Heat. Heat. Heat. Heat. I'll invite the team forward. Why don't we start with Dr. Jones? >> Good evening. Good evening.
>> All right. Great. So, we have a couple of introductory slides that Yes. >> You know, I I can begin with and we'll move right to that first slide where we have our mission, vision, and motto on the um on the slide. Right, Laura? >> Yes. There we go. >> Sorry.
>> So, we begin with this because it sets all of our work and uh you know, it's the the mission, vision, and motto that we created out of the strategic plan during 2025. We're committed to engaging and inspiring learners to explore, inquire, and contribute. We have the
aspirational vision of engaging and inspiring every learner every day. And our motto as we all know is explore, inquire, contribute. Uh the strategic planning that I
mentioned a moment ago uh produced these four goals. Uh the first one is centered on teaching and learning and inspiring innovation. And we believe in the importance of providing meaningful learning to inspire student engagement and achievement.
We believe strongly in a culture of respect and well-being. and we aim to foster a school community where all are safe, respected and valued. We have placed a strong emphasis uh and aligned our goal with a future focused
facility. And so this year we were involved in um you know assessing and enhancing existing facilities as well as new facilities and our learning commons. And we created a district goal specifically
designed to assess the uh uh success of the new learning commons the middle school that we'll talk about tonight. Uh and last we are focused as part of our strategic plan plan on building community and our our uh goal is to
effectively engage all stakeholders in the success of the district. Out of those strategic plan goals, we created district uh goals, annual district goals last year. And we did this in a very collaborative way last year. And we can go to the next slide and we'll look at
those four goals. and you'll see that they're all aligned uh directly with the strategic plan. So the first one again focused on teaching and learning and inspiring innovation. Um the team with co-chairs of Lori and Michael came up
with a goal that was going to measure uh the increase in student achievement by using data informed instructional strategies resulting in at least 75% of students meeting the tier 1 goals in ELA
during at least two of the MTSS instructional cycles. Lorie and Michael are going to talk about the data and report on that in a moment. The second goal is uh was focused on our pilot plan of uh expanding our mentoring program
from the middle school down into the elementary grades uh and bolstering the middle school program. Melissa and Dana will talk about that tonight. We have future focused facilities. Robin and Jack were the co-chairs and they put together a good amount of data, survey
data um looking at the effect of the new learning commons. Uh Robin will also report on the long range facilities plan uh which was worked on this year. And then last uh Mrs. Dawson and Dr. Jones
will talk about uh our efforts to build our community uh through enhanced communication strategies. So with that, I'll turn it over to Dr. Jones to um for the meat of the presentation. >> Okay. Thank you. >> Thank you. So we are in our third year of the I
Ready Diagnostics for reading and math and this past school year we also implemented our readymath program to couple with the diagnostics. So just to reiterate to the public the purpose of the I Ready Diagnostic is to really test
students in the beginning of the year of standards and domains they have not yet been exposed to. test them in the middle of the year to see if they were meeting their targets as what they should be learning to that point and then again at the end of the year to see if they learned everything they should have
learned as per the standards and the domains of their current school year. Um why it matters? It matters for a few reasons. One simple reason is so that we are making sure that students are learning and progressing. Also, it
matters because it helps the teachers inform their instruction. We also coupled with MTSS strategies this year focused a lot on tier 1, focused a little bit and will be more in detail for next year on tier 2 and this really
helped guide our targeted instruction for our small group. So also just to point out for the diagnostics um the diagnostics the first time the students take it whether it was rushed or it was um taken over a course of a
few days it sets their my path target which is then lessons that they are assigned based on how they scored. So let's say a student maybe rushed through it. Let's say we had a seventh grade student rush through it and he or she retook it again and scored higher. We
will see that and the my path will be scored and um lessons assigned at that higher level but it will not come up on the parental report. Okay. Or in our reports right here but the good thing is that it is still geared toward what the students need to learn.
Okay. So again, just reiterating to the public, we have five place uh color key codes. There's two greens, one is green stripes, one is just plain green. They are both on grade level and above grade level. We have yellow, which is one grade level below. And we have two red
levels, one with stripes, one solid red, two or more grade levels below. And as I said, three times a year for the the timeline. It's September within the first month of school, end of January, beginning of February. And then the last one this past school year was
May 26 through June 5. We try to space it around the NJSLA and KATS for grade 4. Um, sometimes we're able to, other times it's within close proximity to each other.
So what I did is created slides for each school, one for reading, one for math and then at the end of it I will talk about the differences. So for the Gillette school reading overall and this is the same format for each school. The
very top line is the most recent. So it is the one that was administered to the students May 26 through June 5. And the one at the bottom that's a little lighter in color, that's the very beginning of the year. Okay. Um, I don't want to rush through this, but
I'm going to just talk about what we see here and then as I said, I do have a slide to summarize all three schools and then a district one. So, what you want to see here is the first line, it is what it is really. It's the students coming in being um really assessed on
what they have not learned yet and you want to see a lot more green at the end of the year. Okay, so this is Gillette school overall for reading and this is Gillette school overall for
math. And then it shows now obviously if there's a difference with 183 students from the beginning of the year to 184 a student either moved in or moved out or whatever the case is. So that that's why the numbers may not match 100%. So these graphs that I pulled here from
the system are percentages whereas underneath the dots on the bottom are the number of students. I thought that would be a good way to compare. You might think um 5% is you know a lot or a little but you'll see at the bottom what exactly that means.
And then to compare the schools um sorry just to let school overall for reading and math from the beginning to the end of the school year I'll focus on reading first. We started off at 29% of students. Again, green is on or above grade level. And we ended at 86%.
For yellow, we started at 69% and that number you want to decrease. So, we decreased it to 14% of one grade level or below. And then for red, we had 3%, we went to zero. And for math, for Gillette School overall, we started off
at 19% in September and went to 69% green. We went from 77% yellow to 31% and then from 5% red to 0% red. So Gillette school has zero students in the red for
both reading and math, which is great. Okay. And overall for reading at Millington School, all grades 2 through 5, 372, 374 students were assessed. And you can see the differences in the different levels from the beginning of the school year at the bottom up to the
recent one at the top. And here is math as well. And then just to uh compare the overall school year, we had um 50% of students in the beginning of the year on or above
grade level to 74%. We had uh 38% of students in yellow that went up to 20, I'm sorry, down to 20%. And then we went from 12% of students to 6% of students in the red.
And then for math, we went from 32% to 72% in green. In yellow, from 55% to 24%. And then in red from 12% to 4%.
For math. And the same format for essential school reading overall most recent on top number of students at the bottom. And then for math And then just a summary from the
beginning of the year for reading we went from 55% to 64%. For yellow we went from 23 to 13. And from red we actually went up 21 to
23%. And then math, we went from 43 to 64%. Yellow, from 38% to 19. And then red, we went from 19% to 16%. So I did a district summary, grades K
through 8, 830 to 835 students. And this is for reading. I'll let you take a look at it here. The top again is most recent. And the number of students are at the bottom.
And then here's a summary K through 8 for math. Same format. So overall from the district in reading we went from 47% of on or above grade level to 74%.
We went from 40% one grade level behind to 16%. And we went from 13% to 11% two or more grade levels behind. And then in math, we went from 34% to 69%.
Yellow, we went from 54 to 24%. And then red, we went from 13% to 7% in the red. And this slide is something that we thought would be a good idea to add after this slideshow was already put
into place based on our administrative training that we had from our I curriculum associates I Ready representative. So this right here are all of the students that were in yellow and both reds.
