If you could please call roll. >> Mr. Corey >> here. >> Mr. Cohen >> here. >> Mr. Hayward >> here. >> Miss Parlamus >> here. >> Dr. Pooie Bender >> here. Miss Stevenson
>> here. >> Mr. Tang >> here. >> Miss Calves >> here. >> Dr. Robinson >> here. >> We have a quorum. >> Thank you. >> Miss Stevenson, are you able to lead us through the flag salute, please? >> Yes. I pledge allegiance to the flag of the
United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Adequate notice of meeting in accordance with the open public meetings act PL
1975 chapter 231 as amended by PL 2025 chapter 72. Adequate notice of this meeting was provided on March 3rd, 2026 by posting the notice on the Glenrock Public Schools website where legal notices and advertisements are listed. >> Mr. Cole, would you be able to read the
mission statement, please? >> Yeah. To to a full room. The Glenrock School District found funded on principles of education in partnership with a supportive community provides an exceptional education to all students to cultivate resilience, responsible, and engage global citizens.
>> Thank you. All right. So, There you go. Thank you, Dr. Robinson. It's so glad great to see so many people here, especially for really great reasons that we get to celebrate some really successful students and get to celebrate some wonderful staff. And uh we're just going to get right to it with
our Glenrock teacher and education specialist of the year awards. So, I'm going to invite up uh principal Kelly Hughes from Bird School to present for her school. Hello. Okay, good. Make the newbie go first. I see you. All right.
All right. Good evening, Mr. Vaness, members of the board, community members, and guests. It is my honor to congratulate Mrs. Lauren Carter on being named birds teacher of the year.
Counselors play a vital role in shaping a safe, supportive, and successful learning environment, and Mrs. Carter exemplifies that role every single day. She goes above and beyond to meet the diverse needs of both our students and
staff. Her commitment to our students is evident in the way she takes the time to truly understand each child, offering guidance, encouragement, and individualized support that helps them navigate challenges and build
confidence. Whether she is helping a student manage emotions, resolve conflicts, or access needed resources, she consistently prioritizes what is best for each child. Equally important is her unwavering support for teachers
and staff. Her willingness to listen, collaborate, and assist with problem solving makes a meaningful difference in the daily life of our school. When her colleagues describe her, they echo exactly what I see each day. A huge
smile, a listening ear, and a sense of calm that helps everyone feel supported. Mrs. Carter is truly the heartbeat of Bird. She is an essential part of how and why our school functions as effectively as it does. Her dedication, compassion, and
tireless efforts make her more than deserving of this recognition. Congratulations, Mrs. Carter, on being named Bird's Teacher of the Year. I can't do the photo. Now, I'd like to invite uh center school principal. Actually, she's not feeling
well today, so we have elementary supervisor Nicole Hirs to present for Central School. >> Hi everyone. U Mrs. Lacroy couldn't be here tonight, so I will be reading her speech about Mrs. Chrissy Feifer. You come on up, CHRISSY. UM, GOOD evening members of the board of
education, Mr. Van Nest, and community members. It is my privilege to stand before you tonight to recognize Central School's teacher of the year, Mrs. Chrissy Feifer. This memory is Mrs. Lacroy, so imagine I am Mrs. Lacroy. Um, I first met Chrissy 15 years ago on the
Welcome to Glenrock bus tour when we were both beginning our careers in the district. At the time, Chrissy started her journey at Coleman School. And while I knew immediately that she was someone special, I had to wait 10 years before I had the opportunity to work alongside her at Central. Fortunately for all of
us, she joined the Central family 5 years ago, and our school has been better ever since. Before coming to New Jersey, Chrissy taught in Pennsylvania for two years. She earned her undergraduate degree in elementary education and special education from East Straburg University. She then
completed a master's degree in classroom technology from Wilks University followed by a second mast's degree in educational technology from Ramapo College which she completed as part of a Glenrock cohort. Her commitment to lifelong learning and professional
growth is reflected reflected in the exceptional educator she is today. Chrissy is the proud mother of two wonderful daughters, Nora and Olivia, who are here tonight, and is supported by her husband, Brendan. The same care, dedication, and commitment she brings to
her family are evident in the way she serves her students each and every day. Chrissy possesses an extraordinary level of patience and a remarkable understanding of her students. She always places their needs at the center of every decision she makes and
consistently demonstrates compassion, dedication, and professionalism. Her students know they are valued, supported, and believed in, and because of that, they thrive. One of Chrissy's greatest strengths is her ability to collaborate. She works closely with colleagues, specialists, support staff,
and families to ensure that her students are successful not only in her classroom, but throughout the entire school community. She has a unique ability to bring people together around a common goal and always keeps the best interests of her students at the forefront. Chrissy goes above and beyond
for her students. She is flexible, responsive, and tirelessly works to ensure that every child receives the support they need to be successful. She creates a classroom environment that is warm, safe, welcoming, and filled with opportunities
for growth. Her ability to effectively meet the needs of diverse learners while managing multiple grade levels is truly impressive. Christy is a trusted colleague, a valued team member, and simply a pleasure to
work with. Her positivity, dedication, and unwavering commitment to students make our school a better place every day. Chrissy works incredibly hard for her students, and her impact reaches far beyond the walls of her classroom. We are fortunate to have her as part of the Central School community and her
students are lucky to learn from such an exceptional educator. Please join me in congratulating Central School's teacher of the year, Mrs. Chrissy Feifer. And now I'd like to invite Coleman principal Ed Thompson up. Good evening, Mr. Venz.
All >> righty. Good evening, Mr. Vaness, Dr. Robinson, board of ed members, family, friends, colleagues, Coleman colleagues. This evening, it gives me great pleasure to announce Coleman School's teacher of the year, Mrs. Susan Ziza. This award is
given annually to a teacher who is creative and innovative in the classroom, employs effective instructional techniques, and develops a love of learning in students. The winner was chosen by their peers as well as parents and myself. Mrs. Ziza has been working here at Kleman School for 17
years as our reading specialist. She continually demonstrates excellence in the classroom and is well respected by her students, peers, parents, administrators alike. Over the years, she has used multiple approaches and taught hundreds of students to learn to
read. Being a reading specialist requires a very unique kind of magic. It takes unmatched patience. It takes the ability to see the specific roadblock holding a child back when no one else can. Mrs. Ziza doesn't just teach phonics or decoding. She builds confidence. 17 years of leveled readers,
17 years of sight words, 17 years of turning I can't into I just did. Mrs. Ziza also serves as a key member on our Irons team. Starting last year in an effort to assist struggling learners, Mrs. Zena Mrs. Ziza created and facilitated a program to coordinate
Glenrock High School National Honor Society students to tutor Coleman students. This year, the program expanded to include even more high school students coming to Coleman to assist our struggling learners. Mrs. Ziza had an extremely busy year this year. She and I worked closely together
as she pursued her second master's degree, this one in administration. During the year, Mrs. Ziza completed over 300 hours working alongside me with activities that included the interviewing and selection of new teachers and facilitating the posting of our school activities via social media.
She was also invaluable in assisting us in test preparation for the new NJSLA format. Mrs. disease is a proud graduate of Florida State University where she earned her bachelor's degree. Also her holds her first master's degree in reading, both masters from William
Patterson. She's here joined tonight by her uh family. Uh Darla, who was a teacher assistant with us at Coleman, her husband Mark, her mom and dad, her sister Kim, wonderful, beautiful family. I'll leave you with this one fun fact. Hate to admit this, but a little over 40
years ago, uh Mrs. Ziza was a cheerful cheerleader on the sidelines of Wayne Valley High School where a younger version of me played out on that field. All these years later, the roles have now reversed and she's a key member of our team and I am her biggest
cheerleader and supporter. Please join me in congratulating a phenomenal colleague, an irreplaceable specialist and our well-deserved teacher of the year, Mrs. Susan Ceil. And now I'd like to invite up Hamilton principal Christian Gomez.
Turn it off. Yeah, I turned it off. Good evening, Mr. Vaness, members of the board of education, and community members. It is my honor to be here tonight to recognize Mrs. Jessica Faulenstone as Alexander Hamilton School's teacher of the year. Jessica
has served the students and families of our district for the past 14 years. First as a shared counselor between Hamilton and Coleman schools and then as Hamilton's dedicated counselor since 2019. Throughout her time here, she has become an essential part of the fabric of our
school community and a trusted source of support for students, staff, and families alike. Jessica is one of those rare people who seems to make everything and everyone around her better. She is the person students seek out when they need support, teachers turn to when they
need perspective, and administrators partner with when navigating difficult situations. Her steady presence, thoughtful guidance, and ability to bring people together have helped shape the culture of Hamilton in countless ways. One of Jessica's greatest strengths is the deep and genuine
relationship she builds with the students of Hamilton. She makes it her mission to know every one of our 285 students, not only academically or behaviorally, but personally. She knows what excites them, what motivates them, what challenges them, and how they
connect with others. Her attention to detail and understanding of children is truly remarkable. She has h she has a unique ability to connect with even the most guarded students, helping them feel safe, understood, and valued while always maintaining their trust and
dignity. Time and time again, I have watched students walk into her office carrying worries that they were unwilling to share with anyone else or maybe didn't fully understand themselves. They leave feeling lighter, more confident, and ready to face the day. There is a quiet magic in the way
she helps children feel heard and understood, and it is a gift that cannot be taught. Because of this, she continues to leave a lasting impact on the lives of students and families throughout their elementary years. In the recent past, she has also been an instrument she has also been
instrumental in leading the implementation of our school socials emotional learning program ruler. She has worked closely with administration, staff, student leaders, and teacher teams to ensure that the language, the tools, and the practices of the program are embedding embedded meaningfully into
daily school life. Through her leadership, she has helped strengthen our school culture where emotional, intelligent, and positive relationships are valued alongside academic growth. Jess Jessica's contributions extend far beyond the traditional responsibilities of a school counselor. She frequently
takes on leadership roles within our building, chairs school committees, supports HSA initiatives, serves and serves as a liaison between families and outside providers to ensure our students receive the support they need both in and out of school. Jessica is also the colleague PE people naturally gravitate
toward. Staff members seek her out for advice, perspective, and sometimes simply for reassurance that tomorrow will be a better day. Even in the busiest moments, she somehow finds a way to bring humor, optimism, and humanity into the conversation. Personally, I know I can always count on Jessica to
help me find perspective and often a laugh when a challenging day calls for both. Simply put, Jessica makes Hamilton a better place every single day. The nature of being a school counselor means that much of her work happens quietly and behind the scenes, but its impact
can be seen everywhere in the strength of our community and the confident smiling faces who walk through our doors and the countless former students who return year after year to visit her. As a principal, there are certain people you cannot imagine your school without. Jessica is one of those people. Her
impact extends beyond the counseling office and reaches every corner of our building. Hamilton is a stronger, kinder, more connected place because of her, and we are so incredibly fortunate to call her one of our own. Congratulations, Jessica. Thank you for all that you do for our students, our
families, and staff. It is also my honor and privilege to be here tonight to recognize our colleague Kimberly Castelli as Hamilton School's educational specialist of the year. Although Kim served our district for just over four years, her impact on our
school community feels like that of an entire career. This evening, we honor not only her dedication and service, but also the incredible legacy she left behind at Hamilton. As our school nurse, Kim's role was more than tending to scrape knees, fevers, and daily medications. She cared deeply for
children and approached every interaction with patients, empathy, and genuine care. She built meaningful relationships with our students, our families, and colleagues. often spending far more time than anyone would expect, speaking with concerned parents on the
phone, reassuring worried students, and communicating with teachers about their class. Kim had a particularly special way with students whose visits to the health office were not about physical symptoms, but about the invisible struggles that children carry with them to school, worries, difficult mornings,
hurt feelings, or simply missing home. While she certainly knew and was wise enough to detect when a student might be making their fourth visit to the health office in the same day, she never miss dismissed them. Instead, she met each child with understanding, warmth, and
sometimes a little h humor. Excuse me. Her office became a safe haven for so many students, and her presence provided comfort in ways that cannot be measured. One of the things that made so Kim so remarkable was her incredible ability and effort to remember everything. She
remembered students stories about their weekends, often asking them days later how the so soccer tournament or the dance recital went. She retained information that parents shared with her in confidence about their child's history and making sure that the next time she spoke with them, she asked them
and used that as a springboard for communication. She also remembered the silly unimportant things, too. On a particularly memorable Monday morning, I walked into my office to find a package of a very specific and very obscure cracker that I had told her I liked. Um,
I remember smiling as I realized that it was from Kim and she had remembered my favorite treat. That's who she was. She was able to connect with everyone and make people feel loved because she listened and genuinely cared. Students trusted her. Families counted on her.
colleagues turned to her. No matter how busy she was or how many reminder post-its she had stuck to her body, and sometimes there were a lot, or timers that were buzzing to remind her to give someone their medicine. Kim always had the time for everyone.
That is really just the tip of the iceberg. Kim at work was just a small piece of who she was. She was a beloved mother, daughter, sister, friend, and more. She made every community she was part of stronger simply by being herself. Kim was more than our school
nurse. She was part of the heart of Hamilton. Her warmth and genuine spirit helped shape our school in a way that won't be forgotten. Her loss has been deeply felt by students, families, and staff. And Hamilton could not miss her more. Tonight, we are grateful to be
joined by Kim's husband, Brian, and her oldest daughter, Olivia, who are here to accept this award on her behalf. We hope they know how profound how profoundly Kim impacted our school community and how deeply she continues to be loved and remembered. On behalf of
team Hamilton, thank you Kim for the difference you made in the lives of so many here in Glenrock. Your legacy lives on in the relationships you built, the comfort you provided, and the countless children and families who live whose lives are better because of you. We will
carry your memory with us always. Congratulations to the Castelli family. HEAT. HEAT. NOW, I'd like to invite the middle and high school principal, Michelle Gelando. Mr. Vanesk, Mr. Canelis, members of the board of education, I appreciate being
invited tonight to talk about the incredible educators at the middle school and the high school. Lisa Lemonelli is an exceptional educator whose dedication to her profession and craft is truly remarkable. Beyond having a deep
expertise in her content area, Lisa has a deep love for her content area and more importantly for her students and the classroom environment she cultivates is a beautiful reflection of both profound knowledge and affection.
