party. >> Are you ready? >> Okay, we're ready. >> Doctors It's never going to get old, just to let you know. >> You know, I'm a big internet reverend. >> Uh, good afternoon. Um, I'd like to call
to order uh this hybrid workshop voting meeting of the Highland Park Board of Education uh on Tuesday, February 24th. Um, the New Jersey Open Public Meetings Act was enacted to ensure the right of the
public to have advanced notice of and to attend the meetings of the public bodies at which any business affecting their interest is discussed or acted upon. In compliance with the Open Public Meetings Act, the Highland Park Board of Education has caused notice of this meeting setting forth the time, date,
and location to be submitted for publication to the Home News Tribune and Courier News and posted on the board's website at least 48 hours in advance of this meeting. Members of the public who wish to address the board will be given the opportunity to do so before the
board adjourns for the evening. Roll call. >> Dr. Batty, Miss Cassel Dunn, Dr. Coleman, Mr. Maldonado. >> Dr. Pitsley, Miss >> Wait, go back to Mr.
Or >> No. Oh, okay. He was making a face. >> I always make a face. >> Okay. >> That's my That's my natural face. >> Miss Pruce do something here. M. >> Uh, Dr. Stoman here. >> Miss Stan here. Miss B
>> here. >> I did I had to think about that. Um >> uh so be it resolved pursuant to the Sunshine Act and JSA, the Highland Park Board of Education will now meet in closed session to discuss a residency hearing and legal counsel. These
exemptions are permitted to be discussed in closed session in accordance with NJSA 104 uh 4 through13. Information regarding the board's closed session discussion will be disclosed to the public as soon as the need for
confidentiality no longer exists. So moved. >> Second. >> All in favor? Hi bird baby. >> So sorry >> Dr. Batty >> here. >> Miss Cassalda
>> here. >> Dr. Coleman. Mr. Maldonado here. >> Dr. Pixley. >> Miss Pruz >> here. >> Dr. Schoolman. Miss Daniel Stano. Miss Bman >> here. >> Okay. And now for the pledge of
allegiance. >> United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Now we will move on to our communications.
Um, we had a email about tenure status and an email about uh discipline and policy concerns. And then we have uh more than 50 emails about the um
student ICE uh protest. Um okay, now we go to approval of minutes. Uh >> I move >> I move >> second >> Dr. Batty. >> Yes.
>> Miss Cassel done. >> Mr. Maldonado. >> Yes. >> Miss Pruce. >> Yes. >> Dr. Schoolman. >> Yes. >> Miss Daniel. >> Yes. >> Miss Bardman. >> Yes. Uh, and
I don't know. >> So, normally this would be where we do the student representative report, but they didn't have school today. So, uh, so I think we'll just uh skip by that. And, um,
uh, I would like to give a president's uh, president's report. So, uh, first I'd like to address the events that occurred last Friday when some students at the Highland Park High School participated in a national walk out to protest the Department of
Homeland Security's immigration enforcement efforts. Uh, Dr. Cisco will get into the specifics of what actually occurred during her remarks. Um, but I wanted to state very clearly uh that we are extraordinarily proud of our students,
for standing up for their beliefs, standing up for their neighbors, standing up for everyone's constitutional rights, and for being civically engaged. To quote Senator Andy Kim in reference to this specific incident, I believe the opposite of democracy is apathy. So to the students,
if you're wondering if you made a difference, you got the attention of the community and you got the attention of a United States senator. I also want to clarify the role of the board of education in this matter. Uh because I want to assure everyone that
we have heard the community loud and clear concerning disciplinary actions following the walk out. Um the board has no legal right to administer the schools nor interfere with their day-to-day operations. We're not Highland Park School
administrators and none of us are employees of the school district. Additionally, the board has no role to play when it comes to any kind of appeal of a short-term suspension. Both state regulation and our own policy state that
in order to challenge a short-term suspension, a student or parent shall appeal directly to the commissioner of education, bypassing the board entirely. And finally, board members are legally prohibited from publicly commenting on pending disciplinary matters or
undermining staff decisions. Doing so would violate state ethics requirements and could expose the district to legal liability. Please do not interpret our lack of discussion of these specific matters as disregard for the concerns or questions
expressed after the events or during this evening's meeting. Uh we will follow up on these concerns within the scope of our role as a board and in collaboration with the administration. And I just want to thank everyone um
anyone who's taken the time to come tonight if you're listening online um and share their perspectives. We welcome civic participation from our community just as we encourage it among our students. It is part of why I think
for all of us here we chose to live in this town and have chosen to serve in this capacity. >> Your turn. >> All right. Good evening everyone. Before I get to the more formal part of uh my report tonight,
um first thank you Ann and I'd like to follow up. So, first I'd like to address the events that occurred last Friday as well when some students at Highland Park High School participated in a national walk out to protest the Department of Homeland Security's immigration immigration enforcement efforts.
Approximately 150 students participated in that action in coordination with the school administration. A smaller number of students participated in an action where they left school grounds in order to bring awareness to the broader community by marching down Maritton Avenue. This was down outside the bounds
of what has been coordinated what had been coordinated with the administration was not communicated with school officials beforehand and was done against the direction of school officials during the action. I would like to acknowledge the complexity of the situation we faced
last week with our student walkout. These were thoughtful, engaged young people exercising their voice on an issue they care deeply about. It was a challenging moment, but I'm profoundly proud of our profoundly proud of our students for standing up for what they
believe is right and for doing so with thoughtfulness, care, and respect. As educators and administrators, our role is to guide, support, and protect students while also holding them accountable.
Civil disobedience by its nature comes with consequences. And part of growing up is understanding that actions have results. Our goal is always to turn moments like this into learning experiences. In this case, I hope students will wear their
engagement, even the consequences that come come with it like a badge of honor, a reflection of their courage and commitment to the world around them. Teaching civics is not always easy. It's one thing to discuss rights, responsibilities, and civic engagement
in the classroom, and another to witness young people exercising those rights in real life. Moments like this are challenging, but they are also an invaluable opportunity to reinforce the principles of citizenship, ethical decision-making, and critical thinking.
We will continue to use experiences like this to strengthen how we teach civics and empower students to participate meaningful meaningfully in our democracy. Some students shared reflections with me that I'd like to highlight.
One student said, "We broke multiple rules and disregarded the authorities of the school. I at least did it knowingly, understanding that consequences would follow. It's your job to keep us safe and hold us accountable, and it's not fair for you to make exceptions when it
comes to punishments." Contrastingly, I believe that it's my job to stand up and use my voice, and the opportunity presented itself. Another student said, "I'm sorry for causing everyone such a big headache. I know that you have really hard jobs and
dealing with a bunch of teenagers can't be easy, but I also hope you can understand thought what we were doing was right and important for our town and for the people we care about and that we felt like we were part of a bigger action happening at a lot of other schools." These perspectives show that our
students are learning, reflecting, and growing. exactly the outcomes we hope to see in our schools. I'm reminded of Dr. Martin Luther King Jr.'s words from letter from a Birmingham jail. An individual who breaks a law that conscious tells him is unjust and who
willingly accepts the penalty is in reality expressing the highest respect for the law. While our students did not break the law, they acted in the spirit of this reflection, choosing to make their voices heard while accepting the consequences of their actions.