So, it's um three out of the five placement categories. It's a needs analysis by domain and it's separated into each school. So, what we're looking for here is the top row where it says most recent
for those num those percentages to be less than the beginning. And the columns for reading are where it says PA, it's um phological awareness, um high frequency words, vocabulary,
comprehension. It breaks it down in each domain so that we're able to then bring this back to our staff to show them exactly the areas that students did well and that students still need um more
assistance with. And then here's the same needs analysis for math for students that are um yellow and both reds. So there's definitely jumps in um in how the student the students
performed and we will um also talk about what we're doing in the future at later slides. But are there do you want me to ask for questions now or at the end? Whatever you like. >> Are there any questions? >> I think that last those last two slides were hard to read. So if you want to talk about your conclusions that you
drew from that, I think it'll be helpful. >> Okay. So when you look at this um it's divided up over each school and this just focuses on reading and the different domains of reading. So we focused a lot
of our tier one goals on vocabulary at the older grades and um phonics at the younger grades. And um we realized by looking at a lot of data that students in general are learning how to memorize
which is great for the younger levels but then when you have to sound out and blend it becomes an issue. So we saw a bit of a dip and in the very beginning when we were all being trained it I think it was an aha moment where we
thought okay well they're getting it right by memorizing. However, now it's starting to um for lack of better words, fall apart when you have to sound out. So, based on this information, each grade level looked at their class um how
the students did overall and we focused on where the students fell mostly into red because you can really sort a lot of this data in the system. And that's where we came up with tier one goals. Um we talked a lot about um tier 2 goals,
how we can break down that information after we went through our progress monitoring, which is midway in the first cycle of the first MTSS cycle is when we we either use an assessment from Dibbles
at the K2 level or I Ready at the 38 level or maybe a grade level created one that all of us all of the teachers used as a pre and a post to see growth. Then the data teams met, reviewed the information to see if we were on target
or not, if we had to make any changes, and then finished out the cycle with um we tried to match it up as best as we can with the um midyear dibbles, midyear diagnostics um and so forth. So we had multiple sets of data to see how students were
performing and um what areas we really needed to hone in on. So that's really what all of this is. So you could say um you know for central the reason it's zero in the beginning is they are not assessed in phonics at that level
because they have surpassed that at the middle school level. So that's why it says zero there but very few um changes in the very beginning um of phological awareness and high frequency words until we get to the upper um vocabulary. So
there were some positive changes with the decrease in numbers of students who uh scored at the last three categories towards the bottom with vocab and comprehension. And
you would automatically think that comprehension is always an area well it's mostly an area of weakness across all schools. So you would think, well, why are they not focusing on comprehension and and questions? But when we were trained with our MTSS
consultant and we even looked at our data as Dibbles and I Ready, um, you can't really comprehend if you don't know how to blend and read the words together. So, you know, to let's say just a common
person like, you know, my sisters, right? I would explain this to them on you're not going to comprehend what you're reading because you don't know how to read to get to that point. So with that's where we break it down into um the very basics of what we needed to do for the tier one goals and that's for
each school. And then for math when we evaluated this this data we evaluated it with our rep from um for ready math. So whether it was a professional development day or it was just a webinar like a Google meet that we had a lot of
Google meets with her with different grade levels this year to show her our data which she was in our system and can look at it and helped us hone in on this. So we automatically want to jump to geometry because that's been an area of weakness for many many years in
general and here as well. But again without numbers and operations and just knowing um some algebraic terms it it's not going to help you in geometry. So that was eye opening this year to really
start in different ways. So um I am glad that we saw some progress. um you know especially implementing the math program the first year. Are there any questions on any of of the first few slides
that I can clarify? >> Yeah, I have a question. Um sure maybe two. Um so when you think about the timeline that you showed in the beginning where you have two months for the second and the third since we've achieved or will achieve our one to one
ratio in this next school year will that timeline get smaller or like do we feel like we'll be able to do more testing in a shorter amount of time? Well, we might because the diagnostics, whether we're onetoone, I mean, that obviously helps,
but the diagnostics for kindergarten age students are anywhere from week four to six, whereas grades one and up are supposed to be within the first two weeks. >> Okay. >> So, that that was really the main reason
why we were not on the same cycle as the other schools. So we met a lot about it towards the end of this year and um myself, Mrs. Manurva and uh the principles and uh Miss Carcillo, we
decided to keep the date. So within the first month of school to take the assessments so that it's still within the two weeks of the older grades, still within the four to six weeks of the younger grades, and then we can all be on the same cycle. So, and then I mean I real I can let
Miss back or if she wants to talk about that later, but I think obviously having the onetoone with the iPads um will be helpful to the students, you know, as far as making sure they're able to finish it sooner than okay. Well, now my class has a set and then next next week
we could finish and so >> great. And then um my other question is we're in year three of Ready. Is that right? Three >> of the diagnostics. >> Of the diagnostics. So are we at a point where we can start to map and see a correlation between the New Jersey state
assessments and our ready scores? Are we using it as early indicators? Like how are we making that? >> So once we receive the data, the tenative data for the NJSLA um we are having our data meetings in as our inservice days from when we come
back to school August 31, September 1 and 2. We're looking at the data from the NJSLA and we're looking at all of the end of the year data from May 26 until June 5. So, we're going to see the students who took the Dibbles, um the students who also took the I Ready NJ
and JSLA and we're going to compare it to see how they did. But that's really the time frame that we're going to do that in the at well the beginning of the next school year. Um using that data to then follow along for the rest of the school year to see how they did. And then um we were taking a look at you
know really to seeing if MTSS had um a place in that as well. You know how we're teaching our small group instructions. Is the tier one instruction working as as best as it can with 5 to 7 minutes 5 days a week. So there's a lot of tweaking that we can do to make it all mesh a little bit better
for this coming school year. >> Great. Thank you. >> Sure. >> Thank you. Any other questions? >> Okay. Thank you, Dr. Jones. >> Okay. You're welcome. >> Okay. Good evening everyone. And that's a great question too about the connection be because the NJSLA is the
new test this year too. So we'll see how that connects. I think I think every district's going to be interested in that as well too. So uh I'm going to cover goal one which was teaching and learning. And this connects to a lot of what Dr. Jones just spoke about. So we worked with the Magnolia consultants to
implement MTSS goals across all the grade levels and remember MTSS means multi-tiered systems of support which is basically datainformed instructional strategies. We're really diving a lot deeper into the data. This was a huge undertaking across all the grade levels
which was really uh a very good investment. Um so the at the administrator level we conducted classroom walkthroughs to monitor both tier one which were the major goals. Those are across all grade levels and also tier 2 instruction which that we really just got our foot into this year.
