Absolutely. Mrs. Balamo here. >> Mrs. Guerrero here. Uh Mr. Hyatt >> here. >> Mrs. Jenowski, Mr. Lolanski >> here. >> Dr. Ms. Mr. Smith, Mr. Cohen
>> here. >> Thank you. >> Okay. Thank you everyone. Welcome to our meeting tonight, June 9th. Um and before we get started, just want point out a few things on our agenda. One is the sunshine law. This meeting is being held in accordance with the open public
meetings act. Um, which means we provided adequate notice of the meeting date and time uh that was posted to the ag uh that was posted to our district website under the name legal notices. Uh this is a a public meeting and we do uh videotape a portion of our of our board
of education meeting. So please note that uh this meeting is actually available through uh the webcasting. There are two opportunities tonight for public comment. one uh at the um start of our meeting and one toward the end of a meeting. And because we're on school
grounds, there is no smoke no smoking or vaping on grounds or in the building. Um with that, I'm going to ask if Colton and Cali would please come up to the microphone and lead us today in our pledge of allegiance. Could you all rise?
We're going to get we're going to bring that down for you. Just wait a second. All right, you go. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. >> Thank you. >> Thank you, Colton and Calie. >> All right. Um, I believe when you walked in today, we were seeing on our screens in front of us the artwork on display. Is that correct, Mr. Balone?
>> Yes, that is correct. Um, and it's listed in the agenda if you'd like to see the details there. Um, thank you for providing that um from the preK and uh K students at the Abbott Early Learning Center. >> Great. Thank you. And uh we are up to the next item under on our agenda, which
is the staff kindness certificates. I kind of understand why we have such a big crowd here today. Um, so this is this is always one of the exciting parts of our meeting. So, welcome everyone and congratulations. Mr. Blown, I'm going to turn it over to you. >> Great. >> Okay. So, each month, I know I say this
every month, but many of you aren't here every month as we are. So, each month we recognize staff members who go above and beyond um in their line of work. Um, they are recognized by families, by their colleagues, um, pretty much by
anyone in our school community. And um they are recognized as I said for going above and beyond um in their particular job that they hold and we have a lot of people here tonight to recognize. So um I love having that huge list. Um I did
say this at the at the last meeting as well. I was a little nervous when we were when we were starting to do this thinking I hope every meeting we have someone at least one person and we have way more than that for each meeting. That just means our staff members are so great and they are recognized by a wide
array of the school community. So in our usual fashion, um I will call you up either by name if it's a singular name or by group. Um and then you get to stand up here while I read either the email or the comment made um to
recognize you. So the first one um is from the Abbott Early Learning Center. Sydney Angelberger, are you out there? This is an email that came in from a parent. We've come to the understanding that the right people truly make all the difference. And you can stay up here,
Sydney. >> It requires patience, understanding, and consistency. We feel incredibly fortunate that our son is supported by Miss Angelberger. She understands not just his behaviors, but what they are communicating. She responds with calm
and understanding even in challenging moments. She always makes sure he feels safe, supported, and cared for. That's not it. Miss Angelberger has made a meaningful difference in our son's life through her real
attentiveness and heart every day. It has made a meaningful difference in our son's life. Her presence in our son's life has been a true gift to our family. Congratulations, Miss Angelberger. Next up, out of Dugan Elementary School, this also uh is an email from a parent
recognizing Beth Satty. Beth, are you out there? Beth Saddy was extremely well-versed in our child. She knew exactly what his strengths and weaknesses were and even understood a lot of his likes and dislikes, personality quirks, and knew what friends he likes to hang out with.
It was so refreshing to have a case manager who really knew our child. It is clear she makes a huge effort to visit the children on her case load and frequently checks in. She is a huge advocate for our ch for our child. So, we didn't necessarily
have to be on our end. She knew exactly what he needed and was an active listener to ensure there wasn't anything missing. Her passion, commitment, and genuine care for these children set her apart and does not go unnoticed. She consistently goes above and beyond,
and that level of devotion deserves meaningful recognition. And here we are recognizing you. Congratulations, Miss Satty. Okay, next up out of Marboro Elementary School, uh nominated by uh many of your your
colleagues, uh Diana Alphonso, Beth Sadi, Mike Kousnjak, Nicole Gwitz, Nicole Pollock, they all would like to recognize the following people. Francine Gamal, come on up. Amber Manowski, >> Alyssa Greybler,
Lynette Marinero, >> Lisa Nabolski, Kathy Cardu, Haley Ignara and Alex Santiago. The instructional assistance in the ERRI program at Marbor Elementary School are invaluable to the success of the
program. No, no, no, no. Stay there. Their daily presence, flexibility, patience, and relationships with our students are central to creating a supportive environment. They are the backbone of our program, the calm, reassuring presence our
students rely on. Whether it's helping them with their work or helping them play with a friend during recess, they meet each of our students with understanding and help create classrooms where our students feel valued and able to thrive. Congratulations and thank you
for the work you do. Okay, next up, uh, out of Marboro Middle School, we have an email from a parent recognizing Jennifer Bingham. Are you out there, Jennifer? Come on up, Jennifer. Uh, and Vice Principal Jim McCann, who
was not able to be here, but we can still clap for him. And the same for principal Mrs. Milwaukee. We can clap for her. I know she cannot be here. I did see her over at the Marbor Middle School art show just a few moments ago, so she was uh finishing up over there.
Um, but we will make sure that that Jim and Pat get their um their certificates. That would be great. So, but Mrs. Bingham, you can stand here for a minute while I read your recognition from this parent's email.
The dedication, professionalism, and passion that Mrs. Bingham brings to the advanced ensembles music program truly is exceptional. Through her teacher leadership, students are provided with incredible opportunities to participate in concerts and music competitions that consistently
showcase their talent, hard work, and growth from the classroom. It is evident that she invests a tremendous amount of time and effort into ensuring that each student feels supported and successful. Mrs. Bingham understands how to work
with students of different abilities and learning styles. Teachers cannot go further with their passion and vision unless they are positively supported. And both MMS administrators Pat Milwaukee and Jim McCann do this. Programs like this make
a meaningful impact on students and contribute greatly to the school community. I truly appreciate the opportunities and experiences that Mrs. Milwaukee, Mr. McCann, and Mrs. Bingham continue to provide for our students. Congratulations to all three of you.
ready. >> I am ready. Now it's the Robertsville show. So, um I'll call you up in groups even though you're from the same school. So, uh this is an email from Mr. Gieratano, uh, principal from Robertsville Elementary School,
recognizing Andrew Basil, Farra Bono, and Jennifer Waldman. Come on up. Out of 600 teams, Penn cells representing Robertsville Elementary School for the NJSBA steam tank, led by Mrs. Bono made it to the final 30 remaining teams after their initial
presentation. Their idea is to create a multifaceted locator that can be attached to a pen. They're currently working with Chief Pazulo from the Marbor Township Police Department as they feel their target audience is law enforcement as a means to locate missing
persons. This team has consulted experts in the math field as well as officer Figurola from Marorrow Township uh police department. This idea primarily fosters child safety. Mr. Andrew Basil and Miss Jen Waldman joined the team at regionals to provide feedback and gave
up their lunch periods to hone in on the students presentation skills and guide the students towards innovative ways to articulate their concepts. We are proud of these students and their dedication to child safety as well as our staff members dedication to the success of
their students in and out of the classroom. Congratulations to you all. And uh Mr. Basil and Miss Waldman, don't get too comfortable. You can come back up along with Cara O'Brien. Cara, are
you out there? Y this is a letter that came in from a student at Robertsville. I have had the privilege of having Mrs. O'Brien, Mrs. Waldman, and Mr. Basil during my years at Robertsville, and I honestly think they are some of the best
teachers in the school. Mrs. O'Brien always believed in me and pushed me to do my best. She helped me become more confident in myself and always made me feel supported. Mrs. Waldman made learning fun and made our classroom feel calm and comfortable every day. Even
when school work felt stressful, she always made things easier and made everyone feel included and important. Mr. Basil is one of the funniest and coolest teachers at Robertsville. He always knows how to make students laugh while still helping us learn and
work hard. I have been in the power program for most of my elementary school years, but having teachers like Mrs. O'Brien, Miss Waldman, and Mr. Basil supporting me made it all worth it. As I finished my last year at Robertsville, I know these are teachers I will always
remember. They didn't just teach me school subjects, they helped me grow as a person, too. Congratulations to you, Pretty sure that's Hle. Tom Hankle. Uh, Mr. Tom Hankle, are you out there?
Come on up, please. Tom, also from Robertsville. And this email came in from a colleague of yours, uh, Mrs. Robin Staflinger. Having worked alongside Tom for many years, I have consistently witnessed the positive impact he has on our school
community through his unwavering kindness and empathy for those around him. Tom has a remarkable ability to see the individual needs of every student. He gives up his own time to provide extra help for struggling students, enrichment for those who need a little
more uh or game time for those who just need a break. Tom has worn many hats in the time that I've had the honor of working with him. He consistently puts the needs of others first. He is the first person to offer a word of encouragement, share resources, or step in to help a teammate who is
overwhelmed. He leads by example, showing us all that professional excellence and radical kindness are not mutually exclusive. Tom represents the very best of what it means to be an educator, colleague, and friend.
Congratulations, Mr. Hankle. Kim Georgees. She's not here though. Uh, also from Robertsville, uh, Mr. Jier Tano, the principal, is recognizing, uh, the vice principal, uh, Mrs. Kim Georgees, who unfortunately could not make it here tonight, but I will still,
um, recognize her by reading the comment. And Mr. G, maybe you can take her certificate back to Robertsville. Mr. Giratano would like to recognize Kim Georgees for her exceptional leadership and professionalism in managing a particularly challenging situation while
Mr. Geritano was accompanying students on the fifth grade field trip. Her ability to step in, remain composed, and effectively address the matter reflects her dedication to our students, staff, and school community. It is reassuring to have a colleague who
consistently demonstrates such strong teamwork and commitment to supporting others when needed. Congratulations, Mrs. Georgees. And finally, uh our last uh kind of certificates from Robertsville, uh also
from Mr. Garitano and Mrs. Georgees. Collectively, we are recognizing the following individuals. I I know some of them were unable to be here, so I'll read your name. Uh, and if you're here, please walk up to the front. Uh, Lisa Ingir,
clap. Officer Seth Kryman, Fran Lesamese, Nicole McDonald, Todd McNeel, Lzette Rory Goldstein, Hi Ryan, Shira Schaefer, Karen Tesler,
Chrissy Tongring, Drew Vatanza, and Michelle Wolf. Thank you all for responding to two simultaneous medical emergencies at Robertsville. You all did your pieces so very well and made a horrible accident
and its management seamless. You all displayed such grace under pressure. We were short-handed, but we made it work. Thank you all for taking part in managing this event. Congratulations to you. Mr. Balone. This is actually one of my
one of the favorite parts of like of our meetings is really recognizing such excellence and such commitment and and I I have to thank both the families and our students and our our principles and our ad and our our your colleagues for
standing up and recognizing such incredible dedication and talent in Marorrow. This is what makes us the best. So congratulations all of you and thank you for being who you are and for being so special to Marorrow and to
Marboro students. You deserve another round of applause. Um we are going to uh go into executive session uh next which should be for about an hour. Um we will be coming back out into uh conduct regular business. Uh we have matters of attorney client
privilege, student matters, and a personnel matter that needs to be discussed. Uh so with that, I would ask if someone would please uh motion to move into exec. Mr. Hyatt, I need a second. Mr. Smith, all in favor? Anyone opposed? Okay, we're going to be going
into exec. Congratulations everyone. Have a great summer and a great, you know, great time off. Thank you for doing what you do. Thank you. >> Okay. Um, Miss Bumo, Mr. Mrs. Gandhi
>> here, >> Mr. Hyatt >> here, >> Mrs. Jenowski, Mr. Lansonski >> here. >> Oh, there you are. I'm sorry. I looked there and I didn't see it. I apologize. >> Mr.