Lisa writes alongside her seventh graders every day and in doing so she is modeling not only writing skills but vulnerability, thoughtfulness and attention to craft as well. This practice is an invaluable experience for
her students both as budding authors and as young people. She consistently challenges every child who walks through her door to meet high standards and expectations while always giving them the tools to meet those expectations and
ensuring that the students themselves believe in their own capacities and capabilities. For the last 22 years, GRMS students have had the privilege of learning from Lisa. Her colleagues, too, have benefit from her collaboration, insight, and
friendship. Her unique ability to demystify the writing process helps her create engaging, meaningful workshops every single day. Lisa welcomes each student at the door with a warm smile, immediately creating a positive and
inviting classroom environment. Lisa Lemonelli is incredibly deserving of this recognition and is a tremendous asset to the Glenrock Middle School community. We thank her for sharing her talents WITH US. THANK YOU. For the past 10 years, Anna Lillicus has
been a driving force behind the success and growth of the Glenrock music program. She teaches orchestra, choir, and general music while creating meaningful opportunities for students to perform, grow, and connect through music. Anna directs four major concerts
each year and plays a key role in the school's annual musical where she choreographs and designs costumes. She also leads choir competition trips across the country, traveling with 50 to 75 students to competitions in locations
such as California, Nashville, Florida, and Virginia, where Glenrock students consistently place and represent their district with pride. Beyond the classroom, Anna dedicates countless hours to enriching the student experience. She organizes three select
evening choirs, advises the tri music honor society as a volunteer, and mentors students participating in Bergen County, regional and all state ensembles. She was especially she was also specially selected to conduct the Bergen County Choir this past January.
Honor creates meaningful connections between the school and the community by organizing student performances as at the town's 911 tribute and graduation ceremonies as well as cabaret night and karaoke night which are popular events that give students add additional
performance opportunities. She also advises sharing the arts, a program that pairs high school students with students with disabilities to collaborate on a musical production. In addition to her work in music, Anna served the community for six years as the freshman volleyball
coach, further demonstrating her dedication to supporting students in multiple areas of school life. Through her dedication, leadership, and passion for education, Anna Lillicus has made a lasting impact on her students at the Glenrock community. She is highly
deserving of recognition as teacher of the year, and we are incredibly grateful that she is a member of our educational community. Yes. Kaylee Batelli exemplifies what it means to be an outstanding educational specialist. As a wellness counselor, she
consistently goes above and beyond to support the academic, emotional, and social well-being of students at GRMS and GRHS. Kelly creates a safe, welcoming environment where students feel heard, respected, and empowered to work through challenges. Her ability to
build strong, trusting relationships allows students to open up and develop the skills they need to succeed both in and out of the classroom. Kaylee approaches her work with compassion, professionalism, and a deep understanding of the diverse needs of
adolescence. She collaborates closely with teachers, administrators, and families to ensure students receive the support and resources necessary to thrive. Whether she is guiding a student through a difficult moment, leading wellness initiatives, or advocating for
mental health awareness within the school community, Kaylee demonstrates an unwavering dedication to the whole child. What truly sets Kaylee apart is her proactive commitment to creating a culture of wellness at GRMS and GRHS.
She develops programs and strategies that help students build resilience, manage stress, and develop positive coping skills that will benefit them throughout their lives. Her presence has a meaningful and lasting impact on the school community, strengthening the support systems that help students feel
safe, connected, and capable. For her compassion, leadership, and tireless dedication to student wellness, Kaylee Battelli is truly a deserving candidate for the educational specialist of the year for the middle school and high school. Her work continues to positively
shape the lives of students and to contribute to a healthier, more supportive school environment, and we look forward to all the amazing contributions we know she will make in the years to come. Are you going? Could we please have all the award
recipients come up for one big picture? We would now like to recommend recognize uh staff members that have served the Glenrock community for 25 years. To help me present them, I'm going to invite Miss Lisa Thomaselli uh up for she is the GRE president.
reading them or you want to read them and I'll >> I'll read them. You read them. >> Okay. I like facing this way. Hi, I'm Lisa Thomaselli, the GRE president, Hamilton School Librarian. Um, so we're going to end um congratulate everybody here who's
worked over 20 25 years. Our first teacher is Carrie Hol Homegrren. not here. Okay. Uh James Kurs, obviously he got invited to the same party as Carrie. Um I think uh Kathleen Mitchell, she's at a workshop, right?
>> I believe she. >> Yeah, she's not here either. She went to the same party. Kathleen Mitchell. Diane Carpenter, come on up. We got a special certificate for you. >> Give a hand to Diane who didn't get to the same party as the other people.
Elizabeth Wanigail, Lisa Brown, Thank you. Kenneth Kavanagh, Anthony Cece. >> Thank you. Vanessa Hurley, Christopher Kelly, Stephanie Nerie,
and Sue Stevens. Thank you. I would now like to invite Mr. Paul Cusack forward. He's going to present a couple things here as well. Good evening, Mr. Vaness, Mr. Canelis, members of the board, uh, school
community. Uh, we've talked a lot about teachers and all the great things that they've done. I get to do a great part because I get to recognize students and all their accomplishments and all the great things that they do, integrating what they learn in the classroom into
extracurricular activities and different assessments and things that they take. So, at this time, I would like to call up the members of the Galactic Pigeons, the Cosmic Goose, and their two coaches. I think both are here, uh, Timothy Mure
and Mr. Robert Lockatel. WAIT, WAIT, WAIT. SO, we have an interactive presentation where you'll get to see the robots in action while Mr. Lockatell and Mr. Mure talk about what the students have done. Um, Mr. Van Nest and Dr. Robinson,
please be careful in case one does launch over the top there. We don't want anyone getting hit. In the last 5 years, the robotics program has exploded. I think at largest we've had over 50 students between two teams. We added a
second team and both teams have been dominant forces in the state competing. So they've done an excellent job. Every year it's a different competition. They start August July >> September August working five days a
week, sometimes on weekends for long hours and competing and representing Glenrock to the best of their abilities. So, I'm going to turn it over to the coaches now and let them talk a little bit about the program. All right, Goose and Pigeon, do your thing. So, as Mr. Cusack said, my name
is Robert Lockatel and I am the head coach of the Galactic Pigeon and the Cosmic Goose, team 23314 and team 8902. Now, to reiterate some of the things that Mr. Cusack said every single year these folks get a brand new
competition and this year is no different. Uh so in September all these students get together and start designing robots from scratch unlike any type of academic or athletic competition. It's completely unique. And
as you can see right here, this year's competition was all about taking these 5 in whiffle ballesque elements, bringing them into the robot and firing them at a goal. This is actually only two/ird of the actual fields, too. So, keep in mind that it would be much bigger, much faster, and four robots moving at the
same time, not two, since it's 2v2. Now, I always love being able to uh bring my robotics teams to this event because the uninitiated have no idea what competitive robotics might look like. and being able to give you a unique look at what we do over the
course of so many different months and extremely long season stretching from the first weekend in September to the middle week of March. It's truly a grueling task, but these students are up for it. Now, I am so proud to report
report that both of these teams had incredible seasons and continue to show why Glenn has become one of the biggest names in robotics in North Jersey. IN FACT, WE WEREN'T even able to actually be here last year because we had qualified since the Cosmic Goose did so
incredible at the state championship and placed second. We qualified to go to Mterrey, Mexico and participate in an international competition against countries in or teams from countries such as Venezuela, Brazil, Mexico, and the US. and the Cosmic Goose brought
home second in that competition as well, as well as being recognized for their incredible work in community outreach. And that doesn't just extend from North Jersey, that's international recognition. Uh to that effect, these last two years, these teams have done an incredible
work. And just to name a few outreach events that these two teams have done in the last year, we went to a conference for art uh for excuse me for administrators. It's difficult to talk over the robot sometimes. Uh for administrators in education in Texo. We
went to Atlantic City and actually presented to administrators. So that was amazing. We uh started our own first Lego League team in partnership with Waldwick and supported them through their endeavors. We partnered with two professional sports organizations. The New Jersey Devils and Gotham FC, the
women's sports uh excuse me, the Women's Professional Football Club in Harrison, New Jersey, went to their events, went to games at their arenas, and interacted with thousands of different fans with a similar setup that you see here, getting kids and adults alike interested in STEM
education. And finally, these students started an incredible initiative this year, sent robotics kits to Kenya. And every single Saturday morning while we were all fall, or at least me, I can't speak to you, but at 7:30 in the morning, these
students signed onto Zoom and taught educators in an all girls school in Kenya how to perform a robotics curriculum. And they did this over the course of several months. GETTING NOW, I want to talk about the orange team, the pigeon success this season
since we talked a little bit about the goose and their SUCCESS AS WELL. THERE ARE 8,835 robotics teams in this competition worldwide. 8,835. This season, average, the Galactic
Pigeon was in the 98.56 percentile of all those 8,835 teams for their autonomous control over their robot. They were ranked 120th. And that is an average across the entire
season. That's just not one event. The average of the entire season played out like that. They also won the prestigious Inspire award at our home event in February. Finally, both teams qualified for the state championship out of the over 200 teams in the state of New
Jersey for the third year in a row. The work of these students show how consistently dominant Glenrock has become with robotics over the course of the last several years. And it has been my honor to see them grow as both students but also honestly members of
their community, inspiring each other and going above and beyond the call to action in order to do incredible things that I couldn't have ever even dreamed of in my wildest imagination. And while I will be taking a backseat at the end of this season, I will miss
working with these incredibly hardworking students as I step down. But I will always be so immensely proud of their incredible hard work. These last five years of coaching have been a privilege. It has been the best job I could have ever imagined and I thank you
board members to allow me to get to celebrate them in such a an event because they deserve this and so much more. I would especially like to recognize the team captains and officers since folks in our schooly group we have 128 active members of which this is just
a small collection but special accommodation should go to the captains of 8902 Inbar Joseph U Sarah Curos and officers Kakuru Haraguchi Norin Chu Dimaser AND TAN VIMEA
FOR OUR CAPTAINS OF 23314, we have Miguel Asera, Dylan Lee, Caitlyn Kim, and Selena Fun. And for officers of the Galactic Pigeon, I'd like to recognize John Kar, Adithia,
Andrew Kim, Sidant Ike, and Brian Youngberg. I thank you so much for this time. I hope not too many people got hit by those flying balls and I appreciate you so much. Thank you, >> Mr. Lock.
First picture on my right on my left. Thank you so much to the robotics team. That's always fun to see their machines working. When recognizing our staff that have served for 25 years, we we accidentally skipped somebody and I apologize for that. Uh Tracy Telus is also on the list
for 25 years. I have one more presentation. Um, every year our students take the national Latin exam. Students from 8th grade to 12th grade uh take it in beginning of April. March. April. Beginning of March.
Okay. They take it in March. Um, and we are here to recognize some of our students tonight. I'm going to ask Miss Kait Caitlyn Molen, who is our high school Latin teacher, to come up. uh just talk a little bit about the test and then I think some of our students are here so we're going to recognize
them as well. So Miss Caitlyn Mal PLEASE good evening. Hello. Um Latin does not have an interactive presentation. I'm sorry. Um, but next year I'll have them make a a replica of an erupting vuvius or something for you all. Um, anyway,
um, the National Latin Exam is a 40 question multiple choice exam that tests students on their knowledge of Latin vocabulary and grammar, as well as Roman history and culture. Over 100,000 students take this exam in March every year, not only in the United States, but in countries all over the world.