The tier 2 like the second half of the year getting that started. But in addition to just doing classroom walkthroughs, I have to say the administrative team, we really walked like handinhand with the teachers in data meetings. We answered so many questions which were welcomed this year
which the teachers were really inquisitive and wanted to make sure that we were implementing it with as much fidelity as possible which was exciting to see. Um we provided targeted teacher training on MTSS throughout the year data interpretation and instructional
strategies which are really the pillars of MTSS. Um really understanding that data which Dr. Jones spoke about um calling Magnolia, having them look at the data with us, us looking at the data with the teachers as well. Um and that took a lot of coordination too, having
those data meetings, having all the teachers at once in a grade level really looking through the data for math and language arts. In addition, at like the secondary level when we're looking at math data, we have the science teachers there too looking for connections. We have the social studies teachers with
the language arts teachers looking for connections and overlap where we can you know help in any of the deficit areas that might uh cross across different content areas. Um we established monthly data team meetings to analyze um formative and and benchmark assessments
across all three schools. We integrated m the MTSS platform for intervention and systematic progress monitoring which is ongoing. It's really an ongoing cycle. It really never ends. We had three cycles, but even at the end of this cycle, we're already looking ahead to to
the fall to see what we can uh improve upon and see how that data looked. And we researched best practices and consulted with other districts to help strengthen implementation as best as possible. Okay, so our district goal was that 75% of students meet the tier 1 ELA
benchmarks during at least the first two MTSS cycles. And then you can see that was from the beginning of the year to about December and January based on the different grade levels and when they started. So we fell at the composite level you know all three grade levels we fell a little bit short but that was our
first implementation of MTSS. So we're shooting high really shooting for those goals and we fell a little bit short but based on that first cycle teachers were analyzing it and then made their cycle two goals as well too
from that data. Cycle two, you can see the data there for each grade level and the district. At the district level, we did meet the composite goal of 77%.
And then for cycle three, you can see the different grade levels. And remember this was all language arts for our for this specific goal that we picked and our composite was 84%. And again that percentage reflects students meeting or exceeding the tier
one expectations of the colors that they reviewed before. So as I shared before this is an ongoing process. This was our first year of implementation and we're already we've already started planning the professional development for next year. We had a lot of end of the year
conversations with the teachers about this. It was it was a massive undertaking across all three buildings. So, we're looking to just continue to grow and strengthen that implementation. Ongoing classroom walkthroughs and conversations about the tier one and tier 2 goals, looking at the trends,
supporting the teachers. the uh bullet 3 has all the professional development days and those were the main professional development sessions but in addition to that I could share I mean Dr. Jones at our building, we were and even Dana, we were in conversations all the time and I'm sure at the other buildings as well too, ongoing
conversations about this process and how we can improve it um as it unfolded in its first year. Uh data team meetings were held at each school prior before the implementation cycle ongoing at the checkpoint areas
to support the students and uh we just continue to hope to improve on this next year too. This was a very eye openening I think experience though for both us as administrators and the teachers as well too. I don't think we ever looked at the data really through this lens as much in
making instructional strategies and decisions right away on what to do. And that was a it was a interesting process because you have a lot of data. We have it at our hands, but you have to figure out like what are those root causes that are going to make the most sense to
focus on to help at the grade level, you know, to to help push improvements for both math and language arts. I think that was my final slide. Does anybody have any questions on that that portion of the >> No, thank you, Mr.
>> Thank you. Who's next? >> Okay. Good evening. So Dana and I now will talk about goal two, which is culture of respect and well-being. And we're going to talk about the peer mentoring program that we piloted this year. So our district counselor started the year by researching best practices
for student mentoring programs. And from there, we established clear criteria for our mentors and our mentees. And our counselors rolled out student interest surveys to ensure the kids wanted to actually be part of the initiative. And once the district defined our formal
structure, we communicated all of these goals with our families and our staff and we matched our students across buildings and provided targeted training to our middle school mentors. At central school, our middle school counselor met consistently with the
mentor mentee partnership throughout the year. These monthly meetings were highly structured. They utilize guided activities and discussion topics specifically designed to foster social emotional growth and build a true sense of belonging. The counselor created a
safe space where middle schoolers could actively practice peer communication, collaborative problem solving, and mutual support. At Millington, the fifth grade peer leaders stepped up to support our younger students. They met monthly engaging in activities like lunch and
learn sessions, acting as playground mentors, serving as reading buddies, and playing board games together. These opportunities gave our fifth graders a taste of leadership while helping them build the five C's of positive youth development, which is competence,
character, confidence, connection, and compassion. Oh, okay. So, finally, our intrad district connection pilot program brought together some of our oldest and youngest students. We had seventh graders at Central Middle School and first graders
at Gillette. What we did for the first year was we had one group of seventh graders and one class at Gillette, but hopefully we can kind of expand that um because it did go very well. So throughout the year that these seventh grade students wrote letters to the first graders and then the first graders
would write back and this benefited the seventh graders having them practicing leadership and mentoring and then the first graders obviously had role models and older students to look up to and the mentors became more comfortable um and excited. the mentees became more
comfortable and excited with the idea of having a friend at the middle school and also just kind of learning about the middle school experience as a first grader just seems like they're so so far away and it actually really isn't. So yeah, they think that they're like really unique and cool and they look up
to them. So they really enjoyed it. So this is talking about inside the connections, the letters and the final um project which was the Google meet. So as Melissa said the the process began with the seven g excuse me seventh graders writing their introductory letter. So they shared their personal
experiences, their favorite middle school subjects, what they loved the most about Central, and then they prompted their pen pals, the first graders to respond with things they liked about first grade. And in hopes to like spark the um authentic two-way
communication across the district, so which they loved was the end. Um it was a live Google Meet between the two classes. So it was the first time that our first graders got to see the seventh graders face to face. who they've been writing with um throughout the months and they were able to share the
highlights from this project that we were piloting um asking follow-up questions and really just celebrating the relationship that they built. So, the pilot program was such a success and as Melissa said, we're hoping to explan expand it with more classes um throughout the throughout the three
schools and throughout the grade levels and we're really looking forward to see how this is going to expand and grow. Thanks. Any questions on that? Um the Google Meets, was it individual? So that the >> It was just a class. So it was like it
was like a seventh grade class or was the ELA class, right, Michael? >> Yeah. And then one of our first grade classes, so they were like in the classes together. It was just Yeah. >> Sorry. >> Yep. >> So is the intention for that to continue into next year as like eighth and second
graders or is that >> Yeah, we're going to see how we're going to meet. So, what we're going to do is we're going to meet with the counselors in the beginning of the year, kind of review. I mean, we reviewed at the end, but just kind go over it again and then see how we're going to expand. Yeah. But the goal is to get as many of the classes, you know, with the with the
older kids to the younger younger kids as we can. >> Okay. Any other questions? >> Any other questions? >> No. Okay. Thank you. >> Okay. With this goal, we focused on the
NJSI survey. So, this really focuses on a school's climate, um, social relationships, if students feel safe, if they feel like they have a sense of belonging, if the staff feel supportive. There's on this
hyperlink you can click and show. It shows all of the different domains and how each school scored. But what I did here is just pulled the top strengths based on now this is last year just for
everyone to know that this because last year was the first year we did it. We collected our information but we had nothing to compare it to. So that was our baseline. So the highest you can score is a four and the lowest is a
zero. So the first um the first row is and it's only students in grades 3 through 8. So um well it goes up to 12 but you know in general for our district up to 8th grade. So um the top strengths
for students at Millington were they felt safe, they felt like they belonged and they felt supportive uh supported both by their peers and their teachers. Students at Central felt also a sense of
safety, supportive staff and student relationships with one another, and um negative student interpersonal behaviors, which actually means they felt um they did not feel that they were picked on, that they were bullied, that they had um conflicts that were unable
to be resolved. The staff in general, grades 3 through 8, felt a sense of physical safety, felt a sense of relationships with their students, with one another and colleial support. So
this uh the NJSCI survey when you click different buttons and pull different graphs, you can sort it to the top strengths um some weaknesses and then see how we compared. So the parents from last year also felt that uh their
children were safe with us. They felt their children had relationships with each other and with their teachers and other staff members and um a high academic culture and classroom practice. So those were the three areas that parents scored on the higher end of from
last year. Now, comparing it to this year, well, first I'll go over this year summarizing it again. Um, top strengths at Millington again, safety, sense of belonging, and supportive student and
staff relationships, which is nice for consistency. And I think those are nice areas to highlight. Students at Central, they also feel safe, supported, and a sense of belonging. just uh they scored a little bit differently, but they were also the top three. Staff in the schools
for Millington and um Central feel they are physically safe. The behavioral expectations of their students are well met and they have supportive staff and student relationships. And um the parents this year also felt
again students were safe, good relationships with staff and their peers and family support and engagement, which I did like to see that because we didn't see that last year. And um and I'm sure Gillette would have obviously scored the same with staff and
um parents, students are are little. So I think this really um exemplifies our um district as far as different uh stakeholders and representatives for these questions. So, just some takeaways to compare from last year to this year. Um, and again,
this was out of a 4.0. Our sense of physical safety is pretty much the strongest in all of the groups, students, staff, and parents. And I think that's really important because I don't think you're able to learn if you don't feel safe where you are.
