here. >> Mr. Alonsski >> here, >> Mrs. Menddees >> here, >> Dr. Msquitz, Mrs. Seawart >> here, >> and Mr. Cohen >> here. Good evening everyone. Uh, just drawing
your attention to our our agenda for the first few items, Sunshine Law. Please be advised the meeting is being held in accordance with the Open Public Meetings Act. um and that it's uh pursuant to adequate notice that was filed about the date, time in the agenda, has been sent to the Asbury Park Press and to the Star
Ledger. This is a uh statement on videotaping of the public portion of this meeting. Uh we will be videotaping so everyone should be aware that there is um that will be happening. And for public comments, we will have two rounds of public comments. One at the beginning
of the meeting um and then one later on. And then since we are on school property, please pay attention to the fact that there is no smoking or vaping on school grounds. That includes both inside the building as well as outside at any time. Can we all please rise to say the pledge of allegiance?
>> 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, liberty, justice for all. Thank you. Before we get started, I would just like to ask for everyone to
take a moment of silence. I'm going to read a statement and then we can do the moment. This p uh this evening, we're remembering Anthony Hana who is a former Marorrow Township Public School student who passed away suddenly on Friday, October 31st here. He attended Marorrow
Middle School. Most recently, he graduated from Freehold Regional High School District in June and then began to attend the Ruckers University as a freshman beginning this past fall. Anthony has two siblings who are both students here in Marorrow at Astra
Homes. Um, and they that's where they currently intend. So, please join me in a moment of silence as we remember him, the life that was lost too soon, and continue to keep Anony's family in our thoughts during this difficult time. Thank you everybody.
Moving on with our agenda. Um I'd like to turn it over to Mr. Balone who's got several items to start with. Mr. Balone. >> Thank you. Good evening everyone. Um, every month, you may or may not know, we recognize our staff members.
Uh, we call them kindness certificates because, uh, one of our themes this year is being kind, which is one of our pillars, which you can see over on the wall. Um, so the way it works is, um, staff members are recognized by really just about anyone. It could be community
members, um, fellow employees, and generally the recognition comes through email. and um they make their way to me and then we get them on the agenda and recognized for this for this evening and and every other uh board member uh board
meeting um this evening we have several so bear with me but that's a good thing because that means we have a lot of kind people in our school district um Mr. Hyatt or Mr. Cohen can you help me with the certificates because we have several and I we might have to sift through them
as we call people out So, what I'll do, um, I'll I'll go down the list here and I'll read excerpts from either, uh, the email that we received or the correspondence that we received recognizing these individuals.
The first four come from Asher Holmes Elementary School. Uh, Joanne Sil, Lauren Kolanovic, Carol Coleo, and Dana McCall. Um, so let me just read uh an excerpt of of a few emails that we have here. I want to say thank you for always
putting the extra thought into student placement and just being so amazing all around. This is the start of our fourth year coming into Asher and my girls couldn't get into the building fast enough and came out with glowing smiles. This told me we found the right place to
move and your patience and your care with my daughter's separation anxiety just showed me again and again. I cannot thank you enough or tell you how grateful I am for all you and everyone there have done for both my girls. That was for Joanne, Lauren, and Carol.
And we'll call them up in a minute. And Dana McCall. I'm writing this letter to express my deepest gratitude and utmost appreciation for Mrs. McCall who has played an extraordinary and transformative role in my son in my son's educational journey at Asher
Holmes Elementary School. Her dedication, patience, and compassion have made an immeasurable difference not only in our son's academic progress, but also his growth as a whole child. She has helped nurture his confidence, encouraged his individuality, and
provided the kind of safe and supportive environment every parent hopes their child will find in a classroom. So, please join me in uh giving a big round of applause for these four individuals. Come on up. Thank you, Asher. Moving right along. Uh
we are headed to Dugan. We actually had a fire um at Dugan Elementary School. I think it was last month. And um we had several individuals from Chart Belt, Chartwells, which is our food service uh provider and buildings and grounds. Uh they
jumped in immediately and put that fire out. Um from Chartwells, we have uh some of these members are not here. uh Connie Eldana, Kimberly Marcelo, Josephine Crane, Carolyn Marone, and from
buildings and grounds, we have Anthony Antonuchcci, who I believe is not here, but Mark Kerry, I did see you. Um, and you love the attention, so we'll bring you up here. Um, I want to recognize and commend Mark Kerry for his quick
response to the equipment fire earlier today. This was an email that came in that day. His calm judgment and knowledge in extinguishing the fire prevented a much more serious incident. Beyond putting out the fire, Mark played a key role in assisting with cleanup and supporting the fire department once they
arrived. His willingness to step in and ensure everything was handled safely reflects his strong dedication to the building. Mark, thank you for responding so quickly and helping to keep everyone safe. And I can attest to that, Mark. I watched the video multiple times and
Mark walked into an active flame and smoke without even thinking about it and just extinguish that fire. So, thank you Mark. Come on up and grab your certificate. Um, wait. Yeah, you can shake my hand. We have some other We have some other members that I want to call up just from
B&G. So, Morgan, hold your picture for a minute. Um, additional members of buildings and grounds who were uh a part of this. Danny Doyle, come on up. Joseph Richardson, John Rabino, who I believe is not here.
Uh, Michael Franco Bandiierro, Rob Coleman, and the cafeteria aids who evacuated the children. I'm not sure if they're here. Angela Scotty and Phyllis Malazi. They're not Okay. Uh this one comes from our district uh technology department
uh Lewis Nazario. is was unable to attend, but I will read um this little piece about him. Lewis continues to be absolutely fantastic. He truly understands the complexity and or urgency of the needs in order to help our students and staff. He is extremely knowledgeable and approachable and
always comes up with a solution in a timely manner. He's very supportive with the growing tech needs in the special services department. It has been a pleasure working with Lewis and the rest of his tech crew across the district. And this came in from two staff members. Um, and I saw
his response and he just said, "I just thought I was doing my job." So, we can give Lewis a big hand, but he is not here. Thank you, Lewis. Um, we have one member who is, uh, currently keeping our school district safe, uh, standing by the door. Um, but
he also, uh, needs to be recognized. His name is Tom Rose. Tom, come on up and grab your certificate. Tom has been instrumental um over well really the time that he's been here, but uh most importantly over the last couple
of months um we've had several issues that have come up and Tom just tirelessly uh protects our school district. He always answers my phone calls, always. Um so thank you for doing that, Tom. And congratulations
Uh we have another um individual from the technology department. Uh his name is Jamie Olirri. I don't think Jaime is here either. I don't see him. Uh but I will read something about Jamie. Jaime demonstrated exceptional dedication and expertise meticulously
diagnosing the problem with the digital sign-in at Defino Elementary School and implementing an effective solution. His perseverance and proactive approach ensured that this challenge was overcome and the sign is now operating more efficiently than ever before. On behalf
of our entire school community, we extend our deepest gratitude to Jaime for his exemplary service and that came from Dr. Stratic, the principal at Defino Elementary. So, congratulations, Jamie. And finally, we should have three left.
Do we have three? That's great. >> Okay. Uh, we'd like to recognize uh three individuals from both uh Robertsville Elementary and Asher Elementary. Uh, Mrs. Farabono, Samantha Talmage,
and Lauren Wright. Mrs. Bono, Miss Wright, and Mrs. Tal, Mrs. Wright, and Mrs. Talmage worked tirelessly to prepare music and student presentations to make our joint Star Spangled Banner Day an unequivocal success. Mrs. Bono taught students the
particulars of Francis Scott Keyy's writing of our Star Spangled Banner. Mrs. Mrs. Talmage and Mrs. Wright infused history and music while teaching lessons that lead up that led up to our celebration to ensure students understood the historical impact of our
Star Spangled Banner. All three teachers brought history to life during this event. Um, I can attest to that. I was there. It was a great event. So, thank you for putting that on. On a daily basis, these teachers infuse kindness, real life connections, and in this case, learning beyond the classroom. We are so
proud to have them as teachers in our district. Mrs. Sili, Mr. Garitano, thank you for recognizing them this evening. And that's a nice segue into the next segment of our agenda, which is student recognition.
for Asher and Robertsville. So, Mr. G and Mrs. Sil, would you like to come up and just say a few words? >> Check. Check. All right, we're good. Thank you for having Robertsville and Asher to share our Star Spangle Banner Day with the community and the board.
And how fitting it is that we get to share something so patriotic on Veterans Day. Uh both Robertsville and Asher have been celebrating our Star Spangle Banner with uh and great American flag long before I became the principal. Um and I don't maybe before you became the principal. Um, this year or this event
was even more special as we prepared to celebrate America's 250th birthday on July 4th, 2026. This year, Mrs. Wright, Mrs. Talmage prepared students to sing our national anthem. Mrs. Bono spearheaded our student volunteers who graciously presented information about
how our Star Spangle Banner was created. After our presentation, I am proud to honor our students with kindness certificates for dedicating their time and energy to really enhance our event. I'm also so appreciative of Mrs. Staflinger who's here uh who helped students prepare for tonight's meeting.
Um so I think there's a kind of certificate in your future as well. Uh and without further ado, we'd like to show you a short video from our joint celebration and then have our students share some important information that they researched. And the rockets
red glare, the bones bursting in air, gave proof through the night that our flag was still there.
Oh, say does the stars spangle p or the land of the free and the home of the
brave. I would like to call up Lyanna Alba, Jacqueline McGrath, Taylor Yang, Yash Gantiti, Gavin Shehan, Emma Thomas, Leroed Marky, and Michaela Higgley Mason who are going to give you some information about our Star Spangle Banner and our United States. Come on
up. Good evening and welcome as we reflect on our celebration of freedom, a tribute to our Constitution. As we prepare to celebrate its 250th birthday and our national anthem, we gather together to celebrate with the
respect, kindness, and responsibility our forefathers showed. Today, we express our gratitude for the Constitution of the United States of America and the freedoms it secures for us. During the War of 1812, a great garrison flag was hoisted at Fort McCanny as a
symbol of strength, unity, and power. This flag showed the British that the Confederate Union was united, strong, and powerful. This garrison flag was the largest flag flown in combat. This impressive flag measured 32 ft high by 42 ft wide.
That's almost half the size of a football field. The students and staff of Robertsville Elementary and Asher Holmes elementary schools joined together and became a living replica of the great garrison flag of more of Fort May Henry.
This flag consisted of 15 stars and 15 stripes, one for each state that joined the Union. Each star in each stripe measured 2 feet wide. Imagine that. Just as our founding fathers united to secure our freedom, we the students of Marble unite to honor and thank them.
Our constitution secures for us a life of liberty with the pursuit of happiness. Together, we proudly united to sing our national anthem as one marble community. Every member of our school community became a member of our living replica of
the great Garrison flag of 1812. >> Thank you so much for letting our students present. And now I'd like to present you with some kindness certificates. Mrs. Georgees, can you help me out? Michaela Higgley Mason, come on up. Lyanna Alba.
Jacqueline McGrath. Taylor Yang, Yash Gantiti, Gavin Shehan, Emma Thomas, and Lydon Marky. I want to thank each and every one of you and your families for coming out and doing this for us and showcasing all the
great things that we do at Robertsville. So, thank you. And thank you Got work to do here. Congratulations. Congratulations. And thank you for doing such a wonderful job in presenting tonight, Mr. Balone.
Okay, moving right along. We have uh for student impact, we do have a short video for you. Uh MTPS recently explored the concept of respect and how it's demonstrated within the school environment. Students learn that respect involves both words and actions such as listening attentively, maintaining eye
contact, not interrupting, and following directions. Respect also includes making safe and responsible choices, using kind language, giving compliments, and avoiding hurtful speech. Let's take a look. back.
Hey go right ahead. >> Okay. Uh the artwork that you saw on display uh as you walked in, hopefully you did see that. Uh this year in art uh will be a journey filled with creativity, color, and discovery. Students at Marorrow Elementary will
explore a variety of materials and techniques from painting and printmaking to sculpture and collage while learning about artists and cultures from around the world. Each project encourages imagination, problem solving, and self-expression, allowing every child to find their own artistic voice. Most
importantly, we will celebrate the joy of making art together, building confidence and curiosity that will carry into future learning. Thank you. >> Thank you. Um and congratulations all who, you know, who have been recognized
and honored tonight. Um before we move on with our agenda, I'd like to do um I'd like to do a motion to take a 10-minute recess to give our families a chance to sort of, you know, either take some more pictures or meet the board. Um, but we just want to give you a chance to sort of, you know, celebrate. So, motion to take a 10-minute recess.
Miss Gandhi. A second. Miss Mendez. All in favor? Anyone opposed? All right. 10-minute recess. Mr. Caravell, can I have a roll call, please? >> Mrs. Carrero >> here.
>> Mrs. Gandhi >> here. >> Mr. Hyatt >> here, >> Mr. Alonssky >> here, >> Mrs. Mendes >> here, >> Mrs. Seawart >> here, >> and Mr. Cohen >> here. Thank you very much.
>> Um, >> sorry. Can we get the lights up? >> Sure. Can we get the lights turned up, please? >> Thank you. >> Um, I just want to before we begin with announcements, I just want to um make two statements if you don't mind. Um,
first is I'd like to recognize today because it's Veterans Day. So before we begin tonight's meeting, I'd like to take a moment to honor the courage, the dedication, and the sacrifice of our nation's veterans. Each year, our district and schools do an exceptional job helping students understand the meaning of Veterans Day through
assemblies, classroom activities, moments of reflection that allow them to personally express their gratitude to those who have served. Matter of fact, many of them in their families. These experience not only educate our students, but also deepen our community's appreciation for the men and
women who have defended our freedoms. I'd like to ask my fellow board members to join me in recognizing and thanking all veterans, including those within our own Marbor community for their service and commitment to our country. I'd also like to extend our thanks to our district leaders, our principles, our
teachers, and our staff for the meaningful and thoughtful ways they have ensured that this day is made special for our students each year. Thank you for your service, and may God bless our veterans and active military across the globe.
And then um I just want to address something that the the board was informed of today. Um the Marorrow Township Police Department released a statement about the ongoing investigation into matters that have impacted our community and our board recently and I just want to express my sincere appreciation to our Marbor
Township Police Department for their professionalism and the diligence through the through the investigation. I'm going to say something. Um, this is my personal statement, by the way. This is not being said on behalf of the board. But out of respect for the integrity of the process, I chose to remain silent while it was ongoing. And
now that the investigation has concluded and no changes and no charges will be filed, I'm hopeful that in a as a board, we can refocus our energy on the work that we were elected to do, supporting the educational mission and the priorities of our district and this
community. If any of the board members would like to make any other statement by by all means you're welcome to do so either now and at some point later in the evening but I felt that I wanted to make that statement. I'll I'll see if there's anyone who wants to say anything otherwise I'll turn it over to Mr. Balone with his announcements.
Okay, Mr. Balone. Up to you. >> Thank you. First up, um the Asher PTO is here. Um Mrs. O'Brien, would you like to give us an update on what you've been up to? Thank you.
>> Can I can I just say um before before you begin, I just want to recognize you and thank you for being here because this is part of sort of a new format that we've that we're welcoming our PTOs to come and actually present before the board rather than sort of how we used to handle it which
was through a you know a readout of some um update that they shared. So, thank you and welcome. You are the first one. We're excited that you're here. Oh, hello. Okay, perfect. Hello, my name is Lana Orin and I'm the president of Asher Holmes Elementary School PTA.
Asher is rocking and rolling as always. We wrapped up October with our muchloved Monster Mash, a fantastic outdoor event. It was wonderful to see so many current and future Asher students enjoying the evening with their friends and family. We also kicked off our turkey trout at
Asher and proudly launched our food drive alongside it. So far, our third graders are in the lead. We're collecting canned foods and non-p perishable food items through November 20th with donations being delivered November 21st to help families in need.
This week, our students are shining during theater week, giving it their all preparations for Friday's big show. Our Thanksgiving pie fundraisers also in full swings. All proceeds go supporting our fifth grade class of 2026.
In addition, we're hosting a special staff pie party to show how much we appreciate our incredible teachers and staff. Today, in honor of Veterans Day, the PTA worked with our amazing administration and staff to create heartfelt schoolwide display. We invited
we invited all families to share photos of their loved ones who served and students created handmade cards that will be mailed to local veterans along with a special gift from the PTA. Looking ahead, we have our holiday
boutique coming up in December, followed by some fun assemblies in January. Our school store runs each month during lunches, which students absolut absolutely love. We're also excited for two more book fairs this school year.
The final one is always our favorite amongst the kids. In the spring, our talented art teacher, Mr. Silva and the PTA will collaborate once again for our our art show where students artwork
is beautifully fl framed and displayed for families to enjoy. We'll also be hosting our always popular parent bingo night, a fun a fun wonderful evening that brings the Asher parents together for some laughs, great
prizes, and community connection. And of course, we can't forget all the exciting fifth grade activities, including dance, picnic, barbecue, and game show, which makes for unforgettable memories before our students move on to middle school. We'll we'll continue teacher
appreciation week later on later this year, a full week dedicated to spoiling our staff and showing the gratitude for everything they do for our children. Then we'll finish the year strong with color run and a grand school carnival. A
perfect way to celebrate another amazing year at Asher Homes. A special thank you to Miss Somi and Miss Kolanovic for always supporting us and going going along with some of our crazy ideas. We try to be safe. We truly appreciate your
partnership and enthusiasm. These are just a few highlights of what's happening here at Asher and there's so much more to come. Thank you for letting me share a little bit of joy, energy, and community spirit that makes Asher such a special place.
I did it. >> Thank you, >> Mrs. Orin. Thank you so much for the work that you're doing at Asher and the PTO and all the parents there. It sounds like you have a spectacular year ahead of you and especially I know you're not only with what you're doing for our
children, but what you're doing for the community with with the food drive and how important that is right now. And I know you're not alone. And I know many of the schools are doing that, but it is an amazing thing and thank you so much. And if there are families that want to contribute, if they are near Asher, how can they do that?
>> They could definitely reach out to me or even to Asher. They'll direct them to me and we'll be happy to pick up and arrange all of that. So, if they have it, we'll take it. >> And that's till the 21st. >> Yes. >> Great. Thank you so much.
