Our interest is started to come. >> Dr. here. >> Miss Cassaldon >> here. >> Dr. Coleman, Dr. Pixley, Miss Puce here, Dr. Spoolman, Miss Daniel
>> here, Miss Bardman >> here, Miss For >> here. The great Oz. We will now 104-12 board of education will now meet in close session to discuss engine. These
exemptions are permitted to be discussed in clos 4-13. Information regarding the board's closed session discussion will be disclosed to the public as soon as the deed of confidentiality no longer exist. I move that we recess to executive session.
>> Second. elevator. >> Hi Second. >> Second. >> Dr. Batty >> here. >> Miss Cassaldon. >> Dr. Coleman >> here. >> Dr. Pixley. >> Miss Pruce >> here.
>> Dr. Schoolman >> here. >> Miss Stan >> here. >> Miss Bardman >> here. >> Miss Wories >> here. To the flag, United States of America and to the republic for which it stands, one nation under God, indivisible, with
liberty and justice for all. [Music] >> We had a few community [Music] safety about survey moment um six for
an invitation to serve as a green will be serving as >> my my dream posting I'm waiting for this >> the next minute is the approval of the minutes from the hybrid workshop voting meet and exempted session from September
185 those minutes Second. >> Say >> I did. >> Thank you. >> Dr. Batty. >> Yes. >> Miss Cassaldon. >> Yes. >> Dr. Coleman. >> Yes. >> Miss Puce. >> Yes. >> Dr. Skullman. >> Yes.
>> Miss Stanium. >> Yes. >> Miss Vardman. >> Yes. >> Miss. >> Yes. >> I'll start with the report for Irving. Irving has had a busy month of learning, new experiences, and getting into the groove of school. The week of respect was full of fun, including the chalk
walk, a record-breaking walk, and roll to school day with nearly 200 people in attendance, a concert by Highland Park's own Mr. Ray, and a visit from our Highland Park Fire Department. A huge thanks to the fire department for always taking the time to teach our students the importance of fire safety. We love our new hats, too. Another thanks to the
Highland Park Bureau for sponsoring the illusion maker who had the children laughing and taking part in games in the 3R circus reduce, reuse, and recycle. Our staff is becoming acquainted with the New Jersey inclusion project, and our core team has been meeting to come up with a clear vision, action items, and reviewing the data from an earlier
needs assessment. This work is grounded in making every child and staff member feel seen, valued, and supported in a positive school climate. >> Okay. And I'll be talking about Bartle's report. So they said that October has been a busy and exciting month at Bartle. We started with the week of
respect from October 6th through um 10th and students took part in the spirit week activities focused on kindness, respect and acceptance. On October 9th they celebrated walk and roll to school day which has a big success and uh they highlighted the fact that uh anyone
under 17 should wear their helmets when they're biking, scooting, riding a scooter or skating. And um they said our second graders had a special visit from the fire department on October 13th. They learned about the fire safety and got to see the firefighters here up
close. And they said that the book fair is uh coming to Bartle the week of October 20th. And um we're looking forward to the lead you assembly on October 22nd and the illusion maker assembly on October 29th. Uh parent
teacher conferences will be held October 22nd through 24th and these are half days for students and October 31st will also be a half day. I'll continue with the middle school. They started their schoolwide positive incentive program
this week. Our SLT determined which core values we want to see and celebrate in our students. We will be celebrating the middle school pride which stands for perseverance, respect, integrity, discipline, and empathy. For the month of October, students will be nominated for demonstrating perseverance. At the end of each week, three nominations will
be randomly selected and those students will receive owl bucks to the school store. At the end of each month, the class with the most nominations will receive a grade level prize. Last week was the week of respect. Our peer mediators worked to create a lesson about conflict versus bullying and presented it to all of their peers. The
students were phenomenal in presenting and last week was also their spirit week and pep rally. and they want to note that the eighth graders won. Parent teacher conferences were that week and they were thrilled to have all the parents come and meet about their children's progress and thank everyone who came out.
>> And finally, the high school, they said that the spirit week was a huge success. Um, our students and staff showed tremendous school pride throughout the week and it was wonderful to see so much enthusiasm and participation. The home football game brought out a fantastic
crowd. While the team didn't come away with the win, the stands were full and the energy was incredible. The highlight of the week was our homecoming dance which drew 205 students and the event was filled with music, laughter, great memories, and we're proud of the students for making it such a positive
and respectful celebration. Um, and they thank the staff who helped make the event run so smoothly. Uh, we just had parent teacher conferences last week. It was a great way for families to connect with the teachers, discuss student progress, and streng strengthen the
homeschool partnership that supports the student access success. Sorry. >> Okay, that's it. Thank you. >> Thank you so much for that report. It was so nice to hear all the positive things going on with schools. Um I'm
especially happy to hear about the dance attendance because I know that there was I think another township that had to cancel their so fast filming. So really nice to hear that we have students engaged with those type of activities after school. Are there any comments or
questions for our student reps? >> Thank you. >> Thank you. >> Thank you. >> We'll turn our attention now to Susie support. >> All right. Good evening everyone. It's great to see lots of uh friendly and fun faces in the crowd tonight. I'm excited
to uh keeping on the positivity train of all the great things happening. I'd first like to start my report by welcoming Miss McN up to the podium. Um, we have two deserving Irving students to spotlight tonight. Welcome everybody.
Thank you so much for taking the time. This is always one of my favorites because it's not often that we get to talk about our little ones. So, thank you families for being here. Thank you to my staff who were able to come. Um, it means a lot. All right. In no particular order, I'm
just going to throw the dice up and we're going to start with kindergarten. Sound good? All right. So, my kindergartenner that we are nominating for Irving this evening, his name is Jace. Would you like to come up with me?
Miss Curtain has been telling me so many awesome things about you and you're doing the best job. So, let's see. You are an absolute joy in kindergarten and I would definitely agree with that. You are responsible. You're caring and you're always ready to lend a hand to a
friend or a teacher. You know your way around to Irving. And I know how much you love coming to the office and bringing your friends to the office. You know the way and the way back, right? Okay. You don't you don't ever take a shortcut.
All right. You work hard every single day. You're always trying your best and you always show what it means to be a true Irving learner. You are a bucket filler through and through. And your kind words and big smile brighten everyone's day in the
classroom. We're so proud of how much you have grown this year. Way to go, Jace. Congratulations. Be sweet. >> Thank you. >> Thank you, Jace.
All right. Up next, I'm going to move to first grade and to Sloan. Would you like to come up? Another awesome Irving dragon. So, Sloan, you are a true Irving superstar. I know you know that already. You're not
just a first grader. You are a friend to everyone, and you are a shiny example of kindness, respect, and care. You are always ready with a helping hand, a bright smile, and a way to make everyone feel included in your
classroom. I know every time I go in and Mr. Maruka goes in, we always talk about how kind you are to your friends and how you're always helping somebody and you love sitting at the big table. Would you agree? You have positive energy that lights up
every corner of Irving, and you show us all just how wonderful it is to be part of team Irving. But beyond your cheerful spirit, because you're always happy, your special talent for helping your friends learn make you
a truly remarkable student, and we are so lucky to have you in first grade. So, congratulations to Sloan. Okay, thank you, Miss McN. And congratulations again to our wonderful Irving students. Let's hear it again for them.
I love uh Miss Knap's quote, spread kindness like confetti. And it's great to hear that there's a lot of that happening at Irving. I'm excited now to bring up Dr. Morero from our athletic department, our athletic program, and sports medicine administrator to highlight a very
deserving student athlete, affectionately known as Dr. Mark. So, I first want to uh say good evening to the community, to Dr. Susa and the board. Um, tonight's a very special night. Um, I have two speeches. Um, one
from Coach Ruck who is at the GMC conference meeting for soccer um, right now. So, I have his speech. Um, but I'm going to start with just saying how excited um, I am to share this remarkable milestone with you um, over the last four months. um getting to
watch you play, getting to know you and your family, you truly uh resemble exactly what we're looking for in student athletes here, both on and off the field. Um so our very own Jan Madnik has officially broken the Highland Park
girls soccer career goals record. Um which stood at 62 and you broke that a couple last month at 63 and I think you're at what now? 73. So, uh, >> it's really an extraordinary
accomplishment. Um, that speaks not only to your skill on the field, but also to her relentless uh, work ethic, perseverance, and leadership. Um, from the moment she first put on an Owls jersey after talking to Coach Ruck, and um, you've really demonstrated
dedication to your team and the sport. Game after game, practice after practice, you've shown commitment to excellence that really inspires other athletes and students here. Um, and especially the younger athletes throughout the district. Um, the record-breaking goal wasn't just another
point on the scoreboard. It was really a culmination of all those years of hard work, countless hours of training, I'm sure, and the unwavering just love and passion for soccer. Your achievement is also a testament to the support of your family and coaches
and teammates who've really helped you uh shape into the outstanding student athlete that you are today. And you really represent the very best of Highland Park uh talent, determination, and really community spirit. So on behalf of Highland Park Athletics, I want to congratulate you for setting a
new standard for our girls soccer program. Very high standard that I have a feeling will stand for quite some time. Um but your name will forever part of Highland Park history, inspiring future owls to dream and uh dream big and push beyond their limits. So, please
join me in celebrating Jan for historic accomplishment and for representing Highland Park with pride and excellence. >> I'm g talk a little nicer than coach Ruck. So, this is um co coach Relle who again
at the GMC meeting. He apologize for being able to be here. We both do share a birthday today. So, we provided a phone for you. Um, so, Coach Ruck said, I've had the privilege of coaching uh in Highland Park for 21 years, and in my time, I've had the honor of coaching a
handful of special players. I came about six or seven players over those 21 seasons who stand out and rise above the rest. Tonight, we honor Jan for scoring the most goals in Highland Park girls soccer history. I had heard all about Jan's soccer story from dad in the
lunchroom through the years. He'd come to for advice about where she should play and how how uh where he'd show me a cool play piece of film of a play she'd make in a tournament. And I was excited to finally see her in action. Was Dan
just a proud papa with daddy glasses? Or was Jan the real deal? When I learned that she looked up to Elizabeth Gervin and I was and was trained by her, I realized she might be special. I won't bore you with my three-year absence. But let's fast
forward to junior year when I coached her for the first time. She's the hardest working player out there. She wants the ball always. She wants to score always. And yet, she'll lay it all out on the line for the betterment of the team. I love when she screeches to a
teammate when she thinks she's open and she should have the ball. I think it's brilliant and hysterical at the same time. More so, she's just a leader. She leads by example with her voice, with her actions, and with her pursuit of greatness. It was such an honor to be on
this journey with her uh for these two seasons, and I'll pray another player like Jan comes along someday, but she's so rare that even this optimist is pessimistic. Congratulations, Jan. Love, coach. Congratulations,
the real deal. All right. Well, thank you um Miss McN, thank you Dr. Mero for for coming and for the staff. And congratulations again to all of our students being spotlighted. Um I encourage you to stay for the rest of the meeting. We're going
to uh finish my report up with a presentation on our state test results. Very riveting, must see TV, but I respect that you've all had long days. So, if you need to excuse yourself, please do. And now, I'd like to call up Miss Michelle Rodriguez, executive director of curriculum and instruction, who will
present tonight on our spring test results. >> I try, Michelle. I try to >> get your audience. the room. >> So, good evening everyone. Thank you for having me. So, today, as Dr. Susa said, I'm going to share our New Jersey
student learning assessment results. Um, so we received score reports, right? And this shows us how our students are doing in terms of mastering grade level student academic standards. I'd like to
remind everybody that this is just one point of data in our students educational journey and that when we make decisions um at the district level, we don't look at just the one data point. We look at lots of other measures in making
decisions uh for the individual child in terms of support but also in terms of instructional programming. Oh, be nice if I turned it on. Okay. Um this is just a reminder of what the performance levels are. There are five
of them in terms of the ELA and the math assessment. Five being the highest, which is exceeding expectations. Four met, three approaching to partially met, and level one is did not meet. In order for a student to be considered
proficient on the assessment, they have to have scored either a four or five. This is our data for ELA. This is how we did at each level in comparison to how we did in 2024. So all of if you look at
the last column those are the changes from 24 to 25 in the meeting or exceeding um expectations columns and all of the grade levels where you see the yellow highlight is where we showed growth from 24 to 25. So we did that
with grades three, four, six, seven and eight. In terms of looking at um let me go back grade five and grade nine. Even though we saw a little bit of a decline from fourth grade to fifth grade, the cohort
itself did grow. Uh we did want to point that out. So if you look at all of the green squares, that shows growth in within the cohort. So for example, if you look at level four for fourth grade at 44% meeting, when they were third graders,
it was 28% meeting. So they went from 28% as third graders to 44% as fourth graders, which is a big jump. That's a lot of growth. So I wanted to make sure to um to highlight those things. Um
because our students are growing. I know sometimes the data when we just look at it like this, we'd all love to see higher scores. We know that. Um but we the teachers and the staff have been working really hard and I want it
to to be reflective that there is growth and we are um moving in the right direction. This is how we did in comparison to the state. So all of the yellow squares for level four meeting expectations we
achieved above the state average. And in third grade we missed it by only seven. So we were very close. This is the subgroups. So for the subgroup category, this is all of the
students that took the assessment for grades 3 through nine. Um so this is not by grade level. So this is how they did. So the colors represent the levels. Um and so you will see that the student
performance levels are very varied by subgroup. Um this is where all my little mini numbers come into play. And I in my papers What happened? Sorry. Okay.
