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If you're able to call a roll, please. >> Mr. Cohen >> here. Mr. Corey >> here. >> Mr. Hayward >> here. >> Miss Palmamus >> here. >> Dr. Pooie Bender. Miss Stevenson

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>> here. >> Mr. Tang >> here. >> Miss Calves. Dr. Robinson >> here. >> Do you have a quorum? >> Thank you. Um, Mr. Colin, are you able to lead us through the flag salute, please? >> I pledge allegiance to the flag of the

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United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Adequate notice of meeting in accordance with the open public meetings act PL

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1975 chapter 231 as amended by PL 2025 chapter 72. Adequate notice of this meeting was provided on March 3rd, 2026 by posting notice on the Glenrock Public Schools website where legal notices and advertisements are listed and there's the web address. Um are you able to lead

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us through the uh mission statement, please? >> Sure. The Glenrock School District, founded on principles of education in partnership with a supportive community, provides an exceptional education to all students to cultivate resilient, responsible, and engaged global citizens.

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>> Excellent. Thank you. All right, Hudson. Looking forward to hearing from you. >> Okay. Uh good evening, everyone. I hope you're all doing well and enjoying the fun events associated with this time of year. Uh, I want to start off by giving a shout out to the boys tennis team who

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won the state tournament and they're here TONIGHT [applause] [applause] and you'll hear more about them in a little bit. So, in other news, Rockfest took place on May 19th and it was a resounding success. Uh, despite the

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extremely hot temperatures and the sunshine, uh, high school students had a great time outside that afternoon. uh complete with food and dessert trucks, tournament style games of spikeball and pickle ball and promotions raising awaren for raising awareness for mental health as well as music performances by

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Glenrock students. Additionally, the senior awards ceremony happened on June 3rd where sen seniors were recognized for their achievements ranging from academics to athletics to art with awards and scholarships. Some of the many scholarships were can be found on agenda item B4.

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Senior Service Day on June 11th allowed seniors to give back to the Glenrock community by leading activities for middle school students on Get Out and Play Day. Senior seminars have gone on for the last two weeks and seniors were able to learn about things that were able that pertain to their futures, whether it was hearing from a

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professional in a particular field or learning to cook chicken and mac and cheese. Uh this week is finals week across the high school and students have been preparing for these tests over the course of the year and take after taking this one last stretch of studying before

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summer vacation. And of course high school graduation is next Tuesday at 7 p.m. followed by grad ball. And as this is my last board of education meeting as a student representative, I also wanted to take a moment to thank you all for your kindness and support over the last two years. When I started doing this, I

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had no idea what to expect. I'm grateful to say that since then I've gained public speaking skills and learned how to communicate professionally as well as being able to advocate for the student body and causes that are meaningful to us. I also learned a lot about education and local government by doing this and I plan to stay involved in my community in

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the future. This true this experience was truly valuable to me and I'll never forget this opportunity. Thank you. [applause] [applause] >> Thank you, Hudson. It's it's been great having you here for two years. I know that um we've watched you learn and grow and and it's been really great. You've

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brought up really important issues to us and I think you're learning about how government and bureaucracy sometimes sometimes is frustrating but sometimes we get things done too despite it all. So I really do appreciate your efforts and you're being here. Um it's it's been really a pleasure to have you here.

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>> Thank you so much for your service. um you know being a student leader and being a leader overall is is it's a hard [clears throat] thing to do and you know we really applaud your efforts in standing up and uh stepping up for your student body and look forward to all that you're going to do in the future.

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Um your future is bright, you're very intelligent, very well spoken and you're really dedicated and it's it's shown. So thank you so much for your service and we look forward to hearing from you. >> Of course. Thank you. and Hudson, you've watched us give lots of awards to lots of people, and now it's your turn. We

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have a certificate of appreciation for you. We'd love to get your picture and and wish you well. So, all right. [applause] [applause] >> [applause] [applause] >> Okay, for the chief school administrator's report, I just I want to touch on a few things um that we didn't

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feel was necessary to do a full report on, but in February or March, We we did an update on the district goals and uh marked many of them as complete, but a few that were still in progress. So, I just want to update the board on that so that that you know we we didn't forget about it. Uh the few that were left as

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in progress back in in uh the winter uh were about secondary goals, benchmark assessments, and tier 2 math supports and enhanced ELA curriculum. So, I'll talk a little bit about that. Uh the benchmarks were marked as in progress because the year wasn't over. We're still giving benchmarks, but um that has

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happened. We're marking that as complete. Now, uh we really been reviewing those results with the supervisors, looking at how how that affects curriculum design, how that affects instruction, all of the things that that we said we would do with the tier 2 math. That is the math lab that

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was at the middle school. Uh we found that it was especially well attended with sixth and seventh grade. A little bit more challenging to get the eighth graders to show up, but uh but we did think that that was valuable still. Uh we did a reflection survey with the staff. they really thought it was

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helpful. And over the summer, we're going to start really looking at the NJSLA scores and see if there are correlations between that. Um, but I I will give you a caution about the NJSLA scores. We don't know when we're going to get them. We don't know what they're going to look like and we don't know if they're going to be any like anything

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like last year's NJSLA scores because it's completely different test. Um, typically by now we know something about the GPA scores, but we know nothing about that yet either. I don't think they've even set cut scores for any of it. So when we find out anything, we will share it with you, but no idea when

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any of that is going to happen. With English language arts at the middle school, uh the tier 2 instructional goal was about mem using this for vocabulary development. We found that it was especially useful for our multil- language learners. Um and that really kind of fed directly into a literacy PLC

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that we're running up here. So we're going to continue working with that and look to see how we can sharpen that up for next year as well. The only other uh goal that was left as in progress last time was about the district-wide building assessment. So, I'll let James

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just say a couple words about that. >> Thank you, Dr. uh Mr. Pest. Uh we received the final uh report from our architect um as was reported at our last meeting. we are still culling through

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the I think it's 287 page report um and and trying to synthesize it into something that uh we can review and make meaningful decisions from. So, uh I think we we're complete

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in that we have the report um and we will take this summer to uh put it into a format that can facilitate conversation and begin to identify projects that we are all in agreement need to be conducted.

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>> Thanks. And then the last thing that I want to mention in my report is um we have a lot of fun stuff coming up. The fifth grade moving up ceremonies on Thursday, middle school and high school graduation next week. We have clapouts. We have all all of the stuff and then summer, which is something I'm sure we're all looking forward to. Um, but

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the last thing I want to update the board on is u Nicole Hirs and I have been talking about um getting a Orton Gillingham cohort set up for next fall. So Orton Gillingham is one of the multiensory reading modalities. That and Wilson are are the the two major ones.

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And uh FDU offers a program where you I think it's a two-year program where they will host the cohort at your school district. um if we have enough people. I think the minimum is five and I think last Nicole checked we have about nine that are interested in doing this. So we're looking at hosting that cohort

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here next fall. I think it's a two-year program. Um and try and get as as many more folks as we can. I see some elementary people out there if you're interested in Orton Gillingham certification. Uh we're going to be running a cohort here as is the goal. So uh excited about that and I think it should be should be a good thing for for

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our teachers and for our our district. Um, and that is the end of my report and I'm just going to move right into the next um, bit of I'm sorry you had a question >> and and you may not um, maybe later get back. Is is the Orton Gillingham program

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going to be something that works um, cohesively with the uh, >> Sunday? Yes. >> Yes. Yes. So the Sunday is is based on a lot of the science of reading types of things and and there are various modalities of it. It's not all like it has to be one product or or the other, but it it's multiensory. It's it should

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work. sort it expands on it. >> Thank you. >> Very good. >> Other question. So, we'll move right on into presentations and recognition. And uh again, we're we're presenting to somebody who's just kind of been a familiar face every every board meeting here. Um a few few faces. I only see one of them here though. And these are our

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audio and visual leadership students. Um Connor Bratzby's, Nathan Delrio, and Harry Niles. Uh Connor Native been assisting the board meeting broadcast since their freshman year. and Harry's been assisting our AV program since freshman year with multiple events ranging from the musicals to coffee

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houses. Um, and just they're just here a lot. They they're here late. Uh, we really appreciate them just being a consistent voice here and just want to recognize the three of them as as they move on. Uh, Connor, you told me you're going to South Carolina. South Carolina. Um, so, uh, congratulations and and

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really looking forward to all the great things you're going to do. He's majoring in broadcast media, journalism, something which is awfully fitting. So, uh, thank you so much and let's recognize those folks. [applause] [applause] >> [applause] [cheering] [applause]

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>> And now I'd like to invite up Miss Rebecca Statlin, who is the coach of the boys tennis team, to say a few words and present um certificates. There she [applause] just press the button. >> Rebecca, press the button so the light

