Regular board business. Please be advised that adequate notice of the meeting is provided to the online star ledger and the online observer. Notice of the meeting was filed with the office of the town clerk and posted on the district website. Roll call. Dr. Wood
>> here. >> Here >> President Paris >> here. Pledge of Allegiance. [Music] I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. >> Approval of the minutes. >> I need approval of the minutes for the open meeting and close session for September 15, 2025. Second
>> discussion. Roll call. >> Yes. >> Mrs. B. >> Yes. >> Mr. Carrie. >> Yes. >> Miss Lindfelter. >> Yes. >> Mrs. Pedigrew. >> Yes. >> Mr. Suarez. >> Yes. >> Mr. >> Yes.
>> President. >> Yes. During the course of this meeting of the Carney Board of Education, members of the public will have an opportunity to address issues regarding the operations of the Carne Public Schools. The board reminds those individuals who take this opportunity to identify themselves by
name and address and to limit their comments to items listed on the agenda and/or items directly related to the operations of the Carne School District. Each individual will have up to three minutes to speak. Issues raised by members of the public may or may not be
responded to by the board. All comments will be considered and a response will be forthcoming if and when appropriate. The board asks that members of the public be courteous and mindful of the rights of other individuals when speaking. Privacy laws and regulations prevent the board from responding to or
commenting on issues regarding students or employees of the board of education. The board discourages any comments regarding students or district employees, but cannot prohibit such comments. Anyone making a public comment regarding a student or district employee
does so at their own risk. The board is not responsible for any comments made by members of the public and accepts no liability for any such comments. Okay. Um are there any observers on agenda items that need to speak? No.
Okay. We'll move on to committee reports, athletics and student activities. Mr. Viscuso, >> everybody received the athletic committee meeting report. But I would like to mention two students of the month athletes. Real
soccer was Kira Chino for boy soccer was Benji Silva. Congratulations to them. >> Congratulations. Thank you. Curriculum and instruction. Dr. Boyd. Our curriculum and instruction did not meet this month. >> Okay. Facilities, Mr. Suarez.
>> Yes, I refer to Mr. >> Thank you, Mr. Sus. Uh, we have on the agenda tonight a couple payouts. One for Arco for the Franklin school roof, Paul Otto for the Franklin School classroom renovation, RER for the Roosevelt School
Boilers, and Rhino for HVAC. And also, we have about three or four change orders as those projects are coming to a close. Thank you. >> Thank you. Finance, Mrs. Burke. >> I will defer to Mr. Fio. >> Thank you, Mrs. Berg. Uh on tonight's
agenda, we have uh change orders for the the board to approve. We have the uh approval the submission of the M1 to the county and we also have the federal here. Uh during our November 4 meeting, our the district's auditors will be
joining the board to present the 2425 audit. >> Thank you. Next up, negotiations, labor relations, and personnel. Miss Lynden Felzer. >> Uh for negotiations, we just wrapped up with the KSEA, and you'll see on the
agenda the ratification of the agreement with that unit. Um so we finished with uh our immediate groups. Uh, next up will be the teachers, I think, in the next few months. Um, personnel,
everything's on the agenda except, uh, we want to recognize one retirement, uh, Karen Solar, behaviorist at Washington School after 10 years of service to the public schools. [Applause]
And that's my report. Thank you. Um, policy did not meet this month. technology. Mr. McKenna, is there anybody who was there that could report on it? >> Present, but I didn't write any note
that was paid for it. >> Mr. um Mr. Aable just gave us a rundown of everything that's going on and how we're upgrading all of the technology throughout the districts. He uh gave us a rundown of the Prometheium boards. Um that's basically the majority of what we
discussed in that meeting. >> Okay. Thank you. And then we have a couple pres presentations. >> Yes, we're actually going to begin a little bit out of order uh from what's noted. Uh so we're going to start with Courtney McShane, uh our student assistance counselor, anti-bullying
coordinator for the school district, and she will be reviewing the HIB grade report for the district for 2023 24. So I would invite the board
>> to sit in the audience. just stand. Is this good? >> Just give me one second. I can just set up. [Applause] I'm waiting. He said to wait for a second. >> Good. Okay. Uh, good evening everyone.
My name is Courtney McShane and I'm the anti-bullying coordinator and student assistance counselor for the district. Um tonight I am presenting on the 2023 24 district and school HIP grade report. Um the date is correct. The state is a
year behind. So this year in April I'll get the 2425 report and then I'll present it next year. So each year um every school in our district is asked to complete what's called a HIP self assessment. Um the hip
self assessment is done in order for us to know what we can improve on in regards to hip. Specifically, it helps reinforce and strengthen our hip prevention intervention programs and our policies and practices. Um this is a requirement and a mandate um through the
anti-bullying rights act. So this is something each year we do. The process for this is um each school has an anti-bullying specialist who um initiates the investigations. They also have a school climate team, safety team,
and a principal. They meet together and complete this self assessment. Um at the end of the year, this is a little flowchart of what it kind of looks like. So, it starts at the school level. They meet, they go over, you know, the paperwork, they see what they have to do, they enter the data, and then it
gets sent to me. I'll take a look at it. If I see there's anything that's missing, I'll send it back. Um, and then I also report to you. So, that's what I'm doing tonight. The next step is that you review the self assessment as the board of education. And then the final step after tonight is that our
superintendent will submit this to the state. So, that's just a little idea of how this works. Um, these are the categories that um, we're looking at each year. Um, there's eight of them. HIP programs, approaches or other initiatives. Training on the board of ed
approved HIP policy. Other staff instruction and training curriculum and instruction on HIP related information. HIP personnel school level HIP incident reporting procedure. HI investigation, investigative procedure and HIP reporting. So the total that we can get
each year is 78. Each category has a different max point. Okay. So this is just from 201819. Um I did start here. I think it was 201213. So I have data from there too.