>> Thank you. >> Anyone else want to My mic is so loud. I'm sorry. I just want to also thank your family for being here. I don't know if you guys realize how lucky you are to have a mom that's so involved. I love that you were recording her. So, thank you for supporting her and probably sharing her
with hundreds of kids. Thanks so much, >> Mr. Baloon. Um, announcements. I do have a few announcements. Uh, the first one relates to uh your comments on Veterans Day, Mr. Cohen. Um, today I u had the
opportunity to attend two Veterans Day uh ceremonies, assemblies. I know um as you mentioned throughout our school district um our schools do their own unique uh um activities regarding Veterans Day. I was able to attend
Marorrow Middle School um this morning and then immediately thereafter um I attended the township's uh event which was uh different but equally as great. Um just to um reiterate your um
appreciation for our veterans and um you know sometimes when we look at the school calendar you know there are school districts closed during Veterans Day uh being that it's a federal holiday. Um we're always challenged with that, right? We always we know students have to go for 180 days. Um we try to
listen to our community and and cater to the needs of of our entire community. So we do have days off that other school districts don't have off. Um, being that we typically are in during Veterans Day, we make sure that we make it meaningful for our students. So, they they do have the opportunity to learn
about it. Um, more often than not, they're probably better off learning about Veterans Day while they're in school than, you know, having the day off and maybe not learning about it. Um, unless their family um is full of veterans and and they celebrate that. Um
either way it is um you know families have the opportunity to keep their children home um if they if they feel that that's very important to do that um on Veterans Day and that's an excused absence. So we do recognize that as well. So we really try to cater to kind
of everyone um but being that we typically are in school we make it very meaningful for our students. So um and today was no different. >> Mr. Mr. Balone. Um, I recall last year this conversation was had about Veterans Day and I remember Dr. Miswitz commenting about how wonderful the
celebrations were around the school and how she actually enjoyed celebrating and going to them. Um, I know she she sent me a message earlier today that she wasn't going to be able to make this meeting this evening because of a family emergency, which also prevented her from attending the celebrations. and she said
one of the saddest parts of her day today was the fact that she could not go to see the veteran celebration at um her grandson's school which I believe is morale. So it it has definitely had an impact on many. So thank you for that. >> Can I just add one more thing to that since you were talking about Sue
Mskowitz? Um I just want to say that her husband Raymond Mskowitz is actually a veteran. So I want to thank him for his service and I want to thank her for standing by him um when he served our country. So, >> thank you for doing that.
>> Thank you. The next announcement is um regarding a referendum. For the past 16 years, Marbor voters have not supported previous referendum efforts. I am proud to share that this year marks a turning point. This outcome
reflects the greater community's renewed confidence in both MTPS administration and school district and this board of education. I would like to extend my sincere appreciation to the board for its dedication and support throughout this
entire process. I think there were uh someone asked me today what what do you think made this pass? I don't think there was one thing that made this pass. I think there were a lot of little things that coupled together um got this passed. Um, as I mentioned, there are many
moving parts. Yet, through collaboration and clear communication of the facts, we were able to effectively convey our message to the community, which was evident in the results. The results were I I'll give you round numbers, 8,000 yes
votes and 4,000 no votes. So, the yes votes doubled the no votes. With this important milestone achieved, we will now move forward with the next steps toward completing our goal of providing air conditioning in all of our schools, Robertsville and and Asher being the
last of the two for both staff and students. Um Vinnie and I, Mr. Caraveell, and I will outline our next steps to be taken and ask for your assistance when needed here from the board. Congratulations to all
of us. Thank you. The real winners tonight or the on November 4th was Asher and Robertsville. So, congratulations to them. Can't wait till you guys sort of just turn up the cold air. Um and then my only other announcement
and I I think Mr. Caravella has something as well here um on the agenda. Um Thursday evening is our community unity event. Um it'll be our second annual. Our first one last year was very successful. Um had almost I think about
400 people in attendance. Um I'm expecting similar maybe even more uh because we've expanded. Now we will have um participation from our youngest learners in kindergarten, our elementary uh music students and also our middle
school uh music students. So um um I'm anticipating a larger audience than we had last year. Um it is from so it's Thursday on the 13th which is happens to be World Kindness Day. Um from 5 to 7.
Um the nice part about that is 5:00 is early enough where our kindergarteners can attend. Um and and this the 7:00 hour it's not too long, right? So it's really only 2 hours. There will be food trucks there. We also have the uh the Mammoth New Jersey 250 truck coming to
celebrate the 250th uh birth of our nation. So, we're coupling um this evening with the theme of both kindness and also recognizing America 250. So, that'll be a nice addition to the program. Um so, you don't have to worry about dinner plans. Eat from the food
trucks, come listen to good music, and it'll be a really nice evening and you can still get in bed early. So, please plan on attending. And that's all I have. Mr. Caribella. >> Yes. So, just to piggyback off of the
referendum. So, now the process going forward, as you'll see tonight, there's um a resolution on the agenda to proceed with the the sale or the um with the purchasing of the notes needed for the project. So, we do have a financing timeline I just wanted to share with
everybody. So, really this really turns to the financial adviser, Mrs. Zan Kora and Tony Salamini who's our bond counselor. We'll be working very closely with them on this piece which is really predicated to the resolution.
So uh November 7th is we have to do a ratings request. So again we have to get rated if we're going to take debt out. Um tonight is the adoption of that resolution. Then after that um some of the key highlights is November 24th we'll we'll have to do a presentation
and a conference call with the rating a agency. Mr. Balona and myself will be on that to make sure that we um get the rating that we need for the the funding that we need. Um December 3rd, we should receive that rating from the rating company. December 11th, the sale of the
notes um will be complete via competitive sale. And then December 22nd is the pre-closing for the financing we need and December 23rd is the closing. Now this is the portion that we were we basically explained that we have to take
out a bridge loan in order to pay it when we build the budget with the capital reserve money. This is not inclusive of the debt service we would receive on top of that. Um so that's just a timeline and an explanation of why we have that
resolution on. Uh the next thing is so annually we just present our budget calendar. So this year is a little bit different than than next year. I mean um than last year. So for November again we do our enrollment projections. December I will give the
first presentation on the budget for the 2627 school year. Just basically highlighting what we did with the previous budget, what we're anticipating, what we're looking at. Um and then in that time period in December, we'll start meeting with our departments. We'll meet with um the
principles and the buildings. will start meeting with um Mr. Balone and discussing basically staffing for next year as well. Um and then January continues, February continues. Um normally we would get our
state aid notification about the second week of February, but but because we have a new governor, they're usually granted a two two week extension on the um the budget address. So, we're anticipating state aid will be later this year, which will then push the
preliminary budget back probably about two to three weeks. And then thus that'll push everything else back as well. Um, and but then May is still the set to have the public hearing and the adoption of the budget as it as it normally is.
Just don't know when in May. >> That's it for me. I just have a question on the timeline you gave, not the budget, the referendum piece. Will that work is that work that you were mapping out. I know there's other key players, but is it the role specifically of the
business administrator to drive all of that or are there other people that will play a key role? I ask as we right work with filling the role. >> Well, it'll be the role of the the superintendent and the business administrator because we'll be on those calls and and doing that stuff together.
Um, and then everybody will have a hand in it depending on what what is exactly needed. I know my office is very capable of handling it as well. Um, my assistant BA and I know I mean Michael and I have been doing both of all of this stuff together. So, we're both well aware of
what needs to get done. >> Thank you. >> You're welcome, >> Mr. Val. >> Yep. I have a few other announcements. Um, one is from our ed camp. Ed Camp is our staff professional day on Monday, October 13th. We just would like to thank the following establishments for
their generous contributions for that day. Um mainly keeping our staff fed. Burger Brothers, Red Tomato Ply Bowls, Dantillos, and Dunkin Donuts on Ryan Road and Route 520. Thank you um for
your generosity during that day. Um, we have soccer champions at two of our middle schools. Uh, here at this school, Memorial Middle School, the eighth grade boys soccer team won the Mammoth County Interscolastic Soccer League Championship with a thrilling victory
over Manalapin. Uh, congratulations to Coach Nitus and the boys for that accomplishment. And then across town over at Marboro Middle School, uh the sixth and seventh grade boys soccer team won the Mammoth County Interscolastic Soccer League Championship with a
thrilling victory over Tinton Falls. Congratulations to Coach Corsy and the boys for that. And this I promise is my last announcement. um New Jersey School Board Steam Tank Challenge finalist. So, we had uh we're
proud to announce that Team Turtle, if you remember Team Turtle, they were here presenting um a few months back. They took third place out of 500 entries in the elementary division of the Steam Tank Challenge at the NJSBA workshop in
uh October last month. We were uh we were there, Mr. Cohen and I were there and we saw them present. Um, this is a program that gives students the chance to invent, modify, or use problem solving skills to solve real world problems. Um, Team Turtle devised a way
to save the endangered Kemp's Ridley sea turtle. Um, very innovative. Um, I think we should bring them back at some point to recognize them. I believe they got a check for $1,000. um and they have a nice plaque. So, we'll bring them back uh in recognition to give them kind of
their victory lap um as they returned off of uh the Steam Tank Challenge. So, congratulations to Team Turtle. >> Congratulations to them, too. It was it was really exciting to actually see them um compete um as one of, you know,
several teams there that day and how confident they were when they got up on that stage in front of all those people. It was great. Um, and um, I was honored to be there and, you know, watch this. So, congratulations to them and I'd love
to have them back again. Okay, no other announcements. Um, we are going to move on with our agenda. Mr. Caravell, school bus driver and building maintenance personnel abstracts. >> Sure. All abstracts were run and all
have privileges in good standing. >> Thank you. And we are up to our public comments part of our agenda. Do we have a list? >> I do not have any list um of people signed up. >> If anyone would like to, Miss Miss Jenowski. >> Hi, Carrie Jenowski. Morganville. Um
just to go off of the community unity, that's Thursday. Um that's also the night of Freehold Regionals's uh parent teacher conferences for the whole district because I check the the district calendar. So just um just that's not the
first thing that I've had to miss because there was a conflict in the school calendar. So um just like me be in the future because all of our kids eventually filter into the regional system. So when there's big things that happen in Marboro and there's district-wide things that happen in
Freehold, if we can just maybe check the calendar so there's no conflict. I understand like if something happens at one of the high schools and only one of the elementary schools, that can't really be avoided. But if it's like a district-wide thing and you can check if they're having a district-wide thing, that would be appreciated because um I
would have loved to go to the community unity event, but I'll be checking on my son. Thank you. Okay. Thank you. That's good point. Anyone else would like to come up for public comments?
Okay. Thank you. Uh motion to close public comments. Miss Gandhi. Second. Mr. Luhanssky. All in favor? Anyone opposed? Okay. We will be closing public comments. Uh moving along to communications. Mr. Balone.
I do have one communication that I received from a fourth grade student in our school district. It was mailed to me the oldfashioned way with a stamp um and handwritten by the child himself.
So I'll read it. Um I'll leave his name out. Um so I'll, you know, redact that information. I I am in fourth grade and I go to Marbor Elementary School. I request that the district should allow biking to school and back and some kids
live close enough to bike to school and it's also healthy. To make this possible, you can add safe routes and install a bike rack. I would be happy to help gather input from students and families to make this plan work.
And then he reiterates that this is should be in Marbor Elementary School. So, um I am going to find the student um within the next few days and and have a conversation with him. Um I thought it
was pretty noble for a fourth grader to send uh a letter into the district office requesting this. So, um I felt the need to read it here tonight. Maybe even, you know, we we can have a conversation about it. I know many of our schools, Marbor Elementary School is
unique in that it is a true um community school that has sidewalks attached to a lot of the homes that lead up to it. That's really the the only school I can think of in the district that looks like that. Um but that doesn't mean Marbor Elementary can't look different than the
other schools if it is safe. Obviously, we'd have to work things out through the township. Um Mr. Cohen and I were talking maybe even, you know, some bike lanes or crossing guards, things of that nature. Um, but I at least um wanted to
give this student um, you know, the opportunity to to know that he was heard and I will be reaching out to him to have a conversation about what that might look like and commend him for um, bringing forth this this idea.
>> That was great. Hey, you know, I I can imagine, you know, having a fourth grader leading the charge to sort of get bike lanes in Marorrow. Um there would be a lot of, you know, older residents who probably would appreciate that, too. Um thank you, Mr. Balone. Um moving on
to superintendent report, HIV. So the uh harassment, intimidation, bullying report from the period October 10th, 2025 through October 31st, 2025, there were four incidents reported. I'll make
Thank you. I'll make note of that our next meeting is on Tuesday, December 16th. That'll be our final meeting of this calendar year. Um, and I will also move right now for the approval of the minutes from the se the September 16th meeting, both regular and executive. Can I have a second?
>> Miss Mendes. Mr. Caribella. Any discussion on the minutes? Mr. Caribella, roll call. >> Mrs. Seart, >> yes. >> Mrs. Carrero, >> yes. >> Mrs. Gandhi, >> yes. >> Mr. Hyatt,
>> yes. >> Mr. Alonsky, >> yes. Mrs. Mendes. >> Yes. >> And Mr. Cohen. >> Yes. Thank you. Um, Secretary Business report, Mr. Carella.
>> Yep. So, this is the submission of the board secretary's monthly certification for September 2025 along with the payroll certification for September of 2025 and October of 2025. >> Thank you. Committee reports. Um, we
have three committee reports this evening. Advisory, curriculum, and policy. I can begin with advisory, and I'll ask if Miss Mendes would like to add anything addition to that as the co-chair. Um, but the advisory committee um since the last time we met um had
finalized the form that we used for um the opportunity to help have community members nominate themselves for uh membership on the advisory committee. Um, we received, I believe, over 25 individuals who actually reached out to
us and filled out the form, which was amazing for a first time um, opportunity. Um, and the vast majority of them actually expressed interest in being part of the um, advisory committee for the referendum um, which we were
thrilled about. And then, uh, our process for that is to do an initial review. We then sort of turned them over to the this in this particular case Mr. Balone um because it was a request that came from the advisory committee for Mr. Balone and Mr. Caribelloo to um reach
out to them and then they followed up with the adviser with those adviserss and had a subsequent meeting with them to walk them through the um the referendum process and to solicit their help. So I would like to personally thank all of them. Though while many of
them could not actually attend the the meeting in person, it's my understanding through conversations with Mr. Bologn and Mr. Carabelloo that many of them followed up either through phone calls or through emails and participated. So I personally would like to thank them and maybe if we have an opportunity, Mr.
Bologn um to do certificates to recognize their support of the referendum for this community in sometime some point in the future. But uh I was very proud of the response of our community to support the board and to support this effort. So thank you to them and I look forward to sort of
thanking them again in person. Miss Mendes, would you like to add anything? >> Okay. Thank you. >> Can I have um just either Mr. Bowen, Mr. Carlo, can you explain to us a little more in detail what the advisory committee meeting looked like with the selected group of people?
>> Yeah. You want me to start? So, uh, we called, uh, we reached out to every single person. Not everyone came, right? But those who could come in person attended, uh, they came over to the board office and Mr. Carabello and I
um led a meeting along with our bond council um the communications company from LBC and the financial firm. So they had um basically a panel of people up there from the district and the professionals to um really inform the
community members on the facts of the referendum. Um they were able to ask questions. Um, some of them came in slightly confused and they all left knowing full well what they needed to do in order to uh communicate this out to
the community. Um, we also gave them promotional items like the chip clips that we purchased, the ice packs. We um, Laura Bishop Communications uh, graciously actually all of the printed material they donated to us which we accepted on the on last meeting's
agenda. So, they handed out those. They had palm cards and door hangers. Um, we also in district we created what are called clings. So if you see where it says Marbor Memorial on the back there, that logo, that's a cling. You can print that out on a specific machine. Um, and
the the the advisers took those uh clings to local businesses. So, if you were out and about in town and you saw them hanging on windows or on the wall, um I know Dunkin Donuts, you know, in that um over by Food Emporium, they hung
them there. I think they also went down um over by Route 9. So, you probably saw them around town. Um I know I did when I was out. I know Mr. Cohen saw them as well. Um they and then some of them said they were going to canvas neighborhoods with the door hangers, right? So, and
and talk to people. Um, >> this sounds a little more like an assembly of a street team. What was the advisory committee like? Um, did they offer any type of input? Like was this just more
>> So the advisory committee, you know, by nature of the advisory committee when when we first um >> they were the ones who kind of brought these people to the table. So um they they responded via a Google form and then once we had the people then the
advisory committee says look we found your people now you go um you know go go do what you need to do with them. So at that point we took the names from the advisory committee and then ran with it and and gave informed them about the referendum.
But they but they did also also offer ideas on where they where we should where they should be going or where we can get the message out. They recommended there was somebody I remember who was actually responsible for they were the parent coordinator for
the kindergarten soccer group and they actually said we should we should be communicating with those parents. They offered ideas and suggestions on how to sort of get the word out there. >> Yeah. It's just I read the Google form that they were required to fill out. just didn't know if it was clear that they were going to be campaigning for
it. Like did I just wanted to make sure that the community members know >> they did. So the Google form actually had a section on there to say are you interested in you know being someone who can help the district in let's say a variety of things or there was also a section that said are you are very
specific to the referendum and there was a yes no for that. So there was a column for that as well and they knew um and that was also part of the meeting when they came um as Mr. Cohen said we held an in-person meeting and then we also held a few virtual meetings. Um and we also held now that I remember we held a
few individual meetings um which took place in my office. >> Okay. >> Um to you know we really met people where they were. Again you know as Mr. Cohen said there were about 20 some odd people um who signed up. We didn't have 20 adviserss. We you know I I forget
what the number was maybe the ultimate number was somewhere around 10 something like that. Um, so it was about we got maybe a little less than half. >> Yeah. I just don't want to be misleading with the word advisors and then we're handing them chip clips. Like it seems as though this was more like a fieldwork
than like what is your advice or what is your opinion? Like when we formed the advisory committee, I was under the assumption that it would be input from community members in specific areas of expertise, but it sounds like giving out door hangers and and palm cards and decals like these were things that
>> that was the support that gave them. >> I don't want to discourage people from >> I think I think holding interest. I think your point's very very valid and I think um we ask for adviserss because we actually want that input for people who are smarter than us or have good ideas and but I think in this particular case
and I don't remember the exact language on this particular form I think we asked them if they would like to help with promoting the referendum. So I think that there was this very specific question saying would you also like to help with the referendum and I think those people individually checked it off
and said they would like to help. So that's the people that we've reached out to. >> Okay. >> Um and they were they were very gracious and they were very willing and we're very I'm very I personally am very thankful for for them being able to do that. >> All right. If you see it as a su success then I guess it was >> and the people that took to to confirm
the wording it said something like do you want to support the referendum and then it was a yes or no drop down and then I took the report I know part of our meeting filtered it to the yeses sent it to Mr. Caravello and Mr. Balone
and then the board part was over. I just want to make that clear of like the board's involvement versus not and so then the board kind of exited that piece and then left it to the district to meet with with the group because I understand your questions are like how did they
know? So just so everybody knows they said yes I want to support the referendum. However that looked like when it got to Mr. Caravel and Mr. Balone we left that to them. We weren't part of that meeting. Thank you. Any other questions on the advisory for
Okay. Uh Dr. Miswitz is not here. Mr. Bone, do you have a curriculum? >> I do actually. >> You do? Oh, thank you very much. >> No problem. Thanks to Morgan as well. This was a last minute collaborative um you know report. Uh we met on Monday the curriculum committee. It was myself, Dr.