Dr. M. No, Mr. Smith. Okay. Thank you. And Mr. Cohen >> here. >> Thank you. >> Thank you. Okay. We are back from executive session. Um and we are going to continue with our um our board
agenda. But before we begin with the next item, which is announcements, um I just want to publicly make a statement for the record that one of the one of the items that we uh needed to accomplish this evening um was the evaluation and the and the student the
superintendent's annual performance report um which was reviewed with our superintendent. Um so I would like to say that we've completed this year and Mr. Bologone. Um, you know, as you heard in the exec, um, you know, the board as
a whole, um, was extremely pleased with your, um, your overall performance this year, um, on behalf of our the board and on behalf of the student, um, population. I I think I would summarize our general feeling as that the Marbor
Township Public Schools and our town itself are very fortunate to have the benefit of your steady leadership, your deep commit commitment to the students, your fiscal responsibility, and your continued dedication to the success and well-being of the entire
school community, but also to our town. So, thank you very much for the work you do and we continue to really appreciate your leadership here. Thank you. >> Okay. Um, we are also moving forward with our agenda. So, we're up to announcements. Mr. Balone.
>> Yes. Thank you. Um, I do have one announcement. Um, very exciting announcement. Um, Marorrow Township uh is ran an essay contest in honor of uh the Marorrow 250 committee um honoring
our our 250th birthday this year. And um the judges uh this came in from the mayor's office. The judges from the Marorrow 250 committee have selected the essay of a Marorrow Middle School student as the winner of the essay
contest. So, um, very proud and excited to report that the winner came out of one of our schools and, um, I was told by the mayor's office that we had, um, a large amount of participation from our K8. So, thank you, uh, all students who
who participated. Um, as I mentioned, it's a Marbor Middle School student. Um, and the township is working with the parents to arrange for a certificate and honor the student at an upcoming town council meeting sometime in July. So, they will let us know what that date is.
Um, and I'll keep you all posted on what that date is and hopefully maybe some of us can even attend that um to uh recognize the student for for winning. So, um very proud to announce that and you know it doesn't shock me that you know one of our students won an essay
contest. So, congratulations to that student. >> I just want to say um that was exciting when you when you told me about it. Um I'm actually a member of the the 250 committee. Um so I you know I know this was opened up to public and private
schools here um in you know this in the the town and to you know find out one of our students um one is exciting and to also know that they're going to do a public recognition um I'm hoping that I'm uh available to attend because that
would be super exciting to be at. So thank you for that. Any other announcements? No other announcements. >> Okay, moving on. School bus driver aspects. Abstracts. >> Yes, all abstracts were run for transportation and facilities maintenance and everything had everyone
has privileges and good standing. >> Thank you. Uh we are up to public comments. Miss Valinsky, do you have a list? >> Yes, I have um Dan Bono on the list. >> Mr. Bono, welcome. Good evening, members of board of education. Mr. Balone, I am standing
before you tonight not just as a resident of Marboro Township, but as a heartbroken husband and a deeply concerned citizen. My wife has dedicated the last decade of her life to fostering our district's gifted and talented program. Today she is enduring in an
unimaginable toll, crying every single day, mourning the loss of a program she poured her heart, soul, and career into building. Mr. Balone, thank you for taking the time to meet with my wife and explain the district's decision. Excuse me. You have stated that these
reassignments are not budget related, but rather an effort to find efficiencies. But I ask you, what are we economizing here and at what cost? For the past 30 years, this program has worked beautifully. If it isn't broken, and the budget does not call for it, why
are we changing it now? Marorrow Township has long been a beacon of academic rigor and excellence, routinely outshining our neighbors, neighboring towns. Our gifted and talent program isn't a luxury. It is the engine behind the reputation. It is the very program
that brought us our district immense pride by winning the prestigious NJ SBA steam tank awards, Toshiba competitions, even a student who continued on to become a 2026 Regeneron Science Talent Search Scholar, and countless other
accolades. These victories did not happen by accident. They happened because specialized, dedicated, gifted, and talented educators spent years mastering their craft, understanding unique student needs, and pushing the boundaries of what our kids can achieve.
In fact, some of you sitting here on the board have children who have been directly impacted by this dedication. You know firsthand what it sounds like when a child comes home glowing, filled with excitement to share an incredible project, challenges, and ideas they
encountered in PEP reach or those foundational first grade lesson push-ins. You have heard their voices. You know the spark it ignites. Disrupting, excuse me, disrupting the ecosystem under the guise of efficiency is a mistake that will heavily impact
our students and entire Marbor school district. You cannot systemically reassign the architects of this success and expect the foundation to hold. True efficiency maximizes potential. This decision compromise it. Before closing,
let me speak to the parents of the Marboro schools in a topical and easy to understand way. Would it be efficient for the Knicks to start only three of their five allotted players in an effort to win their first NBA title in 54 years? I think that answer goes without
saying. I respectfully urge the board and Mr. Balone to long be look beyond spreadsheet efficiency and look at the human and academic cost. Reconsider these assignments, protect the rigor, protect our students, and preserve the
legacy of excellence that defines Marboro Township. Thank you. >> Thank you, Mr. Bono. Mr. Linsky, anyone else? No, that's all. Uh, >> seeing no one else um for public comments, um motion to close public
comments, Mr. Lansonsky. Second, Mr. Smith. All in favor? Anyone opposed? Thank you. Uh we are up to communications. Mr. Balone, >> I have none.
>> Thank you. We are up to a referendum update. Yes, I have one. Okay. So, I'll just give a little update from the last meeting. So, bids were opened for the rebid on Friday, May 8th. There
were eight bids submitted, of which six of the bids were in the project budget. The lowest bid um came in at $292,000 lower than the lowest bidder in the first round. So, that was great news. A resolution was approved on Tuesday, May
19th, which awarded the contract to M Chappelle Mechanical in the amount of 4,663,000. So, I want to give you a little progress to date. The construction agreements have been signed by all parties. We're hoping to schedule the pre-construction
meeting this week or next. And while the air conditioning equipment is being manufactured for our project, the contractors will most likely work on above ceiling work, electrical, and condensate during the summer months. So, I'll give you another update once we
have the premeating, but that's the update for now. >> That's great. I I I think that for parents and kids who have been attending these two schools to hear that it's starting >> Yes. >> is the best two best words that we can give them. >> I agree. starting. So, thank you for
that. Any questions for Miss Jolinsky? >> Nope. Okay. Thank you. We are up to superintendent report. The HIV. >> Yes. Uh for the time period May 15, 2026 through June 4, 2026, there was one
incident reported. >> Thank you. We're up to approval of board of board minutes. I'll move that um we uh approve the minutes of the May 5th both reorganization and executive session meeting minutes and the meeting
on May 19th for both regular and executive. If you did not attend those meetings, please abstain from that portion of the of the minutes that you're going to vote on. So I'll move that. Can I have a second? Miss Carrero, Miss Jolinsky, will you please call the
role? >> Yes. Uh, let me before I do that, any discussion about the minutes? Seeing none, please call the role. >> Okay. >> Mrs. Carrero, >> yes. >> Mrs. Gandhi,
>> I abstain. I was in there. >> Mr. Hyatt, >> yes. >> Mrs. Jenkowski, >> yes. >> Mr. Lillansski, >> yes. >> Mr. Smith, >> yes. >> And Mr. Cohen, >> yes.
>> Thank you. Okay, moving on. We are up to the acting board secretar's monthly certification. >> Yes, I'm certifying that that there were no none of our line items exceeded in violation. So, we're
in good shape. >> And the payroll certification. >> Payroll certification. This was the payroll for the month of May in the amount of $6.3 million. Thank you. We are up to committee reports. Um alphabetically
I have the first committee which is advisory. Um I believe Miss Carrero you had sent and shared something with the um for today's meeting right?
>> Yes. Great. Okay. So, the advisory committee did meet um this past month since the last meeting um in which we actually had
uh a really great conversation. Um we talked about um the communication. We talked about um the extent of the emails um that we want to see and the substance, the tone, the the communication, the overall message we want to send out. We talked about the um
the form or the what we call a um lack of a better word, the form that we'll use to sort of collect interest from individuals who are interested in joining the advis as adviserss. And um we all work together um to actually
create some graphic presentation that can be used for social media production or smoke or or just to get the word out that we're looking for advisories. And you can see um that image on the screen behind me. Um these are suggestions. Um all of this was sent to the board um
yesterday by Miss Carrero. Um it is it does reflect a collaborative approach from the members of the advisory committee. We're super excited about doing this. We want to get this communication out quickly using the town's email to that the mayor sends out
on a weekly update and also using Mr. Bologone um from a district perspective, but also using the principal's communications because sometimes they pay more attention to the principal than they do to the district. Um, so we want to make sure we get the communication
out in in multiple different channels to our community members um to sign up and think about being an adviser. Um, we want to use the summer as an opportunity to get as many people in uh enrolled as quickly as possible and then begin to use adviserss um beginning with the
school year so that nobody feels that we're interfering with their summer vacations or summer plans. Um and one of the projects that we talked about early on to sort of get people involved in was the um playground project at Marell to get some advisers on that since it's a
new playground. It's for kindergarten. It does have um the opportunity for us to think about making sure we're capturing the special needs students. Um and we feel that as playgrounds begin to um get upgraded and improved in the
district, this can help us serve as a model for future. So it's a perfect opportunity for us to really get people as advisers to help inform us and and engage with us. So that was sort of the um the the update from the advisory committee. Um I want to see if um Jenna
either you or DD want to add anything to that. Nope. And I spoke to Mrs. Balomo beforehand. I'm sorry. I I force a habit. I spoke with Mrs. Balomo beforehand and she also um concurred with the um the communication you sent out yesterday and everything that was in
it. So um we have you know complete alignment on what we're what our next steps are. If any of the board members have any feedback on the communication or on the graphics, please share it with us before we finalize it. Um but we want to get this out quickly. So and we appreciate it. the communications
committee can look at those from a readability, usability, uh, message perspective. So, we can get that done probably the next week or so. >> That'd be great. >> Okay, cool. >> Thank you. >> All right. Um, seeing no other comments or questions on the advisory committee,
I'm going to move on to curriculum. Um, you're going to do curriculum. >> Yeah. Um, >> thank you. >> And if >> are you also because Dr. M. Woods is not here, are you also going to do special ed or are you You got them both? >> I have both. Do you want me to do back toback? >> That's per perfect. Thank you.