Um when we first began this our scores were about 48 4950. Um we started implementing something every year. And now in 2023 24 um there's a lot of consistency and stability now. Um it's very hard to be perfect but we're pretty
close. We implemented a lot of things to make sure that we are fulfilling the requirements by the state. Our total right now for 2324 is that we have a 76 out of 78. These are some of the strengths um that we were able to note when we were
looking at the self assessment. So the first one is our school level hip incident reporting. Um the highest you can get is a 42. We have a 42. Um the next one is our investigation procedure. The highest you can get is an 84. Um, we got an 84. I do think that
this had a lot to do with us implementing the hipster system a couple years ago. It kind of cleans everything up and everybody is doing the same thing. It makes it very streamlined for even people when they're recording things for all our information to be there. It tells us when our timeline is
due, what you have to do. So, it's been really great. Um, and another strength again is HI reporting. Okay, we got a 42 and the highest you get is a 42. Additional strengths um is HI programs, approaches or other initiatives. The
highest you could get is a 105. Um as you can see, our grade slowly went up. Oops, sorry about that. Um this was something that we had saw back in 202021 that we wanted to improve on. So we started implementing different programs throughout the district and different
schools are doing different things, especially in October. there's a lot going on. Um, another additional strength is that we saw that we needed to do more training in our BOE approved HIP policy. Um, we do that through safe schools and other things and I'll get into that a
little bit too, but as you can see, we noticed that we needed to improve upon that. So, we implemented some different training and procedures, areas of improvement, core element three, other instruction and training programs. Um, our district grade is a
97. Um, the total you can get is a 105. This is something we're continuing to work on. Um, there's just not sometimes enough time to put everything into place. So, little by little, um, training instruction, those seem to be the hardest things to kind of schedule and and get because there's other
trainings and stuff that have to go on too. But our action plan and our area of improvement um with the instruction and training programs, we have done a lot. So since last year to this year, we did implement a few things. So our grade
this year coming up 2425 should be a little bit higher. Um so we continue to do the safe schools training and we make sure that we're getting trained on the anti-bullying rights act which is for New Jersey. We also do the hipster training which our staff, our administrators, our anti-bullying
specialists are trained on every year. Any new administrators are trained on it too. Um school climate team training, that's something that we saw wasn't really being done or offered. So we made sure we're offering that to all our schools. They started going to trainings. And the biggest one we did to
really improve our grade was a mental health and hip awareness training. So there's a requirement by the state that we actually have to have a licensed mental health provider provide training on HIP and suicide prevention. Um so nothing that's online, you actually have
to have a licensed mental health provider. So we were able to get um somebody to train the whole district at the end of the year last year. So that was a big accomplishment. Um and just a couple of the other things that we're doing. Um we're continuing restorative and educational interventions for students. We continue
that at the high school and other levels. Um, any child who's violated our district's HIPP policy, um, we now have kind of like a library of different videos and clips that we can utilize, um, to help teach and to help remediate
some of the behavior. Um, and we're also exploring at the high school a peer mediation program. So, the students will be able to mediate situations with their peers before they escalate hopefully to that HIP level. So, there's different conflicts and things going on. Um, we want to get the students involved and
maybe have a peer mediation program. So, that's our action plan going into next year. Some of this stuff we have done and some of it we're still working on. Um, this is my contact information. So, if you have any questions um about any of this, you can, you know, email me or call me. But thank you very much for
your time. [Applause] >> All right. Thank you, Courtney. And I would just add that we're very grateful for the work that she does. HIPP can be quite complex and uh her diligence and
the guidance that she provides uh our staff is uh very much appreciated. Uh so now we're moving on to Jean Clearary who is our field service representative for New Jersey school boards. Uh as you know the district is going to be undertaking strategic planning this year and Gan is
going to take us through that process and what it will look like. Thank you. I'll go. >> So, it is actually a very exciting process. Um, and we want to get the word out. So, tonight's just an introduction of what that's going to look like. So,
about myself a little bit so you know who I am and what I'll be doing with you and with your community. I'm a field service representative. I was a board member for six years and um when I stepped away from my board service years later I was actually director of
operations in my school district. So I've undergone strategic planning from both the board member side as well as from the administrator side. Um and it's um an exciting thing to be coming in to work with you on and it's going to take
everyone's you know input. So, we're just tonight going to look at what strategic planning is to introduce this, why we want to engage in it, and how everyone can actually be involved because what we really want to encourage is all stakeholders in the community to
really be um participating to have a voice in this process. So, for those who may not know what New Jersey School Boards does, um it's we are a federation of boards of education that are f focused on providing training, advocacy,
and support um to advance public education throughout the state and promote the achievement of all students through effective governance. So my responsibility as a field service representative is to work with boards of education um to provide those resources,
training and supports throughout the year um to support them in the important work that they do towards governance of seeing that the school district is wellrun. Um and one of the things we don't want to lose sight of is that when we're talking about strategic planning,
any planning, any goal setting, it's really to be in service to the students here at Cornney. Right? So, we're really focused on students and student achievement. Um, depending on the the role that you play if as an administrator, as a board member, as a
community member who um is interested in seeing the schools and the children succeed. So what it helps us do is to really look at creating this organizationwide vision that we come together um and help to serve in a
really effective efficient way the students of the district and strategic planning is a way of looking at um where we are where we would like to go and how we're going to actually get there. So the advantages of doing it is that it
is a proactive process, right? Um we are not things are are running well in Cornney. Um we're not trying to put out fires through this process. What we're doing is we're taking really a thoughtful approach to being proactive and engaging.
