Mr. Hyatt, Mr. Lansonski >> here, >> Mrs. Mendes >> here, >> Dr. Mskowitz, >> I have to tell my son get his >> Mrs. Seawart and Mr. Cohen >> here.
>> Good evening every >> Good evening everyone and thank you for joining us this evening um on our August 26th board meeting. Just want to draw everyone's attention to um a few things on our agenda to get started. One um
meeting is being held in accordance with the open public meetings act according to the sunshine law. Um we will be videotaping our meeting today. Um and there will be um that'll be available for public viewing. So I just want to make sure everyone's aware of that. We
will have public comments twice to this evening as we do in all of our board meetings. Um if you haven't signed up, please do so. um to speak. Uh you can sign up for either the first or the second round of public speaking of public comments. And then finally um
since we are on school grounds, our policy is obviously um very firm on no smoking or vaping on school grounds. Um and with that, let me ask if everyone will please rise for the pledge of allegiance. I pledge allegiance to the flag of the
United States of America and to the republic for which we stand, one nation under God, indivisible, with liberty and justice for all. Thank you everyone. I look forward to um our first meeting in September when we um actually have um
our students back and they get to sort of do the pledge of allegiance for us. Um I think that was great. Uh before we get started, I do want to um also take a moment of um recognition and then I'll ask for a moment of silence. Um it was
brought to our attention that um the district lost a um long-standing employee of the district um this past summer and um I think it would be helpful if I just sort of read a little bit about the this person and then we take a moment of silence. So, um, I'm in
process. I would like to recognize Jane Bragg, who died on July 2nd, 2025. Uh, Miss Bragg was born in Morristown. She was a graduate of high school uh there in 1956, but she spent the majority of her home here in Marbor. Um,
she passed unexpectedly um just a few days prior to her birthday. She loved life and her physical health was a challenge over recent years, but her mind of course always remained sharp. Uh she exemplified life in in service. She gave selflessly to her family, her friends, and her community. She um she
was a charter member of the Marorrow First Aid and Rescue Squad that was established back in 1971, a police dispatcher in the 1970s, and in the early 1980s, a lifelong educator. Um after graduating from Ruckers,
um uh she took on a young student teacher position here in Marbor and she paid back the chance to uh tomorrow as an educator for over 50 years. She was always trying to bring to the latest technology and education as a reading specialist to the township. She impacted
countless lives and she retired from Dugan Elementary. Uh and she loved the Dugan Dragons. She was known for her heart and her love of reading and her love for cats. Um and while she um and she passed most recently um she left
some family with uh behind and um their hearts are obviously very heavy with her loss. Um so with that um I would like to sort of just say thank you Miss Brad for your lifelong service education and to this township and to Marboro and to what
you have done. Um I know you must have touched many many lives and um you know those people will forever remember you and this district and this town will be forever thankful for what you did. With that um I'd like to just take a moment of silence please.
Thank you. Um okay. Um moving on to our agenda. Um let me suggest that we start with item number one which is uh announcements. Mr. Balone, you have some announcements to make. >> I do. I have a few announcements. Good evening everyone.
The first announcement I have is uh regarding our beginning of year uh forms that were signed by our parents. Uh we made that available on August 11th. Um the reason we do that so early is we
provide ample time for parents to review the forms. Um that was feedback we had taken some years ago where um traditionally the forms were released the day schedules were made available and uh we received some feedback hearing
from the community and saying nobody reads the forms. We race through it because all we want to see is our is our teacher right our our child's teacher. So we took that feedback and we gave almost two weeks advanced notice uh for parents uh before schedules went live.
Um with respect to those forms, I did receive just a few questions from community members um also from some board members regarding the grade 2 health curriculum.
And um following that um as a clarifier, my office went out to all grade 2 parents with a clarification letter um just to provide some additional information
uh on some questions that uh just a few community members did have and and some board members had as well. So, um, by way of, uh, illustration, I'll just hit on some of the highlights from that clarification letter that went
out, just so everyone can be on the same page and understand the factual information around the new grade 2 opt-in optout procedure. So, one question that came uh from the
community and or some board members was why did we add a new form to grade two for this year? Um, and the reason we did that was last year we went through an accountability process from the county
that happens generally every three years. It's called CUSAC, quality single accountability continuum, and CUSAC is the acronym for that. School districts in New Jersey have a three-year cycle with CQAC. And what was brought to our
attention by the county at that time last year, uh, around February, was that there was a standard in the second grade health curriculum related to personal hygiene. Right? It's really about personal hygiene. uh the standard is to
define basic body parts including the genitals. Again, it's you know this is part of hygiene, right? It's not a it's not it doesn't fall under reproduction or or sexual education per se. This is all about hygiene.
Let me kind of set the stage. So in 2020 the uh standards were uh were readopted. They were uh revised at the state level. And if you recall
um here in 2022, those standards were adopted here at MTPS because that's the year that they were required to be rolled out across public school districts in New Jersey. So, while they're the 2020 standards, it usually
takes a few years for uh the Department of Ed to allow school districts to work on curriculum and and get up to speed. And in this case, we had two years to do it and we did. So, that leads to um the second question
that came from uh that that came my way. Um what is the history behind the 2020 standards? So that is the history and we do know um going back to 2022 if you recall if you were uh watching board meetings at the time, attending board
meetings at the time or a board member at the time um that there was a lot of attention around those standards and there were some sensitive standards that we identified as a district that we determined it would be beneficial for
our community to opt in or opt out of those standards. Now, we all know here that um we do have an excusal from program policy. Um and
you know, I don't think our entire community knows of that policy and and I can assure you they probably don't. So, what we decided to do was to put those sensitive standards up front and center and share with the community, these are
the sensitive standards that we've identified. When you're signing your beginning of your documentation, you can opt in or opt out. This second grade standard at the time, and when I say at the time, this was under not under this board. This was in
2022, as I mentioned before. So the board at the time adopted the curriculum guides with those call them new standards the 2020 standards. So all of the curriculum guides were updated. Um at the time
uh the board in 2022 uh devised a really innovative plan which I believe was innovative and and catered to both sides of our community and provided the opt-in optout provisions at the time. This second grade standard was not
included at that time because it was decided. Uh we actually interpreted this standard to to so I'm going to read the standard again. Define basic body parts including the genitals. Uh our interpretation was if we're going
to mention the genitals we'll use the proper terms but we decided not to use the genitals. So we we included body parts like elbows, um knees, hands. Again, remember this is
about personal hygiene, right? Washing your hands. Um so we actually did not discuss genitals at all. In fact, you can see that in the curriculum guide back in 2022. I did a pretty extensive uh description about
what our curriculum guides look like, but I'll I'll summarize that uh here for you. On you have the first two columns, the the the left column and the middle column is state language, right? So that is not our language. That's just the state language including the standards.
On the right side, it says classroom applications. That's what it actually looks like in our Marbor classrooms. Um, in 2022, body parts were the ones I just mentioned without the genitals.
Um, in 2025, today, you'll see the same thing. However, during our accountability process, um, we were told you have to at least give parents the option to have their kids learn about the genitals and the and the the the
correct terms for those two body parts. So, while we were meeting, um, I worked with the county superintendent and and our assistant superintendent here, and we said, "Okay, so what makes sense is to employ the same exact process that we
employed back in 2022 for the other sensitive standards." And I said to him, I said, "Would that suffice?" And he said, "Sure, that would suffice." And of course, it's in alignment with our excuses from program policy. Um, and not only that,
it actually provides a greater degree of parental rights because those who want it taught can have it taught and those who don't want it taught will not have it taught. In fact, we take it a step further. By default, it will not be taught. So, you have to tell us if you
want it taught, and that's okay. Um, we currently stand at about a 65% optin and a 35% opt out. So, I looked at those numbers at 3:00 today. Um, most of our parents have filled out the forms. Um,
let's assume a parent doesn't fill out the form by the first day of school, which is hard to believe because the child won't know where to go to the classroom. Uh, but that will be an indication for us to say, "Oh, you don't know who your teacher is. your parent must not have filled out the form. That
will prompt the phone call home and then we'll assuming it's a second grade parent. We'll say you need to make sure that you look at this standard um and opt in or opt out. So, um I'm sure by the beginning of the school year uh ne
or the first day of school next week for students, which is September 4th, um that all of our forms will be filled out and if they're not, a phone call will be made home to make sure that parents are in the know. So, it doesn't typically happen, like I said, because if especially at the middle school level,
um you know, students want to know who their all of their teachers are. Um our our younger students, maybe if it's if if it's a first child coming through, the parent isn't quite sure of how to do that. We will walk them through that process. We will ensure that every single parent
reviews those forms, understands what they're reviewing, and uh so we can move on uh with instruction for their children. Um, one other question. Did the curriculum change? Well, I just told you it didn't, right? The curriculum did not change. The curriculum is the same
curriculum that the board in 2022 approved for those new standards. Again, not this board. 2022. What does the optin lesson look like? It's a 27 second video
uh with very basic definitions of the genitals and it our parents were able to view it. Um some of our parents may want to use that at home, still opt out in in school but use it at home as a talking point for their child. Um, some
parents say, "Thank you for doing this because I would rather have a licensed comprehensive health and fizzed teacher um, talk about this with my child." Some parents say, "I don't want you saying this at all." And we cater to all of
those um, all of those wants and wishes. This is kind of a redundant question, but was the standard taught previously in grade two? Well, the standard was but not including the genitals, right? So, and that was the that was the feedback we received from the county who said, "Okay, you you have to you have to at
least provide the option to teach it." Um, what does the instruction actually look like in the classroom? So, I I told you it's a 27 second video. Um, we are very This is not our first rodeo in terms of having students opt in and opt out. We also have many students being
pulled for various things in a classroom. Our teachers are adept at differentiated instruction. This is no different. This is a differentiation of instruction. If you're an opt-in, it looks like a 27 second video with headphones on. Um the reason we have a
video is because we control the message, right? Um that was a big uh back in 2022 that was a concern. What if what if the teachers inadvertently say something that they shouldn't say? Well, we said, "Well, we'll control that." And they actually our teachers appreciate that, right? Because they they don't want to
do the wrong thing. They want to make sure they're they're providing accurate instruction and consistent instruction across the district. So, we've provided videos for all of those sensitive standards. Um students will not be ushered out of the room if they opt out, right? Oh,
you're the opt- out kids. stand over here or go, you know, go to the corner of the room. It will not look like that. It will be a seamless differentiation like our teachers do all the time. It'll just be differentiated for this content. So, that's all I have for um the grade
two, the new optin, opt out for grade two. Um, moving along. Well, I guess does anyone have any questions regarding that? >> I do. I have several questions. Um,
for the opt in, opt out follow-up questions from the six and seven year olds that'll be viewing this video. Um, how is that going to be handled in the classroom? So for the opt-in students, you're
saying >> for all the if everybody's sitting in a classroom, some kids viewed this video, they find out where a baby came out of, they want to ask more questions. How are they doing that? >> So the the lesson is the 27 second
video. uh just like we do for any of our other sensitive standards. Um if they're asking additional questions, those questions will not be discussed in in the public setting with all of the students in the classroom just like we
do for the other ones. If you have a question, hold that question. Our teachers are very good at this. Um let's let's let's talk about that later. That's not part of my lesson right now. um phone call home to the parents, engaging the parents with, you know,
this this further question was asked. Um we're not going to be exposing that content to the greater classroom because there are students in that classroom who have potentially opted out. So, we're not going to have that discussion. The headphones will be on for the for the 27 second video. If there are additional
follow-up questions, the teacher can handle that uh outside of the public eye of the classroom and engage the parents at that point. >> So, the child will just be left with the questions for the remainder of the day until the parent can be contacted.
>> Um, you know, we could we could suppose a lot of things, right? It hasn't happened yet. When it happens, our our health and PE teachers are, again, this is not new content for them. um they they're used to doing this so they can
deal with it in the moment. I can't tell you exactly what that may or may not look like. We could play the what if game. What if this happens? What if that happens? But um in the moment, our teachers are, you know, just like any other teacher, right? I was an English teacher. Kids ask me some what what some
parents might think are inappropriate questions while we're reading, right? Reading texts. We as teachers, right, we have one out in the audience laughing, right? It happens, right? It happens all the time. We teachers know how to deal
with that. And we um we don't we don't make a spectacle in front of the others. It could be a pull aside, pull out into the classroom. If you have a co-teer in your room, maybe you get some help from the co-teer. Ultimately, we do engage our families 100% of the time. So if
there's something a little uh that needs a little more attention, we engage our our families and and our teachers know that our families are are engaged. >> Okay. So going back to the process, um I know we had communicated that there's no official report from the county
superintendent. Um so when this standard was reviewed again, um you know, an accountability assessment would result in some type of report. >> Um that was never given. There's no written report about putting the standard back in from the county.
>> So, I've answered that multiple times. >> Yes. To me, but I'm >> to you. Yes. Um and to the board, I think. Um there w there has been no official report given by the county to date. I am told it is forthcoming. Um
so, we have nothing in writing from the state. It was conversations during the meeting and uh subsequent conversations, but I have nothing in writing, no report, no letter saying that we were out of compliance, but I know it's
coming. >> Sure. So just to follow up um I was very engaged in 2020 all the way through 2022 when that um standard when we decided well when the board at that time had decided to not include this education in
the second grade but instead begin on these more sensitive um vocabulary and topics in the fifth grade. Um we had there was open discussion at the board meeting which I was at as well as a coffee chat and community um conversation um to make sure that
everybody was kind of accounted for. Parents had an opportunity to weigh in. Um I don't ever remember as a board member hearing about this until it popped up on social media and I was just
wondering why the difference in communication. Um, I would think that if you're introducing this because it was not taught prior, um, that this would have been a discussion that our community could have weighed in on a coffee chat would have been an excellent
forum to kind of get the understanding of the parents in this district. So the fact that this was kind of put back in um without any discussion, can we elaborate on why there was no discussion
at a meeting, discussion amongst the board, uh discussion from the curriculum committee at a review, any kind of thing from the communications committee allowing parents to know that this was actually chosen to be put back into our lesson plan for the second grade.
>> Okay. I think it's very important that we we you know pick our words. wisely here. Nothing was put back in. So the the curriculum has not changed. The standard has not changed. It has been in our curriculum guide since 2022. Again,
under a different board. >> So nothing was put back in. >> The lesson the lesson that's being taught is different >> because it now includes a video that was not there before. >> Yeah. Could I just ask a question based on what you're saying? Yeah. I just before
>> well it's piggybacking off of hers. >> I just want to make sure go ahead that Mr. Bologn is done with respect. >> Oh yeah yeah I was gonna ask question >> on top of that. >> I know he said nothing was put back in >> but it it was put back in. We're saying that it was put back into a lesson. So my second grader last year did not have
this. I have two other children that were in second grade. They did not have this. Hypothetically speaking if I have a second grader now this is now there. It was not there prior. So the curriculum did not change. But how we as a district are implementing the standard
in the curriculum absolutely has changed because now this lesson plan will be there. The video will be there. The video was not there prior but it is there now. >> That is accurate. Um the the only um students who will receive that
information are those who actually tell us they want it. So, let's just assume that you either didn't answer your form or you maybe skipped the question, which wouldn't allow you to see your teacher.
But the the only the only students who will actually receive this 27 second video are those who say, "Can I please have it?" >> Can I add to what you were saying, Mr. Balone? No, I just want Oh, I just want to add to his his point. I think the
survey that was sent is is testament to what parents want. The discussions that we're talking about, they answered by completing the survey and 65% overwhelmingly opted in for it. So, I
feel that that >> what survey are we talking about? >> Well, not survey, sorry, the the optin in opt out. That to me is also I'm just saying that that suffices and that kind of supports that 65% of the parents wanted their children to to learn about
this and they didn't have an option from 2022 to 2024 that to me is you know not kind of impacting parental rights and for me as a parent if I want to opt my child in what the board has done now what the administration has done now gives me
that opportunity >> and and I'll emphasize it was a process that we've already had in place, right? It this was a process that was already in place and we just, you know, like we ask our students to do, hey, let's apply this somewhere
else. We applied that process to another standard and and I'll I'll say that we did provide advanced notice. We went out on August 11th. Now, if you if you you know, some people might say, "Well, parents don't read those
documents." Well, I I'm not sure what I can do about that, right? I can't force people to read and understand what they're opting into, but I have to think we have a very involved parent community.
Those who are opting in know what they're opting into. I would understand if we didn't provide the opt-in opt out and we just um we just started teaching that content without telling anyone. I would understand that, right? But we first of
all, we're not defaulting by teaching the content. We're not. So, let's pretend that um you know, not even pretend, let's let's say that only those who are opting in will get the content. The default is they don't get the content. So, nothing has really changed
with the exception of providing greater parental rights for those who actually want it. And there are those who want it. There's 65% in this case who want it. >> So, um, and and those numbers, you know,
you could say, well, you know, the majority of the people want it, so it's the right thing to do. I'm not sure I would classify it as that. I would just say you've provided, you've given both sides 100% control. Back in 2022 and even last
year and the year before, we didn't give parents 100% control. >> We were only we actually opted those 65% who said they want it, we opted them out last year. >> So, yep. Absolutely. Can I just ask I
just wanted to say something before we ask another question. I just want to give her a chance to ask her a question. >> Thank you. I just had >> just two. The first one was I did send an email. So, thank you for responding and Mrs. Gross. Thank you. I copied Mr. Cohen and Dr. Mskowitz as the curriculum
chair just because I felt like that was the right thing to do and it was helpful. Um, I did have questions and you did confirm that nothing changed for the other grades. So, I appreciate that. The other thing though that I I think where I'm still getting lost and I
apologize for that is in the fact that the curriculum didn't change but there's something different. So can you explain you mean that this was there but it wasn't being taught. It was already in the lesson is what you're saying. I just want to make sure I'm saying the right thing in my head.
>> So that's partially correct. It's nuanced, right? So nothing changed in the standard. We are not allowed to change the standard. Right? If we if we start um changing words in state standards, that's a problem. So, we can't do that.
The language that the standard I read was in the in the curriculum guides in 2022, 2023, 2024, 2025 in in perpetuity. They haven't changed, right? They still haven't changed.
What changed was we are now giving parents the ability to opt in to having their children exposed to the correct terms for the genitals male and female
>> because it wasn't there. It's it's there but it wasn't being taught is what you're saying. I just want to make sure I'm saying >> correct. It's there. It's it's written, but it it was last year and the years prior up to 2022. We just did not we didn't include
genitals. We included other body parts. Um and our be at the time our interpretation was if we're going to talk about the genitals, we will use the correct anatomical parts. But we are not going to. As a district, we decided not to talk about genitals at all.