Msquitz, Mr. Balone, and Miss Gross. um where Miss Gross presented us with the presentation on the NJSLA results which you'll all see tonight. Um very thorough uh very easy to read. Um really proud of the work that our district puts into
collecting this data and you know making sure that we're growing in the areas we need to grow and and we're doing what we can in areas that we haven't seen a ton of growth. So thank you for the work that goes into all of that. Um, we also discussed the alert of
policy 24 22. What does this say? Is that a two or a seven? >> 22. Yep. Which is the uh statutory curriculum requirements. We also discussed the guidance that was released regarding parental optouts based on religious exemptions which came down
from the department of education um on November 5th. Just a little sidebar. Um I think the whole board should have received this, but I'm not sure if we did because I stumbled upon it in my board googling, but it's basically uh
guidance regarding parental optouts and uh what the district is going to implement regarding this NJSA um guidance. I know it sounds redundant, but that's pretty much it. I don't know why it's coming in and out,
right? I'll bring it closer. Maybe that'll help. Um, all right. Uh, policy committee. Um, you're doing it. Okay. Thank you. >> So, the policy committee has uh continued to meet um our last um alert
which was alert 235. Um the the last policy we were looking we were waiting on the curriculum committee was 2422. So um what you'll see on this agenda are the five policies that are up for second readings which we really uh dove deeply
into. Uh 1570 which is internal controls 1620 administrative employment contracts uh 5339.01 01, Student Sun Protection, policy 611, Special Education Medicaid Initiative
Program, otherwise known as SEMI, and uh policy 6220, budget preparation. So, um those are all on for second readings. Um 2422 will come on for first readings once we actually now that it's been
vetted through the curriculum committee, we'll get it to policy and and cycle through. Um, so that's the policy update. >> Thank you. Any questions for Mr. Balone? >> All right, moving on. Mr. Balone, we have mandatory hearing on district violence and vandalism report. And I
assume that you're taking that together with the next one, which is the report on the NJ DOE self- assessment. >> Yep. >> Okay. >> So, this is >> I'm sorry. This is a uh required report um every six months. Um you have a packet. I won't go through everything
for you in there. um right here, but you have a packet um that was sent to you on Friday. Um one thing that you should note um I mentioned that this happens twice a year. So right now this is the self- assessment portion um where each
school um selfassesses how they're addressing HIV within the school. Um there's a rubric. The highest score is a 78. Don't ask me why. We're used to highest score being 100. Um so when you see a 78 or some you know somewhere
around there 76 77 just know we're doing really well across the board. Um things that you know you might say well why are some schools why are not all schools a 78? You know that has to do with um 78 is essentially exceeding um sometimes if
we're just meeting you'll you'll have you know instead of scoring the top score you'll get maybe the the the next top score. Um, so don't be alarmed when you see 76s or 77s. Um, we're all all of our schools are within that range and
they really have to do with um, you know, sometimes it has to do with training or um, surveys that are given for uh, HIV. Um, and the schools work very closely. I know the principles work together with the school counselors and the anti-bullying specialists to bolster
their programs each year. So, um, these are the self assessments and then come springtime, um, the New So, these get sent to the New Jersey Department of Education. Then the springtime, the New Jersey Department of Education will certify those scores. So, this is the first
step. Um, and I know six months from now, you'll say, I kind of remember that from from November. Can you remind me? So, I'll remind you again probably in June. And I'll say, remember back in November where we did our self assessment? Now that New Jersey Department of Education has certified
those scores, and that will happen in in the springtime. >> Overall, we're doing very well. >> Yeah, I was going to ask you about the training because I read through them all and we do have great scores and I did notice once one or two like a point here or there for training and it seemed like
that's like the easy one not to lose a point for. So, is that the materials not available or just that we did couldn't find the time to train? A lot of times it's the time, right? So we we have um we have a lot we we can only fit so much
in um but I know um I meet with our our district uh bullying uh specialist Dana Tardio um and I meet with her and we we have conversations about what that can look like at the building level to to help increase those scores. So we're
constantly looking at that. Um, what this tells you is it's an honest assessment, right? Because it's a self assessment, you could just say, "Yeah, I get I get a 100." Um, our principles and our our counselors are um brutally honest about it. And they say, "You know what? We had two trainings. Maybe we can
have three. So, let's let's work together to figure out how we can up those trainings." So, we are constantly trying to get better. Um, but you're right, sometimes we do lose a point. So, we do look at that. Um, and we'll um we have those discussions throughout the year and we'll bring that to our admin meetings to figure out how we can
continuously get better. >> Any other questions? Moving along. We are at uh presentation time for the NJSLA 2025. All right. Good evening everyone. Um, I am Morgan Gross, the assistant
superintendent, and I'm going to present um the results from the NJSA NJSLA spring um 2025. So, last spring. >> Mrs. Gross, before you begin, do you mind if I say something? I'm sorry. I
used to do this all the time. I can't help myself. Um, I've said this for years, years and years and years because I was in her seat and and this was my responsibility for many years. Um, we need to understand that
good, bad or indifferent, this is one data point. So when we do really well on uh NJSLA, which you'll see we did well, um it's one data point. We can't, you know, be jumping for joy and saying
there's we we don't have to do anything to improve, right? This is one data point of many. It would be irresponsible to draw conclusions about one data point, a snapshot in time. Some kids aren't good test takers. Um, some of the material on the NJSLA is not even taught
when they take the test. So, we have to understand that piece. Um, notwithstanding all of that, our students are are performing very well. And you'll see that um across the state, across the region um and as Mrs. Seawart mentioned, you know,
there are also areas that we want to make sure that we continue to look at where uh students need some assistance and we we want to our mindset is move them across the continuum uh the continuum of progress, right?
those students who are not passing, we just want to continue to push them closer to the passing line. And as you'll see in Mrs. Gross's presentation, in some of the data, she draws a a black line kind of uh that's the line we're trying to get them across. But I I do want to make it very clear even when
they're doing well, and you're going to see a lot of really good scores on here, it's one data point, right? that we have so many data points here in the district and we have u a lot of support within the school district in looking at data Mrs. Gross's team from her um all the
way down to the building levels. Our principles have their own data teams. Um they do a lot of really rich work around data and it's not just the NJSLA. NJSLA the data you know here we are in November of 2025
and these tests were taken last May. You know any research on effective feedback is the feedback needs to be immediate. This is not immediate feedback. So you know the students are already in the next grade when we get their scores. Not
an effective way to look at data, but that's this is kind of the world we live in with with state testing data. Um so we live with it. But um I I you know I felt like I had to say that because you know we we have to take all of this with a grain of salt knowing full well Mrs.
Gross and her team are doing a phenomenal job. The schools are doing a phenomenal job at the building level. The um teachers are doing a phenomenal job at the classroom level and our parents are doing a phenomenal job because we have a very supportive community. um they're very involved and
that's what it takes, right? When you're missing any of those pieces, you have a school district that is, you know, that that needs some attention. So, uh we should be proud and go ahead, Mrs. Gross, and take it away. >> I appreciate the intro um because it is
an important point that it is one data point and I'll kind of speak to how it connects with other data that we use. Um but before I get started, I do want to say thank you to the curriculum committee. the I really appreciate being able to share this presentation with the committee so that I can get feedback to
make sure that the information is absolutely clear and helpful for our community and for the board to understand where we are. Um, and we we even re I did a lot of reorganizing of the information so that it was very easy for I hope it's easy for everyone to
understand and be able to interpret. Um, so again, this covers the spring results as Mr. Balone mentioned. uh from last May. So, you know, again, the timeliness is not the best and it's actually not very detailed, too. So, there's we wish
there was a little bit more information that we could use. That's why we rely so heavily on our local assessments. Um, but we do look at this data in several ways. um which I will show you with some examples. But we look we actually will follow groups of students
um as they progress through the grades to see how they're doing from third grade, fourth grade, fifth grade. So, co cohort data, but we also look at year-to-year across grade levels to see, you know, what is the what are the patterns so that we can either see if a cohort of students have some things that
we're noticing that we can deep dig deeper into or is it grade level to kind of look at instructional practices. Um, I do have a lot of good information. So, normally I would be like I would say just ask me questions whenever you
whenever it kind of comes to your mind. I do ask if you could please keep them to the end only because I feel like um there is kind of a flow and I think by the time I get to the end you will have questions answered but of course if you have questions at the end I can always go back to previous slides. I'm happy to
do that. Um and the other way that I structured this just so that you understand like the progression of the presentation uh per the feedback from the curriculum committee is we're going to start very high level with state level data to see how we compare with the state and then I'll kind of go more
granular. I'll start with ELA then we'll go to science and then we'll go we'll end with math because math is a little bit more complicated. Um, all right. So, ELA starting with the state level data. So, also I'd like to mention that this
presentation will be shared. So, if you're wanting to dig into it, you will have this available to do so. So, this uh slide here is our ELA versus the state. So, this the solid bars are um
the percentages from the district. The striped are the state. And why you see four is the light blue on the left for each grade level. So on the left, it's grade three. The middle is grade four. The right is grade five. If you look at
just the four on the left, that's grade three. Um the light blue is the light blue solid is the district. The striped light blue is the state. So if you see
in 2024 we had 70% of our students um passing levels four and five and then 43% of the state pass. So we do very well when you're comparing to the state level. Um and then in 2025 which is last
spring it was 66% and 45% for uh the state. So just a quick glance and again I will be going more deep on this but quick glance across you'll see that we are consistently doing far and above uh the state
average. Um we're consistently at the top and again this is one data point. Uh here's grades six through eight. So same thing we're seeing consistent data. I wanted to kind of quickly point out grade six,
we typically that's a transition year from elementary school to middle school. So that 81% to me stood out as very strong, but again consistently we're doing well well above the state um average or percentages.
This data is um literally the bar graphs you just looked at. It's just all the raw percentage, the raw data. So if you wanted to look at it, well not the raw data, the percentages if you wanted to dive into it later. Um and again we'll post it to our website.
So again this is all the bar graphs and actually I would like to also um give credit to we got we received feedback from the board last year that the bar graphs would be helpful because last this is actually a state template that we're required to use for QAC
purposes. they asked for this um data to be presented this way, but we've added the bar graph so that it could be easily understood by um you know the community. So now we're just looking at our district um with taking the state out
and now we're comparing 24 uh 2024 to 2025. So grades three through eight ELA. So again, you see that we're very we're pretty consistent. Um and the next slide I'll show you some examples of how we
dig in a little deeper to understand the data a little bit better um by looking at cohort data and looking at uh grade level data. So here is again just the district level data
comparing grade three I mean uh um year 2024 to 2025 grades three through eight that solid black line in the middle is the line that we want kids to get over. So levels one, two, and three are considered I guess like not passing.
It's approaching expectations as level three. Level four is meeting expectations. Level five is exceeding expectations and then all the way to the right you'll see levels four and five which is combining level four and five which essentially is the number of K the
percentage of kids that are passing. So you'll if you look to the right you'll see 2024 to 2025. So the curriculum committee um we did talk a little bit about cohort data. So here's a good example is grade three.
Grade three has um it's it's interesting because last year when I was sharing this with you, we were blown away at how well they did in 2024 um in grade three because grade three typically is not 70%. It's typically around 66 68%
um because it's the first time that the kids are taking a test online. Um so that's kind of what it's been around. So these students actually were exceptional and following them to 2025 in grade four. So this is this year's current
grade five kids. They again um really went above and beyond uh moving the 2024 to they went up six six percentage points if you're looking at just grade four. So again, this is just one way to look at the data. That's look following
the cohort of kids, following them from grade level to grade level. Um, and then another way we look at it, and we talked a lot about this in the curriculum committee as well, was making sure that we're seeing kids moving from the left side of the line to the right. So, here's another example is grade six. We
see kids um in 2024, we had 40% of kids meeting expectations and it went up to 53% in 2025. And if you look to the left of that line, you see those numbers, the percentages going down. So that means
those kids who were in um 2024 grade six, we've moved them over that dark that dark line in center to have them pass. Um and that's what we look for. So it's not just a matter of, hey, we got all these kids in levels
four and five. It's even also looking at can we get kids from not meeting to partially meeting? Can we get them from partially meeting to approaching? Can we we want to show progression? Um we want to show growth. So this was an um this was something that was important to us.
And again looking at cohort data, we can dig in a little deeper and better understand um the demographics even of those students. For example, we have u Miss Mortar will talk more about this with DM, but we had every single LLD
student take the NJSLA last year. Um, and special education students, they when they take the NJSLA, it's not modified. They do have accommodations, but it's not modified. It's the same test for all kids. Um, so that that
means there's what they're used to maybe in the classroom assessments or what they see on the CA. It's um it's more rigorous for them. So that's also something that we consider and that's why this data again kind of going back to the one data point
is is important to acknowledge because this is good information to look at but also we dig in deeper with our local assessments and other data points so that we can really make sure that we're following our RTI process very well um which we do. We just revamped the RTI
RTI process. We've talked about this at previous board meetings. the RTI process. Um, you know, it's always going to be a work in progress, but I want to thank special services for the work that we've done together with curriculum. We've really looked at it from all
perspectives to make sure all kids are getting what they need. And that means differentiating not just for struggling learners, but differentiating for kids who need enrichment um, and giving everything that they need. Um and our data specialists compile so much
data to so that it can be actioned right away. So our teachers are not spending time collecting and organizing. They can just take that information and action it right away. Um our principles, our supervisors lead meetings uh within grade levels, buildings, supervisors are
are you know pulling them uh for afterchool department meetings. They're constantly using this data to steer instruction, to steer conversations, to look at how they can improve um and support students. And I'll have some
other examples about that using math um later in the presentation. So science is a little bit of a problem um uh test and that is something that the state acknowledges because if you look
at this um we do still better than the state but the the state is very low. It's a it's a assessment that the state acknowledges as um problematic. Uh but we still do very well. And when we compare another way we look at data too
is we also compare our results with the um surrounding districts comparable districts. So similar socioeconomic background and we like to make sure that we're kind of aligned with them and we're at the top in the surrounding area in science. So
>> I think Mrs. gross an important piece regarding science as well and I've been at state level meetings where the state has actually acknowledged that there is a problem with this test. Um, another issue with it is because the science test was rolled out a year after
ELA and math. Um, quite frankly, I think you know I think I'm right. I I'll speculate. Um, it's a contract issue. So the state test in science um will remain for one additional year
when the ELA and math test change next year. Um and it's it's purely a contract issue. So um that's going to be very problematic with an already problematic assessment. Um I I just you know I'm not
quite sure what else to say about that. Um, but it's, you know, once that contract is up for the following year, then you'll see that test change. And I'm hoping for a better for a better test. >> Yeah. And I mean, just there's other there's many issues with it, but one I
can just point out that I think is important to acknowledge is they only test in grade five and six. So or five and eight. So grade eight is they're covering all the standards from previous school year school years. So the kids are, you know, we've we've we've worked on solutions like having uh making sure
they have access to previous standards. Um but it is something that they need to address. But I'm still happy to say that Marorrow still does very well on those assessments in comparison to the rest of the state and we're aligned with the surrounding districts which is good. Um
here's science again and again this presentation will be shared for anyone who wants to dig in deeper. So, mathematics is a little bit more complicated. Um, and because the reason why is because we have algebra 1 and geometry. So, I'll
start with elementary just because it's a little simpler. So, this is the state level again. And again, we're very consistent consistently doing very well um across the board with the state level. Again, the state level is the striped and the solid bars are district
level. Um, and then here we have grades six, seven, eight, and then we have algebra 1 and geometry on the right. And you'll see that we're well above, and that's because we have true high school level courses. So the state level has high
school kids mixed into their percentages. Um, but we do very well. one, I do want to say that we are consistent, but this kind of leads into my next part of this presentation that I would like to acknowledge about the work that they're doing in the math
department, but if you'll notice, grades six, seven, eight, they all went up. Um, and I'll explain why. So, again, this is just some more data that you can dig into. It's required by the state that I put it this way, but this will be shared later. Bar graphs are much easier to
look at. Um, here's grade three and four and five. Grade four, we I mentioned how they were a strong cohort in uh ELA. And here they are again in math um doing very well. And
here's just the district level data again showing that um growth in six, seven, and eight. And now I'm going to go a little deeper. So in the green boxes you'll see again this is what we want to look at. We want to
see are we moving kids from you know the left side of the line to the right and we do see this increase. uh grade six. I I wanted to point that this grade level out because there's some context that will really highlight the work that Miss
Caliente is doing in her department that is I think exceptional and it's proving results. Um so in 2023 she has begun she began work with the data specialists working with
just grade six on re really looking at teachercreated assessments. Um, so quizzes, doss, any assessment that the kids are doing in the classroom that the teachers are creating because what we were finding was a discrepancy between the grade book um the kids are doing
really well in the grade book and all of a sudden the CAS are not doing so well. So there's something wrong there. So what she was doing was looking at state assessments with the teachers and really talking about standards and what the standards mean and how to truly assess it. They had item banks. they were
unpacking standards um and they continued that work. In 2024 they went this grade went up 4% and then again in 25 2025 it went up again. So this grade level she has been
consistently working with the teachers um with the principles and it has proven to be effective. So now that this has proven to be effective, she is working with other grade levels to do the same work and you're starting to see that
kind of show again the results that that's that are taking place because it's yes we have CAS but we also need teachers to understand how to create really rigorous assessments that truly assess the standard so that it reflects
in the common assessment and NJSLA. Um Michael did you want to add anything to that? No, I think you covered it, Morgan. >> Um, and then so again, this is the teal on the left. You're seeing all those numbers going down and then on the right
you're seeing them go up. So, we're moving those kids up and crossing over to the passing. Um, and then here we have again just another example of uh kids. We moved the
kids from uh grade from eight p 8% to 12 in uh just the level five. So, so you'll see that it's moving. We're we're seeing them move again. They're
they're progressing to the right. Um and then here again, this is part of the state required template. So here we have some some raw numbers, demographic information. Again, when you
um get this presentation, you can dig in. And again, it's just broken down. Um and so just to conclude, this information is also uh not only important for RTI, looking at assessments, looking at how we create
instruction. Um but we also use uh NJSLA to identify when we first come into the school year and we have this data available, we identify kids who might be at risk, who might be end up on RTI. Um, and they have very thorough meetings
with those teachers to talk about what supports they can have, but we also use it to identify kids for our power program. Um, and our power program, we did have Defino and Robertsville the last couple years, but now we have Asher joining us. So, we have three title one schools at the elementary level. Um,
which kind of speaks to, you know, we had three title one schools at the elementary level now. So, now we're going to have that program available to three schools, which is great. Um, local data is super important. It allows us to really drill down and see
where what how kids are doing at a very low level to really make sure we're helping kids all the way down to the classroom level. Um, and again, just something that's really important is special education students that take the NJSLA, it's not a modified test. It's
the same test for all kids and they do get accommodations, but um, it's not differentiated. And again, I just want to thank the staff. I know that the work that goes into unpacking the results of this and all this data that we do collect and and
analyze um again all the way down to teacher level assessments um are is an important part of making sure our kids are getting what they need to do well and to show growth. All right, any questions? And I can go back to any slide
>> questions for Yes. and thank you for the information was helpful and I know we we had read it in advance but um when it comes to science I appreciate you sharing the piece that you said at least one piece what else is it about science
that you're all that I guess you all said you and neighboring districts are saying is the issue with the science portion are there other things that should be called out I'm just curious what's leading to that >> so I've had conversations with our previous science supervisor and she said the content
is not it's much more rigorous than what they're what they're able to do like to how do you measure it is what she's saying. She's she was actually showing me what assessments they do in New York and it looks very different. Um Michael did you
hear anything at the state level that you that >> Well, if you can can you go back to the science bar graph? >> I definitely will say that the big piece is that they are covering standards for multiple years. Yeah, that's that's the big piece. But I think if if we get to
the science bar graph, >> okay, so right here, my eyes are still bad, so I'll look back there. >> Do you want to go back to the state or look or district level? >> So if you look at grade five, just just look or actually go to the state level. Sorry, one one more. Yeah, right there.