Finally, I want to acknowledge the difficulty and uncertainty of these times. Our students actions show me that they care about the world, their neighbors, and each other. We all, administration, staff, families,
and community members have learned from this experience. It reinforces the importance of clear communication, thoughtful guidance, and trust between adults and students. I'm grateful for the opportunity to grow alongside our students and reaffirm my pride in their character, their courage, and their
commitment to our community. Thank you. Now, I'd like to move on to the rest of my report. Um, so first and foremost, uh, thank you everybody for coming out to today. The, uh, the winter weather has, uh, been trying on all of us. Um, but I'm first of all, um, want to share
my, uh, sincere thanks to our custodial staff and maintenance staff under the direction of our director, John Flanigan. Um, they've done a tremendous job of clearing, um, the school grounds, our parking lots, um, and sidewalks to be able to get to school. So, I'm excited for a full day of instruction
tomorrow. Um, so, thank you for that. Uh, and for being here in person with us, for those that are here. Um, so but due to the acclimate weather, we did postpone part A of my agenda, which is the staff recognition of teacher of the year, educational services professional of the year, and the midyear
retirements. We will hold that in June when the weather is a little bit better. Um, so we will be recognizing all of those staff um on June 22nd. So, please mark your calendars. Lastly, for my report, I'd like to give the midyear uh update on the student s uh student
safety data system report, SSDS. So, I'm just going to make my way over to the board here. So, our SSDs report or the student safety data system uh collects two types of information. So, this is our report that we have to give twice a year. Um so the two types of
information that it collects are incidences of violence, vandalism, harassment, intimidation or bullying, weapon offenses, substance offenses, restraints, seclusions and other incidences leading to removal from the instructional time in school and uh it
also reports our hip trainings and programs. Uh so our deadlines um for the so we do it in two reporting periods. So this is the first reporting period um which will include data from September 1 through December 31st and then you'll get a
second half of the year report um over the summer. So just I know we do this twice a year but I just want to reorient if it's the first time that you're hearing it uh because the data um is a little nuanced. So uh in terms of the reporting uh a
single incident can consist of multiple incident types. Um, so we could have multiple offenses for one incident. For example, a student might make a criminal threat toward another student while holding a knife. This would be entered into SSDs as single incident of criminal
threat and weapon use. Um, in addition, there could be multiple offenders um or multiple incidences. So when you see the numbers, sometimes it is is very nuanced like that. Uh so some common definitions from our
SSDS report when we report a fight. Uh so these are clear definitions that come from the state when we report SSDs. So for a fight it's a mutual engagement in a physical confrontation in which the offenders understand that confrontation might result in bodily injury to either
party. It doesn't include a verbal confrontation or a minor confrontation such as a shoving match. So if students are shoving um and that's it, that wouldn't be uh qualified as a fight under um the SSDS report. Um and then in that case, each participant must be
classified as the offender. An assault is uh defined as a person attempts to cause or purposely, knowingly or recklessly cause bodily injury to another person. A physical restraint is the use of a personal restraint that immobilizes or reduces the ability of a student to move
all or a portion of their body. Uh so sometimes we have to do this if a student is a threat to themselves or others but our stu our staff are trained in handle with care which is the proper technique. Uh in the event that verbal deescalation um doesn't work then uh we have to go into a handle with care
situation. Uh simple threat is attempting by physical uh menace to put another in fear of bodily injury. So a verbal threat. The offender knew that the threat could make the victim fearful. So that would be a simple threat. And then you'll see there on other
incidences leading to removal. Um so any other incident not listed in the guide book that takes place on or off school grounds that results in a disciplinary removal for at least one half day must be reported. So if we remove students from their instructional programming in school or out of school suspension for a half a day or more um and it's not in
those categories, it gets categorized under other incidences leading to removal. So here is the data from September through December. So at high school they had um one total incident uh that was substances. Uh middle school had 15
total incidences. uh two were violence, one vandalism, seven substances, two weapons, and three confirmed hib. Bartle had three total incidences and the three were violence. And Irving reported zero. And of the violent incidences in the
middle school, uh two of the incidences were um uh two fights. And then Bartle school, the three incidences, one was an assault and two were fights. So when you break down um the the violence incidences because it can either be
assault or a fight for the high school. They had six incidences leading to removal. They had one alleged HI. They report 14 completed trainings for the first half of the year with nine programs completed. The middle school had 13 incidences of
of leading of removing students from the instructional time uh for other reasons. One alleged HI. Uh they've completed 21 trainings and zero programs completed. Bartle had one incident leading to removal, other incident leading to removal, one alleged HI. Uh 12 trainings
completed and 34 programs. And uh Bartle had no other incidents leading to removal, no alleged hibs. They had two restraints uh seven trainings completed and 21 uh pro uh 21 programs completed.
So comparison to period 1. So this is just period 1 to period 1. So not the whole year. So because we're not there yet. So this was this time last year. Where were we at? Um the red indicated uh indicates last year's reporting and the black is this year's. So for the
high school last year at this time we had seven total incidences and now we're at one. Um and so you can see the ones from last year were violence and substance uh and one confirmed HIB. For the middle school last year they had 14 incidences at this time and we have an
uptick of one uh incident. At Bartle they had three last year at this time uh and we're reporting three this year and Irving is uh flat still at zero. Additionally, uh last year at this time, high school
had four incidences other incidents leading to removal uh versus the sixth this year. Uh middle school had 33 last year to 13 uh this year. Bartle three last year and one um this year.
And then Irving none. Um Irving last year had nine restraints. And I want to point out that that half, you know, halfway through the year, they're at two. So that number is down, which is um which is great. That means we're able to deescalate situations uh more verbally without having to put students in
physical restraint, which is good. That's it. So I will open up to questions from the board. Could you please Oh, m can you remind us what the trainings completed and programs completed means?
I might have asked this question. I >> forgot. >> Sure. Sure. You I'll add it as another slide. I can add it as another slide as we uh do this. Uh trainings completed would be any kind of trainings about SSDs about HIP trainings. So that would be if we have um the district attorney coming in and doing a training on legal
updates to HIP. Um we get all of our trainings the board gets training. So if a board you know when they come in and talk about HIPS with you all that's a completed training. Um so they get usually they get trainings every year. specifically about um the forms they
have to use, how they have to report it. Um they get mandatory trainings in our safe schools every year um and what qualifies for a HIV. So those would be the specific trainings and then um the programs completed would be anything that's culture and climate.
Uh sometimes are they don't realize what they're doing is a program. So we've been kind of encouraging them to document. So you'll see a lot at the elementary school specifically around they do a lot of work with responsive classroom whole school meetings um anything that's like social emotional learning and culture and climate for all
the students. So it can't just be like I do this in my classroom as an individual teacher and that's a program completed. It has to be like a a schoolwide program. So that's why you'll see typically there's more around that at the elementary just because they do a lot of more whole school uh type type of
programs. But anything where they'll do um character education programming, especially at middle and high school, that would be um a program if they have um some sort of assembly, uh diversity day, things like that. Those are programs completed for uh culture and
climate. >> Oh, trainings, we're talking about staff trainings, >> correct? Or or adult trainings. >> Okay. Right. Yeah. In programs, we're talking about programs for students. >> Correct. >> Okay. So I think it I think it's interesting how the trainings have gone
up particularly in the middle school and high school as our numbers of incidents seem to be going down. And I'm I'm just kind of curious. I don't know if that's you know uh there's a relationship there that you think uh particularly at the middle school. I mean the numbers are
are uh you know not the other incidents in particular but even the high school incidents seem to be going down. I'm just curious if you think there's some relationship with our trainings and what they're doing for staff and helping them uh kind of manage students or or if
that's just kind of a byproduct of having new staff who are kind of going through this. I don't know. >> Yeah. So, at the middle school in particular, we have a new school counselor. So, getting that staff member um trained. We also have another um so the Mr. Spino and then Dr. Richardson are now the um anti-bullying
specialists. So a lot of training has been happening there um with with them. I know Dr. Richardson has been doing a lot of work especially with affirmative action and training on uh being an anti-bullying specialist. So there's been a lot more culture and climate work that's been done and training in that um in that regards. I will say that the new
um since last year when we started the districtwide the NJI SI climate survey um whatever that however you pronounce that acronym. Uh, so that climate survey is really phenomenal because it's so granular. I know we were looking at it in equity and excellence
and I was trying to show them how granular you can get with the data. Um, and not only that, but once you get granular with the data, it gives you recommendations. And so what we're we're seeing um maybe not so much the training, but more the programming too, but even the training is you know what, we need some help in that area. So if
it's a staff specific training, we can put that into place. Um, and then if it's a program, we can do that as well. So I think um that the data coming from that has been really helpful uh for the school climate teams to really look at and figure out what their what their
needs are. So um this will be my pitch to anybody who um you know gets the link, please take it. Uh so if you're a parent, guardian, a student, please take the survey when it comes out. This year we're going to do it twice. Um that way we can look kind of pre and post for it.
But it does you get super granular with looking at specific recommendations. I think that's been helpful. Having some new staff on board um has been helpful too to get a lot more training in um and a lot more learning and and building culture and climate um has been really positive.