It's a creative and innovative process um because we really want to stay focused on this supporting other goal setting that's going to happen and we're going to look at that in a few minutes. It's a flexible PR planning process. Um it seeks to engage all participants of
the community, right? Whether they're parents um or members of the community without children, staff members, um administrators, teachers, everyone. Um and as well as your students, you may want to have especially high school students um be w feel welcome to
participate. Um student voice is always so so important. Um it also helps to create an ongoing cycle of planning, assessment and decision making. So similar I sat on the curriculum committee myself for years and um
similar to how uh we have a cyclical review of subject areas to make sure that they are best serving our students. This process is a way of creating um cyclical review of how close we are getting, reporting out on the steps um
that are being achieved along the way um and helping to support the annual planning that goes forward over the next couple of years. It optimizes limited resources and I think we all could agree in this room that um using our resources
really effectively and efficiently in challenging times is really of the utmost importance and it increases communication. So the process itself engages with everyone to be communicating and come up through consensus with how we're going to focus
our attention over the next five years. But then the reporting out and um as the superintendent um can report out over the next couple of years and tie things together of why are we um recommending something? Why is the board supporting it? It's because it's in line with
helping us get to where we want to go as identified through the strategic plan. So it brings focus to our decision- making over the next couple of years because we we say we want to have the community's input, right? to know that we're best serving the students and
holding ourselves accountable for reaching the goals that we have for our students. But this is a way that we actually welcome them into that process um so that we can feel confident when we're making decisions going forward that we're really um serving the interests. It highlights the importance
of um data for decision makingaking and creates that district-wide vision that really helps to focus um everyone that's touching upon the lives of our students throughout the day and over time. So why plan? Um is your school enrollment
changing? Right? There are different things of why we plan. really why we do a strategic plan is to help us set in motion something that will then filter down to our annual goal setting, right? And really keep all of the different
participants that are working towards students interest um going in the same direction to serve them, right? We want to be really effective and efficient with our time and resources, but we want to look at things about um what's happening in the community that could be
impacting Cornb schools. So, is the school enrollment changing? Is the makeup of the school population changing? Are students and families um moving into the community who may have different needs that need to be addressed so that we can ensure that all students have the ability to succeed?
Are there more people in your community who don't have children in schools? Right? And it could be senior citizens, but it could be um younger people moving in who don't have children yet in the schools. And what we know is that strong public schools help to um create strong
communities. So we want to really engage with those people who don't have children in the schools as well because of the importance of that. So why plan? Um, excuse me. Are there changes in structure, uh, family structure in the community, right, which may lead to
different needs for students? Um, if both parents are out of the house working or if you have more, um, single family, uh, single parent homes, uh, you may need to address different things. Is the economic structure changing? Are the educational levels of the community
changing? If so, what impact does that have on the students in the classroom and how we can best support students with that um you know homeschool uh connection? Is there a competition for your public schools? Are you seeing some of your students moving on to other
opportunities perhaps because of um programming that's not available to them, right? It's something to consider. And how is limited funding impacting your programs and services? Right? so that we can really make sure that we're um really being very wise and planning
things out so that we can be as um responsible as we can as stewards of the finances. So, one of the things as a former administrator I appreciated was not being told that five different things needed my attention at the same
time. It's really hard to be successful if you're trying to focus on too many things, right? So the goal of of this is that we have cascading goals. So strategic plans um identify goals that where we want to bring our students over
the next five years. And what that does is it helps us to then cascade those into what the district annual goals will be, right? what and going all the way down to the superintendent and the administrators
um the department goals, staff professional development, all working in this cascading way, not working against each other but working towards each other efficiently to really serve students. So um Carney has now made the commitment
to embark on this process. So um the next thing we look at is information. It's always helpful to start this process um sharing information that we can all rely on so that everybody um is informed. So at the first meeting, there'll be three and I'm going to talk about the structure of how this works in
a minute. Um but in the first meeting, the superintendent will provide a state of the schools to recognize all the wonderful things going on here in Carne and then those areas that are opportunities or challenge areas that we would want to be aware of as we make
plans to serve students. The next meeting we will look at the strength I'm sorry in that meeting the first meeting we will look at strengths and challenges. Um the next meeting um we'll look at doing a visioning exercise to kind of help identify through consensus
model of where do we want to bring students in the next five years, right? And then setting goal areas in the final meeting, the third meeting, um goal areas that'll really speak to what those expectations are. Um and that gets
