##VIDEO ID:DbTfG31oJVo## >> HSD Broadcast: It's done about that city line. very,  Now, are we ready? What The meaning to order. Mike, could you please call Rolls Ms? Beneke. Dr. Brown here. Miss Dress, Mr. Essentler here. This Hollywood here, Mr. Knuckles here this side here. Vice President. Ho Girdle. Yep  President Crooked here surprise for the pledge. I Pledge of the United States of America and to the Republic for, one mission. How could you please read the statement concerning open? Public meetings? But notice how this meeting, for  sure until the Open Public Meetings Act has been given by the Superintendent of Schools in the following matter. Well, January 10th 2024, notice of  this meeting was posted on the interior of the school  administration offices, 95, Grove Street haddonfield.  Great notice was submitted and follow the Haddonfield Borough clerk and notices were email to the carrier coached and the retrospectors. Thank you. I'd like to make a special welcome to Matt Ritter who is our new outer area than the hour. Our newest remember, welcome. He previously been a member took a little hiatus Couldn't couldn't stand being away now he's back. here. Thank you for coming.  Okay, so we're going to get to the student representative reports today. We have made early and we know that you're going to becoming next month,  right? But we're going to officially not, we're gonna unofficially say thank you very much. So we have May early in Vienna Moyer here. Now we're  here and then we have Emily. Holy is she not here? So, thank you so much for your  service and we look forward to seeing you next week. You present our next month. You present next month or oh you  January is what we're appreciation month. So we bring you guys back for school work. Appreciation, marketers.  It's very new and same time.  Turn on break. We raise a total of 21,273 dollars across all the grades and the can drive. So a huge success with around 6,000 pounds donated, The sealed by literacy was held  yesterday. There were 62 students assessed across French German Ukrainian and Spanish. I don't know if you guys know about this one but the referendum actually passed.  Not. Too small here, but students are happy and they're putting out things around the school that they're excited to see change. Oh, that's good. The Magicals are wrapping up this weekend with their dessert Theater shows. There's three of them and I think the tickets are sold out actually. They're very, very excited. Um, college is are coming back with more and more results every day. So people are, you know, scared and excited. It's a little mix of both. And then winter sports are starting up the winner track swim basketball, through cheer Happy Gun, the cheer team is actually holding actually  just held its first ever tryouts with over 50 girls, trying out to be on the JV and varsity squads um 47 of them. I think stayed and are now on those  teams a senior on the team. Actually, I was talking to her about it and they were saying that this is kind of exciting for them because the cheer team got a very big gain in kind of the amount of people going out for it. And she said, she's very excited for the upcoming cheer season and to have many girls, create a long lasting program and among that I  actually got Mr. Bogard who's taught here for 35 years. He got his opinion on it and he said he's never seen this many cheerleaders and it's excited to see the spirit and  excitement. They are bringing to the school and what they will do next. So that's life for the cheer to your comment and finally, the interest meetings and information regarding the next word of AD, representative house, be gone and the interviews and speeches and process will be too. You talking about. Pounds of fruit and white. You know why? The cows rather than the number of candies new number of kids isn't it like There's some things that are more valuable. Yeah, so so we give them the food of food back and used to do number cans of the 10,000 cans but  then it came to the point people. trying to win would buy the cream Candy cream corn for sale in redmonds which is me, doesn't do any good. Right? So now if you bring peanut butter or tuna fish, it counts as  three points versus one. So it's all set up to give not just as much stuff you put stuff that really matters The peanut butter though, that's peanut butter is gold, right? Stays a long time, so that's why that's set because,  Like, but it's the whole front of the it's great. That's great. Yeah, so are you excited for your winter break coming  up? Oh yeah, 13 days. I think it's a It's okay. I think, yeah, as actually senior year sorry, right. Just sit down.  Thank you. Okay, so next, we're going to go into our presentation for the elementary school band performances for  Central and Haddon.  Another way over there.  Up.  Wow.  There there is this your first word Yes. Okay so there's yourself. but I want to introduce your performance. You Are you? a teacher band at all elementary schools? I have the privilege of teaching. lots of great musicians, but especially from Lizzie Haddon Alice  Carpacci and heroin builds and that Central School find Nebraska and Andrew Belle's, they have been incredible. They've been in band for the past two years now or pleasure to have, not just because her awesome musicians but they're also really Kids that are just really friendly to be around. So let's get  Thank you.  Okay, I'm moving on. Mr. Diganato always gets the top act to follow. you.  musical and now we're gonna have to science on it. From 2020, from 2024 and 2025 back in the nations, Mrs. Diesel  On three. Thank you everybody for having me here tonight. I'm excited to present the first round of recommendations for our science audit. We're doing a K-12 science audit this year and one of the things we're looking at is instruction  teaching and learning across the gamut, from a kindergarten just to high school. A lot of our recommendations will be coming in March and we have like a first preview of recommendations that that's what this is right now  specifically about the high school relative relevant to course taking and the course sequence and the reason we're presenting this a little is we split Audience is two parts and core selection for the high school starts in January. And so we wanted to make  recommendations now. So that these changes can take place starting in September if we had waited until the end of the audit we would have wait till the 26-27 school year, which  doesn't, you know, we recognize them. we need some changes. So we want to put those changes in place. So you'll hear more about question one in March, but this is one of the main things we're looking at is, How does our science program align with the values of the 21st century science education has outlined by the Next Generation Science Standards? which New Jersey is adopted as our state standards. So, you'll hear about that a lot in March. for specifically in the high school. We have a question here. That's are we, are we taking that  vision of science, education and all are all of our students, do all of our students have access to it and are we addressing all of the performance, expectations outlined in the state standards? So, just a little background about the state standards because it's  relevant to the some of the changes we're making the state standards are broken into disciplinary core ideas. There's also signs and engineering practices and cross-cutting concepts that will talk more about in March. But for the  purpose of this, the content itself is broken into four domains, we have physical science, which makes up physics and chemistry like science,  which is biology and environmental science. Earth and space science which  encompasses, geology astronomy and environmental science. And then, we also have engineering and technology which is intended to be integrated into all of those other disciplines. and that's important because we talk about course taking we talk about What does it look like to have an education representative of the  standards? We're going to need to make sure that we're we're hitting of those. So, here is our current practice for what we do at the high school,  Currently at the high school, we require three years of science as is required by the state. So for