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turns green. >> There we go. >> Thank you. Good evening, members of the board of education, administration, family, and community members. It is my honor to stand here tonight and recognize an extraordinary season by our boys tennis team. This year's team

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finished with an outstanding 19 and3 overall record and a perfect 12-0 league record. Those numbers reflect success, but they only tell a part of the story. We made this team What made this team special was not simply the wins, it was the character behind them. Every day the

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group showed up committed, disciplined, resilient, and unwavering with an unwavering belief to one another. They practiced with a purpose, competed with heart, and represented our school with pride. One of the defining moments of our season came in the sectional finals

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when we defeated a longtime rival, Pasc Hills, in a hard-fought match that demonstrated exactly who this team had become. The victory earned us an opportunity to compete in the state championship match. In the state championship match, our players rose to

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the occasion and defeated Westford by a score of 4 to one to bring home the state championship trophy. This accomplishment means more because it is something that has not been achieved for the boys since 2021. These student athletes embraced the challenge of

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carrying that tradition forward and created a season that will be remembered for years to come. This championship was built on more than talent. It was built on trust. On teammates supporting one another, on players pushing each other to improve. On athletes stepping into roles both big

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and small, and understanding every contribute, every contribution mattered. This year marks truly something special for our school community. Having both a girls state championship tennis team and a boy state championship tennis team in

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the same year. This is a reflection of the culture, dedication, and excellence that our student athletes and coaches continue to build. To our players and my assistant coach, Jeremy Pierce, I thank you for your hard work, your ethic, your sportsmanship, and for believing in

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every each and every each and every other person each step of the way. And I want to personally congratulate to my amazing team, my boys tennis team for the 2026 season and on an incredible state championship. And I will now present you with these certificates. So

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may I please have Jacob Grinberg. [applause] You don't need to know it's tennis. Hudson Pack. [applause] >> [applause] [clears throat] >> Aiden Chuo, [applause] Ido Alen, who is not here tonight, [applause]

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Isaac Schwarz, [applause] Leo Yoshimoto, [applause] Lucas Lee, [applause] [applause] John Kilar, [applause] Wait, Lucas. Noah Lee, [applause] Nate, DELRIO, [applause]

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Dylan Lee, [applause] >> [applause] >> AND Noah Lee. [applause] >> [applause] >> All All right. Congratulations again to our student athletes. Um I know that there the student athletes and and family

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members may want to leave. If you want to leave, this is a um you know like a good transition for you. If you want to stay, by all means, absolutely stay. I'll give you some time. [applause] >> [applause] >> All right. So, it is time for our first

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uh public comments. Um it's 7:31. So, I'll invite all um members of the public that are here today to state your name, state your address, and then you'll have three minutes. And at that point, you'll have the ability to um you'll hear like a alarm go off and that's just to ask

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you to wrap up your comments. Um thank you. Okay. Colleen Manley, 70 Ridge Road. I am here tonight speaking on agenda item P43, coaching stipens. Since 2022, I have been speaking to the BOE on the issue of pay and equity across sports

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coaching positions within GRHS. This will be my last time speaking on this issue as I will be moving in the near future. The reason I think it's important for me to speak up each and every time the coaching stipens are approved is because significant inequities exist in the stipens across

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sports. I want to acknowledge that the BOE did address an inequity in the staffing of winter track in 2024 by adding a girls head coach position and increasing staffing. I thank you for that. But the overall inequities in the sports tier still exist and can only be

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addressed in a BOE GRE sidebar agreement. Here are just a sampling of questions and observations about the inequities in the tiers. Of the four sports in the top two compensation tiers, three have been male only sports

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until fairly recently. When a sport has equivalent boys and girls teams, basketball, baseball, lacrosse, soccer, coaching statements are equal. But why is a team sport like volleyball, historically girls only at GRHS, compensated differently than lacrosse,

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soccer, softball, or basketball? Why is winter track compensated differently than spring track? These are just a couple examples. What determines which sports are on which tiers? History. The first time the team hierarchy for coaching stipens was included in a G

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contract was the 1991-92 contract at least 25 years ago. The only changes since then are adding sports to different tiers and increasing stipens on a percentage basis according to negotiated contracts. The forum for addressing this inequity is a sidebar

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agreement with the GRE. In fact, there was a side there have been two recently. There was a GRE sidebar agreement on coaching statements in each of the last two contracts about 15 months into the contract term in November 2019 and December 2022. All

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that is needed to have a sidebar is a willingness on both sides to participate in one on agreed upon topics. I will forward you all of the resources that I have, all of the history, all the letters that I have sent. I really hope that members will take an um interest in

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this issue and work collaboratively with the GRE to address it. I just want to add one final thing. I left the spring sports track wards to come here. At that meeting, I was told by a coach that she was notified today that the track

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hurdles, hashlines, and numbers, which were installed incorrectly last summer when the track was redone, are not going to be fixed. And the decision was made, I was told, because the team was able to deal with it this year. So, why fix it?

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Well, the reason the team was able to deal with it is because the coach goes out and manually fixes all of the hurdles because the lines can't be trusted. The kids can't be trusted to put the things out, but the decision has been made not to fix it. I understand

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the BOE does not have jurisdiction over this, but I want to point it out. There's a pattern of behavior, and I hope you will look into this. It is a safety issue. It is a liability issue. You can't have those hurdles incorrectly spaced. And by the way, they're not just

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put out once and back. They're put out several times at different places every meet. Missile. >> Yep. Finally, my thanks and sincere respect to all of you for your service to this community and the work you do to

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make the schools better every day. Thank you. >> Thank you, [applause] [applause] Schneater. Rendell, 58 Street. Dear members of Glenrock Board of Education, I understand that the board is voting to place armed security guards in Glenrock schools. As a parent, taxpayer, and

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former board member, I'm requesting the information that was used in this proposal before you take any vote tonight. Specifically, please provide any peer-reviewed research studies, academic articles, or formal reports relied on by the board, administration, consultants, or security professionals

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in determining the armed security personnel would improve student safety. Any school security assessments, threats, assessments, or risk analysis conducted for Glenro schools that support this recommendation. any legal opinions, insurance guidance, risk management analysis addressing the

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potential liability associated with introducing firearms into the school environment. I'd like to know the anticipated financial impact of this proposal, including the new salaries that would be needed for them, the benefits included, training costs, equipment costs, insurance costs, legal costs, and any ongoing operational

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expenses. Whether these expenditures were included in the 2627 budget presented to the public and approved by you. If not, how are you paying for it? My request is straightforward. If the board's making this decision of this kind of magnitude, the community should understand what evidence you use to base

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it, what considerations are made, and what financial implications you for this imple implementation. I have reviewed research and commentary on school-based armed security. I haven't found one clear consensus demonstrating that the presence of armed security guards results in safer outcomes. In fact, the

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evidence points exactly opposite. So given the seriousness of this issue, I would like to understand your evidence. Additionally, if the board proceeds without peer-reviewed evidence demonstrating a safety benefit, I would appreciate an explanation of how you will evaluate potential liability should a student, a staff member, or community

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member be injured as a result of this policy. I believe parents and taxpayers deserve transparency regarding both the anticipated benefits and the risks associated with this. I believe that the public should I think that the public record should clearly reflect the evidence, financial analysis, and

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decision-making process that inform this board's action. Thank you, and I look forward to reviewing all of the material. >> Thank you. [applause] >> Hi guys. Uh Stephanie Kerosala, 10 room Marie Court. Uh good evening. As a

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former trustee, I understand the weight of decisions involving student safety, which compels me to speak tonight. I'm asking the board to vote no on G3 to arming school security guards. When I think about school safety, I start with a simple question. Does this decision reduce the risk of harm to our children?