So, we do know by looking at this that we have some areas that we definitely have to target and dig into. Um so when we're looking at um subgroups such as black AfricanAmerican students, students
with IEPs and our multilingual learners, those are three areas where we we have to dig further into the data um to look at what additional supports are needed. This chart shows it a little
better. So this is how same thing subgroups but this is how um they did in relation to 2425 in terms of meeting and exceeding expectations. If you look at the chart all the way to the right it also shows our enrollment
numbers for those groups. You will notice that in some cases our enrollment numbers went up by a lot. So in some cases where we may see a little bit of a decrease in meeting or exceeding
expectations, the enrollment actually um went up. But in a lot of the cases uh in terms of ELA, we did see growth. Shifting to math. This is a reminder just in looking at the data that when
we're looking at grade 8, the data is not reflective of all of our eighth grade students because some of them did take the algebra and geometry assessment. When we're looking at the algebra 1 2 and geometry assessment for high school,
it only accounts for it does not account for any student in 11th and 12th grade that took those assessments. when we're looking at this data, algebra, geometry, and algebra 2, they are reflective of both middle school and high school here. So again, looking at
the yellow squares, we see at all the way on the right, we see where we have made gains from grade to grade um from 24 to 25. The green shows where the cohort has
shown that's me, I'm sorry. The green is where the cohort has shown growth. So if we're looking at fourth grade for meeting expectations, in third grade 27% of the group u met expectations and when they were fourth
graders it was 35%. Here is the algebra one and geometry broken up by middle school and high school. And in this case, I also added the number of students because you can see that in some cases, we're talking about a small number of students. So,
our middle school students, we saw an increase um from 24 to 25 in exceeding expectations for high school. In algebra 1, we did see a decrease from 24 to 25.
But for geometry, um, it's, uh, stable. We really didn't see much of an increase or a decrease. This is how we did in math in relation to the state. We um
achieved above expectations for level four for grade five and in algebra 2. And that takes into account both middle school and high school. This is our subgroup results
for math. Again, we see a a variation in our student performance. We do see a lot of yellow. The yellow are the students who are partially meeting. So, they're very I'm sorry. Yeah, they are approaching. So, they're
very close to passing, but they're just not quite there yet. Meeting and exceeding. This is showing the subgroups from 24 to 25 school year. Again, the number of students for each
of those grades is there on the right because it's not necessarily exactly the same as an ELA. So we did see with math we actually saw even though the increases are not large we did see more of an increase in more
of the subgroups than an ELA science um science is only taken in fifth 8th and 11th grade um they do not keep the levels the same so there are only four levels in in science um passing is considered level three and
Level four proficient and advanced proficient. These are our results um by level comparing 24 to 25. In level four, we um we saw growth for
11th grade in how we did in relation to the state. We actually were above the state average for all of the grades for level four advanced proficient and for 11 eighth
and 11th grade for proficient. So even there even though here we may not have seen much growth in terms of 24 to 25, we're actually doing pretty well in relation to how the rest of the state is doing.
And this is the same like by subgroup. And this is how we are doing um by subgroup from 24 to 25 in terms of students uh proficient and advanced proficient. And I just wanted to point out why the enrollment is so important.
So if we look at the subgroup two or more races, we notice that in 2024 48% of the population of that student group was proficient but in 2025 it was 28. When you look at the enrollment in 24 we
had that group was comprised of 19 students. In 25 it was comprised of 29 students. The difference even though it declined by one, it was only by we only had one student. It was the only difference. But it looks
like a huge drop, but it's because of the enrollment. And we see the same thing in students with 504s. We see a big drop there, but we actually had two additional students in that
group pass. So these next slides just show what the what I had in the highlighted charts. This just points it out. These are the where the grade levels where we achieved above the state average for ELA, math, and science.
Here is our cohort growth. So when we're looking at the same group of students, so our current fifth graders from third to fourth grade went up 30% in ELA, which I think is huge. Uh our current sixth graders from fourth to fifth grade went up 4%. Our current
eighth graders from 6th to 7th increased by 11% passing and our current 9th graders from seventh to 8th grade increased by 20%. We would love to see that obviously like everybody else across the board. Um, and math we did
see some gains by cohort. Our current fifth graders went up 4% and our current eighth graders went up. It's small, but it's growth by 1%. I know, but math data across the state isn't great. So, I think it's important
that we highlight anywhere where we were able to make gains. We did make these are the gains that we made for subgroups from 24 to 25 for each of the respected um subject areas. So our next steps all families should
have if your child took NJSLA you should have received the individual student reports. They were all sent home. If anyone didn't, they can contact the administration. We're going to continue to, like I mentioned earlier, we're going to use this data along with other
measures that we have that we um administer. Many of your children have um been completing benchmark assessments. We use all of that data to really hone in on what additional supports are
needed both individually by student as well as thinking about our instructional programming and the resources that we may need. Thank you. >> Thank you, Miss Rodriguez. Oh, no, no, no. Well, why don't you hold on to it just in case? I was going to open the floor up to see if there were any
questions or comments for myself or Miss Rodriguez. I'll start if nobody else try to keep my voice a little bit lower. Um, I wanted to just thank you for breaking out the algebra and geometry data by middle school versus high school. Um, I think we asked about that last time and that
was really helpful to see. Um and also including the enrollment numbers and you explained that really well the way you know it may look like it dropped but it's just because the numbers changed so drastically you know in some cases just one student actually did better even though it looked lower. Um so thank you
all. >> Well I would just add to that on the train of being thankful that I think this might be the first time that we had the subgroup growth uh percentages included. Right. Okay. So yeah thank you for doing that. I was actually noting that as a question I wanted to ask and
then you got to that slide. So wonderful. Um but seriously, I do appreciate the effort at making sure that we also look at the subgroup growth or lack thereof, right? Relative to um the larger cohort body. Um and I'll just be curious to hear as we go along what
you know what kind of um data make decision- making you're making around the data um and supporting these groups. Go ahead. >> Um, >> I don't know if you can answer this question, but like you mentioned, you know, keeping this data in mind, uh,
we're thinking about kinds of resources would be helpful. I'm just curious. I mean, if you could write a blank check of a modest amount, not like spend. >> No, but I mean, um, >> you know, I I asked Dr. Dr. just ask this question version of this question
and you know when we saw another set of numbers I forget which ones exactly where things were oh it was the disciplinary stuff and I said you know is what has been happening what have what explains this and Dr. answered was it was a lot of little things you've
been working on for a while sort of coming together which you made made a lot of sense. I'm wondering for you if if you could spend the money on one or two big things what would they be or would it be or would you spread it around the stuff we're already doing? I'm curious where you would put that
investment if you have a sense of what resources would be the most help to get us to that even do even better especially considering some group differences. >> That's a big question. >> Yeah, I know. and one I would really need to think about >> because it would depend on I think the
content area >> to be fully transparent. We've spent um the last few years we've really spent a lot of time around ELA. So if you ask me right now do we need to buy any
resource? No. I think we really need to spend time using the things that we have in our schools and paying um attention and using the data that we're collecting
to make informed decisions in the classrooms in terms of instruction. Um if you're asking about math, I think we need a little bit more there. Um which we're working on this year, right?
So we are um in the winter planning to pilot a few programs um so that hopefully by September we will have something in place um in terms of math instruction.