turned over to the superintendent and administration to work on identifying strategies and the roadmap of how to get there. Right? Once the community speaks to what those expectations are through goal setting, um the strategies and action plans are created by the
administration and then shared so everyone stays engaged after our three meetings. The strategic plan is not over. It's actually a living breathing thing that will happen over the next five years. So, now we're going to take a look at the actual process of strategic planning
through um what we at New Jersey school boards do. Um pre-planning is that superintendent will be gathering the information that she'd like to share with everyone so that everyone is starting from the same place. Um having that report, the planning meetings, I'll
be facilitating those three planning meetings where the community comes out and participates in this. The first one again will focus on strengths and challenges. They're about a month apart. Dates are yet to be set. Um the next one will be on that visioning. And the third
one will be on goals and objectives. Things to consider logistically are um how we go about inviting the community. You know, if we think about um the invitations we get along the way, if someone says, "Do you want to join us?" as they're running out of the room
doesn't feel as warm and true as if someone you know maybe says, "Hey, I'm interested in doing this. Why don't you come along with me?" So, we want to really reach out and make people feel welcome to participate. Um, doing targeted outreach. I know back to school nights, I'm sure, have probably asked
for you, but other larger events that are happening so that this stays um in the forefront so people are really hearing it multiple times before the dates come up and they know clearly how they can participate. Um, we do ask and we'll coordinate it through uh the
superintendent's office to have a mechanism so that people can pre-register. That's really just helpful for logistics so we know how many people to expect and we have the right amount of chairs and tables and and that kind of thing. We never turn anyone away. If they realize that night that they're
available and would like to participate, we welcome everyone in. Um we ask that the meetings are advertised as open public meetings. Um they will not have uh board regular board business like this. These will be meetings set
aside um specifically for the purposes of strategic planning with no action being taken. So at those meetings um the president and superintendent can make very brief um welcoming remarks. We'll we'll get to that you know as things
unfold. Um but importantly um I like to share that these meetings run on time. So the first meeting um is we allow two hours for it just for those initial introductions for the state of the schools report and then for us to um
work together. So when I facilitate it I show a very brief what we're doing tonight a little bit about strategic planning in case people aren't really sure when they walk in. We break up in small groups. um those groups come to consensus on the activity for the night
before we leave. The small groups report out so that we can start hearing each other and identifying those themes that we're starting to see. And then um after each meeting, I'll do an outcomes report, share it with superintendent for review, and then that'll get posted to
the website because we want to keep everyone whether or not they've participated in the meeting informed and engaged about the process. We do ask um for we welcome board members, staff members to participate. We just simply ask that you take your hat off for the
role that you serve and really serve as just a member of the community. Um because we really want all voices and we don't want anyone feeling intimidated about participating the action plans after the third conclusion of the third meeting and my
last outcome report comes out. um it will be turned over um for action plans to be developed that will lay out what those steps are going to be just the way annu action plans are created um to meet the goals of the annual district goals
for student achievement. Um I will work with superintendent to coordinate um bringing out once everything is is completed um what happens is we bind all that information. We provide a binder to the superintendent, a binder to the board
table um because we recognize that we have an election coming up that sometimes board service changes over. We always want that binder to be handy for all board members because it should be the basis of decision- making going forward. Right? The question to be asked
is how does this serve and move us closer to meeting the goals outlined by the community in the strategic plan. Each board member also gets a spiralbound copy um to to keep. I'll come out and deliver that at a meeting
to be determined and then the um the board will look to um accept and approve the strategic plan. We have here a sample strategic planning calendar um for this didn't get this one didn't get
updated. Okay, I'm sorry. I did send an update. So we this is this is clearly a sample. Um we were shooting for February, March and April for this process. One meeting a month. The first meeting being two hours, the next two
meetings being an hour and a half. We start on time, we end on time to respect everyone's time and really encourage people to want to participate. Um these are it's called a 3D strategic plan because what we're really looking at is
the first one determining where we are in the second one visioning dreaming about where we would like our students to be in five years and then the final one destiny by design right um we have to actually create those plans and
identify the goals that we have to move things forward. Um, so the dates will be set and uh more information will be available and I'll be coordinating with superintendent and with the board to make sure that we're moving this forward. But tonight is the introduction
only. So it is generally about a four-month process. We want to recognize that getting administrative staff together to do that that work of creating those action plans depending on what else they are dealing with um can take four to six weeks. So we want to um
give the appropriate time for that. Um and afterwards I will come out and um deliver that and then on on an ongoing basis at board meetings as things are being accomplished that have been identified under the strategic plan they'll be reported out so that the
community again stays engaged and sees the movements forward. So that is our process. I'm not sure if anyone has any questions for me. Okay, thank you so much for your attention.