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In my view, bringing additional firearms into our schools does not. A gun is designated to be lethal. No matter how much training someone receives, the presence of a firearm creates the possibility of accidental discharge, misuse, mistaken identity. I sent you all an email earlier with a fake gun

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that an eighth grader has that looks so real. Um, so mistaking identity during a crisis or a weapon falling into the wrong hands. Uh, we saw that recently in Pramis. Um, even if those risks are small, the consequences are unthinkable when children are involved. I also struggle with the fact that the evidence

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is far from clear that placing more armed personnel in schools prevents tragedies or reduces casualties. If we are going to introduce a new risk into our schools, we should be able to demonstrate a clear and measurable safety benefit. Most importantly, I believe our greatest opportunity to protect students lives in prevention, mental health resources,

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counseling, threat assessment, strong relationships between students and trusted adults in a positive school climate, help identify problems before they become crisis. As a parent and community member, I find it deeply troubling that we are considering a proposal or vote that increases the number of guns in our schools. The

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possibility that even one child could be unintentionally harmed by a firearm brought into the school for protection is a risk I cannot support. I respectfully urge the board to reject the proposal, the vote, and continue pursuing safety measures that protect our students without introducing additional guns or any guns into our

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schools. If you do vote yes, please explain the due diligence you did. Make me feel comforted in everything that you've done to get to this decision. Please share that information. Thank you. Thank you. [applause] >> Good evening, everyone. Uh my name is

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Dave Smith. I live here in Glenrock. Uh I'm here to talk about the same issue about uh school safety and security guards. I was here at the first meeting to talk about it with all of you folks. And I'm not going to rehash what I said at the first meeting. Um I went through

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the details and the thing that's not in dispute and the reason why you all can feel good if you're going to vote yes on the proposal, which I suggest that you do. Um, and that's because there's a big fact that has not been refuted by people

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who opposed uh the initiative. And the fact is that by the time the police get there, it's already too late. I mean, in every shooting that I went through last time, we know that as a fact. By the time the police arrive, if there's

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nobody on scene, it's too late. The shooting is over and um the damage has been done. So, you really only have one option. Um the one option is to protect the kids uh who are at the schools. The only way to do that as I pointed out last time um with the the Santa Fe

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shooting was the one identified last time which was um in four minutes uh there were 10 people that were killed, 13 were wounded. Um but they kept the shooter pinned down. Uh and in that time they kept the shooter pinned down. um

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they saved probably about 20 lives um because there were two armed uh vetted security uh guards there. So, I'm not going to rehash it, but I will point out another fact which is um sometimes people on the opposite end of this say that it's dangerous to have the guards

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armed in schools. Well, of the 56 I mean it's roughly 50 to 56 million students that are in school in America, um there are no instances that I could find of uh a shot that was fired by a security guard by accident or on purpose where a

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child was injured in 2025, 2024, 2023. I just couldn't I couldn't find a single instance. Um, so out of all those kids in America, actually the only time there was an accidental one recently, uh, it was May of 2025 in Pamis happened

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to be the only one that I could find in all of America, um, where there was an accidental shot that went off and no one was hurt there. So, it's, you know, 56 million kids, no one hurt for those past three years alone that I looked into. So, you can feel safe and secure in your

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decision of Yes. Um, and thank you very much. [applause] >> THANK YOU. GOOD EVENING BILL MEMBER AND ALL the audience here. Reena living 19 Bradford Street. I'm here to

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I'm I went through all the agenda as to the armed securityurities. My daughter's elementary school is not a far away from the middle school and high school when the incident happened. I was so shocked and frightened when I was in

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office. I tried to go back I tried to go back home but I was in office in a meeting. I can feel the frighten but it seems my daughter was okay because the elementary school nearby wasn't locked down. I was surprised it wasn't locked

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down. Something wrong with the policy because for them it's walking distance to middle school and high school. And for me I know there will be a lot of budget to the armed security. What about

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besides the physical health? What about the mental health? This is what my daughter wrote to me. Mommy, I don't feel like going to school. I feel really frightened. In last s in last 30 days because she

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start to wear frames. She was called big buffaloos, dms, a lot of verbal abuse towards her. One my husband took her to the pickup. Someone from her

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class called her, you are colorblinded because she was wearing a frame. What about mental health? I know that there are a lot of tennis player being honored winning the championship. I can remember the last

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name Yoshimoto because I learned Japanese. Yoshi means good. Moto means root. Glenrock has very good roots of welcoming immigrant. I hope my daughter, she's now playing

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tennis. She can rep represent Glenrock for future tennis games. But I doubt it now. Lot of verbal use in school, even in elementary.

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Some kids from the higher grades try to grab her face during picking up waiting time and that's the security. What do you do with it? Can we have a little bit budget in increasing it in increasing the security mental health?

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You can see all the counselor's face in different elementary school. They tried their best but they're short of hands. I hope besides giving budget to the armed security, dear BOE members,

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give more budget into building a better mental education, mental therapy team. Same thing incident happened to my daughter encounter this in the world cup.

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Someone was showing this face to her. She was Asian. to time this January. She is strong enough to to speak out. Now it's our turn to show our effort in

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making Glenrock a more diversified, more inclusive education school district. Giving more support, giving more budget. Thank you. THANK YOU. [applause] LISA THOMASELLI, president of GRE

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Hamilton School. In September, I will have been here 30 YEARS [applause] [applause] as president of the GRA. I represent 283 teachers and staff members. And after the discussion at last the last board

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meeting regarding the middle school high school um delayed start, we are concerned here. Um I did some homework and I called the Ridgewood president and asked him about their process in order to get the delayed start at Ridgewood

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High School to work. And the first thing he said to me was that it took Rididgewood 10 years to get the delayed start for the high school in motion. Now, I personally read a few studies

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about the later start for teens as well as some studies about the length of a school day for elementary students, too. And after the reading that I did, and I know how to do research, there is a lot more to discuss, research, and plan to

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do what is best for our students. Let's not forget that Glenrock took five years to put together the middle school high school drop schedule in motion. Over my extensive time here in Glenrock, I have an understanding of how things

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work around here. This community is involved and if the board wants to be successful with implementing anything, you need input and buyin from your neighbors and your teachers. After all, the teachers and the parents

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will be the ones implementing any of these changes. Last Tuesday, I met with Dr. Robinson and Miss Calves. We had a lovely meeting. I felt it was very productive and we realize that our goals with the

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GRE and them are the same. But right now I feel that the board needs to focus on two very important things. Finding a superintendent to lead our school district and building morale. The GRE members are

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made up of smart, talented, and dedicated teachers that work with our your students, your children every day. And we are here, ready, and glad to help the board of education in any way that you need.

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In my 34 years teaching experience, it is districts work best, schools work best when the four parties meet together, the parents and their children, teachers, the administration, and the

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board of ed. When the four of us meet on the same corner for the same goal, the collaboration creates buyin and therefore success for our students. Thank you. [applause] Thank you.

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[applause] >> Thank you. Are there any other members of the public that would like to make a statement? All right. Um, so we'll close our first um public comment period at 7:50.

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Oh, did you have all right? So, um, I need a motion to approve uh resolutions G1 through G31. >> Mr. Corey, I'm sorry.

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do discussion. >> Oh yeah. So that's so I have to read the motion to approve, get the second, and then open the discussion. So um I need a second for the motion for uh G1 through G31. Miss Stevenson. All right. So now

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this opens discussion on uh the G items. Um and so who wants to begin? >> No. Okay. Go ahead. >> I'm feeling brave. Um, good evening. Uh, my name is Ed

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Hayward. I'm speaking tonight in my I guess my personal opinion here. And I guess I don't represent the board, but I hope this uh rings true for everyone on the board. Um, I've spent over 25 years in education and in my current role as a director of technology, I've been involved in many, many safety

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discussions alongside law enforcement across the country. Um, I also want to acknowledge that there are thoughtful perspectives on both sides of the issue and I respect that. I want to be clear. I support the use of trained armed security personnel in our schools,

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particularly at the secondary level. You may hear that the evidence doesn't support having armed personnel in schools. I would frame that more precisely as the research is mixed and in many cases inconclusive. But school safety decisions are not made

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the same way we evaluate evaluate academic programs or pilot initiatives. They are based on risk mitigation and worstcase preparedness. In that context, the key question becomes, if something does happen, do we have the ability to respond immediately?

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And the answer to that question changes significantly when trained armed personnel are already on site. It's also true that not every incident is deterred, but deterrence is only one part of the equation. The more critical

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factor is time to intervention. Even in a town like Glenrock where we have an excellent uh police department, response is measured in minutes. Unfortunately, critical inc incidents are measured in seconds. Concerns have been raised about

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accidental discharge, misuse, or escalation. Those are valid concerns and they highlight the importance of choosing the right model. There is a significant difference between a general security guard and a trained law enforcement professional or

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a retired officer such as a class 3 officers. These individuals are firearm qualified, operate under strict protocols, and have real world experience in deescalation and crisis response. The goal is not to introduce risk. It is to manage risk

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professionally. I also understand the concern that this could negatively impact school climate. In practice, that has not been the experience in many districts across Bergen County that have implemented SRO's or class 3 models. When done correctly, these ini individuals become known to the

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students, build relationships, and serve as visible but reassuring presence. This is not about creating fear. It's about creating preparedness. Another point you may have heard is that Glenrock is a safe community with fast police response times. I agree that we

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are fortunate to live in this safe community, but school safety planning cannot be based solely on community averages or past history. It has to account for low probability, high impact events. Those are exactly the scenarios where preparedness matters most. I want

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to emphasize something important. This is not an eitheror conversation. I fully support the recommendations around mental health support, strong relationships, secure entry procedures, and staff training. Armed security, when done properly, is simply one additional layer

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in a comprehensive safety strategy. We are entrusted with the safety of students and staff. The question is not what is comfortable, it is what is responsible. At the end of the day, this comes down to the simple question. Are we doing everything reasonably possible

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to ensure the safety of our students and staff in worstcase scenarios? We all hope those scenarios never happen, but hope is not a strategy. Preparedness is. Thank you. [applause] >> Go ahead. Um, thank you for your words.