Um and these are the different bullets is how the um the students and staff and um parents and caregivers scored. There was a slight decline from 3.18 to 3.10 as you could see with uh the older
students. And then the elementary students continue to feel a strong sense of feeling like they belong and feeling that they are supported. So I thought that was nice. And I just bolded where there was a bit
of a change whether it was a decrease or an increase. Okay. Um this is uh central. So central students they um declined a little bit in relationships and belonging um feeling a sense of belonging. So they
went from a 3.01 to a 2.92. And um the staff perception overall improved their safety, their relationships and um colleial support, behavioral expectations
overall that improved. And then parents perceptions, they continue to be positive which um focused around the areas that I spoke about physical safety, their children feeling um supportive with peer
relationships and staff relationships and the family engagement and support. Okay. So, just to summarize some areas based on last year, this year, what to focus on for this coming school year. We
continue to have a strong sense of feeling safe in the schools. There is an increase of parent engagement and support. There is an improvement of staff in staff perceptions of student behaviors, how students are behaving and
how it is handled at home and at school. And there's continue positive elementary student belonging, which is good. Areas for us to focus on to improve upon for this upcoming school year based on the last two years is grades 6 through 8 uh
sense of belonging and staff student relationships. and then to continue to monitor the school connectedness between K5 and 68. Okay. Are there any questions on that? >> Is there benchmarking available against
the state numbers? So, I see we're benchmarking against ourselves year-over-year. >> I could not find that. So I even looked to see other districts and it was very similar numbers. So I just pulled other K8 districts which were not a lot a lot there was a lot of high schools doing
this so I didn't really pull that information but I didn't see anything for the state on the website from Ruckers to compare that to. I I can continue to look again >> and report back. Sure. >> Uh my one of my questions was is around
the number of respondents. Yes. >> And you know, we did it last year and I think it was new to people, so people are like, "I'm going to fill it out. I'm not going to fill it out." This is a second year, so hopefully it's better the second year. But I guess is there a way for uh the district to think about
goals for the number of respondents based on overall like we want 80% of the stakeholders to or the number of faculty, students and parents and like kind of try to set some goals and maybe rally people around it. Um, and if
there's anything that we could do to help support an increase in participation of it, we did ground a lot of our measurement of success of our goals based on this survey. So, it's only as good as the people who write the number of people who take it at the end of the day, >> right?
>> I think that's a good suggestion. >> Go ahead. >> Yes. I and I want to I mean there's always something to look at but I guess um any special let's say study or activity or thought going into the
concerns on this in the sixth to eighth grade before the changes. >> Uh let me go back to that. So up at the top for supportive staff and student relationships. Um yeah, there's there's from 3.01 to 2.92.
Um I think we we can definitely take a look at that. >> Yeah, we'll definitely take a look at that. >> It's hard to say. We don't get further data. >> I think the Sure. >> I think the takeaways that were
highlighted which is just focusing on connect building connectiveness um between staff and students and building a sense of belonging just continuing those things those things that we continue to foster and echo especially with the assemblies that we
have throughout the year. We're always trying to build a sense of that even our connectedness to the high school and trying to have our eighth graders as they transition um hear from the high school students. The same with the Millington fifth grade when they come over. So, we're always trying to have a very tight-knit
community um that's supportive and always expressing that it's a partnership, but it's something that we'll continue to look at and maybe just emphasize more and maybe there's different activities that we can look at as well too. We're always working very closely with our student council too. So that's something that we can include
them on too, get some feedback from them even more. >> That would be good. Yeah, >> I think that's a great idea. If I could just if I could just add a little bit to that. One of the things that in other places has been really successful, right? We have very like highlevel quantitative data here um is now that we
have this and we see where some of the areas of the middle school are because obviously this is not just our middle school, this is middle school children in general, right? Um, but having like grade level focus groups or something like that to really have some questions that are asked of different groups throughout the school so that the
student voice can be in and that might help to guide some of the programming if you're looking at programmatic things to to work in. >> We also did talk about the timing of the survey. So, where to fit it in um what was recommended last year. We also tried
to do it the same time frame so that it was apples to apples. So that is something we talked about going forward. It's literally in the middle of the second diagnostic right around the time they're getting ready for NJSLA um right around spring
break. So not that people do not take it seriously but that may that may or may not um have an impact in you know some of of the scores. So we we are taking a look at that for next year too. >> Yes. >> Okay. I sorry
>> you can go first. I had similar questions about like the context in which this is delivered to the third through fifth graders who are being asked these questions that seem maybe amorphous to them. Is is it pres is it is the survey distributed in connection with any other program or any
other kind of um you know >> um it's it's not with any other program. it is administered to them um I mean the teachers talk about what it is um in days prior to it but it's administered in their home rooms and then for grades
6 through 8 it was administered in PE again this year right in health yeah so they all take it together um we provided staff time at faculty meetings or um grade level meetings and then I sent out a few reminders to parents to um I also
extended the time window so there's definitely areas that we can continue to look at for next year too. And maybe even following that up, you know, ahead of time so the students are thinking in the mindset of what is our our school climate and and culture. What does that
look like? What does that mean for the grade levels? >> Excellent. >> Yes. Um, now I know this survey comes out of is it Ruters? >> Yes. >> Yeah. So I don't know how they break down the information coming back and I apologize I should have asked you this
in the committee meeting but >> are we given any breakdown because parents it's the whole like you know it's not broken down by school and it I'm assuming it doesn't get broken down like they don't provide that information like if it's an elementary school parent or a middle school parent
>> it will it will it will so there's a separate so each school in in the system in this database is broken down. Um, so for Millington, it the way I sent it out, I sent it out through the school
messenger with a link just grades three through five parents. Um, the same thing for the staff and the students, there's three separate links to click on. um also for central but the way that the information is segregated in the system
um it does it by school but it it doesn't have by grade not that I could find by grade level um you know I I didn't even see a review of the survey questions once the the window closed >> I I I and I don't know if I'm expressing
myself well but >> okay >> my curiosity would be if there was feedback that could be reviewed But how teachers from either school, you know, that climate or or parents from each
school just because it's a different it's a different subset. I understand if that's not possible, but I would be interested in what those numbers look like when you brought them down a little bit closer to, you know, 3 to five or 6 to 8.