>> Other questions from the board? >> Yes. I say I mean well that that's what these numbers really say to me is that well first of all very impressive and I know you've worked really hard on this for years. Um whole staff has um what these numbers say to me is that the culture is changing. It's not just a
reduction incidents, but it's a it's an increase in in knowledge and awareness and techniques. And I just feel like that was what we were hoping for that it wasn't just going to be like, okay, let's, you know, cut the numbers, but nothing underlying changes like this is self-reinforcing. Um, and yeah, just it's great.
Congratulations. >> Thank you. >> Any other questions from Ford? I don't have a question, but I did just want to kind of put a reminder out there that New Jersey state regulation does require an out of um out of school
suspension for um drug paraphernalia and drug use um or you know, substance use, let's say. Um so very often, you know, that's something that we can't work around. So when we see numbers that are higher, like for example, that are higher this year in the middle school,
um those are reflected in our suspension numbers. So, um I think that's just something important to remember is that we it's a mandate. We can't work around that. >> Absolutely. Thank you for that. And we we do see um a little bit more of that happening at the middle level,
unfortunately. Um which is kind of sad to think about. It shouldn't be happening at all, but especially when their brains are are still really at the toward the the latter half of their developmental process. Um so, we're seeing that. Um, I will uh say that uh Miss Karen Lane, who's our uh student assistance counselor, has been doing
wonderful work. We have peer groups that have been turkeying substance use and abuse programming um at our at our elementary levels. Um so, we're hoping to see that, you know, peer-to-peer support uh happen. Um but, you know, we need the support of families, too. Um if
students are struggling out there, we can get them help and support. Um but oftent times that comes with parent permission. um and parent support. So, you know, it takes a village. Um and so we want to make sure we'd love to get that number down, especially with substances. But I will say in the
particular case, um you know, so that number is actually indicative, I believe, of only two students. Um so that's, you know, perspective. So it's not that seven students, you know, have seven separate incidences of substances. um it's actually two
students um and multiple times that they're they're having some substance use um issues in school. Uh so really really try and work hard to um to work with families um when students are in need. So uh so that's where that that's why I bring that I talk about that caveat in the beginning when you see the
numbers you're like oh seven we didn't move the needle anywhere but actually we did because our number last year was more students. So even though it's the same number reported it's less students. So that's that's hopeful. We're not where we want to be yet. Of course, I don't want any student to to have to be on this report. Uh but the fact that the
numbers of students having substance use is going down um means our programming is working. So that's what what the numbers look like. So it's hard to to break it off just because student discipline is also highly confidential. So that's why you see the numbers in that general form.
Okay. Thank you. That concludes my report. Okay. So, now we're going to move into the first public comment uh section of our evening. The Highland Park Board of Education welcomes public participation and has reserved this time for your
comments. Um we'll start with anyone here in person who would like to speak. >> Should I write on this? Fill this out. >> Hi, my name is Rebecca Hirs. I'm live at 331 Felton Avenue. Um, I just want to
speak tonight regarding the disciplinary response to the student walkout. I just have two points. Um, first, disciplinary consequences should not impair a student's access to education or academic opportunity. Detention,
restorative measures, and loss of privileges are appropriate tools for accountability. However, altering grades, refusing to accept completed work, or removing students from instructional time through suspension shifts that discipline into the academic domain. I would hope that academic
evaluation would measure mastery of content, not function as an extension of punishment for disciplinary infractions. When grades are affected, the consequence moves beyond correction and begins to shape long-term academic trajectory.
Second, the student handbook articulates a progressive discipline framework that emphasizes repeated or continued levels of misconduct as the basis for escalating tiers of intervention. The narrative descriptions of levels two and three focus on persistent behavior
and ongoing harm. Yet, the conduct action table assigns maximum tiers to specific infractions without clearly reconciling that progressive structure. For a first time limited incident, non-violent incident where harm and
intent were limited. The spirit of the handbook framework suggests a tier one response centered on reflection and restoration rather than escalation. Accountability matters and safety matters. And I have not heard anyone say that there should be no consequences
whatsoever. I've never heard anyone say that. There should be consequences, but proportionality, consistency, and context matter. And ensuring academic opportunity is not diminished should always be the first goal of a school district and of educators. There are
punishments available that do not do academic harm to students. detention, extra work, community service, the list is long. Um, I urge the district to ensure that suspension and academic penalties are not used in a manner that undermines educational opportunity and
that the disciplinary responses remain aligned with the progressive philosophy articulated in our district's own handbook. Thank you. >> Thank you, Rebecca. Um, is there anyone else here in person who would like to speak?
Okay. Do we have anyone online? Uh, and just before you go ahead, please um state your name and your address. >> Uh, yes. My name is Rob Scott. I live at
25 South Second Avenue. Um, you can hear me? >> Yes. All right. Uh, bear with me. It's been a long day. I'm tired. I need to consult my my notes here. Um,
when I learned of the suspensions um of perhaps 30, 40, I've also heard 56 students over their protest against ICE. I was utterly dismayed and I don't even really know what to say
to it because it was an action that seemed entirely out of step with the values of the community that I live in with great neighbors. Uh inclusion of immigrants.
Um respect for all humans. Um, and the students were exercising their voice reflecting those values. So, I will be honest that when I first thought about what I should say today, I was I was tempted to um restrict my
testimony to my name, my address, this is a test, and f ice. But I wouldn't have said f ICE. The euphemism, I would have said the word. Um, fortunately, um, my daughter, uh, is wise and said, "Dad,
that might be counterproductive." Um, and I wonder if the pearl clutching over a profanity, um, would have garnered more outrage than what is happening in the country now that so many of us seem to
be asleep to. Um, anyway, actions have consequences. I'm an adult. I can value them. Um, I took my daughter's advice. The consequences of the the profanity would just be a distraction. But the thing is,
ICE is a complete horror. We have armed masked paramilitaries roving through major cities, disappearing people on the basis of their skin color or really just to
collect a bounty. In many cases, those people who are disappeared are taken to other states. They're held in places where there are measles outbreaks. children held in these places have um
their art materials con confiscated because they drew something that said they just want to go to school. So our students were speaking to that and the frame of all of this is all of this
is happening because ICE is not following the law. They're not respecting the law and they're not following the law. And this is very clear. There have been many lower court decisions. Decisions that I would describe as these judges are apoplelectic. They are horrified. Yet
our president and his lackey um encourage this, demand this. The cruelty seems to be the point. Um, so I'm bothered that the suspensions were, I think, disproportionate and
don't reflect our values. Uh, the superintendent, I forget the exact words, but there was something about how we're supposed to do learning and growing. So, part of learning and growing means doing things differently in the future. It means adjusting. It
also means in the moment taking what we've learned in the past and and using some discretion. Uh so part of learning and growing is changing. So I heard from the board we can do nothing and I'm not surprised to hear that the lawyers have
advised them of this and that's fine. I don't think the board should be taking a heavy hand in disciplinary proceedings. But the board does have a responsibility and that responsibility is to make policy. So, what the board can do is change policy. And what the board can
speak to today is based upon a news event. Okay? You don't even have to think of it as the Highland Park news event. There were suspensions, I think, in some other districts. A few most districts did not do this. You could say, hm, maybe Rebecca Hirs is right.
Consider her analysis and be like, perhaps we need to change the policy. We need to better align whatever the consequences are going to be, the punishments
with our times and make them more proportionate. So to the board, change policy. To the super, are you the one that made the call? Was it the principal? Because the policy is
always interpreted. Somebody makes the call. I think we in the community have a right to know who made the call. And to whoever made the call, and to the super who could have overruled it, you have discretion. You can exercise it. I hope
you find a way to exercise it in this case. And I hope you find a way to stop, think, think about the values of the community you live in. Think about the values that those students are reflecting and exercise some discretion.