>> So I can't I don't have a full answer. >> That's a that's a good answer. >> Yeah. So I I have a question and I'm I'm hoping I word this correctly, but using the data with the subgroups,
how do we take that data and focus on the subgroups who are struggling more than others? How how would we use that to help those or support those groups? So it becomes so in terms of and we've
started this not necessarily so much with the NJSLA data but in terms of looking at our benchmark assessments we'll sit at grade levels we'll look at them we'll say all right who's on level who's above level who's right there
right we use that data to make decisions on who's getting intervention we use that data to say okay we have this group of students that's right below grade level, but they're right there. Well, what what gap do they have?
What are we missing? And trying to support the teacher in looking at what we can do within the classroom um to help support that. So, it's very individual. >> Okay. No, that that answer question. Yeah, I was going to say it sounds like
it's very individual. >> It is. So, we look at that subgroup data. So, in terms of trends, we're going to have to look at it. It's about bigger numbers, right? When we're starting to look at the subgroups and those subgroups that didn't do as well
as others, it's a smaller pocket of students. Um, so it varies widely by grade, by class. Um, so I can't necessarily give you like a blanket.
>> No, you're expensive. Thank you. Yeah, but I think it is it is about spending more time looking at individual students. And we have students that do really well on the benchmark and then we go look at their NJS SLA scores and like they didn't pass or we had a lot of kids
for NJ GPA that were one, two, three points away. And so we really do try to look at different measures to figure out how we can best support them. >> Thank you. I was gonna um
along that kind of last comment you made uh do we have a sense that our benchmark uh assessments are actually being pretty predictive of the NJSLA so far? I know you mentioned a couple students who maybe didn't fit like is it helping us
kind of predict who's in good shape? So I wouldn't for ELA I would not say it's a correct a direct correlation, right? Because our ELA benchmarks measure reading proficiency, but when you're talking about NJSLA, you're
bringing a writing element to it. You're asking students to analyze and synthesize. You're asking them to do a lot more higher order thinking than our benchmarks. Our benchmarks are asking is the student does the student have enough
skills to do the required work of this grade level. >> Yeah, it I'm just curious if if Yeah, I mean it looks it looks good in ELA. Like there's some huge jumps here. Um
and I'd like to see those in math. Yes. Um and I know we we are piloting um curricula this year. Uh I want to caution people to think that adopting a new curriculum is going to automatically raise test scores. Uh I think the hope
is that it kind of raises the floor. Um but I think it's going to take the same kind of concerted effort like you've made in ELA around professional development, finding different supports, right? Finding supports for intervention and that kind of thing in math. I think
the same way and I think what's been really impressive I think around ELA is is how cohesive and long-term it's been and I think I I think given these and seeing the scores in in past years um it's going to take that same
kind of focus I think in in math and hopefully the curriculum is a part of that right but it's going to take um some support um in in implementing that to change I think instruction significantly enough. I will say that particularly around middle school,
everyone in the state is really struggling in some ways maintaining right now is pretty good. Um even though we're we're below the state average in some of some spaces. Um but that just seems to be a struggle uh not just New
Jersey but nationally um at that. >> But our subgroups are showing some growth in math. Yes, but some are notically which actually is is the other piece. So I think I I understand looking at things individually, but I also think things
need to be looked at systemically. So if we're not serving students, you know, black students in third and fourth and fifth grade, then it seems to kind of point to something systemically that we're not doing. and then you know looking inward to see like what is it
that you know we need to do to support students you know starting in kindergarten right so when they get into third grade and we start doing this testing um and it's the same I mean that that looks pretty similar in ELA in math I think except for uh economically
disadvantaged looks a little bit better in ELA than math but I think that's something we have to really look hard at ourselves if if we don't seem to be serving or looking at a grade that seems to be serving them differently than other grades and figuring out like what
is it they're doing or finding a teacher who seems to be bucking the trend because um that's been a pretty persistent kind of issue and I worry when I see that that it becomes entrenched and that's the expected and then people say well what can you do
right well there are schools that serve them well right so then you know how do we serve multilingual learners better like what do we need to do? What how you know um thinking about differentiation? How do we differentiate instruction? Um
and I know we've you know been talking about that, but finding a model that we feel like really works and we have teacher buyin and then do kind of very long-term kind of support that's um around something we trust works.
>> Well, can I into that mindset into that kind of um see how that it's not it's good for all student populationations um and the we've chosen
or you know show research that um populations like ours they obviously look across um not just within certain subgroups but you know I'm exced to see kind of how we will look at how all
districts are responding. >> Well, you kind of just answered my question. I was going to ask about the pilot curricula and if they we do have researcher data showing their effectiveness with because to me that's sort of where we really want to make sure we're concentrating as well. Um, so
I'm happy to hear that and just again looking forward to uh hearing what sort of analyses you all come up with and recommend in terms of how we can move forward to better support all of our students. Um, and we'll be having those conversations in equity and excellence for sure and curriculum.
>> Um, Dan, you really uh covered both of the questions that I had, but I actually did have a larger question along because we are seeing this growth in ELA, which is wonderful. Um and postcoid ELA scores
were really the ones that tanked um not just in this district but across the country and across the state. And so we're not seeing that same growth in math which is concerning because the only way that things turn around is when
you're consistently seeing growth. Um this also appears to not just be a Helen Highland Park problem but a statewide problem and across the country as Dan was saying. Do we have any sense of why like on a global scale like is it postcoid everybody freaked out about the
ELA test scores and invested heavily and didn't in math or is there any sense of why this problem in math is persisting not I mean I'm not talking specifically Highland
>> did math drop as much as the LA postco so we're not seeing the same growth because it wasn't as low maybe. >> Um, no, not really. >> Simple answer. I mean, I I have some ideas like coming out of COVID, it was
really interesting to see young kids not have manipulatives. Uh, all of a sudden teachers kind of reverted back and said kids can't have manipulatives or they can't behave with manipulatives. And it was uh it's been a challenge walking into schools to get teachers to pull
those out. So if you think about, you know, 2021 kids not having kind of blocks to really kind of think concretely in math to then build that abstraction, that's really harmful. Uh and then where those kids are at now, I mean, it's it's
possible that's an effect, but you know, that's more my experience. Um but I do know from talking to colleagues that that was a really big issue across different states. Um so there was something about you know going online
then the hybrid instruction and then coming back face to face. They didn't come back face to face in the same way they had been teaching. Um and that has been a pretty rough transition back. But for those kids who didn't get that really concrete kind of instruction uh
it hurts their abstraction. Um and um so it's possible that's a fact but no we don't really know. Yeah. So, manipulas are like things like Unifix cubes, base 10 blocks, uh concrete materials that you would use to
to um give a mathematical idea a very kind of uh um losing my words um textile kind of uh way of understanding a mathematical idea. And then eventually you can pull that uh away and they can
hang on to the kind of abstract idea. But if you don't give them that concrete, then you're just asking to rotely produce math. Uh and that is not very successful. Um so yeah, especially if you want to get a number of learners forward, right? There are a few kids,
usually not more than 25% who if you don't give the concrete can still kind of move forward in math. They still don't have very good understanding. So if you ask them to do complex problems, it's hard to do. If you ask them to explain their thinking, you might get nothing. But um yeah, so having those
kind of very um hands-on kind of materials early on makes a big difference. >> I want make one other one other point and then I know we have to move on. Um my understanding so I think these increases in scores certainly reflect increases in realability and
understanding. That's wonderful. Um but I also think uh my understanding is last last year in particular there's a lot more practicing the test taking than there ever had been before in the district. Um, and I think that you, you know, probably played a role. And I
think that's important to acknowledge that, you know, it's one thing to sort of understand something, it's another thing to be able to answer problems about it in a stressful computerized environment. And I think that um, we want to keep be giving creating setting aside time even though it takes away
from instruction. We want to keep be setting aside time to practice taking the test because doing well in a test and getting a good score makes students feel good, makes the parents feel good, makes the district look good. Um, so I just hope we continue with that as well
as improving our curriculum to get the understanding where it needs to be. >> Thank you. That concludes my report. >> Thank you so much. number in
statements. [Music] I need a sip of this. I need help getting it open. >> Hi, can you hear me? >> Okay. My name is Michael Brilov. I live in 9 South Adelaide Avenue. I've been a
resident since her 55 plus years in Highland Park and I'm uh here to talk about the Highland Park Educational Foundation. Uh we uh I guess the public's
most of you guys, the people on the board know what a education foundation is, but for the public's sake, they exist in about 50 towns in New Jersey. There are education foundations and rural nonprofit 501c3 organizations that
support the local public schools in many different ways, but typically by giving grants to teachers for projects that otherwise couldn't be funded because the board doesn't have all the money that it would like to have. So, the one in
Highland Park uh is called the Highland Park Educational Foundation, which is not a a distinct or memorable name, unfortunately. So, if you do a survey of what of people in town of what that group is, you won't get uh more than 8%
people responding positively. So, I'm getting the word out a little bit tonight. Turns out we've been around for 27 years. 26 of them giving grants to teachers in the public schools. We've given out over $800,000 in different
grants and those were about 650 different projects that teachers wanted that not just teachers but were approved by the school system by the board finally as well as the principal of of the school. So, we had a wonderful
successful life until COVID. COVID stopped us from raising funds, but it didn't stop us from giving money away. And we didn't keep good track of our funds. So, our bank account went from way up here at around 90,000 to close to
$5,000. So, the last couple of we didn't do fundraisers for a number of years. We've been trying to make a comeback the last two or three years and finally in the spring we were able to give grants again
on a much more modest level than we had previously. Previously each year we could give at least $30,000 away over the course of two terms uh in grants to teachers. In the fall in the spring, I'm
sorry. In the spring, we announced we would be able to fund about 10 grants at no more than $1,000 each. We did that and achieved that gave that amount away and the board approved it. Happy to say.
Uh now we're just at the end of uh receiving grants or we it's over and we're going to have a meeting on Wednesday night to look at those grants as a group meaning I myself and the other trustees and to say what looks
good what we can afford to fund and then we'll come up with a decision hopefully Wednesday night with the assistance of Dr. Saska and uh our board representative and uh then be able to send out notices
to the teachers and the principles and the staff that yes, your project is funded or we have a question and get back to us with an answer if you can, etc. That's how we operate. So, we've been very successful,
but we're a small group of people. So, I'm here. My my basic plea is we need the public's help. We need a few more people who want to be active in a charitable organization in this community that has a wonderful history
that wants to continue and needs new blood to do so. I don't carry new blood as if if the camera is any good here, you can see that very readily. Oh, I was made a chair after 26 years, which tells you
something. So, we do we have three core people who've been a long time and we have a number of younger parents who are really dynamic and helping us tremendously. We need a few more people. We need somebody particularly who could
be a treasurer and help carry the books, very modest books that we have, and assist us with that. We need a few more people who want to put in the time and learn how to operate in a this kind of charitable environment.