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I agree with you spoke your words are very true and ring true. Um, everyone has different perspectives on this. This is very hard to be in a situation where you have almost half on one side of an opinion and half on the other. And um,

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in my vote tonight, we'll be coming down to the fact that I never want to be on the wrong side of this equation if there is an emergency in our school. Um and and that's really where my vote stands and how it comes down. >> Thank you.

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Go ahead. >> So I think this is one issue where I don't know that I've ever seen so many of our residents engaged whether they spoke out in favor or against. And I want to thank everyone who came to meetings, who emailed, and it really was a very um respectful conversation

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whether you which whichever side you were on. And I feel a part of my responsibility as a board member is my personal feelings have to go to the side because I have to look at the data that's before me. And I think the district did an excellent job because we heard from the parents and the families.

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The staff was was surveyed. Um the board of ed has spoken about it. We spoke to the police about it. So it was a comprehensive decision. Um, sadly, I mean, it's kind of the state that we live in is that we have this as an option. And at the end of the day, we

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have to know that we did everything we can to keep not our students safe, our staff safe, the parents who come into the building. Safety is the bottom line. And, you know, we do do a good job with mental health resources, I believe. Um, and then as you said, Ed, this is just

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one more piece of a bigger picture of what we can do in order to make sure that everybody is safe. And I just I had some concerns. My concerns were all addressed. Um, my biggest one was training for for our security guards. And they all are retired police

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officers. They all already work in the buildings. They already have relationships with our students and our families. So, that makes me feel a lot better. and they will continue to have um training especially in working with with our student population. So I just want to

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thank everybody who participated in this whether it was from the district administration, from our families and from our staff. >> Thank you. >> Um go ahead. >> Yeah, we were asked the the same question in the debate when we running

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to the board two years ago and so I'll echo what I said then. Um I grew up in a more dangerous country than this one and we didn't have armed security in in our schools and so it it is an unfortunate that uh the reality that in this country

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we we need to think about that. It's uh it is a problem. It's it's a problem that needs to address by um you know politicians in in the state level in the federal level and there's definitely needs to be uh money um

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fielded to um mental health and and actually making sure that uh people who should not get guns uh won't get guns. But unfortunately in our small community and and with the decision that we need to make we cannot change the the whole country. we we need to make a decision

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that is right for our kids and um yeah I I'll echo what everybody said uh we had a lot of discussions and it wasn't an easy decision and we were not taking it lightly but we're presented with all the information and all the security measures plus a guaranteed and a promise

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that uh the mental health and um and addressing the kids needs will be addressed to make sure that nobody's uh felt that um you in not in per place or anything else. So with that, I'll I'll support the decision.

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>> Thank you. >> All right. Go ahead. >> Uh I said it last time. I probably say the same thing again. I I do not support because there there is no evidence that shown

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having armed security guard makes school safer. Right. The gentleman earlier he left but he used the example of Santa Fe shooting where this is exactly example that show that armed security does not help. There were two armed security

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guard in school while the shooting happened. One of them I have up here named John Barnes spent more than 20 years he was Houston police department before retiring joining the school armor

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security. Right. I I think ad said it very nicely. Hope is not a strategy. Hope armed school security uh is going to make school safer is not a a strategy. There is no evidence to

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support this is true. So I don't I don't support this. >> Thank you. Do you have anything? Go. All right. >> Yeah. I wanted to just comment on our process as I usually like to. Um I I found the board came together and

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discussed a topic that we're it's not native to our to our daily meetings, our weekly meetings. It's not a topic that we understood and I saw everybody jump into the into this pool of information. Um we in a method with with transparency

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on our thoughts and our feelings and our establishment of what is and is not a fact. Uh I'm pleased by seeing that process. I think we came together as a board on these processes. Um I'm thoroughly uh confident in the in the

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security staff that we have. I've been confident in them and I'm very glad to see that we're supporting a measure that u that we are doing here if by voting yes in coordination with the with the town which is very well coordinated with the county and other resources that we

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saw on display. um this was precipitated by a single event but I think it brought people's attention to the amount of information that is not uh discussed in public because it's really not seen in a practical example. Um this board got an opportunity to kind of look through the

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keyhole at that that ocean of data and we're coming to a conclusion individually that we're making a a difficult decision based on the substantiated facts. Um I I've been in support of this but only in a method that we just did. Uh so I'm really

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pleased to see this. Um as Mr. Cohen mentioned I I remember this question twice from campaign meetings and my answer then was the same thing. Um in fact I just came from a range of four ticks. We expended 14,000 rounds. The entire time like I promised was in my hand was a radio. This is all about

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communication. If we don't if we don't have the ability to communicate what we do like we did throughout this entire process, we don't get anywhere. Um I saw that in spades. So I want to thank the pro uh the board and look forward to approving this. >> All right. Thank you.

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>> All right. So um everyone has had an opportunity to speak. I've I've I've spoken a few times on this process um during you know the multiple meetings that we've had recently and even over the course of several years. I think the one thing I might slightly disagree with is it's not just that this um one

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incident that just recently happened precipitated our our our discussion here um I think for years now we've looked at different measures of um beefing up you know security and um we agreed to hire a

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um outside like a third party agency to come in and take a look through our schools through our infrastructure through our communication between us and um our local police department or the county and we engage in um you know frequent exercises between um the the

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agencies and the coordination has uh worked out. It's even improved um with time uh you know we have a memorandum of understanding uh that you know like we renew um we reviewed the information that came from the security company and

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made um adjustments. We've hired increased personnel, you know, like even when um you know, we started this program some years ago, you know, part of it was preparing just in case the

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moment came where we needed to consider arming our security. Um and this is not a decision that, you know, is taken lightly, you know, when when I vote. Um it's something that uh has weighed heavily has weighed very heavily for me

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for my family um for the community. Um and I'm asked to look at all of the information whether it's you know for the proponent side or the opponent opponent side and then make the best decision. But a lot of things aren't

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just simply black and white and linear and you know like the EV you're looking for evidence that's going to just show you that this is the the thing that you're going to have to make your decision on. And it's very complex. Um because in the end even if you're able

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to pin down a perpetrator and they're able to save one single life, how does that actually communicate well in data? What how how does the ne how does the negative um you know how do you communicate that and make it a statistic and is if that one child could be you

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know any of our children or any of our staff or any of our community members it's really hard to translate that into just the thing that's going to make it easier for me to you know make this decision. So that is how you know I'm going to make my decision for um the

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vote and um it is a hard one. Um I I've spoken with teachers uh of in districts where it's already um you know like in place. I've spoken with people on both sides of the issue. I've also read all

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of your emails, read the um studies that were presented, looked at um additional information and then also considered some of the intangibles, the things that are harder for you to be able to communicate. We looked at um the cost. We got, you know, cost data like some of it is on our agenda. Like people have

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asked how much additional, you know, the salary, you know, like we're looking at a difference of um $3 an hour or how much additional for insurance. You know, we have all of that information. We it is it is budgeted. Um it is budgeted and

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we've had these conversations internally. We've spoken about the different kinds of security, the increased um the increased uh training that we're going to make sure that we maintain um the enhanced coordination with our uh local police department.

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We've spoken about, you know, these things in spades. And it's hard to make this decision for any of us, whether you're for it or you're against it. Um it it's not it's something that spans political lines. So, it's not something that is just, you know, that simple. But

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um I I really do feel like this board has, you know, communicated those things to each other and that regardless of how we all feel individually or personally with our own homes, um that we tried to make this an objective decision for the

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school district. So are there any other comments on RG items? All right. Can you please call roll? Mr. Cohen, >> yes. >> Mr. Corey,

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>> yes. >> Mr. Hayward, >> yes. >> Miss Parlamus, >> yes. >> Miss Stevenson, >> yes. >> Mr. Tang, >> no. For G3, yes. >> Dr. Robinson, >> yes.

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>> Motion passes. Thank you. [applause] All right. Um, I need a motion to approve resolutions B1 through B17. Miss Parlamis, seconded by Mr. Tang.

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Uh, discussion for our B items, please. Yes. I just want to congratulate the recipients on B4 for the scholarship winners, but more importantly also to um thank the people who are funding these scholarships. It's very generous.