us, that means 17 credits based on the number or at least 17 credits based on the extra lab periods that we have students take biology as freshmen. They can take CP Accelerated or resource then they can take chemistry as a sophomore and then they get  more choice in their junior year. So students can take physics, they can choose to take environmental science. We have CPN, AP, environmental  science, They can take AP biology, AP chemistry, any of those things and then in addition we have some  discipline specific electives that you see on the board. um, right now, we require biology and chemistry and then the students can take whatever else they want as long as they're filling a third year of science, so, we know that students are all taking biology and chemistry, so we've hit those but the questions that we're looking at is what do students take after chemistry, when we did a 10 year analysis here and in orange, you see full year courses. So that would be your physics and your environmental science. And that's had a little bit of a decline who just look at trying to look at the orange there, over the last 10 years. we've seen an increased, we saw an increase in the semester electives, and then that's starting to go down now as well. And then our AP courses are kind of been steady if you look at the past 10 years. So it looks like students are taking less  science and that has to do with a couple of things, it has to do with the introduction of AP psychology, When that happened that s*** shifted a lot of students from physics to that. Also with the advent of AP  seminar, AP research and now our business curriculum. We've set a lot of offerings that are competing with what students?  Take. You can specifically look if we're looking at physics, that's the area that we have, the least number of students taking. And if we look over the past 10 years, for some of the reasons that I've talked about before, we see a declining trend in physics, and that's A little bit of concerning, but we don't we're not concerned about the physics program as much as work we know that there's competition and there that's why you know some of numbers might be happening. so, the reason that this is a problem is because we currently are a state where every student is expected to interact with every standard, in science in math. And, you know, all of our content areas and right now,  because of our current, Course sequence, that's not really  happening. So if we look here, 40% of our students take environmental, but do not take physics. So, for those  students, they're not they don't have access to 15% of the state standards. There's about 90 to 100%, I don't remember the top number, I'll talk my head but that gives you a sense. We're not talking like 15% like two  or three. and if we look at the 30% of our students, who take physics, but don't take environmental science, they  don't have access to 27% of the standard so over a quarter and if we look at 8% of our students who are just taking semester electives and they don't aren't taking either  physics or environmental science. they're missing 31% of the state standards. This is a problem that we encounter. It is a problem that every high school in the state is grappling with. And I don't think anybody has found a great solution. It's tough because we have to balance. giving our students  Choices. with making sure that we do what's required. So a really easy. solution, which a lot of schools have done is to add an additional course.  freshman year, so rather than taking biology freshman year students, take an earth science class that kind of incorporates some physics. They don't take physics later that does the  earth science they don't worry about environmental science then they take biology as a sophomore chemistry as a junior and it really just sets them  like our students back a year from where they currently are So, that's not really ideal a lot of students require students to take a full year of biology, a full year of  chemistry, and a full year of  physics. I think that's what a lot of schools are switching to. I was a physics, teacher, but and so while I like the idea that every student should have access to physics. It didn't seem fair to require a full year course that we never required before and that and  limiting students' choices and you have to take a full year of this a full year, that's a four year this and then you can start taking the you want. So, we tried to balance these  concerns, the best we could, and we came up with this idea and I will, I would like to hear credit the teachers at the high school because we we gave a lot of options to them and we had a lot of discussions about this. This is something thinking  about for a really, really long time. We had a lot of great  conversations, get a lot of hard conversations. We always want to make sure that whatever we're doing is it's what's best for our Students, and this is what we landed on. So we landed on a proposed course sequence where our students take biology and chemistry as they do, but  rather than require telling students you have to take this thing in your third year. We want to keep the option, are we want to keep those options for our students and give them choices? So we've kind of done is We've created a system where you still have to take the three years of science required by the state, but you can meet that by your biology in blue your chemistry and arms that you always have to take before and then you have to take something that's yellow and something that's green. So there are something yellow Would be like your physics, you check your physics box, and it's something the green would check your  Environmental Science box. so, Someone who's really interested in environmental science rather than having to take that full year of physics by creating a half of semester. Elective, and I'll talk about those in a second. You can take biology chemistry, your AP  environmental science and then you can take a half year, elective, your senior year, that's really it's physics. In the same thing, works the other way you could take biology  chemistry physics as a full year. And then take your half year environmental science for students who only want to take three years of science science isn't their favorite thing or the thing they're most  interested in they can take biology chemistry and then one year of those two electives  So, you can still meet the  requirements of the state in three years, and we're not asking students to take more than that. But we know a lot of them will take more than that. And that's why we created these half options. which I'm really, really excited about the goal was to create, you know, when we create these courses, this if I want to major and engineering mechanical  engineering in college, I'm probably going to take the full year physics and I would encourage students to do that. um, so what we've done is we tried to create a course that was high motivation and high interest for students who might not have taken physics before, but interested in that. so, that course, We're calling CP Physics of Sports and it's, it's a, we're looking at all the physics concepts, but through the lens of Sports. So, you know, when we talk  about you know, projectile motion that pack and that comes up in a lot of sports. It also comes, you know, so we think  about, like, kicking a football kicking a soccer ball hitting a baseball, but could be like a dancer. weeping across the stage. So there's a lot of opportunities to use contexts that are relevant to students and exciting to them as we  learn physics. So, while this horse certainly won't go into the death of a full year. Physics course, it will provide full exposure. to these. These ideas, these physics ideas that a conceptual level and we're hoping that this is a project-based course That students find really interest  In and exciting. One of the ideas that I thought the department came up with that, I hadn't thought of that. I thought was really great was to relate to set electromagnetism. They are going to talk about wearables and how they work and what we can use them for and I thought that was an interesting thing. So one thing that we know right now about science  education is that when you base Your instruction in a