Because I think part of this whole act actions have consequences is about taking some responsibility. I'd like to see some responsibility of yeah, I made the call. I issued the order, right? Um, next I wanted to sort of dig into this
whole refrain of, oh, actions have consequences. That's a truism. You know, a hot stove, you don't touch it. baby doesn't know that baby might touch the hot stove. Um maybe uh uh and then they learn, right? Um but those are
consequences from the laws of physics. The wonderful thing about a democracy, the thing that I think so many forget, the thing that our Congress seems to have forgotten is we we the people, we get to decide the appropriate
consequences. We make law, right? The school board makes policy. Discretion gets exercised. In our highest law of the land, in the constitution, there's a provision for pardons, right? Abused now by our
president to create an elite culture of impunity where all of the privileged are excused perpetually, pardoned again and again, pardoned for insurrection, pardoned for high financial crimes. Um, I suspect
Donald Trump would like to pardon Prince Andrew, who ironically, it's a British prince that is experiencing more consequences than any elite in this country, more consequences than the ICE agents who killed people, right? So I
think we really need to think about this whole actions have consequences and this incredible zeal to potentially damage irrevocably the college admissions and college
opportunities of some of these students because some colleges still demand a report of a suspension. So one thing the board could do is change the policy in the future. The board could also make a policy today that allows an suspension
to be expuned from a student's record after some restorative process. That would create a situation where no student in Highland Park who has a bright future at a college experiences an extreme and disproportionate
consequence. So the thing is we get to decide the consequences. This is a democracy. That's what we get to do. And I desperately hope that the board and the super will take this to heart and
make change in the future um and do better do better. Thank you. I'm sorry, but I can't see the meeting anymore. >> Um, if is there anyone else online um
who would like to speak? If so, please uh raise your hand. 25. >> Oh, okay. Do they have a name? >> Okay. Yeah, Christine, if you'd like to speak,
you can go ahead. >> Hi. Can you hear me? >> Yes, we can hear you. >> Christine Hirs, 333 Felton Avenue. Um, just real quick, I just wanted to share that I agree with what everybody has said, but it's like one thing I wish
the district would do is have the foresight to plan ahead um to have made the situation better, to have communicated to students about what the actual consequences would have been. Um because I guarantee you if those consequences had been shared not just
you're going to be punished this or this might happen but to say you will be suspended and suspension means their children and they should have been educated in that beforehand not after and I also think it would have been important to share this with parents um
the fact that you know the whole day was rearranged there was time allotted into this schedule and parents weren't informed about this you know We could have as parents have made better educated decisions to support our children not getting in trouble by signing them out etc. So the school wouldn't have been liable.
Just looking at the whole picture, you know, in general, communication is just so important. And I just hope you hear that you uh is there anyone else? Sorry, no hand. >> Sorry.
>> Oh, okay. Mike, uh, you can go ahead. >> Hi. Sorry. Mike Malefa, um, 27 North 7th Avenue. Um, I just wanted to say I I agree with everything that's been stated before. Um my I'm I'm the parent of one of the children who was involved in the
the walk out and uh the the subsequent walk down Raritan Avenue. And I just I really hope too that that I think a lot of things could have been handled better in this whole situation. And I think um a lot of mistakes were made um by by a lot of people. Um and I again agree with
the the statement that um you know the the kids knew that they were breaking rules. They knew that there would be a punishment. They I'm sure no none of them thought that suspension would be would be part of what's involved. And it seems like the process also for suspending um kids for infractions
wasn't followed. And so I think it's also important that to highlight the fact that it's important that administrators and people in charge know the rules. um they're in charge of enforcing the rules and it's really important that um the rules that we come
up with together as a school district, as a town, um that we understand how those are actually supposed to be enforced fairly. Um again, a lot of these kids are, I think, getting a real education from this entire process. And unfortunately, I think they're learning
a lot of the the hard lessons that we learn in life that sometimes um again, rules are not enforced fairly or not enforced fairly across the board in all situations. Um and when again, I think there were some other lessons that could have been learned from this event that were that were not. Um and that's that's
unfortunate. Um and again, I think it is important that our district um reflect the values of our town and I don't think in this episode that that that's what took place. Um, again, a lot of these kids are not that again, everyone should be treated fairly under the law. And I I
think that uh suspensions really are most warranted in episodes where things become violent. And and again, this was not violent. This was very peaceful. Um, and uh yeah, sorry, this is a little bit rambling, but um again, I hope that
everyone can learn from this um situation. And I hope again also something else that would be nice would be um the kids all wrote um statements, the kids all apologized. Um some of them met with the administration um to do the same thing. It would be nice if the
administration apologized to the kids for the parts where they kind of didn't rise to the level of of expectations and and again carry out their duties um appropriately. Thank you. Is there anyone else with their hand
raised? >> Hello Oh, okay. We can hear you. Please state your name and your address. >> My name is Clara Scott. My address is 25 South Second Avenue.
Um, I would like to speak on behalf of I feel like the students of Highland Park, those who were suspended and those watching this. I recently graduated Highland Park High School um
in 2023, so not that long ago. I feel like we've heard a lot from parents and concerned adults in our community. And I would like to say that while, you know, we heard two letters from two of the estimated 50 students who have gotten in
trouble for this. Um, I don't think that that echoes the broader consensus of this, which is a lot of anxiety and fear. You suspended students for a planned walk out that was being supervised.
students who are looking to, you know, graduate and go on to bigger things after high school. These students are now going to have a suspension on their record that will be taken into consideration by colleges um by, you know, people offering scholarships.
Um as this grows to affect, you know, their grades, that also becomes a concern. Like Rebecca shared, um, I would not want this to reflect my academic standing if I were a Highland
Park student at this time. Um, this is a walk out that I would have partaken in as a student. It's a walk out I have partaken in as a college student. Um, this is deeply unfair. I work as a residential adviser at my college. I
spend a lot of time educating my residents on our policies. They know what punishment, what conduct policy, what procedures happen when they break our policies. It doesn't seem like we've spent a lot of time educating students
on that. That is another concern. Um, and yet again, I feel like the punishment does not fit the crime here. suspension is very serious. It does get reflected um when you know these students are
going forward to apply for college and scholarships and life after high school. Um I think it's silly that you did not consider detention first. I have seen people given detention for greater issues I feel like than stepping off of
school property during school hours. I really really urge you to reconsider suspension. I think this is absurd. I am unsurprised and yet appalled
nonetheless. Thank you. Thank you. Do we have anyone else online with their hand raised? Okay. And in that Oh, sorry. Go ahead. I wasn't going to talk. Hama Marquez, 74 Lawrence Avenue.
It's a very emotional process, by the way. Um, I wrote all of my concerns in an email, so I don't think that it's and I had addressed them to everybody here. So, I don't think it's helpful reiterating. And I support, you know, the other parents and and students and alumni.
My kid is participating in a program this year to learn how to lobby to elected officials. I picked my kid up from school. They popped in the car cheering and celebrating um a kid who who doesn't cheer and celebrate.
We started driving immediately to DC to visit our family in preparation for the President's Day weekend. For two hours, we talked about injustice and how to channel our efforts. And for anyone that has a teen, spending two hours talking to your kid is very challenging, right? Maintaining that
kind of a conversation is very meaningful. And two hours into our drive, we got an email that deflated all of the enthusiasm and citizenship. Thank you. Okay. In that case, uh we're going to close the first public comment section
and move on to board committee reports and recommendations. Uh Dan, start with curriculum. >> All right. Uh curriculum instruction met on February 12th. Um, a few items to
discuss. One is that the math pilot uh curriculum adoption is underway as of uh I believe last Wednesday. Um so, uh we'll have more to update in the future on that. Um but I think we're really excited to kind of see what the
teachers find as they implement it and think critically about um uh those curricula they're um testing out. Um we also talked about the uh ALP or the advanced learning plan. Um this is
a the program at Bartle. Um and um currently it's implemented as a pushin program in second and third grade. Um it's embedded within the classroom as an enrichment um uh curriculum.
uh the teach the ALP teacher uh enriches the curriculum in STEM in second and third grade. Uh in fourth and fifth grade, it's a pull out program. Um and the issue uh a parent actually raised this with us about can we extend the time for ALP in fourth and fifth grade
and can we actually do a pull out program in second and third grade. Um, so that's what we were um talking about. And I think the issue is if we did start to extend that in fourth and fifth, what would be we'd be giving up? Would we be giving up more uh ELA time, more math
time? Um uh it's it's not clear uh if we extended that um where that would come from. If we did a pull out in second and third grade, they'd be pulled out from some other content. Um and uh so there there are trade-offs with with a lot of
these things. Um I think one of the concerns we also discussed was um that uh I think this relates a little bit to broader concerns about differentiation and the degree to which um students needs are being met across the spectrum.