So look at grade five and we can just look at at 2025. New Jersey is has been ranked the number one state in the nation for education. How can you say that
when 30% of your students are passing your state assessment >> in grade five and in grade eight? When 19% of your students are passing the state assessment, something's wrong. Right? So
from from that data point alone, we know we are the best performing state in the nation in education. We know that that is true. This does not speak to that. And that's my point when I say one data point, right? You can't lump this all together.
But at the state level, they have um recognized that there is an issue. It's a multi- multi-grade um assessment that is only given at the elementary level on grades five and eight. So in eighth grade you're getting
standards from the previous grade levels. Um you know our students are they have a hard enough time retaining information from test to test, unit to unit. Um forget about talking about multiple
years of content. um where you know even at the elementary level science and social studies for that matter they don't look the same as they do at the middle school level right they're not um
they don't have the structure in the schedule that we have so we have had conversations which is going to take a lot of training so teachers out there if you're listening I don't want you to to you know get too nervous yet but we have
had conversations about what can this look like, especially at the elementary level. Can we start embedding science material in other subjects, >> right? Can we start can we start doing that? It's going to take a lot of
curriculum work and I'm going to suggest that we start thinking about that as we um go through this next budget process. Um Mrs. Gross and I will sit down and and figure out what that looks like. But I think we need to start incrementally moving toward integrating
science work into other subjects so we can sort of kill two birds with one stone. >> Will will that you know be the magic bullet? Not for this test because this test is problematic in and of itself. But I think that will start helping. I
think another part of this is um kind of like based on what I was initially saying was you know the way that I think what the state I appreciate when they do this and I hope they do it again is when they involve educators in looking at
assessment questions because they have done and I've worked on these kind of committees because the way that you are measuring understanding is not necessarily especially science when you're when you're exploring an idea And you're it's inquiry based. I mean you
look at over here on the wall we have how many explorer vision competitions we won. We have kids who are making into magnet programs. Our kids are very strong in the sciences. So how do you measure that kind of we had the science fair here last year um
at our board meeting. How do you measure that? And I don't think this test is truly measuring how our kids are are in understanding science and how they can apply it. So I think there's little bit of a challenge with that too and that's what the what I was talk we I had a really good conversation with our uh
supervisor who retired. Um but I think there's needs to be some conversation. I hope that the state will open that up and bring educators into that conversation of what the assessment should look like because I think that's important. Um,
>> could I ask another question on that point and I appreciate that that was helpful. The data points that you all mentioned of there's other data points that would paint a different picture. What what are those data points? And and and by the way, I know the science here
is is rigorous. I mean, I had kids who went graduated from here. The question is as though what are those data points? What would look different than what we see here today? >> So I I think there I think I heard two questions. I just want to make sure I'm
answering it correctly. So the other data points are we talking about just science or we talking about all like overall >> right now I'm just asking science. >> Okay. Um you know we do have local uh common assessments but we we've worked on that to try to replicate the NJSLA because that's part of what we have to
do. make sure it's standard align. Um, but a lot of them are project based learning. A lot of them are kids ex looking investigating an is into you know a problem and coming up with solutions using their understanding of science. It's it's it's inquiry based like I said they're doing uh a lot of
our science curriculum is hands-on. It's not just sitting and doing an online program. they are they are investigating, researching, asking questions, synthesizing. Um,
so I think I mean I don't know if the state could even do this. It has been discussed at committees I've been in portfolios. I don't know how you measure that, but this is this is project a lot of what we do here is project based um hands-on. Again, we do have CAS because
we need to get them ready for the NJSLA the best that we can. Um but Michael I know you obviously have history with the curriculum. I don't know if you want to add anything to that. >> Um no so so project based yes but we also then um on a in a summitive way
they they'll have uh lab writeups >> right uh using the scientific method and the nextgen science standard. So um we have various data points um data points that aren't science specific but they lead they they complement science like
our reading levels right at the at all levels we we pull reading levels for our kids. Um the the Kogat right is again a data point that is sort of um you know I always describe that as sort of the 360 view around a child. it's a different data point that they can't really see
that we're looking at them. Um their innate ability to um reason with words and numbers, which um science is both of those things. Um their their math skills, which we saw in this
presentation, are uh doing really well. again as you ex as you excel into the higher level of sciences um even into middle school you're using math in science and obviously into high school uh chemistry physics so um we have a lot
of different data points that we pull together our online programs are also measuring um how students are doing within the standards we also have you know science online programs that they use so we have a lot of different ways um and then of course their performance
in Um again this this one data point is has been problematic since its inception since uh Pearson uh was the the provider of this test and they will be for one more year and that
is a purely contractual issue and my guess is they'll change to Cambium which is the new test for ELA and math next year and I'm sure science will follow the next year and that's that's purely a purely a financial issue that we don't have control over.
>> That would be great. Um and then my other question was you had mentioned about the neighboring or or districts >> have done similar. Um that would be helpful information at least for me. So you could I don't need you to come back
and send it to me later. I could just look it up myself or reach out. But is it our neighboring districts that we think about like a home how and so forth? Are there Can you list some that you >> Yeah, I can say like Manalpin is one we always we're the closest to them in
regards to the size and we're we're an I district. They're G like we are always very in line with them. We call them our sister district. So we all Cold Snack we look at as well but they're very very small and then Freehold um how and >> we actually have a really collaborative
relationship with them. Like when we had grade three do very well last year. We met and then we talked about some things that we were doing in our classrooms to produce those sort those results. We share our data every fall and we get together. We talk about it. Um we talk
about programs that we're using. So we we do we do articulate a lot. Um which is good for all of us. >> Thank you so much. >> Yeah. They they do it at the assistant superintendent level and I also do it at the superintendent level both at the
regional level and then the county level. >> Anyone have other questions? >> Just an observations. Um, one is I I was observing the fact that, you know, what I've seen in the past is the eighth grade math scores and that's independent of the geometry and the algebra tend to
have gone down. And I was actually impressed to see that this particular chart shows that in 24 to 25 it went up, which was, you know, a really good um progression for us because it's that is a point in which they transition from
8th grade to high school. And historically, that's a big gear for them. Oh, I'm sorry. I just wanted to make sure I mentioned too because I forgot to mention it. I think it's really important kind of to your point >> and I'm sorry to interrupt you. It's okay. Um, >> grades uh, another thing to keep in mind
is that our kids that go into algebra 1 and geometry are pulled out of the grade eight and grade seven. So, you know, our kids are very strong in math. they take the algebra one or geometry and then our you know the the other kids are are with
the grade level exam so or assessment. So that is important to kind of take it take a note of but I do appreciate you noticing that it went up in >> grade and and historically I see that the algebra one and the geometry sort of always seem historically to be very high performing. So that that's that's a
number that stays consistent year-over-year. U and I was I was glad to hear about the successes of the math supervisor. Um, and you know, I I encourage you to continue to leverage that success and, you know, pass that
experience on to whether it be the data specialists or others who can actually do some more train the trainer type of approaches so that you don't sort of do it one grade at a time, but you can do it multiple grades at the same time. So, there's obviously something working there that's that we should we should
basically benefit from and leverage as best we can. >> I I do agree with that. and she did start with grade six to kind of test the waters, if you will, but now she does have her coaches working across grade levels, which is good. So hopefully we continue to see good results. >> Wait, I'm sorry. I hate to be a buzzkill
because it's something that I pay attention to every year. Um, unfortunately, the 2024 7th graders are now the 2025 eighth graders. So, we're seeing a little bit of like senioritis because you'll notice that there was a 56%
rate and then we dropped down to 41% in 2025 because those seventh graders become the eighth graders of 2025. So, I was actually not as impressed with the eighth grade performance considering that they get pulled out for algebra and geometry. But you'll see the sixth
graders of 2024 became the seventh graders of 2025 and they're tracking. So 59% to 57% is tracking from 2024 to 2025 because that's the same students. So just keeping in mind the eighth graders are not the strongest performers because
they take the test in May of 8th grade. So their schools are already decided, they're checked out, the weather's nice, they're already graduated in their brains. So I respect the decline in the eighth grade testing, but I just don't want to lose sight of the fact that the seventh grade 2024 did not perform great
as the eighth graders of 2025. That's what I kept watching when we were going over this in the curriculum committee. I like to see where the third graders were in 2024, they're now the fourth graders of 2025. I like to see that progress of the cohorts moving through. Can you go back to one of the number charts?
>> Yes. And actually I do want to um mention just because you're just talking about eighth grade I agree agree with you there but it is consistent with the surrounding districts and actually >> we're the highest in the area in >> No,
but it's also it's worth mentioning um >> uh would this one >> when we get to eighth grade we pull more students out. >> Y >> and when you get to seventh grade you actually are still pulling students out. Not as many though. Oh, no. I don't think it's anything that the district is
doing. I do think that the eighth grader grades though for the three years I've been here, they're the least impressive. >> They they will be, right? It's a combination of things, right? It's to your point, they're >> they're in eighth grade, it's the spring, sometimes they don't care.
>> Um, but eighth grade is is um exacerbated by the fact that we have two of our highest levels of math students stripped out of that data, >> and that that's a big hit. >> Yeah. But it goes both ways because the special ed kids are also taking the same
test. So, >> you know, there could be a curve either way. the great, you know, the the scoring is still impressive. I still am very proud of the kids. I just want to make sure that we note, you know, third grade of 2024 became fourth grade of 2025. That's the group of kids where we
should see the tracking and the progress. The 2024, 2025, third graders are not the same group of kids. It's not the third grade kids moving through the district. Same goes for the, you know, 2023 to 2025, you know, we go from third grade to fifth grade. So I like to see
that progress as well, especially having a fifth grader. I like to see where they land from the first year that they test all the way through to the last year. >> That is Yeah. And as Mrs. Gross said, I think that's a very important way to look at it because data can be looked at. You could look at grade levels, right? But then you can also look at
cohorts. Right. >> Right. So how did those kids longitudinally do as they >> Yeah. It's not lost on me either that the fifth graders this year with the quarantine kindergarteners. So I just I give them credit because they're doing well. >> They are. and um >> you know, proud mom moment, but the fifth graders, well, the fourth graders
of last year really did well. So, thanks to the teachers that are doing it because they really are showing up. >> You know, and I I know we've mentioned this. I know in the spring we typically will present on our performance report and we talk a lot about our data and other measurements of success. We talk about all the kids that get into the
magnet programs. There's so much to be proud of at the same time, for sure. Um so, thank you for acknowledging that. Um, >> and thank you for pointing out. It's a good point. I appreciate it. >> I think it's a excellent way to look at it and because of the way that we were
analyzing it. That's why I added the the dark line kind of talk about, you know, moving kids across. Um, and then also, you know, as they progress. So, any other questions? >> I just wanted to my final comment was I was just appreciative of your recognition on the science is that, you
know, there's out of the box thinking that's needed here. um you just you know it's not just the standard curriculums, it's not just the standard state testing. We need other metrics, other ways to evaluate where our students are performing and and where they may need support. Uh and you know collaborating
with other school districts that are, you know, similar to us is a is a a really important um step to take. So, thank you for for mentioning that and sharing. >> Any other questions or comments for Mrs. Gross? >> Thank you very much. Appreciate the
time. >> Thank you. Thank you, >> Mr. Balone. We've got the DM 2025 test results next. >> Yes, Mrs. Mortar is going to handle that for us. Welcome, Mrs. Mortar. >> Good evening. I'm Ally Mortar. I'm the supervisor of special services and I'm
the coordinator of our DM test. So the DM similar to the NJSLA however it is an adapted test and it is only for special education students that meet the criteria. Uh it stands for dynamic learning maps for a reason because it's a tiered assessment. So all of our
students that are eligible to take this test um they start off at a baseline and then depending on how well they do in their test lit then either it goes up or it goes down and that's how we get our scores. So the DM has been around for a while. It's come a long way. Um, it has
some flaws as Mr. Bologone had mentioned, similar to NJSLA. Um, as somebody who's been in special ed for a really long time, it's a a big improvement from the APA test. Um, the students that can take this test are tested on the essential elements versus the state standards. What happens for
the state level is they look at the state standards, they bring them down to the core, and that's what the kiddos in pretty much our self-contained classes are assessed on. Generally in Marbor, our students are assessed in the MD classroom, which is our multiple disability classroom, and our ABA
classroom or autism classrooms because they meet those criteria elements that are required by the state. Um, our classroom teachers roll out this assessment similar to an NJSLA, but it's not one day or two days of testing. This is a huge window for them because
depending on the day, our kiddos might not be ready for the assessment. So, our teachers are trained by me every year. We have an annual training. We go over the questions. We review everyone's rosters and then they determine is it a good day to test them? Let's give them a test. If they do really really well, they might give them three testes that
day. Um because they're just on the on the ball. Um but it's really the discretion of our teachers as long as they're staying in their testing window because we trust that they're going to gauge how well their students will do um in their performance. So the process for eligibility um all of
our families that are in our special services department and they get to meet with their child study team. This is often brought up in your annual review on if they met the criteria for state testing and they're taking this alternate test. Um it's about 1% of our population that's eligible. Uh they
really from the state level for their guidance they want us to look at the most um severe disabilities and those that have the most limited um access to grade level standards. So that typically that is our students in our MDN autism
program. um we expose them to grade level standards, but in regards to their instructional purposes and our guide for that is we really look at their IEP goals and we go off of that. Um so our students that are eligible, they have a meeting with their child study team. Um
the child study team fills out the eligibility criteria, they send it to me and then we have that um ready to go for our students. Um it's always in their IEPs. for our families. If you have a difficult time finding it in your IP, you can always reach out to special services and we'd be happy to talk to you about why you're eligible for DM
versus NJSLA or vice versa. Uh the test results that came out are a little bit different than the NJSLA because we talk about emerging approaching the target at target and advanced levels um for these essential elements. So, we're really not talking about individual state standards as the
NJSLA might be breaking down, but it it talks about how we're getting there, how we're getting to those foundational skills for our students. um it gives us a lot of information and as Miss Gross mentioned, you'll see in the next charts that um our numbers look very different from last year to this year and that's
because we've taken that information and the guidance from the department of ed and now moved our students in LLD to the NJSLA assessment because they have much more exposure to grade level standards, whole group instruction, and they move beyond just working on their IEP goals
in their classroom throughout the day that they they're they are more successful in taking a more rigorous test as long as they have the accommodations to um level the playing field a little bit. So this year, I'm sorry, last year, last May, we had 22 students in district. We
had nine out of district students. As you can see, the majority are all in an MD classroom or an autism classroom. We did have um one student that was on home instruction that was opted out. Um and the uh demographics are below for you to review. Um this is the chart that I was
referencing. So, similar to Miss Gross, but much less involved because we are talking about 22 students. Um, they compared 2024 to 2025 for each grade level. Um, so this is for ELA. The difference that I would like you to note is that the dark blue is not really
apparent in this current school year and that's a reflection of our students of LLD moving into that NJSL NJSLA assessment. If a kiddo came in with their scores coming out advanced in all content areas, then we have a conversation with the case manager saying, "They might be ready for NJSLA.
This is too easy. They're doing really, really well, and we want to celebrate that, but let's give them a little bit more of an advanced assessment." Um, so this year, it's not really a sign of regression. It's more of a sign of who's taking it in our programs. And we were really happy with their results because it shows a lot a good bit of our
students are at target for those essential elements. And then the ones below are emerging and approaching that target. And that's when we look at this data and then we look at their IEP progress and we say like the whole scope of how our students are doing throughout the day. So ELA had a nice um result
math as well, but it's very different. As you can see, those navy blue bars don't exist for the 2025 school year for the most part with the exception of one student in fourth grade. Um, and for that student, depending on his program, we would have that conversation with the child study team and the teacher and
really talk about how we can elevate the instruction in there because obviously they're performing very, very well, but they might not be ready for NJSLA in other areas or other content that we're talking about for the assessment purpose. Um, so math and then science as
well. Um, the biggest thing that you see in science, I mean, we've talked about it at length already, but the students in our MD program and our ABA program, their science looks incredibly different from a state standard science. They're talking about the weather and how it changes and how to dress appropriately
and how to be functional about that. Um, so we do exposure lessons with them with the essential elements for science, but they're not things that they're tested on daily and and are part of their daily routine. So, it doesn't have as much meaning for them. So these scores are just reflective of lack of practice um
because it's not meaningful for their per their individualized instruction. Um but we do still make it really fun. We make sure that our teachers look at these essential elements in science, bring it into their daily instruction as like a fun opportunity exposure lesson. Um but we don't really anticipate our students to show a lot of progress
towards science specifically because that's not really a focus in their IEPs. Um, so the DM, that's it in a nutshell. Uh, the testing window for this upcoming spring is April 6 through May 22nd. Like
I said, it's a very expanded u window because some of our students in these programs, they just require more time to get through these tesllets. Um, some of our our average is about nine tesllets in each content area and about five to seven in science for each of our kids. Um, so that could either be done very
quickly, if our students are feeling very focused and ready to go. Um, but for other friends, if they're not feeling as focused or they're not feeling as ready to sit down in front of a computer and do a test, um, we have a nice window to give them that opportunity to show us the best that
they can do. Um, and we our students do a very nice job. So, every year I'm very impressed with our scores that we get and our kids do a great job. Does anyone have any questions? questions. >> Thank you so very much.
>> Thank you very much. Can we um get the lights on? Thank you. We're going to move on to our next part of the agenda. So, we're up to financial and business operations matters. Mr. Hayatt, would you mind reading those
here? Financial and business operations matters. A superintendent school submits the following resolutions for approval. Number one, transfers. Number two, list of bills. Number three, secretary monthly reconciliation reports. Number four, travel. Number five, harassment intimidation
bullying report. Number six, health and safety evaluation of school buildings checklist statement of assurance. Number seven, comprehensive maintenance plan and form M1. Eight, authorization for Marbor Memorial Middle School and Marboro Middle School to participate in museum trips which are all listed. Nine,
acknowledgement and approval to dispose of vehicles. 10, Mckin Vento distribution tuition, sorry, Vento tuition students for the 202526 school year. 11, home instructions. 12, rejection rejecting all bids for
Avinglog camera solution. Uh 13 non-public school requests for security purchases under the nonpublic security and program for the 2526 school year. 14 New Jersey state school safety and security plan annual review statement of assurance. 15. School bus emergency
evacuation drill report. 16. Acceptance of safety grant. 17. ESCJ contract purchase lease of Toshiba copers. 18. Resolution of the board of education, the township of Marorrow in the county of Mammoth, New Jersey,
authorizing the sale of notes to finance the cost of a school facilities project. Our referendum uh 19, state contract purchases. Uh I so move. Thank you. Can I have a second?