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>> Absolutely. >> We'll just give everyone a moment. >> We can Yes. Um I also wanted to just comment on before um this is fantastic. It it's these types of contributions from the

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community uh that really make Glenrog a special place and continue to give kids the opportunities. Um I will be recusing myself because I sit on one of the foundations that uh that authorizes these uh little little call out for the Camp Yall Foundation. Do good things

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when no one's looking. So glad to see this happening. Excellent. Thank you. I echo your sentiments. Um if no additional comments on the B items, then we can call a roll. Please. >> Mr. Cohen.

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>> Yes. >> Mr. Corey. >> Yes. Accept as note. >> Mr. Hayward. >> Yes. >> Miss Palamus. >> Yes. Miss Stevenson, >> yes. >> Mr. Tang,

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>> yes. Dr. Robinson, >> yes. >> Motions pass. >> Thank you. Um, can I have a motion to approve resolutions P1 through P49? Mr. Hayward, seconded by Mr. Corey. Uh, discussion items for P1 through 49.

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>> Yeah. >> Yes. >> I just want to thank Michelle Delo Fortuna for her six years of service. She's done tremendous work with our math teachers and with all teachers K to 12 in the six years she's been here and I will I will miss her a lot. >> Thank you. Thank you. Um I know she's

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worked really really hard um in terms of making some transitions with our math department and I am thankful for her dedication and wish her success in her next venture. >> All right.

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Are you able to call roll please? >> Mr. Cory. >> Yes. Mr. Cohen. >> Yes. >> And we have to keep you guys on your feet. >> Yeah. While you're working, >> Mr. Hayward. >> Yes. >> Miss Parlamus. >> Yes.

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>> Miss Stevenson. >> Yes. >> Mr. Tang. >> Yes. >> Dr. Robinson. >> Yes. >> Motions pass. >> Thank you. All right. So, we have our resolution. A motion to affirm the

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decision made in GRMS HIB 310402 as reported by the acting chief school administrator during the June 1st, 2026 close work session meeting. Can I have a motion to affirm? All right, Mr. Hayward, seconded by Mr. Tang.

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And if you're able to call roll please in a moment. >> Mr. Cohen. >> Uh Will Cruz. >> Mr. Corey. >> Yes. >> Mr. Hayward. >> Yes. >> Mr. Palmus.

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>> Yes. >> Miss Stevenson. >> Yes. >> Mr. Tang. >> Yes. >> Dr. Robinson. >> Yes. >> Motion passes. Thank you. And we have our vandalism, suspension, and hip reports below. And then we will move on to old

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business. Um, so the first thing on old business is the board of education committees. Um, and just to make sure I'm saying this right, uh, James, for the September, well, let's let's say starting in September, uh, what we're

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looking at is one of the meetings in the month we're going to be doing committees. the second meeting in the month, we're going to be doing um uh like our our general like board uh sessions um our voting meetings. Um, and I just want to remember we said that the

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first meeting of the month is going to be the first me which one works better for >> the first meeting of every month will be uh well the first Monday of the month will be set aside for committee meetings

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um set in our increments I think beginning at whether maybe be 5 or 6:00 um with reservations made through the president um and then a schedule will come out for for that first Monday and then the third Monday uh will be a

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action meeting um of the board. >> Yeah. All right. Um so how does that sound for everyone? Um I asked for James' input to make sure that you know like the rhythm of our meetings, you know, meets the district's needs in terms of making sure that we're

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improving things in the time that is necessary to be able to do business. Um does this kind of meeting schedule work for everybody? Is there any question or concern or it's basically taking our two meetings and just making

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one of them a committee meeting and one of them a voting meeting. >> So just six o'clock, right? But uh >> yeah, it can't be earlier. >> Yeah. But um what happens if somebody's in two committees and it's the commit?

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>> So we have it'll be like they will not overlap. That's why we're going to do a reservation system where >> okay >> they'll be all stacked so that if somebody's in one and two they can attend one and two or one and four or whatever. >> Well, I think we'll try and see how it works and we improve as we go.

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>> Yeah. Yep. I think that's it because like what I'm going to work on next is um over the summer like determining uh the committee assignments and and things like that. So based on the information again I'll just summarize it in an email, send it out. everyone can tell me

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kind of like where their interests lie and then I will try my best to match it up so that if not your first assignment then your second and then you know let you know um you know from there and um I look forward to this process with all of you and please you know as we're going

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through this like submit feedback and and then it allows us to uh you know make changes going forward. All right. Next order of business is uh school start time. Um

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I mean so the first thing I can tell you I know um Miss Thomas Elliott already alluded to it. We did have a meeting last week where um Miss Thomas Elliott told me about uh you know the GRE's position and some of their concerns. And um there was never a moment during the

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conversation where it felt like it was saying that the the the teachers aren't supportive of making a change. That was not the kind of um feedback that I got. It was more that in accordance with what you know she said here in in the meeting with regards

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to Rididgewood. Um she is there the not she only but just the GREA is looking for a process that they feel is inclusive in terms of considering some of their concerns. They want to look for, you know, stakeholder

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buyin and they want to make sure that um, you know, the the contract which we negotiated in good faith and again like our priority at that time was the guide and it was something that was mutually agreed upon and and so and I'm only

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looking because I know some of this was like a back and forth between me and you, but this also goes for you know the whole board. um what they're looking for is just a process where we are having these discussions and I would say that when we

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started this kind of conversation after we had um our annual meeting in um where is it again down no like that schoolboard meeting um so our annual school boards in October when we had uh

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gone to many of us had gone to the presentation about late starts and um and were enamored with uh some of the research that was shared, some of the process that was shared. There are uh school districts that are able to make this happen. Um all of that. So, I'm not

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really hearing sentiment from board members that are saying like, you know, we don't want this to happen. Um but there has to be kind of an opening um for it. And part of that thought process was that one of the best places where that opening could occur is at

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negotiations and and making that kind of like an ask. Whether that's the exact thing that needs to happen or not, you know, that that that's to be determined. Um but it did feel like this was one of the first conversations that we've had where we've basically had this

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information and said okay you know we made an ask of administration to go find out some information about this come bring us back you know like some information and then we can decide what is it that we want to do next with this data. You know are we challenging the data? Are we looking for something else

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like you were saying you know one minute or 10 minutes or 15 minutes difference? um you know like are we going to go back to um uh the police department and say that we want a different you know like to consider a different option and things like that. That's kind of like

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those next steps you know like or surveys or getting a sense of where the parents stand or where the kids stand or um you know like a formal survey of the GRE membership and then looking at that data to see is it you know how does the high school feel, how does the middle

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school or the elementary school feel. I I feel like those are all parts of the things that would naturally occur next and that without buyin or without um like an opening um it's it's almost destined to fail and I

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want it to succeed. I really desperately want it to succeed. I want all of this uh you know I I don't want to have uh adversity with um our teachers union. I don't want to have adversity with parents. But some adversity is going to happen. There's no decision that any of

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us can make without, you know, with 100% buy in even within our own households. So, we just have to try. We just have to try. So, that's my, you know, statement because I needed to um let you know um how the meeting went.

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It went really well. Um I look forward to our continued partnership with the GRE. Um, we have wonderful teachers. Um, and we show them support and I know that we all uh support our teachers here. That's not really up for question, but um,

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that's just my opening. So, please, anybody, you know, ask questions that you have of me, ask questions that you have of each other. Go for it. Um, I have a request. Is it possible since this is Hudson's last meeting if he's allowed to speak on uh later school

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start times or is that not allowed to give his opinion on it as a student representing the school? >> I mean, sure, Hudson, you're you're here. Like >> um I haven't given it uh that much thought, but um I definitely think that

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later start times would um improve student morale and potentially improve student performance. I know that as a senior when I when my teacher is absent, I'm allowed to not come to school if it's first period until the next class. And so I find that the rest of the day

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getting that extra 45 minutes or whatever it is of sleep, it actually does improve the quality of my day, improves my attention, improves my focus. So, uh, I would say from that standpoint, it's definitely, uh, a possibility that that could be seen

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schoolwide, but I also I haven't seen all the data. I haven't really studied it, so I don't really know all the implications that would go into it. >> Thank you so much. >> Okay. >> So, thank you. Okay, everyone knows I

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have a lot to say about this topic and I'm very passionate about it and I spoke at length last time about about the benefits for it. So I will try not to repeat myself too much in that department but I did spend a lot of the last of the time between last meeting and this meeting um collecting some data

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and looking into it a bit more and and just for clarity's sake you know one one of the things I just want to touch upon um Miss Thomaselli did talk about the Ridgewood's experience taking 10 years um my understanding from that it was

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because the research was taking the 10 years when they actually did make the change the the change happened in the same school year cycle under the same budget cycle and and it happened wi quickly um it was the research that took

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10 years um and I do respect um and know we need to um respect their contract the teachers contract is very important I did read the whole thing um and my understanding and from my conversations is I don't think um the what we're