Students have the opportunity to win certificates and medals based on their performance. Gold medals generally indicate that students received at least 37 out of 40 points. Silver medals indicate students received at least 35 points. Magna cumlude is at least 33
points and is at least 31 points. Students who win gold medals three years in a row also win a Latin book which might be the nerdiest award to ever exist. And I don't mean that in a detrimental way. It's just an objective fact. One of our AP students, Drew Sahu,
won that award this year. Hold up your book, DROO, and I was quite jealous. I thought the book was for me because it was in my mailbox and it was addressed to me, but it was also addressed to Droo. Uh, in addition, students who win gold
medals on advanced level exams are eligible for scholarships that are worth up to $2,000. But we don't try to do well on the national Latin exam just for the awards. We do well for the sake of glory in conquering an incredibly difficult and dead language. Thank you. Um so I have a
list of our students who have won awards um in grade 8. Our gold medalists were Adam Yampolski, Yunho Nam, Kira Short, Ellis Cole, Hessup, Shim, Julia Johnston, Sahidia
Kumar, and Rishan Gupta. Our silver medalists were Jonah Rothenberg and Charita Ayer. In Latin 2, we have um golden medalists uh Pablo Kirros, one away from a perfect
score and Madison Choy. Our silver medal went to Eva Pitman. Magna cumlaude was Kaden Foley and Kum Laad winners were Kian Harley, Ashvin Krishnan and Jackson Row. In Latin 3, we had a Magna Cumladai
winner uh Victoria Johnston. In Latin four, we had a Magna Cumla winner, Godm Krishnan. AP Latin, our gold medal winner was Drew Sahu. Um, our Magna Cumlad winner was Guang Sapshim
and our Cumla winner was Teresa Sapienza. Thank you. >> If your name was called, please come up for a group picture. Thank you. Now, we always welcome parents and students to stay for the whole meeting because we have interesting h things
happening, but also we understand you might have other things for your evening. So, if you want to slip out, now would be a really excellent time to do so. Next, I'd like to invite up for a presentation for the board Nicole Hirs, Kristen Gomez, and Ed Thompson. Uh, one
of the goals, as you know from the board, that we were looking at this year is our gifted and talented program. Um, and making sure that we're serving our students the best the way that we can. So, I'll let them talk about the process and and what they looked at this year and um their recommendations for moving
forward and where we're going. So, take it away, Miss Hersh. Hi everyone. Um, thank you for having us. For those of you I don't know, I'm Nicole Hirsch. I'm the supervisor of elementary education, K to8 Gifted and Talented, and KTO 5 Media Center. I'm here tonight with Mr. Thompson, principal of Coleman School,
and Mrs. Gomez um, principal of Hamilton School. And we are representatives of a much larger team of educators who have been working together um, this year to really review the gifted and talented program and identification process here in Glenrock. Tonight's presentation will give you an
overview of our goals and timeline for reviewing G&T across the district. We'll also give you an overview of what it means for students to be identified as gifted and required services. And finally, we'll share the improvements we'd like to make to our identification
process this year or next year. Our overall goal as we review gifted and talented in Glenrock is to look at our policies, programming, and identification procedures to ensure we're serving students in a manner that's inclusive and builds on their strengths. We want to think about
matching students to appropriate services, ensuring that gifted is a description of need, not a label of status. With that in mind, our focus this year has been on creating a comprehensive identification process that captures diverse manifestations of
giftedness. This will allow us to enhance equitable access and remove barriers to service for underrepresented populations. A lot of thought, time, and effort has been put into making sure we're making informed decisions based on best
practices. This year has been a year of learning. As a new supervisor, I've focused on getting a really good understanding of what's working and areas in need of improvement. I've spent time in the G&T classrooms collaborating with and planning with the G&T teachers,
observing the many facets of their roles like library enrichment, tech enrichment, in addition to library media center. I've also been in contact with other Bergen County districts like Rididgewood and Fairlon through participation in the Bergen County Consortium of Teachers of Gifted, also
known as BCCTG. Several of Glenrock's G&T teachers have been able to participate in these BCCTG meetings as well. I've also participated in the New Jersey Association of Gifted Children's Administrators Network monthly meetings and webinars about best
practices in G&T identification and programming sponsored by the New Jersey Principal and Supervisors Association and Legal One. Um both of which have given insights into best practices in G&T and the intersection of these practices with the strengthening the gifted and talented act which is the New
Jersey law surrounding the teaching of gifted students. Two of our district's gifted and talented teachers and I also attended the NJ AGC conference in April, which provided us with lots of information and ideas to turnkey to the other G&T teachers. This spring, we
began diving into really using all of this information to review and improve our identification process. I've held G&T committee meetings which consisted of all the G&T teachers, some of whom are here today, principles, um the director of special services and general education teachers who have had
backgrounds as G&T teachers and coordinators. During our meetings, we've been able to review best practices and the law and make recommendations for ways we can improve our identification criteria. We'll share those updates in a little bit. Our goal for the summer is to finalize these changes so that they
can be implemented for the 2627 school year and then next year we'll take a closer look at our curriculum and programming. Before we can dive into the changes we'd like to implement, it's important that we have a shared understanding of what giftedness is. One place we can look to
for a definition of giftedness is the New Jersey Department of Education's legal definition in administrative code. It states, "A gifted and talented student means a student who possesses or demonstrates a high level of ability in one or more content areas when compared
to his chronological peers in the local school district and who requires modifications of his educational programming if he is to achieve in accordance with his capabilities. If we break down this definition, it gives us some guidelines about who we need to be
looking for when we cast our net to search for students who are in need of gifted services. First, it states possess or demonstrates high levels of ability. This could be demonstrated performance in the classroom or the possess part of the definition means that we're looking for potential in
students who may encounter barriers to demonstrating advanced performance. If we continue reading, we see in one or more content areas. This means that students do not need to be gifted or advanced across subject lines. When compared to their chronological peers in
the local district means that we have to use local norms. As a high achieving district, our local norms are quite high and we'll talk more about this later. And that final part who require modification of their educational program if they are to achieve in
accordance with their capabilities means that we're identifying students who require services beyond the classroom curriculum. When we look at the bell curve of exceptional learners, we see that the needs of students requiring gifted services fall just as far from the norm
as the needs of students who require special education and related services. Some gifted students are on both ends of that spectrum, compounding their unique social and emotional needs. When students fall on both ends of the spectrum, we call them twice exceptional
or 2e. In Glenrock, the bell curve is typically shifted higher, which means the norm tends to fall higher. What does gifted look like? One of the biggest misconceptions when it comes to students in need of gifted services is thinking that gifted giftedness is a
label of status and high achievement. While the brains of gifted students are quite exquisite and operate in ways many of us cannot comprehend, being gifted also comes with its own unique set of challenges. Giftedness is not is about
how students think, not simply how much they know. With these types of learners, we often see a asynchronous development. Oftentimes, this means their academic strengths may not align with social emotional maturity. So, for example, you
might come across a third grader who reads, writes, and speaks at a collegiate level, but has the social emotional maturity of a kindergartener. This can lead to adults expecting more of them because, after all, they speak like they're an adult. But this mismatch
and high expectations can often lead to things like perfectionism and frustration. One of the things the research shows supports students identified as gifted with this asynchronous development is opportunities to collaborate with like-minded peers and opportunities for
challenges in a safe and supportive environment where students can experience mistakes in a low stakes way. This is why gifted programs are so crucial and why it's important to make sure we are accurately identifying students in need of gifted and talented services and reframing the way we think
about gifted and talented. It's important to think of identification as matching students to services that help support their needs. High achieving students often succeed within the structure of school. Students in need of gifted services may challenge
structure, appear inconsistent, or disengage. This explains why not all high performers qualify for gifted services. Here are some additional common characteristics of students in need of gifted services. Not all of these
learners show all of these traits and characteristics may appear inconsistently depending on task, environment, and engagement. Now that we have a little bit of context about the needs of students who require gifted services, we're going to take a
look at the improvements we'd like to implement to the ways in which we match students to G&T services. So this slide outlines our current identification process that's been used historically in Glenrock. Um the current process begins with pre-screening. Data
is collected by teachers and referrals are completed by parents or teachers. The process then continues to a gifted and talented education committee meeting which reviews multiriteria data including referral forms, behavioral rating scales of G&T students, state
standardized tests and student portfolio benchmark assessments. All data is reviewed and scored using a matrix. The students matrix score determines whether or not the student continues to phase three, which is testing. In phase three, students who advance would be given a standardized aptitude test. We use the
Kogat. Their composite score on this assessment along with their previous matrix score is currently what determines eligibility for pullout enrichment services. We are proposing a shift to universal screening using the KOAT for all
students in grades two and four. Historically, many districts relied on teacher or parent referrals to start the process. However, universal screening at key grade levels means every student in those grade levels is automatically evaluated. The use of a universal
screener as one of the many criteria of an identification process ensures that no students are overlooked as potential candidates. For grade two, we'll use paper and pencil. And for grade four, the assessment will be online to allow for me immediate data analysis. We chose
grades two and four because we feel they are crucial years as the transitions between primary grades and upper elementary. Why is this important? It removes the referral barrier, making our process more inclusive for underrepresented groups who may not typically be
nominated. Potential verse performance. The KOAT is the number one nationally recognized universal screener. It measures cognitive reasoning rather than just academic achievement, helping us identify students who possess high ability even if they aren't yet
demonstrating it through classroom grades. Identifying specific strengths. By looking at subtest scores, verbal, quantitative, non-verbal, instead of just the overall composite, we can identify students who possess strengths in a specific area, such as math, even
if their verbal scores are average. We'll do this for all grade levels Kogurt results, not just the ones that are universally screened. The use of a universal screener also serves as a formal re-evaluation period. It ensures that the current the students currently
in the program still require these specific modifications to achieve their full potential. For next year, since we're establishing norms, we will not use the universal screener as a re-evaluation period. But in subsequent years, the universal screener will also serve that purpose, just like we do when
we re-evaluate students for special education and related services. This allows us to make sure we're meeting the current needs of our students. By testing in October, we can establish local norms, which means comparing our students against their Glenrock peers,
not against national norms, well before the formal evaluation window opens in the winter. We'll also we also want to emphasize that the use of a universal screener is just one step of a state required multiriteria identification
process. We are also proposing moving to one referral window per year. This allows us to collect more data and paint a more clear picture of student progress. We propose that the referral window for each year run from December 15th through
January 15th for students in grades 1 through 8. This will allow a full marking period of progress, time for parent teacher conferences, and time for teachers to collect as much information on students who are on our radar as possible. The one referral window will
allow the gifted and talented teachers more time to better service the students who are currently in the program as the referral windows currently require a significant time commitment for the teachers and the supervisor. This also gives more time to determine local norms
and utilize the Kogat screening data. As you can see from the chart, one referral window is the typical model for most Bergen County school districts. For kindergarten students, we'll move the referral window to February so that it is it happens after the kindergarten report card, which is different for the
rest of the elementary students, and we will know more information by them by that time of the year. Other improvements that we propose to make include improving our parent input collection form. We recognize that parents often have a different view of their students than we may see in school
and in classrooms. We'd like to provide parents with an opportunity to provide input about signs of giftedness via a Google form similar to what we currently already use for our INRS process. This slide summarizes the changes for
next year for grades K 1 3 5 and 6 through 8. As Mrs. Gomez just said, we're updating the parent referral form to provide us with more information. Recognizing that parents offer unique insights and perspectives about their children. This will be similar to the process we follow for INRS parent
information. For these grade levels, we'll still be administering the KOAT to students who advance on the matrix, but instead of focusing only on composite scores, student subtest data will be taken into consideration. This allows us to look for relative areas of strength.
For grades two and four, starting next year, we'll be administering universal screening, which means all students in those grades will be evaluated for services. This takes away the referral barrier and helps us make sure that we aren't missing students who should be tested in phase two. For those grades,
we'd collect additional data as part of our multiriteria matrix. And phase three would be committee meetings to determine eligibility using all relevant data. Our next steps for G&T work include summer curriculum work with the G&T teachers to finalize the matrices and
related resources for identification. Then we'll review board regulation 6 2464 to make sure the eligibility window is up to date and to see if we'd need to add additional information about the use of a universal screener. Um, finally, I'd like to have some sort of parent information session in the fall, most
likely for parents of students in grades two and four to inform them about the use of a universal screener. That concludes our presentation. Thank you for your time. Thank you very much. There's a lot of work that went into this both with you
and as leaders and also the committees and the teachers and such that put a lot of time into this. I really appreciate your work. >> Thank you. Thank you. >> Um I guess thank you uh very much um for putting that presentation together and providing that information. I'm sure
it's going to be very valuable in the fall um when we have that information session so that um parents can get acclimated to the new process. Um that's it. All right. So, I will be really brief with my CSA report because it's already fairly late.
Um this is the the in some ways fun time, in some ways hard time of the year. So, we we have a lot of activities going on and that people look forward to, but it's also a lot of work to to put on. Uh we just had prom last week and I hear it went really well and I want to thank the the students for for
such great behavior and having a good time responsibly and uh to the senior class adviserss who I hear did a flawless job putting it all together and really appreciate all the hard work that they did with that. Um tomorrow I get to go to the valid validictorian breakfast which is uh to honor our validictorian
and all of the validictorians of of the county. That's always very exciting. Uh I went to the uh teacher of the year lunchon last week and what I didn't say when all the teachers of the year were here, we had the most well- behaved table. Um it was really kind of
surprising how how much other folks talked over the speakers and and my our table I mean this is the best of the best. So it was it was really nice but it was a nice lunch in there too. Um we have our senior awards this Wednesday. Uh we have the fifth grade moving up ceremonies and middle school high school
graduation. all sorts of good stuff that's happening that we're excited for that people have been looking forward to for months and years. Um, but I also want to thank all of the folks behind the scene that are putting a lot of work into to making it happen smoothly. It doesn't doesn't just happen on its own. That concludes my report.
>> Thank you. Thank you. All right. So, we'll have our first um public comments section. This is for board action items only. Again, just action items only. Um, >> one second. >> Yeah, >> I'm sorry. And I'm going to give the same bit that I gave to the parents and
uh students earlier for my administrators that are here. By all means, now is a really good time to slip out and and go get dinner with your family or something. Um thank you so much for being here tonight. >> All right. >> Um so again, this is our first um of two
public comments sections. Uh this is for action items only. Um you'll be able to state your name and your address and you'll have three minutes um at which point you'll hear a gentle alarm um that just lets you know if you could please wrap up your comments and that's much
appreciated. Thank you. And we're open at 8:27. >> Good evening. Thank you. >> Could you Yeah. >> Yes, I did. Um my name is Brian Jackson. uh former Glad Rock resident, graduated from Central School in 1963.
Don't try to do the math. Um the uh junior high in ' 66, the high school in 1969. And uh I'm wearing a rock football hat tonight in honor of Al Diet, who was a great coach, and I was manager of the football
team when he was uh the coach. Um, I'd like to recognize uh and congratulate all of those who were recognized tonight for the contributions to the school uh system. And it reminded me that Glenrock has
always uh been a special place and recognized people who have made significant contributions to both the school and the town. And tonight I'm hoping that the board will make one more uh recognition of someone who u made
some great contributions and that of course is Thomas Hawkins. Um in adding his name to Central School. Uh after the board's initial vote of approval, uh I posted that news on several uh Facebook
groups that are related to Glenrock. And within two days there were 600 positive responses to that. Then the initial uh survey we took got over a thousand uh positive responses.
So I think uh uh we know that there is been a lot of support for this. I did not have the opportunity to come to your last meeting but I did watch the entire meeting on YouTube after it was posted and there were a couple of takeaways
that I got from that. first was that the uh school board recognized the uh support for this proposal and that uh you had mentioned uh the overwhelming uh positive comments that you received in
emails. The second thing that uh was made the point was made that the board has an opportunity now to recognize and honor this man. um it's not something that you know uh would be
a year from now or whenever you have the opportunity to do it and actually do it tonight. And the last point I'd like to make is that in watching the uh schoolboard meeting, I noted that every one of you on the board
spoke in favor of Thomas Hawkins being recognized and honored. There was some debate as to how best to do that, but everyone on the board that I uh saw uh felt that he should be recognized and honored. And tonight you have the
opportunity to do that. And I would hope that you would do that uh unanimously as your u comments uh were unanimous during your last meeting. And uh I will close
by saying that I think we brought this to the board for the first time on February 24th of last year, which happened to be my birthday. And so I'd really appreciate if you give me one of the best presents I've ever gotten
for a birthday. Thank you very much for your time and uh thank you very much for putting together the process that you've u so diligently worked at to uh gather public information and to make your decision. Thank you again.
Thank you. Hello. Uh, I wish I had such a great moniker as Galactic Pigeons, but alas, I'm just Sue Triforest, 11 Forest Road in Glenrock, and I'll be very brief tonight. I promise, just a few sentences. Um, I want to encourage everybody to
vote yes tonight on adding Thomas L. Hawkins name to Central School because Thomas Hawkins is deserving of this honor, because Glenrock is deserving of a hometown hero, and because Central
School has earned the respect due to it for the quality of education it has traditionally instilled in its students, including Thomas L. Hawkins. And I can happily imagine the pride and joy of future Central School families and children as they learn about the
character and sacrifice of flight officer Hawkins, especially when they wear their central school shirts enhanced with his name on it. Thank you. Thank you, Mary Joe Dervis, 41 Cedar Street,
Glenrock. I want to thank the board members who supported the motion to add the name Thomas L. Hawkins to Central School, a true hero and a Central School graduate. In the survey taken, the majority of the
residents of Glenrock voted to add his name to the two central school. It is my hope this will be approved tonight and we can all walk away feeling extremely proud of voting yes for this motion.