>> I can look at that. I don't know if it's I don't know if it's possible or not, but I I can find out and then let the student achievement committee know. >> Thank you. >> Sure. >> Any other questions? >> Okay. >> Okay. >> Hello. Good evening.
So, our third district goal focus on making sure facilities continue to support the way students learn today. uh rather than just simply renovating a space, we wanted to actually um evaluate feedback and make sure the investment was actually worth it and making sure that it's actually improving instruction
and student engagement. >> We established several me measurable objectives. We looked at how the space was being used, gathered feedback from students and staff, evaluated the technology, and identified what additional improvements would provide the greatest educational value. The
remainder of this section summarizes what we learned. >> All right. So once the learning commons has been used for a few months, we shifted our focus from implementation to evaluation. Uh we wanted to understand how students and staff were actually using the space and whether it was
supporting instruction as we intended. >> The information we collected gave us confidence that we could evaluate the project based upon actual user experience rather than assumptions. It confirmed many of the project's successes while also helping us prioritize future improvements. The next
several slides highlight those findings. So, one of the first things we noticed was how quickly students were actually filling up every seat in the library. This was a great indication that they were enjoying the space um and that they were actually using it throughout the day.
We responded by ordering additional seating and bookcases while also completing the installation of both BenQ interactive boards. As we continue refining the space, we'll also provide additional staff training so teachers can fully utilize both the technology and the new flexible learning
environment. >> So, we wanted students to be involved uh in the evaluation process as well. So, we brought in some student council representatives and actually met with them. Uh, and they actually gave us a ton of really good and practical feedback. It was actually a really good meeting. >> What stood out most was that students
consistently described the space as more welcoming, comfortable, and collaborative. At the same time, they offered some practical suggestions like improving access to BenQ boards, adding some wall art, and adjusting some of the furniture layouts. And that's exactly the type of feedback that we had hoped
to receive from our students. We also spoke with the student council adviser because teacher perspective is equally important in determining whether the space supports instruction. >> The feedback was remarkably consistent. Uh teachers wanted greater access to the learning commons through reservation
system. Additional flexibility so two classes can use the same area simultaneously. more instructional technology such as potentially a podcasting space with a green screen, cameras, microphones. Um, and they also wanted the ability to move the furniture
uh so that it's easily reconfigured and it supports testing. >> These are all improvements that builds on the original project rather than replacing it and they provide us with a clearer roadmap for future enhancements. In addition to the focus group, we distributed a survey to students and
staff. >> Uh the number of responses was pretty modest, but the there was consistency across students, teachers, and administrators. Uh this gave us confidence that the survey reflected the overall experience of those using the learning comments
and overall the the satisfaction um ratings were were very positive. Nearly 80% of respondents rated the renovation as either good or excellent. Very few respondents expressed dissatisfaction, which tells us that the renovation had been wellreceived across the school
community. What I find most encouraging is that the highest rated features directly align with our original dis goals. the flexible seating, collaboration areas, and open layout, and the overall atmosphere uh received exceptionally
strong ratings. Those were intentional design decisions. So, it's really rewarding to see that the students valued the most. >> Beyond identifying favorite features, we also looked at why those features mattered to students. uh we consistently described having more
choice or sorry they consistently described having more choice, greater comfort, more room to ex, you know, explore and and kind of spread out and honestly the space just felt more welcoming overall. We also paid close attention to the recommendations because continuous
improvement is a huge part of the goal. The recommendations included additional technology, a maker space, charging stations, improved sound management, more flexible seating, and expanded guide access. These are all enhancements we can evaluate as future projects and
funding becomes available. Beyond the physical improvements, we also wanted to understand how the renovation affected classroom instruction. teachers consistently told us that the space uh supports presentations, collaboration, and different learning
styles. They also identified scheduling and additional BenQ training as two areas that would help them uh make even more greater instructional use of the learning commons. Overall, the evaluation shows that the learning commons renovation has successfully met the goals that we
established. The feedback from every group we surveyed consistently tells the same story. The learning commons has become a space that students enjoy using and teachers value for instruction. But perhaps the strongest endorsement came this year came from this year's
valadictorian who chose to recognize the learning commons during his graduation address. To us that reflects the lasting impact this investment has made on our students. >> Absolutely. >> Any questions? No. Yeah,
>> I think saying that like you said that the fellow Victorian mentioned it that says it all. I mean, you know, for them to take time out and his announce his presentation >> made me smile when he said it. >> You know, it really is great though that um
>> students felt open enough, you know, to to provide the feedback. >> The kids were great and they gave us so much information >> and they're gonna they see that you responded, you know, and and are responding. That's that's that's fantastic. >> Thank you.
>> Thanks. >> Good evening everyone. Um the goal that Lori and I worked on was building community. Um and I always say Long Hill uh school community. It's just fantastic all the way around. Um, but what we looked at was to strengthen the comprehensive district communication
plan, provide regular engagement opportunities for staff and families, build crossgrade collaboration structures across the schools, support studentled initiatives such as community podcast, and measure impact through
NJSCI surveys and community feedback. So when we looked at the end of the year and how we got to where we were, the district communication plan, we developed and implemented a strategy to provide information consistent consist
consistency for staff, families, and the community using monthly parent sessions, our weekly eblasts and other eblasts, emails as well, and then board reports. Engagement and support. We expanded staff and family engagement through
various events, meetings, and ongoing communication. Um, students were engaged through targeted middle school initiatives which included social emotional development surveys, guest speakers, and monthly character focused guidance lessons. At the elementary level, the students
engaged in our monthly um Tiger Team schoolwide character development assemblies. Um our uh counselor also created we started this last year. She called it um uh celebration houses but
like seal social emotional learning. Um and we did these typically like the days before a long break when the kids were just ready to kind of reflect on okay we got to the Thanksgiving weekend and what am I grateful for my class community. So
um she did like a choice board activities and the kids it was great to see the teachers give the teach the students that time with the teachers together doing it as building that class community. So we did that I think about three or four times throughout the year.
Um and it was just a way for everyone to kind of let their hair down but focus on their inner being um and the SEAL activities that went with it. Um uh and then monthly character ed lessons. Uh we also continue to partner
with the Longhill PTO and Longhill Ed Foundation in their family engagement efforts. And I thought of like when I was just sitting here the um the PTO this year tried a fifth and eighth grade versus faculty volleyball tournament. I don't know that as many eighth graders
participated, but fifth grade had a blast. So, it might be something going forward that all the kids can do and um hopefully more teachers jump on be board the bandwagon. Uh the teachers did a great job. I cheered them on. Um but then I also thought about the um color
run and all the activities that bring the school together and students are engaged in that. I know sometimes there's just parent events or meetings, but the fact that kids are seeing each other within this community after hours is fantastic. Um and then staff
collaboration. We used our professional development days, curriculum Mondays, and as well as some professional learning communities to address any feedback we received in surveys from the teachers um to align everyone districtwide. Uh and we also provided
teachers time for crossrade and crosschool collaboration. And I think that was really valuable our last curriculum Monday to see the different grade levels moving from table to table to just kind of talk about really too how they uh feel it went with I the
ready math roll out. It's the end of the year and other areas we can work on and also just you know every class has a has a flavor um and just you know things that to prepare as so we can the transition won't be so difficult for
some students. And then our impact monitoring that I know Dr. Jones just went over administered the uh March 2026 NJSI survey um to 3 through8 students, parents and teachers um and to analyze
year-over-year progress and develop refined communication strategies for next year. I also had another interesting thought when we administered it this year. It was the worst winter we have had and to think about how the kids just needed to get outside at recess.
where we were stuck in classrooms. And I think we got to a point at Millington where you have big kids, big bodies. They've got to get outside to play. We moved cars. We expanded the parking lot so kids could play football and soccer. No, you know, we had rules. I was on top
of it, but it just made a different mindset. But I think kids feel like you went the extra mile for us. So the expectation is now you have to make sure you're following the rules in the classroom. So, I just thought that was a neat connection to talk about, too.