>> Okay, you are. So, I already I have actually a special add up. So, I'll read that one first. Okay. Um from uh Miss Durio, our special services team has been working diligently for months to prepare for successful ESY program. From staffing and student
placement to transportation scheduling and programming, significant planning has gone into ensuring that we are ready to welcome students this July. To support student programming, we have planned for 21 instructional classrooms throughout the summer. In addition to academic instruction, students will
participate in weekly music, phys music, physical education, and science specials providing engaging enrichment opportunities throughout the program. Given the size of our program and the needs of our students, two nurses will be on site each day to support student health and safety. Welcome letters containing important program
information, including classroom assignments, schedules, transportation details, and other program information, will be distributed during the last week of school. Emails regarding specialized reading schedules will be sent within the next week. We look forward to providing a positive, engaging, and successful summer experience for all
participating students and families. >> Thank you. Any questions on that report? >> Okay. Okay. Um, and for curriculum, the curriculum meeting met on June 8th, which was
yesterday. Uh, we discussed poly policy 2535 library resources. Appropriate staff were trained on policy 2535 and its accompanying regulation. Last month, parents can access the school's searchable online database of current library materials. Administration will
develop a standardized parent communication for distribution at the start of the 2026 2027 school year. The communication will be shared with the board prior to distribution. Policy 2200 curriculum. The committee discussed the policies, curriculums, transparency
requirements, and how they support the district's implementation of Atlas. Atlas will provide parents with easy access to curriculum and pacing guides. Summer curriculum writing. The curriculum writing timeline was shared to prepare the committee for its review of curriculum guides prior to board approval on August 25th. Draft
curriculum guides will be hosted on the district website for public review before board approval and parents will be notified when they become available. Artificial intelligence instructional staff are exploring AI tools to support instruction throughout the development of standards aligned differentiated
assessments and instructional materials. Supervisors are utilizing AI to support curriculum development this summer. The district's current focus is on training staff while evaluating platforms that support district goals instruction as well as data privacy and security requirements. 2024 2025 NJ DOE
school performance reports. The committee reviewed highlights from the recently released NJDOE school performance reports. The reports show continued improvement in both English language arts and mathematics. CUSAC. The NJ DOE approved the district improvement plan response to
intervention RTI. The recently revised manual has strengthened consistency across schools and supports a comprehensive approach to student success. Goals for 2026 2027 include strengthening tier 1 interventions by providing teachers with professional development and resources to support
differentiated instruction. >> Thank you. Any questions on that report? >> I do. um for the RTI process. You said there's training happening um across the schools for the teachers. Can you just can you explain that a little bit more about that? Just want to
understand what that how that was discussed >> because RTI is a general education program. >> Yeah. No, I'm familiar with that that program. I'm trying to figure out like what training is being implemented I guess for the teachers differently than what has been done in the past. I think
that the focus is going to be on helping general education teachers um modify and accommodate because um that's really a special education um initiative and I think that general education teachers uh
the more and more students in RTI in their classrooms they are asking for more support as they should get it. So the um professional development whether it's coaching we discussed coaching um uh whether it's general education coaches, special education coaches
really working with teachers on the RTI plans and how to implement uh implement modifications to the child's gener general education program to make them more successful and make the teachers more comfortable with what they're doing. >> I mean are you looking for a name of a
>> No, I guess I'm just trying to understand. the general ed um teachers are going to be trained on this. Is it just is it because um sorry I just want to understand a little bit more of the time frame, right? So say the gened teachers are making
modifications and they still see the child struggling at what point do they make a recommendation for them to be an RTI? Like how long like is there like a plan put in place like you know they're going to try this for x amount of weeks or x amount of months and then it goes to you know um
So every child is on RTI, right? RTI tier one happens in every classroom. Um so it's really a um it's intervention, right? Not I wouldn't necessarily classify it as a modification. It's an
intervention for a student to um meet a particular standard. Um they depending on on the child and the intervention um you know it's it's It's anywhere between they have a you know certain number of week period where it's
somewhat flexible but they they make a determination through documentation is the child making progress. If the child makes progress then they they stay on tier one right every child is on tier one. Every child in a classroom is on tier one. If they're not making progress
then they move to tier two. And what tier 2 looks like is um not not a pull out one-on-one instruction with a coach. It's essentially the the teacher is uh the the gened teacher is engaging the
instructional coach in the building at the elementary level and and deepening his or her her tool belt in terms of um you know other other ways to intervene with a child. um you know differently
than what maybe the the tools they currently have. So the instructional coach will help and consult with the teacher to give them a deeper tool belt. The child will either make progress there or not and then they move to tier
three. Tier three is small groupoup instruction, targeted instruction with the coach. Now, at the middle school level, it um it's a similar um setup. However, instead of an instructional coach um providing that intervention, we
have a class called innovations in both math and ELA, which serve in that capacity. So, at the elementary level, it's more coachbased. At the middle school level, it's it's a a course um that students rotate through their
related arts. So then the the the tier one process that's not new. This has already been in place for a while. Okay, that's what I was trying to understand because I thought it was already in place. So that's not any different than what we've been doing. It's just training them, retraining the teachers
>> on whatever the pillars are to make sure that they're following what they need to do and then making the recommendations to >> Yes. And and and providing more consistency. >> Okay. Any other questions on this?
>> Okay. Um, up to the next one is policy committee. >> Okay. So, we had our ninth meeting um on June 1st. I believe we met two times since the last board meeting. Um, and we reviewed several policy updates including revisions um needed to align
with current statutes. Uh, as well as a few minor technical and grammatical corrections. Um we spend many hours um and having robust cons uh discussions about you know different language we can use um and as a result of those reviews
that we're bringing forward two policies for first read uh tonight and these updates are intended to ensure consistency with legal requirements and district practices. Um and the co we sent out uh Mr. Balone sent out the uh policies prior to the meeting and we've
already received some feedback that we're going to discuss during um when we get up to that item. >> I just want to I just want to add to that because that was that was we're at Did we ever finish 237? >> No. >> No, we're still working through that 175
page policy alert. >> Um so well hopefully we'll get there soon. But one of the things that we talked about today um was the when we send the policies out to you for your read a week before, what additional information can we give
you to help your review of the policy? Because you're getting a policy that has either a red line on it or the additions to it, but you're really not getting the summaries of why the policy is up for review. So, we're thinking that we'll
include we can probably include the Strauss Esme alert, the summary with the policy so that you can see why the policy is actually up for review. It's not like we just pulled this one out of a out of the air and said, "Let's do this one." These are working through the actual alerts themselves.
>> Yep. But doesn't the full board have access to that, too? >> The full board does have access to the shroud test, but I've also personally I found that, you know, working through that that content is tedious. Mhm. >> Um, so if we're giving you the policies that are up for read, the summary
actually may be helpful. >> Okay. All right. >> I can do that. >> Um, any questions for Miss Carrero or me? >> Okay. Um, safety and security committee, Mr. Lansonsky.
>> Yes, sir. First, I'd like to thank uh, Mayor Hornick and Chief Fuso taking time out of the day to meet with the policy committee today. We met this morning. We had a great meeting. Uh we started out with the uh cameras on the stop arm buses topic. Uh the chief that's not
hearing any complaints, but he's going to check his database and get back to administration to see if we do have a problem in district or not. Um the district also reached out to the bus drivers. They don't see a problem right now. They don't see it happening. One of the reasons uh which we learned today we
don't see it happening is because uh our routes are so well designed that the if it's a two-lane highway with a yellow double line that would consider a dangerous road. They will only drop students off to get off on that side of the street. No student is crossing over at the other side of the street. The bus
driver will circle around and come back to the other side of that highway to drop those other students off. So, it's only in developments, very low traffic developments where a student may be crossing in front of a bus. It's never going to happen in this district with the current um layout on any of the uh
more busier roads or double lane yellow high uh streets. So, that that was a very good thing that we learned today. Um we also got into discussion of playground upgrades. The mayor's office is going to explore grant opportunities and communicate with again with administration if they come up with any grant opportunities for us. for that
also segued us into the pilot program because I didn't even realize that that for years some of the board members have been concerned that pilot money doesn't come back to the district but the pilot money does come back in other ways uh the the field over MMS that was donated
by the township with some pilot funds so even though we don't see it coming directly in through the bud through the um taxes we see it other ways so we've also asked well if that's the case can you ask the committee members to see township committee members if they'll
help with our playgrounds as well with some of that pilot money. So that's going to be looked at as well. >> There was also which the mayor um explained that the pilot money cannot be used for investments inside correct >> our school buildings. It can only be used for investments outside the school
buildings. So it's not like they can come in and renovate a gym. They can't. but they can renovate the exterior or they can do something to improve the exterior of the program with of the of the building which was really a new point for me. >> Good point. It felt good knowing at least some of that pilot fund did come back to us in the field. So that that
was good and maybe we'll maybe we'll get in the in the playgrounds. Um we discussed uh we wrote up again that now we're paying 45k which is budgeted to 90k now for our SRO's uh and we wanted to make sure that our class 3 offices
are being compensated properly and we're not you know seeing them come and go. Uh so the discussion is going on in the background uh between the township and and um and and the police department to make sure that we're being competitive in the class 3es as well as to make sure
we're maintaining that those properly. Um we had a uh discussion on electric vehicles. We want to understand if the township has looked at electric at all because we could possibly look at electric buses, right? But at the present time there's no state incentives period. The state has dropped everything
with EVs. So uh the conclusion was if the if you're not getting any state funding, it's not the time to do anything electrical with EVs. So that's um that's where we are right now with that. And um that's the gist. We also got an update from Tom Rose on uh which
I won't go into public on what was upgraded in the district with cameras and stuff and systems and what is going to be upgraded over the summer. So we got that upgrade update as well. Anybody else want to add anything? I think we that covers it all. >> No, thank you. Um the only other thing
was that you know uh Tom did um share um legislations that are up for potential >> um up you know in um Trenton that may may or may not pass or may or may not impact us. >> Right. So, um, thank you for doing that,
Tom, because that's helpful for us to be able to sort of from a forward thinking perspective understand the impact that these that these have, and I was very, um, I was very, you know, glad to hear that you're ahead of some of them already. So, thank you for doing that, too.
>> Correct. Thank you. >> Any other comments or questions for security? >> No. Thank you. Okay, we are up to our first item for um resolutions tonight. Um financial and business operations
matters. >> Miss Jenowski, would you read that one? >> I I can't go to that side of the table right now. Mr. Smith has had the two longest ones, two meetings in a row. >> I got this. I got this. >> Thank you. >> The superintendent of schools submits
the following resolutions for approval. One, transfers. Two, endofear transfers. Three, transfer of current year surplus to maintenance reserve and capital reserve accounts. Four, list of bills. Five, travel. Six, harassment, intimidation, bullying
HIV report. Seven, public law 2015, chapter 47. Eight, approval of facilities use fee schedule. Nine, renewal of district insurance policies for the 2627 school year. 10, dental benefits. 11, approval of 2627 school year breakfast and lunch prices. 12.