[Applause] >> Great. Thank you, Jean. We uh appreciate your time and walking us through this process that we're very excited to engage in and and to work with you closely >> to chart the next five years. >> Yes, of course. >> So, thank you. Thanks for your time. >> Thank you so much.
>> All right. >> So, I always like to I'm sorry. I always like to part with any board members should know if you have any questions you can reach out to me directly and I'm happy to whether regarding this or any other questions you have. >> Thank you Je.
>> All right so we're moving on to the third and final presentation. I'll ask our assistant superintendent Mrs. fields to join me as well as our data analytics manager Diane Mazerich and our district data uh supervisor
um Megan Abidable and we will be presenting uh the results for our NJSLA uh DM and also our advanced placement. Uh but before that we want to present
the results of our uh New Jersey QAC. And so uh what we thought was important to show you was uh where we placed the last time we went through this uh process which was uh August 2022 when those findings were provided to us uh
versus now uh October 2025. So uh the first category instruction and program that is our curriculum and our uh achievement scores and so we did get the full percentage points for uh curriculum. For uh our achievement
scores uh we fell short 1% of high performing. Uh but I wanted to point out the difference of where we were in August 2022 during that QAC process. the achievement scores that were utilized were uh pre-COVID, pre- pandemic. And so
if you take a look at the difference, we uh are post pandemic uh went through our learning loss, right? And now we're uh back on the upswing. So uh while it's the 1%, it is just 1%. So we're really proud that we were able to uh recover as
much as we have uh and just we're we're right there. Um, and it does require us to develop uh an improvement plan and much of the goals that will be in there are goals that we're working towards anyway uh as a district and you'll see through the presentation uh some of the
great gains that we are making. Uh fiscal management we're at 100% as well as governance. Uh operations we maintained at 98%. I could tell you though that we fell the 2% short due to a clerical error. Uh it was a a data
submission to the state. Uh it was submitted on time. It was captured on time except uh we had not hit the submit button. Um and so we lost the two percentage points there. And personnel we have an increase. We were at 97%.
We're now at 100% score for our QAC results. So uh really excited uh for the progress that we're making um as we move along. And you'll see that in our uh test scores. and I'm going to turn it over to Miss Maseret.
>> Yes. >> Good evening. I'm going to review the uh New Jersey Student Learning Assessment, commonly referred to as the NJSLA, and I'll go over the district and school results. So, the New Jersey Student Learning
Assessment, the NJSLA, is a statewide assessment that assesses student progress towards the New Jersey student learning standards in English, in math, and in science. Students are assessed in English and math in grades 3 through nine, and in science in grades 5, 8, and
11. There are five levels of performance for the NJSLA. Uh, level one is not yet meeting grade level expectations. Level two is partially meeting grade level expectations. Level three is approaching grade level
expectations. Level four is meeting grade level expectations. And level five is exceeding grade level expectations. First, we're going to take a look at the district English results. Here's the number of students that were
tested in the last 3 years from 2023, 24, and 25. Not a major change in the number of students that have been assessed. Here are the results. So in this graph, we will be looking at the 23, 24, and 25
results. We are comparing it to the link partner to DFGB results. So those are the districts that are in partnership with link as we are and we're comparing our results with the other district factor B group where there are a lot of
schools that are similar to ours and then also the state percentages. So the state and the DFG are in the gray columns. Um, as you can see, grade three, five, six, and eight, we had a higher percenting rate than the district factor
group B's districts that are like ours. Um, in grade three, there was a 2% increase in scores. In grade four, there was a 2% increase in scores from last year. Grade six had a 1% increase, and grade 8 had an 18% increase from last
year. Some highlights. Grade three and grade six scores have increased every year for the last three years. Grade six ELA made an 8% increase for the last three years. And some notable
um data is the cohort data that's following the same groups of students over different years. Our students from 2024 and grade three compared and those same students in 2025 when they were in grade four had a 4%
increase. Students who were in fourth grade and then moved to fifth grade had a 3% increase. Grade 5 to six had a 5% increase and grades seven to eight had a 10% increase. for math.
Here are the number of students that were tested. Again, very similar to the prior years. Uh overall, math had a 3% increase from grades 3 through 9 in 2024. Across the district, we surpassed the district factor
grouping in grades 3, 6, 8, algebra 1 middle school, and algebra 1 high school. As you can see here, grade 6 had a 5% increase from 2024. Grade 8 had an 8% increase and geometry
had a 14% increase from 2024. Some highlights. Grade six math and geometry have seen an increase in scores for the last three years. Geometry has made a 33% increase since 2023.
And cohorts which had increases were our students who went from grade five to six, they had a 1% increase. And students who went from grade 8 to 9th grade, algebra 1 had a 4% increase.
