so much that way. Thank you. Um, yep. Well, we still have, you know, a whole like almost three weeks um of feedback that, you know, we can accept from the community. we can have continue to have these discussions
um share the information and you have you know like we'll we'll make the when I say final determination in um uh January for the draft and then we would adopt the draft one year from now. So
that's it. Um all right on to new business. Um, so in new business, um, the RFP, um, that I sent you all was a like kind of a boilerplate RFP, um, that, uh, Mark
shared with us. Um, and I just kind of like want to open it up. A few of you sent me um, either comments or questions. Um, and the goal of this RFP, just to kind of put it out there, would just be um, it allows us to just find
out or get proposals from firms. It lets us know what the prices are, firms or anybody that would be able to meet the needs of the RFP. meaning that if you're a smaller company, it doesn't have to be a large company, it could be a wide variety of things, but if you're able to
meet the needs um of the RFP, whatever we determine, then you're able to submit the bid and we're able to see and evaluate whether or not you would be um the the the chosen company um to to do a superintendent search. We could opt to choose one of those companies that
submits the bid. We could opt to choose none of them. Or we could decide that we want to delay um uh searching for a superintendent at this time and do it at you know like we could we could decide that we wanted to do it our own search
like that is also still on the table. So this is really just opening up a period for people to submit actual proposals for us to see the differences between the companies what they're offering and then determine whether or not we want to choose a company. um whether or not we you know don't want to or we want to do
it ourselves or you know it's just really an open process. So I I'll open it up with that first and then y >> I just want to be clear that this is not binding in any way, shape or form. It just kind of puts feelers out there for a lack of a better term to see what
companies are available and the price. >> Yes. >> Right. Nothing is binding. >> It's not binding. >> Yes. Just to say it for the world who doesn't live in education, RFP is request for proposals. We're just asking for proposals. So, it's a very normal
thing to do. >> H. >> Yeah. Boss. >> So yeah, I sent some comments about the RFP just um given the fact that it's not mandatory
or like binding u maybe some of them are not relevant but um the first one I would say is uh I would like to ask the companies to actually give us specific on their experience in Bergen County. So C2 ask for experience hiring for
superintendents but ask uh um them to detail their experience in hiring in Bergen County. Um I heard in the ASBA and NJSBA conference that there's a lot of differences between how different counties uh hire. So I think it's
important to have experience uh in Bergen. U second thing is uh the scope of work. So it just said advertise and recruit just so we have a real pricing and a real
reflective. I would ask to put specifically actively recruit because there's different type of companies. Some of them um just post and and and hope for the best and some of them go out to recruit. So at least we understand what we're paying for. uh and
it might not have to be mandatory but uh just to have to get an explanation from the fee like are there uh just advertising and or advertising and recruiting. Um the next thing is uh we ask for again outline of the background.
Um I would ask that they specifically give experience in Bergen County. And then lastly >> outline of what outline >> their experience in Bergen County. >> Okay. >> And lastly the free structure. So uh there is a case uh and I work with a lot of recruiting companies for my job but
uh what happens if we end up not hiring anybody. Um so is there I'm not saying there will be uh but just like some clarification of what happens with the fee if we're not ending up hiring anybody. Some of the companies will give a refund. Some of them will give us
credit for the future. So uh if you can add that as a as a request for an explanation. So those are my comments on that. >> That's um that's good. And then I think with that last thing with the fee structure, I would also say what happens if someone
and again maybe this is something that either you you may be able to answer or um something that they would answer in our actual interview because this is one step and then we would then determine who we're going to interview and then in in the interview process we might ask even more of these questions. Um, I'll
I'll just say this one. And if we if somebody if they if for instance if somebody comes that they don't bring like if it if it's somebody that directly applies that is not necessarily one of their people is does that change? But um >> no I just wanted to add um when you're
crafting an RFP uh you would be very clear about what the expectations are. So with respect to the actively recruit um I think that might not get what you want if I think you would need to spell out what
it is that you want them to do and let them address that. Um this way then you can have a an impartial and objective uh uh evaluation of each pres presentation. So while I I that's fine. I think we
just need to say what is that what what constitutes that and then we should build that into the RFP. >> Sure. I I don't know what their exact wording should be. We can we can think about it but my understanding is that there's two type of companies. One that just advertise and the other ones that are more like an exec search firm that
actually go out and and pitch the job and and and those are of course more expensive but it might be worth it based on the the Delta Enterprise. So I'm not trying to understand the subject on the on the on the process. I'm just saying it needs to be specific so that we can evaluate.