Before and after school care programs agreement for the 2627 school year. 13. Contract renewal year three comprehensive custodial services for the Marorrow Township School District. 14. AD data contract purchase TFP1 Inc. DBA total fire protection for fire sprinkler
repairs and related services for the 2627 school year. 15. ESCJ contract purchase Spruce Industries for Custodial Supplies and Related Services for the 2627 school year. 16. Omnia Partners contract purchase USA building maintenance for roofing, siding,
gutters, and related services for the 2627 school year. 17. Omnia Partners Home Depot pro for maintenance supplies and related services for the 2627 school year. 18. ESCJ contract purchase AM Inc. Building management systems for
maintenance and related services for the 2627 school year. 19. New Jersey state contract purchase Johnson Controls fire protection for fire alarm repairs, burler alarm repairs, and related services for the 26 27th school year. 20. Contract renewal year three garbage
and recycling for the Marble Township School District. 21. Moesc contract purchase Hutchkins HVAC Inc. for boiler maintenance related services for the 2627 school year. 22 New Jersey state contract purchase Siacha Ford of
Flemington for purchase of a Ford truck for the 2627 school year. 23 awarded bid Chromebook cases. 24 PPPM and New Jersey state contract purchase turnkey technologies for technology and security supplies and services for the 2627
school year. 25 ESJ contract purchase CW CDWG for technology supplies and services for the 2627 school year. 26. Approval of parental transportation agreement case number 972. 2627. ESY.
27. Approval of parental transportation agreement case number 972. 2627. School year. 28. Approval of parental transportation agreement case 981. 2627. ESY. 29. Approval of parental transportation agreement case number
981. 2627. School year. 30. School bus emergency evacuation jewelry report. 31. Purchase of one van and related services. 32. Purchase of four buses and related services. 33. ESCJ contract purchase Wington Body Company for repair
parts for buses and vans for the 2627th school year. 34. Somerset County Cooperative Purchase Custom Band Bandage Bandag Inc. for tires and tire related services for the 2627 school year. 35. Approval of agreement with JMI
Enterprises LLC for the 2627 school year. 36. Approval Agreement, Transportation Consulting Services LLC. 37 Security Drills. 38 American Red Cross. 39 LE Testing Statement of Assurance. 40. Award bid Special Education Related Educational Services.
41. Approval of agreement Oxford Consulting Services, Inc. ESY. 42. Approval agreement Oxford Consulting Services, Inc. 43, Approval of agreement, United Therapy Services, ESY Summer Speech Therapy Services. 44, Approval agreement, United Therapy Services, Speech Therapy Services. 45.
Approval of agreement, MJW Physical Therapy LLC, Es 46, Approval agreement, MJW Physical Therapy LLC. 47, Approval of agreement, MJW Physical Therapy LLC, ESY, Summer Physical Therapy Services.
48, Approval of agreement, MJW Physical Therapy LLC. 49. Approval of agreement, MJW Physical Therapy LLC, Summer Physical Therapy Evaluations. 50. Approval of agreement MJW Physical Therapy LLC. 51. Approval of agreement
Lyman Educational Consulting LLC. 52. Approval agreement with Biata Home Healthc Care for the provision of nursing services for case number 936 for the 2627 school year. 53. Approval agreement with Biata Home Healthcare Inc. for the provision of nursing
services for case number 972 for the 2627 school year. 54. Provision of substitute nursing services for the 2627 school year. 55. Further amended resolution out of district placement for the 2526 school year. 56. Out of district placements for the 2627 school
year. 57. Tuition students for the 2627 school year. 58. Home instruction. 59. Educational services commission of New Jersey special education tuition. 60. Approval of agreement Mammoth Ocean Educational Services Commission for Educational Services. 61. and approval
of shared service agreement with the township of Marorrow food services for recreation programs. 62. Approval of shared services agreement with the township of Marorrow joint custodial services with Marorrow Township for recreation program. 63. Acceptance of the 26 2026 funding for optimal
comprehensive universal screeners focus continu continuation grant. 64. Donation Asher Holmes PTA. 65. Authorization for Marbor Memorial Middle School and Marorrow Middle School to part participate in music trips. 66 New Jersey state contract purchases. I so
move. >> Thanks. >> Thank you. I think you are now sort of running neck to neck with with Mr. Smith on number of uh items and one resolution. Um can I have a second please? >> Mr. Smith. Thank you. Any discussions on
any of the items in this 1 through 66? Seeing none, can I have a roll call, please? >> Yes. Okay. Mr. Lolonski. >> Uh, no to 32. Yes to everything else. >> Thank you, Mr. Smith.
>> Yes. >> Mrs. Carrero. >> Yes. >> Mrs. Gandhi. >> Yes. Mr. Hyatt, >> yes. >> Mrs. Jenowski, >> no to number 32. Yes to the rest.
>> 32. >> 32. >> Okay. Thank you. And Mr. Cohen. >> Yes. >> Thank you. Okay. Moving on to our next item. We have curriculum matters.
Miss Gandhi, would you do curriculum matters? It's page 28. >> Curriculum matters. Um, one intercolastic athletic competitions, fall sports 2627 school year. I so move. >> Thank you. Can I have a second, please?
Mr. Lansonski, can I have any discussions on this item? >> Seeing none, can we have a roll call, please? >> Yes. Mr. Hyatt. >> Yes. >> Mrs. Jenkowski. >> Yes.
>> Mr. Lolonsky. >> Yes. >> Mr. Smith. >> Yes. >> Mrs. Carrero. >> Yes. >> Mrs. Gandhi. >> Yes. >> And Mr. Cohen? >> Yes. >> Thank you.
>> Next item is personnel matters. Mr. Hayyatt, can you do personnel matters, please? >> Yes. Do you want me to read these addendums in? >> Yes. >> At the end or as I'm reading? >> Yeah. Actually, let me just give you a few administrative changes before you read them. >> Okay.
>> If you don't mind. >> Okay. So, number 34. >> One second. >> I just have to add a name. >> Okay. >> Okay. The name is Karuna. K A R U N A.
Gupta. Gua. Sorry, last name again. >> Gupta. Gua. And then number 38. I have to add another name. Lisa
Camarado. C A M M A R A T A. Is that it? >> Same hourly rate. >> Pardon? >> Same hourly rate. >> Yes. >> Thank you. >> And then um just just wanted to point out the addendum. That's all.
>> Okay. Got it. >> Thank you. >> All right. The superintendent of schools submits the following resolution for approval. One, resignations. Two, employment non-aligned support staff. Three, employment school aid. Four amended salary school monitors 2627 year five
transfers and amended salary certificated administrators six transfer certificated administrators seven transfer certificated staff eight transfers non-certificated staff nine reassignment certificated staff 10
reassignment amended salary operational administrator 11 reassignment and amended salary non-align support staff 12 transfers reassign assignment and amended salary non-certificated staff 13 stipen nurse substitute collar 14 stipen
lead nurse 15 stipen lead mental health 16 stipen lead counsel 17 revised curriculum writing ELA units study revisions for K through 8 amended curriculum grade level waiver assessments 19 extracurricular activities 20 advisors for the 2627 school year
20 teachers Saturday school discipline program for the 2627 year 21 assistant Saturday school discipline program for the same year. 22. Substitute assistance Saturday school discipline for the same year. 23. After school detention 26 27
school year. 24. Substitute after school detention. 26 27 school year. 25. Summer nurse work sports physical documentation protocols. 26. Summer nurse work review of allergy and medication documentation. 27. Child study team evaluations and
meeting. 28. teacher summer IEP meetings 29. Special services evaluation coordinators 30 uh 26 extended school year program certificated staff 31 26 extended school year program for students with special needs specialized reading teacher.
32 2026 extended school year program instructional assistance. 33 2026 extended school year uh special education program substitute certificated staff. 34 2026 extended
school year special education program substitute instructional assistance. That one has an addition of staff member Krun Gupta. 35 2026 extended school year program school monitor. 36 2026 extended school year
special education program substitute monitor. 37 2026 summer work bus drivers. 38 2026 summer work bus attendment. Uh that one has the addition of Lisa Camarada at the same hourly rate.
39 2026 summer substitute bus driver. 40 summer substitute secretaries 41 substitute teachers 2627 school year 42 substitute nurses 2627 school year 43
substitute instructional assistants 2627 school year 44 substitute school monitors 2627 school year 45 substitute bus driver 2627 school year 46 substitute bus attendance 2627 school year 47 substitute sound board and lightning
technician 2627 school year 48 substitute head custodian 2627 school year 49 paid medical disability leaves 50 unpaid leave of absence 51 amended resolution leave dates uh 52 employment non-aligned
non-certificate administrators 2627 school year 53 extracurricular activities advisor 2526 school year I so move >> thank you can I have a second please miss Gandhi any discussions on any of
the items in this resolution Yes, Miss Jen Hass >> two I I have uh two things. First, this um data analytics analytics position, what exactly like what
what is this person's day going to look like? Like what do they do? >> So, um there are a lot of uh state reports that need to be submitted with a calendar. So um part of that person's job will be um and it's all year long
right every every month there's something that needs to be done in terms of state reporting um they will um deal with NJ sleds which is the new NJ smart um they will deal with NJSLA data they
will deal with our local data um they will also work on special data projects like um I know that that traverse over into the curriculum world. Um, with respect to placement or any kind of um,
I know the board is looking for um, increased communication on our data points that we have collected here in the district. So, if there's a you know a touch point that I can bring to the board with specific data points, that person will be writing customized
reports for us. um >> do when the collection of data so like are they actually like crunching numbers or are they giving are they given data by somebody else that's already figured
out and then entering it into a computer or are they doing it like from beginning to end? They're looking at all the different points of data. They're figuring it out. They're crunching the numbers. They're making the reports. They're reporting it out like it's
>> this is yeah this is not a data entry position. This is a >> it's an administrative position. It's a non-certificated administrative position. Um >> we don't currently have one. We used to have one. Um currently the assistant superintendent is performing that role.
And um I think I had mentioned this to some of you um in my discussions with our regional group the regional K uh superintendent um they were reaching out in terms of just you know
do you have a person what's the salary because some some other uh school districts are also posting and um everyone was replying what they have and how many people they have and what the salaries My response was, "I don't have one." And
they were all they they were like, "What do you mean you don't have one? I don't understand." I said, "I don't have one." Um, currently the assistant superintendent is performing that role. Um, one of them actually said, "That's abusive
knowing the amount of work that this position takes." Um, so it it's a wide array of of data. it. Um, also the person has to have the knowledge base of our student information system
which houses personal and confidential information. Um, that interfaces with now NJ sleds which is the new student longitudinal uh data system. Um, so you know our student information system will have to upload
into NJsleds. Um, and you know right now they don't really talk to each other. Um so there are a lot of different reports when we um the um CRDC report which is the civil rights data collection that
person will do. There's a DRTS report for transportation. Um you know how many students on which which routes what what does all of that information look like? Um this person >> all tied to funding also. >> I'm sorry. >> Those reports are all tied to funding.