And if you've never done it before, you can learn a lot and take these skills to help other groups as as you spend your life being a useful citizen in this country. So, I think I've covered everything here in my notes, but I'm
going to look down and pause and make sure I didn't leave anything out that would keep me up late tonight. Uh, yeah. So, how do you get in touch? That's easy. Call Dr. Susca and she
gives she gives my phone number, email, anything away. Just like that. You're a little interested, so please do so. Uh I did bring we don't have a lot of public here but a few people. So I do have copies of our uh pamphlet handout that
gives information and happy to give anybody here in the audience or anybody on the board who'd like to see it who's not as familiar as they'd like to be with us. So we hope that we get the community support. We've had it over the years. businesses, families,
grandparents of students who were here, some of the teachers in the system and so on and so forth. We need to continue doing this to to be vital and to help the schools with projects that really need help. We used to do we we could
fund field trips readily in the past. We can't now. We don't have that kind of money. Nobody applied this time for a field trip because any bus any place is over $1,000. Okay. And we we let cut off a limit at $1,000.
Somebody could have said I can get 500 here and then the Ed Foundation give me give me that thousand, but they didn't they didn't submit that. So I I advise them to do so the next cycle. In any case, I'm getting very specific and and tangled in the weeds. So I'll stop now.
If anyone on the board has questions for me, happy to try to answer. No. Well, thanks. Thanks for giving me the time. >> Okay. Can you hear me? Hello. Sounds good. Okay. Hi.
>> Thank you for the feedback. I appreciate it. Nice to be present in the room. I wrote this down. Hi everyone. Thank you so much for tonight. That was really incredible to watch. Mhm. We'll do. Hi, my name is Max
Warren. I live in Highland Park, New Jersey. and I am reaching out tonight because I'm really curious, especially to the student representatives on the board, what your thinking is around safety in the school. The reason I'm
thinking about this lately is because I am a school nurse running for the board of ed in Highland Park and I'm also a stop thebleleed instructor. What you might not know about Stop the Bleed is that it's a program that goes around schools and really in the community and helps people respond to emergencies
until help arrives. If programs like this were available, say in New Town, Connecticut, many of those children who lost their lives could have just lost a limb. The reason I'm reaching out tonight is because to my knowledge, Highland Park schools don't yet have
this training in place. I don't know if they do. I'd love to offer my time to help make it happen because safety isn't about just preventing harm. It's going to be about actually dealing with it when it does happen. So, I'm wondering for the student representatives here
specifically, if the program's happening, do you know about it? Do you think about this? And does that get in the way of your tests? Does that get in the way of student achievement? >> By programs, you mean like training for the students? if someone were to say
walk in carrying a firearm. >> Yeah. And what happens if that does happen where someone >> follow in this case I think what Dr. do is ask those um you know gather feedback from their
Thank you. >> Sounds good. >> Yeah. I'd like to know is stop the bleed a training program currently available in Highland Park. Okay. If not, you have a community representative willing to um to teach it.
Thank you. Anybody else in person for public comment? How many folks did you have on Zoom? >> If anybody on Zoom has public comment, please raise your hand. All right. Thank you so much. There will be another comment later on.
All right. We're going to move on to board action items. We'll start with curriculum instruction. curriculum instruction met on October 14th. Um we talked about the uh achievement data that everyone just saw
presented on. I won't um elaborate on that since had a nice presentation discussion about it. Um the district is looking at piloting uh elementary math curricula um and uh
those are being finalized. It's possible there will be three curricula um but but uh we don't uh know that yet but we look for that um probably next month. Um we also talked about uh rigor perception
um uh feedback um in elementary uh and so there's preparation of a survey to go out to elementary students uh staff and parents and guardians. um that is being finalized, but it's really to understand uh the degree to which um those
different con constituents kind of perceive the the curriculum as being rigorous um how they think about rigor um and um to use uh this to uh further develop the curriculum kind of moving forward in in elementary school. Um we
want um different folks actually think of of the curriculum as rigorous um and uh this is a a step in getting that feedback from from um students, parents and staff. Um we also looked at an
academic integrity policy. Uh it was small changes basically to know the AI policy um that we now have uh and make sure that they uh reference each other. We also talked uh about a bed bug policy
which we do not currently have um and uh was raised a few years ago. We did not adopt one and uh we are recommending um a bed bug policy and a regulation accordingly. Um that became an issue
recently. Um we also uh talked about a revision of a family leaison uh job posting. Um this is title funding uh funded position uh and uh it's a combined posting to facil facilitate
hiring someone um and trying to maximize resources. Um we also talked about the Spanish uh class at the middle school um and we will be voting on uh uh someone to take that role on tonight. Um I know
we got a couple emails about that. Um and there were some concerns. Uh so we're excited uh uh hoping we have a a good teacher um to fill that role. Um
and uh other than that we have a few items to vote on. Um we have approval of field trip requests and I have a readin for that. Um, originally the high school students were walking to Irving to read
the uh read to the littles tomorrow. Uh, but Irving needs to postpone. Uh, we've rescheduled for November 20th. Uh, and it'll have the same time frame. Um, other than that, it field trips are exactly as um they were sent out. Uh, we
have the approval of one confirmed HI report. Um, approval of the QAC district uh, performance report. um approval of submission of the school self assessment um for determining
grades under the anti-bullying bill of rights act. Um we have approval of home instruction uh for two students. Approval of revised job description for the family school liaison that I just mentioned. Uh approval of a number of
university graduate students uh for teaching internships. Um, and where did I go? Was it okay? That's it. >> Any discussion?
>> I just had a question on the I should know this, but I don't remember. On the QAC uh performance report, >> what what uh equal what makes us the 40% on instruction and program? If there's a question uh for Dr. Susa of more >> Yes. So the the 60% so each of them
weighted out of 100% the weigh ourselves on the first 40% of those indicators. The other 60% if you look at the entire set comes to us from the county after they get our NJSLA scores. So then they populate that. So if you remember last
year we um were under the uh percentage of passing if you remember last year. So, we had to go in the district improvement plan and then we got out of that status because we had growth. Um, so they moved us out of that status. So, we don't know until they populate that portion of the spreadsheet for us. So,
we submit it then they fill out the 60%. And then that'll be our total score. That's what I forgot. Thank you. >> Any other questions? >> I had one question about the rigor surveys. Um, I wondered if all the kids know what
that word means before we send that survey out or if it would be helpful to include something in the top of the student survey just to explain what that is or I was I was looking like is there another word to use. I couldn't find a better word, but at least if we could explain it to them before they take the survey. I thought that
>> I think challenge would be a pretty maybe a little bit more understandable. >> Good work. >> Like okay, >> you know. Yeah. But I think it's a I think it's a good point. think about second graders, third graders taking this rigor might mean nothing
>> and then one other question about the survey wording um where they were all with the strongly agree agree um you know that format versus I thought possibly the kids would react better or respond better to sometimes often always
like that type of those type of questions instead. I don't know. Just an idea. I had an email written out to you that I haven't sent yet. Maybe I'll just send you the email that explains it a little bit more. Yeah. >> I kind of I'm on I'm on the same page. >> Just more for the kids the kids. >> I actually was going to do smiley faces,
different levels of smiley faces, but I didn't know. Um most likely it'll probably go out to fourth and fifth grade, too. I'm not sure about second and third grade just because of the level of the questioning. Um so our surveys usually start at for elementary. >> It's a reading assessment. >> Fourth, fifth grade. Fourth, fifth grade. >> Yeah.
>> Okay. Thank you. also just got to say I'm so pleased that we're doing this because you know as we want to talk about um about this and uh you know increased rigor in the schools it's really important to make sure that we're all talking about the same thing.
>> So to actually hear back from students and staff and family members about their perceptions of what's happening I mean >> what does this mean to you? Is it more work? Is it more challenging work? The questions I thought were great. Yeah, it's really important and I'm so glad that we're doing it.