phenomenon. that's exciting to students and and makes them think and makes them curious. That's the best thing to do so we know like it used to be that you turn and right. It was like Chapter 7 and Chapter Seven was on momentum and then you learned like, okay, this is how I do one deeply. This is how I do 2D collisions. Well now it can start with. A billiards game, right? Let's figure out everything we can about how this works and why this works this way. and why some people are better at pool than others. And what are they thinking about when they're doing this? And so you'll still get to all that information about collisions but you're grounding in that context that helps students sustain their interests. But then also relate what they're doing back to something that's relevant to them. And then our environmental science course that we're creating is called CP Engineering for Resilience  Natural Disaster. So this is a course focus on natural disasters that unfortunately we see more and more we think about the hurricanes that we  saw this year, the wildfires and fires that affected our region that we don't normally, you know, hear a lot about. So, this is a topic that's really relevant, really contemporary  and so this course, aims to look at, Are these natural disasters, where do they come from? Why are they increasing in frequency? And what do we do about it, right? Like, that's, that's the big issue that we all need to figure out, you know, we live in a place where we have a lot of short communities. What do we do about that? What do we need to know what's coming next? And this will be, I think really relevant for our  students and exciting for them. So, just to go back to this. There's also one new change on another or one a third change here, and that's taking before we have CP, anatomy and  physiology, one, and CP anatomy, and physiology too, which are two separate. Electives that students take their semester long. We're going to make them a one full year course. And  we're going to adjust the course to be an accelerated course and get accelerated waiting. And this is something that we believe will increase the amount of students who are interested in taking it, we find now that students are in some  students who are interested in the health sciences. It's it's, you know, it might not be as motivated to take a course. That's not accelerated. So we think this will increase the  course taking in this. I'm gonna also be representative of the work that they do because anatomy and physiology and most high schools. especially most high schools like that's those, Jay districts is an honors level course. So now our  students will have access to that as an honorable course.  Some of the benefits of our news core sequence include that our students have access to all the scientific domains which could increase their opportunities for science in the future. And also open up potential  interests that they may not have realized they had before. I mean we also hope that this will benefit lifelong learning and help our students and their scientific literacy as they go on to make informed decisions as voters and citizens. We also know that there are some challenges for there could be  potential resistance for students who prefer specialization in a specific  field. So a student who really likes chemistry before they could just take biology chemistry and AP chemistry and then be done, right? And so now we want to make sure that all of our students have access to all of those standards and that they're going to they have to take one of those physics courses and one of those  environmental science courses which could be achieved by the two half year courses. So that's, that's something that we have to consider with this. The another challenge is the  development of the new curriculum and purchase of new equipment, which is going to be some budgetary concerns that we're working on. And then  finally, it could potentially put some stress on student course loads as some students, like that chemistry student, for example, that I just  mentioned Now, I need to take a course that they weren't taking they wouldn't have taken before and so that leads us directly into question three, which started as How can we op? Is the allocation and utilization of instructional time. And then once we curriculum wise, made the changes in question, two, that I just discussed, We also then asked the secondary  question, How will the changes we made? um, impact our students' experience and what can we do to that? so, our current practice for instructional time is that whereas a normal course meet for five course units a week. So typically that's because we have our block schedule. So that's three short periods. And one long period. our science courses meet for extra time, so our CP science courses meet for one extra 40 minute or 40 minute, period and our  accelerated in AP classes, meet for two extra. So when you hear me talk about like six course units and seven course units, that's six is one extra and the seven is too extra. Um, and we asked our students, we did a survey of our students. We asked them like What do you think about this extra instructional time? It's actually a hot button topic in districts across the state, a lot of  schools have already decreased instructional time for lab.  most most a lot of schools are getting rid of labs entirely as schools. Come up with more creative schedules, like we have. So when you had a traditional eight period  schedule asking someone to do a lab and 43 minutes is not really possible but with the advent of our new block scheduling, every class meets for 80 minutes a week once a  week, and that allows for that time. So as students at schools, come up with these clever schedules, a lot of  times they're removing the lab periods, I'll just speaking today, to let it be regional district supervisors. And they were telling me that this a few years ago and it's pretty common. They lost their  instructional time or they, they moved away from extra instructional time for their CP and accelerated classes, and they move their AP classes to just an extra 20 minutes. when they back up against lunch. So this is a trend that's happening. all across the state and so it's something we looked at because that's what our peers are doing too. So we have the reason to look at this  because we want to make sure we utilizing instructional time  Effectively the second reason we wanted to look at this is because if you're creating a potential burden on course taking we want to try and  alleviate that as best we can. And the third thing is, we're looking into this because this is what our peers are doing. And we thought it was is worth looking into for that reason, as well. So, when we surveyed, our students, 64% of our  accelerated students say that the extra time allows more in-depth. learning, which is a fantastic thing, And so, whatever decisions we make, we don't want to disrupt that. but then, we also know that it's  having long periods. So many times a week can be challenging for our students and so 48% of our students say that they are feeling more tired or less engaged when they have longer periods. and and now I'm not like overly concerned about that number from an extra period of perspective, right? Because like if you ask anybody to do something for longer, maybe sometimes that they're not  totally interested in doing right? that they, that might not come out that way what I thought was interesting that our AP science Students are also there at the halfway mark. Um, so that's interesting. 