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talking about violates any of the contract. Um basically it keeps instructional time under the contracted 38 hours and 20 minutes and it doesn't hit an any max limit of supervising time. So just to you know what we were

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saying before was and what I was talking about last time was changing the start time of classes not of school. So school would start at the same time but the classes would start let's say 15 minutes later. That 15 minutes would be used in

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the middle school and high school as open office hours. So the teaching time for the middle school and high school teachers would shift into office hours which are categorized as supervisory hours. Um, so those would be the open

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office hours which for the benefit of our kids would allow them to seek extra help if needed. Um, I did ask Mr. Vaness if there was anything we were hitting up on the contract and I believe you said

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there there wasn't. Um, so I'd be if if I'm wrong, please let me know. um you know I I wouldn't want to I also was um told you know as as the liaison to the town council I did lies with the town

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council um and they roped in um uh Chief Trover. So um I sent over some questions and um he was kind enough to respond and those covered three topics. One of those was um the traffic um which of course is

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always a concern no matter what time school starts. I think at the last meeting um Mr. Vaness reported out that high traffic happened between 7 and 8:15. That was the highest commuter traffic on the county road of Harristown Road. And even if we shift from 750

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start to let's say 8:05, that's still, you know, either way you're having the traffic happen during that high road. Um I did ask if there was a county traffic study. I did not hear back yet, so I don't know if there was any data points on the traffic. Um the crossing guards

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were another issue and um from my understanding there's 22 crossing guards in town. Um one would be affected. Um and yes, it is a challenge to hire crossing guards. um that one that's affected, he works the middle school,

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high school um first and then he pops over to um Rock from Harristown Road to Rock Road um to help with Central School or um I think it's Central School. Um so his hours would be shifted a bit and that that is the one position who that

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could be affected. Um so those were the main things on the traffic. Um and then I asked also Chief Trover if there's an ideal amount of gapum time and um yes his answer was that you know the most

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amount of time is is the best amount of time because it's good to spread out the traffic um so that it's not congested. I gave that some thought and I agree and I and you know I can't counter what the police say but there is a scenario where it could improve um because I think and

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just speaking to a lot of parents myself included if you have a child and you do two drop offs one in elementary school and one at the middle school or high school what's happening is you're driving your child to the elementary school coming back home and then hitting the roads again to get to the middle school high school. So, you're actually

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two times on the road. Whereas, if there's if they're reduced in time together, it could mean the parent does one trip instead and there's um less traffic. It's hard to know. Um but it that could be the scenario. And then lastly, I just want to speak to the

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bigger picture that we're looking and the landscape that we're playing in here is that this is not like something that we're just pulling out of the blue. there studies happened and the intent, you know, nationally about sleep studies and it's really something that since the

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American Academy of Pediatrics recommended an 8:30 a.m. start time, many pilot programs and many schools and many districts have taken to action on this. In California, it is the law that high school cannot start before 8:30. In

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Florida, it was the law um that it cannot start before 8:30 and now they made it opt out. So by default it's 8:30 or later and schools can opt out of that in Florida. Um and then there's legislation commissions and happening and resolutions happening in multiple

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states and I'm just going to list them for the benefit of everyone to understand how prevalent this is. It's New York, New Jersey, Massachusetts, Connecticut, New Mexico, Maryland, Pennsylvania, Washington, and Illinois.

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So, so this is where our, you know, this landscaped is going and if the state of New Jersey came down tomorrow and said, "You have to do this," we would find a way. But I'm hoping we can be a little bit more ahead of the curve in in doing it. And and that's why I'm advocating

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and I just see the benefit so much for our kids in in the sleep, you know, in in getting more sleep. Um, so I'll just answer some a little bit of of the question that you mentioned. I guess one one question I might ask for

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you is are you trying to convince us or the board like in your in your statements that um that this is something that we should support or is it that you're saying that we should just you know like start it for September? because I I I just want to say it because I think that overall

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you're going to find based on the members that I've already spoken to and the sentiment that I hear here is that, you know, overall we're we're supportive of the the the the late start. So, it's more about like the process of how we're

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implementing it and the thought process in terms of the feedback that's needed in order to make the change. Um, for instance, something that also occurs all around the country at an increasing rate is uh a start of the school date in the

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end of August. And we can go through all kinds of data about how many schools start in the end of August and how that allows us to, you know, end school earlier and then people get a different, you know, time and it's a very common thing all around the country except

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right here. and making that change created all kinds of, you know, negative feedback from the community that this is something that is not welcome here, even if it's very prevalent everywhere else. So, I I I hear you and you know, and

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this isn't just necessarily me and you, but I'm just I hear this and I I'm not trying to educate or teach you about the later school times. I think everyone on the board is aware of it and I'm only stating it and restating it because we speak publicly and people watch these

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meetings and and they may not know. So that's that was why I was underscoring the benefits of it. >> Okay. All right. So it's not a secret that I I totally agree with the letter start time but um thinking about the process and thinking

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about all the questions that uh may or may come or you know some some parents might not have an opinion about it or you know the police has some concerns and the teachers might have concerns and and I was trying to think about a way to um

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answers those concerns or or try to get an you know um information. Um, and the idea came to me that uh we can try it, we can try it for one week, do one week a special week and test the the latest

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start time and that week everybody will know that that's the week and we'll try it and uh the police will know about it and the teachers will know about it and the parents will know about it and after that uh we'll compare we we'll do some surveys. We'll be organized. We'll ask the community what they thought. Is this

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the worst idea ever or is the best idea ever? Or maybe you know there's other things to do and we'll get feedback from I think we need to get feedback from the teachers, from the uh administration, from the parents, from the students and from the crossing guards and from the

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police and based on all the data uh we can uh make an informed decision but um until we actually try it uh everything will be an opinion. So my suggestion is that uh we choose a week um preferably

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in uh the first semester of next year and try it and that will help us inform the discussion for the full year. So we won't implement of course in next year um as the head of the G said like the most important thing for us is to find a permanent superintendent but at least we'll have data to to inform him or her

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about uh you know what the community thinks. So um yeah we can just try. That's my That's my suggestion. >> Thank you, Miss Stevenson. >> Ridgewood got a lot of phone calls from Glenrock. [laughter] I too spoke to somebody from Rididgewood

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and it seemed my understanding after I spoke to the person who was um it was a year buyin. There was a year of discussions behind the scenes uh especially with the police department and they do have busing which is a little bit different. So all those issues were worked out behind the scenes

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for about a year and then it then it came out. So maybe it looked like to some people that okay this just happened but there was a lot of work behind the scenes. Um and I have to say I agree with Miss Thomas Elliin is so essential and I think I said at last meeting I had been here where my kids were in um high

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school when they started with the drop ad. There were meetings with parents. It was explained to us there was buy into it. There was buyin from the staff for it because it can't be successful unless everybody's in support of it. I was here when supervisors came. There was really not much buying with the community for

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that and I think we still sometimes get some backlash with that because education is about building relationships and we have to have good relationships with all our stakeholders with the families with the with the staff with the police department with the town council because we are all a

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community and I really um I'm not sure that this is something that can just be done. We have to we have to work at it and we have to have conversations about it and we have to get everybody feel comfortable about it and to buy in like you said if there I want it to be successful I believe in a later start time is a good thing for

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kids you know maybe not be for other kids but Christina you said the American pediatrics at 8:30 I looked back at my notes from when I was at school boards in um 2023 they were saying 8:00 is ideal start time for non-busing districts and then I also have written

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down in my notes the ideal wake up time for the high school is um 7 a.m. So, those are just some things that I'll I don't know where they got the I don't have it down here where they got the 8 a.m. from, but the um this one was with

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the superintendent at the time was Chadam and High Point who were both busing districts. So, those were just some things from my my notes from those workshops. So I I really look forward to this process being worked out like through committees because during the committee you're going to be able to

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have to call in people. You can call in, you know, GREA representatives, you can call in um administration and um police and like and work through the that process by, you know, sharing and having kind of like a back and forth open

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discussion. Um and instead of like this way where we say, "Okay, thank you. We need this information." And then we wait and then that information goes you know like through its chains and then comes back and then we then discuss back and forth for like a brief moment. It's I think that this process is going to work

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itself out much better um through committees and I look forward to uh you know like your engagement like this is part of one of those things that it's like if you have an interest like absolutely please like send me a message when you're looking at the committees and if this is something that you want to help champion then you know I look

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forward to your participation in the committee on that as well as like the fact that all all of us are going to have to participate in this but um you know that level of detail and like data sharing is essentially what I'm expecting is going to happen in the

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committee work and um it won't even just be born solely by you. It would be borne by all of us doing that, you know, level of work um individually. So um we're about to start committee. So we have one more, you know, meeting left in

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this school year and then we have other um you know, work that we're doing over the summer together. Uh, but our goals setting is coming up and I look forward to starting committees and and figuring that process out.