Thank you. Thank you. Hi, I'm Jane Stewart, 57 D Young Road, Glenrock, New Jersey. Good evening everyone. Um, thank you for giving us this opportunity. I want to thank the
board of ed for your thoughtful vote last two weeks ago to rename Central School as Thomas L. Hawkins Central School. This decision is about more than a name. It's about empathy. The willingness to see ourselves in the
lives of those who came before us and to recognize contributions that may have gone unacnowledged for too long. Thomas Lawson Hawkins was a son of Glenrock. He attended Central School. He
excelled in academics, athletics, and music, and dreamed of becoming a podiatrist. But when his country called during World War II, he set those plans aside, and he enlisted in the Army Air Forces,
becoming one of the courageous Tuskegee airmen. He ultimately gave his life in service to our nation. By adding Thomas adding Thomas Hawkins name to Central School. We are not replacing history. We
are enriching it. The school's proud identity remains intact while also honoring a remarkable young man whose character, achievement, and sacrifice embody the very values that we hope to
instill in further generations. Every child who walks through those doors will now have the opportunity to ask, "Who was Thomas Hawkins?" And in answering that question, they'll learn about courage, service,
perseverance, and sacrifice. They will learn that heroes can come from their own hometown, their own streets, and even their own school. And that may be the most
meaningful lesson of all. Thank you. THANK YOU. JOHN COLE 570 Young Road first um I think it's at least 10 years since I first came before a board of education
and suggested this idea. None of you were up here then and it didn't go anywhere. And I'm not here to restate that. You all have heard my position. You all know
what I think on the subject. I'm here to thank you because you engaged. You you embraced the challenge no matter which way you vote. And I want you all to know
that I respect and am grateful that you addressed this issue and embraced it sincerely. Thank you. Good evening. My name is Wedita Harding. I'm from the Broad Street side of the Glen Rock. Let
me tell you something. I know I only have three minutes, but I'm going to make good use of it. When John and Brian reached out to me about Thomas Hawkins, Airman Hawkins, I'm Who
is he? I never heard of him before. The only Hawkins I knew was Mrs. Hawkins because we played in front of her house just about every day and she was the first one to get on us if we were ever in trouble. To hear about him,
I I cannot even I sat down there through all the awards trying to rehearse what I was going to say, but it's not coming out the way that I wanted to because my heart is full. Thank you so much for embracing
someone that I look like. Now, Glenn Rock has been a good foundation for me. because of Glenrock. I'm that 12year-old girl that if you look in the archives that represented Central School at the 6465 World's Fair.
I'm that young lady that helped Whitney Houston's mother, Houston, get her first Grammy award. Why? Because Glenn Rock saw enough in me. Even to the point where the Glenrock Women's Club, financed my music lessons after Miss
White House said, "I can't. She's too advanced for me. I need to hand her over to someone else. I also want you to know that I just want one more thing to brag about because of Glenrock. I've been to
Moscow. I've been to Germany. I've been to Berlin. I've been to Japan. Japan. And this year, I was asked to help build a school in Ghana, West Africa. Oh, by the way, I was asked to go to France
just to play the Lord's Prayer. who does that? And then some Korean students came to talk with me. Well, where where do you get the magic in your music? It started in Glenrock. So, thank you so much. I just want one
more thing to brag about. God bless you. Thank you. But I had one thing. We didn't came here from Detroit to this meeting today. >> Going back and forth.
>> Good evening. My name is Bob Schumaker. I live at 54 Waldron. As I said a couple weeks ago, my two children attended Central and they're both very much in favor of renaming it. Thank you. Good evening. My name is Staff Sergeant
retired Walter A. Hardin. I couldn't let my sister have all the fun. I am a product of Glenrock, a graduating class of 76. This is our 50th year, and it would really be nice to add uh this
man's name to the school and be able to discuss it at the reunion this year. Thank you. >> Thank you. My name is Crystal Thorne. I'm from 38 Valley in Glenrock. I am also for Thomas El Hawkins uh being added to the name
Central School even though I wouldn't mind not having central school but I am in favor of that. I am from the last class of uh sixth grade class of Central School along with Miss Triforce's son Evan. >> Yes. So I'm for it. Thank you so much. I
would truly appreciate it if you were to have his name on there as well. Thank you. THANK YOU. ALL RIGHT. Any other members of the public that have a comment on any action items? All right. Seeing no additional requests
for comments, uh we'll close our first public comment section at 8:42 and then move on to our agenda. Uh so for personnel um I need a motion to approve resolutions P1 through P4
Mr. Corey seconded by Mr. Hayward. Any uh questions or comments? Yes, Mr. Cohen. So given the districts around us are looking to cut cost and tax are
increasing and we've seen the the council and others looking to reduce cost for the school. I I cannot support hiring a replacement in a higher salary bracket than than somebody and and increasing the admin cost. So I'm
going to vote no on P3. Any other questions or comments? >> Yes. >> I just want to comment on Pichu. Um Mrs. O'Harn who was retiring. I believe she said in her letter she was with our district for 41 years. I just wish her a
long happy healthy retirement. I thank her for her years of dedication to our school system. >> Thank you Karen. Yeah, I was going to say the same. 41 years and worked for seven different principles in the high school and we appreciate her service. >> Wow. Thank you.
All right. If you can call a roll, please. >> Yeah. >> Mr. Cohen. >> No three. Yes. For everything else. >> Mr. Corey. >> Yes. >> Mr. Hayward.
>> Yes. >> Miss Palamus. >> Yes. >> Dr. Pooie Bender. Yes to everything. I am without any reference to the individual in P3. I am going to abstain on P3 and yes to the others.
>> Miss Stevenson. >> Yes. >> Mr. Tang. >> Yes. >> Miss Calves. >> Yes. >> Dr. Robinson. >> Yes. >> Motion passes.
>> Thank you. Uh moving on to general with um policy and the stress as me policy alert. >> No, sorry lost my um strauss policy alert. So we as you know Strauss sends us updates on policies every uh whenever
they do. They no rhyme and reason when it comes. We have we got another one last week so we'll move forward with that. Nothing is incredibly urgent that we have to do right away, but we're looking to the board as far as guidance with the policy committee and how we want to get that moving forward because
typically uh my assistant works through it. We share it with the whole board. We have conversations, but I'm not sure how you want to proceed this time around as you're moving to the committee structure. >> All right. I think um as we move into the governance portion with committee structure, I think we should just incorporate maybe that incorporate that
conversation. >> That conversation. Okay. That's about two bullets from now. So, perfect. Um, the second thing with Strauss is that they uh still were holding off on what we're going to do as far as our cell phone policy because we still haven't gotten clarity from the state. They said
one thing, then they said another. If the one thing is as strict as it sounded like it was going to be, we're going to have to go with something like pouches or some way to secure the phones because it's actually bell-to- bell. If the other that they said is a little bit more uh fluid, we can do a more lack of
better terms more aggressive version of what we have now, which is forbidding phone use during the school day without having to go the route of pouches. We're still waiting on clarity on that. So, uh we're still in a holding pattern. I hope that they will make up their mind. I think it's going to be probably land on
option A if I were to guess, but we're still waiting to hear from them. Yeah, >> this is a new policy that was signed in by Governor Murphy before he left. So, do they have a date when this has to be done by? >> Well, no. September is when it's supposed to be implemented. So, >> the state is holding this and this up.
Okay. >> Y and that leads us to you wanted a conversation about committee structure. So, here we are. >> All right. So, I'm just pulling up the document that is in our
board files. So some time ago I'd asked for just general feedback as to how you know how do we want our policy I mean how do we want our committee structure to go. Um some months ago we discussed like the variety of um committees that we would want to have and whether or not we
wanted to extend them. Um and I really just want to formalize that process. Um there are certain aspects of it that yes it's going to be on the board president to determine like you know who um is going to be on maybe specific committees that will be determined every year. Uh
however I think as a board we should be deciding you know like now that we're making this change back to committees what that looks like and what that process looks like. So I'm requiring um that level of input. Um I do have a a document in
in backup um let me see the committee uh method of operation and it talks about just generally um and again thank you Mr. Canelis for helping to um put pull this together. Uh it it talks about just the
the framework for the committees. Um just kind of like think about it as an operations document. Um framework for committees um you know like how we would report. We're talking about meeting, you know, twice a month. The first uh the first meeting would be, you know, a slew
of committee meetings. Um the second meeting of the month would be um where we came together as a board um to do our work. And I'm looking for input. I'm looking for um next steps and I'm want
to um have this information you know ready and prepared so that you know going into the new school year uh we are in our full committee structure and that includes um things like uh the policy alerts um that uh we have for stess and
or anything else that we need to do as a board. Yes, >> I like the idea that one day a month is set aside for the committee meetings because we already have two Mondays a month that we have meet as a board. So, I think it's as we know it's hard to get
people together with our schedules, but if we've already had this earmarked for board of ed meetings, I like the fact that we'd all meet on Mondays and rotate it around for the hours and those are not public meetings. Correct. Correct. The committee meetings, right? Uh so going through um OPMA, you know, like we
we're not going to have a quorum at the committee meetings and so you know, those won't be public meetings unless the chair of the committee um specifically, you know, has a meeting that's announced to the public for whatever purpose um is needed for that committee work. Um and
and and I think that that would be, you know, like probably more of a rarity, but uh this would allow, you know, work to get done. Is there any other um input on on that or thought process on that? >> Just to second it. I think it it works
in good cadence. It sounds like we'd have a regular very public, very accessible opportunity every month for the public to come engage, interact. We'd have items that we'd be voting on, but it gives the board the opportunity within that time period to to build and prep and prepare.
I commonly I'll hear from people when they ask can I'm going to come to the meeting tonight to speak. Well, this is the wrong one to show up to. I think this cadence is just going to make it more obvious and less um less of a mystery of what what does the board meet here for tonight or versus in two weeks
are we delaying things or not? And it the reality is we're not. we're just beholden to this structure that we're in. So having this structure that you're describing, having the the monthly public execution meeting, that's the wrong word, pub executive.
>> Executive, thank you to >> meetings to execute upon the the needs of the district um are going to be like that's going to be the opportunity that I think the it's going to help the public um come forward and see what we actually do. >> Yep. Thank you for that. it that does I
didn't even think about it that way as well but yes um I think it does provide additional clarity um so the next steps um you know I will I will work with Mr. Canalis to take a look at the calendar for, you know, like
I guess the first u meeting in August all the way through the end of the year and maybe even the calendar year um for us to not calendar the school year for us to determine what meeting like what the meeting dates would be for the committee versus the meeting dates that would be more for um the the board
meetings. Um I will you know please do send to me um your thoughts. I'll I'll forward you the document again that I had uh shared with regards to um the different committees that we were looking at having. I do remember that um
some of you mentioned that you wanted one or another committee to be considered and then we will um split that up and um I'll forward out you know that information. Um so if you have additional uh comments on that please do
send it. Yes, Mr. Canel. >> Dr. Mr. Robinson, at our reorganization meeting back in January, we established the calendar through the remainder of this calendar year. Do you want to revisit those dates or we would just do the first Monday um as the committee uh
meetings and then the third as the action meeting? >> I would I would keep the dates the same and it would just be like instead of it being a public meeting on the specific dates. Yep. >> That way we're not um >> we will readvertise. >> Yeah. you don't have to revertise. >> Uh yes,
>> just to um circle back, we're saying that the committees meet uh Mondays when it's that particular committee meeting, correct? Because some individuals can be on will be on more than one committee. So,
>> oh, so, so there wouldn't be um and because I'm me or any other board president would have the opportunity to be at every single meeting, you can't really have them running concurrently. Otherwise, then you're not able to have that level of overlap. Um, so really it
would just be one evening and maybe it's like 6:00 to 7, 7 to 8, 8 to 9, 9 to 10 and we might be able to like rotate it around. So maybe if you were last for that time you're first like that kind of >> and there will be some months where there are no need for a particular
committee to meet just to >> thank you. >> Absolutely. >> All right. All right. Um so in terms of the policy >> so yeah circling back to policy once you establish the committee and uh we'll look at when the first committee meeting
is for that if there's a timing issue because we don't have very many many meetings over the summer we can call a different meeting for that policy committee. >> All right perfect >> I'm just pulling back up the agenda. >> All right. Um, can I get a motion to
approve G1 through G3? Miss Stevenson, seconded by Mr. Cohen. Any uh questions or comments? Mr. Cohen. So, um, I think I mentioned in the past that Dr. Robinson and I are the central
school parents. And I I talked to my daughter about that and she said, "Oh, I don't believe that's going to happen." I said, "Well, I think it's going to happen." Um, we also started calling the school u at home. We started calling it Hawkins Central School and uh we're
we're saying that u she's going to go to uh Hawkins Central School. So, um, you know, appreciate all the hard work and and the patient and the I think it's been what 10 years or one year for a lot of work and thank you for advocating. Um, I I wish parents would advocate for
so many other things in in town. Uh, but seeing the the passion and and the the work that has been done, uh, I'm I'm probably going to support uh the the vote and the name change. Um being the financially conservative person on the
board, I will put an asteric and say that as as we discussed um I would expect uh that the the cost will be uh covered by donations and and not by the taxpayers. I I'm happy to donate and I
will but uh uh just from a cost perspective um I wanted to mention that. >> Thank you. And I will say that I I I believe that every board member on here is financially conservative. We all just have like a variety of of of ways to
think about that. Um I also do support um this. I thought about it long and hard. Yes, I I am um a in the central school district. Um my my daughter um attends Central School currently. Um I live very close to Broad Street just
like Miss uh Harding stated. Um, and I have learned lots about the rich history of that area, and I didn't even realize it until after I had moved there. Um, I had the opportunity to to speak with other members um of the community uh
since the last uh meeting and it it was shared that there was a strong desire for this to come from fundraising efforts and just like Mr. Cohen said, "I I'm more than happy to um do a personal donation as well as a as a resident." Um
I I I do hope that the community is able to be um generous as well and and and um it has been stated to me um that there are many people that have already reached out with the goal of of fundraising this item. Um and and I I
can understand from I can understand the difficulty with members of the community that may either not be supportive or may either be neutral or things like that. So having having the costs um heavily covered through uh fundraising would be
a a a great asset um to be able to focus solely on the merits of what Mr. Hawkins provided um to this country and uh to this community. Um, additionally, uh, speaking with the HSA
president, um, there were a there were a variety of things that, um, would be useful for the school community even right now. Um, it would be a great opportunity to bring U. Mr. Hawkins name in there by also incorporating other
aspects of uh maybe not even just so much a aesthetic or school beautifification process, but I think that there's ways for us to talk about um you know giving back to the school and making sure and connecting the current students to this endeavor um should it pass tonight. Um and you know
I look forward to engaging with everyone on that process and and learning about that. I yeah I I We'll figure out how to um do >> uh well so so as a member I'll just say
from a regulatory perspective um the board of education can't run a fundraiser you know like being that we're elected officials we're government officials things like that we wouldn't be able to but um I know a gentleman sitting on your left that um has already
committed he has already committed to um running a fundraiser it's something that I think that um we'd be able to find a way as residents to keep the community aware of like the fundraising goal and um and and some of the um projects that
uh you know the HSA president is going to talk with Miss uh with John as well as um Miss Lacroy and like determine like what are some other things that are able to maybe if we can you know like think about that as residents um and you know like so it's it's also
hard for you know for I'll say for me to talk about this from the perspective of a resident as well as then from the perspective of what my duty is as a elected board official. So, you know, um think about that that one and um anybody else? Yes, Christine.