Miss Gondi, any discussions on financial and business operations matters? I have a question, >> Miss Carrera. >> So, under transfers, um
I think it's line item two on the chart, uh page six, um there was I'm just curious about um the transfer. Um, so there looks like there was um
contracted services at Dugan for the damaged asphalt. Um, I I want to know what caused the damage and what repairs are needed. >> Um, I'm not Is this still a legal matter though? Can we discuss this in public?
because I know we have to discuss attorney client privilege >> and discuss. >> Okay. Um what we're paying the money for. >> So we're we're paying the money to repair the damage asphalt at Dugan as the transfer says.
>> I know that was a topic that came up that was legal. We didn't get an update or maybe we did. So, I don't know what you can discuss and not since I don't know where we ever landed. I'm in agreement with you. >> I'm sorry. >> I mean, >> I'm I'm speaking to Mr. Caravello.
>> I don't know what you want me to >> like what repairs are needed. >> Well, it's um the asphalt was damaged, so um we just have to reseal it and and basically repave it before the cold weather comes. What caused the damage?
Wasn't that part of our legal >> council? >> Okay. So, we can discuss that if we have to. And exact. >> Okay. >> Anyone to hold that item? >> Yeah.
can move to hold that ending our discussion. >> I did have a couple of followups. Sorry. And then you tell me if it's not something that can be discussed here. Um why is the district paying for this? I'm just curious.
>> Be part of the legal discussion. >> That's also part of the legal discussion. Okay. Is there anything that can be shared publicly about this? think we can >> just that there's an issue that there was I just need to understand a little
bit more like just that >> there's damage to school property right >> yeah the asphalt was damaged from an event that was held with the district and we have to repair the the asphalt I get it >> with the district transfer
>> who held the event that's what I'm trying to I think I think where they're going what we're hearing or what I'm hearing is >> is that some of the some of the discussions obviously related to the nature
of the damage will can be discussed in exec. >> Okay. The extent of the repairs, what what the repair will be and when the repairs will occur is obviously the the the subject of the transfer and that's
in fact can be discussed in public. Is that what I'm hearing? >> Correct. I know we're having ongoing legal discussions regarding the damage, but the district has to now repair the damage that was caused because it is still ongoing and we cannot wait till
the winter for it to get worse. So we're mitigating the damage. We're mitigating potential damages for based on the wind >> further damages. Yeah. >> Okay. >> Now did I hear correctly where you said
if you want to vote and hold this item raising question she wants to hold the item discussions. Okay, that's your option. I'm just giving you just letting you know that that's something >> your mic was cutting out. Were you saying >> that's because I took his
>> Yeah. >> Can you repeat that so we know what we should be doing? I was just pref I was just advising Miss Carrera that based on her questions if she wants to hold the item certainly it would not be inappropriate to hold this one item till you get your answers to your questions
and exec and you can come back and vote this evening after exec session if you want to or you can just vote on it either >> we've all been brought up to speed on this I just want to make sure everybody remembers that it was in green notes it was in executive session you know exactly what they're discussing about being discussed in executive session I
don't know What >> we didn't have session I think you failed to remember that we could not have a discussion about exactly what happened. We we actually started the discussion in executive and then you're right then there were some pieces that couldn't be resolved but I just want
nothing was discussed during executive >> our board president contact we can't we can't all we can't all be talking I remember really well I don't think we were discussing anything asking questions um you know the answers already to the question you know the answer has specifically said
>> we can't we can't have everybody we can't have everyone talking over each other please okay >> right this is your meeting. >> If you would like to if you would like to finish saying what you were saying, Mr. Seart, go right ahead and then I'll let the others sort of speak, but I want to make sure we don't talk over each
other. >> I I have an actual question about what we're voting on. So, I guess that'll just wait. >> Okay. Anyone else want to any other discussion on >> Yeah, I guess >> Mr. for the lines. >> The way I'm seeing it, whether or not
this action taken after it gets fixed, right, we want to mitigate damage to the asphalt and further the cold weather's coming and water gets into the asphalt and freezes, it's going to get worse. Whether we do something afterwards is another separate questions where I see
it. So, I don't I don't know why we couldn't still talk about that executive executive and still vote on this to repair what needs to be repaired. I I I agree with you. I think that's the the point of this is to at least deal with the damage. That's the
priority. That's that's the purpose of the transfer as I'm understanding it. >> Correct. But the question is why is the district paying for it? And I think I I'm asking a relatively fair question if it's coming out of our budget. Why are we paying for a damage that the district
didn't that it was not the district's fault? So I'm trying to address that's the only thing and that's something that we can't discuss here openly. I understand that and we can talk about that in executive but that was my question because the last meeting that we had in executive we were trying to conduct board business and we couldn't
do it. I'm not going to discuss that here because I don't want to have an ethics um violation but we couldn't discuss what we needed to know about the situation and a month and a half later now here we are where the district is having to pay for it. So, I just need to
understand why that is. That's all. >> If if we didn't discuss it and hold on one second and you didn't know, >> then how do you know why they're paying the damages? If you're claiming that you don't know, but you don't want the district to pay it. How do you know? >> It says it right here. >> How do you But how do you know?
>> Because it tells you what the issue is. It tells you. Are you saying you didn't know? Cuz we had it in the green notes to Annette's point. >> That's you already knew what happened. Now we're sitting here. You and Jenna are sitting here pretending you don't know. What is the reason? You know the
reason. We all talked about it. >> The back and forth. >> I'm not having a back and forth. I'm going to speak my mind. Uh you asked us to speak. She spoke. I'm speaking. I'll >> respond. Go >> and you can respond. I just want to ask, did I miss something? Cuz we were there. We had a conversation. Some of it to
your point. I agree. We could not conduct all of the board business. I understand that. I agree with you. because there's only a conflict for certain people in >> right there's only conflicts when certain things are discussed but not when other people are but we'll leave that one but I'm I'm confused how are
you two saying I don't know why is this happening you know why >> I'm fully aware of what happened >> so then but we we never discussed >> what happened from the time that the damage occurred >> and then anything consequently what happened after that and what got us to
the point of the school district paying for it. So, I have a right to ask that question and I'm going to ask the question and I just did. >> Mhm. >> And that's all I have to say. >> You have not you have every right to ask any question you want. I'm not ever saying nobody. You guys can ask whatever
you want. My question is is why are we discussing that when the vote to Mr. Lolonsky's point is the school needs to pay so that it can be free of damage before winter. Done. >> Okay. Well, that that's that's your point and Mr. Lolonsky's point. That's fine. Okay. They raise their questions. That's
>> anybody can ask anything. I'm only giving my own opinion. >> That's fine. And and I think that's fine. The questions, the questions are legitimate whether or not they can be discussed in a public session versus a executive session. >> I didn't say it was an illegitimate question. I asked why it was being asked. You just did. I just said that if
we knew about this, why are we asked question? And I'm ask I'm telling you that before I sign off on the um on our budget being paid towards this, I need to understand the reason why. You may not be responsible with the budget, but I am. So, I'm asking the question. I'm not I've been here 3 years.
>> We're going to move on. >> I'm just going to leave with one comment from the district's perspective. >> It is a legal matter. So, we have to wait until the full board and the board attorney decide on what we're going to do next. But as the district liaison to
facilities and Mr. Voluone, we have to repair it before it gets worse because it is our responsibility to maintain our buildings. >> Absolutely. how the where the money comes from right now and how we obtain it that >> that we understand that and we're not saying that we're not going to vote yes for this but I still wanted to
understand why we're paying for it and if that if you're telling me right now that we can't discuss that publicly that's perfectly acceptable but I'm going to ask if I'm signing off on the district paying for something I need to understand why >> the students should pay for it >> okay Miss Carrerero did you want to hold
this item or do you want this item to go forward with a vote No, we could go forward with a vote. >> Any other discussions on financial matters? >> Yes, I'd like to discuss number nine, the disposal of the vehicles. Is it typical that we just dispose of them?
Because I know even if there's not much life left on the vehicles that donating them can help with the tax write off. So, do we look into that option as well? Maybe offset the cost of fixing the asphalt. >> Yes. So, we um so those two have nothing to do with each other. Um, disposing of
vehicles we normally do every year when we are retiring fleet of buses or certain vehicles and what we do is we actually list them on a public procurement website. So, Gov deals and usually they get sold that way and we we obtain partial revenue for it. Um, I'm
sure the buses are sold for probably tailgate buses or something else, but >> we do we do repurpose them and try to make some revenue off of them. >> Good to know. I I knew you would. Thanks. We also have to follow certain rules I assume with disposals right where we have to we just can't just give them away or donate them.
>> Uh no usually we we go through the procurement procedures to get rid of those assets. >> Okay. Any other questions on financial matters? >> Mr. Caravella. Roll call. >> Mr. Lansonsky.
>> Yes. >> Mrs. Mendes. >> Yes. >> Mrs. Seawart. >> Yes. Mrs. Carrero, >> yes. >> Mrs. Gandhi, >> yes. >> Mr. Hyatt, >> yes. >> And Mr. Cohen, >> yes.
>> Next item, curriculum matters. Miss Seart, would you mind? >> The superintendent of schools submits the following resolution for approval. One, intercolastic athletic competition winter sports 2526 school year. I so move. >> Thank you. Is there a second? Mr.
Lansonski. Any discussions on this item? Mr. Caribella. Mrs. Menddees, >> yes. >> Mrs. Carrero, >> yes. >> Mrs. Gandhi, >> yes. >> Mr. Hyatt, >> yes.
>> Mr. Alonski, >> yes. >> Mrs. Seawart, >> yes. >> And Mr. Cohen, >> yes. >> Next item on the on the agenda is personnel matters. Mr. Lansky, would you mind? >> Sure. >> Superintendent of Schools submit the
following resolutions for approval. >> Excuse me. I'm sorry to cut you off, Mr. Um, before you read them, I just wanted I guess this readin is or this correction is better before you formally read them. So, >> under resignations, uh, number three,
Wendy Storm, she's actually retiring. So, I don't know if we we didn't number them as a retirement, but if we just want to read in that Wendy Storm is a retirement and not a resignation. >> So, can we create a 1A and a 1B? 1 A being resignations, one B being
retirement. >> That's fine. Yeah. I just wanted to formally recognize her for retirement. >> Mr. Lansky, you got that? >> Thank you. Go ahead. >> Okay. Superintendent schools submits the following resolution for approval. One, resignations. One, a retirements. Number
two, employment certificated staff. Number three, employment part-time certificated staff. Number four, employment bus driver. Number five, staff paid with IDEA funds. That was five. Number six, movement on guide. Number seven, amended salaries
non-certificated staff. Number eight, reassignment non-ertificated staff. Number nine, transfer cert certificated staff. Number 10, sick leave bank withdrawal. Number 11, curriculum title one coordinator. Number 12, curriculum title one building facilitator. Number
13, curriculum power coach. Number 14, curriculum power program parent academy planning committee. Number 15, curriculum reporting and data coordinator. Number 16, curriculum data and technology coord coordinator. Number 17, curriculum leap coach. Number 18,
curriculum lea leap nurse. Number 19, curriculum substitute leap nurse. Number 20, curriculum rise coach. Number 21, curriculum rise building facilitator. Number 22, curriculum ESL family literacy program coordinator.
Number 23, curriculum ESL family literacy facilitator facilitator curriculum writing. Number 24, curriculum ESL family literacy literacy uh program facilitator. Number 25, curriculum technology coordinator. Number 26, curriculum
curriculum curriculum curriculum coordinator, ELA math, science, social studies. Number 27, curriculum station facilitators for power program parent academy kickoff event. Number 28, IDEA coordinator. Number 29,
special services IDA crisis prevention institute facilitator. Number 30, special services IDA preschool facilitator. Number 31, special services IDA tuition facilitator. Number 32, Special Services
IDA Child Study Team Evaluation and Program Facilitator. Number 33, Special Services IDEIDA Consultant Facilitator. Number 34, Stipen Mentor Teacher. Number 35, amended extracurricular activities advisors.
Number 36, Stipen Music Performances. Number 37, assistance after school activities. Number 38, Student Observation. Number 39, student practicum. Number 40, substitute teachers. Number 41, substitute school monitors. Number 42, substitute bus
drivers. Number 43, substitute bus attendance. Number 44, paid medical disability leaves. Number 45, unpaid leave of absence. Number 46, amended resolution leave dates. Number 46.
Well, I so move. >> Thank you. Can I have a second for the not the written version but the amended version that Mr. Lansonsky read. Miss Mendes, any discussions on this item? >> I not a discussion. Well, just an a
question. I think you're here. I just want to say if you're going to be in the December meeting, then I'll save all my kind words for the December meeting. Right. So, no discussion there. I think um many of us have um expressed our our sentiments about Mr. Caravello's
resignation and um we look forward to you know expressing them again at other times but thank you for your service to the to the district and for the service to this board. >> Thank you. >> I have a question. If we don't vote yes, do you have to stay?
>> I asked I actually asked that question. What if we vote no to that item? We I really actually asked for line item veto. As they say in the Bronx Tale, now you can't leave with that. No. With that, no other
discussions. Mr. Caravell, is there a conflict with you calling the role for this? >> I'm not voting on it. So, but thank you. Um, so roll call for personnel matters with an added amendment of 1A retirements. Uh, Mrs.
Seawart. >> Yes. Whatever. >> Mrs. Carrero. >> Regretfully. Yes. >> Mrs. Gandhi. >> Do you even have to ask? No. Yes. >> Mr. Hyatt?
>> Yes. Mr. Caramello? >> Mrs. Menddees? >> Yes. >> Mr. Alonsky? >> Yes. >> Mr. Cohen? >> Yes. Good luck. >> Thank you.
>> Before we move on, Mr. Bologn, you have comments on the retirement. >> I do have retirement comments for Wendy Stalm. After years of dedication and compassion for the students of MTPS, we are so happy for Wendy STM as she enters
this next chapter of her retirement. Wendy has been an exceptional instructional assistant in our special education programs. Her support spans across the district, working closely with students at Dugan Elementary, Marbor Elementary, Robertsville, and most recently Marorrow Middle. From day
one, she has brought patience and unwavering support to both students and staff in a number of our programs. Her calm presence and willingness to go above and beyond have made a lasting difference in the lives of so many of our students. Whether helping a student gain confidence or lending a helping
hand in the classroom, Wendy has always led with heart and a joy for learning. We are deeply grateful for Wendy's contributions to our programs. We wish her all the best in this exciting new adventure. Congratulations, Wendy. You
will be greatly missed. >> Mr. Mr. Bolone, I didn't hear. Did was there a number of years in Miss Stom's service here? doesn't have an actual number of years, but we could we could get that. It says after years of dedication, so I don't have the actual number. >> Well, Mrs. Stomp, I know you're not here tonight, but um if you have an
opportunity to watch this meeting, congratulations and thank you so much for the services that you have provided to this district over so many years and the many students you've touched in so many different schools. We wish you much success in your uh next journey. Thank you.
And uh moving on to our next item on the agenda will be policy development and community relations matters. Miss Gandhi, would you do that? >> The superintendent of schools submits the following resolution for approval. Second readings. Be it resolved that the following be approved for second reading
before the board of education. Policy 1570, internal controls. Policy 162, Administrative Employment Contracts. Policy 5339.01, Students on Protection. Policy 611, Special Education Medicaid Initiative.
Um, semi program policy 622O, budget preparation. Um, I so move. >> Thank you. Can I have a second on this? Miss Carrerero. Thank you. Any discussions on this item? Thank you, Mr. Caravilla. Roll call. Mr.
Hyatt, >> yes. >> Mr. Alonsski, >> yes. >> Mrs. Mendes, >> yes. >> Mrs. Seawart, >> yes. >> Mrs. Carrero, >> yes. >> Mrs. Gandhi, >> yes. >> And Mr. Cohen,
>> yes. Moving on to liaison reports. We're up to that. Um, Freehole Regional High School District, Miss Seart. >> And I also have CPAC. So, I'll just read them both together. Thank you um Michael Messenger for the report. Um this was
intended for me to read at the 1028 meeting which might feel a little outdated but I'm going to read it as is. Uh we are adding the following half days to the calendar due to the state testing. So it was November 5th and then March 17th to the 20th. Our public
session was spent mostly on the students anti-Semitic SAP Snapchat. All of the speakers demanded we give the students the harshest punishment possible, which I agree with. We will have proactive measures to continue our Holocaust education. Our partners are Karma, the Center to Combat Anti-semitism and
Reinforce Acceptance, and the Jewish Federation, I'm sorry, the Jewish Federation, Third Generation of New Jersey, and Commission of Holocaust Education, Michael. And then for CPAC, CPAC's first meeting of the school year
was on October 16th. It was a great opportunity for the parents and guardians to discuss concerns and positive experiences. CPAC co-leaders were then able to discuss those experiences with special services at the first meeting of the school year on October 28th. CPAC will have a table at the MTPS community unity event on
November 13th. Please stop by to do some kindness, crafts, and activities. CPAG's next meet next meeting of the school year will be virtual on Monday, November 17th at 7 p.m. The agenda and link will be sent out through special services and will also be posted on our CPAG Facebook
page. If you need additional resources or advice from other parents, please continue to check out CPAG's website and Facebook pages to increase your knowledge of special education and related services. Thank you, Robin Borenstein, for the update. >> Thank you, Marvel Education Foundation.
Miss No update. Okay. Thank you very much. Marorrow Township Leazison, Mr. Le Mr. Lanski. >> Thanks, Steve Dalia from the township. Um, holiday lighting ceremony. Please join Marorrow Township on December 3rd at 6 p.m. in front of town hall. They will de they will celebrate the season's
holidays with visits from the North Pole, photo ops, a winter wonderland, our legendary dessert buffet, music by the Marbor High School musicians, and more light refreshments to follow. The fall holiday market. Marorrow Township welcomes back the holiday market on
November 23rd. Enjoy the regular vendors plus crafters and artisians and small shop small shops for the holidays. Full list of vendors will be announced soon. Leaf bag distribution Saturday, November 15th from 8:00 a.m. to noon. Pick up your free leaf bags. Complete the online
permit by 1:00 p.m. the day before, which can be found at Township website. collect your bags at at the DP Department of Public Workyard municipal complex second road off of Township Drive on Public Works Way and look for the leaf bag flag and that's what happened.
>> Thank you, Mr. Lansonsky. Um I just want to go back to Mr. Balone shared with me the Margar Education Foundation just since we had the report. If you don't mind if I can just sort of highlight. >> Yes. So, I just want to highlight that the um the Marble Education Foundation is hosting their first casino night,
which will be on Friday, November 21st at Eagle Oaks Golf and Country Club, and it will be from 7:00 p.m. to 11:00 p.m. And tickets are on sale now. Um and you can get your tickets through their
>> through ordering. You can actually order their tickets, but you can pay through them through several different ways, including zel, Venmo, and PayPal. So, I'm sure if you reach out to the Marbor Education Foundation, they can work with you to sort of do that.