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Any other Yes, Mr. Tang. >> Yeah, just um first of all I because I remember I saw that research 8:30 as well. I just confirmed it. I'm reading on CDC.gov of which state really work by

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word. Middle school AAP recommend that middle and high school should aim to start time no earlier than 8:30 a.m. I think that's a fact. We shouldn't dispute the fact, right? Um and I also

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love the idea of but you we want a data to to prove try a week right or two that's the best data we can gather right look at the traffic we can survey people how how they do how they feel I I think that's a great idea I think

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>> excellent thank you and with the the the facts I mean like we can be certain that you know that organization feels that way right so AAP he feels this way. Well, another organization is going to feel that um contact time with students is the most

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important and the amount of time that kids spend in class is the most important. And then you have two competing things. Are the districts then question reducing their contact hours with kids? Are they reducing the amount of time that they're spending in classrooms? How does that compare to the

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amount of time that we're spending in our classroom? If we keep comparing to Rididgewood, Ridgewood ends the same time now that they did before. Whereas some of the models that we're looking at are reducing our amount of classroom hours. All of those kinds of things, you know, would need to be taken into

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consideration and are all facts themselves. So I I think there nuances that we're taking the data of like AAP and maybe other organizations and whichever times that their research is pointing to as well as making sure that if we're looking at the the the the

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hardcore data that says we should make sure that our kids, you know, sleep longer, are they also making like are they also making advice that we should reduce the amount of hours that they're in class at the same time? I don't think that they are. I think that the the rate the the data shows that the amount of time that they're spending in class is

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is you know important as well. >> Sorry, was there Go ahead. >> Um I I think we're all kind of in agreement that that this is a good idea. I have two teenagers at home as well. I we we all get it. Um and I appreciate

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all the research you guys are doing on this and those of us who've worked in school forever have seen all kinds of data on this. Um, but I feel like you're almost shortcutting the process by saying, "Well, I'm trying to anticipate questions and already have them answered and do all this." Why don't we just go through the process and get the

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questions? Everyone has valuable opinions. I think what Miss Thomas said was hugely valuable. It it should be a slow, steady, researchbased. I understand why it takes a year to do it. You know, we don't like that. We we just want to make a decision

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and say do something. But that's not how public education works. That's how public sector works. We have to talk to the stakeholders, get buy in as Karen said, and if we go through those slow, steady steps, we're going to come up with an answer, whatever it is, where

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most of the group will all agree. Most of the stakeholders will agree. It'll become exciting. And that may be to do it or not do it. I'm not, you know, it's not our job to just grab one side or the other. It's our job to listen to everyone, bring in everyone's opinion, bring in all the data. you're we're all talking about data, but we we've got to

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talk about the people and you're talking about a survey, right? That's a good idea with parents, all this kind of stuff and take all that feedback and then really go through it. We're we're we're almost just grabbing one conclusion and saying we got to get

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there to that conclusion. So, I I think like I said, there's there there's value. There's there's medical data behind it. we have to get buy in and and I know that's a tough thing to say and think about but um I

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think you even alluded to the point many things have failed because we did not get buy in first and there's no reason this has to be contentious there's no reason this has to be uh a good or bad or evil idea it's it's it's

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an idea and and the more we start talking about it which is what we're doing is good the more we start having buyin. Um I do honestly think there's value to waiting until we choose a new CSA, right? Whatever person that may be

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to uh get them in the door and start talking about it. Lisa was also right that that's our biggest priority right now. And with all that, I think it could be a very successful process and then successful completion. So, we're all

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arguing or not arguing. We're all we're all talking about details right now, whether it's a shortened day or a longer day or an earlier time or study time. That's not where we are. That's cart before the horse. You know, we have to start getting all the groups involved. We have to let each group do their own

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research as well, right? We talked about crossing guards. They have opinions. You know, the faculty and staff have opinions, the parents have opinions, the students have opinions, right? um get through all that and the the best I can say is schedules are complex items

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that take time to build. We've had that discussion in exec earlier tonight about schedules are hard to put together. We have to consider contracts etc. All this stuff but there's no there's no value in us just grabbing it

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and and dictating an answer. I think that's that's the way to put it. It's and and I don't mean that that we're dictating right now. I we we're at we have this we're we're pretty uh excited about the idea and we should remain excitement and continue that excitement out through everyone and talk about it

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and who knows maybe someone will come up with a reason that we all go oh yeah we didn't think of that we can't do this I'm not implying that but I've seen that happen before with other ideas and uh I I think the more careful we are the more everyone will ultimately appreciate it

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and you'll get much better buy in and like I said I I think a lot people agree with the idea. It's just the how which is really really really really important. So that's my two cents. So I think we're we're all understanding

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the idea of uh process and discussions and working on that. uh and and I'm fully aligned with doing a committee that will investigate like talk and research and and and bring conclusions and and work with but I I do think that

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so the first committee will will happen in September and so if you're waiting for that the idea of a testing period will dissolve to the future or ever happen so I I'm asking again that uh we

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will utilize the next few months in the summer to plan for a week of test that will give the committee and the community and the teachers and everybody um food for thoughts and we test it and if it's the worst and it's terrible execution and and h everybody hates it

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that's gives us an data point and if it's an amazing and everybody loves it that'll give us an data point but uh without actual testing everybody's just guesstimating >> but we don't we don't have any structure for it because we I don't know times or

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how long or how should we talk from 1 minute to 1 hour to this to that right we know crossguard schedules schedule schedules if we make it longer which maybe the right answer is down the road longer with different time schedules we don't know that until we know that so you have to have all in my opinion this

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research before we ever go to testing and I appreciate you want to get it done I appreciate you want September we start steaming through it but I there's a thousand unanswered questions and there's probably a dozen more that we haven't even talked about or thought of.

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So, I I'd be very skeptical to to alter the master schedule, the crossing guard schedule, the police schedule, the parents schedule, the student schedule, um the elementarymentaries in relation to this schedule, the traffic schedule to do a oneweek test before we've ever

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really fleshed out what the goal is. We know the general goal. >> Yeah. But but nothing prevented us from fleshing out. we had a year and we've talked about nothing fleshed out. So, it's time to actually move a little bit forward and that's the that's the that's the way to do it.

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>> Um, so we haven't had a year um that we've been we're talking about this. So again, the first iterations of this conversation started in 2023, but there were no there were nothing that was brought to the table until just this

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what was it last meeting or like let's say this first half of this year the somewhere in the January to now time frame is where the information was gathered and presented to us for the first official time ever. Um so with that information then we have to then

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say what are we doing with it next? So, I would just challenge that it's we haven't been working with this information for a year. We've been working with it for only a couple months. Um, I would want your I I I like

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your suggestion about doing some sort of pilot. Um, if that is something that could be feasible with the schedule and things like that over whatever time, you know, administration would say that they need in order to set something like that up successfully. Um, but in order for it

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to be fully successful, I would anticipate that you would want to use the best iteration of whatever it is that that that the committee then decides would be most successful and then test that. You know, I I don't I don't know how what if you then find out well technically five minutes earlier or

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five minutes later was going to be the right time and then we now what? do another test or you know I want whatever that test is to be the thing that we think is going to be most viable for our district. Um, and I'm not sure how to accomplish that information without

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having those kinds of committee meetings um, itself. And I'm not sure how to have those committee meetings over the summer when our biggest task is um, our CSA search process and that was hard enough for us to be able to figure out our

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schedule on. Uh, so I I think that this process just has to uh, continue in committees. So please everyone um also just you know send me your your committee requests and then I will get that uh information compiled within the next two weeks

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>> perhaps in closing on the topic but I I think this is a a wonderful idea. Um I say this all the time we had this conversation we're we are between the uh the steps of ideas to plans. Um Mr. Cohen, you I really was uh warming up to

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your idea of a what you proposed a oneweek trial. Um and when you proposed it the second time, I had Mr. Hayward's uh laundry list of all the things we need to adjust. And those are all the things we need to adjust. Um I think this is exactly the type of conversation that works well in a committee of three

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or four. we can really expedite the the you know the thought process and and battering these ideas back and forth because all the adjustments that we need to make for a oneweek trial we'd need to revert back this uh that following week and my concern would be that we end up

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really more frustrating the community to say this not just the not just the student population all those support services um like the student population is our like that their success is our product but the amount of like the the unimaginable amount of support that goes

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into putting that product on the on the shelf every morning. That's um you listed it down. Um I I'm really just making a pitch for committees and I should stop because we're moving in that direction. This is fantastic. I I think a committee is going to going to give give an

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excellent product um for this. I'm looking forward to that process. >> Just a nuance. I think when when I'm thinking committee, I'm thinking a state like ad hoc stakeholders, some teachers, some parents, maybe some students. I this is a big tectonic change. It's not