Uh I just want to say that this is a super cool and super exciting thing to be a part of. And even though it took you 10 years to come here, I'm glad I'm sitting on the board when this vote comes to um to our table because it is
it's fun to be a part of this. Okay. So, I have a couple of things that I need to say that number one, your uh passion and persistence is contagious. So, it may have taken you 10 years like Miss Parliament said, but you're here
and I do not profess to be a history buff. So, please um this has been probably my most exciting lesson in history. do not tell that to Mr. Dietit because I graduated from here in 1980. So we don't want to go back there. Um so
it is it gives me great pride to be able to say and I think you missed a very important point that this comes at a time that happens to be at a celebration of our country's 250th anniversary.
So, how impressive is that that we can do this? In addition to Central School, we can add his name and honor someone who served his country. Um, on the 250th year anniversary of our
country. So, you know, hopefully I think that this is moving in the right direction. I would like to believe. And again, those of you that are affiliated um somehow through family background connections um with all due respect, it was just wonderful to hear the stories.
So, thank you for sharing and I will be voting yes. >> Thank you. All right. >> Um so, where I differ is not on whether or not we should honor Mr. Hawkins. I
firmly believe that we should um but it's on how exactly we honor him. Um and I believe that um there are more meaningful ways than the symbolic name change of Central
School. Um and I will be voting no. >> All right. We're all going to say something. Um, I just want to thank everyone who advocated for this. You were very, very
passionate and I appreciate that. I also appreciate the fact that it made, I believe, our board a little stronger because we didn't have a policy for this. So, we had to develop a policy. We had to follow our policy. So, I think that governance end of it really was
helpful for us. Um, I will be supporting this because I think that Thomas Hawkins um really shows all those values and traditions that we hold dear in Glenrock and we expect of our students. So, I will be supporting this.
>> All right. Thank you. >> Okay. >> I know some of my comments I spoke uh kind of factually. I I was appointed on the committee by my colleague Christine who uh uh probably thought I've I've reviewed a few military awards in my past. What you didn't know is I
scrutinized every single one of them in the same way that I looked at this. So it was literally Captain Corey evaluating Airman uh Hawkins on his on his merit. And we always tell people do not do anything of valor. They will name
a portaotty after you if you're unlucky. Uh but we can do something a little better tonight. um what what kind of what I settled on and um was uh we don't have to make perfect to be the enemy of good. Um I I want to thank and and remain uh some
remind some challenge on the committee on the group here. Um your your continued support is expected because you spoke you stood up, you spoke up and there's an opportunity in a very challenged budget environment for you to continue to do what you've been doing.
Hi John. And um I'm I'm confident that we'll get to the um that to the opportunity that this will be a real gift to the community. So that uh that garnered my support. Thank you. >> Thank you.
>> Okay. Um I'm another guy who voted no in the last round. Um, and not uh out of disrespect for Thomas. And my personal concerns number one were financial, which we've talked about, and it sounds like we've covered that. Uh, one of my
biggest concerns is that this is not enough of a recognition, and that we should do more for him to recognize him. We have uh veterans monuments in town. We have other things that the entire town can uh recognize and celebrate. And
and I'm not against the naming of the school or the idea of it. And I think if we name the school, uh yes, there will be those recognitions we've talked about. I think building a curriculum around it that you sort of alluded to is hugely important. Um I know we're uh
other states have talked about having a name or a date uh for Thomas Hawkins Day, which is amazing. So with all that, you know, I go back and forth. Um, and I think at the end of the day, um, I I agree kind of a
combination of what everyone's saying, but I hope we do more for him. I hope we do much more fundraising, much more recognition. We have Fourth of July parades in town. Uh, we have 911 memorials. We have a park called
Veterans Park, you know. So there there's there's plenty of opportunities and plenty of people in town who should be uh informed of this uh remarkable young man. Um so having said all that uh at the end of the day um I I think
ultimately I'm I'm going to end up on the side of yes because this is important for all these other reasons. But I I really, you know, want to be serious about the concern of we have schools named after people. We have
schools in other towns named after people. A lot of people don't really know who those people are or why. And and and you know, I'm a very patriotic person. I'm a very communityoriented person. And I brought up an idea of building a monument. Uh and I think a
lot of people got scared by that idea. But we've spent that kind of money as a town, even in this time of budget crisis. Um, if we could put something like that forward, I bet you we could rally towns and people to raise the funds to do such a a grand thing. So,
um, I guess that's kind of all I need to say about it for now. Um, and, uh, if it passes tonight, uh, I will be very happy for Thomas and very happy for everyone. >> Thank you. I guess I I'll just be very quick. I I
think I'm pretty sure you guys did it. Congratulations. >> All right. Okay. If we can call roll, please. >> Mr. Cohen. >> Yes. Congratulations. >> Mr. Corey.
>> Yes. >> Mr. Hayward. >> Yes. >> Miss Parlamus. Proudly. Yes. >> Dr. Poochie Bender. >> Yes. Thank you for the history lesson. >> Miss Stevenson. >> Yes. >> Mr. Tang.
>> Yes. >> Yes. >> Miss Calves. >> Yes. Except for G3 with regret. >> Dr. Robinson. >> Yes. >> Motions pass. All right.
All right. on to um we don't have any items under instruction and program special services and then um management and community with the late start. >> Sure. So this is a conversation that's been brewing for a while which is about exploring options for a later start for the high school and middle school. There
is uh quite a bit of research out there about later start times and their benefits to adolescence and just the way the adolescent brains are wired. um other schools are are making changes. And so we we were asked to to look at the viability of moving our middle
school high school to a later start time. So I'll just walk you through the the process of where we've been and and what we found and and and talk about kind of where we are. So back in March, I met with Mr. McCory and folks from the Glenrock Police Department to talk about
uh just traffic flow and the general setup of the town. And some of the things that we talked about I I anticipated. Some of the things that they shared with me were were things I hadn't thought of. So I'll just run through those things again even though I think we've talked about this before. So the the thing that I was not surprised about is that they were very clear that
due to traffic patterns and and just the way the town is set up, the middle school high school cannot have the same starting or ending times as the elementary schools. that it would cause real problems both with traffic flow um but also problems with crossing guards
that they are very limited with the number of crossing guards they have and to be at all of the schools at once would be would be difficult. Um I think also for a lot of parents that would be very difficult if I'm dropping off a third grader at Bird and a sixth grader here at the middle school. That causes
some some challenges. Um so but they were very clear about traffic patterns in the town and limited crossing guard staffing is is a real concern of theirs. Um the other the one thing that they brought up that I found that I hadn't thought of before is um you know we
could one of my initial thoughts was maybe we start the middle school high school later and the elementary school earlier just flip-flop the times and they were talking though that that would be a difficulty for the town to start the elementary schools earlier. They said that the worst commuting traffic
for folks getting out of town and getting to the train station is between about 7 and 8:15. And already it's it's problematic. The traffic at that time for drop off is here at the middle school high school. And at least it's located in one spot. You can drive
around it to get to the train station or get to 208 or get out of here. Um they think that if you have it dispersed throughout the town at all of the elementary schools, Coleman wouldn't really be a problem because it's tucked away. But the others, Bird, Hamilton, and and Central would be a real Bird
Hamilton and Hawkins Central um would be problematic um because folks are trying to get to the train station, find folks are trying to get across town, it would be it would be difficult. So they said from their perspective in a traffic flow problem, they would really not recommend us moving the elementarymentaries any
earlier because we'd be putting them right on top of commute time. Um they they voiced and I also um reached out to new chief Trover last week and he reiterated that um changing the start
and end times could really affect their crossing guard staffing and already they have real problems with staffing. He said, uh, Trover last week said on a typical day, at least five or sometimes as many as five or six of the crossing guard stations are staffed by Glenrock
Police Department police officers because they don't have enough crossing guards. If any of you want to be a crossing guard, I know that we also need lunch aids, too, folks. If you're if you're um but they already have a real problem finding crossing guards and staffing is hard. So, if we were to extend it, it would be a real problem.
Um, Chief, retired chief uh Acriman when we met in March said that even extending the crossing guard by additional hour would probably cost about $100,000 a year. That their crossing guard is are the third highest line items in their
salaries as far as the police department goes. So, it's it's a big expense that they're they're very concerned about not not crossing. Um there were some other things about this, but according to the police department, if they said, you know, understanding what we're looking
at doing and why it would be beneficial for kids and all that, the really only viable way to have a later middle school heart time, middle school, high school start time without causing serious traffic or crossing guard issues would be to start the middle school high school after the elementary start around
8:45 to 9:00. Um but this might cause that still might cause problems with crossing guards. So, so working within those frameworks, we try to we put together folks here at the high school middle school look at what are some different options that we could do for that. Keith, could you put up the
visual? So, what we have here on the on the visual here, folks on the board, you've already seen this, but I figured we'd get this up because I thought people might be in the audience. Um, the left two columns are what we have already. So, the green is is elementary, that's drop off and pickup. Um, the purple next to it is the current middle
school, high school drop off pickup. You can see that the middle the uh start and ends are staggered so that we can use the same crossing guard so we don't have to double up and we don't have to draw you know draw them out really late. Um the next one column over I think it's a little bit red but it's faded. Um and
the next ones after that are three different options for a later start time. Um all starting at 850 and and I'll get into kind of why we can't go earlier. Um I already mentioned it but we'll we'll get back to that. And so we looked at three different options. One, option one, which is right in the
middle, would be the same length classes and the same length school day for high school and middle school, just shifted later. You can see the problem with that, of course, is that middle school, high school won't get out until 3:56 p.m., which is which is late. I mean, by
winter, it's almost dark by then, right? Um, when you think about after school activities and sports and and all of the things that happen at the middle school, high school, um, it's late. it's quite late. And so if we look at option two and option three, those are reducing the
class time to shorten the school day. Um option two is reducing instead of 57 minute teaching periods down to 53 minute p periods and option three is down to 50 minute periods. Keeping in mind that moving to 53 is a 5% reduction
of teaching time. Right? So 5% that that works out to over the course of the year about 10 class periods, right? So as a former high school teacher, my question would be what 5% of the curriculum do you want to cut? Right? What what 5% of
the material do we not have time for now? Right? That's that's my concern from a curricular point of view. Um and the 50-minute period is is much more than that as well. So these are the the options that we came up with. So the questions with some of the questions I
got this is for an hour later start time. How about if we moved it earlier, moved it to just 20 minutes, etc., etc. But then you can see and I think this visual shows it. It starts overlapping with elementary really closely. Right? If we moved it from a 7:50 to an 8:30 start, we'd be having everybody starting
within a couple minutes of each other, right? Um which is what the police department said we we really cannot do. um if you move it, you know, any kind of shorter time, we're we're running into those problems there. And then the last thing that I'll I'll just kind of sum up
here. Um I've had conversations including today I talked with her some more with the GRE president Lisa Thomaselli and they are uh very concerned about the length of the days and the contractual obligations of teachers that the high school already on
average teachers teach for about 214 minutes a day and the elementary teaches 286 on average a day. and to reduce the high school middle school, she said, would be very upsetting to the elementary staff to have the the high school middle school even fewer student
hours and elementary still continuing to teach teach and teach. So that's what I have. I'm I'm open to questions from the board and and we can talk through this. That's what we're here for. >> Thank you. Thank you for the work that you did on this. Um I'm opening it up to
the board. what questions or um you know Yeah. What questions do you have? Yes, Christine. >> So, thank you for pulling together the information. I I am don't understand why we cannot
entertain a 20 minute later start. And when I read the report, I was actually quite encouraged. that report didn't show any reason spec why we can't do it. Um so the GREA that
we spoke about their concern was the high school and middle school teachers weren't teaching as long as the elementary school teachers. The proposal wouldn't be to change the teaching times at all. I think what we discussed before was just like Ridgewood. Ridgewood has the same exact scheduled for the
teachers. Their schedule doesn't change. the students schedule changes and you can keep the open hours the open extra minutes. So I was looking at for example a 20 minute later start time and the teachers can come the same exact time
they do now and open up for open tutoring for the kids. Um I also heard from what your report was with the police and the police had mentioned two things was um the crossing guards which
said they might be a problem. It didn't say anything that it it is. Um as well we have um the traffic was mentioned as most congested during 7 to 8:15. So, this would only help move that out of
that window and alleviate the traffic problem. So, I I was actually quite encouraged by it. Um, and I'm going to just jump to Ridgewood because we've talked about Ridgewood before and how successful they have done it. Um, Ridgewood had moved their start time
from 7:45 to 8:20, 35 minutes. There was like a doomsday when they proposed this. Everyone said the busing is going to go crazy. Traffic's going to be nuts. The cost is going to be insane. And the biggest critic has now become the biggest advocate, which is the
principal, Jeff New House. He he they've had zero problems. It's gone off so successfully. Um, but most importantly, I think we need to think about why we're even discussing this. And that's our
constituents who are the students. And the students are the reason that we're here. And it's it's almost this, you know, a health issue that they are chronically deprived of sleep. Um the past 10 years have been a huge phase of
studies and on adolescent sleep and you can research it and look it up for the Academy of Pediatrics, the Centers for Disease Controls and Prevention. We we're not waiting on any new information to come out. So the information is there
and having more sleep for students helps them mentally less anxiety, less depression, less suicides, less visits to the health counselors. Um they have better academic scores, they have better sports, they're more engaged in the
classrooms, and Ridgewood will tell you that their students are doing fantastically. So, you know, we come up with these logistics for why we can't do it. But if we move from just 7:50 a.m. to say a 8:10 start, that gives our students 60
hours of extra sleep a year every school year. And I know you spoke about the lack of or removing class time, but we are well above our required minimum for for times. And I would argue that it's not quantity, it's quality. And the kids
will be better in class with better quality time. And you know, a lot of people are we've spoken before about we need to wait on if we're having a new superintendent and the administration. And I'm I just feel that waiting for a
new superintendent will not change the science here because the biological needs of our students don't pause. And the our board is here for governance. And if we believe that later start times is better for our students, then that's
what we should be looking to find a solution to do. Um, we can act on the evidence today. Ridgewood did this with no problems and they I wish I wish we had, you know, contacted them and spoken
with them. Um, so I I really would hope that we can look to find a way to just move it even 15 minutes. Um, this is a small town geographically. I don't think we would have the problems. The crossing
guards were going to have them there no matter what. um the board we can find a solution to make this happen for our students because this is if we had an issue a health issue in our schools right now and we found something was dangerous for them we would of course
correct course correct so I would think we should course correct today um and I'm interested to hear your thoughts of why we shouldn't >> um thank you Christine sorry my voice is I'm losing it um one I I would also just
because um you know sorry for talking out of turn here but the goal of these discussions in our cow meeting is for this evidence to be presented to us for us to then talk about it and then make a either recommendation make an ask say
you know like for instance if the ask at the end of this discussion is can we investigate what an 810 would look like or an 8:15 or things like that that's that's essentially what um administration is asking for for for from us um So thank you um very much.