>> Yeah. So again, our end goal is to create a an a working definition that we all share as a common understanding of what it means that instruction is rigorous, that assessments, that instruction, that the resources, that everything is is rigorous and what does
that mean so that we can use it as we are, you know, that everyone's on the same page with what it means versus, you know, just sort of a a disconnect because I I, you know, when we did this work years ago with this sort of honors distinction, there was definitely a disconnect about what it meant to be honors or, you and going deeper into
standards versus more of something. So, it's really important. >> Yeah. The other thing I just I just looked up uh there's rigor only is in the intro paragraph for the student. It's not in any of the question. Correct. >> So, it would be a pretty easy Yeah. >> adjustment. Or we say rigor and
parenthesis challenge or something else. And that's the only word that pops in my head, but there could be other ways to say it. >> Yep. Are we asking all of them to do it or is it going to be like parents? We can't make them do it. We're hoping that they do it, but are are we kind of making students do it or just asking
them? I think that's where >> typically at at the elementary levels, um the home room teachers will, you know, have do it with the students and stuff like that. Yep. >> And I'm glad they're calling it a feedback form, that a survey survey as we talk, but we're actually
>> Yeah, it's called the feedback form. >> Survey feedback. And that's because that's actually what it is. I'm not surveying them for anything, right? or just, you know, it's just really a feedback form. Tell tell me what your thoughts are about, you know. >> Yeah, >> I want to reiterate like the definition. I think that is something that we
definitely need to put on paper so we really are all on the same page, including parents and students. And I like the idea of sometimes, always, often because I answer questions so much better than >> the the other way and I'm just like, well, sometimes it's this, sometimes
it's not, and like what do I put? So I think it's just easier to answer. >> Absolutely. >> Yes. Equity and excellence met on October, let me scroll up, October 16th. Um, and our first item of discussion was
our July policy alert, uh, policy 2422, formerly called health and physical education, now statutory curricular requirements. Um, I think our discussion really centered around a question that came up around whether or not there is a legal requirement to withhold recess
from a student if they violate the code of conduct or if a student has a hip um confirmed against them as an aggressor. Uh, council did get back to Dr. Cisco advising that there is no legal requirement. However, the district can revise the language of the policy um to
state that a student may have recess withhold in those situations or withheld in those situations. Um as a committee, we agreed that we did not want to um be in any situation where we we needed to withhold recess from a student um who's already present in the school. We discussed that some students may need to
self-regulate and reset um during recess time, but we definitely want to um be careful not to blur the lines there and uh think carefully about how we're defining um what's developmentally appropriate around those behavioral resets um and just again not um making
it part of our policy that we may withhold recess per se. Uh so reviewing uh we reviewed each school's code of conduct uh on the website uh and noticed that none at that at that time had a direct call for the removal of recess. We just want to make sure that that was
not a practice that could be happening. Um as a possible consequence of course for uh incidents uh discipline incidents. Uh however, Irving does include a statement about principal discretion and middle school references lunch detention as a possible consequence. Why that matters is because
um there is really no um distinction between lunch and recess in the middle school. Uh so I think we just talked about the need for really clarifying us making a statement that clarifies um recess time as separate from lunch. Uh since middle school technically doesn't
have recess. Um they're essentially one period and I know that's some kind of language that I think Dr. Cisco talked about um making sure it's clarified with administration. Um, we also agreed that we should include a statement in the policy clearly stating that we do not
withhold recess. Um, and Dr. Zisco is working on adjusting that language. Um, we we already she already workshopped some of uh the language there. Um, saying that for example, a student shall not be denied at recess for any reason except as a consequence of of the
violation. Da da da. That was the old language. Um, and so the update would be although state law permits the not denial of recess up to twice per week for conduct related reasons, it is the policy of this district not to withhold recess for disciplinary reasons. Um, so board members will see that language
revision and we'll be looking at that and and being ready to pass it. I believe we're just at the first reading of that that policy. We also discussed the new student athlete code of conduct um that arose around some recent incidents regarding
student athletes um or involving student athletes. Um and so I we thought it was a great idea anyway to have a policy or a code of conduct I should say particularly for athletes when they're in their um game mode um and representing Highland Park. The process
um in of developing this code of conduct included multiple stakeholder input from student athletes and coaches um and per doctor Dr. Suska's guidance. The code of conduct mirrors the restorative work at the high school um and the high school code of conduct in terms of the four levels of responses. So really mirrors
what the students are already used to in that regard. Um and the new athletic code of conduct also aligns with NJSA their own code of conduct and regulations with some minor differences. Um so that is also linked in the uh
agenda for everyone. We talked about the proposed new bed bug policy and regulation on agenda and we all know why we are adding that now. Um but seriously um I think it's great that we did that and this also led to a discussion around um some revisions to our life policy but
the bed bug policy and regulation uh nothing really controversial they there just really establishes first of all some general information on bed bugs um how to treat them how to identify them home and school communication around um
uh suspected uh bed bug infections I don't know infections I'ations infestations. Yes. Is it really infestation all the time? I don't We're still working on the language there. Um communication with the Department of Health Services around pest control management um and compliance with state
reg. There's just a lot of detail in the uh policy and regulation which I believe people will find helpful. Um of note when thinking about communication um some policy excerpts I just pulled uh to to restate here that any staff member
first thinking about identifying them. Any staff member who observes what may be bed bug bites on a student shall send the student to the school nurse. The school nurse shall examine the student to determine if there are any bed bugs present um or bed bug bites and the school nurse will then inform the principal and contact the students
parents on the results. Um later on the principal in consultation with the school nurse will determine if the parents of other students should be informed if there is the presence of bed bugs has been identified um in an area of the school where their children may have been or is during the school day.
Um and this determination will be made on a case-byase basis. Uh parents of other students and I know this is a question that came up. Parents of other students may not be informed if bed bugs are found on a student or in students possessions and are not found in the school building. So the idea is
again if we don't see them or find them in the school building it's contained to an individual student's possessions or body um parents of other students may not be may not be informed. Um then moving along to the lice policy sort of similar concerns around um parental
notification was really the key here. Um and so Dr. already I believe went ahead and worked started working on a statement that parents um around parent notification that parents of students with uh head life staff and parents of the students in the classroom will be notified when
lice is confirmed let's see moving on we uh looked at the September discipline data um the incident report and the discipline report um and as always we have a breakdown of the total incidents at each
school and then the different subgroups involved in the different incidents. So just looking at the um you know kind of overarching numbers at Bartle the total number of discipline inc incidents in September were was three and the number of students involved in those three incidents were four. Um middle school
there were 13 total incidents and the number of students involved 12. And the high school total incidents 25 total students involved 16. uh looking at the demographic groups involved, we still see the same sort of disparities um in terms of the racial demographic groups
and our students who um are also uh on IEPs uh being over represented in this data um across the board. We noted of course that the you know larger number of incidents at the high school middle school and when we looked at the discipline chart many of those incidents
had to do with sort of altercations, fights um interactions between the students. So it was just again a time for us to really think have a conversation around the supports for students in those areas and just continuing to um uh develop that work and deepen that work. Um then we went on
to talk about nurtured heart. Uh we got a nice update on the dreams team that's working on uh that program. Uh Amy and Christian have been attending uh the nurtured heart sessions and they are uh the turnkey trainers who will get
extensive week-long training in December. Uh lea the lison liaison provides additional training and resources for supporting staff. Uh and they will meet again in December to discuss goals for the year. So really excited to hear about uh that and again the turnkey king and just really seeing
this approach um become more comprehensive I think across all the classrooms. Uh and the focus here increased focus is on highlighting the successes of students. This is one thing that I know we've talked about um highlighting successes of students and staffs of course and um parents and
staff so far have been really receptive to the more positive highlights already. And then as Dan just talked about from curriculum, we also touched on the uh rigor perception feedback form. So I don't need to go into any more there. Let me see what did we discuss anything
different? No, nothing new to highlight there. Oh, it looks like that is it. That's it. Any It's been like two weeks, so I'm like, >> yeah. Any questions?
>> Um yeah, I have a question. I um back when I was on equity excellence uh the first couple couple years we talked a lot about the rise program >> um and I know that's you something that was really a project of the committee that at that time. Just wondering um if
you have anything if you could just if you have anything to say about how that is going and I know we've seen some reductions in discipline incidents and just curious what your thoughts are. Well, we have in our link to our discipline reports, we have the OSS and
ISS data. So, inschool suspension has to be the term used in the system, but that really is our RISE program. This that gives you a sense of how many students are participating and you know getting the support from RISE um and how many students are being out of school suspended. We haven't had a conversation
in the past couple meetings getting into the details of what's going on with the RISE program. We do know that it's still functioning as it had been and based on the evaluation of the program uh there is implementation of efforts to improve in those areas that have been identified. So I think we're probably
it's still early in the school year so I think we should give it a couple more months before we really start thinking about okay what is the data telling us based on >> right for us >> Dr. about getting an update and having a presentation. >> We did. Exactly. Yeah. I couldn't
remember if we said what month, but we said we need >> So, I have assistant principles coming next month to their meeting to talk about just in terms of like what is happening within the program, what kind of restorative actions are being taken, what kind of it's really about wraparound supports as well. So, it's
the reparation of harm um but it's also wraparound supports for what could be needed whether it's the intervention of our um student assistance counselor if it's issues around substance use and abuse. Is it um you know referrals and work with our teen and you know or tween center regarding um maybe some either
mental health support or social emotional learning and and um because of conflict conflict resolution strategies. So, there's a lot of wraparound supports. So, I've invited uh the assistant principles and they're all very excited to share information about Riseze and Rise Junior about their program. So, more information coming
soon >> and that's good. That'll be November. So, there will have been some time for in >> so that way when you see the data you'll see what is what is happening within that reflective of the data. Y >> so they'll they'll talk to the E& committee. Can they also come and talk to the full board?
So if you want some just information about the general program, we can definitely um invite them. The smaller group would probably talk more nuanced about like the details within there. But um you know in the in that kind of confidential
situation, we're probably talking more um granularly about the program and the data. Um but collectively as a whole um what we can do is you know Mon'nique will share out notes from the meeting um and you know you can look through her notes about it and then if there's particular things about the programming
that you would like us to highlight we can certainly do a presentation. >> That's great. Thank you. >> I was just going to say I was going to say it's welcome to >> anybody can come next door's open. >> Get your request in now. >> Don't all apply at once.
one seat. Okay. Uh finance and facilities met on October 14th. Um and um it was Ann Jen. Uh oh, it wasn't me. I know I remember notes. Why is that? I was not I did not attend. However, I watched the recording
and then did the notes. Um so it was Ann and Jan and Allison filled in for me on this one. Um and Dr. Cisco, Mr. Rosenne and John Flanigan. So um on the So if I do something wrong, please please uh step in with for me. Uh we reviewed the
action items that we'll be talking about in a few minutes. Um uh the audit was completed at the end of September and that's why we have uh additional revised bill lists on this agenda uh and additional uh reports uh
to to uh include that information. Uh we have um on our agenda the um comprehensive maintenance plan annual budget that is uh that's all required by state law and by QAC. It assures that we're spending um the right we're
spending to maintain our facilities. We're required to do that and we have to report that out. Um on the the other agenda items, there's um well actually I'll cover that when we get to agenda items. We we did um we reviewed
the facility the uh current uh five projects that facilities under the facilities items um and all those projects uh were included in the 2526 budget and andor the tax levy incentive
aid. So work is beginning on um uh the camera systems and HVAC at Irving and a lot of door hardware replacements and so forth. So you see all that on the um on the agend on the uh agenda. Uh also
change orders. The uh Bartle structural repairs are still within the original budget budget but there um have been surprises along the way. So um you see change orders on our agenda. We also covered the bed bug policy and we started the conversation about the lice
policy. I'm not going to go into it. You guys did a great job covering it. Um more to come on that. Well, the bed bug policy is on our agenda today to uh for first read. Um, and we made some suggestions as well on the life policy in our conversations. Um,
and at that point we talked about it being open for discussion at the next board meeting, but it sounds like it's going committee to committee and then we'll come back to us next month. Um the we had the conversation about the uh champions before and after school
program um and uh the flyer that they had been sending out updating everybody on how things are go updating the board on how things are going in the uh oh I did not mean to do that in the uh after school program uh with total enrollment being up to uh at that point 282
students um and there was information there about staffing and so forth. go there. Um, and we also covered um the other larger uh facilities projects.