>> Yeah. >> And I believe I'm turning the mic. >> Mrs. Dawson, I will say that the principles have done a great job with the Instagram accounts because this was only our second year and the following continues to grow and the principles have been great about consistently
posting pictures and videos of the kids and their programs and uh in the classroom, field day, you know, whatever it might be. So I think that's been a great addition to our communication strategy. So thank you. So here we are back at the strategic plan goals. We put
this slide up here just to emphasize the idea of continuous improvement. We're staying with our goals and our next step. Uh Lori, go to the next slide. We will be the proposed district goals for 2026 27. will share those with the board
at its August um uh goal setting meeting when they're setting their uh own board goals. Um we are going to use the same approach we used last year where where we develop the goals collaboratively and align those goals with the strategic
plan. We'll have co-chairs again. Uh and this Wednesday we meet as a group for our administrative uh retreat uh with our summer reading selection and our all day meeting and we're going to work on those district goals. Robin is very
excited about discussing the book. So So Lori, time for feedback and questions. Does anyone have any additional questions or feedback? any >> I personally thought this was so informative and so well put together. You know, the presentation in general
got a really good understanding of what you guys are doing and really it highlighted how much you guys work at it, you know. I mean, that's that's all I have to say. >> Thank you, Karen. And it came from the team. They put it all together.
>> Yeah, I was going to say this the same thing. I mean, so much went into it and I'm I'm hoping it was a good process for you guys to revisit and celebrate everything that's been done and helped to set the stage uh to move forward for next year. So, thank you so much. Um, I'll also thank I know the student
achievement committee met and reviewed this in advance. So, they asked a lot of other questions, so don't feel like a lot of those questions Dr. Jones had to handle on her own, but and she did a great job. But, thank you all for your time and for being here uh tonight. >> Thank you. It really it really was
>> wonderful to see and I think it's good for the whole board to see the big picture and kind of all the different things that you know we just had our retreat and we kind of were discussing all the different things that we aspire to and to see it in action really it
does help us do our job better. So thank you so much. >> Thank you. >> Okay. >> Thanks everyone. Thank you. >> Okay, we are going to move to communications. >> Okay, I I regret to report that uh Tom
Groskoff has advised us that um he is resigning from the board effective today, earlier today. Um and I I'm not sure was this his third term that he was finishing or second term. So he's third term. So >> Oh, second second six. Oh yeah, that's
six. it precedes my time, but you know, this is like 6 years of time. So hopefully we can get him to come back uh this summer, the next board meeting or September, so we can acknowledge his service to the district. Uh we appreciate it and you know all his volunteer service. Uh so thank you Tom.
>> Thank you. >> Yes, thank you. Um board committee and leison reports Karen. >> Okay. uh Mars County Ed Services Commission met in Jo uh June and the only thing is they do their reorg in
June by state law and believe because they are still working on the uh where we had the April calendar, you know, and things change then and there are actually I think two districts in Morris County that still have their elections in April. But anyway, so we had a reorg
at the June meeting. Uh I also uh I think you should know I'm I work with the uh Morris County School Boards Association and uh we had a planning meeting for the subjects of of sessions that are going to be held next
year. Um it came up about us hosting December. There were three districts that volunteered. Uh they settled on Rockaway. I mean Rockaway came back firmly positive. Yes. And going on. So I said I would bring it back that we would look to possibly other time in the
following year. >> Okay. Uh okay. With regards to Oh, governance did not meet. Okay. With regards to uh finance, we met this past Wednesday. Um
couple of things. Playground grant, I think it was mentioned, you know, our playground equipment new kit for Gillette. Uh there was money budgeted in the uh excuse me in our budget. Fortunately though, the grant covered
I'd say what 70 85% or 90% of the cost. So that some of from the budgeted monies there is still some left. They had to take some. So there's 40k left and Robin and Charles are working diligently to see how best to
utilize that. Uh there was a program associated with cops school violence prot prevention program. Last year we applied for a grant so we could get security cameras. We didn't get it. It's there's an opportunity again this year. We're go uh application be made. Um
there are it is in the budget. What we're going to do though is we're going to wait to see about the uh award because we can't buy them. We will not get reimbursed. it will not be reimbured. So, we're going to wait to see if we get it. And in uh in terms of
negotiations, uh finance provided the memorial memorandum of agreement and a salary guide on June 29th. Uh I think you all know that something came up associated where it was an offering made to the
teaching staff regarding changing their health enrollment and uh three people responded. Uh, consequently, it does save us about $1,200. It would have been nice if more responded. And Robin has already gotten a little QT from our
broker, Brown Brown, and we can look forward to possibly next year a 10 to 15% another increase of 10 to 15% with regard to health premiums. Uh, subscription busing. As of June 30th,
there were 45 uh paid applications. Um last year we had 79 at the time. I don't know if you've gotten any more. >> I haven't tracked it. >> Okay. Okay. Uh the long range facilities plan was completed and given you know uh
to BNG. Uh there are board items you saw associated with our debt which which fortunately will retire in January of 29. We only have a little way to go. Uh there's two things. Carney Bank, you
know, is our bank and there were accounts that uh were regular B bank accounts, unemployment and what I call a general account. So high quote unquote high yield accounts were opened. The
unemployment uh I'll call it regular account was closed and the money moved into the high yield unemployment. the general account, small amount of money is still being kept in the the lower interestbearing and most of it
transferred to the high yield. Um, let's see. Oh, yes, there was $800 in uh quoteunquote a cheerleading account uh at Central and it's been sitting there for over a year and there's no future
plans to have cheerleading come back. So, uh, Mr. Vitarello is leading a cha charge to have a volleyball program. So the money uh it require purchasing new supplies. So you're we're being you're
being asked to transfer some funds to handle that startup cost. And there's a a resolution for residency investigator. Not that there's an issue right now, but just so we have one available and it's
been approved. Um, the Long Hill Education Foundation had made a commitment for a to maintain a $1,500 scholarship for uh a music scholarship for, you know, students that are would
be bene benefit from a music uh program but could not afford it. And um they kindly are donating $636.80 80s to bring it up to the $1,500 because that's the commit that's the minimum
they committed to. Um with respect to IDA figures and ESA figures for this for us for this year for 2627 IDEA we got 75 $7,400 more than last year and ESA we're like $650 less. One
of the things which I didn't know is we uh we do budget for these monies but basically they were directed to or are directed to budget at only 80% of the previous budget year but I think it went down to 75%.