We we were told we can't do that. that you we had a misinterpretation of the standard. Okay, that's what QAC is for, right? QAC is there. It's an accountability process to make sure we are upholding the state standards and in
this case in instruction and practice. Uh Mr. Caravello has a section for finance, right? Um we have a personnel section. So this is the accountability process. When somebody comes in and says, "You need to tweak this a little bit. You're you're not doing it 100% correctly." It
is our duty to fix it. Now, that doesn't mean that we acquies to the Department of Ed and say, "Oh, you're you're right. We have to do this." No. I and and my team, we think creatively
and we say, "How could we meet your accountability standards, but also meet the the needs of our community?" And that's exactly what we did here. We we employed a process that is tried and
true in this school district since 2022. >> Can I just ask one thing then or make one general thing of where I then just I didn't express this in my email. This is my second piece and then I'll stop with my question for now. First of all, as a parent, full transparency of somebody who opted both children in in this
district for all their years. So, I'm not I think that's that was my choice and I appreciate that choice. I would just say for me where I struggled a bit with the content itself was the fact that we gave and I don't want to get vulgar here or state it, but in one
instance we said one was for urinating and the other was for child birth. And I think the child birth piece at that age, that tender age of second grade to me felt a little young. Whether whoever created that standard, it's my own personal opinion. That's all I'm
stating. It felt a little young. The the maturity level if if one is for urinating, the other one child birth opens a whole slew of questions. However those are answered, I can't say. So my own personal opinion was it felt a little young for that age group. That's all. So,
>> and as a parent, if you had a second grader, you could say, >> "I am opting out of that because >> I personally believe that it's too young." And I respect that, >> right? >> Um, and I understand it. >> Um, and and it really,
>> you know, when when we're running the school district, and I I think I've said this before, it really doesn't matter what I think. It doesn't matter what any of us think individually. We are in a public school district and our job is to drive right
down the middle and I feel like we've achieved that with this process. You know, one side can say I want it and the other side can say I don't want it. We've given that there are
many school districts here who just don't give that option. And they they give the option through our policy, our excusal program policy, which in some cases feels hidden or uh you know, if you're not really um astute, right? You
don't really know. Um yeah, there's a process, but we're not going to tell you about it. We're telling everyone about it right up front. >> Daniel. >> Yeah. So, um I guess my question really was not
answered and maybe it's more for Mr. Cohen. Um I have young children and I know that if you teach a couple six and seven year olds something, it's not isolated to those couples, six
and seven year olds. Um, I also do believe that teaching six and sevenyear-olds something and then saying we can't talk about it any further, especially something profound like where a baby comes out of, um, is not
beneficial. Um, but following on that, I believe that these are conversations much like 2020 through 2022 that should have been a discussion that was brought forth by the curriculum committee. So again, I'm just going to ask the
question, what changed that this was not a discussion? Why didn't we hear about this from our curriculum chair that this was being discussed? We had the ability to carry out not defining those body parts for four almost five years. So,
what changed that we didn't have a coffee chat, that we didn't bring it to the board discussion, that we didn't get a report from curriculum, and that we found out on social media that this form was now popping up on second graders, because I'll speak personally and say, I've had well within dozens of parents
reach out for further clarification to me personally. So, if that's happening, shouldn't this have been something that met the same process as was done in
2022? Because in 2022, the board that represented the community met with our community and decided that this was a standard that shouldn't be taught or not a standard, a lesson that shouldn't be taught to six and seveny olds. But in 2025,
someone somewhere, and it wasn't from the county superintendent in an official report that said, "You have to do this. We've we've made that clear." But somehow somewhere, a decision was made to bring this lesson back to our young children, but there was no discussion.
There was no transparency. It just popped up in Genesis on a forb. Parents watch the board meetings. They go to community events. They want to talk. We had I I was at that coffee chat. There was a lot of people there. I was there
as a parent. Why did the process change that we did not hear a committee report from curriculum that this was being reviewed? Why did we not discuss it in new business? Why did we not discuss it here as a board? What changed in the
process? And why was it, for lack of better words, hidden until it popped up on a genesis form? I don't you can choose whatever you want for your your child. However, we should know that this was happening before it popped up on a
genesis form which I will tell you a lot of parents had a lot of questions about what does it mean. So can you explain why that process was differentiated from 2022 to now 2025 where we didn't discuss
it at all and in 2022 we had months of discussion around how we were going to implement these standards. >> Well two things I cannot talk about. One is I can't talk about 2022. I wasn't on the board then and quite frankly I didn't follow it the way you may have followed
it back in 2022. Two is I'm not a member of the curriculum committee, so I can't speak to what the curriculum committee did in 2022 and what the curriculum committee knew prior to the last board meeting or this board meeting to be able to report out
and and I do not agree with your use of words in the words of hidden because I don't know that something was hidden. All right. I think Mr. Balone has been very forthcoming. Miss Gross was very forthcoming in her information that she
shared in which they talked about the need to provide the form. There was nothing hidden. They went out there when they were questions were raised in which they sort of responded to them and gave truthful and open answers. So I don't agree with that that couching of the of
the of the the process. What I will say is that from my point of view, all right, when I look at 2022 and 2025, from what I've learned in this conversation and through my questions to Mr. Malone as well, 2022, we adopt this
board, a board, some of you were on it, adopted standards that were new. You adopted curriculum that was new. You adopted an optin, opt out process that was new. There was a lot of new things
going on in this district back in 2022 in which quite frankly extensive conversation is right. No one disagrees with that. Extensive conversation and parent understanding and community outreach was the right thing to do. Nothing changed in the
curriculum this year. Nothing changed in the process of opting in and out out for health standards except for in the second grade. Nothing changed in the guidelines. They were all there. So the only thing I see changed is that the
board was asked or not the board, the district was asked to comply with the state standard and Mr. Balone in his role as superintendent and Miss Gross and her role as an assistant superintendent
worked to address that standard as they were required. That's all I see. That's my viewpoint. That's where I sit. All right. And you know, as far as you know, the information I've heard, that's where I, unless something comes out that that tells me otherwise, that's my
understanding at this point in time. >> So in 2022, we had a board that prioritized transparency. And in 2025, we made the change without the board >> that is your interpretation of it. I don't agree with that. In 2022, we had a
board that one can say did not reflect or did not respect parental rights in the context of of second graders. All right, Mr. Balone made that point very clear. Everyone has a different viewpoint. The fact of the matter is that's your viewpoint and others have different viewpoints. >> Understood. There's no need to get
upset. I'm just trying to understand why this was made by our superintendent and assistant superintendent instead of by our board because curriculum and lesson plans and what was being taught was a decision of the board in 2022 with the input of the community and in 2025 we're
hearing it was just implemented >> and then after the fact we got communication >> from our assistant superintendent. >> You're entitled to ask the question. I think I've answered it. I think Mr. Balone has answered it. I'm not sure whether or not there's any other answer
that we can give you that will satisfy that question. >> So this was a decision of Mr. Balone and the assistant superintendent and not of the board. >> Yes, I think that's been stated >> over and over again. >> I have a curriculum committee. >> Yeah, I think what would have been
helpful and I understand what you're saying about the changes in 22. We did have coffee chats and all of the things to talk about the change. I think what would be helpful in the future is maybe just I understand that the agendas are out there for the board members and
what's discussed in each of the committee meetings. I think if there's a topic that could be deemed sensitive now again that could be right what's sensitive to you may not be sensitive to me maybe if we could just make sure that we share that communication. Now it's in
the agenda. I I know that I think somebody kept the agenda because I understand that this information was on the agenda. I believe in your August meeting for the curriculum committee, not shared out to the board, but it is there for us, but I don't I don't check
the agendas every single week. So I guess it would have been helpful to to me at least if I kind of knew that um the sensitive topic was coming only because then now if people reached out they were
deferred to Mr. Balone. So that's that's I understand you had asked for that. I would just say that that would have been helpful because I didn't know at the time I didn't have a second grader. I didn't sign off on it. So I didn't know so I didn't know where to direct people. So then you had told us direct them to
you and I did but I just I guess for me wish I kind of knew so I knew what was coming that's all but agreed and if it was in the agenda for the curriculum committee that means it was discussed by the board members who make up the curriculum committee. So by and large this was a decision that was made with
the input of the curriculum committee which is the entire point of culmination of the point. >> I don't I don't know what they discussed. I just saw a note somewhere. >> I read Mrs. Gross's email that said there was conversation around this. So, I just was wondering why that was uh
conveniently left out of the committee report at the board meeting. >> Can you got to put your microphones on so people can hear, please? >> Sorry. So, you said you saw it in the August. Yeah, because it wasn't discussed. It was discussed after all
the um some things on social media and whatever and the issues that we're seeing now. Um that's what we talked about. It was literally I think last week. So there was nothing hidden. No one's hiding anything. >> Yeah. I didn't I didn't look at July's. I only saw
>> You can look at You can look all the way back. There's nothing. >> Can I just add a couple more things? >> Thank you for that clarification. >> I just want to say just a few comments. Um, so for the kids that have opted in and having follow-up questions, I think
when parents opted their children in, they're fully aware of how their child how how their child is, right? So, they know if they're going to have follow-up questions or not, knowing that there potentially could be a follow-up question, they
still opted them in. That's number one. So, for anyone else that has opted out, they don't have to worry about that. Second, um I'm hearing that there was a lot of discussion around 2022 about, you know, opting in, opting out. The way I look at it, if 65% of parents opted in,
then did we not listen to the parents back in 2022? I mean, I just can't imagine that number being much lower. I'm I'm pretty sure it was probably at 65, if not higher. So that board at the time
decided to listen to well not listen to the majority of the parents that wanted to opt their kids and it took that away. So that is to me a pretty big violation of parental rights. That's number that's that's the first thing. And then um
sorry I'm just looking at my notes. I just want to emphasize again, I think what um the administration did is fair because I think that as a parent, whether I want to opt in or opt opt out, I should have that option and you have
made that possible. Um and again, I can't stress it enough. That's 65%. That's a pretty overwhelming number, right? That's a significantly high number of parents that have opted in for this to be taught to their second graders. So, I I I don't see any
challenges with that. And I think it's a very h it's it's a happy medium where parents that don't want their kids to learn about it, they can simply they've already been opted out. So, I think it's a it's a very good option. I think that um the administration has done a really
good job. So, thank you so much for doing that and giving parents the right to choose. I just want to say we don't have the numbers so we can't just I guess kind of say in 22 we feel that it would have been
this. We don't have those numbers handy. If we had them that'd be fine. I I would just say that I don't want to put an assumption out there. Well, I'm assuming 65% because we don't know. We don't know the climate at that point in time. We don't have that. Now, if we have it handy, that's fine. I'm just saying we
can't assume it. But we do have the data for 25 and I get that point. I would only ever ask you this one question too. Prior to the board in 22 with the optin and opt out, what was the option before that? What were they doing?
>> Utilizing the policy, but remember the standards prior to 2020 were not, I'll call them as sensitive as they are now. >> Right? So it it was really the um the genesis of all of this was the new standards which was the 2020 standards
but they were implemented in 2022. >> Correct. >> Prior to that you you did have um you did have your uh somewhat sensitive standards. Um a lot of them were up at the middle school level and high school, right? Which doesn't apply to our
students. um and parents would opt out using the excusal from program policy. >> Right? So the board in 22 gave parents the right to opt in or opt out instead of referring potentially to a policy they didn't know. Families actually had that opportunity. So it wasn't a
violation of their rights. It was actually giving them the right to decide what was best for their child and making it an easy um way for them to choose that option as opposed to referring to a policy. Not saying the policy wasn't always there and right, just we know a lot of people don't read the policy. So
the board in 22 gave them that option. >> My my last question for will the data be available um for us to review as a board um for the second grade optin and opt out and will it be broken out by schools?
>> When you say the data the data for the opt-in optouts? >> Yeah. That you're getting the percentages that you're giving. Um, is that available and can it be broken out by grade for the board to review for further decision making? >> Thank you.
>> Um, >> Mr. Lotski, >> I'm going to thank you again for the opt in uh, and automatic default for the opt out. I kind of understand from the viewpoint of the curriculum didn't change and this being an operational
thing of the day-to-day where it was a administration decision between you and Morgan and your team. I I get all that and I and I kind of see that's a day-to-day thing as a curriculum. There was nothing for the board to vote on unless uh attorney tells me different. I don't think there was anything for the board to vote on and I see him shaking
his head now. So, but again like other board members have said I got phone calls too. So hindsight being in 2020 something of this nature would have been nice in the green notes and I understand from here in Jenna now that it wasn't discussed after in communications that's what we just said a few minutes ago
right so I don't know that could have reported to not or not because wasn't it happened between two board meetings right okay so but hindsight being 2020 something of this nature even though it's not a vable board thing been nice
that we heard before the public Just >> ask a question, Mr. Bone. I think was it how many was it two years ago or a year ago? I I was just asking Val right now. There was a survey sent out to parents, right, to like learn there was like a webinar that was sent home for them to
kind of go Can you just do you know what I'm talking about? Um >> I'm not sure which one you're talking about. >> I asked if she was referring to the webinar that was two years ago, I guess, that the curriculum committee had put in place, but I don't know about the survey. But that survey, do you offh
hand have the numbers of how many people wanted that taught in school versus at home? >> So it wouldn't exist for grade two, right? Because we didn't have it for grade two. So we would have to look at the other grade levels. I'm sure we could go back and look at those years. You know, we use Genesis. So
>> um we do have historical data there. But I I think we're comparing apples and oranges because >> it didn't exist in grade two, right? I could give you the middle school opt-in, opt out, but that's not what we're talking about. So >> never mind. Thank you. >> I just want to clarify as well uh in an
email that was sent out um it was forwarded after by um Mrs. Seawart who's not here. I wish she was. Um it very clearly stated that the curriculum committee did in fact know about this. Um she forwarded to the rest of the board who did not know about it. Um but
that was sent out about a week prior to the Genesis coming out. Um, and in the email it referenced the discussions that have been had regarding this topic. So, I'm a little cloudy on what Jenna means by when she says we didn't know about it because a week prior to this coming out,
there was an email sent that we all are in we all have um that was sent to just the curriculum committee and then after we began asking questions was then forwarded to the remainder of the board
after this form was out. So that email goes, you know, is completely against what you're saying that you didn't know until after the fact because we're all in possession of the email from Mrs. Gross to the curriculum committee that says you you did in fact know.
>> Okay. I think that that conversation has taken up a good amount of time, but it's right to take up a good amount of time. It's an important conversation. Um, I I do want to end on a note where I just want to
recognize the the work of the district to be responsive to the second grade parents and to the community to really to sort of try to explain this and you you know both in the email that Miss G Mrs. sent out to the time you spent
today to the answering of the questions from the community that outreach to you as well as the board members to the the questions that have been asked for tonight. Um it's just a you know it's a good representation of your willingness to be
accessible. So thank you for that. Um >> you're welcome. >> And and and I do want to just also say that and I agree with you Mr. Lansonsky. um we can use this as a um as a learning opportunity where you know topics like this while they do not require board
action um getting to the board and letting the board know sooner is is always good and I think we can always learn from experiences like this so that um we can continue to sort of you know
address these issues before they become issues. So, thank you as well for that. Um, all right, I'm going to move on. Mr. Balone, more any other announcements, please? >> I do. I have another announcement. Um, so annually the Marboro Township Police
Department uh runs a youth academy and uh it's essentially a uh believe it's a two-eek course where um our students get a little taste of what it's like to be a police officer and they go through a mini boot camp and um this year was no
different. So, they had their graduating class on August 8th, which was a Friday, and um they presented this plaque to us as a token of their appreciation for our partnership. So, I do want to publicly thank uh Marbor Township and the police
department for the partnership we have with them, not only of course with this youth program, but also to keep our schools safe and secure. Um, we have a police officer in the back there. So, thank you to your uh you and your
department. We have a former police officer uh from Marorrow in the back as well. Um, who works for us now. Um, and we have class three officers uh in our building from Marorrow Township. And we have school resource officers, SRO's. So, thank you Marorrow Township Police
Department for your partnership. Um, we we know it will continue and um we'll only get stronger. So, thank you. We also have school security monitors that are some former police. >> Yes, those are for those are former uh law enforcement just not in Marorrow necessarily, but yes,
>> the um the partnership is is wonderful and and and I want to say I think there was a Marorrow student from from the high schools who also went through this. I think he was honored or something like that. There was something else that was I remember reading recently about that. >> Oh, okay. >> Um but this was it's a great program.
Um, I I I heard always heard good things about it. And you know, there's so many other programs like this, like the cadet program that they have that are really important and valuable to this community and to our students that teach them sort of the importance of civic responsibility, but also the importance
of being part of the community and what our police officers do. So, thank you to those who serve now and those who served in the past and those who will serve in the future. >> Um, other announcements? >> I don't have any. Mr. Caribella. >> Um I have one just to bring to
everybody's attention. So the the turf field at the Marorrow Middle School is almost completed. Um as you could see in the back, um the only thing we're waiting for is an actual gate, I believe, bleachers. So the township is almost done completing that and once they're done, they'll turn that over to
us, probably sometime in September. And so the next process is just us setting up a fee schedule and like a usage schedule because I know we're going to have we already have some people lined up reaching out to start utilizing the facility. Um so same process we'll just
update the fee schedule. We're actually pulling from different districts and also the schedule that the town provides for their other turf baseball fields and we're probably going to mirror something like that for for rental purposes. >> Thank you. And and just I know you said it, but I just I'll repeat it. This was
a project that was funded through the township but and not through our school budget. >> Yes. So this was funded through the township through um pilot program. So this is technically bonds that the township has purchased. Um and how they
will be paid off is through the form of pilot revenue. And this basically is gifted to us um to share basically some of those those funds that are from the the pilot programs because we don't necessarily will get any tax dollars for the students that we educate from those
places. >> So this was the program that instead of >> Is your mic on? >> Yeah, it's on. Instead of um community members paying taxes, there was a grant given. >> Correct. >> Town. >> Okay. Um
before we move on, I just want to you know just for the record, Mr. Hayets joined us. Um so thank you. >> Yeah, apologies. >> No, no, no, no worries. Um all right, we're going to move on to the first item which is the presentation for
uh ELLL's testing performance or L's as they say, right? >> And we have Mrs. Georgees here. Uh she is uh the vice principal at Robertsville Elementary School. Welcome, Mrs. Georgees. >> Welcome. better now. Oh, yeah. Oh, great. Um,
>> perfect. >> Gotcha. Thank you. Oh, good evening. Welcome. Um, as Mr. Mr. Balone introduced me. I am Kim Georgees, the vice principal of the fabulous Robertsville Elementary School and also the district supervisor for the ESL
program. So this evening I am going to review with you the results of the annual access for L's report. Um, the access for L's is an annual test that we give all of our ESL students uh
to test their proficiency in uh the acquisition of the English language. So before I go over the results, I just want to talk about how we identify students that speak another language. Um it's basically done at the registration
process where the every parent is given uh a form where they're to fill out if another language is spoken at home. If it is, the registar will send me I have a a form she fills out and it will flag that student as needing to be screened
for ESL. um if they qualify and that is that they receive a score of 4.5 or below, we send them a form inform them that they are eligible for the ESL program. They do
have the right at that time to refuse services if they do not want their child in the program. So, the ESL program is aligned to the WEDA can do descriptors, the New Jersey student learning standards, and the WEDA
English language development standards. It's also aligned to the Marorrow content area curriculum guides and ELA social studies, science, and math. The students um in KTO 5 receive 30 minutes a day of ESL instruction. That is a
pullout program. Uh it's mostly done by grade level and the ESL teacher takes them um and has them every day for the year. In students in grades six through eight, the ELA classes uh they will have
here as well as usually an extra period of general support and also some pushin support. So the access testing uh last year we had a very large group of MLS
um the students are tested in uh four domains on the access for else test. It's reading, speaking, listening and writing. At the beginning of the 2425 school year, we had 184 students which is probably the highest number we've
ever had. um 160 students opted into the ESL program. 24 students of that 184 were declined, but they still took the test. So the results, 115 of those students
will continue to receive services for the 2526 school year. 10 of our 10 grade eight students will continue ESL at Coltneck High School. 46 uh attained proficiency and have exited
the program. We had one student move out of district. And of the 24 declined students, 18 are still eligible. Six have attained proficiency and no longer eligible. And four students parents absolutely refuse to have them tested.