53% of our students though. Think that they have just about the right amount of time for science and so that, you know, is important to consider but then if we also look at 43% of them say that there's somewhat too much or far too much time in their opinion for science. And the thing that I've always thought about a lot is this  negative impact on course taking, because we science takes up two periods in a schedule, instead of just one, it prevents students from  taking a class that they might really be interested. So if we look at like 35% of our  students and accelerated classes, say that they wanted to take another course but couldn't because science took up that's two periods in their schedule. And so we're looking at adjusting, the instructional time. So this is our current practice. We always like to  compare ourselves to other districts in our district factor group. So this is the comparison of haddonfield to  other J districts. You see our full year, CP courses in orange accelerated and green and AP in blue And this is instructional time. So you see that we are  above and far above in some cases, the other districts in instructional time. And so, our proposal we are looking at changing accelerated and AP to six. So that Cp accelerated, an AP all had just the one extra period a week instead of two  I'm gonna show you what it looks like when we just change accelerated to six. As you can see, our green is still above the other school districts and we're, we're really close with, you know, there's one thing.  um, So this doesn't lead us to be overly concerned about doing this because our peer schools are doing what we're doing in that amount of time. You know, I think we'd be more hesitant to do this. If we drop down  below the other schools a lot, but this like if we go back, you know, back and forth between those two slides. I think that that changed that we see which is not a lot of change. We're still above all the other schools says a lot. We ended up deciding for right now to keep our AP courses at  seven because we didn't want to change too many things at one time. but we recognize that we should revisit this before the next audit. So we recognize that we shouldn't wait, another four or five years to revisit this. That we should see how  things go with accelerated changing to six courses are sorry. Six course units a week, and then revisit the AP after that. So, some of the benefits include reduced schedule pressure, which allows students to have an additional free period for study hall with all of our students with an  extracurricular activities that would be really beneficial to them PE or an additional arts. Elective one thing that Principal McHale has talked a lot about is working with some of the teachers, our teachers  who already do something like this where students, if they miss one period of art a week, they can make that up during the one of the longer lunch periods that they have. So that would allow students if they're only missing one time a week. Um, they can maybe take 3D art. And so now they can take their science class and in our class that they might be interested in as opposed to not being able to take that course at all. And that came up a lot in our discussion like is that How do we feel about students missing one period of art a week for science? And I, I think I have a unique perspective as somebody who taught theater and physics and I absolutely would tell you that. If I if there  was a student who was interested in theater, who had to miss my class one day a week versus not having that student take theater at all, I would  absolutely say. I want that student in my class and I would be so happy that that student had access to a course. That was exciting for them  interesting for them, and that, I believe is important for them. And so another benefit of this is that our AP science courses are can move to a  schedule where they are having their extra periods on the block days, which would mean, rather than 380 minute periods a week, which they have. Now, they would only have 80 minute periods, twice a week and that obviously, we will talk about  this engagement potentially during longer periods. That could help our students. And then CP and accelerated courses have equal opportunities for  lab experiences. Again, some challenges is that our courses and lab activities will need to be restructured, which can be  done with curriculum work. That's part of a budgeting that we're doing. There's a possible impact on depth of coverage. I don't believe that the impact will be significant. I think  that there's a lot of instructional time that we can look at and become more efficient with And, in case that there was something that  students, you know, I our first year science classes here, cover a lot more than most. So, for example, our accelerated physics, courses cover more topics than most first-year  physics courses, and then our  students, take AP physics. Like there's a, there's fewer things that are new by keeping the AP at 7 for this year, that allows us to see if there was something for some reason that we just couldn't get to. And  that in that accelerated chemistry or physics. We want it to leave some instructional time and AP to allow for that if we have to. And then a potential shift of Last work time and that's what I talk about, efficiency. That's what I mean. But if there's like, let's say that there's a period or it's okay today's a work period, we're gonna catch up. We're gonna work on our lab. If you need to work on your lab,  you can start reviewing for the test. That's something that students can choose to do in a study hall. When they have that extra period. Now with the new schedule and they have the  opportunity. If they can choose to work on their English paper or something, you know, so giving the students that flexibility to make the choices that are right for them if  they're just going to be doing some extra, Time is is I think a good thing. so, just to summarize, we have two new courses, our physics for sports and engineering for Resilience natural disasters, which will be half year electives that students can take to satisfy the graduation requirement. We have a course change with anatomy and physiology from CP Happy to have your CP courses to one full year. Accelerated course we're having the additional graduation  requirement where we're telling students you still have to take biology and chemistry but that you can still accomplish in three years we have to make sure you take one unit of physics and one of  environmental science that could be the full year or the half year and then we're proposing that instructional time for our accelerated courses changes from seven to six units per week. AP maintain seven and CP maintains six. Does anybody have any questions? This made me think which isn't exactly. It's more of a  but the one thing of having had, you know, high schoolers and one particularly who loves the sciences the accessibility of the teachers and the time built in where kids can go for extra help and the availability of the teachers is really something you don't see a lot in high schools and it gives it that college feel of office hours and they can go and they can get that extra. how I think that upsets some of the  scheduling time that's not built in, because there is that they get that frequent. Um like I know Tommy has some time to raise adults into a schedule, like this is where I'll go  during this free period and the teacher always seems to be there. which is, I just think that's incredible. And that's I know that a lot went into the scheduling, it goes into the planning. I can't imagine  trying to feel schedules. So I appreciate that. And it shows how much we value that one-on-one working with the students. Very good. Yeah, I mean it is like to me. I just hear I I and Abus do the same thing, but I feel like with the science is particularly because it is so much like to work through it math to go work with somebody is I just think that that's really something that you just don't see a lot high  school. That's a huge shot for our teachers. Yeah, really. Yeah I think they're always there. I'm like, he was there like he was there like, it's they're very willing to use  their time when they're not teaching to work with students, that's really nice to see. Yeah, it really is and makes a huge difference. I love the two new elective courses. I think they're super exciting, it  makes me wonder. Are we gonna drop any courses? Do we have enough teachers to cover all these cool things? Like How does astronomy kind of force either? That was one thing I  forgot to mentioned. So one thing, so yes, we are proposing that we are not gonna we're not gonna take anything off the books but for Year. We're posing proposing that we don't run astronomy. There's been a  significant decline in course  participation recently. So we think that that's the one that we probably won't run next year. But we're going to keep it in case that ever changes  what keep it on the