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just the curriculum department. It's not just the finance committee. It's not just it. This is this is huge and it's potentially a huge positive thing but without all the stakeholders being involved in a bigger type of process. I

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think that's the type of committee I'm thinking about for the record. >> Um an ad hoc committee could be utilized. I'll um I'll talk with administration and get some feedback on that idea. Oh, I appreciate everyone's um words and

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and I Yes, it doesn't have to be it has to be bought in by everybody and it could be a very pleasant and good process that um you know you do it once, you do it right and you you get it right. So, I appreciate that. I I I like

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this discussion and this back and forth. The only thing I would caution everyone against is analysis paralysis and you know um thinking through the health of our our kids and working with urgency on it. Um you know and and it doesn't have

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to be a tatonic move. It can be it's shaving two minutes off a class period and and that's it. Um it can be as simple as that. Um, so you know, we don't just in consideration for the opposite of of the Tatonic move. It it doesn't just like in Ridgewood they said

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it was going to be this big doomsday thing and it was a very simple smooth transition. >> So just to say if if it goes down that road and if we want to do it I want to do the best thing. I like I don't want to compromise and say dude let's do a minute off each class just you know let's talk it through meet with everyone

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find maybe maybe it's three minutes maybe it's >> end later maybe you know I don't know you know sports is usually tough on the other end right but there's lots of things to talk about to get to the ideal answer for Glenrock which is what we want in the first place so I'm all for

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it getting to that ideal answer >> without compromise >> I got it yeah I would say that analysis paralysis is not likely to happened with the current iteration of this board. I mean, we look at one of the decisions that we started off um our regular meeting with today. I don't think I

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think we moved pretty decisively and uh you know, progressively through this process to be able to arrive here to vote today um in confidence either for or against it. U so I anticipate that

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this kind of change would also be no different. Um, and some of the major things that we've had to contend with in this board, uh, for the past several years have all had pretty consistent, you know, like support from the board. So, I don't anticipate that it's going to go away,

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nor am I trying to make it go away. So, yeah. All right. Um, so our next meeting is August, of course, my thing just died 31st. Um and we will have our second Oh,

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sure. >> So, um it's it's a subject that I would wish not to ever speak about, but that's the reality that we're leaving it. Um, so two weeks ago there was a Swatika event in the central school and the

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administration decided uh for better or worse not to advertise that uh and not to not to send a community announcement which I I disagree with the decision but I I you know respected it and and I

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understood the pros and cons. Uh but unfortunately uh well not unfortunately but when there was an event to try to um uh educate the kids or or or address the situation uh we send a PR and and we

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announced it publicly which caused two things. one uh confusion from parents and and I know that there was confusion from parents and trying to understand what's happening and the second thing it's the feeling that uh you know if something bad happened to the Jews then we don't say that out loud but we're

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doing something nice to the Jews then we we do say it out loud and that's the feeling that was generated at least in my side um I do know that that's not the um intent and uh

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I I I know Mr. Vaness enough to uh know that it's the reality is is is far from the truth. So um but but that's but that's the um image or that's the that's what what's

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reflected outside. And so I think the best thing for us is to have um a protocol or a policy for future. So we we're not in that point again. Thank you.

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>> Go ahead. >> I appreciate your your concern and and um I hope that there is not confusion. We uh follow a pretty consistent protocol that if if a event is limited in scope, we we communicate with the parents of of the children that are affected. If it's something much more

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public and and visible, we we communicate with entire schools. And um that wasn't my decision alone. I I consulted with with uh the board president, with our director of communication, with administration, and we're we're fairly consistent each time with that. Um last week there were folks that were asking for additional support,

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an assembly or something of that nature. And um and I didn't we didn't feel that an assembly for fifth grade at this point would be the right choice. Um but we do have kids up here at the high school, middle school that are involved in No Place for Hate and they have a lot of uh resources there. So, I thought we

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should reach out and see if some of them want to come down and work with our fifth graders. So, that's what happened this morning. Um, so we sent them down um with a couple faculty members to talk about uh bias um symbols and and and hate symbols and such. Um I hear was very positive and uh so we communicated

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that out. >> Yeah. Um yeah. So again, this is something that this should be like a never event. Uh unfortunately over the several years that I've been on the board, there's a

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few instances of uh a swastika appearing. Um and there are all kinds of different circumstances that I know I'm aware of with regards to each of them. Each of them is a little bit um you know different. And there are many times

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where, you know, like a a a district-wide notification or a schoolwide notification wouldn't wouldn't serve um the this very complex issue. Um so I am

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appreciative of your comments. Um I always look forward to kind of learning as evidence evolves. you know, like we talk about uh Holocaust education and um the the initiatives that we've done with is it can university um uh the different

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course offerings that we offer for our our children, the different ways that we're looking at promoting um a positive culture. I know there was a parent that uh spoke about um the the circumstances that her child um was experiencing and uh you know bullying and or um you know

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not encouraging any instance where a hate crime or we even think that we're supporting um the occurrence of a hate crime. Uh so those things are always top of mind. Um so if you think that you or any of the other members of the public

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or family members um or even children think that there's uh better ways for us to share education or you know updated best practices or things like that um you know then I would like to hear what we can do as a board to continue to

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educate our our our children. So any other Okay. All right. So, um 8:54, um I will open up my second of two public comment sessions. Um please state

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your name and your address and you will have three minutes at which point you will hear the alarm go off and that just is an ask for you to wrap up your comments. Thank you. >> Good evening everybody. My name is Carlos Brigal. I live at in at 27

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Buckingham Place here in Glenrock. As a parent of schools of children in elementary school and as a member of the federated HSA, it has come to my attention about the

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safety and access to um technology as of middle school. I understand they receive Chromebooks and and access to computers and internet at school, but there's no

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there's not like a restriction or logs or or safety for the kids in terms of the access they can have to websites or social media. and it's it's widely studied and there's

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um evidence of the damage that this can cause to young children as of I mean maybe 10 year olds and middle school. Um so my present concern is around safety for the kids in terms of access to

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technology and the internet and how this is addressed by the board middle school and high school. I know my kids are still a couple years away from that but it shouldn't be it. This is not rocket

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science. So, a lot of other school districts have implemented safety nets for kids and I believe our school system could do that as well. >> Thank you. >> Thank you. Good evening. My name is Katherine

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Schwankler. I'm a resident at 27 Buckingham Place in Glenrock and I'm an educator as well as a parent. I've taught high school for many years and currently employed at Rididgewood High School and next year I'll be at Northern Highlands High School because of budget

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cuts in Ridgewood. Um I am here to um present my dismay and honestly surprise um when I understood from a student who I tutor who is enrolled at Glenrock High School

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that teachers don't have any monitoring software for um at at any time during finals during the regular school day um which is very um in in widespread use. It's very common. We don't just have it at

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Rididgewood. It's at Hawthorne and Westwood and anywhere that I've um interviewed this spring in the area as I was looking for my next job. Um and it's not it's not like a surprise that a school system would have it. It was a shock to me that we don't. Um the one we use at

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Rididgewood is called GoG Guardian. And then next year we're going to be using something called Light Speed Classroom Management. Um, but I as a educator besides taking attendance and doing grades on one platform and Google Classroom of course, I use this the

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most. I use it every day that my students are online because if there isn't an understanding that the teacher can see what you're doing, they're buying clothes, they're playing games, they're watching sports, fantasy

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or real, and I mean, etc. And it's not a good use of anyone's time or, you know, a publicly funded schools. Um, I also think that the amount of cheating is not something

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that we need to be afraid to talk about. If there aren't systems in place that students know about, there's going to be a lot of cheating because of AI. And that's not remarking on I don't think it should be um a remark on character or

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that something you know it's going to be happening if we don't prevent it. Um from the student I tutor um the the words were oh everybody's cheating. People are constantly cheating. There was a bio final exam given this week on

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a computer that wasn't locked in or monitored in any way and people were cheating during the final. in my Spanish class, people split screen between the recording software and next to it a browser with Google Translate. And I'm sitting there like almost faint

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listening to this. Um, and I think that for our educators in town, this is an absolute necessity and the best possible use of money that I can think of because I just honestly can't imagine teaching in 2026 without something like this. And I don't think it's fair to kids to not

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have something in place and it's just um very useful. Thank you. >> Thank you. >> All right. Uh, seeing no additional members of the public at the podium, I will close um our public comment session

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at 9 pm. Um, I will just need a motion to go into close session after the meeting to discuss personnel matters related to the hiring of uh the permanent CSA. No action will be taken after the close session. I just need a motion, Miss

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Parlamus. Seconded by Mr. Tang. All those in favor? All right. Any opposed? None. All right, we are going to recess to close session. Thank you everyone.