>> Thank you, Mr. Bloom. Um, moving on to the Mammoth County School Board Association. Mr. Hyatt, >> uh, I don't have an update. I did reach out, um, but I didn't follow up for when they didn't get back to me. So, if there's anything important, I I'll get a hold of them this week. I will email the board, but I don't think there's much
outside of what's on their website. >> Thank you very much. New Jersey School Board Association, Miss Mendes, >> uh, New Jersey School Boards is looking for a new president, and so those applications were due to be submitted by November 10th. There was a level of
criteria that they're looking for, but I think it's exciting times for them to get a new president, and I know they're excited for that. The other thing just for my fellow board members is don't forget as we're coming to the end of the year we have our governance training. So just make sure that you complete that. So right your second year, first year,
third year we're governance three um and governance one and two. So I just want to say that and then new incoming board members will have to complete that as well. So if you don't have that, they do have some sessions at the end of the year. So if you haven't taken it yet, you can go back and look up those emails. They have that and you can ask
Mr. caravell to help you register because it does require the school business administrator to do that for you. >> Thank you. And um just to pick up on that, it's also we have our our our board self-evaluation that we have to do and I know that you did that last year
using the NJSBA platform. So I I I need to connect with you and hear more about that because I want to make sure that we have a chance to take care of that before the end of the year as well. >> Yeah, we could look at that for sure. >> Great. Thank you. Mhm. >> Um
and then the other item I have is scope. Now Dr. Msquitz is not here. Did she have an opportunity to share scope with anybody? All right. Um I apologize to the scope organization that we don't have their update. Um we will if I'll reach out to
them or I'll have Dr. Mitch reach out to them and we'll make sure we get any relevant and important information out from them. Um that concludes our liaison reports. Um I'm going to move on to old business. Anyone for old business? Any old business matters?
>> I do. I had sent to the board um the old business because I had talked about it before and >> just to discuss the the resolution when it comes to establishing board member safety and civility framework condemning harassment, intimidation, and retaliation.
I sent it I think a few weeks ago. I think I sent it in September maybe. can't I can't remember when oh September 16th is when I had sent it right around and just asking for feedback and that's okay I didn't get any um I sent it yesterday
um or the day before can't remember when just saying that I was going to present it today just as a start I know I talked about potentially a civility policy um I know I sent like a draft of what you know a statement could be on it but it's
really about ensuring ing a safe, respectful and orderly environment so that members can serve the community free from harassment, intimidation, threats or retaliation and healthy disagreement is essential to democracy. I did put in here personal attacks, hate speech or coordinated online harassment
undermines civic participation discourage qualified residents from serving. I also ask that the board recognize that safety extends beyond physical settings to digital environments and must include protections for privacy, cyber security, and emotional well-being. And the I'm
not going to read the whole thing. And the board sets to seek a clear perspect proactive standard for civility, decorum, and response protocols to protect all participants participants in public education governance. So, I'm not sure um
how you want me to go in depth on this. I'm really asking Mr. Gross also for your guidance. It's a couple of pages. Do I read the whole thing? I kind of just wanted to start the ball rolling on this. I won't be here, but hopefully you
all could carry the torch and and do something to make next year better than the past few years for for all board members involved or future board members. So, I don't know what to do with that. Do I read it?
Like how should I approach it? >> Well, it's a it's a policy. >> You're proposing a sorry this microphone >> right now. It's the resolution that I have here that I had shared with everybody. And then in another email I talked about like a draft policy, right?
But but the committee hasn't met yet. So to go through that part, but so right now this is the resolution piece to start that part. So, >> so if you're moving a resolution during a regular meeting, you certainly have the right to move it and somebody seconds it, we can then discuss. >> Okay. All right. So, I'd like to make a
motion to move the board resolution. Um, at least to start that process. >> Okay. Is there a second for that, Miss Seawart? Okay. Um, so now we're into discussion. >> Yeah. >> So,
>> and happy to take notes or whatever is needed. Yeah. No, I I I read through this and um I apologize that I didn't get back to you when um you submitted it or I know I wasn't at the meeting when you brought it up the first time. Um but
I'm I'm a little I'm confused a little bit by adopting this resolution as it's written for a couple of reasons. um as a resolution, it should technically be sort of something that expresses the the feelings of the board in the context of,
you know, an opinion or something like that, right? Um but there's also some specific actions you're asking the board to do or certain matters I think that may be either of concern from a legal matter or um an actions perspective or is there even a financial concern within
the within it itself. So um I guess from my perspective are you asking us to adopt a resolution that's the completely that's completely written here per se or
as on the four corners of the page or are you asking us to adopt a resolution that says that we will going forward work through the principles that are expressed in here but obviously There are legal concerns, financial
matters, action items, policies, and a lot of other things that have to be done here. So that I just don't want to be in a situation where when we vote on this, I've already I'm voting on policy because there could be some things interpreted here as policy.
>> Yeah. So my So thank you. My motion is to adopt it, right? But I understand. So that's why I know when you and I spoke you were in agreement that we need something in place. So I wanted to draft this. I asked everybody for feedback. It's fine. Everybody could just do it
here. If if people aren't comfortable with it, that's okay, right? This is the time for discussion. I could take notes. I could revise, send a new version. We could vote again in December. Or I could change my motion to say a level of
framework or that it's needed. and then I guess I pass the torch. I'm okay with that, too. I'm fine either way. I just want to have something in place and some action moving forward so that it's a better environment for all.
That's all. >> I I I read it as what you're saying is more of a framework as to move forward through policy and follow it track as it should. If there's words that attorney feels has to be changed to make it that way, that's fine. But I I read it that way that you're not proposing policy.
You're proposing a framework of >> right >> and that's why I have here framework, right? And then we agree on a framework and then you don't have to agree with all of the language in here. Totally okay. >> But that we move forward with something. >> I had a couple of things as well. Um so
again, you know, I want to say that I completely understand why this resolution was written. Um I think everyone here would agree that we all want our meetings to be safe. uh respectful and civil and that is something that I fully support. But I do feel again that um in this reads more
like a policy than a resolution. Um you know you're setting rules in here um not just goals. Uh this document actually um does not simply express shared values. It specifies what people can and cannot say, what happens if they do not follow
these rules and what staff must do next. um that is characteristic of a policy. I also think that it it restricts um in some of the things that you've put in here, it restricts speech. It bans comments considered personal or insulting. Right? So while the intent
may be good, those are forms of speech protected by the first amendment. So any rule affecting public public expression must be narrowly written and legally reviewed. So that and then I had um my other big concern is that it commits what you put
in here commits the district to financial and operational obligations. The resolution calls for uniform police at every meeting and potential reimbursement of legal costs. Now those are budgetary and policy decisions that cannot be established through a resolution. So for me this is again it
reads more like a policy and I remember um uh Mr. Hyatt had the last time you brought this up, he had said to bring this to the policy committee and I don't think I know we've met since then and we obviously talked about other policies in there but I don't think you brought this up. So um I just wanted to mention that
this is again it reads more like a policy not a resolution. >> Yeah, I was under the impression in September Oh, I'm sorry. Can you hear me? >> Yeah. >> I was under the impression in September we were moving this to the policy committee. I have no problem voting on I think we all agree this is much needed
and thank you for taking the lead on it. By the way, um I'm okay voting for a motion to move this to the policy committee, but I I was under the impression in September it was going through policy motions. Um and it's okay if it hasn't yet. We've uh policy committee hasn't met. I think you said, right?
>> No, we met on September 30th. >> On the 30th. Okay. So, I'd be okay with that. I think it's needed. I don't want to vote against this. I do. When I read it when you sent it yesterday, I think yesterday. Yeah. >> The day before. >> Can you just get closer to you, Mike? >> When I read it, it did read like a
policy to me and I was still under the impression that in September we agreed to move it to the policy committee. So, that's where I feel it belongs. But that's my opinion. >> Anyone else other comments or discussions? I just want to read more one more thing from um the resolution
which again is is one of my biggest concerns um just because it's a financial um it's financially we're basically taking the responsibility. It says that the board attorney or design serves as liazison for harassment or threat
matters. Restraining orders or protective measures may need to be implemented in accordance with the law. Um, the board may upon review reimburse legal costs reasonably incurred by members arising directly from actions taken in their official capacity.
That's again, that's a pretty heavy financial responsibility that the district would have to take upon themselves and I have major concerns with that. Um, especially if you're if you're talking about u members of the community being out there and expressing
their opinion against publicly. I'm sorry. Um, publicly elected officials. Um, and then for our board attorney to have to send out, you know, a seasoned assist. I think you put that
in here, too. Or or pay for any legal fees or anything like that. I again, I I just don't understand how our district should should be responsible to pay for that. >> Yeah. No, I appreciate all the feedback. Um this is really
specific to board members where it says establishing board member safety and civility. So when something legal is happens to a board member serving in their capacity of a board that is already part of the coverage with that with the board attorney. The second
thing is to the point of the um security at the meetings that's already the protocol as was established unless you all change that. So that's why I put that in there. So I wasn't looking for additional costs. These are things that are already currently covered and Mr.
Balone had and Mr. Caravel at the time had said we will continue to have um police officers. So I wasn't asking for anything additional to what we already have covered, but I appreciate the feedback. So either way, this is a resolution. It's just a framework. It's
not a policy. So I'd like to vote on a resolution so that you all could carry the torch and make it better. Don't have to. I won't be here. You won't be here. Do what you want. But other people wanting to step
up. I think all of this chaos from everybody deters people from wanting to step up. So >> no, I agree. and and that's why I started my my um discussion with that point that I agree that this is needed and it's it's something that we should
try to implement but the currently the way it is again it's written as a policy so we it really should go to the policy committee for us to kind of review this um and there are some other things in here um you know again I just can you help me understand so here it says strengthens
digital safety and cyber security protections harassment including doxing impersonation deep fake imagery and digital stalking. The board in consultation with council is authorized to request takedowns of harmful or false content targeting board members. Um can
you just help me understand a little bit more take it down from where? >> From any if it says digital any sort of platform where any of us including yourself all of us are having all sorts of defamation of
character. Yes, there is free speech and political, you know, and not being political and whatever it might be. But there is free speech. Yeah, sure. We could say anything we want, right? Almost it's protected under our first amendment rights, but that doesn't mean we should. So, it means that board
members under the board decorum policy 0164.4, we should be held to a higher standard. All of us, I'm not speaking about anybody in particular. So I don't think that though we can say it, we shouldn't. We shouldn't be attacking each other
online. And I am not saying whatever, but literally everything someone says, somebody comes out and attacks each other. And it turns off the whole community and it turns off people from doing it. Whether we sit here and think we're right, you could say whatever you want. Does it mean you should? No.
Because look at it's it's embarrassing for all of us. So this is a draft. Nobody has to agree with it. That's why I sent it twice as a draft saying, "Hey, these are just my thoughts on paper. You don't like it?" That's okay. I'm not here to like get grilled for it. Just say, "I don't like it. Could we change
it?" 1,000%. So, just so I again, I need a little more clarity and no one's grilling anyone here. It's just understanding what I'm voting on. Um, so the item number four, the strengthens digital safety and cyber security protections. Can you just help me
understand? Are you saying that this is um the community against what they say against board members or what board members are saying against each other? I just need or is it both? >> Can I chime in here? Um in my capacity as a board member, I've received some pretty threatening emails. Um one of
which I'd like to cite here so that everyone understands where my perspective is coming from. Um on Wednesday, July 23rd, I received an email and inside the email says, "The bowl is now in your court. If you choose to not recognize the MEF, then that's on you. Start preparing now for what you
will say to the students and their families, the teachers, and the community as to why you'll be working. You will not be working with the MEF, and why you will not be receiving educational grant money this coming school year. The MEF has already prepared for this possibility and will only work with Marbor High School if need be. Regarding my vote on an MEF,
you know, uh um happening or a policy or I don't even remember what it was about to be honest with you. It was that long ago. So, it was policy 9191 discussion. I voted no to it. The following day, I get an email at 1:13 p.m. bordering the
line of coercion and extortion that if I don't vote this way, then the district's going to be punished for it in the future. There has to be some policy in place or some type of bylaw, some type of of, you know, I guess ground. >> Sorry, where was the threat in that email?
The threat is that if I don't vote accordingly that the MEF is going to stop donating to the district >> um one board member and all the board members was only sent to one person. That's why she's reading it. So the digital threat listen I don't need to debate it. You all do what you want. If
you want >> I can read it in its entirety and say who it's from if you'd like if you need clarity on it. I'm just giving you an example on how as a board member I have a right to vote however I want and I get threats and I get extorted for or punished for lack of a better word and
there's no policy in place that says community members are not >> Can you I mean read that email again because I I'm still trying to understand where the threat is. I I I honestly don't >> I feel like the you're using the word threat very loosely. I said it borders
on the line of coercion and extortion. The ball is now in your court. If you choose not to recognize the MEF, then that's on you. Start preparing now for what you will say to the students, their families, the teachers, and the community as to why you will not be working with the MEF and why you will not be receiving educational grant money
this coming year. So, I abstained from a vote and then the entire district was told that they won't contribute to the schools because of how I voted. the balls in your court, start preparing now for what you'll tell the students. So, a
board member votes according to how they freely are able to vote and then I get a an email that says, "We'll just stop donating money to you because of how you voted and then there's nothing the board could do about receiving an email like that." How is that how is that giving
someone the right to vote accordingly if there's no policy in place that says >> Question for you honestly? I mean, the MEF does a lot for the district. No, I'm just I'm trying to understand like what is your gripe with them? Cuz I feel like since the last So are you saying that you think that email is okay?
>> No, you I'm talking >> is that does that sound Does that email sound okay to you? I just want to know putting a putting aside. However, no one has any gripe with anybody. Well, besides yours with me and and Danielle. Putting that aside with me. I mean,
>> I'm not even all I love it when she comes up with a civility policy and is attacking me right now. Mrs. Mendes, we may want to follow the policy that you're putting forth for us because the motivation that you're trying to vote on, it's laughable because the social
media conduct that you're talking and referencing just yesterday, you attacked Mr. Hyatt and said he's lost credibility. Absolutely. So when you sit there sit there and pull out a a resolution for us
to vote on, but you don't believe in following it yourself, it's laughable. >> It is. I know. Actually, excuse me, Mr. Cohen. One moment. I'm not speaking over her. >> Don't be deflected. >> I I want to just say two things. One is that for many years I sat here, I didn't
say anything online. Actually, I didn't insult Mr. Hyatt until he came out and and said something to me. And it I was literally very two lines to make a right. If you want to preach, Miss Gandhi, Miss Gandhi, please let her finish. >> I'm not here to even argue it. I won't
even be here. I don't care. Don't put it in place. You You continue to harass people online. You That's a pretty severe allegation without anything to back it up cuz I have a lot of other information. So, let's not Let me get back to board
business and let's talk about education. Let's talk about >> We have a motion. We have a motion in front of us that I'm going to bring us back to discussing. We have a motion in front of us that I want to bring back to discussing. >> All right. Is there any all this other stuff aside? Is there any
other comments on the motion? Mr. Lansky, >> there are parts of your motion is all valid, right? But there are parts of it that belong in discussion at the board meeting that we should put on next month's agenda. I'm going to ask that parts of your motion that we can discuss in public that aren't policy put on next
month's agenda to be discussed and we're going to discuss do we want police at every meeting and just get that over with. Right? Those parts that that people are saying maybe we want, maybe we don't want parts that should be policy should be passed the policy and by your motion pass the policy. That's what I'm saying. I I don't have the motion in front of me so I'm not going
to go ABCD right now, but you could tell us which ones belong at a board meeting discussion and which ones could be sent to policy. That's my >> right. So, and I can I'm happy to revise this if needed to say like so you're not approving every single line of it just
you know I can amend my motion to just say can we kind of have a framework in place >> make a suggestion >> please and your mind we can't >> we've been >> we we've been talking about >> Yeah yeah yeah please make the suggestion that's all I'm looking for
>> so so I I and I'm thank you for validating that we're both you know >> okay thinking the same way my I just want to reflect for a second my the sentiment is is right right but I can't
adopt a document that hasn't gone through legal pre you know review it hasn't gone through policy it hasn't gone through fiscal it hasn't so I'm concerned about a resolution that says we're going to adopt this document as a framework so I would like to propose a modification to
your resolution >> which is a motion that the board a resolution of the board. Okay. That it's committed to establishing a safe and civil environment for board members, board meetings, and community members. And
that the document that you developed and shared with us. Okay. Um can serve as a framework to inform future work with the district and with the policy committee and with the board. and then we can decide, you know, which ones you want to
propose specifically to go forward to policy next. Um, but I just I think that and then there are certain things that obviously within this document need to go through general our council's office because I'm concerned about I have personal concerns about us overstepping
or creating first amendment rights. So I just think that there's there are three different paths we need to follow here. District legal policy. But I think the board's sentiment from what I hear of everybody is we we want something, we need to do something, but let's take it apart so that we can put it in the right
places. >> I'm totally there. It was really just a draft. Sorry. Go ahead, Ted. >> That's that's what I'm suggesting. Um I think we all agree in spirit. I would vote yes on that in a second. Just maybe we do need a policy. Maybe we do need other stuff. Move those forward as part of that motion. It's fine with me.
>> Any other comments on this? >> That's it. And that's what um Mr. Cole, what you just said and what Mr. Hay just said this exactly what my sentiment was that it exactly what I was trying to say. So thank you for um I'm I'm glad that it what you said was better received than what I said. But yes, that
was exactly my sentiment. Exact. >> So if Miss Mendes, >> it will be Miss Mendes's motion. >> Right. If you want to amend your motion to reflect what Mr. Cohen and I wrote out as to >> Sorry, this microphone doesn't work.
you'd agree to amend your motion. I know uh see you seconded this. So, if you're both in agreement that you're willing to amend the motion to reflect what Mr. Con and I just put together here, uh we can then move on that amended motion in lie
of the original motion. >> Yes. But I don't remember everything that you just said. >> Read it. >> Yeah. So, do I have to read it or do you just say it? So, I'm So, I want to say I'm happy to amend >> Yeah. a million times over. >> You can read it and if you're in agreement with it, you can just say yes
and we'll >> Okay. >> And if you want to change any of the words, by all means. I'm not owning of it. So, the the motion is to for the board to adopt a resolution that it is committed to establishing a safe and
civil environment for board members, board meetings, and community members. that the document developed by and shared by board member Miss Mendes can serve as a framework to inform future work with the district, the policy committee, our general counsel's office
um so that we can take action on the on those items in the future. And if you'd like to sort of at the next meeting that that's the motion that would be the resolution, right? And if you would like to propose separately which items you'd like to move forward to the policy
committee immediately, we can do that. Um or we can do that at the next meeting or we can do it in our policy meeting that we have. >> Yeah. Would it be more productive to amend the civility policy to include some of these sentiments? >> Yes. But >> 9202
>> this exists. >> Yes. There's a this is a framework though for multiple >> there's a lot of policies in here. So there's not only policies, there's like actions in here too and some pieces that require Mr. Gross. So I'm okay with that. And so yes, I agree with what you
said. So I say yes. >> Do you agree? >> So that's Mendes. >> Um >> moving that motion >> amended motion that she's moving. Do I have a second? >> I'll second it. >> Miss Seawart seconds. Is there >> I just have Oh, go ahead. Well, we were
voting, but I wanted to say the sentiment ultimately is that I don't want to infringe upon first amendment rights, but I also want to make sure that just because all of us can doesn't
mean any of us should. So, we all of us should have better healthy disagreements. That's all a lot of it is here. And that we should all feel safe and protected in a good environment. That's ultimately the goal. >> Thank you for adding that. Any other
discussions on this? >> Mr. Caravella. >> Sure. Mrs. Carrero. >> Yes. >> Mrs. Gandhi. >> Yes.