books. Like it's not gonna feel like we're not removing it as a course, we're not going to run it. Yeah. Yeah. Next year. Um and so we're also open to exploring that with the other electives too but for this year, we're just gonna see where it happens. And you know a lot of what  What happens with course? Selection Might determine a lot of the soup because if, if a kid, who would have taken forensic science before, now,  is like, hey, that CP physics, a sports class sounds really interesting. I'll take that instead. And then for people sign up for forensic science,  we won't run the CO In. So we're I mean like  That are standard space that are covering the standards that students are expected to know and doing it in a way. That's hopefully exciting and  motivating and just change. And I think that's Of adapting to the times of what students want to go into study, what they're interested in. Yeah, I think  it's creative. I love the  project-based learning aspect of it. I think I like it. So and they tell me and Matt Ryan,  Simulated schedules. Yeah, and it does work. And that's not going to not typed in every senior skate, every science  course, every senior took this year to spreadsheet you work at all. I incredible amount of working in the whole commit. Okay. I mean and that because that was really important to us that we wanted to look at what students have taken and what they are taking and what does this create a problem for students or the first question was like, the reason I did in the first place was, Are we trying to fix a problem? We don't have right, And so, the only way to get that information was to go through every seniors transcript and put it in our, What class are you taking what class are you? And I mean sometimes what some somewhere students are taking  eight, nine science courses, you know and in high school and that's pretty that's pretty amazing. Um, but we wanted to make sure that, you know, Can every student do this with the new requirements and we, we hadn't found a student that couldn't. And, you know, the high school's really great at working with every student and creating a plan and being  flexible. And we know students as we this will now be something that the counselors are all on board with this and they, they're gonna make plans for students, you know, when  gonna have that those talks, you know, if you want to take these courses, if this is what you're interested, in this might be the path you're looking at. How can we plan your four years. So that you make sure that you hit all those things and just being flexible. As we are to make sure that This isn't creating an unnecessary burden for our students. I only ever comment was one of your slides. Said  the challenge of students. Kind of resisting these changes because I feel that. That's not really our local challenge, the state has adopted these standards. And so we're just enforcing standards what the  State Department of it. So I would Feed that I don't think that's a challenge. I think we are meeting. what we're being asked to do so. thank you for saying that. I You pointed that out because that's been my point like throughout this whole process is that as we try and fix something. um we're not doing this because like I do I really do believe this is good for students right Things are good. I'm not right. Right.  I would scrap that, okay?  you're absolutely right. And I think that's what we've been like. This is something that we're doing because we believe in it, but it's also something we are required to do and  something that we have to, we're required to make sure all our  students are in courses that access all the Right. And I think by doing the semester long, you're keeping  flexibility up. So a student can still do more than one chemistry course, more than biology are more than one environmental, or more than like, you're still giving. Absolutely. So that isn't really an issue for you, all have done Mama. Thank you. Your finally. Oh, sorry to have something. Yeah, no this I do  like  Felt a bit limited, so I love that you're doing that. I will tell you that I caution you  when you talk about taking time away from AP courses and specifically physics, I mean that's difficult course I know that kids are needing to spend their own time right now to  figure things out for themselves. That's a course. Um, taking time away, worries me with that particular So I would look at that. Very cautious. Okay. Thank you. I, I just want to give a little plug for and I know you guys always consider this but I think it's just something that would nag me is um really thinking about supporting the teachers as they develop the curriculum for those more specialized classes. because there's so much to be said for like More collaborative processes when  you're developing a course like that. And so, I just want to make sure, you know that we've support systems for the teachers who are going to be  doing that. And you know, I know you guys will but I just think courses like that because that the creativity involved in creating it. it really helps to have a collaborative process. So it just think that  Absolutely. that were maintaining now that you have a kid. Who knows some physics?  You weren't guaranteed to know before. Does that have any impact on the courses? We're keeping, I don't know. I don't understand the topics but no, that's a really good point. And one of the things that we  That's through this is that those electives you have to take biology and chemistry before them. Whereas all of our electives before you could  start taking as a sophomore. So now us now that we know what  students, have you're right, we can do different things, we can do more things and and that's really exciting too. The same thing with anatomy and  physiology with it being  accelerated course, it's gonna be a junior and senior course. And when you think about it, you know, knowing that students have taken a full year of biology and a full year of  chemistry. And we can guarantee that every student being in that class is taken it. That opens up a lot more that you can do. Thank you so much. Thank you for your work on this. Yeah.  Okay. Um, curriculum committee. Yeah, we met last week. I will give a quick update. Good meeting. We began with some new course, recommendations that Katie ran through with us one  around, becoming a historian doing history in the local level and one on creative writing. Both sound really exciting. Make us wish we were back in high school and I  thought it super interesting that the first course relating to becoming a historian has ties into other initiatives underway tied to the hmhs.  100-year, milestone celebration. So that's kind of interesting that we're bringing that to life with students engaging them in all kinds of ways to  celebrate that exciting milestone. Work also underway around reviewing The electives that are offered determining. Whether we need to revise the offerings to engage a wider  audience. And let's say we talked about the creative writing class as an emerging area of interest for students. Which will include multiple  different types of writing. And we talked a little bit about  that in the context of the world where AI is becoming increasingly prevalent And that writing itself is an art  writing is a human is an art  Interesting stuff. timeline for the curriculum development conversations is February, professional development and over the summer and again  emphasized, our administrative teams really listening and being responsive to what students are asking for. we talked a little about, newly recommended supplemental materials of phonics booster bundle and the ufli foundations programs. So these are intervention programs based on How we can support our elementary school programs and educators better with additional phonics programs.  