So how that looks overall is for the 25 24 school year uh most of our students landed somewhat in the middle of 95 were in the developing which is showing they're progressing along. Uh the expanding which is the 4.5 and above
exits is 23 and those that scored almost a perfect score was about 23 as well. So, the language progression, typically our ESL students spend about three years in the program. Uh, currently though, there are 12 students that are still in
the program that have been in the program for more than three years. Uh, we don't exit them out. We just let them, you know, keep, you know, coming for ESL. Now, of our 24 students, um, eight are still eligible for services even after three years of of testing and
refusing. So, our our MLS across the district, so as of today, we have 115 students across the district. Uh, in we have ESL students at Asher, Defino, Dugan,
Morell, Robertsville, and Memorial. And that number equals 115. As you can see, the bulk of the students are in grades two with 25 and grades three with 28. And then typically, if they enter into kindergarten with us, they're usually um
out by the end of third grade, which is why you would see that drop off in fourth grade. our languages. So, uh, our our largest language is Russian with 40% followed by Chinese at 12% and Spanish
is at 9%. We also have Georgian at 7%, Ukrainian at 5%. And as the pie shows, we do have a lot of other languages spoken um, among our students. uh when I presented last year I I said
you know what I'm going to start looking at the language breakdown over the years. So for this year I put and what you'll see in green are what last uh two years ago looked like and what last year looks like. And what I have noticed is
I'm seeing that there is a decline in the Russianspeaking students, but there is an increase in our Chinese-speaking students and our Spanish-speaking students. So, I I'll keep monitoring and and keep tracking that. In terms of the
ethnic breakdown of our students, uh 66% report as white, 27% report as Asian, and then we have Hispanic at 11% uh black as 2.7 and Alaskan uh American
Native American is 2.2%. Uh in terms of economically disadvantaged uh 11% are uh eligible for free lunch and 3% are eligible for reduce. So that number is not very high in terms of um
you know needing additional uh services. In terms of our ESL students that have IEPs, uh the largest number is at 8.2% and they're listing a communication impairment. So, I kind of put a lot of
numbers at you quickly, but does anybody have any questions? >> Not a question. I just want to say I did appreciate from last year to this year, you did show some of the numbers and that was actually really cool. I had one question on the 20% that was denied when you were showing that. When it says denied, was that did that mean that
somebody filled out the application online and it just meant that they were just denied based on whatever the reasons were? >> Exactly. >> Okay. Thank you. Thank you, Mrs. Georgees. I think the board should also understand um with the decline in enrollment in ESL, at least
as it stands right now, >> um and you'll hear this during budget time as well, but um I would like to publicly thank Mrs. George's and Mrs. gross for creatively um scheduling our students because we were actually able to we had
a retirement in in the ESL in one of our ESL teachers um and we did not replace that position for this year. So due to creative scheduling and the decline declining enrollment um we use that as an opportunity to to save money. So
thank you. >> You're welcome. And if you could think of any questions please don't hesitate to reach out. I just a comment and a question I guess. Uh first my comment is is that thank you because I know how important >> programs like this are from the data and
the reports that I've read nationally that >> talk to student success and the earlier you address these challenges for some of our students, the greater chances they have at succeeding as they progress through schools. So thank you so much for the work that you're doing. Um when you when you talked about the any
student who is found eligible to receive the services will participate in access for L's are tested even if the services refused and then a little while a slide after that you recognize the fact that four st students refuse testing. So even if they're not getting services you try
to test them to inter to determine whether or not they're proficient or not proficient >> going forward. You can't force a student >> if a parent chooses not to have that happen. You're not you're still obeying or living up to parental engagement.
>> Absolutely. We notify all of the parents that testing is happening. The letter is specific that although you have opted out of the ESL program, um your child is still eligible to take this test. Uh just so they understand the importance of it, too. And you know, I would imagine through their own curiosity,
they would like to know like, you know, how has their child progressed with their English language? So even if they don't believe in the program, it was very unusual to see those four opt out because usually they do enjoy taking that test. >> Thank you. And then the question I have is regarding because I know the program
goes K through eight. >> Yes. >> Right. Is there do you find that the most of our students are entering in a particular grade or do you find that there's a particular grade in which it sort of becomes pretty opportun
opportunistic for us to sort of get them tested and to sort of get them into the program so that they have better successes to sort of move out of the program within that three academic years that you're you recognize. It seems like if they can uh come to us by kindergarten, they have the greatest
measure to succeed and be out of the program by third grade, which for me, I love to see that happen because then I feel like it gives them eligibility for other uh classes as well, like three into four, like if they're looking to opt into like a C-level class, I think
it puts them um in line with all the other students. I feel like once they start to enter second, third, they typically stay a grade level behind and when they do enter like fifth and
sixth grade, I believe it it's very difficult for them to exit out in that three years. uh our numbers have stayed pretty high at Memorial and it seems like that they're pretty much if they enter in sixth grade we are sending them to Colts neck high school to continue to
receive ESL services. >> So the the 12 students that you say are currently enrolled in the program for more than three years likely they entered into the program later in the in the later grades. Is that is that a is that an assumption that I'm making that's correct or you're
not sure? >> It's okay if you're not. >> I I know I would like to look at the data to see because our our program historically for I think I've probably had this for maybe about well over 10 years. Um it
was mostly the bulk of them came in kindergarten were out by third and we would get sporadic enrolls um you know in various grade levels. I I really have not been seeing eighth graders exit out and I really where I
have been seeing a few of them is if they are entering in second or third grade there is probably about half that will exit out and not have to continue at Memorial. So, I mean, I could put together some numbers, but it's pretty much that model of them being in there
for three years would be if they started in kindergarten for sure. >> Great. Thank you very much. >> You're welcome. Have a good evening. >> Okay. Um, next presentation is overview of the special education program. >> Hi
I can't stand at the podium. Um, I really have to talk and I'm so loud. I'll try and whisper. Um, so Ally and myself are here. I'm Mary Elizabeth Sergio. I'm the director of special services and Alli Mortar, she's our supervisor. We're just here to
talk programs tonight and not specific about any student. So if you have any questions, you can call our office and we'll be happy to talk to you. I just we can't talk about anybody specific. Um, so all right. This is basically what the programs are and where they're at for the school year.
Oh, where's the clicker? So in district we have multiple programs. This is everything that we have right now from preschool. So in within the preschool we have preschool disabled, we have the integrated preschool and then we have what we like to call of our ABA preschool. So, it's preschool disabled is preschool
disabled. There's no, it doesn't differentiate between MD, autism, and LLD like they do in the older grades, but we have a preschool program that is specifically for students who need more intensive ABA instruction. So, that's why we kind of call it the ABA program. Um, in K through well, in first through
8th, we have resource. So, we have in-class resource where it's two teachers and we have pull out resource where the students are physically pulled out from the classroom and entering into a smaller setting for learning. Um, we have our LLD program, our multibly disabled program, our autism program, and our ERRI program. The emotional
regulation impairment program, autism and MD and LLD are all what you would call self-contained or special class. So, those are more um individualized instruction for students. Okay. So, we're going to talk about the preschool programs and what makes them different. We have three different
levels um with regard to support and also the criteria to kind of move forward into each of those levels. So our foundational level is our preschool ABA classroom. As um Mary Elizabeth mentioned, this is a self-contained program. Students are really working on
their developmental skills so that they can be ready for learning. um they work in a very small setting, usually a 1:1 ratio or a 2:1 ratio with the structural assistant support and they're working through the VB map on those skills that are very intense and very individualized so that they're working on engaging with
their peers but also listening to directions and following with independence. The next step up would be our preschool disabilities classroom and that's a slightly larger classroom and it's more independent. We have two instructional assistants in our classrooms. They're still working on those developmental skills that they
have um when we're looking at our developmental milestones for our students in um ages three and four, but they do have some more language. They have some more independence and they're getting closer to reaching those milestones. Our preschool integrated class is our classroom that combines
general education students that come in on the lottery program and our students with an IEP. the students with our IEP are very very close to meeting their developmental milestones, but they really need those peer models so that they can get to the top and get right where they need to be. Um, they're working on that language and they're
really really supported by having both the teacher support and instructional assistant in there, but also seeing their peers utilize their language so that they can grow further individually and work on those IEP goals um so that we're ready to move forward into kindergarten.
And that's all at Abbott. And then our resource program. So we have resource programs at every elementary school and both of our middle schools. Um we have like I said the in-class resource where we have two teachers. So it is a general education classroom with general education
completely um taught all the time except there's the additional special education teacher that does the modifications and accommodations within the classroom. And then for the pullout resource, it is a little bit more it's a smaller classroom. and the students are removed from the general education setting. Um, and they it's a small group instruction,
so it's tailored a little bit more towards their individual needs, but still utilizing a lot of the general education curriculum. Our language and learning disability program, we call it the LLD program because that's quite a mouthful. It's located uh solely at Dugan Elementary
School and Marboro Middle School. This is an intense self-contained program where all of the students in that classroom are receiving a similar level of instruction. They all have an IEP and it's a multiensory approach to learning. Um so in Dugan it's one teacher leading
with the support of at least a program assistant. Sometimes we have some students that require a ratio assistance. So there might be extra hands um within the classroom. And they're usually ranging um we try not to range up to three levels. Sometimes we do because it's more appropriate socially or just because it's where our
students are academically, it does make sense to go for a three-level um grade level span. But for us, for this current school year, we're going to have five LLD student um classes at Dugan. So, we're going to have a kindergarten class, a 1, two, a three, a four, and a five because that's really what the
levels that we're seeing coming in. And we want to make sure that we're setting up our kiddos to have the most success both socially and academically. And then when they move into Marboro Middle School, we run it a little bit differently because we do anticipate our students to have a little bit more
independence and a little bit um higher level of academics. So we um do it by grade level and it's usually a sixth grade, seventh grade, eighth grade. Um next year we will have um two LLD classes and that's just how our projections are looking for this year. But the model will be very similar to
the elementary with the exception of in elementary school they have one teacher for all the content areas. In Marboro Middle they will have a different teacher to specialize in that content area similar to their peers. So they are changing classes and they're getting that experience of transitioning among
um their peers within the hallway. And one of the biggest things for the LLD program that we found in the elementary school because we were doing multi-grade, we felt like they weren't getting that true experience that you would you would get in your typical classroom. So they do the fact that we're able to do a three, a four, and a
five separate make it so that their students are able to do everything with their peers and there's not that multi-grade. Our MD program is at Defino Central and Marboro Middle. Um the multiply disabled program we have at Defino in K through
five. We have one teacher per classroom. Um and there are three classrooms. We have a K1, a 23, and a 45. Um in that it's very individualized to the students needs and tailored to their specific IEP goals. However, the way that we teach in
the MD classroom is more of a very small group instruction. So you're looking at DIAD. So student two students working with a teacher, three students working with the teacher. It's much smaller than um what you would see in an LLD program. And then at Marorrow Middle, we also have a multiply disabled program. It is
one classroom at Marorrow Middle. Um there is a lot of emphasis on functional academics and um it's taught by one teacher. Our autism programs can be found at
Robertsville Elementary School for K through fifth grade and Marbor Middle School houses our autism program for sixth through 8th grade. This program is very unique. It is incredibly intense similar to our PSDABA as it's in individualized and it has a very high
ratio with one or 2:1 ratio for adult support. our autism students have that intensive support so that they can get direct instruction and work in in on an individualized basis. Um we do infuse whole group learning for that for like morning meeting circle time um diad
opportunities so that we can start transitioning them to be more independent but right now our students in this program generally do require more direct instruction so that they can find progress within their own IEP goals. Um Marorrow Middle School's program is similar in the structure that
it's a lot of um adult support because there is a lot of ratios in there. However, they do have the Aphles assessment. So their instruction is tailored to functional learning and functional academics as well. So they are working on being more independent in life skills and getting from you know
through their day with some independence but following the structure that's going to be the most supportive for each individual in there. So if you ever have an opportunity to pop into one of our classes in Robertsville or Marbor Middle, you would see kiddos kind of running on their own schedule and their own pace, but they're making a lot of
progress because of that level and of instruction and that model that we're utilizing. Um so our ERRI programs are at Marl and now going to be at Marboro Middle. We have uh the ERI program from kindergarten through fifth grade MRL and
we have the middle school program that's opening up right now from 6 to 8. So with that there is one teacher that leads the classroom. This program is a little bit different because academically most of the students are either at their grade level or some could be above. Um and really we're
looking at that emotional piece for them. So we have built in social worker into the program at both the elementary school and the middle school. And there is a heavy focus on counseling. So the counseling component is individualized counseling, group counseling, and family counseling. So that we can help with the
behavioral component because that's really what's holding them back in that setting. It's not the academics for them. Most of the time it's just their behaviors. Um and kind of learning that emotional regulation for themselves, those coping skills, those strategies. That's kind of what that whole program
really focuses heavily on. Um, our K, we have a K12. Um, that's a little bit more play therapy, a little bit for your younger age because they're really more learning like how to be in school and how to make friends and how to share. And that's kind of that social piece and that emotional piece that you're
learning at that young age. Um, our 345 is a little bit more academic, too, because they're getting kind of ready for that, but still learning those strategies as well. Um, as we go into the middle school, so this is transitioning. So, this program is going to be brand new tomorrow middle this upcoming school year. Um, very stressed
just like last year. Very, very stressed. Very u, but it's going to be great. This is a little different though. It's led by two teachers. So, we wanted to give the same experience that all their peers are getting at the middle school with having multiple teachers, not having one teacher um all day. They get to move within classrooms. So, they're not kind of feel like
they're stuck in one one setting. And we find that to be one of the things when we speak to students who were at a district in an ERI program, one of the biggest things that they used to say was, "I don't like sitting in the same classroom all day long, especially when they get older because they realize that like their peers don't sit in a
classroom all day long." So that was one of really a big focus for us was making sure that they had multiple teachers so that they didn't feel like they were getting the same thing all day long. Um, this too has a social worker component. Um, and within that, the social worker, same, it's individual counseling, group
counseling, and family counseling. So, we're really kind of trying to wrap around all of those strategies for these students who are really struggling with emotional regulation. Our child studies team, we are very fortunate here in Marro. We have a a large number of child study team members where we get to support all of our
schools across the district. Um, they work together. The case managers vary on their roles. So they can be a social worker, a school psychologist, an LDTC. Um, but they all work so collaboratively and we work collaboratively as a department so that we can provide um a
focus on the least restrictive environment for all of our students that are eligible for an IEP and specialized services. Um, so like I had mentioned, we have school psychologists, social workers, LDTC's, which are learning disability teaching consultants. Um, they're heavily involved in our evaluation process. They recommend and
talk to all of our building administration on their placements and make sure that our teachers and our staff are supported so that we can better support our students. So, one of the things that I'm very proud of here in Marorrow is our BCBA services. I think we have an extensive
BCBA services here. Our model looks very different than a lot of other districts. I feel like we're proactive in how we utilize our BCBAs and their pro their programming. So they we tell them all the time, you are part of the program. You are not somebody that just goes in there to handle a fire because of a behavior is occurring. You're in there
to work with the student and behavior skills, teach them how to monitor themselves. Um so their role in the school and the program varies depending on which school they're in. Um we try and place them based on their skill level. So just for instance, one of our BCBAs has background in autism. Um she's
placed at Robertsville to kind of be a part of the Robertsville program. So, we kind of look at all their skill set. When we are hiring BCBAs, we look at what they've done in the past to make sure that we don't have the same I don't want to say style of BCBA, but background so they can all kind of bring something to the table. Um, and they
also they work together. So, if there's a case where they have questions, they're able to talk it through. Um, so we're lucky enough to have four BCBAs in district. Um and and they do a lot within not only inside the classroom, but they do a lot with the families, they do a lot of training, they do a lot of training with the teachers. Um kind
of making sure that everybody understands what they need to do for that child. Related services. So we have related service providers in all of our schools and these are the individuals that focus on speech therapy, occupational therapy, and physical therapy. um to qualify for
these services. It's it's also part of our evaluation process and we take in a lot of documentation from outside sources such as doctor recommendations, but we utilize a school-based model. So, we have speech language pathologists that they specialize in identifying and offering speech language therapy in
schools for preschool through 8th grade. Um OT or occupational therapy is very similar and they work on fine motor cognitive skills and um sensory components throughout their school day. So, a lot of our students are not only working on their handwriting and gripping the pencils correctly with
their occupational therapist, but we utilize them for consultants when we have students that are having a hard time with the sensory elements in a classroom. Um, they give us feedback. We give lots of things to try. They give us wonderful tools to utilize within our classrooms with all of our students. And then we have a physical therapist within
the district as well. and they work on our gross motor concerns for our students that have concerns with ambulation or walking around the environment, being safe in their environment, and navigating their environment with safety. So, this is a school-based model. So, it's a bit different than our parents might be used to if they're seeking outside services
through their insurance or if they had early intervention, but it is comparable because this therapy it's it's pulled out for services or they push in and then it's utilized, those strategies are utilized throughout the school day and practiced and reinforced throughout the school day. So the schoolbased model is
very unique because it really goes throughout the span of their school day. Um I wanted to give a couple of department of education updates. So this is kind of just things that are coming down from the DOA. We've always had to follow all their mandates and do it in a really timely quick fashion. Um so one
thing that I think is really interesting is the DOA is seeking feedback on special education on the code from everybody. So they h if you are interested in giving your feedback as a parent on the special education code, they have a link where you can share um you know what you think is good about
the code, what you disagree with the code and there are definitely things out there that I'm sure that people would love to to speak up about within the code. Um so they have that if you're interested I could send you the survey link so that you can directly go to it. Um but I thought that was interesting. Uh this year they're changing. So
preschool students, all of our preschool students when they exit preschool, not the general education, special education students need to be re-evaluated before they go into kindergarten. Typically, we would had a 60-day window for their re-evaluation because that's how reevaluation works. You get 60 days to
do the reeval in preschool. Now, what they're doing is as long as we are receiving the consent from the family within the preschool year, within their last year of preschool, we will have the entire year to be able to complete all of their testing. So, that tends to be a very heavy hit at the preschool level.
Um, we get a lot of students that all then are graduating that all need to be tested in April, May, and June. And it actually causes a problem. So, I'm excited that they did something like this. Um, it doesn't change anything with their programming. It's really just gives us a little bit more time to make
sure that we're getting all the evaluations done and that they're thorough. Um the DOE is also looking for parents to advise on um IEP improvement. So they're going into the IEP process now. They're going into IEP planning and
they're interested to see um if anybody wants to be a part of that. I actually applied to be on that. They're taking administrators, teachers, parents, community members, siblings, like they're taking. So, if you're interested, you want more information, reach out. I'm happy to to share it with you as well. Um, and then the last
biggie that just came out in August, yay, is um by July 1st of next year, everybody has to give to parents two days prior to an IEP meeting, two business days. They need to receive the
families need to receive what will be discussed in the IEP the current levels. So those PLS that everybody always says the present levels of the student. Um any list of required IEP members who
are were excused from the meeting prior. So that needs to be two days prior as well. And an invitation for parents and guardians to provide the feedback. So, that is a little bit different than what I'm sure many families have experienced in the past. This does not affect the 10-day evaluation window. So, when
evaluations are completed, they have to be sent to the family 10 days prior. This is more specific about an annual review and discussing what's going to almost like you're getting a pre-discussion of what's going to be discussed at the meeting. So, I actually think this is great. We're very excited about it. It's just it's got to we have
to change a couple of our processes to get it in place. But I think we're going to do it throughout the school year. So once we've really kind of changed over to that we are going to let our families know that we are kind of already implementing what they want us to implement by July 1. I would rather just get it in now because I think it's actually a great practice. It's just
people have to be prepared for it because there's a lot of information that's shared now a couple days earlier. I don't think it's going to be a heavy lift, but we just have to prepare everybody and we just got this. So um that's the other thing from that came out from the DOE. and on our website too. All these um
links that are under our special education uh page and then here's our information. Mine Alley's our two wonderful amazing secretaries who we can't do anything without and they deserve an Oscar and every award that I could possibly give them. Um and thank
you. That's it. Does anybody have any questions? >> I do. >> Okay. Uh, and and if I if I throw you a curveball, I apologize, but I I I don't think you will. I don't think I will.
Um, can you just give us a sense of the magnitude of the enrollment or the population, the total population that you're working with within the district for all these programs? And then which program probably or programs
represent the largest percentage of your of the work that you do? >> Okay. Um, I don't have exact number off the top of my head, but students with IEPs, you're roughly about 675 students with IEPs, about another 200 students that just
have um speech only IEPs. And then we also oversee Ally and I oversee all the 504s, which is about another two 200 to 250 students. So, you're looking at about,00 students that come out of special education for what we kind of oversee. Um, our biggest population
would be the ICR resource because that is the most students that are receiving um, that programming. It is the largest because it spans from kindergarten through 8th grade. Um, and we do have multiple classrooms in every building with um, every grade level. So, that is
our definitely our biggest program. However, that's probably not our neediest program, I would say, um, because that is more of the general education population and that is more of general education curriculum. So, we're really modifying what we already do in district. Um, a lot of our self-contained programs are very
individualized to the students that come in. So, we every year have different students that come in and we need to really adjust to their needs. So, really after doing an evaluation, we have to understand what else we need to bring in. It's ever changing. Um, we're always looking at new curriculums, new
materials, new anything to bring into the classroom. So that it really varies on what students come in and what programs we're, you know, needing to do a change on. Like the ERRI program was a big lift for us because we didn't have that program at all here. So we had to build the supports around it, build the
classrooms, um, you know, build everything around it to make sure that it was going to be a successful program. So I think it really depends on what you're looking at. If you're asking like what takes up more of the need or what is the biggest, the biggest is ICRP.