They are tied to funding which is you know they and it requires deadlines. >> So you so the creation of this position in this district because you just said we don't have one. You would expect that it will help the district run more fluidly and effectively. >> Absolutely. Um yeah right now we are
running inefficiently um because we don't have one. We used to have one um and that went away six years ago maybe somewhere around there. Um and and and since uh NJ Sleds is a brand new program, things have changed. Uh more
data is now coming into our school district. Um I also should mention special ed also has their own set of data that they run >> and they'll be doing that too >> and and they'll be you know they'll be interfacing this person will be interfacing with every single department
and pulling the data in uh and and reporting out where necessary. Um but again as I mentioned also um the person will have the ability and and knowledge base through our interview process. I I do know that to be true um
to write custom reports for us. So that'll actually make its way up to the board. Um things that I can present to you and things we talked about in terms of what you're looking for. Um some additional touch points in terms of the data that I can provide to you. Um this
is an essential position in the school district and um it's also budget neutral uh because in in my own department I am not rehiring my secretary who retired or is
retiring. Um, I will have a secretary, but she she's an existing employee and she will be essentially doing three jobs and she she has the ability to do it. Trust me, I wouldn't put anyone in a position uh that I didn't think they
could do. But um that's why this is a budget neutral position. So um in this case, we went down in FTE and then put it back somewhere else. I didn't go down and not replace. So I just utilized our current uh you know on
the POS position control roster we have you know our specific number of employees. I basically took an employee away from me and and provided it in this position this much needed position >> and I just not about that but my other
um point can >> I just see before you go on let me just see if anyone else has any other questions on this one. Any other questions on this? Um sorry >> rather than go backwards. >> Yeah. >> You had mentioned that um the assistant superintendent was fulfilling this role currently. Correct. Has has the um
has the workload or the the number of reports and stuff grown that much that you need like a full-time position? >> We've always needed this full-time position. Um quite frankly, the assistant superintendent is doing a a
lot of this work over the weekends. Um, you know, there are there are weeks where she's working seven days a week. Um, does not take vacation because she can't and it's just not fair and and which actually takes away from the work
that she's supposed to be doing with me. Um, no fault to her. Um it's just this we're at a spot now where now that the new system is in place NJ sleds um and you know it's it's a there are some growing pains with that program as well.
They they've had issues which uh reduced the assistant superintendent's efficiency in trying to do that work and uh we're at a point now where we've needed someone to do this work. We were just trying to wrap our head around how do we do this budget
neutral. you know, I I didn't want to, you know, we're we're making efficiency changes around the district. How could we go up plus one? Um, so this this was the way we did this in a budget neutral fashion where um I'm a big believer in every department needs to, you know,
quote unquote take the hit and it was my turn. >> Any other questions, Mr. Smith? >> Uh, yeah. I I also just want to say like um industrywide uh with the introduction of like AI, this position is very critical to a lot
of companies um because it's all like data processing and how we can look at that data and uh M. Bologn, you brought up a great point where we can see some of that data shown on reports in the future of like deliverables of progress
in certain areas and having somebody that's focused at looking all this data and kind of managing it and organizing it. I think it'd be really important to uh to the school district and I'm interested to see how this position could develop for this person. Thank you.
>> Any other questions, comments? I just do I do have one question for you. I remember reading last month we read the you submitted the the job description and you know we we approved it. Um if I remember correctly this was this is not
an entry level position. >> This is someone you you needed someone who has you know real good skills here. Did the candidates that you're is I don't know the candidate and we obviously haven't seen the candidates's CV, but can you speak to the candidates's experience
with K K8 or even with New Jersey school districts and the actual NJ sled system? >> Yes. So NJ sleds is every school district has uh used it just this year because it just rolled out this year. Um
this candidate in front of you has deep deep knowledge in K through 12 actually. Uh the district uh that she's coming from has a high school as well. Um and it is a large school district uh 10,000 plus students. So from that perspective
um you know having that right I'm I'm right in in that school district right. Yes. I'm trying to think of all the candidates. >> Yeah I know. I know. >> Yeah. 10,000 plus students, a very large school district. Um and um the ability
to manage the amount of data that is coming through um that school district um this candidate will absolutely uh be able to handle the the level of work that we need her to do. um
her you know I I had the ability to meet her today um in the final interview and um just she just has a very deep knowledge many years experience and um I know is a true asset in her current school district. So it will be a loss
for them um but it certainly will be um beneficial for us which um is a much needed uh position. It was a a very competitive field. We had a lot of applicants and a lot of qualified applicants for this position. Um, but
this uh this candidate here was uh was unanimously the top pick. >> That's that's good to hear. Data analysts are in high demand. I mean, I'll take what Mr. Smith said a step further. I don't know how organizations can survive, let alone thrive and move into the future without data analysts.
And that's across every industry that I'm involved in. So, and I serve on other board of directors where we're having the same discussion. It's hard to find people qualified. So, >> yep. I I agree. Any other comments on item number 52?
>> You're up for the second one. >> Um I didn't get a chance to say it after public comment, but I did want to acknowledge Mr. Bono's public comment, but he he left soon after. But um my child was one of the children that was
um deeply inspired and touched by Mrs. Bono's hard work and gifted and talented. So I just wanted to recognize what he said to thank him for coming here as a husband and waiting until we were out of executive executive session um and and um advocating. So I thought
that was beautiful, well said. But Mrs. Mrs. Bono is an amazing, gifted and talented teacher and I wanted to recognize his comment that many children, my son in particular who she saw something in him and I I really do believe she single-handedly put him on
the trajectory that he was on and the reason I was late today was sitting at his senior awards. So I literally tie that back to Mrs. Bono and what she saw in him and the and she fought for him to being gifted and talented and I I think that it changed his life on how he
looked at himself. So I wanted to thank her for that and thank Mr. Bono for coming out and and speaking and and waiting to advocate for his wife. Thought that was beautiful. >> Thank you for sharing that. That's a wonderful wonderful testament of just how great our teachers are and especially the impact that someone like
Miss Bono can have. Any other comments or questions on the items in this resolution? Seeing none. Um, can I have a Did I get a second? I don't think I got a second on this one. Can I have a
second, please? >> D, you with a second? I don't think so. But she's seconding now. >> I made that up, I guess. >> Maybe you did. I just didn't write it down. >> I Okay, whatever. Okay. Thank you.
And seeing any other discussions, seeing none, could I have a roll call, please? >> Yes. >> Mrs. Shankowski? >> Yes. >> Mr. Lolonski? >> Yes. >> Mr. Smith? >> Yes.
>> Mrs. Carrero? >> Yes. >> Mrs. Gandhi? I also want to just say before I vote um I I understand I I've heard great things about um Mrs. Bono as well. So, as much
as, you know, I know um that this is needed and we have to do this, um I guess I'm in some ways like secretly really happy for the students that will have her as a teacher every single day cuz my kids are not in G&T. And oh, >> and it would have been wonderful, you
know, to to to to think that my kids can have a teacher like her in her classroom. So, um I do want to thank Mr. Bono to come that he came and spoke about his wife and um I don't think Mrs. Bono should be upset or cry because I really think she's going to make a
difference in 21 plus kids' lives every single day for the the amount of years that she's going to be here. So, but yes, I vote yes, >> Mr. Hyatt. >> I echo what Miss Gondi said. So, there's
a silver lining in this. I I hope for some of these children. I'm going to vote yes for everything. I'm actually going to abstain from nine item one and item six. >> Thank you. And Mr. Cohen, >> um you know, I I I
didn't have a a child who was um impacted or um had the opportunity to be um exposed to a teacher like Miss Bono. But listening to your testaments, um, it really makes me, you know, be thankful
for someone so, you know, um, well-liked, well-loved, well appreciated in our school district. And, and Miss Gandhi, your comments really resonated very well well with me. And, you know, I often think about, you know, one
person's loss is another person's gain. And in this particular case, um, I think of all the other students that are going to gain now from her experience in the classroom, and that's pretty amazing. I know change is never easy. Um, but I
think she's going to have so much more impact um, here in Marboro and to me that's a really important thing. So, um, in spite, you know, of that, I know it's hard and I appreciate Mr. Bono coming
here and advocating so strongly for his family and his wife. But with that, I do think that um it's again a good it's it's a direction the district needs to take and it's not easy to make those changes but we have to support. So I'm
going to vote yes on everything. >> Thank you. >> Can I also make a comment about this same thing? I didn't get to read it before but it's the sentiments of what what has been said so far. >> Bono has touched many people. So, of course, >> she has um even my kids who also will
probably never be in the G&T program, if they can h I would love for them to have a teacher like Miss Bono. Um and yes, and I appreciate Mr. Bono advocating for her. Um but I also want to acknowledge the other people in the community that
have reached out and um I really want to acknowledge that like I didn't take this decision lightly. I don't think any of us have. um if I could speak on uh but I I listen carefully to the concerns um that have been shared and I understand why families feel strongly about this
issue. Um but also after reviewing the information provided and hearing the superintendent's recommendation, I do support moving forward. Um and with that said like I think it's important um that we continue to monitor this impact you know um and you know if we find that
services are diminished or students are not receiving the level of enrichment that they deserve um or there like any unintended negative impacts on staff or students I would hope that we can remain open to like reassessing and making adjustments as needed which I know you're always very open to um
adjustments and you know being open um but again our responsibility is to ensure that the program continues to meet the needs of our students. And then again on the personal note, um you know, they're so incredibly like all the students that are going to be impacted
um and inspired by a teacher like the ones that we have seen reassigned um you know the impact of you extends be far beyond any specific title or program. Um and I know that many students will benefit from your passion.
And then finally, I want to thank Mr. balone. Also, um I know that this decision has generated a lot of concern um and emotion within the community and I appreciate how responsive and thoughtful um and caring you've been with both people that reached out to you
um even with myself and all my questions. Um and I know it's clear that you deeply care about um both the program and the people involved. So, thank you. >> Well said. Well said. Okay.
Um, I >> can I just add one more thing? Sorry. I just wanted to say no, I I appreciate what Jenna just said that >> we're making this change, but it's really important for the community to know that if we see an impact in any way that's negative that we really should as
a board and as a, you know, as a school, uh, a district truly assess it and see if we need to kind of bring back the number of teachers that we've had for how many years in the past. So, as long as we're open to that, and I think Mr. Balone, you usually are, um, I think
again, this is a very tough decision for all of us, but we had we have to make the decisions that we did. Um, but that's it. Thanks, Jenna, for bringing that point up. I think that's critical as well. So, >> agreed. Okay. Next item up is policy,
development, and community relations. Mr. Smith >> U policy development and community uh relations matters. The superintendent of schools submits the following resolutions for approval. One, first readings. Two, second readings. I so
move. >> Can I have a second, please? Miss Gondi, any discussions on the items in this Mr. Wansski? >> Let me start with the easy one. I hope uh 4130
assignment and transfer. Look at the second paragraph in bold where we go start in bold. When a need is recognized upon recommendation uh of the superintendent and subsequent approval by the board of education within a reasonable time frame. Why? I I
understand that you can quantify probably somewhere legally what a reasonable time frame is. I'd be much more and it doesn't really change it substantially because it's what we do anyway. I'd be much more comfortable if it read when a need is recognized upon a recommendation by the superintendent
uh with subsequent approval by the board education by the next scheduled board meeting or if not possible in a reasonable time frame. So we know at least in my mind we have a time when it will be done if it's possible next next scheduled board meeting doesn't change
anything that we do now just this memorializes it and if not possible something happens on a Tuesday afternoon where we can't get it on the agenda it'll be a reasonable time frame which then you would you know because we know be the next board meeting so the board >> can I get >> he's okay with that
>> can I just make sure I have the exact language that you're suggesting and where you're putting it So where it says by the board of education before the word within >> I'm going to put by the next scheduled board meeting or if not possible uh in a
reasonable time frame by a re by a reasonable time frame. So I don't want to you don't need to move be moved in reasonable time frame. I just want to add by the next scheduled board meeting. This is our first >> or not or if not possible >> right >> within a reasonable time frame. Okay.