>> Yes. Yes. >> Yes. >> And honestly, and this is just me talking, if I if if I was going to agree to a firm, I wouldn't want someone that just posts the job and and does it passively because we can probably post that by ourselves, you know. Um so they
got to bring something uh you know, value added. Um any other questions or comments? Yes. >> Um I know it's for the superintendent full cycle, but did we want to add wording in there for also RFP for an
interim superintendent? So it gives us options. >> Um [sighs] yeah, I'm like I I don't know. I'll send that I'm going to I'll send that request to Mark and and ask him because I think that that that's those are two different
like almost a different proposal. Like if it's a different position, it's not necessarily overlapping. you're asking for something different. Um, but I'll I'll I'll mention it to Mark and then I'll let you know to Mark. >> Just just add there's a much smaller network of of of interims. Um, and you
wouldn't really want to pay a fee for a search company. Um, NJSBA, uh, NJSBO have a list of all of the folks that are out there doing interim work and we can then just do our own interview of those people. >> Most of which will have experience in
Bergen County as well. Good to know >> to that point, but hopefully to close that point, this is this is a step for us to to set a partner to to identify and establish a course to, you know, achieve the district's objectives. And
with all due respect and credit to anybody who can serve as an interim superintendent, it's somebody who just is there to make sure that the existing processes and procedures do not fail at a very critical and sensitive time, but is not necessarily the three, four, five or sevenyear plan. So that's like two
two very different targets. I'm glad that we're talking about this. I'm glad that it's December and we're talking about this because this is an important step for us as a board to be able to function and really put our ideas from policy into regulation if you will. >> Thanks. >> All right. Um so I will continue to
accept any um suggestions for you know I have what you wrote um Boaz and I will find ways to integrate um some of that and uh send it back out and then if we agree then we don't it doesn't require a it doesn't require a resolution in order
to um decide to accept the like to put the RFP up. So it's something um you know I'll get back to you but shortly and then it would be open like after the new year sometime and you know like what is a normal period?
>> There isn't a a regulated period. We could do it as as long as we'd like. I would say not to do anything less than 10 to 15 days. Probably more like 20 to 25 would be the best. But we could shorten that up if we want. >> Okay. >> Yeah. So it could be something like
reorgate through the end of January or something like that, you know. Um so um stay tuned and we'll go from there. Um are there any other Okay. Um so uh
social media disclaimer just sending this out. So Mark um wanted to one well two things. Um he's going to come not the first um meeting our New York meeting um but the second meeting
he he's going to come and do um an ethics and uh social media presentation. We do it almost every year. Almost every year. Um and just talk about some of the updates um with regards to um school ethics as well as social media. Um he
sent me a recommended disclaimer from the SEC and it says the following statements are made in my capacity as a private citizen and not in my capacity as a board member. These statements are also not representative of the board or its individual members and solely
represent my own personal opinions. Um, you know, yes, as a as a board, as a board president, I cannot force anybody to take the recommendation of the SEC or even our own lawyer. Um, but it is still
what uh the recommendation is. Um, I I would say that social media discussions are I I I think we've discussed this every year I've been on the board and I would assume that you've discussed it beyond before me. Um and um it's always
challenging because information gets out there. Um some people solely listen to social media and then the other people the vast majority of people are not on the social media boards at all. Like we have you know what 11,000 plus you know residents and the vast majority are not