>> We don't have that that that we only have the three scenarios and all three are one hour later. >> This is the next step is then for us to then make our ask and bring it back to administration and then go from there. like they they they also can't know all
of the things like one I hope that all of us come up with you know a variety of of solutions from our collective experience to present right it's going to come from us the information is going to come from us and then we're going to ask whatever we want to ask and then
administration you know acts accordingly Mr. going. >> Yeah, I'm I'm to you was very disappointed and very surprised to see the the the output of this. Uh I think the option of 8 or 810 is very obvious.
We don't need another meeting to and and wait 3 months to to look at it. Um, I'm willing to bet that uh if we ask the mayor and council and explain the uh importance of moving the start time of the schools, they will be supportive of
it and they will work with the police to make it happen. If there's anything that we learned from the efforts of the central school name change is that there's always reasons to uh excuses to not do the right thing but this is the right thing and we've seen the other
schools are doing that and we've seen it's successful in Ridgewood so I don't know why we're keep delaying it or I know why we're keeping but we should not keep delaying and delaying and delaying it. I have been an early proponent of a later start time and I've been
discussing it over the course of several years. I went down to school boards a few years ago. I sat through um a couple of workshop sessions talking about it. Um at the time it was the superintendent of Chadam. You know we don't have busing which makes it a little bit easier for
us. >> I mean from my past advocacy I do support a later start time. However, does Rididgewood have any written reports that we can look at? I mean, it, you know, I don't know if it's on their website, but the biggest issue I see
here with this, it says administration does not support a change. And if we're going to ask somebody to make a big change, even though it is for the betterment of our students, the people who are going to implement this, in my opinion, have to support it. Otherwise,
I don't see it going the way of being successful. You know, in the research that was said, I went back and to look at my notes from the the workshops I went to. They're saying 8:00 start time is the ideal time for a district that doesn't have busing.
You know, if there's a way, and this is not anything, no final report. This was your initial f findings and as Demal said, it's time for us to discuss it and give our suggestions on it. You know, if there is a way to maybe have an A10 start time that might be bought into a
little bit better. You know, it's all about when there's a major change, which is one of the reasons I ran for the board is when the supervisors came in, it kind of was just like, okay, this is what we're going to do. And I've been in the district when they changed the drop ad that was presented very differently and got buy in. I just think that if we
get buy in especially by the people who are going to be tasked with implementing this and supporting our decision that it needs to be discussed with them and we need to sell it in such a way that they will buy into it you know and just
waiting for a new superintendent you know perhaps that would be a way to do it and that person can build the relationships and the trust you know I am not against this I am definitely for it and have been for some time. I mean, the other ones where schools getting out at 4 is difficult even at later at 3:00
because there are a lot of kids at the middle school high school that have younger siblings and they have to go down to those schools and pick those kids up or they're babysitting and they go to the elementary school and pick kids up. So, that's also something that we need to think about. And I think we all know the traffic is really bad in town in the mornings. Um, especially
with two train lines. Um, so we can look at a way maybe 8:00 8:10. Chadam also took they went from 57 minutes for their classes down to 55 minutes. And I wrote in my notes that um their high school
became 15 minutes shorter. Minutes and seat does um doesn't mean more learning. That was something that the superintendent said at that workshop. So I just think these are more things that we can think about and discuss. That's what this whole thing is supposed to be a discussion. And I didn't come tonight thinking, okay, it's our final
discussion on this. This is a work in progress. And sometimes in public education, things take longer to be done. Not like in the private sector. And if you're not used to that, it's frustrating. Even when you are used to that, it's very frustrating. So I I
thank you for this and I I'm glad that this discussion is going to move forward. >> Thank you. Um Dr. would you >> uh I'm not going to reiterate on on any of this except for the fact that I just
want to add to um I had I did have a conversation with a uh vice principal of West Essex High School. If you go to their website, you will see a dedicated page to the change uh to the school start times. It has it all laid out.
It's all mapped out. I will tell you that they were on pins and needles the administration before they made the change and again um comparable to Ridgewood. They are thrilled. The chronic absenteeism has disappeared. Um
and their their students are more engaged and everything from from academics to athletics seems to be thriving better. I'm just suggesting maybe you can reach out if you need to know who I spoke with. I'd be happy to share the name. Um, it's just some more information for us to look into, dive
into, and see if there's anything that we can compare to, contrast, whatever. Just an offering. >> Thank you. >> So, I don't know that I could say it more eloquently than you did, Karen, but I think there's a part of this where
this is a a change management initiative, right? So, it is going to be an iterative process. And I do thank you, Greg, for hearing us out and talking with the police chief and talking with the other administrators. And I think we as a board need to come up with some other solutions that that
that team might be more amendable to um and and work it through. I think you know the community who's here who's been advocating for 10 years to change a name right that there's a element of this where you need to
persevere through obstacles and you need to come up with arguments that help people understand how or why things are that important. So I think there's you know a number of lessons to be learned tonight and in particular from this conversation. It can be collaborative
even if we don't all agree. I think we agree we want what's best for the children and I think we can get there. Um but how is is um important as well. >> Dan um I'm done just looking at our
proposed committee structure that we uh because this is committee the whole right and these are these are good ideas. I'm not going to debate them. Um but I think these this is probably going to fall into the facilities and operations committee. We're really talking about how this is going to move forward and how these processes are
going to move forward. Um it's it's tough for us to sit at the deis and discuss this all right now and really kind of expect to be prepared and have any sort of meaningful like iteration on it all. Um yeah 8 810 reasonable right but that's not a committee process that's supporting I think like I I'm
looking forward to probably that committee if not governance policy and compliance would probably it might fit into there. uh just sharing how I kind of see this actually moving forward along with other examples of ideas. I think a lot of our problems that we that we address are going to be solved by
this new governance model where we're working in a in a steal your word collaborative uh relationship with the administration because it's not our job to do their job, but we're trying to come in and provide insights and feedback and give them the opportunity
to say like, "Hey, no, no, no. this is what we're hearing outside the outside the walls of the school. So, um I'm looking forward to the next iteration of it. Hopefully, it doesn't take a year. Um but I I think we have a a model to actually like to dig into this soon.
>> I just want to just want to piggyback, Dan. Um thank you for bringing that point up because I think that this is a conversation that can be woven into several committees um where we can have, you know, a deeper discussion about it. the pros, the cons, the whatifs, the,
you know, and and just discuss. Um, so again, I I appreciate all the work that you did already. There's no doubt about it that you put a lot of time into that. So, um, but again, going to the committee structure, I think, is the best thing that can happen.
>> And each committee has its own purview, right, to challenges. So, a committee does not take on a a challenge unless you have an ad hoc committee. uh committee uh really advises the board from its deep dive into an issue from the perspective of the specific issue.
Finance and order committee is one finance uh facilities and operations committee and policy and governance. These are all components of the decisions that we I think are going to be more effectively um like community advisers to the administration
through this. So uh we're we're getting there but >> curriculum instruction. Yeah, we we need a curriculum instruction. Exactly. I didn't scroll along with that, but um we we really need this tool and um I think we'll be a lot more effective. >> Yep. >> Miss Parliament,
>> uh just to address a few points. Oh, um Miss Stevenson, you know, to your point about the administration, you know, needs to buy in. I will say in Ridgewood, no one bought into it. The board decided and the biggest proponents right now are the administration for it.
So, um, they love it. They love the changes. And this this this is a >> Did they have a just I I'd be curious to know where that was documented, how much they like it. >> I I had a conversation with them. It's on a YouTube video that I referenced in a prior meeting. And um, Miss and the
principal is open to anyone calling him for for information about this as well. And I spoke to the board president in Rididgewood too. Um, this is a board decision. This is also something it's not like um the renaming of Central. It can happen in in March. It can happen in
October. It can happen in December. This can only really happen prior to the start of a school year. And we're sitting here at the end of one. And we could make this happen for September. We can make this happen for September. Can we start one minute later? I think we
can. I think the school could accommodate one minute later. Can we Can we do it 10 minutes later? Yes, I think we can. It's it's a matter of the the board. This is a health crisis for our children. Um the science is not going to
change next year. The science is there of of the detriment for sleep deprivation. And as I said, like we're not going to I'm this the school day is not looking to be expanded for a later start time. This would be a small shrinking of our schedule. >> Do you have a specific ask that you were
asking the board specifically to consider? I I can do that if if that is wraps things up. >> Yeah. Because I I I just want to make sure you know I don't think you're going to get really any of us that are going to say like absolutely not. We don't think that start like from a from a
health care like a health perspective. >> I can I can do um a resolution or motion to to do this. >> Well, it's not so much a motion or a resolution. I mean like one it would be you were saying something like 10 minutes or 15 minutes. Um like if if
that is generally like a consensus that you're saying hey can we give this to administration and have them weigh in on you know let's say a 8 I think you said 810 or 805 or 810 start or something like that. I yeah I was thinking between listen I'm I'm just one of nine people
but I was thinking it would be very workable to do to change it 15 to 20 minutes 15 to 20 and I would hope for 20 and I think we could probably easily get to 15 >> and then what are you suggesting with the the
>> the end time is the same the teacher schedule is exactly the same the later period um that 15 or 20 minutes the teachers are reporting in and kids can come to school for extra help if they need to or if the parents need to drop them off earlier just like before.
>> All right, Mr. Cohen and then Mson. >> Sorry, just to I think just to put it into action, I think the ask would be for administration to come back. I I guess just urgently like next board meeting and present the 10 and 10 and
810 uh sorry 8 and 810 start time as an alternative uh plus I'm not sure who is the representative to the council but whoever it is uh to talk with council and ask their feedback and their help
because they're managing the the police so uh get their buy in as well to um to the change. >> And so I would also um I I would ask for caution in terms of like going specifically to like for
instance, Captain Trover on behalf of the the the board or or administration or something like that. However, I do um advocate for you to in your role um as liaison, you know, you know, discuss
liaison with the with the council um before we even go on any further on action. Miss Stevenson, >> I just one quick. What What are the contractual hours for the staff at the high school and middle school? I don't know off the top of my head the
actual teaching minutes um what the contractual hours are but the GRA president made it very clear that if we reduce the teaching time and I don't mean tutoring I asked her specifically what if we did a tutoring thing she said absolutely not if if the board does that we will be very upset I won't use the
language she used with me but they they made it very clear that it would be a a real problem with the association if we reduced teaching time at the high school middle school and not at the elementary schools >> like actual on schedule student contact time. >> Yes. >> Required student contact time.
>> Yes. >> Is there a way in to if you know the teachers school starts at 7:50 correct? If >> I remember correctly um so the teachers whatever time that they have to be here.
So say 7:50 and let's suppose we did an 810 start time. Is there a way to make like it a mandatory time for the teachers to have student contact time between 7:50 and 8:10 so as to alleviate that concern that they
would have less like formal teaching time? I know that she said, "Oh no, two work." But is there some way that maybe I don't know if they would rotate like their class out for smaller group instruction or for like some short enrichment time or some creative way to
use that part of the day. Um so it doesn't look like oh they don't have to teach as much as we do. I don't know if that makes sense the way >> right and that's that's what I spoke with her about and I can certainly have another conversation with her about that
but she was very clear that that would not be a >> and and I and I get like and I right I get that because I know there a lot of times everything's oh nobody cares about the elementary school or everyone cares about the middle school and high school coming from the elementary school I get it but if it was in a way that it's like
they the teachers are required to be someplace with students during that time to do some formalized instruction or like I said, you know, tutoring or enrichment or >> something to that, but then we would
then be asking certain kids to come in earlier and we're trying to avoid that. >> My my understanding is that this is exactly what Ridgewood did. So your idea is exactly what Ridgewood did, >> right? But we're not Ridgewood. >> Yeah. But >> and again, so so again, back to what you just said, Miss Stevenson, we are not Rididgewood. So, one of the things if you look at Ridgewood schedules, they
all of their schools end within 10 minutes of each other. We because they put them on buses, right? They they figured out a way to do that, but we we cannot do that, right? They made it clear that we can't end or begin at the same time as elementary, right? I don't know what their teachers association
thought about having this flexible time, but apparently it was okay with theirs. It it clearly is not. One of the things that we've been doing, you know, over the last year especially is really trying to build uh collaboration with town council, with the police department, with the teachers association, you know, as as a
community. And so my first steps were to go to those organizations to get their feedback and work together on this project. I don't by any means, as as Dr. Robson was saying, consider this done, right? This is a conversation. This is where we should be. And I can certainly continue to work with administration and
I have your feedback. Absolutely. and I will talk with uh GRE again and see if there are ways that we can make some sort of later start time happen. Um absolutely we we can continue continue moving with this. >> Thank you. >> Thank you.
>> All right, on to business. Mr. Canelis. >> Thank you, Madam President. So, uh, something for discussion, um, in statute specifically 18A18A42-2,
it calls for the board to be notified of any expiring contracts for that year as well as any new contracts. Um, Glenrock has always done that via a resolution. The code doesn't actually require a
resolution, but a report to the board. Um what I am suggesting uh and looking for feedback on is to provide that report um in the same timing that we always have which would be the last meeting in June in this case June 15th.
Um but we would not make it a resolution. We would just provide a report to the board for the board to review. >> All right. Now, James, do you need our feedback on that or is that just >> Yeah, because it would be on the next one. I mean, I could I could certainly
do it this year as we always have and have a further discussion or if you guys are okay with the idea of just receiving a report as opposed to a resolution. >> Yeah, >> it it would just be it would be easier to do it. >> It sounds like we we'd be voting on
something that we don't necessarily have control over. If the contract expires, that term is already implicit in our resolution to adopt the contract. >> Which is why I think it doesn't require a resolution, >> just a reporting to the board.