>> Thank you. And have you seen with this year with the numbers about,00 that's roughly about 25% of our total population. >> Has that number been stable for the last couple of years or has that number gone up or down? >> Um the numbers going up our
self-contained population is actually going up the most I would say. Um it is when you look at the percentage of it, it is a small amount of students in self-contained but for us it's a large amount of students that are coming in that require um intensive services. >> Okay. And then just on the ERRI program
so you know I know very early on we talked about it and congratulations again on the continued success of that program and especially the fact that it's now moved into the middle school. That's great. um population in the in the in the ERI
program in district and out out of district a sense of that number. >> So we have um >> what I mean by I'm sorry but what I mean by out of district those who are coming into our program from out of district so helping to sustain the program.
>> Oh right now we have um one student who came into the program from another district and then we brought back another student. So, two students came back into the program for this upcoming school year. We kept three students from going out of district um by creating the K12 for the upcoming school year.
Otherwise, they if we didn't create this the younger grade, we would have had three that needed to go out of district from K12 and then three that would have needed to go out of district in um the 6 through 8. And then we have two students that came in >> and each one of them rep each one that goes outside the district represents
roughly about $100,000 a year in cost. >> Um in the educational piece about 100,000 and then you're looking at like 50,000 for transportation. It depends on the bus route, depends on where the program is. So you're looking at anywhere between 80 to 150,000 for each student.
>> Wow. >> Thank you. Anyone else? Mrs. Gandhi, >> I had a question. Um, did you say there are four BCBAs in the district? >> Yeah. >> Yes, there's four BCBAs in the district. So, we have one BCBA who is at the early
learning center. Um, we have one BCBA who does both the middle schools and then we have two BCBAs who do the elementary schools. >> And do these four BCBAs touch the 1100 students or is it just a a smaller group that they actually >> um I actually I would say that they do
touch a large amount of students. It really just depends on the needs and it it does vary. Um so we have a process in place when a student has a behavioral need or needs the um consultation of a BCBA that the request comes in and we have a better understanding of the student and the behaviors that have been
um you know that has been exhibited by the child. Um and then we kind of go from there whether or not it's going to be direct BCBA consultation, if it's going to be consultation with the teacher, if it's going to be an observation to then decide what that looks like. So we kind of go through a process of really looking into each
student, but the BCBAS do touch a lot of students um way more than I ever anticipated them to. >> So you said that the the population is growing, correct? So again, this is just a question for next year maybe budgeting wise, but do you feel that if the number
of kids that are growing that we may potentially the district may need to look at bringing in more BCBAS cuz already like four for 1100 kids seems quite a huge, you know, task for four BCBAs. I actually don't think we would
need another BCBA. I think our BCBAS are very good at what they do. Um, and I think that they balance their jobs very well. Um, you know, you could always you could always say you want more of everything, right? I think that there are other areas within the department that might need to be looked at for how
what we need to better support. Um, you know, the mental health piece for us is is heavy in our department. And although BCBAS do a great job with handling behavior, their background is not necessarily the mental health. And so we're kind of balancing that out too because we are seeing a lot of kids coming in with trauma that needs to be
addressed. Um, and that's kind of one of the bigger struggles that we've had because that's not necessarily something that we've um had here in the past. So, we're really looking at we need to look at that as well is like how do we address that? I think right now the four BCBs are doing an amazing job and I think we're lucky to have them. We're always going to be looking because it
really just depends on the population that comes in. Um, if our self-contained population grows specifically more, our autism program is really growing quickly, then that might be something we have to look at because uh BCBA is 100% necessary in the autism program. >> Okay. No, it's it's good to hear that. I
mean, if there are other um needs that are arising that you guys are thinking about that and looking at how to kind of um staff that for, you know, whether it's the next you next year or the year after. So, I as long as that's really being um looked at and and those needs
are being sort of brought to, you know, whether it's Vinnie who's doing the budget, I just want to make sure that that piece is happening. That's all. But yeah, >> I bring all the needs to the table. I just had one quick question for the special programs that you had like the LLD or the MD autism and ERRI programs.
I saw it at about two schools, right? One elementary and one middle. If you have a child who's zoned for another school, do they then go to that school? I was just curious how that work. >> So depending on the program that they need, they would attend that school. So then we do special transportation to get
them to that building and then that's the program that that they are in. And if they no longer need that program, then we would transition them out to back to their home school. >> Thank you. >> Any other questions? Thank you so much, [Applause]
>> Mr. Caravel. Referendum update. >> Yes. So, I just wanted to give everybody an update um regarding the referendum. As you know, it's going to be on in the general election on November 4th. Um, I've been sharing with with many of you regarding some of the communications we
get from uh Laura Bishop Communications and all of the emails that they forward to me and then I and I try to share them everything with you. Um, so we sent the snapshot today basically just to update and we want to update the community as well. So, for the past couple months, I
think since the end of school, we've been working with the Laura Bishop Communications to develop anformational referendum campaign. Um, and the goal was to launch it with with it to coincide with backtoback uh back to school night and also Marorrow Day. Um,
so some of the things that we've have accomplished are so the giveaways. Some of the give giveaways that you'll see at Marorrow Day consist of a an ice pack or a chip clip. Um with really our brand and our tagline for this referendum campaign is going to be no sweat, no debt. Um
with that, we've been putting together with them a website for the referendum. So that actually is up live and running. If you go on to our website under the referendum tab, you'll see a link to the website, which is a fact page as well for a lot of questions that you may have
regarding the the referendum. Um, so this is basically the first step in initializing it and getting the messaging out there. And now it's it's really go time when it comes to the start of school until election season. So, we encourage you to just take a
take a peek at the website. um just familiarize yourself with the content because if you do have some questions, it's always good to just email or ask if you don't see something on there that that may you may want answered. Also, you'll be seeing on social media there
will be a lot of messaging going out uh starting in school probably the middle of September regarding just basically gearing you towards the the the website and also to keep it on the forefront of discussing it and and a topic at future board meetings. I know we only have
after this September and October to really discuss anything that we want to bring to the table. October being a big one where we're going to have everybody coming out to talk about the referendum. Um, also flyers. So, we are developing flyers right now to be distributed at
Marorrow Day and also back to school nights. We're hoping to have tables at each one of those to really have basically a station where questions can be asked and and topics can be discussed regarding the referendum. So if for who doesn't know the referendum is for HVAC
at Robertsville and Asher there are only two elementary schools without air conditioning in the classrooms. So the referendum is solely for that for those two schools. Um we also in the talks of outdoor signage so not outdoor signage to really give out to people but outdoor signage to creatively and strategically
place on our property whether it be banners or signage. So I'll work with Laura Bishop with that as well as we get closer to election season. We'll be putting those out. Um, some of the upcoming dates. So, around September 3rd, we're going to begin our social media posts on the
district website. Uh, September 7th, as you know, is Marorrow Day. So, there'll be a whole table set up dedicated to um referendum purposes and and gearing up talking about those things and and having giveaways for that purpose. September 15th, we're we're working with Laura Bishop Communications and it will
be shared um with the board as well before it goes out is is a video, basically a campaign video and short little video clips that will go out presiding from September 15th all the way to the the election election day. Um and then October 14th is our board
meeting and that's really going to be a meeting presentation and a Q&A. So, our bond council will be there, communications company will be there, um our financial adviser will be there, our architect and engineer will be there. Really any expert questions or ex or specific questions that are geared
toward a specific source, they'll all be present and available to to answer that for us. >> Mr. I just see in October we only have regular meeting. Maybe this is an opportunity to add a workshop because this is kind of really important. It's going to take a big chunk of time and I hate to see that rush during a regular
meeting when we can maybe, you know, have a a workshop meeting dedicated to the referendum and whatever else business might come up that month. Um, and then could discuss it again, I'm sure, at a regular meeting. But that's what workshop meetings really afford.
>> And and then um my other question is I I definitely agree with uh Mr. the lawns. If we could do something like a separate workshop, if it's possible, that would be helpful. Um, it I know you mentioned it's going to be more live, but could we do like a hybrid setting where parents that may not be able to make it in
person, they can maybe, you know, attend virtually and put in questions? I think we'll probably get a lot more people attending that way. Um, I don't know if that's an option. I mean, as far as another meeting that I'll defer that to the full board if you guys want to have a a workshop meeting
if you're available. Um, as far as the the opportunity to to message in, I can ask Laura Bishop and and weigh in on, you know, what's strategically the best approach for that. Um, because there would also have to be time limits as if
some of the questions don't necessarily focus on the referendum. I don't know how far deep we want to go into some of those questions. >> I mean, we could so there are ways around it. I mean, we can absolutely keep those questions. We can talk about that offline as well and how to manage
that where the questions don't have to be seen by everybody. That's, you know, it could just go to one specific person. Then we can figure out what really pertain to the referendum and just answer those questions. Um, and anyone that we couldn't respond to because of time limits, we could always have like their their email or contact them just
kind of do like a personal outreach and say, "We realize we couldn't get to your question, but here's a response for it if you you know." So, there are ways around it, but I I do really think that if we could make it a hybrid approach, it would be beneficial. >> I I I think it's a great idea both of
those. Earlier in October, the better. I wouldn't hold this at the end of October, a week before election day, but that's my view. And and the thing with the questions in advance, I believe the the questions came when we used to have the board meetings. I was not on the board, I was a participant. It was
through Zoom. Not saying I want to go back to that. The only other thing was that people would email their questions in advance and then they had the opportunity to um answer it that way. So maybe if there's no moderator to manage the questions to your point, maybe if
they just sent it in advance of that meeting and then you can if you get to it, you'd get to it. And if not, you can email and I'm I'm on board with the meeting in October. I just had one other um piece. Thank you first of all for the notes for us sharing the flyer with us.
You know, I thought that was good information to give. Um could we also consider um just what helps sometimes is showing what it would look like when they're voting? So, I'll just say during
our campaign or during other campaigns, they show the ballot and they showed um Mrs. Seawart had created when we were campaigning like a video to show people like how to make the selection. Um could we do something or even just a document to just show the image of where to
select? Um that I find is helpful to people because sometimes it's hard to to read the ballot. Not for everybody, but for some. >> Yeah. So, it's good that you bring that up because that I think that was part of the creative plan for the short videos that they'll be sending out. So, they'll be >> Yeah, if that was I saw the video. I didn't see that part of the
>> detail because after that they'll be sending out like short messaging videos and one of them will be anformational of how to >> vote. And maybe if it's also in like a you had sent us the flyer, maybe it's also in just instead not only the video because nobody watches it, just some sort of flyer just to show an image of
like a little red box or whatever around where to click. That's all. Whatever is easiest. >> Yeah. Thank you. Good idea. >> Just one more thing. Um, so I know you talked about having flyers available from Marbor Day. If we are going to do that workshop meeting, it would be beneficial to include that information in that flyer so that more people get
access to it and they're aware of it. I don't know if that's something that we can as a board just decide if we're going to do a workshop meeting what that date would be and then put that in the flyer. So just >> if that if the board determines a workshop, then we can add whatever.
We'll have to make that pretty soon, but either way, we could leave a QR code and update the website. So, it's a good point. So, but if we decide >> I don't think we have a board meeting before Marbor Day, correct? >> No, the next board meeting is on the the 16th. >> So, we would need to either decide that
I don't think require >> Our next board meeting is September 16th. >> So, that's after. >> So, we need to either decide tonight or decide offline. Uh, I'm going to share some potential opportates because I'm looking at the calendar, but I just want to make sure that all the comments or the questions that are being asked have
been asked. >> Can we ask questions about the referendum now? You want done later like in general? >> Um, do you want to ask them now or? >> Yeah, I mean I I just have the one question that I had asked Mrs. Jalinsky.
Um, at the last meeting you were here, so I wanted to follow up on that. Um I saw in a lot of the marketing it's you know no sweat no debt no raise to your taxes. Um when I had spoken at the last meeting about um replenishing our capital reserve I don't know how many
people follow but you know in neighboring towns um they did not have a plan to replenish capital reserve and they went to a 13% tax increase um you know after their project was complete. So, I just wanted to ask again,
potentially if we deplete our capital reserve, we could be looking at a future tax increase. Um, you know, Mr. Jillinsky confirm that hypothetically that could happen. So, I just want to understand what our plan is to replenish that capital. >> I'm trying to understand the question.
So, we're I don't know how we could face a tax increase. We're always at the mercy of the 2% cap each year when we build a budget unless the state offers us different types of waiverss like the health benefit waiver we've been taking or any or any bank cap that's available.
So there's two different things. So like replenishing the capital reserve account, that's done through fiscal constraints, budgeting, having your end of the year surplus designated to your deposit accounts how we do in June with the with the um action items
that I vote that I put on for as far as raising taxes, I'm at the mercy of the 2%. So unless I didn't utilize reserves and I did a referendum with just going out for bonds or long-term debt, then that's how taxes go up. But this is the
purpose of using utilizing the reserves to cover that so the taxes don't go up. Um so there's that and then replacing that what we're utilizing is going to be done through time of building back up your reserves with the end of the year
surplus. So we designate surplus for a balance to build your following year's budget and then we also designate a portion to put into your maintenance reserve, your capital reserve to start building that up again. As far as capital projects go, we are pretty caught up when it came to the ESIP program and the roofs and everything
else we've done uh over the last five, six years. So really everything else for as far as maintenance and repair would fall under maintenance reserve. A lot of that stuff for like routine maintenance, but the cap of reserve piece, we have time to build that back up depending on what it's what it comes in at. So, right
now it says 5.3 million for the total project cost, but again, if the bids come in lower, then you only get 40% of that that that amount. And then I only have to shell out what I need to shell out. So, it might be less than what's being anticipated. And if it's more, then we have to have a discussion is
where's the additional funding coming from. >> Okay. Thank you. So, so um just a few comments and and then a conversation about um a workshop. So, first I want to thank you because there's been the communication that's come out um from the from you, Mr.
Caravell, and from on on the work that's been done so far on the referendum has been great. Thank you. Um I think it's been very helpful. It's exactly what many of the many of the board members have asked for and been and it's been you know very informative for me especially the piece about sort of
helping us to sort of come up with talking points so that we as board members can actually speak about this in the right way. So thank you for that. Um, I also just want to, you know, mention that for the board members, one of the dates that they've asked us to
sort of try to find availability for for board members to attend is for open school night. Um, I know there was a signup sheet. Um, the last version I saw, I don't know if it's been updated since, but the last version I saw, I think there is still some space available for some board members to sign
up. So, if you haven't, if you can, that'd be great. Um, if you have signed up, thank you very much. I don't know if you can be in two places at once, but if there are alternative dates that you can go to, that'd be great, too. But I think it'd be very important for us to have a board representative at every school for open school night or back to school
night. >> Could I ask a question on that point if you don't mind? So, I did thank you for that because I did sign up for one. So, I'll go back and check the other dates, but and thank you for the talking points. I know we had talked about that in a previous meeting and so I appreciate that. Um is that where we
could use then those talking points for back to school night? Is that >> Yeah. So it' be for that Marbor day any type of table orformational piece that we'll run we'll we'll use utilize those talking points and of course as questions come up that may not
be included on them. we can modify them and and and add them so everybody has a almost like a running I want to say cheat sheet butformational sheet for for having good dialogue and also the flyers will be present um the giveaway so
really just we're trying to be fiscally responsible with the giveaway so we're not just going to just give them out willy-nilly we're actually going to control how they're >> how they're handled so we don't have to continually order them for the sake of ordering them of course um >> so they are being once they're received
distributed for the purposes of Marbor Day, back to school nights. Um, and then if we feel like we're gaining traction where people are asking questions and coming to the booth and asking for, you know, more information because they truly want to learn about it, then if we
do need more giveaways or flyers, we'll we'll we'll recircle back to that. >> Could I also thank you for that and can and I I appreciated that note in the that you sent to us. Can I ask this then also for back to school night? Could we be prepared with the content in advance?
So either if it's printed at the school level and then it's on the table. I don't know if that was the plan. >> Yeah. So um my office is going to be printing everything for Marbor Day and then we'll continually print it for whoever needs it for what purposes there. >> So like could it be there? I'm just only
asking like when we arrive could we could it be there already and not to give anybody more work like I could pick it up from the board office too but before the back to school night could it just be there? I'm assuming we're going to have a table set up like all the stuff already there. Do you need us to do something to prepare? >> Yeah. So, I believe so back to school
nights I forgive me. Is there any date prior to our next September meeting? >> I I think I only know one was on the 18th I believe where I'm going. So, I don't know >> because if I I think my I my plan was to just print them all out and provide them at the next board meeting and hand them
out to to all the board members. Have you have >> according to mine the first back to school night is actually on September 17th and our next board meeting is on the 16th so you could potentially just bring it here and give it to a board. >> That's great. >> Yeah, I'm happy to pick it up. >> Bring a bulk and give everyone as many copies as they need. Yep.
>> To have. >> Okay, good. So that we're prepared. Thank you so much. I appreciate it. >> That that would be great. Also, you can give them some, you know, for some of us who are new, if you can also just, you know, give us a quick briefing on what we should know about back to school night so we can be, you know, ready and
set and able to handle it. That'd be great. >> Yeah, I will. I only know it from the lens of going for my child, but I will definitely >> Well, this is newer members can share. >> Yeah, we could share with you. >> Can I ask for one more thing? I mean, I know we're doing flyers. I'm just saying, can we maybe have Chromebooks or
something there that if people want to look right there on the website on the referendum, they can I just want to give them as much as we can, not just like a little piece of paper they can walk away with. I want them to engage. So, if they're there, they're looking at something, they can play, you know, if they go on
the website, whatever it is, just giving them more access and then maybe keeping them more engaged, they can stay there, they can ask the proper questions and not just like, oh, what's the referendum? We give them a flyer, they walk away. just kind of getting the opportunity to really educate them on what it is and how it's going to help
the schools. >> I mean, I know how this district feels about QR codes, but they are helpful. Um, so rather than creating a log jam with like a tablet or a Chromebook for one person to use at each time, honestly, QR code would be seamless
where they can have constructive dialogue with you from them looking at it on their phone. So >> that's fine, too. just something digitalized. So, it's not >> the board is in consensus. I mean, Michael, I don't ultimately it's your decision as as far as including a QR
code for the link of the referendum page. I mean, this this way it's it's easier to get to. >> Yeah. No, the QR code issue was really for websites we did not control. When we control the content, I'm fine with a QR code, right? We have around our school
for for various things. It's when it points to a website we don't control the content for. That's where we don't um allow QR codes, but we can certainly make one. They're free >> because ultimately I have to scan a PTA QR code for MMS here. So I think it's completely acceptable instead of putting
it on the flyer. I honestly you could put it on the flyer, but we can also just make one and put it in a frame this way. >> That's what Yep. That's what we should do. We should have that. But just something like I said, I I don't want people to just walk away with a piece of paper. I want there to be more interaction and that way we can answer
their questions and convince them to vote for it. >> Okay. And then I just want to add to, you know, to the communications. Thank you. Because you also um commit, you know, committed to sharing with the board the opportunity to weigh in on the
the giveaways or the flyers. you committed to the board to sort of make sure we would remain also informed on cost so that this can be controlled and maintained and I appreciate that and from what I've seen so far um the cost has been very controlled so I appreciate
that level of due diligence as well. Um my final comment is just about the idea about the um workshop. Mr. Lansky, thank you for suggesting that. So here's the the dates that I have from the calendar in front of me. September 16th is our
board meeting, right? We have a board meeting on October 14th. All right. The election is on November 4th. The only dates in between are October 7th, October 21st, which is also all the same
time as the NJSBA workshop, >> and October 28th. >> What about the end of September? >> The end of September would be September 30th. >> Okay. So, we could potentially swap our next board. If our October 14th meeting
for board, if our October 14th meeting is a regular board meeting, we could make that the workshop meeting, which will then be three weeks prior to election. And then we can make October 28th, which is the week before election, a regular board meeting because the next
meeting after that would actually be on November 18th, which would be our next board meeting. So we can we can just swap that if everyone is in agreement with that. So >> October 14th would be our workshop meeting
>> and October 28th would be our regular scheduled board meeting. >> Say the dates again. >> October 14th would be our workshop meeting which is currently now a scheduled board meeting. >> So that's prior to early voting I believe >> which is three weeks prior to the regular
>> election. >> That works then. >> And then October 28th is actually would be our board meeting itself which would be the week before the board meeting >> works for >> weeks before election. That's great. >> Yeah, I think that works just everyone. Okay. >> Yeah. A question is that before early voting as well October 14th
>> I don't know that it should be >> it should be double check that >> because then I think that would it would we should try to do it before early voting as well. I feel like Mr. Caravello, it was on the timeline that you had provided us like I think Laura Bishop provided a timeline of mailers and included some date of early voting,
but I don't remember off the top of my head, right? Didn't they include it on their timeline that you get sent us? I don't remember. I read it. >> Yeah. So, the week of September 22nd, our idea was to send postcards into mailboxes of all homes working with the township and they put it's coinciding
with the county's distribution of of vote by mail ballots. So, that's when they come out is the week of September 22nd, >> right? The ballot goes out. Yeah, >> it's it's the end of September. >> This says the ballot I think gets the estimated date for the ballot to be distributed would be October 6th.