Um and then a related concern is who's opting in, who's opting out of um enrichment um opportunities. Um and so we we talked about uh gathering some data to see um a couple years ago we um
talked about this and wanted to be really transparent with parents uh about this program. Um, and so we're we were curious to see if participation has shifted in the last maybe two years since we've been trying to be intentionally communicating with parents about this about who's participating or
not. And so we're going to look at some of that uh data moving forward. Um, but I think uh at this point in thinking about um well, we're looking at the program and considering these things. Um I think the concern is
uh as you extend something or you start pulling kids out, what are they not getting access to? Um at the same time is we definitely want to meet differentiation uh and give all kids enrichment opportunities. Um and so I think uh that's something
we're going to be looking at um moving forward. Uh we did realize there was a a link that that was not accessible to to um parents and so I think um that is underway to be fixed um giving them information about the the program. Um
so uh that that was a discussion around ALP. We also uh talked about some new policies. Um some of these are revised and some of these are new. We're required to have a library material policy um by the state. Uh we uh also
got some direction in terms of revising our resource material policies. Um you can probably imagine uh where some of this is coming from um at the state level where um you're getting I think book bands or people are complaining about certain curricula or books that
are actually being included in lessons. Um I don't think uh we've faced that uh issue here. There have not been any requests. Uh I believe the district has received about removing uh books. Um but I think by the state uh they're
requiring policy be implemented um around this. So if we think about resource materials, we're talking about books that are actually used in classrooms part of instruction. If we're talking about library material policy, we're talking about like the materials literally in the library. Um and so
these are separate policies but clearly quite related. Um so uh there's some updates around the language for resource uh material uh policy and the regulation. Um we had some questions about some of that. Uh and so I think uh it's really important
we we look at this in kind of more detail. Um some things were were recommended being removed from it and some things added. Uh and we just had some concerns uh that in the policy some of our kind the values were kind of being removed. Um, and is that's just kind of thinking about is that something
we want to remove or is that something we actually want to leave? And so we're I think checking a little bit with how much leeway we have uh in terms of the these policies. Um and then um there are a bunch of things
kind of added in in uh in the regulation um that uh have a lot of different specifications um and and and trying to figure out how much um space we have to
kind of define this. Um the library policy is new and required. Like I said, uh there were some nice things in terms of vested individual. So this is not someone from outside the community who can actually request this. Uh I think that's really important. Um that has actually played out at the High Park
Library. Um and um uh I don't think we want other people coming in or communicating community kind of requesting that something be banned. Um that would open up a huge can of worms. Um and so there's some nice kind of easy definitions as far as that. So it had to
be a parent of a student, a staff member or a student in the district that can um request that. Um the specification of a committee to review anything that was was requested is pretty uh overbearing. uh it would be
at least seven people including a board member uh the superintendent or designate principal like I mean it's pretty lengthy in terms of staff members student like rep uh and that seemed a little overdone um and so uh we wanted
we want some kind of clarification on how much we can kind of define this and and maybe redefine it and and limit some of some of that every time a um uh you know a request goes in. Uh, I also don't know that is a board of ed
person job. Like I don't think that's really the legally that seems like a pretty sketchy space for a board of ed person to be in there deciding curriculum uh on a day-to-day basis. So that seems pretty odd to me too that that would be a
recommendation from a policy uh body. Anyway, the these are these are important even though I don't think we've necessarily faced them. So, um I think there's something we need to take a look at um and just make sure we're comfortable with the language and and some of the um procedures for kind of um
looking through those. Um we did also talk about shaper rooms on field trips. Uh right now there's a background check which I think we think makes sense. There's also uh a required TV test and and some people have said this is um it's a
little bit overbearing. We're not sure if that is required by our insurance, but we are looking into that. Um, and so, uh, more on that in the future. And then the last thing we talked about were field trips. There were some updates and listing chaperones. U, the
brothers mentoring groups are going to the middle school for cooking and the zone six uh, teen center as well. Um, and dead center uh, arts classes and Spanish classes are going to grounds for sculpture. Um and other than that, uh
items for approval are approval of the field trip requests, uh approval of collaboration for the seventh grade science, uh um teacher uh with uh one of my colleagues, Dr. Revie Duncan, um to uh do a
collaboration around science instruction, uh approval of university graduate students uh for teaching internships. We have three of those. Uh, approval of class study for dissertation uh in the middle school. Um,
approval of participation in the teen arts New Jersey program. Uh, approval of supplemental instruction, home instruction for one student. Uh, approval of home instruction uh, for three students.
Um, and I have a readin for number eight. Uh I move that the board of education accept the recommendation of the superintendent to approve the opening of school on Eid old fetur on March 20th
2026 which will be an early dismissal. This is to make up for the use of an emergency close day February 24th 2026 today. Um so that's approval of uh updated district calendar.
Um this is uh approval of updating the district calendar to um uh open the school on March 20th to replace the closure. Today >> we've used um in our school calendar we
have two days built in for emergency closures. Today was our third uh emergency closure day. Um in order to not add on, you know, like we're going to go away for a three-day uh weekend
with Junth and then we'd have to add a day on Monday to make up for this one. So, I think oftentimes we try to go and just not close instead of adding days on at the end.
March. I just want to be clear because it's not on here. March 20th is the day before they go on spring break. No. >> Oh, okay. >> Right. >> Okay. And then the other option would be
to do it at the end of the year. Right. So that's my report. Any other discussion? >> Just to clarify is on the nurses on the um nursing clinical hours. What does it mean? It means just in or out under um >> she's out.
>> She's out. Yeah, we've approved her under. >> We Yeah, approved approved her last month and we're stillending. >> Thank you. Yep. >> Um, uh, Dan, do you know where we are with getting clarification on the,
uh, pol the new resource library policy and the and the new regulation? What's the process there? Where are we at it? or or Christina my dar. >> Christina >> would you like me to take this one or >> so um after the committee met uh we had
a couple of questions um that were uh one so two things were happening at the same time those uh state policies are also going to equity and excellence. So uh part of their report will be to share out some of what their thoughts are on it. Um and then the questions
specifically more legal regarding what you can and cannot put in and take out um have gone through legal I have a response and under next month's meeting I will share the the response. >> Okay. Um yeah I I I mean so I after the
meeting I looked up so the the intent of these new regulations and policies on that are proposed by this outside organization I'm in contract with um is to implement this freedom to read act um and just reading the plain lang and the
the education department provides guidance to boards seeking to do this right so uh key statements the model And this is taken directly from the education department website. The model policies may be adopted by local boards of education. Pursuant to legislation, the
department providing the department of education is providing a model policies and removal request form for local boards of education to review and adopt accordingly. So my reading is a lot of flexibility. Um I just want to give a sense of what is suggested that we be
deleting from our policies. Um material will be suited to the varied interests, abilities, reading levels and and maturation levels of the students we serve. Whenever possible, materials will provide major opposing views on controversial issues so that students may develop under guidance the practice
of critical reading and thinking. That's all crossed out. I don't think that's the right way to go and I think legislation the guidance plainly says that we don't like it. We don't have to do it. Um, as far as this committee goes, you know, one of the things that's drilled into us right from the beginning
as board members is that we are not interfere with administrative decisions. I don't want us or any other board telling kids what they can read or can't read. Um, so I hope we can strike that as well. >> Yeah. And just to reiterate, I think
what we found was that that those because I'm in full agreement, those specific languages were actually included in the regulation. So I think they just swap them into what would be our guidance for how we implement the policy. So it looks like based on what the review is that they just put the
language in the regulation instead of the policy, but you can certainly mirror that and include it in the policy as well. >> Yeah, the legal reference was more about the um who can sit on a committee and how many people and and things like that. Just for clarification.