um interacting on social media. So um it's a balance of trying to figure out how to get the information out, how to communicate it effectively. I'm taking a more proactive um role on social media to try and um address comments and or
address um issues or push information out. I I'm trying to to do that um because it's easy for me to do it because I I can be the spokesperson for the board. Um and so I'm I'm I'm pushing that information out. But yes, um you do
have your first amendment rights or you have your ability to speak um uh you know on on social media. It's just it is like a a caution because it is very difficult for us to be both board members who have either detailed um
inner workings of like the internal discussions that are going on with any like one you know given topic and then also be like a free person out there that is saying like I don't really I'm just speaking on behalf of myself but you can't it's it is challenging it is consistently challenging um and because
this question you know comes up for me a lot in person in my inbox and text and phone calls. I um definitely want to just state it again. And there we are. Any questions or comments? I know we'll
we'll talk about it a bit more when um Mark comes and gives us our annual presentation, which really is it's helpful because every year we try to do it either around reorg or like right after because we have new board members that come on board. And so it's just a nice way to just kind of like start over
and and brush up. Um, another thing that I wanted to bring up, um, uh, so, thank you again for, uh, the the at the, um, at the rock at the rock conversations at the rock. Um, I think part of part of,
and I told um, Mr. Mr. Vaness this like initially when I was thinking about it I was thinking about a lot of things that we were going to do like as a board um and you know in partnership with our administration but I think that the way that um uh conversations at the rock is
going to go it's a lot of it is going to be pretty much administration driven with um places where I would say board members like maybe two board members um at a time can can sign up. um I'll try to go to as many of them as possible. Um but I want to make sure that everyone
gets the opportunity to go and you know um be present and just interact with the community. What I would also then ask is that do you all want to do something as a as a board like where that doesn't necessarily include administration where
um like three board members Max would either sit down and do like a um pardon my hiccups um sit down and do like a podcast like we could we could break up topics we could say and and the podcast could it could be we could have we could
advertise it like we could put it out on um on either like our through our social channels as like through our communications director and all of that and we could say you know hey we're going to talk about you know whatever policy policy blah blah blah blah
whatever our board policy is and we're just going to have discussion between like maybe the two people that are volunteering to talk that day. anybody that wants to talk about this policy could come and and sit down and talk with us and interact and it could be something that's like put we could put it on um YouTube, we could put it on
socials. We could do that that kind of thing. Just keep it you know somewhat structured but like open just an easy way for us to um you know converse. Um you know I'll I'll take this as well to NJSBA if you think that there's um an an opening for that. But I'm just trying to think of like new ways that we're able
to like put our ourselves um out there in a structured format with the community. What are your thoughts, Stephanie? >> I just mentioned that our media program at the high school is so robust and amazing and if you decide to move anything forward, I would definitely try
to engage them. >> Thank you. >> I like it. Anything that communicates with the community is good. Anytime we can get our thoughts out and follow policy, but get our thoughts out. Um, it'll be interesting to see what NJSBA says about it.