>> That's that's mailing, but I don't see Yeah, I don't see >> there's no like hard date of the >> You have it? >> I have it here. Yes. So, >> this is a good plug for our uh our new website. So, we have um >> website >> on our mtps.org website. Um, if you look
all the way to the right, there's a referendum tab. When you click on that tab, not hover over it, but click on it, it brings you to our referendum website. And on here, uh, there are dates to remember if you click on the voting section. So, October 14th is the
deadline for new or updated voter registration. >> Okay. >> October 15th to November 2nd, designated in-person early voting locations, >> okay, >> are open. October 28th, last day to apply to have a vote by mail ballot
mailed to you. November 3rd at 3 pm, last chance to pick up a vote by mail ballot in person. And of course, November 4th is the in-person voting, 6:00 a.m. to 8:00 p.m. at designated polling locations. >> So the 14th works out pretty ideal. >> It does.
>> Okay. So is everyone in comfortable with this? Then October 14th becomes a workshop. October 28th becomes our regularly scheduled board meeting that addresses the recommendation as well as the concerns addressed >> and let's do it. >> I assume we don't need a board vote on
this. We're all good with it. >> Notice the notice. >> Yeah, we just need to So I'll be we'll be sending out notices to reschedule everything and create a meeting. I can do that all in one notice, right? >> Yeah. >> Great. All right. Any other questions or comments or suggestions on the early
voting or I'm sorry on the referendum? All right, we're going to move on. Thank you. Uh the next item on the agenda is actually for discussion of board goals. Um so let me preface this by saying this is a discussion today. It is not a vote
of the board members. Um it was never intended to be a vote of the board members at this point. I would like to sort of engage in a conversation um with everyone based upon, you know, getting your feedback, your your sentiments, your ideas, your suggestions. Um that could then be incorporated into a final
version that would be shared again with the board for discussion and vote um at our next meeting. The goals were shared with everyone um or at least the suggested changes to the goals were shared with everyone ahead of this meeting and I know all the board members have a copy of it. Um, I also want to
state that the goals that I sent everyone did not change in the context or objective of the goals. They are exactly the same goals as last year's board adopted. All right. They suggested changes that they made in a summary way
were to adjust some of the language so that the language would be reflective of what the role is of the board versus the role is of the of the district and the administration and the superintendent. And an example of that is that in some cases our last year goals reflected it
said we will improve the objective was to improve student proficiency by increasing the number of students meeting or exceeding grade level expectation. Right? Um and then there was an objective underneath that that said identify student achievement gaps. We don't do that. That is the job of the
administration to do that work. So, the recommended changes that I put forward and I um I hope you had a chance to look at it because there was a lot of time put into putting this together, right? It gives you a comparison chart to walk you through the actual suggested
changes. Um so, I'll go through the highlights and then I don't want to take I know we have a lot of people here tonight and I don't want to continue to delay opportunities for public comments, but I want to just make sure we have a good conversation about this. So the first goal is on student achievement. Um
and for the most part that stayed the same. Um what I did suggest and again these are just my ideas. Um subject to you guys giving me some feedback. Um we keep the board's work aligned to its roles of governance, policy and administration and oversight. Um we
strengthen the accountability for student success and ensure equity across schools and and enhance transparency in the community. um we refine the student achievement goal to clarify governance responsibilities um and strengthen accountability for
results. So for example, governance versus administration, the 2025 2026 goal states that the superintendent is responsible for execution while the board provides the oversight, the policy, the alignment and the support um
of our resources. It also um the updated goal now requires a superintendent to identify achievement gaps um to implement support programs, set annual student achievement targets, and regularly report progress to the
board. It also talks about the new language requiring policies, programs, and evaluations to be applied consistently across all schools within the district um and grade levels, ensuring fairness
and you know what I would say is, you know, equity as far as how the the policies or how the programs are applied. And then as far as data in the first goal with with um student achievement um instead of analyzing data which we don't do the board would now
use student superintendent provided progress reports to guide our decisions on policy resources and strategic planning and then I want to just address the last one which is celebrating students which is requires a superend superintendent to continue to recognize students through supported programs and
initiatives and to include regular reporting at the board meetings which I know you've been doing. Um, but that ensures student success is recognized and celebrated publicly and transparently. So, that's the first student achievement goal. I'm going to stop there and just see if there's any
feedback, any comments on things that I suggested here, what you've seen and that I shared with you and whether or not you want to add or change anything. >> Yeah. And I and I know I had emailed you back and first of all, I appreciate how you showed the comparison. So, thank
you. I also appreciate the chart you shared to also show like the from and to. So I want to thank you for that. I know a lot of work goes into this. I know >> you did it last year. You know >> I know >> I appreciate that. Thank you. >> So I do appreciate that. Um I'm in agreement. I just had a question. Some
of the things that I one of the things I had mentioned in my email back was just like I would just say measuring success right of of these. I don't have a problem with the wording. I would just sometimes add by dot dot dot. So in number two, I'm on this first one, uh
the board will ensure policies support access to high quality instruction and resources um across all students and schools. Right? So we're going to ensure the policies. I would just add like a by reviewing whatever policies on
it's a little broad. So I would just add because that could be so many policies, right, of high quality instruction. So yeah, I would just say by reviewing I like that applicable policies on a bianual basis or something. I would just
add a little bit of a target to it so it doesn't say so stay so broad. That's just my thought on that one. Um I like number three of we should use reports to inform governance decisions. Um
what kind though? Like do I don't and I don't know like is it too I'm asking like a conversation point is it too broad for us to measure of like what kind of progress reports I like it we should use reporting and data to uh give us the reasoning behind
certain things but what would we have for strategic planning or resource allocations I just want to list do those exist >> I it's a good point and I think for us to define the reports um in the goals it's hard >> right >> I think it's It's important for us to
work closely with the superintendent and the district to see what reports they can provide and we can then determine as a board whether or not those reports yeah >> are helping to inform us in our role as board members and if they're not what other reports can we potentially get >> right because one lesson learned at
least for me as I like reflected on last year is we should as a board and boards across the country should be looking at these and giving updates regularly and I think we could do more of that and checking ourselves ves. And so I would say on this one to use the progress
report when how like that's that's just my thought on that one. And then I would only say the other one again on number four is that policies, evaluations, programs are implemented, maintained, and performed in a standard and consistent manner
across all schools and grade levels. What's the consistent manner? like does it you know I just want to make sure we're giving and maybe Mr. blown because this is really for him. Does he feel like that's enough? Right. I just want to make sure and I'm sure he saw it or he will weigh in. But that's a lot of
things to make sure it's consistent and like is there enough direction so that when we measure it later that's a lot of things to measure is really my thought. >> Well and and and to your point he has seen them. He has not provided the any the feedback yet because what our goals will do will inform his goals right
>> from the district perspective. So, he's got to come back to us over the next couple of weeks and say, "Hey, I can develop a district goal that meets this or I can't develop a district goal that meets this or I don't understand what this means. Can you provide more clarity?" >> Yeah.
>> And I think that should help inform the final decision. >> Yeah. >> When we meet as a board again. So my only question to that point on number four is I just want to make sure it's not so many things so broad that when we have to measure success at the end that we've kept it too high level and that he
he can't then write something that is actually measurable but I like what it where it's going. >> I will I will circle back with him before we finalize these things and get his feedback. >> So thank you for that. That was my feedback on that one. >> Anyone else on goal number one? M Carrera. Um well I sent it to you but I
also there was uh in the original objective you talk about um like programs and initiatives and I know that I wanted to add more like smaller scale things um like you know individual classroom environments like instructional things not like these big
grand largecale actions like an initiative has to go across a district. It can also be the very effective like small instructional things like the collaboration between teachers in a certain school that all contributes to success also.
>> What? Oh, okay. I thought I I'm like I know we already do this, but I just um >> like the district already does this. I just want to make sure it's in there. Um, and then also something that Val was getting to, um, adding, you know, that
consistency or like that equitable, right? All schools in our district get what they need. Um, not everything just equal. Um, because that can look very different from Robertsville to Marell or whatever. Um, so that was number two. I
wrote equitable, but it might go also with like number four with the consistent thing. Um and then something I did I I always focus on right um and this might just be for I don't know luxury here um or you know kind of
superolous but number three adding for continuous improvement at the end um I think sometimes you know we might try to make governance decisions or like policy updates based on our own specific values
or um but it also has to do with the community and keeping it in a positive motion um to bring our district to the best that it can be. So those were really for standard one. That's those were my comments.
>> Thank you. >> Yes. >> For number four to piggy back on Val. So everything on four is a dayto- day, right? It's all the superintendent and we're overseeing, right? So the consistent manner is going to be the
superintendent's consistent manner. He's going to determine what that looks like as a standard and we're going to see that he implements it to other buildings. So we're not going to pick the consistent manner. I don't believe Superintendent
Balone is going to pick the consistent manner and we're just going to oversee that it looks the same across all buildings and levels and grades like this has. That's my answer to that. I think that's what makes sense. >> Yeah. >> Yep.
Okay. Any other comments on goal one? All right. So, moving on to goal two, which is stakeholder engagement and communication. Um, so again, same type of approach was applied here. Keep the board's focus on governance, policy, and oversight rather
than operation. Strengthen accountability of the superintendent to ensure inclusivity in communication. making community feedback a central driver of policy decisions. I mean, that's got to be as it should. We should be writing policy based on what's in the benches of the of the the district, but
also based upon what our community wants. Help to clarify the board's governance role to shift operational tasks to the superintendent or to his staff and to ensure um that there is, you know, the transparency in all the communication that he does. remove
operational tasks such as scheduling communications or hosting events and hosting minutes. That's not really what we do, although although we have a communications committee that is working on some of that, but instead we should direct the superintendent to manage these functions while the board oversees
the review. Um I want to make sure we think about emphasizing inclusive, consistent, and transparent communications, ensuring all stakeholders feel represented and engaged. um whether they are members of our school community or not, they're
still members of our town. Explicitly um require the superintendent to provide regular updates on stakeholder engagement activities and feedback um which I think you do a lot of now in the context of your report outs. So thank you. um and set the expectations that the board will now monitor community
feedback and um and trends so that we can see how things are changing because the earlier conversation we had today with what was going on in 2022 versus what's going on in 2025. That's a good example of where we should see that there's trends in in what our town is thinking, what our town is doing, or
whether or not it's as local as something that occurred in the last 30, 60, or 90 days or the past school year. Um and then just require the board to continue to support the community engagement, you know, through forums like this and through, you know, workshops that we create as a result of
the need of our community to be better engaged or better informed. Um so those are some of the the changes that I made in the context of this language. Um let me open it up now for conversation on this. >> So um this I really appreciate
everything one, three, and four. Um, I think it was very well written. Number two, um, the entire kind of spirit of the rewrite, um, I feel is in direct opposition of the way that the board should be going. Um, to
kind of scratch things like our community chats, um, and scratch the wording to promote transparent, consistent communication and foster relationships with key stakeholders, students, families, teachers, and community members. and actively seek input and address concerns
to collaborate on solutions to improve district-wide educational outcomes. That was our goal in 2024. Um what it is now in 2025 um seems very authoritative and not communitydriven. Um and I believe that as a board member
our role is on with the community um and to kind of um bring back the spirit of the community as the the vehicle from what our community is thinking. So to take away things like our community
chats um and our onetoone communication with the community which I know I personally value tremendously. I think that would be doing our board a disservice instead of um you know what we want to promote. Um I would have loved to see something in here about the
advisory committee and what our role and goal is for that because that committee has sat dormant like I said uh at the last meeting for about nine months now. Um so I would have loved to see that kind of added in here somewhere. Um, and
whereas school events and forums and town halls and things of that nature are great, a coffee chat um, and a more uh, kind of casual environment where our parents uh, can feel comfortable talking to board members uh, as if we're one of
them because we are. Um, is something that I think was a really big asset to the board and I really really miss them this year. >> Okay, thank you for those comments. Anyone else want to add? >> Yes. Um, okay. So, I had something on
number two also. So, monitor trends and feedback. I really just had I I guess when it trickles down to the district level, I I know it cascades from here to there. I would just I'm eager to see what that would look like. It just feels because
we do get information, right? Or we'll hear it. But what will actually the formal feedback look like that is being collected? How do how is that collected to then help us to guide policy review and priority setting? And
I know that's not our piece to determine, but again, I get it, but I guess what will it look like? Um, I I did like on the former goal just to Mrs.
Balom's point targeted something what what are we going to do to to get back to to be with the community? Um, and number three, I had again similar to what I said before on an dot dot dot basis, right? How often
will we review maintain and review policies that ensure public access to board decisions, committee reports, and district initiatives? I'm really talking about the policy piece on a bianual whatever it looks like, we should be targeting it so we don't leave everything and then we never
actually hold ourselves accountable. So, I'm on the policy committee from now until December and then after that my term is over. But I would just say for now I would just like to I if I were here I would like to hold us accountable to do that. Um and then the last piece
on number four is support community engagement efforts by attending forums, town halls and school events for us in the board's governance role. Great because a lot of us do that. The only thing is is how will we measure that we've done it at the end of the year. So we're not tracking it per se. And so I
just want to say we did a good job. We were there. Or maybe that's not important to everybody else, but I just want to make sure like it's trackable and that we were successful and that we did it. And I know we all go to different things. So not sure how to track that, but that's my only thought. >> I think actually just to that point, I
think Mr. Malone and the district staff track it better than we do because they when they invite us what we signed up for and what we appeared to, >> right? So if if we're going to use that, I would just say let's indicate. Yeah, we can formalize it, >> right? Formalize it a little bit because I know Mr. Caravello or Mr. Balone
invite us to things and we'll write back and say, "Yeah, I'll be there." So, I would just memorialize how it's trackable. >> I think if we agree on the goals, that's the next step. >> Yeah. >> And I agree. We need to formalize. So, these four goals I'm in complete alignment with. I think they set the
pace for the communications committee as well as the advisory committee. So, I like how they're reframed and that we're supporting administration, but at the same time, opportunities for individual board members where possible to engage with the community. So, I'm good. I think the next step is we've got to operationalize these and formalize some
of these processes, set goals, set um metrics, all those sort of things. >> Okay. Any other comments on number two? >> Miss Carrera? >> Um I wrote in some of my feedback. Um I actually addressed the thing with coffee
chats, right? Um cuz I'm like should we be offering anything? Um I think some of those informal like events like in schools and stuff are probably one of the most important things to be present for because I wonder where where is everybody at the meeting if they want to
see us. You know what I mean? And like talk to us, ask us questions, that type of engagement. So how can it kind of like trickle or trickle the other way? Go back up, right? like we start small to draw the audience and then you know I think these some of these ideas like
coffee chats would be very effective at a larger level where we now have the engagement of a large population of the community. Um so yeah so that was just part of that. Um, and then I also just wanted we can it's something separate
but there has been um and I'll speak from my job. We started talking about like fostering this respect um and not saying that our district doesn't do it. I just want to kind of bring it to the forefront um about it like
communications especially about sensitive topics in the district. Maybe a family going through an HIV or an IEP. um if there is and making sure it's consistent across schools. I know we can't control how everybody communicates
like via email or whatever, but perhaps maybe like tips or something stems to help foster that respectful communication. Um, and then like not templated necessarily, but just like and then also offer like status updates,
which I know that I believe Mary Elizabeth was talking about um earlier or somebody was about like updating um things, but that was just part of that and I thought it would could might be a good way to in a way train someone who maybe through email, you know, we all
have different ways and like how that comes off. So, >> so I just want to because that's an important point that you made about, you know, the communications and sensitive conversations. >> I just want to just see whether or not you're you you can see it this way. The
objective says ensure transparent, consistent, and inclusive communication between the district and stakeholders. Stakeholders meaning our families and people within, right? And maintain policies that foster productive engagement with students, families, staff, and the community. Now, I can see
the maintain policies changing to and to um maintain something that fosters that productive engagement with students, families, and staff in the community. But I see us sort of saying at a high level, we want this done, but our superintendent and
his staff are obligated and responsible to making sure it happens correctly. And we could actually get back more information on how they're doing it. >> All right. But that would depend upon Mr. Balone and the staff to sort of do more regular updates which I think are extremely important to us. How do you
communicate this stuff? How do you deal with these sensitive topics? >> Okay. So that's becomes more of an issue for you than it is for us. I just want to make sure that you feel that that's being captured here or is it not being captured? But we you can as everyone I
as anyone as all your suggestions I'm trying to write them down as best I can. I may go back to listen to the video and try to capture there. If you have specific language you would like to recommend to me, please send it and I will try to weave it in so that it works with everyone's mindset. But for me to share this document out with you and
have nine editors, forget it. Um, that would be hard. >> No. And this is when I was first writing to you about that state. I'm like, are we a part of this conversation about how we communicate with each other and all of that. So that was part of my interpretation, but you have corrected that and that's definitely uh what you
were saying is what I was alluding to. >> Great. Thank you. Any other comments on number two? Number three, foster a safe and respectful school environment. All right. Um, so here my suggestion changes that I made were ensure again that this the board stays in its oversight lane.
It holds the administration accountable while you know modeling leadership shifts from developing and launching programs because we don't do that to overseeing policies and monitoring effectiveness. clarify that the board supports and monitors initiatives rather than
implementing them and keep the focus on respect and recognition framing the board's role. So that's sort of the the overall comments. Um the the comparison provided a little bit more detailed back and forth. In our 2024 goal, we said we
develop and enhance comprehensive policies and programs that address bullying, discrimination, and hate. In the 202526 goal, I use the language ensure the district policies and programs and practices foster a safe, inclusive, and respective learning environment because it is all those
things fall into that category. Um, we don't in the 2425 we launch district-wide awareness campaign. In 2526, it's Mr. Bologn who actually launches the campaign. We need to support and monitor the district's initiatives that raise this awareness
and those campaigns are part of it like the unity event that he does. Um require regular reports from the administration you evaluating effect of these programs and you know encouraging the integration of respect by recognizing school individuals and exemplifying those
values which we do in the context of our board um agendas all all this past year. um we need to as a board participate more in professional development and regularly review ourselves. All right. And I know that this is extremely
important, but it's not just about sort of, you know, how do we learn more about the work that we do as board members, but how do we also work to be able to be more respectful, more understanding, better board members,
better people ourselves amongst the work we do as a as a as a team. So those are some of the comments that I made in this particular case. Let me stop there and see if there's any feedback from our board members. No shock. I'm going to have thoughts on each one so don't be surprised. Okay, first one. So I agree
with the whole spirit of it and I like it. On number one, I would just say review and revise comma if applicable district policies related because we may not have to. And all of these comments I'm making are holding us accountable to measure. That's all that's why I'm
saying it because we have to be accountable too. In um number three, again I just want to make sure that this is a measurable goal. However, it's cascaded. So when it says require regular reports evaluating the effectiveness of programs, I know that
we aren't um running these programs or whatever it might be. So I would just say we might have to change that language if it's not regular reports. What would those report what kind of reporting do we have? So that was just my thought. My only other thing, I'm only going to say it and
don't don't kill me please, but I would add another one on number six about us as board members being role models. I'm just saying it. Leaders,
respect for each other, respect in the community. We don't all have to get along. I say this all the time. We don't all have to get along and we can have differing healthy opinions, but I just we are the board and we should be the role model for a respectful environment.