Science results. Uh proficiency levels change for science. There are only four performance bands. Level one is below proficient. Level two is near proficient. Level three is proficient. And level four is advanced proficient.
uh the number of years that students were tested in science for the past three years in grades 5, 8, and 11, there's no remarkable change in that in that data. Uh for the science results, we had a 5%
increase in proficiency from 2024 as a district. We passed the district factor grouping in grades five, eight, and 11. So all three, we had a 4% increase in scores in grade 8 and a 10% increase in grade 11.
Some highlights. Carne is within 8% of the state average in all three grade levels. Grade 11 had a 10% increase from 2024. And grade 11 has a passing rate that is the highest it's been so far.
Uh so now I'll go into individual school data. Franklin school. So grade four had a 3% increase in 2024 and grade six had an 8% increase. I also put in here the uh cohort data. So from
third to fourth grade we had a 12% increase for ELA and for grade 5 through six we had a 7% increase. For math, grade five had an 8% increase from 2024
and grade 6 had a 3% increase and the cohort from fifth to sixth graders increased by 1%. And science had a 5% increase in 2024. Garfield school had a 14% increase in grade four
and the cohort of fourth to fifth grade moved up by 4% and grade five to six had an increase of 6% in cohort data. For math, grade four increased by 10% and grade six increased by 12%.
And the cohort from fifth to six increased 15%. Um, science had no change. Roosevelt, uh, grade five and six beat the state
average by 4% and 5% respectively. Grade 5 had a 3% increase from 2024. Grade 6 had a 7% increase from 2024. And our cohort from fourth to fifth grade increased by 12%.
And our cohort from fifth to sixth increased by 7%. For math, grades three, five, and six beat the state average by 5%, 1%, and 7% respectively.
Grade three increased by 6% from 2024. Grade 6 increased by 1% from 2024, and the cohort from fifth to sixth graders increased 2%. For science, they also beat the state average and
they had an 11% increase from 2024. Skyler, grades three and six beat the state passing rate. Grade three saw a 13% increase. Grade four saw a 5% increase. And grade
six saw a 5% increase as well. Our third to fourth graders, that cohort had an 11% increase and our cohort from fourth to fifth had a 1% increase in math. The third graders beat the state by 2%.
Third grade had a 14% increase from the prior year. Fourth grade had a 1% increase and sixth grade had a 2% increase. Um, science had a little bit of a decrease and the data teams are looking
into what might have happened for Washington school. Um, grade three had an 11% increase. Grade 5 had a 10% increase. Grades three through four had the same
proficiency for cohort performance. uh third to fourth had a 2% and fourth to sixth, I'm sorry, fifth to sixth had a 4% increase. For math, grade three increased by 3%.
Grade five increased by 5%. The third to fourth grade cohort increased by one and the fifth to sixth grade cohort increased by five. And science had a 7% increase. Lincoln School
for ELA grade 8 had an 18% increase from 2024 and that cohort of students also increased by 10%. For math, grade 8 again had an 8%
increase from 2024. And for our algebra 1 students, although we did go from 100% to 87%, 87 is still very good. and 33% of students who did not meet proficiency were only one point
away. So, we were very close. For science, there was a 4% increase. And finally, the high school uh ELA did dip a little bit, but when we investigated the data, we looked at prior years for that particular cohort,
and they're within the like a similar range of proficiency throughout their years, past years. for algebra 1 and geometry. Algebra 1 saw an increase in their cohort. So the eighth graders who now are algebra 1 students, they had an
increase 3% increase in their scores. And we only had we had 15 students away by who missed the passing score by one point. For geometry, we saw a 14% increase. And finally, for science, we had a 10%
increase. Uh Mrs. Able, we'll go over the subgroups. You want this? I'm not sure. Okay. Our subgroup proficiency, uh we might not see all the same
subgroups in order to protect our students privacy. Subgroups with less than 10 students will not be reported out. So our LL students for language arts increased by 2%. free and reduced lunch increased by 1% and also our
section 504 students special ed decreased by 1% and general ed remain the same. For mathematics we saw our 1% increase in our ML and free and reduced lunch um and our general ed students increased by
1%. For science, we had increases across the board. ML students by 2%, frame reduce 5%, uh 504 students 7% increase, special ed, 1% increase, and our general ed
increased by 6%. By race, our black and multiple race students increased by 4% and our Hispanic students by 1%. That was for language arts. For mathematics, our black and uh multiple
race students also increased by 5%, Hispanics by 4%, other 2% increase, and our white students by 1%. For science, our Hispanic students increased by 5% and also our white
students by 5%. gender. We saw an increase in our male students for language arts by 4% and our male students for mathematics by 3%.