It's what we do anyway. Just memorialize. >> Yep. So, >> and and you don't see that as making any significant change. So, we can just make this a make this change and still keep it on for >> You can keep it on the for >> Okay. >> You're going to make >> uh I'm going to I'm going to make sure
that everyone here is okay with it because he's making a recommendation. >> So, you I I'm going to treat that Michael >> as a motion to to make this change. >> Okay. >> For first read. >> Make a motion then. Yeah. Okay. So, I'm
making a motion to reward the second paragraph starting in the bold where it's bold. Uh when a need is recognized upon recommendation by the superintendent and subsequent approval by the board of education by the next scheduled board meeting or if
not possible in a reasonable time frame. >> Okay. Can I have a second on that motion? Janeowski. Any other discussions on that item? Can we have a roll call on it? >> Sure.
>> Mr. Smith? >> Yes. >> Mrs. Carrero? >> Yes. >> Mrs. Gandhi? >> Yes. >> Mr. Hyatt? >> Yes. >> Mrs. Jankowski? >> Yes. >> Mr. Lansonsky? >> Yes. >> And Mr. Cohen?
>> Yes. >> Thank you. >> Okay. So, that's good. So that's that's the modified language. That's the one that we're going to vote on for first read tonight. >> I have one other thing though. >> So go ahead and do your next one. >> Okay. >> Let me let me just see if there's anyone else. Anyone else have any other comments on
>> 20 on 4130? >> Okay. So we're going to close 4130. >> 2200. >> 2200. Where I'm concerned on 24 2300 broadly is all the all the places where it mentions the board will do this the board will do
that the board will make sure the data of the students is is getting better every year. I understand the board is very broad and the board could be Mr. Balone and his design it becomes the board as well. It doesn't say that here and there are things in this policy that
says I'm going to do as the board which I'm not going to do Mr. balon and is or is dese is going to do and I just think we need to somehow word it in there because it doesn't explain who the board is and a lot a lot of policies start off with the board means this this position
means that and then when you see the word board throughout the policy you understand what it is so I'm looking for some way of it distinguishing that the board is not us as board members calling the principles and saying I need the data from your building because I have to distinguish if if you're doing better
this this month because that policy says That's what I have to do because that's what he does and he reports to us and that's what we approve or not approve or or or or come back to him with our explanations of we do not do the
dayto-day. We do not now I understand that the state is asking that the board's word be in here but that is a very broad term which I really doesn't come down to each individual board member doing these things. So I want I
just want to start that discussion because I I I'm having a hard time saying yes when the board I'm supposed to be doing all these things that I don't get involved in the dayto-day. So if I say yes to this, I'm supposed to do that and I I can't call the principal and say give me your data. I have to analyze your data because that's not my
job. It's not any of our jobs. So let's open discussion and see everybody else feels how we can word this better is to make sure we understand the superintendent, his design, and we're oversight. We're the oversight
of that, not the day-to-day of that. >> I don't know. >> Sorry, I'm just making sure I while you're talking because you and I had this conversation, um I want to make sure our attorney is up. Um >> G. >> So, I agree with Michael and some of the
things that I felt uncomfortable with. Um, on page four of 8, the board shall be responsible for the delivery of educational programs. I don't know what delivery means. I'm not I'm not implementing delivering anything. And then in the same paragraph, the board
shall develop, implement, and regularly evaluate strategies that identify, support, and encourage all student groups. It's again like we're going into day-to-day. Who am I evaluating? What am I evaluating? Is it just data? Is it people? Is it lessons? Um,
when we were in the curriculum meeting, we were told that one of the reasons is board and superintendent could be synonymous, but that's not the way this policy reads. And one of the examples is on page seven of eight, it number one is the board shall review and approve the
corrective action plan. Number two, the superintendent shall submit to the commissioner. So in various places, it it distinguishes between what the board will do, what the superintendent will do. So I don't think that it can be interchangeable in some parts of a
policy and within the same policy separate the roles. Um so that was just to support what Michael was saying and I have um I'm uncomfortable with on page 608 the word complete alignment with the NJSLS.
So I don't know what it means by complete alignment. Um you know we ran into this issue a few years ago. I think that somewhere in it should say age appropriate because we disagree sometimes with the learning standards
and we have agreed that some verbiage some curricula are just not appropriate in our K to8 school district and I feel like the word complete alignment um takes that control away from us to make
things optional optin opt out to take them out to put them in or or uh to give some kind of creative control. So, I would like the word complete changed. >> Can you just can you repeat? You don't have to go through the whole explanation, but just tell me where that
was in the policy. >> The word complete >> page where you said it, >> right? Page six of eight. The way I printed it, it's literally on the second line and meets the development needs of students at each grade level through complete alignment with the NJSLS.
>> Thank you. And then the other thing was page four of eight. Um, one, two, three, four, five. The fifth paragraph down, the board shall be responsible for the delivery. I don't know what delivery means. And then the whole last sentence, the board shall
develop, implement, and regular evaluate. That's the other line that I was um uncomfortable with because it was too vague and mesh the lines of bored super. >> Okay. Any other comments on policy
2200? I I will say and then both your Mr. Nolansky and your comments were comments that actually we discussed in the in the policy committee. Um and in fact I struggled with the fact that
there was constant change back and forth between the definition of the board's responsibility and I we we talked about it. Um, we looked at the state law that is referenced throughout this whole policy because that's one of the major changes to the policy that Strauss asked
me made. They wanted to tie in the actual state legislation to this so that it was clear. Um, and the state legislation is written as clear as mud. Um, which is, you know, no surprise there. But it was a it was a problem for
me as well. And then Mr. Balone actually met with Strauss asked asked me um during a seminar and discussed it and do you want to share what they said to you? >> Yeah, it was similar to what Mrs. Gross shared at the curriculum committee. So
you're right. Um oftentimes they will interchange, you know, the board, not these nine members here. The board meaning me or us as a school district. Um but you know I agree we we had the same we
had the exact discussion and in fact it I think came from you Mr. Carwin and that was the answer we gave you because that was the answer that was given to us. Now could we customize it? Of course we could right we customize our policies all the time. Um, I think, you know,
perhaps from a legal standpoint, we may have to lean on the board attorney in terms of um, you know, the language per se. And I don't know if you have anything else to add,
Mr. Roberts. only that rather than you know you know build the plane as we're flying it um it might be better to either table it or approve it on first reading modify it and then present it for second reading that way everybody's on
literally the exact same piece of paper with the proposal just as a matter of practicality >> just turn is your mic on >> No it's not now it is um then I would motion to table uh policy review 2200 your curriculum until those modifications are made and brought back
for first read. >> So, so before we do that, we have a motion to table. So, let me just take a second for the motion to table, Mr. Lansky. All right. So, I got one motion to table.
Miss Gandhi, I you're next. Let me just >> Okay, but that's okay. I want to make sure you have a chance. >> I mean, I I welcome the comments and we definitely as a policy committee should take a look at it. But the whole purpose of first read is so that we can have the discussion and then take it back, make
the updates. So tableabling it to me doesn't make sense because we're not saying we're not going to make the changes but it's like let's vote on this with you know the understanding that we're going to move forward and talk to our attorney figure you know and just update the language as we need to and
then in second read those changes will be visible to all of the board members. So I don't understand the re I mean that's again that's the purpose of having first read and second read. I would ex like so as a person who teaches writing I kind of look at it this way.
You start with a graphic organizer then you you take that information you go to your sloppy copy rough draft and then you publish it. I'm feeling like this is at the graphic organizer point and not the rough draft sloppy copy. So it's not ready for first read yet. That's that's
because I think that the changes are significant and there's legal questions to be asked that it's not ready to go through yet. Miss Carrera, then Mr. Smith. >> No. Um, that was my question. Like what would be is there an advantage to
tableabling it versus the first the first timing? Okay. >> It would have to come back up again on first read. >> So it would be another meeting >> before they can still get changes and then Yeah. Okay. Got it.
>> So it's just a timing thing and there's no rush. I mean, is is it's not it's not like we have to rush through it, but we're working through a lot of other policies, too. Mr. Smith, um, in in the policy,
it says the words and terms used in this policy shall have the meaning as defined in NJ6A A-1.3. Is that does Well, does that clear? I I didn't look at that, by the way. I'm just asking if anybody is aware of that. section of the state law actually def
makes provides definitions >> because it sounds like we have do we have a I mean it >> is it a difference of opinion on the definition of board? >> No, they actually I I read through that section two or three times. >> They don't ever include a definition for what the board means. Okay. They include
definitions for everything else, but there is no definition for the board. >> Okay. >> Or a board. >> Oh, >> yeah. So, and just to bring it full circle here on this is that it sounds like our biggest concern is just like
what our interpretation is of the word board outside of page number six under complete alignment which I completely agree. I think complete needs to be removed because it doesn't give any flexibility going upwards or you know having setting a bar at a minimum
alignment and then expanding upon it to be more robust. I don't know if complete restricts us there, but um all I'm seeing is that just the definition of board is different inter differently interpreted which
yeah I feel like that's an easy easy solution or easy you know fix if we're able to define it as a group. Um so are we look are we thinking because I know again we can make changes right um as long as it doesn't change the actual definition like not
definition but like the what the policy is stating but so are we going to change where it says board to say superintendent if legally that's something that we can do like is that the direction that >> if that's what the policy committee
wants to do. Um, my my only concern is doing it on the fly right now and everybody not having the same understanding as to what we're doing. >> I just think there's it's it's there a lot and there's a lot of different categories where it comes and this
carries concern as well. It's just too much to go to a first reading and come back again as a second reading. I think it deserves to have its own first reading. It's going to be completely changed when you change the meaning of board one way or the other. and if you change the the um exclusivity of Car's
point, it changes a lot of that policy. So, I'm not in favor of a first reading. >> Um, and this isn't but like I don't understand the lack of trust. We have a
lot of alerts going on and we do for I think for timing sake like we have we I'm I know I'm willing to take your feedback. I think it's important I think but those changes can be now actively
changed without having to table it and just have timing affected. That's just how I see it. So I just wanted to mention that. >> Mr. Smith. >> Um,
did the bulk of the policy like does the bulk of the policy align in terminology or definition of the word board align with Strauss Esme and what their language was? >> This is the Strauss Esme language. >> So, it's like it's compatible.