Uh, let's see. Wait a second. Where am I here? Oh, the uh the uh field trip requests were in at that point for the 2526 school year. And um uh we're able to cover the the our share of that which
was totaling $17,000. Actually, that's money is coming from um health the money that we saved in health benefits when the association switched dental plans. We had a savings on that so that we're going to be able to cover all the uh field trip requests that came in um for
this school year. Uh the audit was completed and we still have the recommendations. We talked a little bit about student lunch balance, which is the ongoing um balance that we carry even though the district is doing all we can to both have families pay what they owe and also
apply for free and reduced lunch so that um that doesn't continue to increase. Baseball fields in the final stages of completion. They were receding it this weekend. John is looking at getting water. We have a small property that that will uh hopefully able us get us to
water the sod that's on the baseball field. Um Bartle bathroom demolition was done. New for floors being poured. Things are moving along November December completion date for the bathrooms for the structural repair. They're still hoping to get it done in
by December or in December. Um designs are in are being completed for the new prek classroom. Um, bid should be going out by the end of October for that. Oh, the last piece that is actually up for discussion. I could bring up for discussion here is
the greenhouse. Um, John and Denise have worked and worked to try to get that in, get something going for that within the budgeted amount that we were given um through the uh Kushner um grant. And um
what they have right now is the closest they've come to the budgeted amount. Um, so that what the the current uh proposal I guess would cost $229,000 but not including a lot of things like
greenhouse supplies and the cost for attaching the utilities and insurance and so forth. So, we could potentially at this point build the greenhouse, but then not have it usable because we need to come up with those additional funds,
raise them, raise them in the future or, you know, so we're now at the point, do we build the structure and not use it until we get the additional funds to finish it or make it usable or do we return the money? Um, and so I don't know, Denise, if you've had time to
reach out to the donor, that was one of the next steps. Do you is it okay to to open that or is that >> um Yeah, I believe ahead on the spot. Yeah, >> we actually met um with them today. >> Oh, okay. >> Um and after our meeting, we did finally
get the quote from um the contractor to connect utilities and the quote is $121,900. >> Um but, uh meeting with the donor was, I think, especially helpful. We had a conversation uh with the attorney that was in charge of the estate. Um and they
indicated uh that if we were to write a letter uh indicating all the obstacles that we faced um you know getting through the grant and propose a different idea uh that they would be
willing to entertain that. So Dr. Susca set up a meeting with the stakeholders at the high school to develop some other ideas. Um STEM related, maybe not STEM related. Um, we're just going to try to brainstorm something that we can actually complete within budget um and
get all the quotes ahead of time before we write the letter to the foundation. >> Yeah. Yeah. The a lot of time went by and everything became extraordinarily more expensive uh than originally planned. So, um you know what we don't want to do is build this structure and
then the issue is if you don't have um electricity or utilities out there, it really is only usable for a very short window of time. And our employees are 10-month employees. So, you know, they could prepare to grow something theoretically in the spring, but no one is going to necessarily sustain it over
the summer. So, how do we um how do we build something that can be used maybe 10 months of the year, which was sort of the plan? Um, but you know, it seems extraordinarily expensive. Um, way more than we actually thought. We were thinking north of $50,000 and when we
got the price today, it was a shock to see that it was way north of the 50,000 uh that we had estimated. So, um, but you know, when we talked to the attorney, it was really helpful that, um, instead of just using the money, instead of returning the money that we
could potentially use it for another maybe high school science related or STEM related project. So, we're brainstorming some ideas um that really can be utilized uh for a big chunk of the students at, you know, all students have to take some form of science um you know, maybe biology or something like that that can impact the majority of the
students um or all students at the high school. So, we'll meet Friday to really brainstorm a couple ideas and we'll circle back to everyone um when we have some. >> Great. Thank you. >> Yeah, great. That answers that question. Yeah. Okay. I'm going to go on to the agenda which uh the finance facility
action items which is very lengthy but see if we got it through here. So there are as I mentioned a lot of additional uh bill lists and treasurers reports uh board secretaries reports because we went back to because of the audit that was done and and the updating of all the
information. So that's really um items one through six seven are the typical reports and additional ones um covering um July where are we some of them coming covering as of uh July and then all the
way through the end of October um on our board of ed certifications there's uh budget transfers travel and related expenses um contractors for uh professional related
services, uh CPR training, uh just kind of skimming down neuro developmental uh specialists, some additional people we can call on when those um reports are needed. Um Wellsprings to uh do some presentations on vaping for 8th and 9th
graders. uh continuing the work with Edify and then for professional development we have again Jan Lee Consulting um to work on um um what's work that they've been doing
tier one instruction sorry tier one instruction particularly um uh uh training the administrators for that um some presentations on artificial intelligence for our staff we have a a
um uh request to approve an out of district tuition for an Edison student. Um to uh for a student here to attend school in Edison. Um
we have two uh McKenna Vento uh contracts are on our agenda and some uh if number 14 is bedside instruction and there's a small change on C under number 14 that should say October 3rd 2025
um as the effective date for student C. Um and then we have what I mentioned that comprehensive maintenance plan and budget that we're required to submit to the state. There's a a preschool operational plan submission, which would be similar to what we're doing now.
Number 17, the projected enrollment for preK, um will go in at an additional 15 students. So, we have 90 currently now projected each year, and because of the preK classroom that we're going to be adding at Irving, we will be able to
increase it to 105 students. Um, we don't yet have those reports, but they are going to need to be sent out before we meet again. So, that's why we're that's why that's on our agenda. Now, um, upgrades to the security system.
Uh, that is uh the the camera com camera integrations and installations at the middle school high school. Number 19 is the non-public school transportation costs. Um, the reimbursement for those costs.
uh the uh reserves reserve balances for non-public school transportation. Um acceptance of the extraordinary special ed aid that was in the amount of 1,64,07 um and then um a transfer of 64,000 of
that into um our unreserved fund balance that we're allowed to do. It's an approvement of an agreement with NDK Realy. The heat pump replacement at Irving is on our agenda as well as the hard new
hardware on the doors at Irving and Bartle. Some of this is through the tax levy um that we were able to do to cover some important work that we need to doing. Door alarms at Bartle um and also a oh the heat pumps at Irving is number
27. 28 is a pass through for um the children's house monastery for cameras and 29 is an addendum um with the SS which is the uh the organization that gets our substitutes and I I noticed that one was so uh if we needed substitutes for secretaries there was an
addendum on the cost for that and uh that's the agenda items for finance facilities there any questions? Sorry, before you have a question, if I could just add letter uh number 10, letter C and D, the end date should read
June 30th, 2026. >> Oh, yes. I'm sorry. I wrote it on here and didn't see those are the neuro neurossychology uh consultations year, right? >> Thank >> um I had a question I think for
Christina. I'm not sure about the or Denise, the reimbursement of the non-public school transportation cost. Do we get all of that back from the state? Everything we put out, >> that's the portion that is returned back to us. Yes. Yearly. We we report to the
state the cost of non-public transportation and the state funds a portion of that and we reappropriate to our current budget. So, we recognize the revenue and from last year and then reappropriate to this year's transportation budget. Okay. Do you know
off the top of your head like how much of that we're getting back? Is that half of it? Is it >> I don't >> 5%. Okay. >> I believe it also includes Aid and Lou and our Aiden Lou uh payments are over exceed $100,000 easily.
>> Okay. Thank you. >> Thank you. >> All right. Um I'll move on personnel. Um so agenda item one personnel approval of the settlement. Number two is approval for the four of
the absences. Number three is the approval of resignations. Um Jimmy from Irving. Um Mr. Ali who was supposed to do middle school started. Uh Sam Perez festival and Lauren Smith.
Um the approval of appointments. Uh there are a lot here so I'm gonna try to identify some. So Barack Mus school soccer coach um Andrew Maro is going to volunteer as the wrestling
coach middle school. Moroski is going to volunteer as the girls basketball coach for high school. Daniel Gates for girls basketball for basketball girls at the high school
and then going to move to Anna Rose at Claire Corus psychologist special education high school is going to be the at the middle school. um Stephanie Hovler who's going to be a
interventionist at her program and then a speech educated um coaches. Um Tracy Dash is going to be filling in as an administrative secretary to middle school for a little bit.
some foiling site. We had team treatment meetings. So staff went to treatment meetings. Some staff for brothers mentoring at staff for the pack night and also for
family engagement nights. [Music] Thank you very much. Academic advisor We'll try and find specialist at the middle school as well. We have some translators for our
we have a fresh advisor. Um Carter is going to do the YS connection advisor middle school. [Music] We have some teacher leaders. So far in the family
we have the some staff for the bilingual parents advisory committee meeting. Um number five is the approval of two transfers staff. Number six is the approval for intentive um handling care training for staff but
to engage in that training. Number seven is approval for professional development presenters and visitation hours as listed some information about building assessments out
um digital finding in your Google strategy. No, I need that. Me too. I like this one. Can I join that one? >> Uh, teaching practices, spiraling curriculum. Um, there's a bunch, you
know. So, so many thanks to our staff members to provide those activities for them PTA. Um, there's also going to be for government to independent study public
supervisors. Um and then number nine is the approval of administrator training and these uh administrators will be as for sure >> and that is it.
>> Lots of personnel appointments today. Um just because we didn't say your name doesn't mean we don't love you and appreciate it. >> We follow the whole staff. Thank you so much for joining us. um policies on. So have four policies, well two policies,
oh my goodness, three policies, one regulation. Um the acceptable use of generative AI, academic integrity, and then the bed policy and corresponding beds regulation. We also have policies
agency for our second meeting. Those are such public choice, student protection, special educ she said program and that's it for policy. Yeah, that was not as much as financing
facilities but thanks very much. I'm glad to win that one. >> Okay, so we're going to move on to our second public comment. Um the Highland Park Board of Education welcomes publication and has reserved this time for comments. Anybody in person for public comment?
Okay, Angel, how many do we have on Zoom? >> Or if any of you on Zoom would like to make a public comment, please raise your hand. All right, anybody? No hands raised. You're going to close the budget for public comments. We will start now.
spokesperson. >> I move items 1 through seven. >> Second. >> Dr. Batty. >> Uh, abstain from seven and yes for everything else. >> Miss Cassald Dunn.
>> Yes. >> Dr. Coleman. >> Yes. >> Miss Pruce. >> Yes. >> Dr. Schoolman. >> Yes. >> Miss Stanium. >> Yes. >> Miss Vardman. >> Yes. >> Miss Borne. >> Yes. finance. >> I move items 1 through 29 with those
read in uh just those changes. Uh number 10 where it was uh C and D should say 2026 and number 14 uh letter C should be 2025. >> Second. >> Dr. Batty. >> Yes. >> Miss Cassald.
>> Yes. >> Dr. Coleman. >> Yes. >> Miss Pruce. >> Yes. >> Dr.man, woman. >> Yes. >> Miss Daniel, >> yes. >> Miss Bardman, >> yes. >> Miss Vorhees, >> yes. >> Okay. For personnel, I'd like to move numbers one through. >> Second.