and they're on the agenda and there on the agenda too. And we talked about some newly  recommended textbooks, which we will look at shortly, which also sounds super interesting. And then a lot of conversation that I will not.  recap was based on Mr. De Donato's recommendations from for the science audit, and the really thorough and thoughtful presentation that you just gave us. So questions for me. Okay, great. No updates. Um, Rachel were you mad? about the policy committee met on the 6th? We have just one  Right. Just one for a second reading. And hopefully, you took notice things to Gino and crew. There's some different highlights in there. Those are just after the first reading  discussion, we went back to it, the committee and also the administration and made a couple more clarifying tweaks into the language. So those  highlights are in there and the different colors are just like the different times they were edited, you know, like a different one has been reveal yellow and then the palsy  community talks and then another classes  this particular policy was a hard one to not micromanage it because by nature, you won't policy to provide clarity. But There's also some interpretation that's in intended because of the innumerable situation that can come up, so a policy can dress every variable But based on the most significant ones that we have experienced over  the past. Once two years, we  attempted to clarify procedure language in this one. So, we'll know for sure and around May or June, whether we hit the  so we spent some time talking about the same issue. We also reviewed  And mattering of policies for  reviews. So what the Policy  Committee does is our, we got some policies that we need to vote on that need changes because the state has made some legal changes or requirement  changes. But then we also just periodically, check how our policies doing. And so we looked at Professional Services District, organization, the organizational chart, the management team the staff  liaison community Affirmative action or Superintendent Relations policy. the eligibility resident non-resident students professional services and Like a smattering and mostly those. those were just teeny changes. Like he, she today or We forgot to scratch out a two. That was crossed out and never got  deleted little things like that. We did Spend some time. Discussing that eligibility of resident and non-resident students a little bit more because we have the rotary in  town that offers our students. Some international experience. Yeah, that was more international. That wasn't too. I didn't want to confuse that with anything. Moves, like we're talking about J-1 visa, right? That's what that policy is called. Yeah, yeah, but around J-1 Visa and F1 Visa School too letter combinations. And and so we used to be certified and our certification We didn't last until we didn't renew it and because the school becomes responsible for any student that we sponsor and I mean, homeless security responsible and so that feels a little bit different and maybe something we don't want to get ourselves potentially involved. It just feel super complicated and so but we're wondering if we want to reconsider the F1 visa You can't accept that one. Yeah, imagine everyone, but the rotary is very changes to J1. So our thoughts is because we have students going abroad. Part of that program is we have to accept students, that's  exchange, right? So we're gonna we're looking atkin language and say J-1 visas for rotary exchange only. So that way we can because they because the difference is time. You can tell you horse worry about advertising homeless security We are basically securing visas for people when that happens in essence, rotary does that. So we would have to do nothing but Roy would take care of all that stuff. So, it would be mutually beneficial, you should  official. And, and we, in essence, we could be would be denying opportunities to watch students. We have one student right now currently South America and they had a township took the hit for that. I did that. And there's one next year. Go also going to go abroad in order to keep those opportunities for our students. We're looking to make sure we can do that for border. Yeah. So we're talking a little team and that will be up sometime this year but we're going to get one good. Try your own  January because Probably the process starts in the spring, so  I think. Questions. Right Sunday, you don't have anything for the Lrfp can maybe do you know we'll actually maybe let us know that I so, we all know that that happened Tuesday night. Wednesday morning or Wednesday, early afternoon. We had our first lrfp meeting. So, you know, all of the work that has gone up until now. But now the real work starts. It was a good meeting. It was a regroup and it's like okay bring it on. What's next? we talked about how a community engagement and community conversations have been so important to get us to this point and we see this project just as a continuation there needs to be that continue communication, this is what's going on and this is how we're doing. This is where we're on track and, and all of that. And we said, You know what, Mike said that they're going to be  having I weekly meetings with our construction manager. And we said that we would have in our lrft meetings. We will have a monthly update as to what's what's going on. We want to  know, right from the construction manager. What's happening and pictures And when there were pictures, and then we'll bring that to this meeting and we'll keep everybody and keep the board up to date. We'll keep the community up to date. And then we said, You know, we'll keep the website up the date as well. We'll, we'll put those minutes from these  meetings onto the website as we get pictures and as we can check off this project or this project is done. We'll keep that on on the website. and then we started talking about really What's next? And there are a couple of things that we've identified. Chuck in Mike are going to meet with the architects but they've already been thinking about what's next and if there are some low-hanging fruit projects that we can get going and and they can start for touring the  materials then perhaps we're in a good spot because materials are gonna cost today. What they will cost three years from now. So what can we get rolling with now? And then one of the  questions that we heard more than anything else during the this entire time was if the referendum passes, how quickly can we have full Day? Kay and Chuck has been thinking about it coming up with different ideas and rolling, some things around. So, He's going to try and be creative with options and we'll talk about that a little bit more, but right.  it's we are going to try to be as aggressive as we can. and I work, I was with Shannon today you'll believe I just for a long time too about possibilities of Lottery based tuition full day. So if once we get once we get rooms open and one building rather had vacant room sitting there. we'll use them and until they all come along till we can get the whole district. Why? But You know. that's that's what we're looking at doing. And I would think by For spring, I could lay out for you. The details of plan that would make that possible. Um, and I was thinking one thing shines ago, if we did this, we could do more than that. So we're  looking at finding up three sections first with. So there's all kinds of that type of stuff happening. But when we meet, we're meeting with Monday or Tuesday, but actually but when my questions will be, can we  make sure that the Central School expansion? Is high on this, right? Because at one point, we're thinking maybe  should be low that way, because they open up before the other schools that ways. But coordinated that way but we'll talk and say Can we make this a priority? you know, as long as money was, it doesn't mean it makes sense. We couldn't make this a priority, so we start moving forward that. So I put  those things in place. Yeah, it's great because I mean, we know it'll be Years. Okay, but I mean, I appreciate the fact that we're hearing from the community, this is really important and that are administrators have already been like, what can we do? How can we be? We can't give it all, but can we give something to you know get out there and and have people start seeing the difference that this makes so  here we go, we will. This will now be an active conversation that we have every single month and we'll keep reporting back where we are as far as timeline and finances and and be  completely transparent about all the projects that are going on. And we talked about revamping the website which has been in trouble with and from the get-go and really finding