>> I love it. Will you mind writing it? >> I will write it and I will send it to you and you all can hate it. I just want to say that >> we should exemplify we should we as board members we should be exemplifying the same level of respect and safe
environment that we promote. Right. Communication, respect for each other, respect in the community, all of those things. I'm not saying anything. I just want to say I'll draft something. You can all destroy it and change it. But I think that we should be the role models here as the board.
>> There are multiple people who want to draft something in this particular case. If you all send it to me, I will do as much as I can to sort of >> merge them together and and come up with one. >> Yeah. Okay. The the one comment I have the first three are clearly related to
uh HIV bullying those sort of things. The fourth one sort of stands on its own. I frankly I think it's just as important as code of conduct bullying. So if we're participating in board professional development on bullying discrimination, we should also participate in professional development
on other things outside of that that are more positive. I think you can just integrate them. That's all. You know, it it's interesting and Val, take a look at number four when you're thinking about this. Encourage the integration of respect, trustworthiness, responsivity, positivity, and kindness into the work
we do as board and into district activities by recognizing schools and individuals. >> Yeah, >> it may be right there. >> Okay, >> maybe lead with that. >> It's up, you know, it's we'll we'll merge it in. We'll see what happens.
Okay. Any other comments on this? I don't. Okay. Number that was number three. Number four, promote fiscal responsibility and resource allocation. Again, um here the goal remains
substantially the same. There was not a lot of things to sort of suggest that we change here. Um in you know, ensure district funds are allocated effectively. We don't ensure it. We are o we are as oversightes responsible for we are responsible for overseeing the
responsible use of district funds. Um so that reflects our oversight role. Conduct budget transparency discussions in 24 and 25 require the administration to provide these presentations and the opportunities for the community for their understanding um which we do um
and they are very um easy to understand and follow. So that's that's pretty much covers it. Performance data should be used. We should monitor the use of performance data and prov and program evaluations in our resource allocation decisions. And again, we should encourage the pursuit of additional
revenue streams. We cannot depend upon the taxpayers for everything and we are in a zero sum game because every year costs go up greater than our our our tax increase. And I I can't imagine a year
where, you know, we're ever going to be able to say we have a surplus because in a budgetary perspective. So we really need to encourage these other sources of revenue streams. Um so those are the changes that I sort of suggested. Let me stop there and again let me get feedback from anyone.
>> I only have one. I appreciate these bullets on the fourth one. It just says encourage the pursuit of additional revenue streams, grants, partnerships, etc. I would just say I think we do and Mr. Caravello I know does a lot of that already and looking for it. So I would
just say buy like what is the expectation of me? I encourage it. I appreciate when he does it. So I would just say to measure it what am I going to do right? Like I encourage it please find it right but is it encouraging it by looking for it sharing my my
information you know and I don't want to get too in the weeds. That's just my thought when I want to measure it at the end. And I'm going to say, "Well, Mr. Caravello, you do a great job. You already do it. Thank you. I encourage you to do it more." So, I would just maybe tweak the language to either add a buy or what else could I
incur like what else could I do there? And I'm happy to tweak it to and send it to you. >> Okay. And you you that's fine. You know, I I can capture encourage, support, identify, you know, opportunities for additional revenue streams. >> Yeah, that's fine.
>> Anyone else on this? Okay, thank you. And then the last one is policy development. Um so in this particular case again um I didn't see that there was a lot that I suggested to change. Um creating in 24 was create
enforce district policies that address current educational challenges. You know, I think the the way I I labeled it was to establish um create, review, and maintain policies that address the add the educational challenges. So, you know, in some cases,
I just use the word establish. We want to make sure we review them. We want to make sure we maintain them. And then we, you know, we don't it's interesting. We don't enforce we don't have an enforcement role in our policies. um which is interesting but I'll leave it there. Uh
conduct frequent policy committee meetings hold you know that remains the same. Um require clear communication of new or revised policies to our community. Again we we have this role. I just want to make sure it's you know clear that we are required to provide
these clear communications. um schedule the annual reviews with the um you know with the board and then you know establish accountability measures to monitor enforcement and require administration to address issues. So those were the the changes that I sort
of I suggested here in the in the comparison chart and I'll stop there and again look through your feedback. >> I had one on number four. >> Number four. >> Yep. So the establish accountability measures to
monitor consistent enforcement I had establish and you had said maintain. So it's it is sometimes established. So I would say establish, maintain and adhere to accountability measures
um of consistent enforcement. I only want to say the other thing and it is tied to this a little bit and maybe not but just food for thought is a lot of the policies to the point you raised are gray. So example could be like if they
don't do this it's up to the board president to decide what happens next. Um, and so I didn't love I I don't love that it sits with one person. And so I would like to
kind of look at that enforcement and and create a little bit more enforcement or something when a policy is not adhered to. Now, by the way, I want to pause because there are policies that code of conduct has a very strict
grid that is adhered to. So the staff does a a good job only from what I know. I can't speak to every incident because I don't know those. So I would just say adherence to policy is important. The other one I would only say is that
number three schedule annual review of key policies to ensure ongoing relevance as the committee right now. I would just say we'd have to determine what does that mean? Because at the end of the year when I want to say, "Yeah, we reviewed
key policies." What does that look like? >> Well, that feeds into your comment at the beginning of this conversation about how often we look at policies, >> right? >> By you know, bianually, semiannually that that feeds into that comment.
>> So maybe a key policy I would just like for us to identify so that we could say we did what's a key policy look like for the board. Could it be things that are related to code of conduct, HIV? I'm just thinking of like some keys. So,
>> we could we could so we could sort of do it, you know, that are aligned to board, you know, the a board's priorities, right? >> You know, and those priorities could be identified >> at the onset of the of a new board year, >> right? Safety and security, right? So, maybe we if we just outline some key
themes at least so we can hold ourselves accountable. I guess one second on that note >> as we know being on policy committee before there are so many policies if you start >> saying we're going to look at all these first right >> we're going to be in every board sitting
here eight 10 years from now is going to say look at this for 10 years why didn't they look at this 10 years so how do you do that but not miss the ones you don't look at for 10 years >> right exactly >> we saw right we saw that yeah >> and then you get and then you get to the part where the board has said we don't want to look at more than three policies
right >> for first read and second read, >> right? Then we modify that. >> We don't have time to do any other work. Right. >> Right. So, I just want to make sure we identify and give ourselves something to live to. That's all. Other than that, I'm good. Thank you. >> Thank you. Any other comments on this one?
>> All right. Well, thank you. This was very helpful. I will try to synthesize your feedback and I will take your comments via email, please. Thank you. And we will have something on the agenda for next month's meeting. So, this was great. Okay, back to our agenda. Um,
we are up to public comments. Mr. Caravell. >> Sure. Uh, first up, Angelo Delguis. Oh my god. I'm here. We're going to be having as well as >> Okay, I think no. All right, I'll step
back though. All right, so my name is Angela Delgus. um to Old Scots Road in Malboro, New Jersey. I've been a resident in the town for more than 25 years. Uh I currently sit on the Malboro Educational Foundation as a trustee. Um
we are having a fun event in November and I wanted to take the opportunity tonight to let you all know as well as seek some support. Um the event is going to be a casino night. Um it's going to be held at Eagle Oaks Golf and Country Club. Um, in the past the board and the
community has supported us real well and looking for the support here. Probably many of you are familiar with the Wizards event that we had this past April. It was a fantastic event. It was sold out. I'm seeking the same thing for this event coming up as uh many of you
will know what the educational foundation is about. I believe it's on your agenda tonight to recognize us. Um, every dollar that we raise goes back to the schools. It's a great uh thing that this uh foundation has done. It's been
there for more than 20 years. Um, has given a significant amount of money back to the community and I'm hoping to along with my colleagues continue to do that um and seek your support. That's all I have. Thank you so much.
>> Thank you. [Applause] Mr. Caribella. >> Sure. Next up is I'm sorry if I mispronounced Megan Chula. >> Chala. >> Chala. Sorry.
I don't think I have to worry about the mic. Hi everyone. My name is Megan Chala. I live at 3 Jennifer Court. I recently moved to Marbor a little over a year ago. Um my I have three kids so hectic life. Um, my two are going to into the school district for the first
time. So, um, just kind of wanted to get more involved. I just have a public comment like I guess pro the, um, using anatomically correct body parts and names for our kids. My background is a
forensic nurse and a pediatric ER nurse. And just for the safety of our kids, I'm like very pro it. Um, I know that it can be a very sensitive topic and I really hope and encourage all parents to bring it up way before this. So, I think it's amazing that like teachers can reinforce
lessons that hopefully we as parents have been giving at home. The benefits are like quite significant um just for the safety of our kids. But I just want to like thank Maro for like not backing down from it. I think it's like really good for our kids and something that I
um am am happy that my kids I will obviously opt into when they're in second grade. It's a conversation I've had with all three of them already and it's not um vulgar. It's just like educational. So, thank you. >> Thank you and welcome to Marorrow and
welcome to the Marorrow school system. >> Thank you so much. >> Sorry. I just want to thank you for coming and um speaking in support of that. So, thank you very much. It's uh it takes a lot. It's brave. So, thank you. And you're absolutely right. There's nothing vulgar about it. I
appreciate it. >> Mr. Carell. >> Thanks. Douglas Moore. >> Hey, Ashley McCormack. >> Good evening. Ashley McCormack, 16 Riley Road. Um, I just wanted to ask Mr. Bull and the board kind of publicly,
transparently if if the county superintendent found accountability issue with the genitalia situation in second grade, did he mention anything about masturbation being removed from third or anal and oral being removed
from fifth and pushed up? Um, is that going to throw a red flag? Why didn't it throw a red flag? Can we are we going to expect this to come back next year or the year after? I mean, so I don't I appreciate the default being opted out.
I appreciate all the communication. I appreciate our phone call, Mr. Balone. Thank you so much. Um I just want to make sure that this isn't kind of going to lead into reversing everything that happened in 22. Um because I think there's a big difference between anatomy
in second and masturbation in third. That's all. Thank you. >> Thank you, Mr. Carell. >> I have no more on my list. >> Uh, yes. >> We're going to finish public comments
and then we'll um we'll have an opportunity to respond. So, >> sorry I didn't sign up, but I had a couple questions based on um the conversation and the um presentations. Um
>> which having public comments so far, >> would you do me a favor? Just just state your name. So, >> Oh, I'm sorry. Carrie Jenowski in Morganville. Having um public comments so far after presentations, I feel like I'm going back to beat a dead horse, and that's not my intention. Um, the ELELLL
presentation, I know there was a slide up there about ELLL and IEP students. I'm just curious if those IEP students came into the district with an IEP or they were classified during their time in ELLL or they were they had an IEP and
then they took the ELLL test. I'm just trying to um see what the data is on having a child in ELLL and then still considering them for services. um the um special education
presentation. Loved it. Thank you. I just had a question about your BCBAS because Miss Gandhi asked a question about the BCBAS being um there for all >> what was it 1100 students and I'm just wondering if the BCBAS are specifically
IEP driven. So in order for a BCBA to come in and work specifically with a student does that have to be in the IEP? do they have to have a BIP? And um I was assuming that the other students were more getting the school psychologist and not the services of a BCBA. So I'm just
wondering because there's a lot of paperwork that a BCBA has to do, a lot of work and effort go into creating a BIP. So I'm just wondering with how thin they're stretched because I think somebody raised the point that having only four that's that's a lot of work if
they're not solely there for IEP driven students. So that was just um that was a question that I had. And then going back to the original discussion is more about the second grade curriculum. My daughter was in second grade last year. She didn't learn any of that. Um I didn't
have to sign anything. So I'm assuming it wasn't taught. I just have a question more about QAC. So if I was to understand the conversation, QAC came in and they dinged dinged us. They like took off like a point or two or however that works. We didn't get the report
yet, I heard you say. Um, but if nothing, my question is, if nothing in the curriculum changed and everything was still there, what did it look like when QAC came in? What alerted them that something was
there but wasn't being done? So, I'm just wondering what that conversation was. Was it lesson plans they were looking at and the teachers didn't have it in the lesson plan? was that they didn't see the video in lesson plans. So there has I'm missing the step where
it's in the curriculum. Nothing has ever changed since 22. CQ came in. What alerted them that it wasn't being done? That's my question. >> Okay. Thank you.
Any other public comments, Mr. Pollock? Good evening everybody. Adam Pollock, 52 St. Lawrence Way in Marboro. So I am a staunch parental rights supporter. Uh parents should be involved
and in lock step with the school district's administration and school board and understanding the community needs and values. Parental rights is not just about any one individual's parental rights, but the rights of all parents in our community. Parental rights is not
defined or owned by one value system or political affiliation. Every parent in our community has the same rights. We all have the right but more importantly the responsibility to be involved and understand what is happening in our district and to influence or impact the
district to make sure the students are being given every opportunity to learn and grow with involvement from parents in our community. The superintendent, the administration, and the board have a responsibility to guide our curriculum and make sure the
topics that are deemed important, age appropriate, and promote development are taught to the students of the district. If the majority of our community feels that certain sensitive lessons require an opt-in by the parents for the material to be taught, the board and the
administration should understand those concerns and align with the values of our community. So, I'm proud that the current administration and the board are aligned with the values of our community. When a topic was identified
as something that was deemed sensitive, the administration understood our community's values and made sure to require and opt in for that lesson to be taught. I'm one of the families that was affected by the lesson not being taught.
I have a rising third grader who was not taught that lesson last year. I was not given the option to opt in. One could argue that any parent that wasn't given the right to opt in to that lesson was
having their parental rights violated. So, I appreciate the administration and the board making sure that everyone's parental rights are being protected. In my opinion, not everything is always a conspiracy. There is not always a political motivation for every decision
that is made. We should have grace, respect, and understanding when dealing with our teachers, administrators, and board members instead of thinking the worst about everyone's motivations or intentions. Parents have the right, but again, more importantly, the
responsibility to act in a manner that mirrors the values we are all trying to nurture and support within our own children, the students of this district. Let's remember that. Thanks again to the board and the administration for supporting my parental rights. Thank
you. >> Thank you, Mr. Pollock. Any other comments? Anyone else want to come to the mic? Seeing no one else, motion to close public comments. Mr. Gande second. Miss Mendes. All in
favor? Any opposed? Thank you. Okay. I know that there were some things that were raised during public comments that we want to respond to. Um so I will um go back and look at
the notes. So So Mr. Bologn, you kept notes on this and you want to respond back to some of them? >> Yeah, it looks like uh there were two comments that are really um that I I can respond to. One was Mrs. McCormack. Um,
so the eighth grade standards, nothing was removed from those eighth grade standards. So um, I think you had mentioned that the three types of sex were removed. They were not, right? There's an opt-in opt out for that. Um, the parenthetical
um, term that you mentioned initially was removed and that was permissible because that was not part of the standard. It was an example that that the state department of ed um and I'm actually proud to report
that my question um prompted the state to reach out to 600 school districts in New Jersey to allow them to remove that term. So, it didn't change the standard. Um I asked
the county well I I told the county that that's not part of the standard. It's just an example and they went out with a blanket email to say you are permitted to remove any parenthetical because it's not really part of the standard. It was just an example. So, um, we did remove
it. Um, I checked before. Um, and then not only did I check before, but they went out to 600 school districts and said that that was allowable. So, I think that answers all of your questions. U, Mrs. Jenowski, you you're
The crux of your question was what alerted what what what what was the alert in the QAC process to have the county say we were not in compliance? Um I'm not sure if you were here when I spoke earlier
but um I did mention it but I'll repeat it. Um so there are three sections of our curriculum guides. the two columns uh there's a left column and a middle column that is state language that that really doesn't change by us when we
create curriculum guides what does change is that third column which is entitled classroom applications so the way our current classroom applications reads is the same as it read in 2022
it includes body parts does not include genitals so But when the county came in for their curriculum review, they looked at our listed body parts and they did not include the genitals. That's that's where the question was
raised and that's where we made our correction. >> Thank you. And um do you want to respond back on the ELLL or on the special ed the BCBA? So the e
um yeah the the um access forel's presentation I don't have the answer for you right now but I can get that for you. So essentially did the students enter our school district with an IEP? Uh Mrs. Ster you have that information. >> Well I can
>> Okay. >> Yeah sure. >> Thank you. >> So this is something I'm actually really passionate about. I love the ELLs and special education. Um there's an overclassification going on right now with ELLL's um because um if if your
program is not that strong in your ELLL program, then the push is for the special education because that's where um this child is getting services. Um so the biggest thing for us is to really decipher and understand whether it is
the language um the home native language or if it is a learning disability. Um it does take a lot of information to gather but what we've been doing is gathering as much as we can really looking through it comparing their access to cores from year to year to see if there is growth
because typically with somebody who has um a disability there would be minimal growth. So, that's something we've been looking at closely, but there is an overclassification of ELLs. I can say that I I know that students do come here without an IEP and do get IEPs and get
services. So, we have found students that also are in need of special education. Um, but we really do try and sift through as best as we can, um, working with Mrs. George and working with Mrs. gross like what that looks like because that's that is honestly one of the most trickiest things in special
education with students um with ELLL students. So that's kind of something we've been really working a lot on um and I think that our child study team had a lot of questions um and we've kind of been for the at least the past two years talking a lot through administration because it as our
population grows here um we in special education really need to learn more about ELL's as well. So that's kind of been something that we've been passionately working on. Again, special education teachers don't know how to teach the ELLL population because that's not their background. So that's kind of
been what's really hard is is, you know, it's you're looking at a service from a special education teacher, but that's not necessarily what they know. But services from a special education teacher who somebody's struggling in a classroom just looks like, oh, they can service them, but that's not necessarily what helps the child. So that's kind of
what we've been doing. So I I know it's it it students can get underclassified depending on the district and overclassified depending on the district. So that's something we've been looking at. Correct. All right. >> Thank you. Can you also just can you just sort of respond if you haven't if you can on the BCBA.
>> Thank you. >> Okay. Um so for BCBAS it is IEP driven for a BCBA to work with a child work one-on-one with the child. We need consent from a parent so that all the parent knows all that information. The FBAs are very indepth um functional
behavioral assessments that happen on the child to figure out what the function of the behavior is. Um so it is they do a lot of paperwork. So they really are only with our special ed population that needs it. Um and if there is a student that happens to be maybe in a 504 maybe um but really
mostly is our special education population that has it. So we have them in four buildings but the general education population does not utilize um the the BCBA. that more is the school psychologist and if it comes to more of a behavioral need then sometimes it does come our way but there's other avenues
that we hit before we go to the BCBA. So the BCBA really I I do feel like we're good with the BCA because I do feel like their case loads are very manageable. Um and I think that they are doing what they're supposed to do instead of just being somebody that puts out fires, but I do like there are districts I know
that use a BCBA in a general education setting to kind of just deal with behaviors in general. We do not. >> Did that answer it? Yeah, it was not. Yeah, it was just like making a point that the DCAs don't work with all specialized kids. >> No, they don't. So, it's really IEP
driven if for a specific behavioral need >> because then they're just utilized for putting out fires and not being consistent in managing the ant. >> And I think that's why we can say that we're really our ours are very programbased and they're proactive and I think that's because the way we set it up is that they are for specific
students who need it. Um, and some are program based in the sense of being in the program. Like RBCBA in the autism program, we automatically have the consent from all the parents because it's a part of that program. Um, and she oversees a lot that happens within the classroom with the working with the teacher. So that is a little different.