>> Dr. Batty. >> All right. Get ready for this. I'm abstaining from >> Bor H E or VV and four JJ
>> and yes everything else. Okay, sorry. Miss Cassel Dunn, >> yes. >> Dr. Coleman, >> yes. >> Miss Pruce, >> yes. >> Dr. Stoman, >> yes. >> Miss Staniel, >> yes. >> Miss Vman, >> yes. >> Miss,
>> yes. >> Oh, that's policy. All right. For policy, I'd like to move for >> second. Dr. Batty. >> Yes to all. >> Miss. >> Dr. Coleman. >> Yes.
>> Miss Cruz. >> Yes. >> Dr. Schoolman. >> Yes. >> Miss Daniel. >> Yes. >> Miss Bardman. >> Yes. >> Miss Boring. >> Yes. >> Reports. Any less report. We I don't know where it goes. Were you
gone to the school board this school board association meeting? >> Yeah, we did a few in person. >> JVSA >> um left if you're written down while I was doing my dishes
and watching the the uh the meeting. Um I just I actually just found interesting the meeting was about cell phone policy. A big piece of it was about cell phone policy and my my takeaway was that there were a lot of districts there that were scared to even even attempt it or didn't know how to attempt it. there was a a
lawyer speaking from um from Bush's office and another lawyer I don't know from where um trying to give advice as how to go about doing cell phone policy and I was thinking wow we're like so far ahead of that curve um and so I felt pretty good about our district having you know the the process that we
followed um worked so what has seems to have worked so well and so that was my takeaway from that meeting >> yeah if I had similar takeway like we're kind you know in terms of where other school districts are right now so
Kudos to us, you know, um I think a lot of the things that they suggested we did put into place. So, it's just a matter of monitoring how everything's going >> and I feel like they're going to start implementing after, you know, explaining how great things have gone here.
>> I think it was helpful that we didn't rush it in. We took time to really figure it out. Did did uh did the governor ever do anything about the statewide policy about self? >> Hold that for business. >> Okay, I'll hold that for all business. Holding it.
>> All right. Um so support I have question. Um though every year the board does a self assessment um in which they rate themselves against um best practices and standards for school boards. Um this year's
um self assessment was updated. So, it's a little bit different. The language is a little bit different. Um, and so based on that assessment, um, at our last meeting during executive session, we've discussed goals. Um, and so we have now two new goals for the 2526 school year.
Um, one of them is accountability accountability of for student achievement and that leads the Highland Park Board of Education will support the pathways to excellence 25 to 26 strategic plan by working in collaboration with district
leadership to systematically review and enhance the district's action plans developed to support our strategic goals ensuring alignment with our district's vision, mission, and objectives. uh that states the board will review policies or new recommended policies um such as
attendance, academic integrity, use of AI um and make necessary revisions based on that current research and data and recommendations to positive academic, social and emotional outcomes. We will approve curricular updates um andor
professional development plans that provide essential learning tools, technology, and rigorous curricula. There's that word again. um expand equitable access access to challenging coursework, create inclusive, culturally responsive and identity confirming environments, and include evidence-based
and measure measurable strategies to reduce racial, ethnic, and socioeconomic disparities. We will analyze district academic attend district academic attendance and climate data several times per year to evaluate and quote those current strategies and meet with
the mayor's office several times during the 2526 school year to exchange information on district facilities documenting those outcomes. And then the second one I'm sorry can I read in a small change? It should say
communication of a mission vision and goals. Thank you Ethan for that bit because the mission vision and goals um you know like doine in terms of our self assessment is more broad but the goal
that we created is really about behind it. So we're just going to read it. It's just a saying communication of mission, vision, and goals. Um have reported educational strength and communication efforts to ensure the vision, miss, and goals are clearly articulated to all district stakeholders and progress
updates are communicated. So the board would publish our monthly public update through the district website, email list, and social media summarizing board actions and upcoming opportunities for community input, highlighted staff and student achievements in several public communications, newsletters, social
media board recognitions during the school year, share updates about district challenges and progress at every regular board meeting and reach increase family participation in surveys, focus groups and advisory groups with parties outreach to historically
and those are optical. I'd like to move the approval for the 25 2025 2026 Penn board of education goals. >> Second, >> Dr. Batty, >> yes. >> Miss Cassell Dunn, >> yes. >> Dr. Coleman, >> yes.
>> Miss Pruce, >> yes. >> Dr. Skullman, >> yes. >> Miss Daniel, >> yes. >> Miss Bardman, >> yes. >> Miss Vorhees, >> yes. And I would just like to say thank you Allison for staying on some of our cases who needed to kind of get you feedback in a timely manner around these goals.
This is kind of an we have this happens. So we appreciate you doing that. I I do anyway. So second second that >> Yes. >> Right. All right. >> Well, what about the governor? about the governor.
>> No, the legislaturator's been out of session for months. [Laughter] >> I'll come back next week and I'll keep you updated on our own. >> I I do have something for old business.
Um so, back in August, um the board approved the water grant to be submitted. Um that due date back in August was August 31st. The state has extended that deadline to November 15th. Um and during that time uh October 21st,
we were notified by the burrow uh by Middle Sex Water Authority that one of our water lines service lines is made out of galvanized steel which has to be replaced by 2031. So, John Flanigan and I are working very
hard to submit a revised grant to the state uh by that November 15th, which actually is the 13th deadline. So, I just wanted to inform the board. >> Um I had a quick thing about the lice policy that I forgot to bring up earlier. Um we had mentioned giving out
lice kits like the nurse could give out lice kits to families that maybe might not be able to um get that on their own. And I did happen to speak to one of the nurses who said that they don't have any. We were we had questioned, oh, I I hope they're not expired. You know, we haven't talked about it in a while, but
she didn't know anything about the lice kits and said they didn't have any. So, I just wondered if we could reach out to the other nurses and I don't know if we could supply some or they did. Yeah, the nurses met around these policies um especially the regulations because that's the way that they operate around around these um and um a great
discussion was had um that uh Dr. Dr. Morto um led with the team and essentially from their perspective they don't want to associate themselves with particular kits because if the chemicals in there do anything there's a like a liability
component um on the district in terms of like what kits we're putting out what if they're expired what if they're used after an expiration or anything like that. So um what they do is they give packets of information and then tell you where you can get kits um what they would recommend as kits but as practice
as part of like their lensure um they don't um give out kits. So that was shared in this meeting and the entire um medical team there um we're all in agreement on that. So I think some of the new nurses in the community that joined our community didn't weren't aware of that. So, um, some of our
nurses that, um, you know, have been in the district for a little while kind of shared that information on this is the practice that we give. Um, and so then they were all in agreement that they would follow that practice and understood the sort of liability of giving out kits that they don't necessarily know um, of the ingredients
that are being put out there and associating themselves with because there's I guess many different kits apparently according to some of our nurses that there's different kits. So, it's not like just one type of kit to take care of lice. many different treatment options that are also included, home remedy options
and things like that. So, um that their best bet was just to that they could give out literature on it um but not the kids themselves. >> Do we know if any other schools are doing this like we used to do it, >> right? So, no no schools are doing it now for that reason because the liability is too great.
>> Okay. Um, following up on that, that having been through this a number of times, um, what about uh, like knit combs though, because there's no chemicals in that. Um, they can be expensive. Sometimes you have to and
it's not necessary. Uh, I I found that the uh, Pantene method was the the most successful. There you go. uh instead of the chemical ones and a knit comb was absolutely key to being able to do that. >> So like
>> I'll ask them about that. That's a great point. >> Yeah, I'll ask them about >> pretty and you can ask, do you have one? Yeah. And if they don't, >> right, your shampoo and a comb kit. >> I can ask them about the I can ask them about the the I'm not going to have them give out shampoo or conditioner, but I
will ask them if they can give out nits. >> Yeah, >> Nick Combs. Yeah, I'll ask them about that. And I did want to find out now that we don't have Write Aid where families can go in town to get this stuff if they wanted to, >> especially if they have to walk. So I don't know if Superfresh carries it. And
I'm not asking you guys to do that, but any of us next time you're in Superfresh, maybe take a look and see if they have nit >> orite or the new >> the new pharmacy opening up. >> Cora, >> is it open already? >> Okay, >> but that could be added to the
information that information out. Yep. Thank you. Okay. >> Um I I had a question about um cell phone policy. >> Uh would that be >> definitely old business? >> Old business. Um so, you know, we had a
report from the middle school principal, Miss Brady, about the uh in the first couple of weeks, the decrease in um bathroom passes. And I was wondering if I mean obviously it's too soon right now but could we do a midyear report um on
whether there has been a decrease in um uh disciplinary actions or like whether it's been the same just kind of look at have there been changes um in the school environment measurable right so the smart passes for the bathroom could be
one um disciplinary issues it would just be nice to kind of have a midyear update on how this is going. >> Yep. So, our central leadership team met for their first time for their um four meetings for the year and we talked about tracking that data. So, we're still reviewing the attendance data um
data around the the cell phone policy um and things like that. So um at the next meeting the each group's each building staff will bring um the school leadership team will bring that data to the central leadership team to review and we can report out on it >> for the high school and the middle school
>> uh for all four buildings even though Irving doesn't really have it but they're we don't want to exclude them because they're part of part two >> well but in attendance too. So what they do is they go around and we start our central leadership team meetings with um a review of the each building school
leadership team and what they're talking about and then they have to bring data on those points to share with the with the committee that we um that we talk and problem solve around >> but I was at central leadership team and the initial reports are very positive. Yes. Right. Not there's no it's not the
data yet which I think is also was anecdotal qualitative. and a go to qualitative that felt like it was a pretty smooth transition and they were seeing positive results. Um certainly that's certainly the middle school continued to say that. >> Yeah. And thank you to the a high school parent email and saying my kid was texting me and I think they're supposed
to be in class. I was like that's good. So we targeted what class that was and that we reinforced >> they ratted out their >> Yes. And so we we reinforced with that particular teacher the need to use a little you know uh how do you do
holders? Um, and so now we can hold the staff accountable to make sure everyone's doing that. So, thank you to parents for telling us when their children are texting them during class. We appreciate it. Keep the good vibes coming with that. But I haven't had anything since then, which means we're we're we're in a good good place. So,
beware students when you text and call your parents. They are going to ratch you out. >> That parent might get the silent treatment at home. >> It's been very few. But >> but I we appreciate the collaboration.