out, we don't know exactly what our what are what our routine will be. But to routinely post updates for the community just like we have the website for people to go to the Lord about the bottom rocker. I know which I we think really had an impact. I mean, we saw the numbers of how many people were going to that website and they were pretty dramatic, especially  around times of malors, right before the vote. And it was,  it. That's what we want. Like we were talking about Mr. Class went visited, the high school, some of the high school classes to talk about the random and  What I'm learning just from hearing about from the kids, is that that impacts and Pat couldn't impact for those. I'm not sure but if it made them civically aware and to  understand that, this is torn, my responsibility to know what's going on in my community and that to, to inform people who are misinformed because and they, of course aren't  processing it like understanding This is what they're doing, but I'm catching the correcting each other and it's so cool to watch how they as young people understanding civic engagement is important. Part of that is the responsibility of those  people in in leadership making the information accessible to you being transparent, which is always something we've tried to do. And we've talked about how we want to continue that as we go into this into the actual construction phase and being accountable and making sure that people can see what's going on. And Be aware. That has. And I think what we also want to do is we want to thank each and every member of this community from the people who were out there and and putting organizations together and getting the word out to that open their homes to copies and Yes. To, you know, people that were just out there spreading the word organically. I mean so many people were and difficult part of this and it is really the support of the entire community coming together that made this happen. And I I don't think that we could possibly name all the people that we want to thank because so many people were so important in  this. Yeah, I was actually gonna say some of this at, I will just say, okay, but I agree because we accept sexually, if there's so many people to name and so so many people that you have gathered around this whether or not it was either their fight to fight. We in with your elbow, you know, seniors are going to come out against it and wasn't the case. People saw the value in for the kindergarten and in the value of having it accessibility in  our schools. And we were able to answer those questions and they're it was a reason. There was a resounding of the amount of people who didn't have  children in the school, who supported these because that's the kind of community we live in. Sorry. Chris like something pretty but 78% four hours. Yeah, that's River. And and I also want to say very big. Thank you to the administrators to our staff. Our faculty, everyone's been part of the  team and from from the beginning and the community, from the beginning, when the visioning session started, I want to say special, thank you to Mr. Claus, for all that. He's done his roots in this district towards it over 30 years, Had really. Gave him an insight to what we needed and every level at a way that most of us could never see that our architects coming in. Could never really understand. what resonates with this community like he does and getting to say, I'm going to embarrass you for a minute when we were at Naval K and he had a fan and I was just I was tearing up as she was like Just, you know, so appreciative of how much is cared about our community. And I think that  that's really is, is pivotal to are having put together a referendum that was able to really meet our communities, needs integrate those vision sessions and and then yet inform people so that they understood what that Bond said actually said what you know because that wasn't the easiest to read so. So I want to thank you, everyone. For Linda. ETA Upd. Ate. Tatum have a virtual meeting that I was having trouble getting on machine, was on, I think more than me, but it was just Them voting on a few items to have kind of keep exploring. But after that food, a few things, Yeah and the tmpta had the reflections at the public library on Tuesday. All right. Um, let's uh, that's a priolo anything for the report This class, No. And my report weekly go every day. but that's okay announcement. We want to thank Rachel Brown for her three years.  Okay. so we thank you something to Amazon, that I  Great. Yeah, I would recommend it. and, you know, I really want to thank Rachel for. I feel like every member brings something, you know, you need  to the group and I feel like you had a really good way of bringing up grounding us in our conversations to, what's really important, why are we really talking about this? What's  really at stake here and it helps center us when we get emotional and responsive to really just focus on What is, what is? Would it be? What is our goal here? And so I thank you for bringing that Okay. Um we'll move on to public  comments. You have three members of the community are invited to speak for up to three minutes at the time. If you'd like to make an additional comment, please wait until each person's had a chance to make their  initial statement. All comments must be directed towards afford, not members of the public. This is an opportunity for the board to listen but not debate issues and under question and answer period,  please be aware that not all issues brought up before the board meeting will be resolved. That evening, we ask you to identify yourself by saving your name and the name of your street. Well, at public education, could be an emotional issue. We strive to  maintain a certain level of decorum at the meeting public meetings are streams and available for replay on YouTube and students of the participate in meetings as such citizens are expected to maintain a tone of the privacy and civility.  Anyone like to make a comment? Um, good evening everyone. So my name is Tom Woodcock, I'm live on Lake Street. I have two children. One in district one, currently out of district. I just want to make a general comment tonight. So I believe  in the value of inclusion, adding inclusion, something that's very important for all students. Not just students with disabilities. I think  there's great value for a whole community. I did want to acknowledge first, I think that I've seen some great things coming out of our district, right? We're achieving a lot, a lot of our students are doing  really well really positive things coming out of it, I've seen great things from our Director of Special education, but there's always room for improvement. I think that, you will until every student it has access to the general education classroom and all the resources that every other student does in the district right now with, they're room for improvement when we Book about inclusion. Inclusions a great idea. It's more than just a great idea that I think it's something that we all have a moral  obligation to really work towards It's something that is mandated by law. So you pray familiar with least restrictive environment. Laws this says that we need to first. Look at the general education, classroom or east, the least restrictive environment and start there as a default. Unfortunately, what I've seen every now and again is that we sometimes look at medical models when we're evaluating a student with a  disability, we're looking at their disability, their needs and looking at how we can fix that and what we should be doing is what we call the  social model where we're looking at. What is the environment? Well, the barriers there in the environment and looking at how we can break down those barriers. So the student is  able to succeed in the least  restrictive environment. That's where we really need to get to. It's not just about the academics though is also about social skills. It's about the  student self-esteem. It's about relationship, building. These are all things are very important, especially for students with disabilities. Who are commonly put in rooms away from other students and and is something that's not just for those students. Something that's gonna be really valuable for the students that do spend time with those students with  disabilities as well. And I think the take home message, I'm pretty getting close to time. It is that I think everything you do, whenever you're looking at new  initiatives, new programs, new courses, please think about  inclusion, how you're going to include every student in the  district. not just AP kids, not just the kids, who are, you know, neurotypical but everyone and that's my message and thank you for listening you Any other comments? Okay. we will close public comment and move on to our Governance acceptance of monthly HIV Vandalism Vitals Report approval, the 25-26 academic calendars approval of the five, twenty five fifty one twenty times students, approval of fire and security drill report. Motion. Next machine. Questions.  