>> The additions the the policy that's in bold is the recommended language that came from our policy adviser which is stress. And was there a discussion with them on the definition of the word board? >> Yeah. >> Like and how it's defined? >> That was the conversation that Mr. Bologn and Miss Gross had with the
Strauss Esme um in which they said the board right could be the board like the governing body but it also can be the board of education which is like the Marbor Township public schools. They are a there it's just there was no
consistency in which the way in which they define the education body versus the education governing body. >> So are they identifying it as one or >> they dumped it all in. >> Okay. >> They said everyone is going to be called the board. They don't ever distinguish
the difference. >> And when you spoke with Straw Sasme did they get similar feedback from other districts that you're aware of? >> No. >> No. So they were they were basically implementing it as is from your understanding. Okay. >> Again, not saying that we still can't
question it. I'm just trying to think like how are other schools operating? Um and if there's not a concern there, I mean, we can again, just to go back to what Jenna was saying, what I was saying, I I don't think that the feed I think the feedback we should definitely take it as a policy committee and we will. Um but we do have to go get
through a lot of policies timing what Jenna just mentioned >> twice a month. >> Yeah. Yeah. So I think you know it's just to yeah I think it makes more sense to kind of but again let's let's vote on it and then um yeah
>> so I I I just my other comment is and I don't believe in rushing anything um and I do want to make sure that we capture the right comments here. Um, but I will say the cons the only concern I do have and
this is something that we repeatedly have had conversations with here in this boardroom but also in the policy committee meeting is that when our policies become so customized it makes the alerts and the updates that we get from Strauss as me much much
harder for us to review or even to implement. So we are going down we we go down a path sometimes where if we change so many words it's much harder that we're going to miss these things when we go through the updates. So I I I I
that said that doesn't mean we shouldn't make adjustments. I'm not against that. But I think the question I would pose and I I think I know the answer. But the question I pose to you is that I would like us to find a way in which
we can define the role of the board us versus the role of the of the superintendent within the policy. to simplify the language so that we can then indicate at the end of this policy that the policy is predominantly the
same policy except for paragraph 4 which was the definition of what the role of the Marorrow Township public schools are versus what the role of the Marorrow Township Board of Education is so that we can keep this policy as close as possible to the Strauss Esme policy so
that future updates will be easier for future policy committees to implement or recommend or for this board to adopt. That would be my only wish in the context of us considering this. And I do think that that would require more time.
And I believe that if that requires more time to accomplish that in a in a in in my vision, if we can accomplish that, I do believe that a tableabling of this document to do so would be a good practice. That's that's my opinion. But
I want to make sure that that vision is consistent with that approach that we're trying to take is consistent with the approach you would like to see coming back. I may it may not be the board shall provide and and now it's confusing. We may have a sentence that says for the purposes of this policy the
board of education the Marorrow Township Board of Education's role shall be to ensure review approve whereas the Marorrow Township public schools shall be responsible for providing developing implementing and so forth even though it
says the board. That's what I'm trying to do. What >> would that be a separate motion? Another separate motion. >> The same motion. I want to just make sure if we if we do table that we're tableabling it with a clear vision
forward. Yes. >> So that we can come back with with a new first read ready to go with everyone's wishes encapsulated. That's >> something I would agree to. Yes. >> Okay. So that vision is consistent. >> Yes. >> Okay. All right. Just just a thought. Do
we do we at all want to define the board in this policy or this uh this NJAC 6A that's that there refers to >> we can't define it in the state law we have to state that's not okay sorry about that yeah
>> we aren't that powerful Mr. Smith regulations. >> Anyh any other discussions about policy 2200? >> Oh, you you have a motion to >> I know I'm talking about the the motion.
Well, um, that was on the board part, but I think, um, Miss Jankowski was also brought up the complete. Um, I'm not sure how we all felt about that or if that's something that we're going to change >> or we're going to change that on first
read again. >> Right. The word complete, as Mr. Palone just said, is the way the code is written. But I do believe I think if I go back, isn't there Um,
>> isn't there also language in the code about age appropriateness? Isn't that part of the alignment? >> Yeah. >> Well, I I think the the forewarning here is that if the word complete is embedded in the code, then this section is
referring to what the language of the code is saying, not something that we can we can't change the code. So if you have complete, can you add on to it to say complete at a minimum? Like
>> we have to go back and we'd have to see what what we could potentially incorporate, >> but I just want to get your your thoughts on this. >> I >> I'm I appreciate you looking that up and this is not directed to you, but do I
need to necessarily care if it's in the code? That's my feeling. like I don't feel comfortable with the word complete and I don't feel comfortable with the word complete because of things that I have historically seen whether it's my time as an educator, a mom, a person in
this district. So the word complete >> I don't like whether it's in code or not that's just a formality for me. I mean, I'm not trying to say I'm going to do something illegal, but >> and I I understand just from a parliamentary procedure standpoint at this point though, we're we're sort of
moving past debate on the motion to table and into the broader policy discussions that would would happen, you know, in committee. >> But I I understand your point of view. So, going back to your motion to table
because you raised two concerns with the actual policy. one I think we resolved >> or we have a path forward. >> We're we're on the same page as that. Correct. >> I don't know if we have a simple solution to the word complete. >> Um >> but we have to look at it and the only
answer I would give to you which is tongue and cheek to some degree. So please forgive me. Right. I don't want to tell you you can't ignore the word complete because that in some ways may be a violation of our own oath of office to obey the law of the state. Right? >> So you know >> I don't know the answer to that. I have
to understand how the word complete is written, >> right? And that's why I'm saying we just need a little bit more time to kind of marinate with this. Got to marinate with the wording. >> Or we may all and we and we will, but we also may need um compromise in the
context of >> a word that may trouble you. >> So maybe >> we don't have to come up with it now. >> Yeah, >> I know. But I'm just saying like >> you know level through complete maybe alignment. So the word maybe in there
>> possibly. >> Okay. >> Okay. There is a motion. Any other discussions on the tableabling? Not the mo not the not tableabling. So I I'm I'm struggling with the tableling because again with the time
thing we still have to have all the feedback and all the changes and even with our goal in mind of making those adjustments like that the end of it that I like it still brings us to the next meeting. So it's still like it's
>> what's the benefit of tableing Yeah, it just seems >> just timing >> ambigu like it's >> honestly timing >> timing because timing there's no rush. >> Yeah, if you approved at first reading >> um as is then you would you would have time in between this meeting and the next to discuss whatever changes you
would like possibly put it up for second if you were to table it tonight. It just changes the order or the sequence of things. So then you'd have you'd have time with no first reading um you know to revise this to how you would like it then put it up for first reading. That's
really it's really all it is. >> It's also notice second. >> It's just notice to the public that says we're still moving forward with a revised policy 22 2200 um but it'll be subject to changes before the second reading. If we table
it, then we're basically saying to the public, we're not sure how we're going moving forward yet with policy 2200. >> I think Yeah. So, >> is that how I'm interpreting? >> Is this doesn't have to come to the next meeting if we if >> I'm sorry, >> if we pass this on first read, which is
the reason for first read is to get board member and public feedback. You don't have to put this on the agenda next meeting. You can put it on the agenda in October if you want. >> But in my view, >> these aren't wholesale changes. They're important and I appreciate this discussion and I agree with them. I just
don't want to stop the progress of this. So that's my view. I we all the time in the world. It's curriculum. It's important. I think the feedback is pretty much accepted across the board here. So >> yeah, as long as we don't have to put it on for second read next board, then it's
>> No, we don't have to. We can put on December if we want. So anyway, okay. Any other discussions on the on the motion that's in front of us to table? >> Seeing none, let's call the role on >> Well, just a quick question. If we if we
approve the first read and then it comes back around, say a meeting or so to the second read and we don't like the changes, we could project it on the second read. Correct. >> Yes. to reject it. You could um table it again. >> You could table it again. Uh it could be administratively removed there. It's not
>> um there's multiple ways to >> Okay. Yeah. So, I mean, yeah, >> it's not DOA. It'll, >> you know, it's still we'll still find a way to to address it. >> Exactly. I mean, as a majority of the board, you could commit it back to the policy committee for further review.
>> There there's many ways to to address if there's an issue between >> All right. you know, now and then at whatever meeting that would be. >> I mean, I'm just seeing the process as if we table it, that's just adding another first read to the situation. >> And it also shows that you don't know
how you're going to move forward, which is like I want to show that I want to move forward with the changes. >> Okay. Any other discussions on the tableing motion? >> Seeing none, we're going to call roll on it.
>> Okay. Mr. Lansonsky. Yes, >> Mr. Smith. >> No. >> Mrs. Carrero, >> no. >> Mrs. Gandhi, >> no. >> Mr. Hyatt,
>> no. But I just want to reiterate, I agree with the feedback. I just I have seen policies get tabled and forgotten about and I don't want to do that. I think this policy is too important. So, no. Sorry, >> Mrs. Jenowski. >> Yes. Or Mr. Cohen.
>> You know, I struggled with this one, but you said something, Mr. Hyatt, that just resonated really well with me and that is I've seen policies get tabled and somehow or another we move away from it. We forget to come back to it. And I
don't want that to be the case. So I am committed in the context of this conversation to make those changes and to work with it. And no matter how long it takes, we're going to get them done. All right. I would like it to be interactive. All
right. I would really appreciate and you know, with all due respect, I know we all have full-time 10 jobs, but these motions, these policies did go out from to the board from Mr. alone a week ago and we only got feedback
within the last 24 hours. So, if you can help us so that we can do this before the next board meeting, that would be great. Um, but I do think that we need we need um we need some time, but I don't want to see it tabled. So, I'm going to vote no to the motion. >> Thank you.
>> But I am committed to getting it done. >> The motion fails. >> The motion does not carry. >> The motion to table fails. So, we're back to the discussion about the two policies up for first read. >> Correct. >> Mr. Smith, um, should we set a motion to
approve the first read subject to those changes being addressed for the second read? Meaning, do we have to modify it or it's already assumed by based on discussion? >> Okay. >> It's already been Yeah, >> it's already worked into the approval that those changes will be made. >> Okay. >> Approval on first reading. It's always implicit that there could be changes in
between, >> right? And we've had I I've have extensive notes that and I know we've got them recorded so that'll help me in going back over this and I know Dan's going to now be very engaged.
>> Yeah. Discover policy 2200. >> Thank you. >> All right. So any other discussions on this item for the policies? We have pol. We have the first reads for 2200 4130. We have the second reads of
0162, 0162.01, and 1643. We had the motion was moved. It was seconded. We've had discussion. Are we ready for a vote? >> Yes. >> Okay. Miss Jen, Miss Ms. Jillinsky, >> I got it. Mrs. Carrerero.
>> Yes. >> Mrs. Gandhi. >> Yep. >> Yes. Mr. Hyatt. Uh, yes, >> Mrs. Jenowski. >> No for 2200. Yes for the rest.
>> Thank you, Mr. Lansonsky. >> Uh, no to 2200. Yes to everything else. >> Mr. Smith. >> Yes. Um, but just to reiterate, even though it's implicit, uh, those two items of the definition of board and the
word complete on page uh, six, if we could have those addressed prior to next meeting. Thank you. Yes. >> Thank you. >> And Mr. Cohen, >> yes to all of them. And I will, you know, echo Mr. Smith's comments about the strong commitment that we will make
the changes to 2200 that are consistent with the the conversation we the extensive conversation we've had tonight on this. >> Thank you. >> Brian, can I just say something? >> Yes. >> I I I understand what you're asking about. You got we got it a week earlier.