Did it not? >> Uh we budgeted uh ESA at 75 and IDA at 80. >> Okay. >> But budgets would not be approved if you if you budgeted more than 80%. >> Okay. because you can never tell that what you're going to get. So this way if you got less would be less of a a shock
to you. And fortunately at least in SEA fortunately was only $650 less. You're going to see some things associated with vendors uh for the over $53,000 limit. But it's uh items and things that have been
approved. So it's nothing to really worry about. This is more I guess you would call it keeping sticking with the rules. I think the big thing is uh that was brought up is um we have two new students for out of district placement
and um this is in terms of budget concern potentially uh $350,000 that has been unbudgeted is not budgeted that Robin's going to have to work some
magic out so we could figure out how we're going to handle that in the coming year. And it's not only the coming year, it's ongoing because they're entering early in their career, school career. Um
there are business reports which I'm going to leave to Robin to report about. Uh I'll leave information about the new dump truck to be reported by B&G. Just let it be known that um the for the cost of the the vehicle because of the
contract associated with Bridget we got $27,000 towards the purchase of that equip >> 24 >> I'm sorry >> 24 >> 24,000 I apologize okay thank you uh the audit is starting uh August 24th to the 28th and um
we als we at budget time we've talked about the excess fund balance and like to have it in, you know, around the 1.5 million range. And we're and that's funds to support all kinds of emergencies. And finally, the final figures are
will be confirmed with the audit, but it looks like we're going to be able to come in, you know, around what we've been running at, which is what, uh, Robin targets. And last but not least, uh board members are encouraged to let
Robin know if you plan on attending the conference. She has to do stuff with, you know, enrollment. And that's it. Any questions? >> Any questions for Karen? >> Nope. Thank you, Karen. Crystal
>> policy did not meet this month. Nothing to report. Okay. And >> um student achievement met on July 2nd. um the board and uh the community and everyone here uh saw the majority of the student achievement meeting which was a preview of the presentation that we we
looked at today. Um and as Kim had said uh on the committee we do ask a lot of questions and really dive uh deeply into the information and the data that's presented and and the plans that the district administration has in place to meet the goals uh that arises from the
data. Uh and then after um the review of the presentation um we had uh just a brief update on the extended school year program which is a summer program for uh our special education students. Uh also an update on the um title one summer program that is running at the middle
school that was piloted this year. It's a small program uh in place for uh middle school students um for some additional support. Uh summer curriculum writing is underway. Uh we will have more updates for you usually in
September when it's completed. Uh and uh the planning for professional development is underway for next year. So we had a beginning discussion of where those plans were in place and you will be hearing more of that from us as well as the year goes on.
That's it. Any questions for an >> uh no report this month technology will meet in August. >> Okay. Alex, >> thank you. Um, quick report for buildings and grounds. Uh, our last meeting was on June 17th, which is approaching like a month ago. Um, but
very quickly, we had an update on the playground grant, and I was recently provided some pictures of some of the items that might be rolling in there. Um, so we'll uh hopefully get a more detailed update either later on in this meeting or or at our next meeting. Um we
met um with the new architects with the district from John um Jen Forarro Architects and they are the vendor that's going to be working with the district on the long range facilities plan uh which was presented and um you
know is a working in working progress. Um there's renovations to the instructional spaces that have uh begun and I I'm sure the work is well underway. Uh but at the time when we last met uh final
measurements were being made for some of the case work that's going into Gillette. Um the um insurance company that we work with um annually comes to inspect playground equipment and I believe um
had done so at the Millington school and at Gillette school. There's only one item that needed correction uh that was already quickly addressed at the Millington School playground. Um there was work being done uh installing
um uh unit ventilators in Central Middle School in rooms 10, 11, 12, and 13. Uh so that work was progressing at that time. Um and there were some plantings being done outside of the board office. Uh as Karen mentioned, I believe the
dump truck was already purchased and I'm not sure if we've acquired it yet, but >> it is. It's sitting out. >> It's sitting outside. Wonderful. >> Beautiful. It's registered. >> Oh, wow. >> Driven. >> Good job. Thank you. Um, so I'm sure summer work is well underway. Our next
meeting is going to be on July 22nd. Um, and we're planning for an in-person meeting at one of the schools for early fall. >> Thank you. >> Any questions for Alex? No. Okay, Katie. Um, I just wanted to mention as as uh
Karen mentioned, um, item 22 on the U agenda is for accepting the donation from the Long Hill Ed Foundation. Just to give you a little explanation, what it is is that we maintain about it's $1,500
in the school um budget that we donate. Um, and what it's for is for students um to rent um music equipment. So students that wouldn't be able to afford participating in our music program because they couldn't afford an instrument now may do so. So this was to
make sure that we topped it up to make sure that we had the $1,500 in the bank so that it could be used um depending on how many students need it. Um, I did want to mention that uh we wound, you know, at the end of the year our um we have an annual budget for
about I think this year it was for 20 $25,000 and we just came in under under the wire for $24,964 worth of grants to the Longill School District. >> Which we're very proud of. Very nice. Um
this included um foundations reading um >> adding books for the um foundations reading program which came to about $9,000. Um we sponsored the district reading initiative with the little charms and things like that. We did um we supplied
some some uh gift I think they were like gift certificates for for the read across America. Um we do we sponsor um some afterchool uh scholarships for four students which was about $2,500.
Uh we provided school supplies for children's with needs. Um we did the band instrument scholarship. We sponsored the fifth grade New York um field trip. We uh we sponsor a robotics grant for the robotics team. Uh we
bought they're called Central School Boom Whackers. I believe that is a um fidgets for for for students. Um >> no, I think it's musical instrument. >> Oh, the boom whackers. Okay, I apologize. Musical instrument.
>> Um there's a new program starting at Millington called Junior Chefs uh that uh the um occupational therapist introducing um in the upcoming school year. So, we provided them with some supplies. The preschool playground got
new equipment for another $1,300. And we are providing um the money to have the creature comfort pet therapy to train our teachers with Peter so um he could provide devotional support to the students at Millington. And finally, we
provided about just under $2,000 of flexible seating for Millington. So, it was we're really proud of that. Um a lot of people don't know what the Ed Foundation does and so I felt it was important to kind of share what we actually did this past year. Um, and I I
am the new chair of the grants committee. So, I look forward to working with the district to uh come up with a better even better list for this year. >> That that's a great year and summary because it's so easy to forget all the different, you know, support that you provide throughout the year. Peter is becoming like part of the faculty now.
So, that's great that we're going to have other teachers trained to work with them and share. >> My favorite thing is that Peter and I know in the past it was Bugsy. don't remember what the dog was this past year were in the yearbook, which is the greatest thing ever because the kids will remember them forever.