>> Are we good with that? >> Yeah, >> makes sense. >> Yeah. >> Okay, great. Thank you. Um, some new business that'll be on our next meeting. Uh so we will be approving our 2627
uh non-resident tuition rates. Um that is not the ECP tuition rate. It is the tuition rate that we charge to non-residents and it comes specifically out of the budget software. So we'll be putting that on the agenda uh for your
approval. We will also have our excess surplus unreserved fund balance uh resolution which is done on the last meeting in June. Um and there we will have uh monies allocated for future budget years. In this case I believe
it's 27 and 28 as well as potential deposits or there certainly will be deposits into capital reserve and maintenance reserve. Um so we will have that available for you guys. Um, we're going to have uh some third-party uh
administrators for our 403b and 457b. Uh, again, these are the folks that uh really we remit withholdings to and then they allocate those funds uh to the various investment options that our employees suggest. Uh they're for the
most part without cost except for one which is Vanguard which uh it runs us about 600 thou $600 a year. Um we will be also establishing our petty cash for 2627. Something that will be new is that we're adding a petty cash for
transportation to cover um the tolls being that we now have the larger bus. uh we're going to be doing more of the further uh trips with the larger bus. So, it's become a little bit problematic
and and a long process for our driver to get reimbured. So, we're going to do a petty cash and this way they they can get their refund uh once they come back from a route. Um, and then the last two resolutions that we will be having. >> I have a question about that with
regards to the pettic cache and the bus and they they so you have to go through the cash lane like literally like it's not like a easy pass situation like that. >> So um a school is not allowed to have a credit card. Okay.
>> Um we have inquired uh if you can get Easy Pass without a credit card. I don't believe you can. um the commercial bus uh companies get away with it because they're not public entities and therefore they don't have this issue. Um
we'll continue to look into that, but our first uh pass on that was that we cannot get an easy pass. That would make life much easier. >> I've even offered mine. Um so, and then the last two items are uh our typical
resolutions that we pass in at our June meeting. um one which allows us to pay our bills during the months of July and August and also to award contracts um during the months of July and August. And this summer, it's particularly
important on the awarding of contracts because we are not going to be done awarding all of our time and material bids that we need in order to have them in place for September or for that matter even over the summer. So, we we'll we'll have those resolutions uh
that have typically been on the agenda uh available to you as well. Uh lastly, um we have some action items uh that are related to each other. So, the first is um we have a couple of time and material
bid awards. Uh we are now I believe up to about nine or 10 that we're we've awarded. We have done through the gone through the bid process. uh and we will ask you to uh accept those awards uh in the next few minutes. Uh but there are
four trades that after two bidding cycles, we have received no bids. And so what the law says is that after we advertise and open bids twice, we can then reach out and negotiate a contract.
So, there's a resolution for the four trades that we're looking at uh for us to go and actually pursue an agreement with uh a service provider. Um the the law basically states that you have to stay within the confines of the original
bid specs. So, it's I can't really change materially the bid specs. Um these are time and material bids. So what really what we would be doing is you know agreeing to our x% plus uh cost on the uh materials and then the
prevailing wage uh minimum at at a minimum uh for the wage. So that's what we are asking uh each of you to approve this evening in that those two resolutions. Actually I think it's three because they weren't all on the same bid cycle. So there's three resolutions,
four trades. Uh let's see. Okay. Um long range facility plan from uh PSA. So we received it late on Friday afternoon. Um I can give you a 30,000 foot look, but it will probably keep you up at
night. Um just by the very nature of the number of projects and the cost of the projects. Uh I believe PSA has has has delivered on what we had asked. Um all of the projects have been uh valued in
terms of necessity. Um it includes schematics of of each of the projects and it includes both things that are repair in nature or replace in nature as well as aspirational type items. Uh I'll give you an example. There's uh MPR
multip multi-purpose rooms uh at two of the schools that we put on there for schools that don't have cafeterias. Uh we put uh some field upgrades in there as well just so that it would cover really everything that the school would
have to entertain for the foreseeable future. So you'd be able to just simply pull out the report and go to that next category of need and decide whether or not that was something you wanted to pursue. So we're going to do a deeper dive. Um it's about a 500page report.
Um, I'm gonna figure out a a better way of distributing that in a more condensed uh version as well as the full uh text if that's how you want to spend your evenings. Um, and we will do that probably over the summer so it's available for you folks come the
beginning of the new school year. Um, Mr. Cohen, you look like you have a question on your I know you're dying to know. It's $214 million. >> You didn't want to know it, did you? Okay. And now our last thing that we
have uh tonight is um we've been asked the board has been discussing um the uh security guards that we uh currently have in our district um and um providing
uh the pathway for them to be armed. Uh so Mr. McCory, our director of security, and I have spent a considerable amount of time reviewing potential protocols, qualifications, training. Um, we presented that to to you um in close
session and the natural progression would now for us to have a public conversation on it. Um, I'm going to just run through uh the non uh security sensitive issues that uh we can uh talk
about. Um, and I'll give you them uh in in very, you know, quick bullet point uh fashion and then we can uh you can have your conversation uh with the anticipation of having u a motion on the June 15th
meeting so that we can if if if the if the decision is to arm the guards that we can have everything ready for implementation come the beginning of school in September. So without further ado, um here is a real synopsis of of of the parameters
upon which this is all going to be based. Uh first qualifications. Um all guards will be retired. Uh and that is an honorable retirement from some form of law enforcement. Uh they must have their retired police officer carry permit. They must also have their
security officer registration act certification, also known as SORA. We will also be requiring a medical uh for each of the uh guards uh affirming their physical capacity to perform protective duties.
Training uh first uh there's three categories um in which we will be doing training. The first is firearm and use of force. Uh they will be uh under the New Jersey police committee retired officer firearms qualification which will happen twice a year. They will be
doing low light and reduced vis visibility shooting training. They'll be do you getting training in judgmental use of force as well as deescalation and verbal intervention training. Those last two would be on an annual basis. As far
as school specific training, there will be civilian response to active shooter events training through alert stop thebleleed rapid response to active threat training. non-violent crisis intervention as well as districtbased
active shooter response training along with GRPD when they have those in our buildings. The board also uh stressed the the the requirement that we have training for our special needs students. And so we've developed a number of items there.
Autism spectrum disorder recognition and response, sensory processing awareness training, communication strategies for non-verbal students, recognition of behaviors associated with intellectual and developmental disabilities, traumainformed care training, as well as
last resort restraint training. Um, some operational protocols that will be followed. Guards will supply their own firearm along with a level three retention holster. Guards shall employ the minimum force necessary and shall
exhaust deescalation options whenever time and circumstances permit. And here's the key. The drawing of a firearm is authorized only in response to an imminent threat of death or serious bodily injury. Guard shall not draw,
display, or discharge a firearm for purpose of discipline, behavior management, or compliance with school rules. Every drawing of a weapon incident will require a written report due before the guard's end of shift and delivered to the director of security.
We will be installing firearm lock boxes in select adult bathrooms in every building. when fire when a guard is uh using the facilities, they will be required to store their firearm in that lock box.
In addition, another lock box will be installed in the director of securityurities's office. When any guard is responding to an incident in either the wellness center or guidance here at the high school middle school, the guard will place their firearm in that lock
box first and respond to the incident unarmed. As far as oversight and collaboration, we will enter into a memorandum of understanding with the Glenrock Police Department, which shall govern coordination, mutual response, and
information sharing. Local police shall retain primary jurisdiction for all criminal investigations occurring on school grounds, and will be the uh the incharge uh department when responding to emergencies. our guys will fall back
into a uh assistance uh operation method. And lastly, we will establish an armed security review committee that shall convene semiannual to review the incident reports if any training compliance as well as community
feedback on how the program is uh working. And so that is a a 30,000 well maybe 20,000 foot uh view of what we're kind of thinking and what we'd like to put together. Um this does have the
administration's um endorsement. Um and we would like to have a resolution in the affirmative establishing um armed guards at the June 15 meeting. >> Thank you. And thank you uh very much
for the work that uh you all have done. What questions or comments or anything does the board have? >> Yes. >> I just want to thank both uh James, you and uh Greg for all your work with this. It's been very thorough. Um I think this
is probably one of the biggest topics that we have discussed and it's been, you know, openly discussed and really thoroughly investigated. what you just reported out was very comprehensive. And I'm very very glad to see the emphasis on training because I think that's really important in this
situation when we're dealing with children. Um, and I just want to reiterate that these will be the guards that we currently have that already have bonds with our students that already have bonds with our families. So, we are going to keep the same security guards and this would just be, you know, they
would just then be armed if this resolution passes >> with the caveat that they can qualify and pass the physical. Yes. >> Let's hope they do. >> Yes, they can. I'm sure they will. >> Yeah. >> Uh I I want to uh reiterate exactly what
Karen said about the training. Uh however, I do also want to thank um everyone that was involved, including Mr. McCory because you you really did do a very extensive um plan information that you did not include, right, that we know about and I am very very pleased um
with what I had heard and as someone who has had experience uh you know I've been around in education a long time and I've had to sit through watching videos as a principal and as a superintendent from
Coline and everywhere else And this um is something that I really am very passionate about the need for to protect our children because um there are so many incidences that can happen on the outside to the inside. It it's you
cannot predict the unpredictable. And with that being said, I I think that we need to be sure that we can do the best job humanly possible to protect our children and our staff. Everyone needs to come to work and to school feeling safe and secure. And I know that these are uh topics that keep superintendent
and principles and teachers up at night. So, thank you again for all the hard work that you put into this. I I really um am happy to hear it all. >> Thank you, >> Miss Parlus. >> I'll echo very similar thoughts. you
know, just being here and and seeing the work that has gone in and the research and the thoroughess. Um, I thank you, Mr. McCory, and and the administration for for everything you've done up to this point. And I am um thrilled. Well,
I shouldn't say thrilled. This is not an exciting vote like Central School, but this is something I feel also passionately about that we need to do. We need to move this forward. and it it can't come soon enough in my book. So, thank you for the work you've done.
>> All right. And I'll reiterate as well um that this is, you know, a thoughtful process that you're also taking over the like the summer time to, you know, make sure that you're ironing out all of the kinks and that um it's well structured and well prepared um for when the
students return to the building. Okay. Yeah. All right. Let me just >> I have nothing else. >> All right. I don't have anything. All right. So, motion to approve uh resolutions B1 through B7.
Dr. Pooie Bender and Mr. Hayward. And if you can call roll. >> Mr. Cohen. >> Yes. >> Mr. Corey. >> Yes. >> Mr. Hayward. >> Yes. >> Miss Parlanis. >> Yes. >> Dr. Puchi Vender. >> Yes.
>> Miss Stevenson, >> yes. >> Mr. Tang, >> yes. >> Miss Calves, >> yes. >> Dr. Robinson, >> yes. >> Motion passes. >> Thank you. Can I have a motion to affirm the decision made in GRHS HIB308123 as reported by the acting chief school
administrator during the May 18th, 2026 close work session meeting? Miss Parlamus. Seconded by uh Mr. Tang. And if we can call roll. >> Mr. Cohen.
>> I'll recuse myself. >> Mr. Corey. >> Yes. >> Mr. Hayward. >> Yes. >> Miss Parlamus. >> Yes. >> Dr. Pooie Vender. >> Yes. >> Miss Stevenson. >> Yes. >> Mr. Tang. >> Yes. >> Mrs. Calves.
>> Yes. >> Dr. Robinson. >> Yes. >> Motion passes. >> Thank you. >> Anything from leaison? All right. All right. So, at 9:59, we'll open up our second uh public comment session. Please state your name, your
address, and you'll have three minutes at which point you'll hear um an alarm go off just to ask you to wrap your comments. Thank you. >> Hello. Can you hear me? Yeah. >> So, I'll promise I won't take too much time. So, my name is Juan Asetto. I live
in 265 Lane Avenue. Um, and I'm here along tonight with some of our other parents from the Glenrock Robotics family. I hope you enjoyed their presentation. Um, we're here basically to just one simple reason, right? First of all, we want to celebrate whatever
they did, but we are also asking or urging the board to ensure that their incredible journey continues uh going forward. Right. As you heard tonight, um the robotics program per se has become a vital space where most of our kids feel
safe, they feel inspired, they feel value, and they feel a sense of belonging. Right? So that's been very key. Um we as parents are concerned that as you heard Mr. Locoel, the coach will be leaving or stepping down from the robotics programs and we hope this
support um remains as as it is with or without him. Right. We really um ask for the board tonight um to continue your unwavering support for the program um and to make it as inclusive and
welcoming and impactful as he has been. Um I've been with that program from the very beginning. I'm very passionate. I have one boy who's one of the captains and we are all worried that the program
will stop or will not have the same um push as it is. So I think we just wanted to take that opportunity to say hey this is a great space for the kids. It's not sports. is not any of that wow factor
but this is great and within the robotics community Glen Rook is a big name and I hope the board understands that and pushes it right so if you talk with anybody in the first stock community and you said my kid went to the Glenrock team they're going to go
wow so please um I just urge you to support the program with or without Mr. lock going forward. It's really key for the community. Thank you. >> Thank you. >> Brian Jackson again. I just want to thank the board this evening and I have
posted the news on Facebook which is now blowing up with thanks to the board from uh alumni uh local citizens people who have connections to Glenrock. Um their uh comments are overwhelmingly
supportive and again um many people thank the board for their action tonight. So thank you for a great birthday gift too. I'd say we'd have a cake and candles, but it probably set off the fire alarm with my age. So, we'll pass on that. But again, thank
you. And uh I look forward to the next step, which is raising the money to make it happen. And uh as soon as we get the mechanism put together to do that, we will uh we will get the funds to make this happen. Thank you.