>> Thank you. >> Lami and I had a question about the NJSLA scores, particularly something about what Dr. Batty was saying about taking a more systemic approach to bridging the gaps between the performance levels and the subgroups. and we were basically wondering if that
enrollment in AP and honors classes would factor into any kinds of these decisions because based on our own experiences, Lami and I observed that the percentages of um white, Hispanic, Asian, and Latino kids was sort of consistent with the percentages we were
seeing on the presentation. >> I mean, I I think in I I think this is what you're getting at. I think those results are feeding into like AP courses, right? So the fact that they're achieving lower third, fourth, fifth grade, middle school means they don't
have access to this to AP. And so I think you all are seeing it at that level, but it's clearly starting much earlier, right? Is that kind of what you're saying and thinking? >> Yeah. Right. >> Yeah. >> So we've we've been trying to do a lot of problem solving around that. that
includes um breaking down the barriers for access to those classes. So in way in the past there used to be like a teacher recommendation or a certain grade um and things like that that you had to maybe hit to even have access to those classes. So we've been breaking
down those barriers. So if a student wants and is in wants to participate in one of these classes um there's no barrier to do that. So, it's not like that they have to have for certain things there are some prerequisites that are required, you know, maybe for some AP classes, but other than that um
especially at an honors level um or even AP, you know, we have freshmen taking AP bio um and we want to encourage that as long as they understand that, you know, that it's it's a college level class and it's going to be a lot. It moves really quickly as opposed to the other um
classes. So, it's just about a conversation. So, we've been breaking down those uh barriers. Instead, we've been trying to give the students, I'm not sure if you're familiar with that, if you remember that survey, it's like um an inventory of the things that you like and things that you don't like. So, we're trying to use that with the school
counselors to encourage students to participate in and try out those classes with the support of um peer mentors, teacher mentors, um additional ways to get um tutoring or extra help if needed. So, we're trying to um encourage more of
that and breaking down all the barriers. So, right now there really aren't any barriers other than maybe a couple small classes that do have a couple prerequisites, but it's not um that you have to have a grade in a class, but that maybe you have taken another class prior to that. Um, and most of those are really governed by the AP level. Other
than that, there are no prerequisites. There are no requirements. It's, you know, we want students to feel comfortable and excited to pursue something that they're interested in in a in a higher level. But, but a lot of times it could be confidence, right? if they don't see themselves as a learner in that area in that space because of
maybe some you know lack of um of instructional components throughout their career. So math if they don't have a strong number sense they might not feel empowered to take it. Um so we want to that's why we're really focusing if you you know see things like math intervention at the at the primary
school and ways to combat that so people feel that they can be successful in any of those classes that they take. >> Thank you. I actually want to piggyback on that question. Like conversely, would the AP honor students now um kind
of skew the numbers a little bit? Because there's a standardized test and if they're doing more advanced work, would it not look like, you know, the students who aren't doing those classes would not score as high as the students who are doing those classes? >> I mean, explaining that
>> I I mean, I guess so. I mean I So like like if we parse out the data and say of the 11th graders that took the like ELA or the ninth graders that took ELA nine, how many of them were honor students versus college prep?
>> AP ELA is going to be able to do a lot more than somebody who's not an AP because they're getting more advanced work >> or honors. I mean >> Yeah. And I would just be curious what the demographic is compared to that. >> Yeah. Theoretically. I mean, the test isn't, you know, is isn't designated for
the AP or honors level. Um, you know, are students more successful at taking the test because of that access. Um, I'm not sure we don't really parse out the data that granularly by student at at um at this level. Um, but certainly when the teachers get their score reports and
looking at it, that's definitely something that, you know, we can bring back to Miss Rodriguez to talk about in terms of like, you know, at the high school level, what kind of work do they do around um the data? >> Oh, sorry. We also had a question about the rigor survey that was mentioned. Um,
>> we're wondering if So, wait, just to make sure, this is only for elementary students. >> Yes. So we're eventually we want to expand it but right now just starting with elementary first to get that foundation. >> Yeah. No, we were thinking like that same thing about expanding it to high school students because there are like
um Bri mentioned that there are differences in like classes and we want to make sure that it's consistent. Um the standards across the classes are consistent. So >> yeah, I love that we did that many years ago when we were u working on the honors distinction for um ELA1 and USS3.
We actually had focus groups um and um got input and feedback from uh parents, staff and students and actually found collectively in all three of those stakeholder groups the idea of rigor meant more of something. More work, more reading,
more homework. um which was really consistent amongst all three stakeholder groups which was very interesting especially for teachers to understand that you know really the reality of what rigor should be is deeper into something. What does it mean to go
deeper into something and that really is what when you get to the high school level um what really an honors or a higher level class should be is how do you go deeper in there? Um and so what we did in that those two grade spans um was develop rubrics and I only know just
because I was intimately involved in my previous role in helping that group defi de develop rigor um excuse me rubrics around um key skills like um analyzing you know evidence uh constructing arguments
um you know that kind of uh work around those key skills that are in actually every curriculum. And then what does it mean to meet the standard for that skill? Um like construct an argument for something, right? So what does it mean to meet the standard of constructing an
argument? Um and then what does it mean to go deeper into that? So if it means using primary evidence, but maybe going deeper is students finding their own primary sources versus being given primary sources or something like that. So it has been work that we've done. Um, and I know in the past we've been
talking about expanding that sort of mindset around honors distinction to provide more access. So hopefully in the in the coming years more work will come with that. >> Oh yeah, great question. Wondering about Miss Paxton becoming the new adviser for
the freshman. Yes, >> we were just wondering how that would work since she would be taking on two advisor roles for the senior class and the freshman class. >> So that would be a great question I could ask Dr. Dr. Donovan and get back to you or if you don't mind bringing that question to her her attention. Um I know that they're usually my experience
in when I had done a role similarly in my school was that usually their um um events are different, right? They run different events and different fundraising at different times. Um you might want to ask Miss Donov Dr. Donovan. I'm not even sure how many people applied. So, if if nobody else
applied and Miss Paxton volunteered, we'd love to have an adviser over no adviser. Again, I'm not sure if that's the case, but we might want to talk to Dr. Donovan and just get an an idea of, you know, if there were any applicants at all and then how Miss Paxton will be able to balance her time, but Miss
Paxton's like a superstar, so I'm sure she'll be just great at it. >> Thank you. >> Last thing, is this when we like respond to the public comment or >> So, we typically we typically don't. So, what I'll do is um I'll email you both and just say here's a bunch of questions
and then just respond to me and then I'll make sure it gets back to um to the to the person directly asking the question. >> And can I just uh add one another response to your initial question about the um student differences you're noticing in the classrooms? It reminds me of back in 2021, I had to pull up the
email just to get the year. It's been that many years. There were student group presentations to equity and excellence and then to the broader public um around research that students did in Dr. Gold's um race and gender class around this very same issue that
you all raised. And so if you'd like to see the actual um PowerPoint presentations the students share because it was really insightful. They had some qualitative like question and answer um information from students from the student body about what they're perceiving and what they're noticing um
and how they also attributed to their early experiences and really in Bartle like how they saw the the differentiation starting at a young age in the reading groups like who were in certain reading group levels right based on their demographic status. And so they also talked about um what they notice in
terms of like self-segregation too among some of the student groups that you're noticing are not represented um proportionately in those AP and honors classes. So it's just really interesting to hear the student perspective and it's just telling to say that we're still here struggling with this same issue and we the dial really hasn't moved a whole
lot and it doesn't reflect that there hasn't been effort and initiative around work around it. is just um it's it's just a very complex, deeprooted um issue that certainly isn't something we experience exclusively. Um but I'm glad that you raised it because we always
have to keep this really central to what we do here at Highland Park and it as you you as students see that affects you too, right? Because you see the differences in your classroom and we don't want that. We sure we don't. So I'll be sure to share that with you in case you're interested in >> hearing what some of your >> Can you share that with me too? That was
a little Yeah, >> that was >> that was something. Um, so back to school night for the parents at the middle school was uh great. Um, I really enjoyed hearing
from Dr. Robinson and Miss Brady and meeting all the teachers. Awesome. The only truly unsettling thing about that night was the bell. Oh my lord. Uh the buzzer in between class period. And I know it seems like a
little thing, but I was just imagining if I was a student bracing myself at the end of class every time for that sound. Is there anything we can do about it? >> Change it to a >> Let me just tell you this.
>> Both schools have some sort of bell system to let them know, right, which is different from elementary. you have a bell rings and you move to your class. Um, I will say the system that we use for the middle school bell system is
incredibly antiquated. >> It's not a bell, it's a it's a buzzer. >> The buzzer. The system itself and where how it happens is a very antiquated system. I'm not going to get into the weeds on this other than it runs on a laptop in the main office on a very particular laptop because it's a very
particular software that's very old and you have to pick up a phone, hang up a phone. It's a process and then changing is a whole another situation. We could definitely upgrade depending on where you would like to spend your money next year. We could
talk about that maybe in finance and facilities. Get some prices on how to upgrade systems to make it a more friendly sound. >> Some chime. >> Some chime, you know, or something like that. We could do it, you know, it's like a doorbell where you can maybe change it depending on the season or
something like that. I don't know. Those things probably come at a cost. How much that would cost to upgrade our system, I don't know. And I I don't want to speak too much about it now other than we can look into it. We can get some prices and if it falls within something you would like to budget for. >> Great. >> We could we could certainly look into
that. Not a problem. >> Taking notes on that. Denise was Ethan was traumatized. >> That's the first time I've ever heard. I've been in the middle school for years and I've never heard a complaint about the >> It just becomes background noise. >> I guess it's just something you're used to, right? You're just like, "All right,
I'm used to it." All right. >> Middle schoolers are resilient. >> Yeah. Well, and the best is if you're in the meds or not. You get But at the media center, you get both. >> Parents are fragile. >> Yeah. In the media center, you get both bells. You get the bell for the middle school and the high school if you're in the media center.
>> Yeah. But they are very like >> really >> well also at back to school night they're running I imagine they're running every few minutes right versus every like a a longer period of time. to and kids. It's just background noise to kids like you said. It just I don't know. >> It is. But to Alice's point, there are
some students who are startled certainly. I know some of the students we work with get still get startled even though it's a daily thing. But, you know, if we do this, if we have money somewhere for this, um maybe a student survey, what kind of sounds would you like? >> Let's let's play with this a little bit if we, you know, really want to. >> Before we solicit feedback on what
sounds they like, we should look at how much it would cost to upgrade our current system. Because Exactly. My my guess is that because it's so antiquated, it's not just the software. It's probably the whole system. And I know when we upgraded, the one at Irving was very expensive.
>> Yeah, we believe it. So, >> all right. >> Stay tuned. >> I look forward to the next report. >> I'll make sure there's no large buzzer to >> my think cell phones were bad. Wait, do you hear me about the bell? >> Okay, I love it. >> But also, thank you for the positive
feedback, though. Yes. You need to see it. Second. I >> Thank you.