Here's here's my issue. And I might be completely off base. I might be completely wrong, but I kind of feel like first read is set up so that the public and this this transparency in the first read and the public gets to hear the board's deliberation why they're changing a policy from first read to
second read instead of us all sending us all emails during the week and all this happening behind the door. And then we read a new we read a first read and nobody knows how we got there. We really got to the second read before we got to the first read because if I'm sending you an email and Carrie's sending you an email and someone else send you an email
and then the committee is discussing it then maybe it comes back to me this is what we did and then I say well I don't like that I'd rather do this and that's not happening here in public. That's happening via email. And I think that changes what a first read and a second read does because the purpose of the first read is to be in public having the
public hear the deliberations and hear why we went from a first read to a second read and something changes to do that all in that first week and the first read then becomes the second read because it already got changed. That's just my personal feeling. I don't know how the attorney feels about that. That's just my personal feeling. Maybe
that's an executive session discussion, but that's how I feel and that's why maybe I don't you don't hear from me during the week because I I feel that's the purpose of first and second read. >> So So I I appreciate and I respect your opinion. Um I see first read as two
things. I see first read as an opportunity for the public to provide comment to the board on a policy that we're considering and then we're are being able to deliberate based upon public comment. I also see the fact that
you know asking the board to engage in um commenting on policies before they are actually put in front of the first read is not in any way against the intent of the law or the intent of first
read. It allows for there to be some unity and some sort of cons consol, you know, consolidation of board comments so that when they do come to first read. All right, we've done the deliberations in some ways, but it doesn't negate the fact that there still can be more
deliberation. All right, I that's, you know, I don't think the I don't think um I I I don't think first read means everything needs to be done in in the open. If that was the case, the policy meeting would be doing its work in the open. >> Okay. But it but it but the law would
require it. First read is an opportunity for there to be open conversation about a policy being considered for second read. And then quite frankly during the period of the time of first read and second read you have an opportunity to consider that the comments that were offered at the public level but also the comments that were offered in here
before it's finally adopted. I don't think that that dis this discounts also having a discussion whether it be in person like today or being through email all right um in any way you know lacks
transparency that's just my personal opinion um all right we are up to liaison reports freehole regional high school uh Sure. I'll I'll keep it quick. Um, next board
meeting is June 18th. Obviously, like us in preparing for end of year graduation, last day for students, final exams uh are in the next couple weeks. So, that's it. >> Thank you. Any questions for Mr. Hyatt, Marorrow Education Foundation,
>> no updates? >> No report. Thank you. Marorrow Township Leison, Mr. >> Thanks to Steven Dalia for his update. Uh the township has launched an update to the website to keep residents informed of major projects ongoing in the town such as road paving, sidewalk,
parks, and drainage work. You can view it under the road repair section of the website or by searching township projects events. Okay. Following events. Marorrow Farmers Market. The farmers market continues its seasons each Sunday from 9:00 a.m. to 1 p.m. More than 30 new and returning vendors are scheduled
throughout each week. more information on their social media, Marble Farmers Market, or on the township website under Farmers Market. The bike and stroll. Join Mayor Hornick this Saturday, June 13th at 1 p.m. as we celebrate National Trails Day. Bike, walk, dogs on leashes
are welcome as we enjoy the pave shaded Henry Hudson Trail. Enjoy free ice cream donated by Chick-fil-A and a water bottle while surprise last from the green team. New location this year at Big Brook Park. more information on the township socials and events section.
America 250 America 250 art contest in celebration of America 250 participants are invited to Oh, we already had the winner. You announced it already, right? Tonight we announced the winner tonight. So, we just mentioned again about that. Uh recreation tomorrow swim club think
summer registration is now open for all members and swimming lessons. To get more information and deadlines, visit the township website. And that's what I have. >> Thank you. Any questions or comments for Mr. Lansonski? Marorrow County Schoolboard Association?
>> I have none. >> Thank you. Uh, the New Jersey School Board Association, which is Mrs. Balomo. Does anyone have that? Okay. Thank you. Scope, Dr. Mskowitz, did she offer? No. Thank you. CPAC.
>> Thank you, Angie and Robin. As we close out the year, we want to reflect on some of the events we have hosted throughout the 2025 2026 school year for families to gain knowledge on their journey, including six external educational webinars, collaboration on parent academy topics, meeting with the
New Jersey OMBbudsman, back to schoolmates, and Marorrow Day. Our final event of the school year will be our last CPAG parent meeting on Monday, June 15th at 7 o'clock p.m. We look forward to starting the next school year by celebrating disability in July with our ESY friends.
We want to thank special services in the district for supporting CPAG all year with touchpoint meetings that discuss systemic issues that impact MTPS families. This collaboration has allowed families in CPAC to foster a more inclusive and supportive environment. Reminder that ESY will be from July 6th
through August 13th, Monday through Thursdays. You should receive ESY information regarding teachers and supplies by special services shortly. Continue to check the CPAC Facebook page throughout the summer for continued resources and webinars. Have a great summer and we look forward to a
wonderful 2026 2027 school year. >> Thank you. Any questions for Miss Jenowski? >> Nope. Thank you. All right, we're up to old business. Any old business?
Any new business? >> Um I know it's late. However, um I wanted and you're not going to know the answers now, so maybe I can just bring it up and you can research the answers. Um I was curious to see how um Marorrow
did with the new version of the NJSLA. Um I wanted to know what your thoughts on adaptive mean and how you saw that lay play out in the district because it it's now an adaptive test. Are the students being asked above grade level
questions or non-grade level curriculum questions? Is it true that the test locks answered questions after 10 minutes? And how does this uh afford special education students extra time? Those students who utilized extra time, how long were they staring at a
computer? So, the 504 special education students, how does NJSLA contribute to your teacher evaluations? And would we consider that fair? Um, if children are being tested on non-curriculum items or
above grade level items, is it fair to hold teachers responsible for incorrect for students incorrectly answering questions taught that are not being taught in the curriculum? I have a lot of concerns about the new version of the NJSLA. Um, not in
Marorrow, but just in general. I've done a lot of research on it. Um, and through my research, I came across a woman. I don't uh I know that I won't be able to pronounce her last name correctly, so I apologize. Cheryl Friion. Um, she's
the former president of the Association of Mathematics Teachers of New Jersey. and I highly recommend that you go to her website, coaching that counts, because she has written an open letter to the state of New Jerseyy's DOE regarding the issues that many educators
and parents are seeing with this new NJSLA. So, I wanted to bring that to your attention if you haven't seen it already. Um, and kind of come back and touch base with how that is affecting our district, our students, and going forward, how we foresee the
implementation and possible requests for changes. Um, one of the things that she has in her open letter is, um, educators across districts are reporting more questions than expected based on the published blueprints. many students encountering content that appeared
aligned to standards above grade level, confusion around what was actually being measured and uncertainty about how adaptive testing is functioning within the assessment. I did have her permission to talk about her open letter even though it was open. I wanted to ask her permission and um we had some email
exchanges where she expressed more concerns that I also value. So, I just think it's an important discussion because we as a board are given an NJSLA overview every year and I think that with this new test, it's really important to see how that's affecting
our students. >> I'll let you um respond, but I just wanted to ask if you would do me too do the board a favor and it's that your questions um it was very hard for me to write them down so fast. So, if you would mind sending them to us. >> Sure. And if you can, I know I wrote
down coaching that counts. I'm just not sure what the website would be. So, if you can share the link to the website. >> Yes, I'll even I'll send you the link to the website that has the open letter and I can even forward her email. Um, she has she's a she has a whole educational background and she actually goes around
to different districts and does math support and professional development and things like that. So, I invited her to share her concerns with me and she sent me a lengthy letter of her concerns which I found very valuable and so I can also send that to the >> Yeah, whatever you can share would be great because I would like to educate
myself on this as well. Thank you. >> Yeah, >> Mr. Bloom. >> So, yeah, if you can copy me as well on those questions there. I I started feverishly writing and I stopped. Um, but I will go back to the video as well and and um give you answers to all of
your questions. But um just broadly um I have concerns too. >> Thank you. >> And I I've I've had concerns from the outset. um have a lot of questions in terms of adaptive tests and
uh I never believed in tying um a one-time test to a teacher's evaluation. So um of course that is not my decision. and it's a you know through teach um so it is it's 5% of a teacher's evaluation overall summit of evaluation
but it's something right so um will it adversely affect them I don't know because we don't have the scores yet um so I I have a lot of questions um I've always said this when we present our state testing data which is typically in
October um I don't fold in this case NJSLA um it's one data point and it's one data point in a snapshot in time in a student's week of school >> but um
>> um I don't mean to I agree with you it's one data point but in order to get that one tiny data point what are we doing our to our students in order to get that and that's where my concern is um I just I I just don't think it's worth
the stress, anxiety, and now the screen time. You have students looking at screens for 70, 75, 80 minutes. >> I I find that disgusting. >> Yeah. I I've advocated at the at the state level, the department of education
level to uh not administer state assessments because we have such a robust um local state uh local assessment program here and the data that we glean from u those assessments are far more
informative. Um and you know you look at any of the research on feedback to students it has to be specific and timely and uh our feedback is just that. Um our state
assessment data does not get in our hands. So so our students just took our state assessment data last month. We will not get I'll say usable data. We'll get some kind of data in August and then it's a it's a PDF so we can't
really do much with that. Um we get a usable spreadsheet in the fall. So you know a third grader who just took their first year of state assessments is in fourth grade before we can do anything with that data.
I view that as you know I use the analogy that's an autopsy. The body's dead already. We can't we can't fix it. Our local assessment data is the MRI. We can actually look at at the body and go
in and fix that in the immediate moment. Um so I will continue to make that push at the state level. Um I'm a member of Garden State Coalition so I can I can bring that to to that table. um they
have connections with um you know a lot of legislators in in the state. Um but I can also reach out to to the DOE like I did many years ago um before I was in this seat and they came and visited and they were very impressed with what we
were doing and the data that we were pulling. um it's not as easy in terms of you know there there's funding involved and all of those sorts of things but it doesn't mean that we should stop the conversation. Uh but I will find the answers to all of your questions as it
comes as they come in and I'll report back to the board. Um I'm sure we'll be you know October will be here before we know it, believe it or not. And we'll probably be having that conversation around that time as well. But I will I will get the answers for you.
Thank you. Any other new business? We are up to public comments number two. Anyone signed up? >> No. >> Would anyone like to seeing no one wanting to to come up to the microphone?
Motion to close public comments. Miss Gandhi. Seconded. Mr. Smith. All in favor? Anyone opposed? Motion to close carries. We have one last item on the agenda, which is the executive session for this evening. We
will not be going into executive session. We were able to accomplish our business earlier today. Um, so with that, I'm going to make a motion now to adjourn. Can I have a second, please? Miss Carrero.
All in favor? Anyone opposed? We are adjourned. Have a good night, everyone.