>> Thank you. >> Hello board. Good afternoon. Good evening. Uh not no more afternoon anymore. So uh Vun Mata from 19 Woodville Road again parent of uh the robotics team. I'm kind of sad to hear Mr. Lockatel stepping down from this. He
has been the powerhouse for the team. And as someone who was asked by Mr. Lockatel to judge for a couple of teams and participate as an FTC judge coming out from the other side, the amount of recognition Glenrock has in this community is unfathomable. going down to
states and for regionals and teams just coming to know that you are from Glenrock. Pretty much anyone and everyone comes and says we've never seen a team that sticks for 2 hours after a whole day of an effort to just clean up the whole place. Uh where all teams from 200 teams have competed and this is a
culture that Clanrock has built with the support of Mr. Lockadel and we would really like this program to continue from all kinds of things. It's not just about the teaching kids on how to build robots, but how to build a community along with it. And he's done an amazing job. A good amount of time that he
spends is not just in front of the kids, but also a good amount of time is spent coordinating this, organizing this, and having the whole backbone of getting kids to and fro from these organizing around. So, we would really like this program to stick around and not fall
back. That's all. Thank you. >> Thank you. Good evening. My name is Ying Law and I live on 34 Fair View Avenue. I have four topics that I would like to bring up. The first one is about school security. Um I appreciate the clarification that the district shared and I understand
that um June 15th we will have a vote. Is that a two vote or just one? Because there was a thing about important topics district will vote twice. Is it just one vote? I'll um after comments closed I'll >> Okay. Okay. Either way, I want to remind the board that security is an all
encompassing topic. Our school campuses are extremely permeable. It's important as Dr. Puchi Bander mentioned that we have solutions that both address both inside and outside the school buildings. Um the second issue I want to bring up is about our infrastructure. I encouraged the board to spend more time
on looking at our infrastructure rather than delaying the topic until the end of the meeting after all the excitement. Um recently or as in March the staircase in front of one of the bird school um exit was broken concrete deteriorated
handrail was not supporting it was just falling it took us three months because as of now it still hasn't been repaired when I asked the principal she said it will be repaired this weekend. It shouldn't take three months to repair a concrete staircase in front of an exit
that the first graders go in and out every morning and every afternoon. And um recently I went on to the district website about abatement. There is asbestous in our buildings where floors are damaged. They can be an extreme risk. Some of them are in school
cafeteria areas. Right? So those are the observations I have made. I'm sure the board has more information. I encourage the board to spend more time looking at our school buildings to ensure our safety, our longevity of the district um well-being. Um the third topic I want to
bring up is about instruction time. I understand that the middle we're looking at potentially reducing instruction time for middle school and high schoolers. Th this whole nation is facing a crisis where the student learning is declining and I would caution against reducing instruction time.
The fourth topic I want to bring up is the committee structure. Um I would caution the board that by allowing the president to um appointing committees, we might give the board president now or later more power than there is right
now. That those are all my comment. Thank you. >> All right. Thank you. Hi. Um, Elise Meltzer, 59 Abington Terrace. Um, I want to begin by saying that I take no pleasure in being here tonight. Um, we have followed every
avenue available to us. We met with administrators, participated in the appeals process, asked questions, sought clarification, and we approached those conversations respectfully and in good faith, hoping to find resolution. Unfortunately, after exhausting those options, we feel that we have no choice
but to bring this matter before the board. As a parent, it is obviously difficult to stand before you and publicly discuss my child's educational opportunities, but I believe this issue is important enough that it warrants your attention. I know the board has received my email and supporting
documentation. So tonight, I'm going to focus less on my son's individual circumstances and more on what his experience may reveal about the district's placement and appeals process. At multiple board meetings, district leadership has spoken about
expanding access to advanced coursework, creating opportunities for students to challenge themselves, encouraging academic growth, like we heard it all tonight. Those are goals I fully support. My question is whether the policies currently being implemented are actually achieving those goals. Our
son's case has left us with a simple question. Make this make sense to us. Like nothing that is going on is making sense to us. We have been told he does not meet a threshold for honors pre-calculus. Yet we have not been provided with clear objective data that explains why. We have heard references
to thresholds, matrices, problem solving criteria. But when we ask what evidence supports that, the answers remain unclear. At the same time, we have a student who has always chosen the more rigorous math pathway, demonstrated growth throughout the year, received positive teacher feedback regarding his
critical thinking and work eth work ethic, and has a strong interest in pursuing mathematics related studies in the future. If a student who has demonstrated those qualities is still unable to access advanced coursework, then I think it is fair to ask whether the system is functioning as we intended
it to. Our concern extends beyond our child. We cannot be the only family experiencing this. If parents and students cannot understand how decisions are made, if the criteria is not transparent and if growth and demonstrated readiness are outweighed by rigid threshold, then the board should
ask whether the current process is creating barriers rather than opportunities for our students. I am also concerned that the district's process appears to place a significant weight on first semester performance while giving little consideration to a student's full growth year full year
growth. When a student demonstrates meaningful improvement during the third and fourth marking periods, that progress should matter. If students can show they've developed the skills necessary to succeed, the placement process should recognize that growth rather than treating later achievement
as irrelevant. What message are we sending students if improvement and hard work throughout the year ultimately just don't matter? They don't count. Um, as the parent of a student who is legally entitled to an individualized education plan, I'm concerned about whether decisions are being made with sufficient
individualized consideration. When access to more rigorous coursework is denied despite evidence of progress, motivation, and the ability to succeed with appropriate supports. It raises questions about whether students are truly being afforded meaningful access to the educational opportunities available to their peers. I am asking
the board to take a broader look at the policies that have been put into place and determine whether they are being implemented in a manner consistent with the goals that have been publicly stated. If the goal is to expand opportunity, challenge our students, and encourage academic growth, then the
outcome should reflect those values. Our goal is not to lower standards. That's not what we're here for. Our goal is to ensure that students who are willing to work hard, challenge themselves, and demonstrate growth are given a meaningful opportunity to reach their potential. Thank you for your time.
>> Thank you. >> Scott Meltzer, 59, Abington Terrace. I'm here regarding my son, Luke Meltzer, pre-calculus honors course appeal process. It's timely that we just had a detailed presentation of access to programs for our gifted and talented students
and the many criteria and standardized assessments used to not overlook those candidates. But what about the hardworking regular students, those with IEPs being analyzed with limited criteria and non-standardized norms? We're at this impass because we have
tried to take the appropriate steps through the district's train uh chain of command and provide an abundance of information to the administration to help make a more informed decision. Unfortunately, this administration is digging in their heels on their appeals process. We believe on incomplete and
inadequate data and due diligence and a pure lack of vision, flexibility, and reasoning. This appeals decision has been made without regard for our child's educational aspirations. more importantly, the cascading and long-lasting implication towards his future success. We wholeheartedly
believe that the school administration is restricting access to advanced coursework for Luke and likely other students in Glenrock. Simply put, the administration's appeal process and subsequent actions over the past few weeks are not only creating a divide within the community, but also flying in
the face of New Jersey student learning standards and policies. As a board, you may not know how how to help our our son Luke in this current situation, which is understandable given the circumstances. We recognize that you as board members may not have been directly involved in
this specific appeals decision. However, we believe it's important to highlight the board's obligation under district policy P22000 and the applicable New Jersey statute NJAC 6A88-3.1 which states when applicable district
boards of education must in legal terms shall and must provide students with access to advanced coursework. District boards of education shall develop, implement, regularly evaluate strategies that identify, support, and encourage all student groups to enroll and succeed
in advanced coursework. The statute further states, "District boards of education shall implement educational programs that prepare all students for success in college, careers, and civic life." Glenrock policy, district policy itself references both NJC 6A and New
Jersey student learning standards. While we're not attorneys, we understand the distinction between statute policy and implementation. Statutes, state statutes, regul and regulations establish mandatory legal obligations. Board policies are intended to align with and implement those obligations
consistently across the district. Administrative implementation may involve discretion in practice. However, the underlying legal responsibilities, including equitable access to opportunities and appropriate evaluation of students seeking advanced court work
coursework are not optional. Let me repeat for effect. What is not open to interpretation is the core legal obligation to not discriminate against groups, restrict opportunities, andor ignore equity review requirements. With that said, we are unfortunately
left with no choice but to place our burden on this esteemed board under district policy 5710 student grievance level 3.C which we will provide in writing and which states a student or parent may appeal the superintendent or designates decision to the board. An appeal that proceeds to the board will
be determined promptly and the board will issue a decision no more than 30 calendar days. Student will be informed of the right appeal process of the board of commissioner of education. If you could just give me one more minute, please. Let me be clear. Do we want to be here tonight? No. Spending the the
board's valuable time on this matter? No. This is why many schools in New Jersey and almost all schools in Bergen County, with the exception of Glenrock, we have a waiver system to enable their children access to advanced coursework when the appeals process may not be equitable. Why is my child's educational
future in the hands of administration of a few administrators who at the least based on repeated comments of all appeals are final could care less about Luke as a student. He's been treated as another number and likely a number that exceeds a classroom size limit. Given the information and documentation already provided, we respectfully
encourage the board to carefully review the administration's handling of this matter and the district's adherence to requirements outlined in New Jersey statute and board policy as well as the waiver system. Imagine, just imagine if the time, resources, and collective efforts spent finding reasons to deny a
motivated 16-year-old an opportunity to advance in mathematics had instead been spent finding ways to help him succeed. Our students should never have to fight this hard for the chance to learn more. Just imagine what Glenrock could be if we became known not for protecting
barriers, but for creating opportunities. As we look ahead to new leadership, perhaps it's time to consider whether the change we need extends beyond the superintendent's office broader culture extends beyond the superintendent's office into the broader culture of how we how we support
academic excellence and student growth. One last comment, Mr. Cohen, you had asked for parents to advocate about important issues. Here we are advocating. We are here because Luke's teachers and the administration won't advocate for him. As a board, it's easy,
as you said, to find more ways to say no. Don't be that board. This is an important topic. We appreciate the board's time and attention to this matter and look forward to hearing from you shortly. Thank you. >> Thank you, John Cole, 57 Young Road on a completely
different subject than you expect. I'm I wanted to speak uh briefly in support of the board's consideration an evaluation of returning to a committee system
uh and addressing comment earlier uh uh in the 10 years that I was on the board of ed, three years as president, we always ran a committee system. The president assigned the members of the committee. I would argue that the
president is not overempowered in doing that because they are limited in selection to nine people who were voted in by the public. Um, of course, a good president seeks input from the trustees
to consider expertise and interest, but I salute and support you for considering that whichever way you go. >> Thank you. Good evening. Uh so this is Shilpa Meta, 19 Woodwell Road, Glenrock. I think it's
been a long day. Um I would keep it short. So again, I'm a STEM parent. Um my both my kids into robotics programs and uh it would really take at least an hour to explain and express what we
think where we are with these kids. And I don't need to express more how how important it is to have robotics and hands-on STEM in the current world that we are all living in and the future world that we that is coming up to these
kids. Um I honestly believe it would take another hour and I really do not want to take additional time today but I would want to understand as a parent coming from the robotics team. Uh if
there would be some time that the board can discuss about how we are going to shape up if the robotics teacher is stepping out. Uh what could be a course of correction? What could be a course of action? uh because we are rep I'm
representating not only me Ruan and a couple of others who have left are represented representating almost 70 if not less parents and uh about 70 if not less kids both middle school and high school. So uh Mr. Lockatell was not only
representating high school robotics program but alone this teacher was supporting both middle school as well as high school. I in my opinion he was doing probably three jobs at the same time. So again I'm not prepared well
enough to talk about what are the reasons he could be leaving. Um God bless him and uh more power to him. But as a community and as a great town that I've seen I've been living here for 13 years. uh we definitely need to have a
good plan in action and uh do our best in either retaining or finding another teacher so that our kids have a continued growth and future. I I would like to understand what are our action
items before this curriculum year ends if that is even a possibility. Thank you. >> Thank you. Hi, my name is Alex Schaefer and I live at 21 Holtz Court. I just wanted to say thank you to everyone for your service.
I know everyone's had a long day. I know was I was at Mr. Vaness um office this morning, so I know we've been here for a very long time. Um, I just wanted to say that I'm asking that we as a town and you as our leadership look more deeply
into the policies and policies and procedures that govern our students and the decisions that are made for them. So my hope is that we can re-evaluate how policies are written like the appeals process and the code of conduct and many
others that are open to interpretation by those who enforce them with such rigidity that can often be detrimental to our children's well-being. So, I know that we like as the board, you're the ones who are making these rules, and I think that it's time that we started
evaluating how they're being interpret interpreted and enforced. Um, I'm one of many Glenrock families to engage with the administration in good faith and continue to be met with the same single rationale, taking no new
information into consideration. Um, I feel the frustration of the Meltzers and there's a lot of other families that have been meeting together about this. I think it's important that it's brought to your attention how policies are being executed and I'm hoping um that we can
all come to find a middle ground and do something about this disconnect with the community and the administration. Thank you for your time. >> Thank you. Hi. Uh, Sue Triforest, 11 Forest Road. I just wanted to thank you all very much
for your vote this evening for the Central School, Hawkins Central School uh, vote. All of your votes as board members are important votes. Everything you do up here has an impact on the community and this is just this is a
beautiful one. Thank you very much. Thank you. All right, it's 10:22. Seeing nobody else, um I will close the second public comments.
Um sorry, my voice I'm like losing it. Um so there was a few things that uh came up over the course of your comments. Um there was a question about um a two vote process that was very very specific to a naming policy um and how
we wrote the naming policy to make sure that um you know if there was a such a big change like with specifically renaming a school um that we did it that way. Um that it doesn't apply to anything else. Um there was a a question
about um or maybe a comment about the long range facility plan or just looking at infrastructure for the school infrastructure that has been an active and ongoing process um which is how we arrived here with with getting uh the
report from the architect on Friday. So it takes a substantial amount of time for the architect uh the company to come through and take a look at all the facilities and prepare estimates and reports and it is a process that um we started I believe last school year.
Yeah, we we started that process um last school year and it's something that is an ongoing process as we're required to update the LRFP or long range facility plan every five years I believe. Yeah. So um we are at the five-year mark um
and uh we are well on the way to finding out um about the priorities and and uh uh take decisive action from there. Um with regards to um uh committees and president selections um I know uh one of
the last members Mr. Gold just uh spoke a bit about his experience um being on the board, but uh any any of the um presidents whether it's past or future do have the charge of of you know assessing the requests of the board and
um taking a look at the different committee struct committee structure and making the appropriate assignments based on either requests or aligning talents. And I think that uh it it is important that whoever any board chooses is someone that you know the board feels uh
would best represent uh the interests overall of of of the board as well as the community. Um so I always hope that that's what I am doing here. I'm always seeking to do that. Um and anybody that comes after me I you know if I'm happen
to be on the board in the future I would uh vote for a president who would have that same desire. Uh so that's the responsibility of the board to install the leadership that would inspire success for the community um and our students uh and our staff.
Um I think that covers most of it. Um that's it. All right. So it is late at 10:25. I just need a motion to uh adjourn the
committee of the whole meeting. Mr. Mr. Corey, seconded by Mr. Hayward. All those in favor, >> are we going back into closed? >> Uh, yes. Yes. Yes. All right. Um, before we do that, yes, we are going to go back into closed. Um, but no vote.
Uh, there's no voting items um specifically. >> What happened? >> Yeah, no action. >> One second. Um, yeah, no action will be um taken. All right. Okay. So we have a motion by Mr. Corey
and a second by Dr. Puchi Bender. All those in favor? >> Any opposed? Okay.