>> Mr. Hyatt. >> Yes. >> Mr. Lansonsky? >> Yes. >> Mrs. Seawart? >> Yes. >> Mrs. Menddees? >> Yes. and Mr. Cohen. >> Yes. >> Okay. Seven yeses, zero nos, zero abstensions. Motion passes. >> Thank you, Miss Mendes, for bringing
that. Is there any other um new business? I'm sorry, old business. >> Seeing no old business. Any new business? >> I have new business. >> Miss Seawart. In light of the recent disclosures involving our board vice president and the spouse of a sitting board member who
participated in a text thread containing inappropriate and sexualized remarks about a fellow board member. I move that the Marorrow Township Board of Education take immediate and corrective action to uphold professional and ethical standards. Specifically, I move that one, the board attorney and board
president coordinate mandatory sexual harassment and Title 9 awareness training for all board members within 30 days. Two, such training shall be conducted through an approved provider such as the NJSBA or qualified legal counsel specializing in education law. Three, the board further explore
partnerships with local nonprofit organizations, including 180, turning lives around, strengthen our sisters to provide community education and prevention resources related to domestic violence and sexual harassment and workplace respect. and four, that the board issue a public statement
reaffirming its zero tolerance policy toward harassment, intimidation, or sexually suggestive behavior above among board members, district employees, or members of the public engaging with the district. I'd also like to note that this board came together both proudly and rightfully to participate in
anti-semitism training following concerns about student behavior in the middle school. That was an important step in showing our community that we reject hate and bias in any form. Let me reiterate, board members participated in anti-semitism training because of aborant student behavior. Side note, it
was our board president at the time, Miss Mendes and Mr. Hyatt, who organized said training. Finally, I want to make clear that the outcome of the police investigation is irrelevant to this motion. I'm bringing this forward in good faith not to prejudge any individual, but to ensure that our board acts responsibly, consistently, and
transparently in matters that affect public trust and distrust culture. Standing up against hate should not be selective or opportunistic. Whether the behavior in question involves religion, race, gender, sexual harassment, etc. Our responsibility as leaders is to
confront it with the same moral courage and urgency. This motion is not political. It's principled. It's about demonstrating that this board holds itself to the same standards of dignity and respect that we expect our students and staff. By pursuing training and partnering with organizations that serve
survivors and advocates in our own community, the Marble Board of Education can set an example of consistency, integrity, and leadership for everyone we represent. We cannot selectively decide which forms of misconduct we address. The same conviction that brought us together against
antise-semitism must also guide us when a sexual harassment or disrespect occurs among our own ranks. Every form of harassment is a form of hate and silence only protects the wrong kind of people. I so move. >> Is there a second?
Miss Mendes, Miss Stewart, I I didn't get a chance to you read it very quickly, so I didn't get a chance to write it all down. I >> I intend on sending it to all of you. It's the crux of it though is that board members be strongly recommended since we
can't force people to do things that they have the right to not do. But I do suggest partnership with the NJSBA turning lives around 180 turning lives around their closest um chapter is in HLlett or Strengthen Our Sisters. They
all provide community education. They're nonprofit, so it would cost nothing to the board, but they hold these seminars for workplaces, for school environments, and they offer free training for anyone who is open to understanding domestic
violence and sexual harassment. But I also want to reiterate the board issuing a public statement reaffirming its zero tolerance policy towards harassment, intimidation, or sexually suggestive behavior among board members, district employees, or members of the public engaging with the district. I think that it's time now that the police
investigation has included concluded that the board speaks and and reaffirms to the community that, you know, regardless of the outcome, we stand against all hate. similar to the way we responded to the anti-semitism in the middle school. I was very proud of that
moment in time. I just would hate to see it be a selective anti-hate movement, but I do plan on sending it to the entire board. And if you want, I can read it again slower. >> Would you mind? I I I >> sure. Oh, it's the New Yorker in me
>> only because if we're going to vote on specific actions, I really just want to make sure I capture the because you're you're asking for us to specifically do something as a result of the motion and I just want to make sure I completely capture it. So, I know that first one you said you wanted the board president. >> Okay. So, there's four points. I
specifically I move that >> the board attorney and board president coordinate coordinate sexual harassment and title 9 awareness training for all board members within 30 days just to put a time frame on it. I don't
want you know I don't want this to also get brushed under the rug. Such training shall be conducted through an approved provider such as the NJSBA or qualified legal council specializing in this law. Three, the board further explore
partnership with local nonprofit organizations including 180 turning lives around the houselet chapter and strengthen our sisters to provide community education and prevention resources related to domestic violence, sexual harassment and workplace respect.
And number four, the board issue a public statement reaffirming its zero tolerance policy towards harassment, intimidation, or sexually suggestive behavior above among board members, district's employees, or members of the public engaging with the district.
Can you read the beginning part? You said something about um a board member's husband and the vice president was Can you just kind of read that part again? >> In light of recent disclosures involving the board vice president and Mr. Matesh Gandhi, the spouse of a sitting board
member who participated in a text thread containing inappropriate and sexualized remarks about a fellow board member. I move that the Marorrow Township Board of Education take immediate corrective action to uphold professional and ethical standards. Are you aware of the investigation and
the outcome of it? >> Yes. That's why I said the motion is not political. It's principled. >> Correct. But then the fact that you put in something about a spouse of a board member or the board member that's sitting when they were
>> involvement is mate not involved. >> This is this is what gets us into trouble. >> I understand. I'm trying to move forward with a productive motion and it's petty. It's always pettiness. >> No, it's not. It's actually not >> pettiness and smaller. >> It's completely irresponsible to sit
there and say that someone did something. >> I would need a written copy like to >> correct the training. Vote no. >> All right. Miss Miss Carrerero, you had a comment, please. I said I would I really would need a written copy to like read and go through
like this is not working for me to just vote on something. I need to read something. >> Okay. Thank you. >> Same. Any other discussions on this? >> Just hoping in in good faith that the December meeting is not canceled so that
we can move forward with voting on this. >> I I don't see any reason to think that the December meeting unless we have a snowstorm with 14 inches of snow. I didn't see a meeting, >> but I think otherwise we should be fine. >> December. I mean, you can always, you know, silently protest. Again, >> I I Miss M. Seart, I would ask um if you
would mind I actually I would like to ask you if you would mind tableabling the motion because I think it's fair. I think it's I I I personally and I'm I'm I'm on record saying I fundamentally agree with the four points that you're making. Well, everyone gave the green
light very quickly for the answer training when it when it when it pertains to it. >> When it pertains to a woman, please don't interrupt me >> or I'll have to peacefully protest again. when it pertains to a woman
standards, when it's different standards and it pertains to a woman and how she was spoken about, I think the board needs to stand up and say that we're going to do something to make sure that that doesn't happen again and that we're all acutely aware of how to recognize it because it wasn't reported like it should have
been. So maybe in the future if you find yourself part of a group chat that you know is calling on the death of a board member or specifically about her nipples then maybe you would have the understanding of reporting it to the superintendent or a board president has put an end to it. >> Where was the death of a board member
put in there again? I'm sorry this is getting a little bit out of hand. There is no evidence the police conducted an investigation. >> The police I'm not defensive. I'm actually correcting you which I really should be doing. You're rolling your eyes on me. You're not looking at you now. I'm looking at you. I think that
when you're comparing the anti-semitism thing, which was a very severe thing that actually happened, to something that didn't happen. >> Did it happen? >> Did they did not? It did. They not We're not going We're not going We're not there.
>> Who is they asking you who is they? Where is of anything? >> I'm going to stop. We're not going to We're not going to discussion into this. Okay. Please. All right. >> I'm trying I'm trying to come forward with new business. I want to stay on point. I want to stay on point to your
motion if we can to the four points that you're raising that you want the board to take action with. I'd like to ask you if you would if you would mind tableabling the motion, sharing it with us so that we can vote on it next month. And as I said to you, I am committed to the four points of it. I just need to
read it. I need to understand it. That's my request. >> I'll amend it. I'll amends my motion to say I think specifically I'll I'll omit the first paragraph. Let me let me reword my motion. I move that the board attorney and board president coordinate
mandatory sexual harassment and title 9 awareness training for all board members within 30 days. I so move. >> Is there a second for that? Miss Mendes, any discussions on that? >> Yeah, I need to see a copy of it. I need
to read it and understand it and then vote on it >> and I do many hours of title n training and every over and over and over for all the institutions I work at. So this is just again but like I I am in full support of course for women and you know
>> it's just never been mandated before for the board to receive sexual harassment or domestic violence training. So my motion is one sentence that the board attorney and board president coordinate mandatory sexual harassment training and title N awareness training for all board members within 30 days. >> But okay, so they can coordinate that
but then how long do we have to complete it? Like I have other questions just because of the obligations that I have in my life also that are very I have a lot going on and like I also need I need to see something to read just so I can
process the information cuz like the whole oral thing like does not help um like just verbally like I need to just read something um and I hope that that could be understood. >> I I think just I think your motion says just to coordinate it. It doesn't say
attend the training. It just says Mr. Cohen and Mr. Gross would coordinate the training. End of story. It does not say when >> obviously you would work with board members. That's what happened when we worked with the anti-semitism training. We picked dates that worked for everybody. I'm just asking that it be coordinated within 30 days.
>> What are the cost implications for this? >> I I don't know if we even know what the cost implications would be for this. >> We'd have to we'd have to find out, >> right? and who would be doing it. I mean, we need to know like which organization, what the cost implications
are. There's just so much in it. It's not as simple as saying, "I'm going to make this motion and we're going to move forward with it." I think um what makes sense is I think again, we should absolutely do this. I'm all for it, but I think you need to come back in December with a little bit more information. You know, where are we
going to go do this, what it's going to cost the board to do it, and then send it to us so we can actually read it before we come to the meeting. and I definitely want to have input. I think we should all have input into the program that we choose >> and so in the 30 days that might not be
possible. >> Listen, I I completely trusted Karma and their professionalism and their expertise in anti-semitism training. I never looked for a different outlet when karma was selected for the anti-semitic train. >> I wasn't here for that. I'm I'm sorry. >> No, you don't have to apologize for
something that you didn't partake in. I'm just trying to give an example as to the hypocrisy of this being such an issue when the anti-Semitic training was a green light from everyone. >> So, so Miss Miss Seawward, I again um I I I've been through this as a board
member in other boards. I have done the training. I have absolutely no problems whatsoever with sort of saying that board members should go through the same level of training that employees in the district go through. >> It's already in our governance training. I'm asking specifically for >> I I know what you're asking for. I'm
just If you just Let me finish what I'm saying. >> No, no, I know. I'm just We We too have been trained on sexual harassment. I'm just asking specifically for like before you mentioned how many other boards you've sat on. I don't think anyone's ever talked about your nipples for those boards that you sat on. So, please forgive me for being a little more
passionate about this rather than you trying to make it relatable. I'm asking the board to either vote yes or no on the board receiving training on sexual harassment and title 9 within 30 days just organizing the training. >> I have a question uh for you Mrs.
Seawart. Sorry, I have a question for her. So when in an October 14th meeting um when the woman came up here from Wall Township and called me a titty, I didn't see you being outraged when your friend
>> She said it's >> Mr. No, no, no, she did not. When your friend, Mr. Marshall on the resident's page publicly with 14,000 members said, "Uh, titty, I didn't see you get outraged,
>> but here you are asking when you know for a fact and there's no evidence that please don't interrupt me just the way you did not want to get interrupted. Let me finish my thought." >> It doesn't stop you from interrupting us, does it? >> Clearly not you either. So then I'm not going to stop. >> So when you sit there and say for
nothing, Mr. Mr. Am I talking bear again? Anyway, I'm going to finish my thought. Please video about me making out with nothing here where Mr. Hyatt there's nothing there that shows that he's not
participated in anything. >> She's attacking me. This is I think she's just trying to finish her sentence and then bring it. Let's just finish the sentence. >> Sit there and respond to your allegations. You take it as attacks. It's not an attack. It is me sitting
there and giving my point of view. You're sitting here and you keep bringing up that one comment that Chad Hayyatt didn't make, my husband didn't make. Okay? And you keep bringing it up, but you have not said a word when here in Walt, you were clapping when they said a titty. You were clapping. You
didn't say one thing on New Jersey New Jersey res page. When Mr. Marshall said a titty, you did not say anything. Is there a reason why I am not mentioned in this motion? I am going to close discussions on this
motion. Does this cooperate with the restraining order? >> You understand, right? That it's a temporary means only one party will put in order that you are going to need to stop.
>> Be an adult. Be an adult, Mrs. Seaword. Be an adult. >> To stop. >> Be an adult. >> Thank you. But when she makes memes backing up, her memes actually helped pass the referendum. >> I literally respect her request. >> She just mocked you right now. Nope. She
just marked Mrs. Carrero for all her efforts for passing the referendum because all she did was attack it. Not once in the entire few months of the referendum. I did not want you to say one thing. I did not take a recess one
thing. Not one thing about the referendum. Mrs. See what you could try all you want, but you did not say one thing about the about the referendum. All you did is a peaceful protest about No, nobody needs shut off my microphone. Thank you. carry the torch.
>> She said she's happy you won. >> No, I think I think >> and and you're going to carry the torch. >> I think she's ready. She said she's ready to go. I need you to rule on that. >> Yes. >> Can I have a roll call, please?
>> Mrs. Carrero >> here. >> Mrs. Gandhi >> here. >> Mr. Hyatt >> here, >> Mr. Lansonsky >> here, >> Mrs. Mendes >> here, >> Mrs. Seawart, >> and Mr. Cohen
>> here. >> Prior to us taking a recess, we had a motion on the table. Mr. I don't believe there was a second on that motion. So, we're >> I think I did. >> I don't. >> Yes, Mrs. Mendes. >> Okay. So, now we have a motion and a
second at this point, but um >> was this is the amended motion with just the one paragraph. >> That's >> that's the >> that's what's clear to me because I was I was asking for that paragraph with the time frame of 30 days, which I never got a chance to ask for if that could be
extended for 60 days given that it's the end of the year. We have holidays. We have schedules. Everyone needs to coordinate this. I was asking if that I was going to ask if that could be amended, but I can't ask it that at this point because there is no way to amend the motion. So, um, we either we either
vote on the motion >> or someone can move to table >> or someone can move to table it. >> Anyone want to move to table it? >> Then we going to vote. >> Clear. It's the one paragraph only. The last >> I don't know what we're voting on. >> Then how can we vote
>> exactly? That's exactly my problem. There's lack of clarity on what we're voting on. >> The one paragraph that she >> Yeah, I think she amended the one paragraph to read that the coordination of the training >> 30 days by the board attorney and the board president. >> That was it. >> That was the only >> that was all she had after and her
amendment. Yes. And again, as I was saying, my my my intention was to ask to have the the time frame be longer so that the attorney and I can work to get that done given there is a holiday two holidays coming up and uh making it relatively
difficult for us to sort of do all that. So since I can't amend that motion and we're not tableabling it, um we can we can vote on the motion or we can vote on an alternative motion, right? someone to move to amend the motion.
>> Right. So, so we are at >> what are you asking to >> Sorry, what are we asking to amend it to? 60 days. >> I'm not asking anything. >> I I would say I would say >> I'm just telling you from a procedural standpoint where you are
>> right. So, I would I would ask to amend the motion to be 60 days or we can even say to the reorg meeting, but I will sort of say 60 days. Well, it should give us enough time to sort of for us to coordinate, find out, you know, what programs and and how to address the sexual harassment because there may be
programs already here, but we have some things that we have to do and we obviously have two full-time jobs. So yes, I would I would ask that you know we amend the statement to say that we would coord that the board president and the se and the attorney will coordinate
um a mandatory sexual harassment training program with also I think title n was included in that um within 60 days. >> I wanted to say something just >> yes.
>> So I want to make this very clear. I know it got a little heated, but I feel that every single time I say something or I have a response that's deferring from
Mrs. Seawarts or Mrs. Mendes or anyone else, I'm attacked. My line of questioning was because the motion started with allegations that have been
basically dismissed. It didn't happen. The police didn't find anything. There is no evidence to any threats that were made by Mr. Hyatt. There is no evidence to anything. So, that was the part that I wanted to address and that was the only thing. There's nothing wrong with
us getting any of these trainings. I'm not against it, but I don't appreciate that any kind of questioning for better understanding or for for clarification or for just setting the record straight that I get attacked for it. So I have a
huge problem with that and that's why things got a little heated but I just needed to clarify that that is the reason I have a right to have a deferring opinion from anybody else on this board and I do not need to be attacked for it repeatedly by the three
members that are here on the board consistently. It happens every single meeting and I just don't appreciate that. So that is the only thing that I wanted to mention and I think that big because Mrs. Seawward is not here anymore. I don't even know if we can vote on this or if we move it to
December but um you know the board can can decide to do whatever they want >> and all I have to say is everything you said but reverse for me to you and I think we can vote on it because she's not here but she already moved it and so we're the rest of us are here to vote
yes or no. >> Can I say something? Mhm. >> Just um it kind of brings me back to what you were bringing forth before. Um I was going to call you Val. Sorry, Miss Menddees. Um and I wrote on my paper how right you can have all this stuff
written in a policy somewhere or whatever, make a resolution, this and that, but like how would we actually affect this change, right? Because we could say all this stuff, but it doesn't change our dynamics. It doesn't change how we collaborate on anything. What
Mrs. Seawart was bringing up is extremely loaded language that I don't appreciate just being thrown at me and now I have to well vote no. If I vote no then I look bad and it's like it's it's a a stage or whatever and it makes me really uncomfortable and that's not how
I work my best. That's not how I work with people. And so I would appreciate a huge change and actually have your policy explain how we can actually interpersonally change that rather than just these words because it it makes me
really uncomfortable to sit here and being put in a a predicament like that and it's yes or no and it's like I don't even know what I'm voting on with is the language. There's so many nuances in it that it makes me really uncomfortable and I don't want to be like that. But of course, we all want to stand up against,
you know, sexual harassment and all this stuff, but just the way it's layered and all the things that have gone on here, it's it's not that easy. Um, so I just wanted to make that comment. >> Thank you. Anyone else want to add? >> I just want to say I'm with you on the
how because this came up a lot last year and we talked a lot, Mr. Lansonsky and I, on like just how the board can work more effectively together. It came up a lot. I would always get emails, right, Michael, of like we want this one to resign, do something or we want this
one, and I even said to Mr. Cohen, it's not fair for the board president because it does put them in a position because the policy always states it's up to the board president to handle it or that and it puts the board president in a position that's not fair to any of them
either, right? So, um I just want to say also that the how is important because there's a lot of policies we need to look at. I don't think it should solely live on the board president. I think it should be a thing. So anyway, I'm with you. And I would like to say, Mr. Cohen, I know we're not we're on that motion,
but I just wanted to say it would be nice if we could figure out I was going to ask if you and I can talk this week about that resolution and the different pieces because it requires like different pockets of work that I at least want to help with before my term
is over. And so maybe you and I can brainstorm on exactly to Miss Goro's point the how like how are we going to make it better. >> I I I don't think I've ever been non-olaborative and >> No, we have we've had good conversation. So >> if we could just whatever but anyway
putting that aside the motion Yeah. Go ahead. a motion. Maybe we could maybe just find a middle ground. We can change the wording to the board will attempt to coordinate the training within 30 days, not to exceed 60 at the most. We'll attempt to do 30, not to exceed 60. This
way, we're attempting an honest attempt to do 30 days, but not to exceed 60. This way, everybody's heard. >> As long as we all understand that the coordination doesn't mean complete. >> No, coordinate. Just like we did, we all picked the dates when we could attend the last thing. We didn't all go the same day. We did that before, Brian,
where we worked with the board and asked them when we coordinated the training with MJC. First, we got some dates and then reached out, can you attend on these days? Here's some dates. And then board members were like, I'm working. And so, we kind of just got that, >> but that there were no cost implications
for that. Correct. For this, there would be. >> You're right. >> Right. So, that's something else. But I just want to say one more thing that um yeah, for the anti-semitism, we didn't get charged for it. it was a complimentary training. Um, for this there would be, you know, financial obligations. Um,
what I wanted to just mention is we had two motions that were passed or or suggested and I have to say that we're a board of education and both of those had nothing to do with education. That's the only thing I want to mention. You know, we need to focus, this board needs to
really focus on how to improve our schools and the things that we can do for our students, but we're so busy talking about all of these things that are social media attacks, you know, things that have been already resolved. And again,
where where in these two resolutions that were put forward is there any mention of what to do with our students, with our schools, with our staff, and how to make, you know, how to bring that forward, how to move that forward. I have an issue with that. That's what we need to focus on. And we're always
focusing on all the noise and bringing resolutions about the noise. And we need to stop that. really as a board we need to focus on education and not all of this noise that was just brought up again today in two separate resolutions.