>> The NJSBA has a podcast, right? So, >> be hard for them to say that podcast is about. But yeah, that's that's that's great. I'm happy to to to help or participate uh starting one for my work. So, um, but regardless like uh just back to the meetings, the community meetings,
two thoughts. one uh when we have the community meetings or after the community meetings, it would be great if the people who participate in the meetings just send a a summary of the key elements to the board. Uh so the people who did not participate or
weren't there uh just know what the subject that came up uh will help uh share the information. Second part is um sounds like Thursday and 5 PM is is is challenging for a lot of parents like be great if we can um and and for us as as some of us
as a board member. So it' be great to have other time options. uh you know if we move the the even if we move the close decisions through a little bit later and then do Monday later on or um
>> that's just we're we're we're planning on test like I think this time was the same time as what has been done in the past so to start there um as well as the challenges with the holiday schedule but it going forward u Mr. Vanessa Sherby that we're going to try a variety
of different times. Um, there might be times that you might want to do it during the day. Like there are people that are actually more accessible during like maybe like 1 p.m. And then there are people that require like 700 p.m. or 6 p.m. in order to be successful as well as maybe possibly a virtual option um
for you know I think we're going to try a variety of things to see what um works and and administration is supportive. >> Yeah, that's great. and and the virtual I could could work. I know that when you participated in the HSA meeting for uh central they really appreciate the fact
uh that you were there um so yeah virtual could work as well. >> Yeah, looking forward to it. Thanks. And then we'll have a variety of topics like I think one thing that came up perhaps there'll be a discussion on the literacy program and you you know
anybody that's passionate about that might be able to um you know come and and ask questions and learn about what the literacy program currently looks like. Um there may be topics on like various supervisors or math. Um I know
Miss Dela Fortuna um was uh showed up to this one. and it was really nice um to have her there um and thankful for that. And yeah, there's and then on top of that, some of the um some of the feedback that we received, we wrote down
and it was like, okay, maybe that could be a presentation in the future. Like there was a a lot of interest about the vocational um vote programs and um alternate like pathways um that came up that was a pretty robust part of the discussion. um some of which you know
like we touched on today with dual enrollment there and things like that. Not that dual enrollment is an alternate pathway but um just different things that are going on that maybe is are are not necessarily the traditional um you know AP standard pathways. So that came
up. So there's more to follow there. Um >> um one last thing I I mentioned this I think a little while ago. Um, we're creating we've created we we'll release it to you probably tomorrow is what I'm hoping another shared drive which is what you need is another shared drive which will be the new board member orientation folder. So, it's just going
to have a lot of the materials that that we use for new board members because we're starting those um orientations this week for the new ones coming on, but we want to make sure you you have it all in one place as well. So, um look for that tomorrow. We were just finishing up a few things today and it'll be shared with you first and then
with them, but it gives them a something to that we can share with them right away that's not in the confidential realm of those other shared folders that you have access to. >> Excellent. Thank you. >> Um, just a comment. Thank you for that. I know you uh I went to one of the new board member at the school boards. I
think Boaz, you went to one and we all must have hit different ones. So, I'm glad that that this is being done because I really think, you know, looking back, anybody who was obviously were all new at one time, it it would be helpful. So, I'm glad I'm glad to see that's being done. >> Yes. Thank you. And so, our next meeting
Oh, go for it, Dan. >> Sorry to drag this out. Um, I'm really glad to see that we're finding ways to engage with the community. If it's not a full board meeting, it it doesn't mean it's any we're any less trustees. It just means that it's an opportunity for
us to engage and create dialogue. We're not we're bound by Robert's rules when we're sitting here, but we can also listen and kind just it's just a it's an easier pace to communicate. Um so I think what I'm seeing is we're modeling the behavior for ourselves that we said we wanted to see, finding ways to
communicate out, let people know that we're going to be there. You got five people there. Good. That's a good start. Um, so now more the more that people see that like this this body is trying to create those opportunities, more the more chances we'll have to be able to hear people back u you hear them
communicate back to us >> and it's and it's a you know like getting the getting that feedback from the community is always great. Um, and you know, like we won't be able to obviously rule on any decisions and or you know, all of the things like they you might not be able to get immediate
answers to things because you know, like we operate as a board and and we'd have to be careful that way. And I assume that's all NJSBA is going to say is that hey, you just have to be very careful about like what you're doing and that you're not violating your own policies. But we all kind of know that. And um so
I don't I don't I think that maybe they're not many or any school districts doing this kind of thing. Um but it doesn't if it's not prohibited, we can do it. So >> it it feels like hard work. So it might not be things that people look for, but
what what you just described is kind of ad hoc committees in essence. you have a group of two or three, no more than four trustees working together on a specific topic and then informing the board at large to be able to discuss in deeper uh you know in deeper detail. That sounds
sounds like what we've been talking about for a while. So I'm glad to see these things happen. >> All right. Grateful for the support. All right. So our next meeting January 5th. Um and then I just need a motion to adjurnn. All right, Stephanie. and then seconded
by Ed. Thank you. All right. All those in favor? >> All right. We are journed at 909.