Okay like, Dr. Brown yeah, Mr. Astifler yeah. Miss Hollywood. Yes, Mr. Knuckles. Yes. Miss Sonic? Yes. Vice President Hooker. Yes. President Crooked. Yeah. Brigham Special Education, Approval field trips conferences. Traveled overnight field, trips, textbook,  approval, supplementary  Instructional resources, Approval resolution between the board and Ed and Brookfield Schools. Resolution between the Board of Ed Walsh Legacy Resolution to Approve a  semester-long academic elective for students to becoming a historian. Doing history at the local level. Resolution to approve of semester long academic, elective for,  creative writing, resolution to approve, two new courses in accordance with the K-12 science on it. Resolution to approve a level change in accordance with recommendations of vacated 12 Science audit, CP anatomy, one and two move to an accelerated course motion.  Questions comments. Just want again, reiterate. Thank you to everyone who worked on the  science on it and who worked for the development of the new elections. I was curious about the creative writing and I know you mentioned it in your apartment that you all talked about it at curriculum. um, because in the proposal, there's a poetry course that we already have on the books but it doesn't appealed everyone. So I see the expansion but in the proposed course it seems like  half of it's going to be poetry. Or am I misreading? I think there were integrating poetry, but I also multiple different if they're multiple different genres is this. So they're gonna, they're gonna make sure they keep that poetry because  there are some students who do look forward, but they're going to hopefully appeal of bigger mix because the poetry course hasn't been running. It's not enough students. just want poetry. So they're hoping the creative writing by integrating the poetry into the creative right. okay, appeal to more students. Okay. I just love.  Custodians. I know. It's so cool. Yeah, I want to go back to high school. I know, we do offer a lot of unique classes for small district so that's  really cool because I was already talking Mr. Rear of said, the first was gonna be the hundred anniversary of The high school. I mean, what's good? Bankrupt would be great. Yeah. there's things in this town and go see it really. I  mean interesting history. Yeah, even the Paco, how fascinating would be to that. as I know that the PATCO, whoever it was that it was when it was being  built in Haddonfield, they fought to put it underground so that it didn't change the landscape and what must have gone into that at the time that would be. I mean, Okay. Um, anything else? Make mistressler. Yes. Miss  Hollywood. Yes, Mr. Knuckles. Yes. Miss Sonic. Yes yes. President Hoker. Yes, Dr.  Brown. Yeah. President Crooked thinking like, if Paco saying, Okay.  Very different. Okay. Um, personnel approval of new  personnel, transfers Salary upgrades mentoring extracurricular, coaching appointments leads US offices of education.  Resolution approved, Tammy Miller and Jake Paul really to substitute one-on-one support for student resolution to approve, Michelle barrier to work alongside David. I don't want November 25th or training Resolution to approve Bethany, Kirk to provide support for student resolution for students to receive homebound instruction. Notion. Machine and leg. Questions. I just want to say, Congratula sports team, that came that maybe some extra weeks of coaching there. Yeah, I know. but our staff that volunteer for, like and get paid kind of leaving, but I'm happy to pay them Spirit Week and how like we do find yourself in some appreciate people want to along with this. Mike. Mr. Ashley Yes. Miss Hollywood, yes, Mr. Knuckles. Yes. Miss Sonic. Yes. Vice President Hoker, Dr. Brown Yeah. Crooked yes. Business and finance payment of bills, Budget transfers Board,  SECRETARY'S report class Cash  summary Report mission. She's Linda and Greg. Comments Questions.  I'm just curious like and maybe this isn't A very good financial community question. But when we do textbook,  Approvals. How does that work financially? It was one thing. I wonder you know, like not approving. Yeah, we are going to regularly like you're proving  to use that taxable data by  technically. Yeah. Okay. Thank you. Okay. Michelle Haworth yes Mr. Knuckles Yes. This summer. Yes. Vice President Hooker, Dr. Brown yeah. Mister yes, President yes. Sorry. Okay, approval the following minutes. I should have had the cup of coffee, like, Approval of the following minutes Executive Session, November, 21st and  regular meeting November 21st. Motion. Okay, Meg, and Greg.  And the comments. So the link for the executive session currently. Links to today's agenda for the executive session. Which might not even make a difference because I sure don't submit the correctness. Just  Oh, you don't hold off on approving it right? Yeah, yeah it was yeah I was yeah. I don't know. We should too.  Okay, yeah, because they weren't the links weren't available as a Monday. So, yeah, they got added me. Yeah, yeah, today's agenda is for yeah, we should table that. Thank you. Okay, motion to table that machine  measurements. Second Rachel.  All those in favor. it's exactly what I thought. I only done. Everything. 'S last week. So can we approve them at the? You know, she's like last year.  I think. you did it every time you get no yeah I mean this is You would explain this, if they better not really something you As much. Just like messed up. Okay.  really okay, on I'm trying to regular one, okay, can you call? Yes this side. Yes. Vice President Hooker. Yes.  Dr. Brown yeah? This recipe. Yes, frozen. Yes. Okay, any items for future consideration? I actually just so our next thing will be the New York meeting. I plan to get that out a week from tomorrow Friday before winter break. Those couple board updates. Mr. Class, he mentioned that the  board meeting dates so just take a look at that because that's what's going to be on the reorge agenda. I remember all of us. Yeah. Okay. Yeah, I didn't know if it was just  saying now that I'm looking at, I was in the board, I'm sorry. We've made. changes to a couple of dates, because of the budget and that also the REORG meeting, we're planning on a  different day because it's statutory. It's gonna be the first seven days of  the year, because the prices,  exactly the first off and testing that  question. So yeah, some things that you personally Wednesday. So we're all from the first one day Friday, right? Next, that's why Yeah, it's like whatever that Tuesday is that first two? Yeah. And like Just can't be here tonight Because of concerts Is it possible to ask? Yes, for those kinds of things to  not conflict with ones that schedule but I mentioned just like I'll bring it up just an idea. I think you talk about the last news. do and and we also say, you get you get to miss, you know, so we had  thought about this over the years and it's almost impossible to never have  conflicts and that's why, you know, it's a pretty you know like that's why it's like we totally understand like right there's definitely that's  Chambers really tough because I know. Well, there are three weeks. Thank you. Okay, offer Thanksgiving soon. We're gonna have anything last week. See this week and the same thing with all the content for. Yeah, no one's gonna have a concert. Next, we have to cause yeah other things going on. Yeah.  Um, okay, so motion to a journey, you have to make promotion to adjourn because that's tradition, okay?