>> I think our board meetings could be and our board in general could function better if we actually could work more collaboratively. I think the the resolution I put forward is about a board can't we can't do any work if we
do this the whole time. I'm not saying >> I agree. I agree with you. So that's so I know it's not specifically that one about students, but in that case nothing's going to get done if the board continues to fight and attack each other whether it's online or here constantly. It's a bad look for the district in
general for all of us. >> Problem is, you know, collaboration and when stuff comes up, there are discussions. People have different points of view. We're nine different members. Everybody thinks differently. So when you're attacked because you have
a difference of opinion and then it launches into what you're attacking me when it's just really a clarifying question, a question to understand better to sit there and you know anything that has been stated that is incorrect or that's not accurate and if you want to correct it that should not
be taken as an attack. I was not attacking anybody. I was trying to merely set the record straight about something that was said during the motion which was not accurate which was false and it has been publicized that it was false. So to sit there and still
>> make this motion based on that >> criminal it's not that it was false it's that there was no criminal charges but >> criminal charges can only happen if there are threats made actually. >> Okay. >> Not true. >> Okay. Well I'm not a police officer. I'm not a police officer. I'm going to trust
the PD. The Marbor PD has put in the effort. But what I'm saying is it's not about that. I guess the point I was trying to make was >> we're not going to do this again. >> No, no. The only point I was trying to make was that we were just having a conversation. And I don't think that someone asking a question as an attack
and that is precisely what's happening. So you have to allow other >> if you're going to put forward a a motion or anything. >> I mean people need to really understand what they're putting forward because if you're not living to that >> Okay, I almost feel like there it shouldn't be.
I have a question for you. >> I choose not to answer it. >> Okay. Well, be mature. When other >> I choose not to answer it. When other forms of training were brought to the board because of how students behaved,
we all willingly and rightfully participated in the training to increase our empathy to increase our >> precisely my problem. Are you not going to answer it? >> We have a motion. We have a motion in front of us. We have a motion in front
of us. We have an >> done speaking. She doesn't just get to interrupt. First, you announce that you're not answering my question and then you interrupt it. So, >> I have a right to change my mind. >> All right. We >> I really hope people at home are watching and never reelect this woman.
>> We have a motion. We have a motion in front of us. >> I'm asking why hypothetically sexual harassment training because of events that took place in our home district, although you might not see it as educationbased, would not make us
stronger. and better board members like all other training we partake in like all the governance training like the NJSBA convention trainings you sit in rooms that aren't necessarily educationbased training but it makes us stronger and better board members for
you to be opposed to a training that would make us stronger better more empathetic board members just because it's not studentbased >> where was the where was the sentiment when Jenna wanted to go for what was the class you were going to go take >> something about equity Oh yeah,
>> the sentiment right here now. This is the newest event. The sentiment is right here, right now. >> Can we move to um a vote if that's what we're going to do cuz we're not going to get anywhere else. >> All right, we we we we it's late. We have a motion in front of
us. Miss Seawward is back and you have record to reflect that. >> Thank you. We have a motion in front of us from Mrs. That Mrs. Seawward posed. We believe, you know, just validating that the motion was for the board president and the board attorney to
coordinate mandatory training for sexual harassment in Title 9 within 30 days. That was the motion. Is that correct, Mrs. Seart? >> Yes. but to offer a more flexible accommodation for people's schedule. It could be 30 to 60 days just so that we
put a a little a little more grace on the time period considering it's the end of the calendar year. >> That was going to be my request if we can say within 60 days. That doesn't mean we won't get it done within 30, but within 60. I appreciate your recognition of that. >> Of course, and any form of collaboration
that I can offer as far as connecting with nonprofits so that this cost the board nothing. I know of two that I mentioned that are always offering community education. So, please consider the collaboration in this efforts and not feel like you are alone in it. A
>> and I wrote them down because you gave us the the 180 training life >> 180 turn >> 180 turning life around and strengthen our sisters uh the and of Mammoth County. >> So, yes, I I did write them down. I have them. So, thank you. >> Thank you. So the motion then as amended
would be within 60 days. >> Yes. >> Is there a second for the as amended? Miss Mendes. >> Is there any other discussions on this? >> Can we have a roll call, please? Mrs. Carrerero.
From what I said before again, I abstain. Mrs. Gandhi >> from what I said before. I abstain. >> Mr. Hyatt, >> yes. >> Mr. Alonsky,
>> yes. >> Mrs. Mendes, >> yes. >> Mrs. Seawart, >> yes. >> And Mr. Cohen, >> yes. >> Okay, motion passes. Five yeses, zero nos, and two abstensions.
Thank you. >> Any other new business? >> I know it's late. There's a time stamp. This is not a motion. It's just a statement about the Freedom to Read Act because it goes into effect on December 9th and our next meeting isn't until then. So, I just wanted to make sure I
talk about that for a second. Um, okay. So, it's just a couple of things. I wanted to talk about a new um something that's coming our way as New Jersey moves into a new administration under Governor Elect. these changes, particularly the Freedom to Read Act,
which takes effect in December of 2025. Um, Mr. Cohen, we received an email from Laura Simmonson about that, and it takes effect on December 9th, which is why I'm reading it now. Will directly affect how schools operate, what our children are exposed to, and how much voice families
continue to have. The Freedom to Read Act was promoted as a way to prevent books. I put that in quotes. and to ensure diverse perspectives in school libraries. On its surface, those are fair goals, but there are some details that will matter. The law prohibits districts from removing or restricting
materials based on a viewpoint or because someone finds them offensive. It also requires that collections include diverse and inclusive materials, a phrase that is positive, but has also been used inconsistently across the state and sometimes without regard to
age appropriateness, maturity level, or parental consent. So, I do want to make it clear that I do support inclusion and divor diverse learning, but I also believe in a parent's right to guide what their child reads and learns. Our district does have a process in place already. It's a policy for reviewing
challenge materials. And Mr. Bologn, I know we had looked at it uh I think two years ago. Um, and parents can and should have the right to request that their child be opted out of content that they find inappropriate, too mature, or inconsistent with their family's
beliefs. With this uh governor elect Mikey Cheryl's administration taking office, families should expect a stronger state emphasis on inclusion policies, equity frameworks, and content access. All of which could be positive but can easily evolve into state driven mandates that override local control and
can reduce parental involvement. During her campaign, she focused on expanding tutoring, funding for school mental health programs, and protecting students freedom to read, but also aligned with some organizations that are opposed to parental optout measures and support curriculum uniformity across the state.
That's where I believe we need to take a stand. Local school districts still have the authority to protect family choice, to preserve transparency, and to say no when state guidance conflicts with the values of the community. The Freedom to Read Act sets minimum standards, not maximums. Nothing prevents us from going
further to make sure parents stay informed and empowered. So tonight, I do want to call on the board, even after my term ends, to be courageous and proactive. So I ask that you reaffirm, again, this is not a formal motion, just asking, reaffirm our district's optin,
opt out rights in writing, which we have out there already, so every family knows that they have a choice when it comes to sensitive or controversial material. I know families can do that in the beginning. I just want to make sure that that information is publicized so that families really know how they can do that. I ask that you know you could look
at our library and instructional material policies which we have in place to ensure that parental voice and transparency are clearly protected, not diluted by vague requirements. I ask that you be prepared to push back respectfully if the state attempts to
impose policies that strip away local decision-making or diminish family input and communicate openly with families before these laws take effect so they know exactly how to raise concerns, how to review work and what their rights are. We can absolutely respect inclusion
and free access to information without surrendering local control or parental partnership. Our job as the district is to represent the families we reserve we serve, not to simply comply with political trends coming from Trenton. I believe Marorrow can and should lead by example. We don't have to conform when
something doesn't align with our community values. We can implement certain things responsibly, but on our terms with respect for all, but without fear of speaking up for parents and for our children. That's what our leadership should look like. Thank you.
>> That was it. >> Thank you. Any other new business? >> Okay, we are going to move on with last round of public comments. Mr. Caraval. >> Sure. Ashley McCormack.
>> Ashley McCormack, 16 Riley Road, Morganville. Um, I did want to come up here and kind of give our goodbyes to uh Mr. Caribelloo, but I can't do that right now. What I can't get past is that a community member, a mother, PTO
member, and a previous board of ed member sitting in the audience taking time out of her night to watch you guys at the Davis and I get my eye gets caught by Miss Adini and I mean Miss
Gandhi and Miss Cara chatting and so I'm looking and what happens but Miss Gandhi stares me down hard. literally whips her head, puts her chin on her hand, and stares at me. It made me feel so
intimidated and so sick. I literally mouth, "What are you looking at?" And she doesn't stop. So all of this back and forth between you guys is enough. But then you bring it to the audience and to the constituents, the people that
you work for, you were elected by to serve. It's not okay. It's not okay behavior. Everything needs to stop. Focus on the education. Focus on the children. Stop this and stop doing it to us. It's not okay. You do it on Facebook. You do it here in the meeting.
Then you talk about getting attacked. Get out of here. It's crazy. And uh it was moments after Val said we should, as in the BOE, should feel safe and protected in in a healthy environment that Miss Gandhi agreed with and then
pulled back. Get out of here. It's not okay enough now. Act like an adult. >> Thank you, Mrs. McCormack, for coming and speaking. Um, I understand the sentiment because when the way you were staring at me with chewing your gum the way that you were,
it kind of scared me. So, I I first had to see if you were looking at me or someone else, but when I saw that you were staring at me, I looked away, but I was not looking at you. So, I I do agree that you did. And there's no back and forth. Thank you. Um, no, there isn't. >> She can come up for one minute. >> Sure. Go ahead. Don't
>> learn your policy that you break all the time. Anyway, um I apologize if I was chewing my gum. I don't feel well. I had chemo yesterday, so I apologize if my gum chewing annoyed you, but you didn't. That >> No, I think you staring at me kind of scared me, >> right? There's there's just no back and forth.
>> I understand. I'm just going to respond. Um but yes, you staring at me. So, I had to first look if you were looking at me or someone else on the on the deis here. So, yes, I our eyes met, but I was talking to Mrs. Carrero. I was not staring you down. I don't know what you saw, but I did see you staring at me and
it kind of scared me a little bit. So, I you know, I just wanted to say that. >> Okay. Thank you, Mr. Carville. Anyone else? >> I have no one else on my list. >> Is there anyone else in the audience who'd like to publicly speak? Mrs. Borstein.
>> Good evening. late in this evening. Robin Borenstein, uh, Marorrow, I wasn't planning on speaking, so I apologize if I end up all over the place a little bit. Um, I just wanted to echo um your sentiments from earlier, Mr. Cohen, regarding uh Mrs. Wendy Stm.
She's was a phenomenal asset to the school district. She was with one of my boys um for a little bit a few years ago, and she still remembers him. I remember her, she remembers all my kids. Um
it was great having her. Congratulations on her retirement. So I just wanted to echo um your sentiments on on that. You know, congratulations to her. Um I did have another comment. Um, is there
any way because I know that the the format or the layout of the meetings are all done during reorder during one of the other meetings, but is there a way of looking at when we're doing presentations and when we're not and
when somebody not on the deis is doing the presentation because while you guys are all able to go ahead and ask questions or make any comments, those of us in the public are not able to do that. So if
any of us for instance had a comment or a question related to NJSLA or the DM and I'm only using that only because that was discussed tonight. The first public comments was done before that presentation and now the people who did
the presentation are no longer here. So if anybody Okay, there's just three of us that are here now but sometimes there's more than us just three. Um, if anybody has any questions on that, we don't have anybody direct to direct that to at this point. And while I understand
we could send it as an email, it's better sometimes for the comments or the questions to come out in public comments because other people may have those same questions or comments. and instead of getting I'll use an arbitrary number 10 emails relating to the same
thing. If we were able to ask those questions and then get them answered at the meeting, then it eliminates those 10 emails and a district employee having to take time out of their day to address 10 separate emails. It could just be addressed here. So I don't know if
there's a way of looking into maybe doing public comments after the presentations are done so that the people that are doing them that are not sitting at the deis I mean if you guys are doing the presentation obviously it's something different you're I guess trapped here for a lack of better word
but um >> um other people are not um and then my other question I'll be really quick um Since the issue of transfers was brought up, is there any way to go ahead and explain this $8,249 transfer related to this diecut machine
um at Asher? I'm somewhat familiar with diecut machines. I don't know of any that cost that much. So, is there any way of just elaborating as to why this machine costs this much money? >> That's it. Thank you. I appreciate it.
>> Thank you, Miss Borenstein. Let me let me first first Miss Borenstein thank you for sharing um about Miss Stra um what what you offer in your comments is personal experiences and those are actually in my opinion far
more meaningful than my comments. So thank you for sharing that. That's really important. And then the other thing is I just want to thank you for making a very practical recommendation. All right. And um I'm not sure how we do it, but I'm going to definitely have some conversations on how we can do it
because even though I know if a question came up, Mr. Bologn is still here, he can answer them probably better than anyone else in the room. But the fact is is that it should be timely with the presentation and I think that's really important from a public perspective. So, I think we can explore how we can do
that and um we'll call it the uh the the Robin Bournestein modification change or rule, but I I think it's a a really great recommendation. So, thank you for doing that. Um and then I will just defer to Mr. Caravell if he can answer the question. If not, he may have to get
back to you on that. >> I I will get back to you. >> And then I think Miss Gandhi, you had you had a comment. >> Well, you kind of said what I was going to say. I think that's a really good observation and suggestion honestly because I think that things especially when it relates to um the the school
scores and stuff right I think it's important to get some feedback from the community so I think that if we could do that if there's going to be a presentation and maybe have public comments maybe just add an additional public comments after the that fact the presentation I think it doesn't hurt um I'm sure you know we're not going to
have 20,000 people come up but I think we should give them an opportunity if they have any questions so I think that's a really good suggestion Thank you, >> Miss Carrera. >> So, I was thinking about the same thing tonight cuz I'm like, uh, um, could would we actually be able to do like a
menty poll like while a presentation is going on? So, like you can collect it like the questions and answer like maybe >> Yeah, like the most common ones like things like that that these are the things that go through my mind as well. So, just something >> I I love I love creative ideas. These
are out of the box thinking. This is great. >> Yeah. I mean, we could do we could actually use like poll anywhere or something like that where when this is going on, they can actually type in the questions the the audience and then it will come to Mr. Bologn and he could read through it and just be like so we don't have to even have public comments, but the questions could come in. I think
we should definitely consider doing something like that. Great idea, Jenna. >> You could also revisit the concept of coffee chats. This would have been a great topic for the coffee chats. Miss Barnstein always participated in coffee chats when they were held in the district building. We had a special ed one. We had a hip one. We had many
topics that community members, we could have even used one for the referendum where it was more of an open conversation space. Morgan could have given the presentation right there in the room and it would have allowed for open dialogue and open discussion. So maybe next year the communications committee can revisit coffee chats
because that was the best way I felt to reach community members and have administration in an open arena to answer questions instantaneously. And I just wanted to respond back to that. I really like that idea, but I think it would also be
time-saving if we could do it here, get questions, and do like the followup with the community for more like feedback and maybe more proactive because I like that. But like rather than do doubling on the >> Yeah, this was more specific to one topic. So instead of having to sit through an entire board meeting and the
presentation and another public comments, it's probably more timeconuming to have a two-hour coffee chat and have people be able to get their questions answered directly in a less formal setting. >> But I think even doing the the question stuff, which is again I think it's a
free service if I'm I use it all the time too, but I just remember what um >> I'm going to do like a QR code and they can scan it and they can ask the questions as the presentation's going on and then the cell service is just so problematic. >> I'm going to I'm going to leave this to Mr. Balone and Miss Gross to sort of
come back with some suggestions and recommendations for us on this. So, that would be great. >> And just one thing to your point because my kids went here and I'm I was always here. I love that idea, Jenna. I think that's great if they scan the QR code
because we do that at work too. And then you can ask like during the meeting and then somebody pulls it up. The only thing is just with that option also giving just a regular option for people who are not so techsavvy. However you all do it in the future because you do have people right. Yeah. I think like
however you could do both options cuz the cell service here is like spotty. I just think you know Mr. Bone it's like >> yeah we could do like little question cards too like if we just put out little notes and then after the presentation it can be collected and just you know we can we could do that. So
>> we will we will Mr. Balone will definitely get back to us on this. Thank you. Um, any other discussions? Any other public comments? Motion to close public comments. Miss Mendes. Seconded. Mr. Lansonsky. All in favor? Anyone
opposed? Thank you. We are now going into executive session where we will be discussing matters of attorney, client privilege, collective bargaining agreement discussion, and safety and security matters. Uh the board does not anticipate coming back out to sort of
take any official action. We expect the uh session could take up to 60 minutes. Motion to adjourn into executive session. Miss Carrera seconded. Mr. Hyatt. All in favor?
>> Any opposed? Motion carries. Thank you very much everybody. Have a good night.