Um, but specifically if a it has to be in an IEP for a child to even get consultation from BCBA. >> Okay. Thank you. All right. We are going to move on to >> Can I can I please make a statement or comment if you don't mind? Sorry. I just wanted to clarify because Mr. Pollock
had some good information or or feedback that he shared and I want to make sure at least that I understood it and that we addressed it briefly. So Mr. Pollock had stated and Mr. Pollock please come up and say if I've said anything incorrect. So I was trying to like mentally take a note. You had said that
you felt like your parental rights were violated last year and so I just want to go back to that in 22 as was stated before. I'm not sure if you were here yet. The actual right of a parent whether they were opting in or opting out was actually added. So prior to
that, that option was not there, but they could contest it through policy and removal of from the program. The second thing though is the order of events. So in listening to the 62 or 65%, forgive me I don't have the number that came
after the fact. So the standard was it added to the lesson based on and please correct me if I'm wrong based on the feedback from the county superintendent. We only got the data when parents were then opting in or out and making the decision. So it wasn't that they
listened that anybody listened and then made the change. The change came from direction of the county superintendent. And so I just want to clarify that because if a parent or family member or guardian feels that something was violated, it should absolutely be escalated. So I just wanted to make sure
that we were clear that you don't feel that way now. You feel heard, but that heard part came after the direction came. I just wanted to make sure Mr. Pollock, please clarify for me. I don't want you to feel that way. And so >> so I just want to be sensitive to the
fact that this is not traditional. Well, if he has closed public comments, so generally we don't >> My apologies, Mr. Pollock. So, we'll have to email. You can email. >> Out of out of respect for the the process. If I do this for you, then I do this for everyone. >> I agree. My apologies. I told I asked
you I told you to weigh in. So, I'm sorry. >> I got to be the parliamentarian here. >> No, he's right. I also don't want to make you sit here and wait till the last second of our meeting to sort of say have second round of comments but I would suggest if you want to sort of >> yes I'll I'll come to you after you give me your feedback
>> but Mr. Pollock. Um, without having to have the need to respond, I just want to say thank you for coming to the mic and saying what you said. You you you you offered a perspective that was shared that, you know, while we don't know what
percentage of people ex share that perspective. you brought to the microphone a point um that was helpful for us and you know that's what the purpose of these meetings are for for the community to get out there and inform the board. So thank you for doing that
>> and what I appreciate that Mr. Balone gave us was the data. So I know as we're doing the goals I appreciated the numbers to have fact to help us drive decision- making. So I thank you for that more data. >> Absolutely. So thank you Mr. Pollock. I'll catch you after. >> Okay. Um, any other board comments
before we move on. Okay, we are up to my eyes are going on me. Communications. >> No, >> I have none. >> Okay. Harassment, intimidation, and bullying, HIV. >> Yes. This report is from July 17,
2025 through August 20th, 2025. There were zero incidents reported. >> Thank you. Meeting dates. I'm going to make a modification to our meeting dates since we had a conversation about this earlier. Our next meeting is Tuesday, September 16th. That'll be a regular board meeting. Our Tuesday, October
14th, 2025 meeting is going to be a workshop identified uh to address the referendum. And then our meeting after that, which is not reflected on this on this agenda, will be Tuesday, October 28th, 2025, which will also be a regular board meeting. And those will be reflected in the in the the notes as
well as at the next agenda. Uh I'm moving on to a review uh approval of our minutes. I'll move for um a adoption of the minutes um for both the regular and executive session for July 2020 July 22 2025. Can I have a second? Mr. Hayatt.
>> Uh we need a roll call on this. >> Yes. >> Any discussion? >> Thank you. >> Mr. Alonski. >> Yes. >> Mrs. Mendes. >> Yes. >> Mrs. Mrs. Balomo, >> yes. >> Mrs. Carrero,
>> yes. >> Mrs. Gandhi, >> yes. >> Mr. Hyatt, >> yes. >> And Mr. Cohen, >> yes. >> Moving along to Secretary and Business Administrator's report. Mr. Caribella. >> So, this is the submission for the secretar's
uh monthly certification and payroll certification for the month ending July 2025. >> Thank you. Uh committee reports. Advisory committee is first. Miss Mendes, >> I'll keep it quick. The advisory
committee met yesterday. We um reviewed an application, not really an application. We're calling it an advisor int. So, we're going to be looking for people that are interested in the community of being an adviser when it
comes to the referendum. And so, um Mr. Hyatt as part of his role of communications drafted a variety of communications that would go out from the district to f to families that would go out from the township looking for
people that are interested in being an adviser. Um so Mr. Balone is going to send an email to families on behalf of um looking for anybody who's interested in being an adviser on September 8th. Marorrow Township will send one on
September 5th, right, to make sure that you can get the whole community and not just families that are in our schools. Um there's actually the advisor interest form is actually out there now. The link went is live on the referendum site. So there's a section on for the referendum
and if anybody is interested in being an advisor, there is some criteria. you'll answer a variety of questions that are in there about yourself, your background, what you're interested in, what what you can bring to the table that is already live and so it went out
there. Um, and just a reminder to our committee chairs that are here, if you feel the need that you want that you need some advisors, that would be great. Just feel free to reach out to the committee and we will uh work on that for you as well.
>> Thank you. And I just want to add I think and Mr. Hay you can probably validate this for me when advisor information forms are completed then the full board will be aware of it and have ability to access that information as well. >> Yeah we got the form live today I
believe um it's linked to a Google sheet that anytime someone signs up to be an adviser that she will be updated. I will set alerts for that so the full board knows anytime an adviser signs up you have access to um that on a real-time basis is the goal. Uh if we can make it
work if not I'll forward those emails as soon as they come in. >> Great. Thank you. >> Any I'll just add to the advisory that since there's no committee to send referendum people to, we'll be sending our advisors once we pick them to Mr. Carvello
because he's coordinate with the the referendum group. >> He's leading that. So, >> he is the committee. >> Yes. >> Great. Thank you. Um curriculum committee. I know Miss Dr. Msquitz is not here today. Does someone have a curriculum committee update?
>> You skipped over communications. >> Oh, I am sorry that that's a perfect segue. >> That's what happens when my eyes reach 10 o'clock. Um communications, Mr. Hayatt. >> So, yeah, we need uh adviserss for the referendum. >> Uh we met last week. Um, we focus most of our energy on getting the
communications done for recruiting advisers as well as making sure the administration, Mr. Caravel, and Mr. Blown had what they need in terms of the communications rolling out for the referendum. So, that was our 99% of our focus last week. Uh, but we did meet um
we all agreed on the communications approach, which um Miss Mendes outlined pretty clearly. So, that's where we are. >> Thank you. All right. Go back to curriculum. Does anyone have a curriculum update? >> Okay. So, we're going to put that on
hold for till next meeting. Uh policy committee, Miss Gandhi. So, the policy committee has met um several times over the last probably two months at least um to go over specific policies, especially the ones that have come in through Straw Esme um to make
updates. We are going to we're trying to schedule a meeting again for either this week or next week so that we can have some policies um especially I can't remember the policy number right now um the one that we talked about policy 215 from
>> the alert >> you got to talk to the mic >> I think it was like 235 >> 235 is the most recent >> so the most recent policy 235 um we received that in July from Charles Esme so we're going to meet as a policy committee to go over that and some other that have been um in discussion like I
said for se several meetings uh over the last two months. >> Okay. Thank you. Any other comments on the policy? >> No. Um and then we are up to safety and security. >> Sure, Mr. Lansonsky. >> Sure. Uh we uh security committee met.
We started off with a recap of the safety walkthrough with that took place with Dr. Gambino. Once again, I cannot speak enough about the level of knowledge that Dr. Gambino brings. This gentleman is encyclopedia of school safety and I can say that our students and staff will be even safer due to some
of his recommendations. We also reviewed the updated lobby guard system with it updated database. There also be updated procedures for frequent flyers entering our buildings where you can sign in with your mobile device and show that device to security monitor to enter. More about that for administration. We'll be sending out that information as it
becomes available. So, if you're attending an event during the day, and a lot of parents tend to show up at once with something, they can now in their cars use their mobile device to pre-sign. Show that to Am I saying it correctly, right? Show that to the security monitor when they enter the building, which makes it a lot easier. There won't be that line at the kiosk.
And the same thing happens that would have happened if you're at the kiosk as far as the background check and all that kind of stuff happens. Um, the rest of whatever happens, it will I'll be reporting back to an executive session. That's about what I can talk about in public. So, that's it for now. Thank you, Mr. Lanski. Uh, any other comments
on study string security? Thank you. Um, special education committee. Again, Dr. Mskitz is not here today. You have something. Thank you, Miss Gandhi. >> Um, so Dr. Mskowitz put this together and sent it to me to read. It's a little bit long, but it has a lot
of really good detail in here. So, u, we want to commend Ellie um, Ellie Mortar on a wonderful ESY program. Scott, you have to you have to channel you have to channel Dr. Miswitz when you do this. >> I'm not a net. I'm not that good, but I'll try. Um, we want um Miss uh
Stur I can't say the last name. >> Sturio. >> Miss Sturio took Mrs. Carrero and Dr. Mskowitz on a tour of the building to see the program in action. This year, ESY was housed at Dugan Elementary. The logistics for the change must have been mind-boggling at first, but somehow Mrs.
mortar and Miss Sergio pulled it off um and the program went on without any problems. At our July 24th committee meeting, we focused on strengthening and streamlining the response to intervention process to make it clear, consistent, and effective across the
district. Mrs. Morgan Gross, who oversees RTI, joined us to explain how RTI connects with IEPs and 504 plans. Um she collaborates with Mrs. with Mr. Archio, director of special services to ensure these systems work together to support students. RTR um which is the
response to intervention provides targeted academic and behavioral support for students under the encouragement and direction from Mrs. Gandhi and Dr. Mskowitz and with input from admin as well as the special education committee. The RTI process will be updated to
involve parents from the RTI uh from the time RTI is initiated. Include them in all meetings where progress is discussed and until the child either exists exits or requires further referral services. Monitor students even after they exit RTI support. Standardize procedures
across all schools better align with special educational services. These updates reflect a collaborative effort to ensure students get the right support at the right time and that families and staff have a process that is clear, consistent, and easy to navigate. Our
committee meeting provided an update on ESY, highlighting successful events such as the scope ice cream truck visit, CPAC spirit week, and the Robertsville Fire Department water play day. The administration sent out a survey to all ESY families to gather input for planning the 2026 program. While ESY is
going on, the child study team has been busy throughout the summer conducting evaluations and preparing transfer students for the upcoming school year. Other staff um working on providing additional resources and assessments to enhance the curricula which had
previously been approved by the board. Um is this a no. Okay. Plans were also shared regarding the presentation which we saw at today's meeting which as you saw included an overview of district programs and related services. Summer packets were distributed to parents
which included case manager letters, scope CPAC flyers and additional department information. Company dates for 2025 2026 are being scheduled for October, January and March and sorry March and June along with two joint meetings that will include CPAG and
scope. Additionally, um NJDOE is seeking stakeholder feedback on the special education um administrative code that you heard um Mrs. um Miss Stu I can't say Stu um just present to us. So this was a very long meeting but very
productive. We got through a lot and I also just want to um take a minute to thank Mrs. Gross for making herself available um and to kind of meet with us so we could collaborate on some of these um things that were just brought to light. Thanks. >> Thank you. Uh next is the technology committee.
>> Mr. Bologn, you want to talk about the technology plan orology strategy? >> Yes. Techn I guess technically the technology committee is a is a committee of the whole, right? So um you know something germanine to that committee is the technology plan which uh I submitted
to all of you. It's our three-year plan. >> Um goes from 2025 through 2028. Of course, it's a living document. things can change right over the course of even this year or the next three years. Um I would like to just acknowledge our district administrative team who uh
provided input which is on on your um page three of that report. Um in addition I met with community members um parents staff and um the plan is to also speak with students. I I did do
that um two years ago which somewhat helped inform this but I also will be doing that this year as well. So um that's that's why it'll be a living document. We uh developed a district mission and I'll just summarize that for
you with respect to this plan. Uh MTPS embraces the critical role of technology in enhancing teaching and learning through the integration of emerging technologies including artificial intelligence, promotion of digital citizenship and maintenance of secure and efficient digital systems, equitable
access to personalized learning opportunities is ensured inspiring innovation and critical thinking. Um we will also have ongoing professional development uh continuous program evaluation and active collaboration with the entire school community with respect
to our technology plan. We also devised some technology goal statements within the report. um a needs assessment and then um the bulk of this plan derives itself from our fairly new
policy 8100 which is the district technology strategy and I believe there are 14 points if I my memory serves me correctly uh yes 14 components of the district
technology strategy uh which outlines Um things like instructional technology, technology support and staffing, special ed and accessibility, digital curriculum, infrastructure and network security, device management, data privacy,
security, administrative technology, parent and community engagement, disaster recovery, financial sustainability, policy and governance, professional development, and statement or indicators of success. I think we've
we hit all of those um items. I think it's it's something important to note. Um you know, artificial intelligence is weaves throughout this plan. Um but you should know that we also did a lot of we
did extensive work over this summer with respect to artificial intelligence in and of itself. So, we have a separate document um once it's fully fleshed out, which it's pretty much there. It's about 90% there. Um again, I will be meeting
with um our admin kickoff starts tomorrow with the entire administrative team and is a two-day essentially a two-day meeting with the administrators. So, we're going to um we're going to pull together all of the work that was done over the summer with
respect to artificial intelligence, create a succinct document. Um just some highlights from that document that you will see in the future. Um we have artificial intelligence goal statements specific just to AI, right? It's hard to
the tech the three-year technology plan is sort of a big overarching piece but there are other things um that fall within it. So artificial intelligence being one of them. Um we have uh student will statements for K2 3 5 and 6 through
8. We also have the roles and uses of AI for educators. There's a whole section on that. There is an entire section uh entitled considerations for parents and guardians. Um examples of professional development
topics over the course of the three years which aligns into our technology plan. Suggested topics for parent and guardian information again for the next three years and again that will be uh updated as things change
with AI things change by the hour. So by tomorrow there will be something new. So, we'll continue to change that or or update that. Um, and there's a section here. Oh, that's uh parent guardian information. So, what is AI? AI at
school versus AI at home. What does that look like? Setting boundaries. Healthy AI use at home. Protecting privacy, which is an important piece with AI and our students need to understand that and even our parents. AI and digital literacy,
raising critical thinkers in an AI world. What does that look like? AI in the real world. So those are just some of the highlights from so so the technology plan you can think of as our big overarching piece. And then under that we have very specific things like
artificial intelligence. We have our digital tools but we have a separate document on artificial intelligence which is just about there. But we we have a just you know a few more meetings and um stakeholders to to consult. >> Thank you. Can I ask a qu Oh, did you
want to say something? >> Just a quick comment or question. And so first on the AI plan for let me comment first. I appreciate the fact that you recognize that the technology plan is living and breathing document because technology is changing so fast, right?
And the use of it is changing even faster. Will the AI document that you referenced be just now, will that become an appendix and a part of the overall plan or will it sit as sit as a separate document? >> Uh, it probably I guess it could. Yeah, it probably could become an appendix or
or or um a linked reference if it's digital, but we certainly can do that if if that's something I think that makes sense. Yeah, I I I personally would like that because our policy 8100 doesn't require board approval of the plan, but it does require board adoption. So, I
think that being incorporated into means it'll come back to the board and we get an opportunity to adopt it. >> Uh, and then I appreciated the fact that you had instru you had instructional technology goals as you move through the the evolution of the plan. be great if we also see some administrative
technology tools so that it recognizes the importance of how technology could enhance productivity within the administration as well as the the goals to sort of maintain and keep your technology fresh um for staff as well. And then my other comment was on policy
and governance which is number 12. One of the things in the policy 8100 is that we wanted to make sure that if there were any policies that were needed or missing that those recommendations would come forward from the administration as you go through this process. So I would hope that as you continue to
develop enhance as well as the AI if there are policies that you need or that are missing in or things that are missing from our current polic policies consistent with our board goals that you'll bring those forward and then we as a policy committee and we as a board can begin to sort of address them. Those
were my comments. Miss Mendes. >> Yeah. No, I appreciate you saying that Brian because I had a couple of thoughts. So, first of all, thank you for sharing the robust technology plan with us in advance. I was I appreciated reading that and I guess what you're
reading you'll share with us because I think to Mr. Cohen's point that was some questions I had. So, you have it mapped out of like great I love the overview and now like the how where's the budget? What does that fall into this three-year
plan of like how we're going to vote and approve and kind of bring this technology into the district at some point? Is it on the road map, I guess? And I think there were some components in there. I appreciated the professional development piece. So, thank you. That
was super important to have in there, too. Um, and so I guess just seeing that whatever you were reading sounds robust to me. So, um, I appreciate that. The other thing is we did have that AI policy Ryan that we started at some
point. So we could absolutely work with Mr. Balone and take a look at that one too. Um but I thank you for sending that information to us. >> I almost want to suggest that when we get to the point where we have to think about an AI policy, we think about it being more of an innovation policy than
an AI policy because it's AI today, it's something else tomorrow. So we really should be >> we really should be thinking forward not necessarily at the moment >> any >> it's all great stuff like uh so at what point are we going to nurture
the public because there's going to come a time when the parents are going to say I didn't know they were doing this and I don't know my kid could use AI service to do homework or he's using it can he um as you as this living document grows
and gets legs. At some point, I think we're going to need either anformational night of middle school or, you know, where you're going to let the public know this is where we're at. This is where we're going and we see a child using CH GBT, it's okay or they shouldn't be, they should be using this.
>> Yeah, I think that's a good point. I and I you know I think you can look back at prior board meetings and um I remember saying very early on that I support the use of artificial intelligence but we just need to make sure that um it's done appropriately
um by grade level um safely right privacy um all of those things that are that are included. Um, but I I agree with you. We we can we will go out with a formal announcement, if you will, um, to our school community and and our
parents so they understand our stance. So, those who haven't been watching these meetings, we'll get to them and and we'll let them know uh, what it looks like. >> I think it's a great idea for future orientation nights when school starts
up. It's a great opportunity for a future board workshop where it's just about technology. Um, I think the more we educate our community and our parents and our students on this technology, the better we are at sort of dispelling
myths and also sort of encouraging the growth and use of it uh within the classrooms, >> right? Because some people it's scary topic they but when you walk them through it, they get it. >> Yeah. You know, there was a horrible story on the news this morning about the use of AI and you know, one of the AI
tools that we all like to sort of refer to. Um, and it was just it was a terrible story and that story in itself could create fear amongst parents on the use of that tool and their student and their children having access to it. So, I think it's very important that we sort
of do this ethically and responsibly. Okay. Um, we're on to our next topic, financial and business operation matters. Mrs. Balma, would you like to read that? The superintendent of school submits the following resolutions for approval. One,
transfers. Two, list of bills. Three, travel. Four, harassment, intimidation, bullying, HI report. Six, resolution to increase the bid threshold. Seven, approval of agreement NJCBI for blindness education services during the 2526 school year. Eight, approval of
2526 school year coordinated transportation routes with MOEsC. Nine, approval of shared service agreements 2526 school year transportation services. 10, approval of ESA allocations for the 2526 school year.
11, home instruction. 12, approval of agreement, Summit Speech School. 13. Amended resolution approval of agreement All Care Therapy Services LLC ESY Summer Occupational Therapy Services. 14. Authorization to accept financial bid. 15. Memorandum of agreement Marro
Township Operational Administrators Association. 16. Recognition of Educational Foundation. 17. Approval of agreement educational services commissioner New Jersey Master Collaborative Educational Service Agreement. 18. State contract purchases. I so move.
>> Thank you. Um, I just want to I only because I may have not heard it, but I just want to go back and just make sure we put down number five, acknowledgement of travel dollars spent in 2425 school year. I didn't hear the number and >> that just may have been me. So, I just want to make sure for the record we have
that in this in this motion. >> We're moving numbers 1 through 18. >> 1 through 18. >> Can I have a second, please, Miss Gandhi? Um, any discussions on this? I had a question on number eight for the um oeesc
I know that we had last year or the year before we had sent like notices home to families that were impacted and I don't want to say impacted right it's an additional shared service it's not our standard busing and I know I think this was if you can
remind me because we were we needed some additional support for our bus routes correct is this because we still need that additional support that we're still partnering with and are those parents contacted. I was one at one point who got a notice in the mail that my child
would be on this bus. Is that still the same process here? And if you don't have the answer now, it's okay. I was just curious. >> Yeah, we have to follow up with transportation, but we still need them because we don't have enough drivers. >> Okay. >> But as far as them being contacted, I I know my office didn't do that. So, I'd
have to follow up with transportation if that happened or the building level did it. >> Okay. that it was helpful. I know some people found that some families found this to be helpful. I did. I got a letter in the mail and it just told me that I would be on this bus route. So, thank you for that. Any any improvement
here on >> bus drivers that eventually we would get >> that we were hiring too. Um I saw that >> our new transportation supervisor and our new assistant supervisor has a plan to try to bring these back in before the end of the school year. Um, we just have
to keep doing what we're doing and and attracting more drivers, but there's two on the agenda to be approved for new ones. >> Thank you. I was just looking at the dollar amount, so bringing it back would be helpful to us. Sorry. Go ahead. >> No, it's okay. >> Go ahead. I'm >> Did those two new drivers that were going to approve
in a in a few moments? They reduce the number of mo I >> Thank you. Did they reduce the number? I see we have three here. Did that reduce it? >> No, not yet. >> Not yet. >> Yeah. >> So, the impact is coming. >> Yes.