Um, I have a question about the um, field trip chaperon because I know this is something that parents have brought up um, in conversation a few times with the background check. Um, based on what I've been told, it seems like you have to go through a particular vendor, but
we have many people that have already gone through extensive background checks for employment or certifications and things like that. So I'm curious if we can check with um our insurance company to see if we can use those background
checks in lie of this particular vendor u because if we already have let's say a teaching license in New Jersey we've we've been fingerprinted we've undergone that same thing for some of the levels of clearance and information from our state government that we get I mean as
background members I'm sorry as board members we go through a background check as well Right. Um, and then some employers run extensive background checks. So, that might help make this less restrictive for parents if we can find a way to kind of use one of those to meet the requirement.
>> Yeah. Yeah, we're looking into that. Um, all of that is gone through legal as well and information will be provided at the next meeting. >> Okay. Nikki, did you know you're doing equity and excellence? You're up. Equity and excellence met on February 12th. It
was myself, Monique, and uh an and Dr. Susa. Um we also reviewed those policies, the nepotism or policy. Um do you want me to read everything that we said? It's kind of the same thing that Dan read, but I mean I can read it if
you guys want to. >> Up to you. >> I mean, okay. Uh, so the minor updates to language about civil union and domestic partners. Um, there was clarification about employment of relatives and need for approval from the superintendent. Um, an optional
provision excluding PDMU uh substitutes and student employees who are relatives from the rule requiring county approval. Uh the committee agreed it's a reasonable pos uh propos provision. Um the other one we went over was the employment of chief school
administrator. This one was revised um language updates and added references to the code/law. Uh the committee requested more information about the statement requiring the superintendent to devote themselves exclusively to office. Uh Dr.
Cisco will seek further clarification. uh options for candidate qualifications, board established uh criteria versus policy specific uh recommendation leaning toward flexible criteria set at
time of search and contract updates to comply with law, especially for early termination, uh nullification upon certification or revocation. Uh the other policy we went over was the sexual harassment one. Um this is a new one and it's replacing one that was abolished.
Um it it's it says teaching and support staff policies regul regulate regulations are consolidated into a comprehensive mandatory policy inclusive of all staff. Uh and it includes def definitions and
requirements under the title 7 and title nine employee rights responsibilities of employer to take steps to prevent sexual harassment posting and decimation procedures uh compliance and training uh designating title 9 coordinator which
requires board approval and Dr. Richardson and Mr. Mort Mort Mort Morttoro, sorry, uh made suggestions for minor language updates and clarification around grievance, investigation, appeal process, including the timeline. For
example, a 10-day response. Um, another one we went over was resource materials. This one was revised. Uh, it separates resource materials from library materials. Adds detailed selection or removal processes. General policy language is more language
just I'm not sure exactly what she means by that. Um mixed opinions on how much detail to keep in the policy and new library materials policy prompted by freedom to read act supports diverse inclusive collections. Prohibits
censorship based on origins views and sets grievance and removal procedures requiring a review committee um question from discussion. Um, is the committee membership a legal minimum
and okay and the other thing that we discussed was the bal start times. Um, I raised the concerns about early start times um, possible negative effects especially on neurode divergent students. Uh, noting issues with sleep
readiness and equity, excuse me. Um, Dr. Cisco noted the lack of direct empirical research for elementary students. Administration tracks chronic attendance issues with demographic information and not reported
issues with special ed students. Sorry. Higher level info isn't included to identify what supports are being given to parents to assist with tardiness. At Irving, students are tardy mostly miss the morning community building time. uh
at Bartle when students this typically impacts the morning meeting breakfast and that kind of community building uh academics do not start until about 30 minutes after the bell and Dr. Susa reiterated that all students receive breakfast regardless of
attendance timing uh Dr. also noted that in her in their initial eval phase, Kmeno found a disconnect between goal avoidance patterns appearing in students IP with IEPs but no supporting
strategies identified or included in IEP. Um the administration is addressing this and suggestion Dr. Cisco will follow up with admin on adding data points to the spreadsheet around qual qualitative measures such as readiness
to learn and existing data tracking. Um and also committed to continue gathering and sharing relevant data. She will check with this uh central leadership team for updates on school tardiness data shared by administration during the last meeting. Overall attendance has
been very good the past few months at 96% and no concern reported in previous meetings. Um, we did discuss the AP honors data. Um, there was a follow-up to a prior discussion and requested a request for
demographic breakouts of AP honors participants who are also classified as low SCEs. Um, Dr. Francisco presented data on students in AP honors classes by race, socio socioeconomic status, gender or disability, as well as STEM versus
non- STEM participation among underrepresented student groups of the AP honor students who are also classified as low SCES free and reduced uh lunch students. Uh 38% were white and Hispanic, 18% nonwhite Hispanic um white
non-Hispanic, sorry, 11% were African-American, 28% are Asian, and 1.4% American Indian and Hispanic. Approximately 25% of Asian AP honor students are SES, 40% of black students,
less than 10% of white students, inclusive of Hispanic and non-Hispanic. um the noted disparities in STEM versus non- STEM AP honors participation among underrepresented groups um closer to the general population population
demographics for students who are in non- STEM AP honors. Uh Dr. Cisco also shared a few support strategies that are under development. Uh counselors plan to increase data tracking and support for gifted and talented ALP students at the
elementary school and encourage them to take AP honors courses when they transition to high school. The AP Honors inventory checklist has been shared with parents and students and will be added to the freshman orientation materials and reorganization of the peer-to-peer
program to provide a stronger peer peer support from freshman class. Guidance counselors are also encouraging advanced courses advanced course enrollment. Dr. Susko will review the present ALP demographic and participation data at
the next meeting. Um committee inquiry around addressing access opportunities and racialized academic disparities through means beyond ALP including reading group practices. And we also went over the disciplinary
chart and the in school out of out of school suspension chart for January. Uh Bartle had 18 incidents, some involving special education, black, Hispanic, and low SCS students, three out of school suspensions. Middle school had 23
incidents, including marijuana use and aggression, two out of school suspensions. High school had 43 incidents, lower than prior months. Main concerns were attendance cutting and aggress attendance cutting and aggressive behavior. There are five in
school and one and a half out of school suspensions and support interventions in place for students with repeated or severe incidents. And that is the report. >> I have a couple questions. One is is that employment of the chief school
administrator that saying there they can only work in the district can't consult can't teach is that the kind of question terms of >> yeah so when I took it to legal because we had questions around that because I did it says optional and then it was just a very blanket statement so I didn't even know what it meant so when I
brought it to legal they said it would be that it's like no you you know no consult you know no like adjuncting no you know consulting work or anything like that it's like exclusive here and then that's it. >> So, I would suggest not including that.
>> So, I figured I would bring that back to committee next month and then you all can decide what you would like to do with that. >> Yeah. Um especially since the last two superintendents here have both adjected as well and I and consulted I'm sure and and all those kind of things. So I think
it would put us in a pretty bad position for you know down the road if we need another superintendent but even with our current superintendent to kind of limit them in that way. Um that yeah that's what I was wondering if it was like don't adjunk, don't consult, don't do anything that that um is pretty
limiting. And the other thing I had question I had was around the AP. So the uh I wasn't totally sure if I was reading these numbers right. So the approximately 25% of Asian AP honor students are SCES. Is that supposed to
be low SCES? >> Yeah. >> Okay. And then 40% of black students are low SCEs. That Okay. I just want to make sure I was um reading that right. >> Sorry.