With our female students dropping by 1%. For science, both uh female students increased by 3% and our male students increased by 6%. DM um the DLM dynamic learning map
assessment is an alternative assessments that's given to our students with the most significant cognitive disabilities. This test is given in grades 3 through eight and also 11. Um due to our small numbers uh we will not be able to report
out the scores. Okay. >> Okay. Sure. Are you Oh, it's up to you. >> All right. Either way. Hi, everyone. All right. So, the district um utilizes numerous interventions to support and to
bolster our students. Um so, we've had great success um in in using the I Ready program um in K to 5. This is our second year of using the I Ready reading program. We have been using for many
years our I Ready math program with our K through eight and our KH success program. So we decided to bring in reading last year that was very successful. So this year we are piloting for grades six through eight and we anticipate that that is going to be um very supportive for our students. It
establishes a personalized path for them and it gives them differentiated instruction. In addition, our teachers plan differentiated instruction lessons in ELA and in math um throughout the school year to target um that type of
learning for student need. Um we also use several resources um uh with our students. Learning Ally is an incredible resource um for our K to2 students. It provides a generous library of audio books with visual test text to support
reading comprehension. Um we continue to use Achieve 3000 with our um 6 through9 students to support the development of reading Lexile growth. We also have our academic support instruction program which our staff um that provides small
groupoup instruction, targeted instruction to our students. This year we're providing it for our students in K to3 and then also in seventh and eighth grade. Um all of our first through third grade students receive Orton Gillingham reading instruction. It's a multiensory approach um to pro um to promote early
literacy. Um and then for our fourth through fifth grade students who need additional support with their literacy instruction, a special education teacher will provide the Wilson just words program. Um at the high school level, um last year we implemented the Alex
program in our foundations class with our resource students and in our success classes. This is another online adaptive learning program for mathematics. And we have two courses in our high school um offered to 9th graders to help those
students who we identify through um data from 8th grade that could use an additional class um that supports their freshman English class or their algebra 1 class. So that's either the academic literacy intervention course or the
foundation of mathematics course that we offer to those students to kind of help with that transition to high school and support student achievement. Um and then of course we continue to offer our enrichment programming, our keep program, family engagement nights that supports the development of literacy skills, problem solving, math and STEM
concepts throughout the year. We have our afterchool programs for our um third through sixth graders which provides reading and math intervention programs after school small groups three times a week for about four months and then our summer programs every year that
similarly four times a week for about five weeks will provide intervention and then also um enrichment opportunities. The district also has several initiatives that truly support this work. Um, of course, the incredible work of our district data manager, um, who
has been, um, a wonderful support for our teams and for our staff. Um she facilitates and coordinates professional development for staff. Conducts data analysis um by researching and identifying trends, collaborates with our administrators, our principles to
determine individual school needs and then collaborates with our with our district office to determine trends and needs of individual subgroups um including our special education uh population. Um we also have curricular
district level PLC's. Um so those are uh collaborative meetings where teachers from each school or various grade levels will meet. They'll share to collaborate on best curricular practices on strategies. We have a series of those meetings going on throughout the year.
These are really valuable um collaborative experiences for our staff to bolster our curricular programming and um to build teacher capacity. Um our lunch labs, we implemented this several years ago um and they've been highly successful. They're offered at the middle school and at the high school.
They're drop-in tutoring sent centers for both ELA and math. They're available during our lunch periods at Lincoln Middle and at Carne High School. They provide homework help, test prep, assessment review, writing support, um math review, all of that. And and our
students come and they're very well attended. Um we continue our work um bolstering um our uh attendance with our chronic absenteeism programming um teams at the district level and also at the building levels. They identify students needing support, provide resources to
staff, to families. We've increased parent outreach and we've coordinated schoolwide incentives for improved attendance. We know that having students in school attending regularly helps to improve their achievement um and their well-being as well. So that's very
important to us. And then finally um our work in uh technology and then also in artificial intelligence. Um this is a fast-paced everchanging um part of our lives right now. So we're continually providing professional development for
staff. We're trying to leverage AI to support our teaching staff. Um and we this year have adopted several AI platforms to support instruction. Um they're called Brisk Defit and Magic School. And then finally, as I mentioned with
our data teams, um this is an incredible um initiative that we've been working on. Our teams are are excellent. They're doing really meaningful work and they're really enthusiastic and we've been very excited to see how this work is has been progressing over the past several years. Um our goals continue to be having these
building based teams as well as district level PLC collaboration that's been coordinating through our curriculum department, through our our supervisors here, our data manager. Um our teams have analyzed district, school and grade level data to determine instructional needs and interventions. They meet regularly to design instructional
strategies, develop um resources to target standards and um also to support building needs. They participate in peer visits, co-eing, they support and collaborate with one another and data teams have led curriculum meetings and building level PSC's um throughout the
year. We have our dates there where we're meeting. Um we've had several trainings so far, but we have certainly trainings on our new AI platforms and how to use them um for data analysis and also to create resources to support student learning um and um preparation
for uh uh assessments. We've had our link summer training and then the teams are currently using NJSLA reports to highlight struggling students to create resources through linkit and other district platforms. All
right. And then finally, we are going to take you some of our results for our Cal College Board Advanced Placement exams. Uh, as you know, the College Board advanced placement program enables willing and academically prepared students pursue college level studies
while they're still in high school. Uh, the AP program develops co college level courses the high schools can choose to offer and corresponding AP exams that are administered once a year. The district has over 20 uh AP offerings for students. I want to say it's 25 26 in
that range. Uh this past school year, we had uh 181 students, which is what we had in the past, but an additional 13 uh that took a total of 284 exams. Uh 106
students uh 59% achieved scores of three or better on their exams. A few highlights. Uh, in English, 100% of our students earned a three or higher. Statistics, we had an increase of 8% for students earning a three or
higher. Calculus, 100% of our students earned a three or higher. Physics, 100% that were enrolled earned a three or higher. French, we had an increase of 11% for students earning a three or higher. Spanish, 100% of our students earned a three or higher. US history, we
had an increase of 5% for students earning a three or higher. And in psychology, which was the first year that we were offering the course, we had 57% of our students earn a three or higher. Uh, a few other highlights. Uh, our high
school students outperformed all New Jersey test takers on four exams, which are noted there, and they also outperformed all test takers globally uh on those same exams. We also had 14 students uh that achieved
the AP Scholar Award. Uh two high school students earned the AP Scholar with Honor Award and seven Carne High School students earned the AP Scholar with distinction award. So, we are very proud uh of those statistics as well as all of
the other statistics that we've shared uh this evening. uh a lot of work that's being done to maximize student achievement and to do it in a positive meaningful way. Uh a lot of work behind the scenes, data manager, data supervisor, data teams, principles,
staff. Uh it's really a collective effort. Uh and we're talking about this all the time and having really rich conversations uh and looking to provide the best for our students and I think that reflects itself in uh the scores that we're presenting. So, uh, any
questions? All right, that concludes our presentation. >> Thank you. [Music] Why did I do that? Why did I do that? You lost a few people.