>> Okay. >> Any other comments or discussions? Before we take a vote, I just want to remind um our board members who are on item number three that if your name is listed, please abstain for where your name is listed in the travel section.
We've been moved by for and seconded. So, Mr. Caravello, we're ready for a roll call. Sure. >> Mr. Hyatt. >> Yes. >> Mr. Alonsky. Uh, abstaining for number three in my name. Yes to everything else. >> Thank you, Mrs. Mendes.
>> Yes to everything except abstaining from my own travel. >> Okay, >> Mrs. Carrero. >> Yes to all. >> Mrs. Gandhi. >> So, under three, under board number two,
I'm abstaining from that, but yes to everything else. Okay. Um, Mrs. Palomo. >> Yes. To all esteem for my own travel. >> Thank you. And Mr. Cohen.
>> Yes. Okay. Moving on to curriculum matters. Um, Miss Carrerero, would you read curriculum matters? It's um page 11. >> Thank you. Curriculum matters. The superintendent of schools submits the following
resolutions for approval. Field trip list to district technology plan 2025 to 2028. I so move. >> Thank you. Can I have a second? Miss Mendes. Any discussions on the items in the curriculum matters?
No deceion. Mr. Caravella word for roll call. >> Mrs. Gandhi. >> Yes. >> Mr. Hyatt. >> Yes. >> Mr. Alonski? >> Yes. >> Mrs. Mendes? >> Yes.
>> Mrs. Palomo? >> Yes. >> Mrs. Carrero? >> Yes. >> And Mr. Cohen? >> Yes. Moving on to personnel matters. That's on page 12. Miss Gandhi, would you do that, please? >> Personnel matters.
One, resignations. Two, employment certificate staff. Three, employment part-time certificate staff. Four, employment instructional assistant. Five, employment kindergarten basic skills instructional assistant. Six,
employment school aids. Seven, employment bus drivers. Eight, employment bus attendant. Nine, employment mechanic. 10, amended hours school aid. 11, transfer certificate staff. 12,
transfer non-certificated staff. 13. Reassignment certificated staff. 14. Reassignments and amended salaries non-certificated staff. 15. Reassignment, transfer, and amended salary non-certificated staff. 16.
Extracurricular activities advisor. 17. Amended extra extracurricular activities advisor. 18. CPR first aid training. 19. Assistance after school activities. 20. Teacher summer IEP meetings. 21.
Stipened continuation of program for provisional teachers. 22. Stipened mentor teachers. 23 mentor induction 24 student practicum 25 substitute rates
teachers 26 substitute rates school nurse 27 substitute rates non-certificated positions 28 substitute rates bus drivers and bus attendants 29 substitute teachers 30 substitute school
nurse 31 substitute bus driver 32 substitute Bless attendant. 33. Substitute soundboard and lighting technician. 34. Substitute head custodian. 35. Paid medical disability
leaves. 36. Unpaid leaves of absence. 37. Amended resolution leave dates. >> 38's on page 3. >> 38. Job description. I so move. >> Thank you. Can I have a second, please? Mr. Lolanski. Thank you. and any
discussions on items in this particular section. >> So, just for >> Oh, go ahead. Sorry. No, you go. >> Just for um item number 12, just a correction on two employees and where they're relocating. So, at the bottom of page 16, Jessica Mayor, instead of Asher
Holmes, it's going to be Robert Robertsville Elementary School. The bottom of page 16. >> Got it. It's going to be He said, >> uh, Robertsville Elementary instead of Asher Holmes. >> Thank you. >> And then on page 17,
um, the I want to say from the from the bottom, the fourth one up, Alexandra Sephron is actually going to be going to Asher, not Robertsville. That's it. >> Thank you.
>> I had a question for number 38. appreciate sending the description over to us of the role and responsibility. And then this I just want to be clear on what I'm voting for for number 38. Is it right now that I'm voting for the
addition of this position or am I voting for that it exists or am I voting for the person like a name? >> So just the um the job description >> just the job description is all I'm voting for. That's what I thought. And then in the future you'll have the hire and the salary.
>> Correct. Yeah. Do we have a forecast of that today of where that would be of what that salary range would be? >> Um, I believe the posting said because I think we're required by law now. I think the posting said anything between 50 to 60 because we're actually going >> we're going to be merging two positions
together. >> Okay. Because I was just wondering like I I read the job description so thank you for that. The ROI so like we're what what's going to happen with this role after? >> Yeah. Our goal is to merge the registar and dispatcher position together because right now the dispatcher is part-time
and the registar is full-time um just to create some consistency in that office but also it'll be a larger role so the other two positions will not be filled because it'll be merged into one. >> Thank you. Thank you for that. >> And these are all funded. They're in the
budget. They were already accommodated in the budget. It's not like we're asking for a new position. It's an existing position. >> Correct. We have a certain of salary amount that we're required to work with in the position control roster when we submit with the budget and so we're staying within that. >> Thank you.
>> And Mr. Caravello, just I I want to make sure we're we're we're actually saving money with this plan. Correct. In in the overall transportation budget, >> we are in salaries. >> Right. That's that's where my question was like where's the the differentiation of what we have today versus where we're
going to be. So there won't be any addition to >> because we saw an increase in the supervisor salary previous to what was last year but our jobs is to stay within the budgetary constraint. So we're just creatively thinking how to make that office as efficient as possible but also
either saving money salary wise or staying within that realm of what we budgeted for. >> Thank you. >> And then I just want to recognize the fact that I think it's great that we have on item number seven two new bus drivers. We've had challenges with that
and I understand that you were able to achieve that even with the incent without having the opportunity to sort of offer the incentive programs that we had talked about in the past that we're not able to sort of provide. And then you shared with me Mr. Caravello that under item number
nine we are now fully staffed with our mechanics. Yes. So we um for the first time in about a year or a year and a half, we have three staffed mechanics now. >> That's great. So our buses are going to run smooth.
>> That's great. All right. Um any other discussions? Let's move on to a roll call, please. >> Mrs. Mendes, >> yes. >> Mrs. Palomo, >> yes. >> Mrs. Carrero,
>> yes. Mr. Hyatt, >> yes. >> Mr. Lansonsky, >> yes. >> Mrs. Gandhi, >> yes. >> And Mr. Cohen, >> yes. Moving on to policy, development, and community relations. Miss Mendes, would you read the item?
>> Sure. The superintendent of schools submits the following resolution for approval one. Second reading for policy 5200, attendance. I so move. >> Thank you. Any discussions on policy number 5200 or on the second reading?
Seeing no discussions, uh, Mr. Car, can I I'm sorry. Can I have a second? Mr. Lansonsky, he's getting there, but thank you. You got me there. Um, Mr. Carell, first and second. And no discussion, please. Let's have a roll call. >> Mrs. Balo,
>> no. >> Mrs. Carrero, >> yes. >> Mrs. Gandhi, >> yes. >> Mr. Hyatt, >> yes. >> Mr. Yes. >> Mrs. Menddees. >> Yes.
>> And Mr. Cohen. >> Yes. >> Okay, we're up to liaison reports. Um I understand that it's a late hour, you know, and um if you have reports, by all means, please feel free to share them. Um so the first one up is Freehole
Regional High School District. Um and Abbott and Miss Mendes, I think you indicated that you had Miss Seawarts. Yes. Uh for Freeh Hill Regional, um Mr. Messinger said that the next meeting will be August 27th. So that's his update. For Abbott, they said lots going
on as we approach the start of the year. Custodial staff have done a great job cleaning and making necessary repairs to the building. The school looks great. Secretaries have been busy organizing staff materials and assisting new families with any questions that may that they may have. Quite a few staff have been in to prepare their rooms for
the new year. We are ready to go. We held an orientation for parents of our preschoolers today and look forward to kindergarten orientation next week. It is such an exciting time for our little ones that are just starting their educational journey. >> Thank you. Marvel Education Foundation
and Dugan Miss Gandhi. Thought >> I pulled it up. Oops. Do you want to go to somebody else really quickly? I'm going to pull it up in here. >> Sure. Um, let's go to Marbor Township and Marorrow Middle School. Mr. Lowski
>> from Lyn and Steven at the township. The Marbor Farmers Market is open this and every Sunday from 9:00 a.m. to 1 p.m. Follow them on social media at Marorrow Farmers Market for updates. Uh, Marorrow Day, Sunday, September 7th from noon to 5:00 pm. Vendors, food trucks,
entertainment, inflatables, and more. On this year's recreational programs, the fall soccer, youth, uh, travel, basketball, swim club, and more. Mammoth County Library book donations. The Marboro branch of the Mammoth County Library is now accepting book donations.
Please bring them your gently used books to the circulation desk during open hours Monday through Thursday 9:00 a.m. to 8:00 p.m. Friday 1 to 5:00, Saturday 9 to1 through Labor Day, then 9 to 5. Please note they cannot accept textbooks, encyclopedias or dictionaries. The Patriot Day ceremony,
township's annual Patriot Day ceremony will be held September 11th at 8:30 at at our 911 memorial access off the recreational parking lot. All are welcome as they honor and remember the 14 families and all those lost in the tragedies of September 11th.
From U principal Milwaukee at Marboro Middle, welcome back to staff, students, and families. The excitement of beginning the new school year was surely felt during the open house days last week. It was wonderful to see the incoming students and their families fill the halls of middle school. Special shout out to the PTO who stole
spiritware and welcome families to our school and to alumni who return to help open lockers and provide directions to the new students. Yearbook pictures day is set for September 9th. The first PTO meeting is scheduled for September 16th and back to school night is set for September 17th. Stay tuned for more
information that will be sent to families through email. And for Lauren and the PTO as well, welcome back staff will take place on Wednesday, September 3rd. Looking forward to welcome them all back. PTL membership for the new school year is now open. Join us or renew your
me dues for 2526 school year. Um again spirit aware the new school year is out now. Birthday locker grams now for sale. Let us decorate your child's locker for their birthday. We'll decorate the front of your students locker with a happy birthday sign that includes their name and birthday as well as some 3D
embellishments. and the Marbor Middle School PT hopes all our sixth graders as well as our returning seventh eighth graders are enjoying their last week of summer break. >> Thank you, Mr. Wansky. Miss Gandhi. >> All right, so the first one is for MEF. Um the MEF invites everybody to join
their casino night taking place on Friday, November 21st from 7:00 p.m. to 11:00 p.m. at the Eagle Oaks Golf and Country Club. Um tickets are on sale now. Um, so please go on their website um to support this and again remember
every dollar that they make it goes right back to our schools. So I encourage everyone to um register and attend. Thanks. And then I have an update um actually I don't have an update from the Dugan PTO or the Dugan
um um school. So no updates there. >> Thank you. uh Mammoth County School Board Association and Asher, Mr. Hayatt. >> Sure. Uh the next Mammoth County uh SBA hybrid meeting is on October 7th. Uh and
the very timely topic, the focus is AI and K through2. Um and they're basically going to focus that the entire meeting. They're going to have a um a panel with Dr. Tehan and he's going to moderate that with some external thought leaders. Uh I believe um they'll talk about using
AI to enhance instructions, personalize student learning, and improve operational efficiencies. Um so October 7th, I don't believe we have a meeting then. So I encourage everyone here to sign up. Um and then Asher Homemes. So thank you Mrs. Kilme uh for the update. The floors are gleaming and we are ready
for the 2526 school year at Asher. Huge shout out to custodial crew led by Mr. Beow. I'm going to butcher these. Thank you. Say it again. Pachonsky >> Pachchonsky Buildings and Grounds and the Asher Secretarial Staff, the true dynamic duo for all their hard work this
summer. We can't wait to welcome our Colts into the building for what is sure to be a wonderful year of learning and fun. We had a great new student and parent orientation last week and are gearing up for Asher's kindergarten orientation on September 3rd. So that's Sepmber September 3rd's kindergarten orientation. The PTA has planned an
exciting year with September housing, all of the back to school fund, including ice pops and snack sale. Parents, be on the lookout for opening year paperwork and make sure to join the PTA to be in the know for all the PTO plans. Also, parents, check your email often and mark your calendars for picture day and back to school night in
September. Uh, all details will be shared via email to all the parents um as the school year begins. And it's great to be an Asher Cult. So, thank you. >> Thank you. New Jersey School Board Association and Memorial Mendes.
>> Oh, yeah. So, uh, for Memorial, tryyouts for sports began on, I'm sorry, begins on 9:15. More info will be provided when the students return to school. After school clubs will begin the first week in October, and signups will take place towards the end of September. Just finished orientation and the new designs
of spiritware were a big hit. The online spiritware will be launched in the beginning of September. This school year, there will be a few fundraisers for eighth grade graduation events, as well as the usual popup stores. They also started collecting donations for the welcome back teachers breakfast.
Thank you Mr. Pacificico, Miss Lattis and Mr. Chan, Mrs. Chan, I'm sorry. Also for NJSBA, just wanted to let everybody know that there is another delegate assembly that will be coming up in November. Um they are taking resolutions. Mr. Cohen did send an email
um to ask us if we had any. I just wanted to make sure I know I mentioned this once before what the resolution means. We don't use NJSBA as our policy provider. We use Strauss smeay. So typically if we we put a resolution or propose one, it would be one that if it
is voted yes by the majority of people that are actually present at that delegate assembly, the NJSBA reps would then go and advocate for that to become an actual policy that they can implement for um NJSBA. I mean could we still put
a resolution forth? Absolutely. It just may not impact us because we use shrausses. But by all means, Mr. Cohen did ask if anybody has any ideas and so I just wanted to put that out there of what its purpose means and how it would impact Moro Township. That's all. Thank you.
>> Thank you. And just to add to that as the board president or Mr. Hyatt as the board vice president, we're the delegates for this board. >> Yeah. Well, the delegate assembly because I'm also the delegate. I could go, which I did last time, and represent us, right? >> And so you can we can all whoever wants
to go together, but yes, that's so it's typically the delegate and then the other delegate is named. So, I know you have I guess you have you and Chad down, which is fine. >> Okay. Thank you. Um I I I know that Dr. Msquitz is not here.
You have her updates. Thank you so much. >> You're welcome. I don't have the scope update, but I do have Marl's. So, [Music] Marorrow Elementary School is excited to invite the new kindergarten students and their parents to the kindergarten orientation which will be held on
September 3rd from 12:30 to 1:30 p.m. Immediately following the orientation, the students and parents may join in on a play date held on the playground where the students will be introduced to Marty the Mustang. The Marell PTO's new parent social and first meeting for the 25 2526
school year will be held on September 10th at 6:30 p.m. We hope you can all join us. On September 12th, the PTO has planned an ice cream social filled with ice pops and ice breakers. Time to be announced. We look forward to an exciting school year. Enjoy the rest of the summer. Stay
safe, happy, and healthy. >> Thank you. And if Scope did submit their update to Dr. Misswitz, we apologize. She wasn't expecting to be out today. Um so um we apologize for the update may not be of read. Um let me go to Miss
Carrero in Robertsville. >> I didn't receive an update from Mr. G, but I did attend the uh new first grade orientation and I know him and Mrs. Georgees and Miss Tong Ring and the PTO. They were all talking at orientation. Um
they said they were pushing some spiritware which they have some really cool things. And then the ice cream social, they just sent out the announcement for the date and time of that. So, and then if you want to join the PTO, go to PT board um and you can sign up there to access volunteer
opportunities also. >> Thank you. And CPAG and Dino, Miss Pulmo, >> I just have one from CPAG. Um CPAG co-leaders will have a table set up at Marorrow Day on September 7th. Please stop by the table to get information about CPAC and ask any special education
questions that you might have. We're looking forward to meeting the community. Continue to check the CPAG website and Facebook page for additional resources and free webinars for you to increase your knowledge. Our meeting dates for the school year will also be posted shortly. CPAD co-leaders are planning on having a table set up at all
the back to school nights for each of the schools. Please stop by for information and learn how you can be actively involved. >> Thank you and thank you for everyone for um sharing your reports. Uh we're up to old business. Any old business? Seeing none, moving on. Any new
business? >> I have one thing for new business and I'll make it really short and follow up with I think Mr. Caravello. Um when I received my back to school emails um from the district, I had some concerns regarding the new breakfast program um
and the options that we're giving our children. I know we spoke quite in depth about our lunch programs and I was disheartened to see that uh the options that are going to be provided include prepackaged uh sticky buns and cinnamon buns and sugary yogurts and sugary fruit
cups and just really not in line with the healthy options that um I felt we worked really hard and Mr. Pomeire made really great changes to. So, I was hoping to give a little bit of feedback to that breakfast program now that it will be implemented throughout the
entire district and see if there's um options that would be more in line uh with some healthier eating standards. Um if that's something that you know the district is open to. >> Okay. So, you got you'll follow up or
you want to respond. >> So, there are no sugary fruit cups in the breakfast program. But there are no fruit cups in the breakfast program. There's three options. >> I talked to Mr. Pomero today and he said
there's no fruit cups. >> If I could double check, but there are no fruit cups in the breakfast program. >> Strawberry yogurt. fruit cup, strawberry yogurt, whole wheat bagel, uh cinnamon buns, sticky French toast sticks. Um and you can
choose one of the three and it comes with the other options as well. >> Yeah. So, the nature of the breakfast program is is a graband- go. So, it can't be like a hot gourmet breakfast. It has to be grabband go items for them to not impede instructional time. So, when they get in, they have to grab
something and go and then it has to be quick. And unfortunately, sometimes, like we said in June, just because it may say sweet sticky buns doesn't mean it's like what you would get at a regular Dunkin Donuts. It has to meet nutritional value and
nutritional guidelines to be in the food service program. So, I believe everything is whole grain and all the nutritional guidelines are on the website. >> Sure. Yeah, I looked pretty in-depth at them. Okay. And I was just hoping I know a lot of school districts that do implement the program do have options
like a cheese stick, a hard-boiled egg, um some graband go options that offer a little bit more nutrition for our kids instead of just sugar. And like I said, it's really late. I don't want to get too in depth with it. I know, but I could follow up with some examples that other districts are bringing in for
their kids. um to if we're offering this program and it is going to be something that parents are going to utilize, it would be best that we give our children preservative free healthy nutritional some nutritional value to start their day instead of just sugar on top of sugar on top of sugar. >> Well, there is some nutritional value in
some of the things and the dairy component is a cheese stick, not anything else. >> That's not what it says on the >> I Mr. Caravilla, I have some additional information and I agree we we should be offering healthy foods to our children. Um, I do have the September offerings in
front of me. So perhaps there was something else that went out to our parents that we need to verify that do not include fruit cups because um everything on this list, it's basically three items. They're all whole grain um carbs. And then um there is a
um there's a cheese a cheese bagel stick. Um there there's also fresh fruit um and and yogurt. And I know Mr. Pomero said the drink option would be milk. So um if there was something that was sent
out that stated fruit cup that was erroneous and we need to fix that. So >> but it could have been fresh fruit in a cup >> versus fresh versus a fruit cup that's you know >> Yeah. >> cheese stick is not on there at all from
the email that I received as a parent. So, I'm not sure. >> I will align what what I have here as the breakfast options from Chartwells to the communication that went out and if it is >> if it's uh contradictory, we'll make sure we fix that. >> Thank you.
>> Was it was it the communication that came out to you? Was it as a parent of Dugan or was it >> was it from the district? >> I I don't know who this but it was as a parent. >> All right. Great. Um, any other new
business? All right, we're up to second round of public comments. Do you have anybody? >> No. >> Anyone want to speak? Okay, thank you. Um, motion to close public comment since we have no speakers. Miss Carrero. All in favor?
Thank you. Anyone opposed? Public comment is closed. We are going into executive session. Um, it's um for a matter of attorney, client privilege, and security. We hope it'll take less than 60 minutes. Um, and if it doesn't,
we will be there until it's over, but we will not be coming back out into a public session. So, for those of you who stayed with us for the evening, thank you so much. Um, and have a great night and enjoy the rest week of the summer. And for everyone else, have a great, happy, healthy, and safe school year.
Thank you. Thank you.