All right. Um, finance and facilities met on February 10th. Um, the first thing we discussed was an update on our health benefits search or potential search. Um, we had um Tom Fury from our
um insurance broker Brown and Brown attend um as he wanted to present what um is going on in the market. Um currently he does project a 20 to 25% increase in our health benefit premiums and the reason is because the public
market is seeing increases of 20 to 40% and the private market is also seeing increases some 30 to 50% and there have been private market increases as high as 99%. Um this is due to the impact of hospital reimbursement demands largely
because of GLP1s that are used solely for weight loss um such as Zbbound and Wakovi. This does not include any um GLP ones that are used for diabetes. So our prescription reimbursements are trending higher than the what they have typically seen. They're right now trending at an
85% increase. So Tom has sent our data to all markets and we are waiting to hear back. I don't know Denise if you have an update on that. Nope, we're still waiting to hear back. Um we are expecting a lot of declined quotes because of the loss
ratio that we have experienced. Um it is likely that our current provider horizon will negotiate against itself. Um we also need to consider some options to um address the prescription costs. Um two
options discussed was um to provide medical only and release these drugs um perhaps under a self-insuring model um or a direct access model which Brown and Brown does have a program for um
basically you keep access to those particular drugs and you get them direct from the manufacturer. We would then subsidize that drug and the patient would get it straight from um the manufacturer and that cuts out
that third-party pharmacy. Um and there's uh cost savings in that. The time frame for renewing this plan or changing the plan is flexible. Uh we do have to give a 30-day notice to Horizon. We expect to get quotes within two
weeks. although this was two weeks ago, so we expect to get quotes at some point. Um, and we'll likely hopefully have a plan to select by the end of March. Um, we did discuss changing
coverage criteria for these GLP1s as Horizon has changed the criteria for state municipal plans. Um, we cannot do that without negotiations and that is not going to be something that we negotiate. Um the current our current
plan is modeled after um the state hold on the state plan for teachers and staff, right? Um so they have not had any changes in coverage for um these
particular GLP1s um like the municipal plan has. So our plan must maintain the same sort of benefit. um other districts are seeing about a 30 40% increase. Um so, you know, we'll kind of see what comes,
but um we are prepared for this particular increase. Um there are some things that we can do with our budget that do allow for um some movement in terms of um the tax levy, but that's something that we have to discuss as a
board and that will be discussed um probably upcoming. Um, we also had uh department budget reviews. Um, I'm just going to summarize some some things that we took away from that because these are really highly tentative. Um, so Amy Copala presented
her proposed educational services budget. Um, and student needs have shifted some costs. Overall, the out of district costs look to be decreased by 4%. Um while indistrict service costs have increased and those increases in
those costs are related to greater needs for specialized services such as speech therapy, extraordinary services like one-to-one nursing and behavioral services and bilingual supplies. Um and also increases the expanded use of
assistive and communication supports and our investments in inclusive and specialized programs. um the director of curriculum um attended and she shared the uh that there's less curriculum writing funding for this year um and we're better able
to work with what we have in terms of curriculum for humanities meaning ELA social studies um and we are good with supplies so that is something that we will see reflected in the upcoming budget um the supervisor of STEM also uh
well actually Michelle supervisors human humanities um relayed the supervisor curriculum's budget. Um there is less funding going to be allocated for the curriculum overall but um two highlights are going to be algebra 1 and two um
will need revision as ALP will also be revised. Um and in addition to any new course curriculum writing, um a lot of PD money will be set aside for 6 to 12 math coaching and workshops to continue to support that instruction and also for
K to5 curriculum which is um going to be determined by the pilot that we're doing now. Um there's been no significant changes in technologies. Um facilities is going to focus on a diverse mainten maintenance repairs. um focusing on some long-standing maintenance issues that
have been neglected over time. Um some majoring costs may include fire alarm system repairs, um replacement of a galvanized water pipe, and the installation of four four-way cameras. Um the athletic budget um was kind of
new for me. Um, so we uh look looks like the budget might include some more assistance for football. Um, so that there's the ideal ratio of kids to coach. Um, adding a medical cart on the sidelines. Most of those districts have one. Um, supply
costs have increased for those supplies. Um, uh, for just not only the athletic supplies, but medical supplies as well. Um, one of the things that we should start talking about is the need to replace varsity uniforms. Um, Dr. Mortaro,
I always get the consonants mixed up. I'm very sorry. Um proposed a reset through um all new varsity uniform purchases. Um this does not have to do with the appearance of the um does not have to do with appearance. Like they
don't want to buy new uniforms so they look nice. But what it comes down to is compliance, equity, and growth of the program and participation. So he explained that he evaluated the programs over the last seven months and it was clear that the uniform system was fragmented and outdated um operating at
a staggered reactive model rather than a structured replacement cycle. Uh some uniforms do not meet compliance. Um so teams can get penalties for this and this directly affects competition. Students have brought to his attention how uniforms are not equitable. For
example, boys will get Nike and girls will get some off-brand uniforms. Um and hamperized brands should be consistent. Parents have also been concerned about the quality and fit of uniforms. Um some teams never received a full uniform or would have to choose like a component
like this year we want to get socks and then have to kind of build the rest of their uniform using their personal funds. Um and in some sports they have not consistently been provided home and away uniforms. So he is proposing a full reset as uh phasing this over years
would perpetuate some of those consistency and equity issues that affect competition. Um but this is something that we have to you know as we discuss the upcoming budget kind of think about and I know that that's still something that um is up for discussion.
Um, negative lunch balances have increased to $55,463.87. Um, these continue to increase. We have been assured by our auditor that we are doing everything above and beyond um to try to get these um balances paid. Um I
know that also when during the county budget review um they you know our county did say they would bring our need and the need of other districts um like us to the state's attention. Um, one of the things that actually we kind of came
up in side conversation was that um, when students do get uh, you know, or parents rather get um, notifications consistent consistently about their debts. Sometimes they then
unenroll themselves from getting alerts. And we want to just kind of put it out there that we would prefer parents and families not do this because the alerts also go out for emergencies. Um, shelter in drill
notification, lockdown drill notification also go through that system. Um, so we just wanted to remind the community if you did unenroll um because you don't want to get the notifications about lunch balances, you
are also missing out on um emergency notifications. Um some facility projects updates. Um we looked at, you know, we talked about the baseball field again that's almost done. Um our structural repairs at Bartle are
still coming are still being done. Um the Bartle toilet room is done, almost done. So some of the board members will be touring. Um our pre-cllay classroom renovation bid uh work was going to
begin the Friday before spring break. And our sustainability project with the HPF, um the draft of this is ongoing, but it's going to uh propose some shared space for the middle school and high school. So, a maker space at the high school, but then also a sustainability
center at the middle school in the old home ech room. So, those details are still being ironed out. Okay, going to move on to our action items. Uh, number one's approval of bill list. Two, treasurer's report. Three, board secretaries of report. Four is the board
of uh certific board of ed certifications. Um five is budget transfers. Six is the approval of the travel and related expense reimbursements report. Seven is the approval of contractors for the professional developments listed
inspired instruction for off-site curriculum support for applications of algebra. Um, this one is a pass through for the Jewish New Teacher Project. And then we also have Enza uh Mula for Zumba
sessions with 9inth and through 12th graders. Um, and that's just a correction cost. This was on a a previous agenda. Um, we have number eight is approval of bedside instruction for four students. Number nine is the
approval of the out an outofd district tuition contract um with East Brunswick public schools. Um and number 10 as well. Um number 11 is a pass through for non-public technology purchase um for
Reneak school. Um number 12 is also a pass through non-public technology purchase for children's house monaster. Number 13 is um the approval of the submission for that local recreation grant we discussed at the last board
meeting. There was just additional wording added to that. Number 14 is the approval for proposal of additional structure and engineering services. This one is for unit vents. Um number 15 is the approval for wall padding
replacement at the high school gymnasium. That's um funded through that tax levy aid. Number 16 is to amend the approved to amend the long range facilities plan which includes the following projects. Um fire alarm system
replacement at Bartle uh Koopa repairs and refurbishment at Highland Park High School. Exterior lighting replacement at Highland Park High School and Highland Park Middle School, Bartle Elementary School and Irving Elementary School, and the boiler replacement at Bartle Elementary.
Number 19 is the approval for proposal um for lighting in the mechanical room and utility rooms at Bartle. Number 10 is the approval of a change order and increase in the contract for amount for the uh structural repairs at Bartle.