>> Sure. Sure. >> So, that made mine >> But I I'll also say that this is probably the second or third year that you're doing the um the the funding for the musical instruments for the scholarships for the kids. And to hear Miss Shippon talk about how important
that has been is just it's wonderful to hear. >> Yeah, that's what we do it for is for the kids. So, happy to do it. >> Awesome. Thank you, Katie. Um, moving to uh superintendent report. >> Okay. Um, real quickly, just a couple of
items. Uh, you know, it's been about 10 days since that storm rolled through on the night of July 3. And I just want to confirm that other than losing power for 45 minutes immediately after the storm and our generators kicked on as they are programmed to do, there was really
nothing else to report. maybe a few down branches, but given all the damage that's been done in Long Hill and around the surrounding area, we we were really very fortunate. Um, we're also very fortunate to find a highly qualified Spanish teacher. It's hard to find a
Spanish teacher anywhere in New Jersey, if not across the country, but to find a part-time one is is really a challenge. Uh, and we found an exceptional candidate, and we're very pleased about that, and she's on the agenda tonight. Uh our next meeting is August 3rd. Uh
that meeting also starts at 5:30 for the board goals work session. >> Any questions? >> Oh, and let me just add to like Robin will put out an announcement about Tom's about the vacancy caused by Tom's resignation. We have 65 days to appoint
someone uh from the date of the resignation. So Robin will be uh posting on the website and sending out an eblast. So just to get the word out. >> Okay. Thank you. Uh, business administrators report. >> Hi, I have very little to say. I'd just like to expand a little bit on what
Karen said about the excess fund balance. So, every year we take money out of cap reserve, maintenance reserve, emergency reserve, and we also put some money into a future year budget. That's what excess fund balance is used for. So, the fact that we have excess fund balance and it's right at the levels
that historically it has been. we don't have more or less, but it's allowing us to replace what we spent out of our capital maintenance and and um emergency fund and also put $330,000 toward the future year budget. So, the way that we
keep our budget balanced is we bring it down, we spend it out of the cap, all those reserves. The end of the year, we hope that we can replace the money, bring it back to the level it was, and then July 1st, we take it out again and we do more projects. And we hope again at the end of this year that we have that money left that we can put it back.
So one of the things about having some unexp um expected unbudgeted um expenses is that that's going to lower that fund balance. We have to watch that because we don't want to end up being a district that has no money going back into the
reserves and you just spend down your reserves, spend down your reserves and all of a sudden you can't afford to maintain your buildings. So, that's what I'm watching very closely, making sure that we have, but I just wanted to make sure that the board was aware of what we're talking about. >> Okay. Thank you, Robin.
>> Okay. Um, any comments from the public on agenda items? Okay. We're going to move to resolutions. Karen, will you move in the minutes number one? >> Some moved. >> Second. >> Any questions? Roll call, please.
I'm sorry. Who said second? >> I did. >> Thank you, Ann. >> And I also say yes. No, you didn't ask. >> Okay. Yeah. Okay. Miss Butler? >> Yes. >> Uh, Mr. Jamus? >> Yes. >> Mr. Foster? >> Yes. >> Miss Dr. Maher? >> Yes. >> Mrs. McClennon? >> Yes. >> Miss Nyquist? >> Yes. >> Mrs. Casease?
>> Yes. Crystal, will you move in financials numbers 2 through 26? So moved. >> Second. >> Any questions? Roll call, please. >> Mrs. Butler. >> Yes. Mr. Dejamos, >> yes. >> Mr. Foster, >> yes. >> Dr. Maher, >> yes.
>> Mrs. McClennon, >> um, this was for financial, so you want to recuse number 22. >> I want to recuse for recuse for number 22. Thank you. >> Okay. Uh, Mrs. Nyquist. >> Yes. >> Mrs. Casease. >> Yes. Um, and will you move in special services numbers 27 through 31?
>> So moved. >> Second. >> Any questions? >> Roll call, please. >> Mrs. Butler. >> Yes. >> Mr. F de Jamus. Yes. >> Mr. Foster. >> Yes. >> Dr. Maher. >> Yes. >> Mrs. McClennon. >> Yes. >> Mr. Nyquist. >> Yes. >> Mrs. Casease. >> Yes.
>> Um, I have a quick question though. On 31, was that supposed to say 2526 or is it supposed to be 2627? >> Is it Do you know? >> I I don't know for sure, but I'll we'll double check on that.
>> Yeah. Wait, I do know that this is for um 2627. >> Okay, that makes more sense. >> Yeah, >> good catch, Kim. >> Okay, >> so moved as amended. >> Yes, if anybody has a problem. Okay, we'll just keep going. Um personnel Justin, will you move in numbers 32 to
41? >> So moved. >> Second. >> Second. >> Any questions, please? >> Can I just I mean, we'll say more at the end of next school year, but um Mrs. her. She taught all three of my children
and she's just absolutely wonderful. I've had a a 14-year, well, not 14, 12 year relationship with her and she's just been a wonderful asset to my family and I have three very loud chatter boxes that are very articulate um that could
hardly speak when they started with her. So, I'm grateful for her service to the schools. >> Yeah. So, we got plenty of advanced notice to think of some nice things to say about Julie next year. Thank you. Um, roll call, please. >> Mrs. Butler, >> yes. >> Mr. Dejamos,
>> yes. >> Mr. Foster, >> yes. >> Dr. Maher, >> yes. >> Mrs. McClennon, >> yes. >> Miss Nyquist, >> yes. >> Mrs. Casease, >> yes. Alex, will you move in other number 42? >> So moved. >> Second. >> Any questions? Roll call, please.
>> Mrs. Butler? >> Yes. >> Mr. Dejamos? >> Yes. >> Mr. Foster? >> Yes. >> Dr. Maher? >> Yes. >> Mrs. McClennon? >> Yes. >> Mr. Nyquist? >> Yes. Mrs. Case. >> Yes. Okay. Um, moving into items for discussion. Any unfinished business?
Any new business? >> I have new business. >> So, on Friday, I submitted my intent to resign from the board effective September 1st. My family and I have decided to relocate out of state. Um, and once we do, I'll no longer be a Long Hill resident, which means September 1st
is my last eligible day to serve. Um, stepping away early isn't what I would have chosen, but I really proud of the work that we've done together, and I intend to give it my all through my last day. I've been proud to serve alongside those sitting around me. We've asked
hard questions with respect and kept students at the center. At a time when a lot of school boards have become proxies for national politics, Longhel has stayed focused on the work itself and our kids. And I think that's worth protecting. To my fellow board members,
I want to thank you for welcoming me, being open with me, and for teaching me the ropes. Um, I value serving with each of you. But I think the real work doesn't really happen in this room. The votes we take on Monday nights are only as good as the the people who turn it
into something real for a nine-year-old on Tuesday morning. And to our teachers, our staff, our administrators, they do that every day. Most of it without recognition. and most of it far harder than it looks. George, I want to thank you. You stayed steady, thoughtful, and
grounded. You've been honest with us in terms of counsel, and you kept us at the right altitude, and I've learned a lot from you. Um, and to our business office, good financial stewardship never gets applause, but it makes all of our decisions possible.
And then finally, to the residents of Long Hill, I want to thank you for putting me in your seat and for trusting me with the ones that you love. Um there's a particular kind of responsibility comes with a job like this. We vote on policies, budgets, contracts, but somewhere behind every
agenda item is a child and a family that trusts us to get it right. And I've never forgotten that. And so while my address is going to change, um my gratitude for Long Hill and for all of you will not. Thank you.
>> Oh, thank you. >> Thank you, Justin. You made it easy to work with you. I mean, really, you were you've been >> great on the board. That's all I can say. I mean, and then I know I worked with you on policy and in finance now. It was great. You've been good. Thank
you. Really enjoyed it. I enjoy your dry humor. Really, I really >> I enjoy you keeping us on track when we're in discussions in the back and you're like, "Okay." because some of us tend to kind of direct conversation I
don't know who kind of pull us together and I always appreciate it. >> Thank you. >> Well, we still have him for one more meeting. >> Yes, we do. >> And he's really showing his commitment because these are the two probably longest meetings of the year. So, today and August 3rd. So,
>> um Okay. So, thank you Justin. And hopefully, um we can give you more proper farewell on August 3rd. Um, any comments from the public? Okay. Can I have a motion to adjurnn? >> So moved. >> Second.
>> All in favor? Any opposed? Extensions. Thank you. >> Thank you.