Okay. Next, we'll move on to the report of the superintendent, Mrs. Incarnos. Okay. And I'd just like to mention once again, thank you to Diane and to Megan for all of your work in putting that presentation together uh and outlining how we're doing as a district. We
appreciate it. Thank you. >> Thank you. >> Um All right. At this time, I'd ask the board to approve part one, personnel, items A through P. So moved. >> Second. >> Discussion. >> Roll call. Dr. >> Mrs. Perry.
>> Yes. >> Mr. Carrie. >> Yes. >> Minder. >> Yes. >> Mrs. Pedigree. >> Yes. >> Mr. S. >> Yes. >> Mr. Duso. >> Yes. >> President. >> Yes. >> I'd also ask that the board approve part
two non-personnel items A through K. So >> move. >> Second. Discussion. Roll call. Dr. Boy. >> Yes. >> Mrs. >> Yes. >> Mr. Harry, >> yes. >> Miss Linds, >> yes. >> Mrs. Pedigrew, >> yes.
>> Mr. S, >> yes. >> Mr. President, >> yes. That concludes my report. Thank you, President Paris. >> Thank you. Next up, report of the business administrator board secretary, Mr. Fasil Lins. For part one, finance looking for motion
to approve A through ENH. So move >> second. >> Discussion. Roll call. >> Dr. Boy. >> Yes. >> Mrs. B. >> Yes. >> Mr. Kerry. >> Yes. >> Miss Linda. >> Yes. >> Mrs. Pedigle. >> Yes.
>> Mr. Suarez. >> Yes. >> Mr. Viscuso. >> Yes. >> President Bar. >> Yes. >> Look for motion to approve F payment of bills. >> So move. >> Second. >> Discussion. Roll call. >> Dr. Boy.
>> Yes. Mrs. Berg, >> yes. >> Mr. Carrie, >> yes. >> Miss Lindfen Feler, >> yes. With the exception of check number 24334 to Ken Lindenfel, sir, as I have a conflict of interest. >> Mrs. Pedigrew, >> yes. >> Mr. Suarez,
>> yes. >> Mr. Obscus, >> yes. >> President, >> yes. With the exception of any check written to Little Friends or Ken Lindenfelzer, as I have a conflict. >> Look for motion to approve a request for permit. So move
>> second >> discussion roll call >> Dr. Boy >> yes >> Mrs. Berg >> yes >> Mr. Kerry >> yes >> Miss Lindfeler >> yes >> Mrs. Pedigrew >> yes >> Mr. Suarez >> yes
>> Mr. Sir, >> yes. >> Motion to approve from A to Y. >> So move. >> Second. >> Discussion. Roll call. >> Dr. Boy. >> Yes. >> Mrs. Bur. >> Yes.
>> Mr. Kerry. >> Yes. >> Miss Louser. >> Yes. >> Mrs. Pedigrew. >> Yes. >> Mr. Suarez. >> Yes. >> Mr. Exclusive. >> Yes. >> President Paris. Yes, >> that concludes my report. >> Thank you. Report of the board of
attorney, Mr. Lindenfelter. >> Nothing for open. Thank you. >> Thank you. Does anybody have any new business? >> Yes, m president. I would like to thank Flora and Mark and Juan for hosting the uh county meeting as I'm president and
they did a phenomenal job. The kids and it was anybody who's there was surprised. did a gorgeous job and with great use of the high school and that's what we like to do is show what we have. So again, thank you for for your help. Thank you for putting it out for me
>> and the leaky >> and the leaky. >> Thank you. >> Thank you. >> Any other new business? >> Observers. Any observers want to speak? >> No. Okay.