And number 19 is tabled. Any questions for finance and facility? Yeah. Are are number seven or any of those passroughs? >> I don't think all of them are passroughs. Just B
>> B. Okay, just >> I had a question when it comes to the, you know, uh the budget. We're talking about um a lower curriculum budget. That's also partially we've invested very heavily in that over previous
years. >> Yeah. So when you see like um the lower curriculum uh budget for um humanities, so much work has been put in over the last three years to revise that curriculum already and to bring that up to you know current best practice. Um
that that's just sustaining that. Um so any new teachers that will be hired let's say of course will be provided funding for um you know learning the foundations program which all the other train teachers have been trained in um and then of course they also al also adjust curriculum based on you know what
what needs arise during that um that time period. So a lot of what we're we're dealing with now with um the humanities component is just good systems in place and good curriculum in place that can be sustained
>> and sort of similarly we're doing this large investment in the math curriculum like in the math pilot right now right so it's not the >> correct so ELA has had its time so to speak and now it's the maths program's
time to shine. Um so yeah, so there will be a larger investment this year um once we determine or once the district determine how it wants to move forward. Um and that's typical with what you see is you know once you purchase a curriculum or you purchase a program
sometimes there are renewal licenses that you need every year but sometimes it just is materials that become ingrained in your curriculum and you just need to reproduce it. Um, similarly on the Bartle bathroom, I guess we were supposed to be doing that
today and the buildings were closed and yesterday. So, I'll forward everybody. Um, uh, Dr. Cisco wants to invite everybody on Friday. So, I will let you all know the time and whoever can join come see the the fancy new bathroom. My
my boys are very excited about the fancy about the fancy. >> Dr. Schoolman stole my microphone like the record to reflect that. >> That's it for me. >> What the motivation for this crime was?
>> Okay. Well, then I'm I guess we'll move on to our second public comment. Oh, I have to go. >> Okay. >> Uh, so for personnel, we have um approval of leaves of absence,
uh, approval of a couple of resignations, um, approval of appointments, a lot of Yeah. lot of volunteer uh coaches for sports which is fantastic and preschool registration as that's
opening up. Um approval of transfers and then we have a as we were talking about approval of math program evaluation. So this is approval for the teachers who are taking part in the um
math curriculum pilot to be appropriately trained in the curriculum. Um okay. And then for policies and regulations, um we have some policies for abolishment. Um
we have policies and regulations for first reading. Um nepotism, sexual harassment staff, public complaints and grievances. Um and that's Yeah. Yeah.
Yeah. Okay. So, now we're going to move on to our second public comment section of the evening. Um, the Highland Park Board of Education welcomes public participation and has reserved this time for your comments. Uh, is there anyone here in person who'd
like to speak? Okay. And how many people do we have on? Is there um if you'd like to speak and you're online, please raise your hand going once.
Okay. Um, with that we'll close public comment and move on to board action items. Uh, items 1 through 8. 8 was the readin about the approval of the updated school calendar.
>> Second, >> Dr. Batty. Uh I'm yes except I'm uh abstaining from 3B and four. >> Miss Cassald Dunn. >> Yes.
>> Mr. Maldonado. >> Miss Pruce. >> Yes. >> Dr. Schoolman. >> Yes. >> Miss Stanio. >> Abstain from five. No to eight. And yes to everything else. >> Miss Bardman. >> Yes.
for finance and facilities. I'd like to move numbers 1 through 18. >> Second. >> Dr. Batty, >> yes. >> Miss Cassald, >> yes. >> Mr. Maldonado, >> yes. >> Miss Pruz, >> yes. >> Dr. Schoolman, >> yes.
>> Miss Stano, >> yes. >> Miss Vardman, >> yes. >> Okay. And then for personnel, I move uh one through >> Oh, there's so many hands.
>> Five. >> Five. >> One through five. >> Second. >> Dr. Batty. >> Yes. >> Miss Cassaldon. >> Yes. >> Mr. Maldonado. >> Yes. >> Miss Pruce. >> Yes. >> Dr. Spelman. >> Yes. >> Miss Daniel. >> Yes. >> Miss Bartman. >> Yes.
Uh and then on policies and regulations, I move uh one and two. >> Second. >> Dr. Batty, >> yes. >> Mr. Cassald, >> yes. >> Mr. Maldonado, >> Miss Cruz, >> yes. >> Dr.man, >> yes. >> Miss Stanium,
>> yes. >> Miss Farman, >> yes. Okay, now we can move on to board liaison report. >> I have a report from board of health from Monnique. >> Okay. Um she they met on February 12th.
Um and Monique spoke with the chair Sarah Kelly. She shared info on the district's recently approved headlights and bedbug policy um with the board of health and she their agenda things that they would like to discuss at their next meetings. Things they're working on I
guess are ebike safety for students getting student reps on the board of health which would be a great opportunity for student engagement with the board of health. Sarah Kelly has already contacted Miss Esimoa to get that uh possibly moving. Board of Health has a budget and would like to use some
of it to buy lice combs. Um uh and uh that was already communicated to Dr. Susa and the amount of combs that we'd need has been going gone shared with the uh board of health. So they would uh donate uh lice combs for our nurses. And
then another topic that they're looking into also is chronic absentees and the mental health. The next board of health meeting is March 12th. >> I have a HPF uh report. We uh the HPF the Highland Park Education Foundation met last Tuesday. I attended. They are
fundraising uh um to for those not familiar with the organization. They uh are a nonprofit that uh raises funds for student enrichment activities here in the district. The big things that they generally help pay for the Campmason trip that the fifth graders uh take
every year. They also have been helping with transportation costs for field trips. Um I think that their um fundraising has been down the last couple of years. So I'm just going to um give a plug for their fundraising. You can go donate money to them at hpnj.org.
It's important that you do hpfnj.org because there is another Highland Park school district in Texas and they also have a Highland Park Education Foundation. Uh you know, you may want to give to them as well, but I feel like you should prioritize the local the local kids. Uh, and you can you can
actually set up a recurring donation on the website. So, if you don't have $100 now, you could do a monthly $10 or $15. Um, and that will help them stabilize their fund uh their fundraising efforts a little bit. So,
oh, and they're having a um 80s dance party fundraiser at Penos in April. I don't know the month, but it should be fun. Um just a reminder that the next and last focus group um for the CGNO
um evaluation is tomorrow at 6 p.m. Um this focus group is virtual so you may attend from the comfort of your own home or mobile office um as we like to call our commutes home. Um we encourage any
parent or caregiver of any student does not have to be um someone receive a student receiving special education services. It can be parents of general education students, students with 504s um any grade to come to tomorrow's focus group. Um
and there is a registration link that had been emailed in some previous um superintendent Friday emails. Um, but you can also find the link on the flyer that is on the HPCPAG portion of the website.
>> The um Commission for Universal Access is actually meeting tomorrow at 5:30. Uh, it's hybrid. So, you um in the fishbowl uh in the um town center. I want to say
no the um yeah municipal building I didn't have those words um uh or uh you can also join virtually um our interim director of special services Amy Copa will be
attending um and talking about uh Glow Globe Junior CPAG um Buddy Ball um as well as I think the commission is interested in um possibly sending kids to we rock the spectrum which used to be
gym for all and so I think that will be a discussion point. So uh if you are interested in any of those or want to see Amy Coppler talk about the district uh please you are welcome to come tomorrow Wednesday at 5:30.
I actually um attended the virtually the Middle Sex County School Boards Association meeting since I am your delegate apparently, our delegate um and just hitting some topics. So, Vin Gopal um was speaking there and also um Daniel
Harris speak the chief of staff um for Ben Gopal I guess um and for the Assembly Education Committee. Just some of the topics which were interesting. I was talking about was there was a lot of talk from other districts about pilot projects in their communities and uh communities that are not receiving funds
from construction projects um that are uh a pilot which is payment in lie of taxes. Um there is a bill up to look at pilots and getting money to school districts. So there's something some bill moving through that might affect that and we
certainly you know had that conversation here and are receiving pilot money for one project in town but other districts are also struggling with that. Um a lot of talk I guess with this new administration about uh consolidation districts consolidating their efforts or
consolidating really small districts um to save money. Um there were some there was and the biggest thing was the uh which obviously has since happened there's a delay of um the release of the budget and at that point the consideration for the a two
week to two week delay for the budget release and then a twoe extension for us to submit our budget and that was a conversation going on there. Um that's it. That's all I wrote down. >> And I'll just do um on behalf of the uh Highland Park Athletic Boosters, one
last pitch for uh designer bag bingo on March 6th. Uh last I heard there was only one table left. uh don't know if that's the case, but also if you are not interested in designer bags, uh they
also have a raffle to win a uh Apple MacBook. They only sell 25 they only sell a 100red tickets. So you have a one in a 100 chance of winning. So you know, donate 25 bucks and maybe win a
computer. Um okay. Uh old business New business. I I move that we adjourn. Okay. All in favor? I
>> Good night, everyone.