Yeah. I don't know how much >> I look at it kind of Is it low enough that I hit my head on it? years. It's unfortunate. But five times, three times I was twice. college.
>> But the first thing I did the election. Sometimes I go Even I was there for Yeah, photos. The only English major school. The only world that doesn't want
to be >> colleagues. Oh, that came out way louder than I intended. All right. >> Good evening. I call to order the August 12th, 2025 meeting of the Matuchan Board of Education. Please stand for the flag
salute. I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Mrs. Alvich notice of the meeting
please. I hereby make the statement to indicate compliance of the open public meetings act known as chapter 231 of the public laws of New Jersey 1975 which became effective 90 days after enactment January 19th 1976. Notice of this meeting was given by providing the location, time and date of
this meeting and posting of the same on the front door of the board of education offices by delivering copies to the burough hall and the Matuchin public library the home news and tribune the star ledger and by filing a copy with the burough clerk as prescribed by this law. >> Thank you. Roll call, please.
>> Mr. Bop, >> he is advised you will not be present today. >> Thank you. Miss Cheetum, >> here. >> Mr. Derflinger >> here. >> Mr. Glber >> here. >> Dr. Johnson Marcus >> here. >> Miss Colleen >> here. >> Mr. Lifton >> here.
>> Miss Michaels Morte said that they would not be here today. >> Thank you. >> Dr. Sper >> also advised she would not be present today. >> Thank you. Mr. Sass >> here. >> Wonderful. Thank you. Dr. Caputo, do we have any showcases of success today? I
forgot to ask you earlier. >> Yes, we do. We have um presentations of uh both GPA and access results. I'll turn over to Dr. Herzog who will lead us in the presentation. >> Wonderful. Thank you, Dr. Herszog. >> Mr. >> All right. Wonderful.
>> Good evening. U Mr. Kraki is going to start us off and I will end the presentation. >> Good evening folks. Uh thank you all for allowing me the opportunity to join you this evening to present the NJGPA results. At graduation each year, I'm
required to state and confirm publicly to the guests Dr. Dr. Caputo and the board president that the students in the senior class have successfully completed all course requirements set forth by the New Jersey Department of Education and I must always confirm that they are ready
for graduation. Uh the NJGPA is a graduation ready measurement that I must use to support and confirm my statement at graduation. The hard work of our students and our staff each year helps make my monitoring
of this requirement relatively easy. So, as a reminder, which is on the slide right here, the New Jersey Graduation Proficiency Assessment, NJPA, is designed to measure if students are graduation ready, specifically in ELA,
with the alignment to the 10th grade standards and in the alignment of the math standards in both algebra 1 and geometry. In March 2025, the NJGPA results um or the March 2025 NJGPA
results will be used to satisfy their graduation requirement for the upcoming year. So, for the class of 2026, our participation rate is outstanding. Thank you to Mr. Stike for ensuring that all of our students complete this
assessment on a yearly basis. Now, we're going to take a look at the ELA results, English language arts, and I'm thankful that I have the opportunity to collaborate with Dr. Herzog, Mix Manziano, and our teaching staff when analyzing these results.
What you will see here uh to the left is the graphic that identifies the results for the state. Uh the graduation ready results for the state showed that 80.7% of our students across the state were graduation ready based upon this
assessment. And here at the high school we have a 96.9% uh graduation ready uh percentage. The glows and grows that we have here just as part of our analysis we wanted to highlight the fact that we outperform
the state by 16.2 percentage points. And uh our writing conventions showed that all students were at or above the proficiency level. Students scored significantly higher than the state on
all of the reading and writing standards that were assessed specifically in the tasks that were given. And students scored significantly higher than the state on written expression, written knowledge, literary analysis, and the
research simulation. The area that we really wanted to focus in on, something to uh continue to grow on, is to continue to provide our students with opportunities to an analyze interactions between text elements such as structure and the use
of close reading strategies. Now, looking at the past four years and remember that in 2020 to 2021 that was our reset because of the uh absence of the exam. But now that we're back in,
you have four years worth of data here to look at. And you'll see how the state started at 39.4% and continued to grow and their last year or this past year was 80.7%. We're looking at the high school. We
started uh at 69.3% and look at our growth. We're at 96.9%. Um we're still really right up there, right at the top. So I'm very proud of the work that we are continuing to do. So when looking at this slide, these are
the next steps where we continue to see ways to tweak our instruction and ensure improvement. I feel it's much more of a focus on sustainability practices for MHS. In particular with regard to our work uh in particular across the board
best practices we will continue to use assessment data to derive instructional planning review the standards that were assessed with the updated standards because the standards that are used for the NJ GPA are not the ones that are
infused into our curriculum. They're the prior approved standards. They're still working on the old standards at the state level, which is a very interesting piece to know. Uh our supervisor and staff will continue to collaborate on the analysis of the school evidence
statement reports and we will maintain a focus on instruction for writing and research practices in both the ELA and social studies classrooms because that's a great tie-in and uh great way to collaborate with all stakeholders to help uh reinforce instruction.
ELA specific, we will continue to infuse more critical reading and writing skills in both literature and informational text. So now in mathematics, Dr. Herzog, Mrs. Leick, the teachers, and I have spent a significant amount of
time in collaborating with our teachers, reinforcing the importance of analyzing data, engaging in math discourse and discussion, and focusing on assisting our students in modeling and reasoning. Let's take a look at our results here.
This slide identifies the state uh meeting the graduation ready requirement. 58% of our of the student population met that requirement in mathematics while we at the high school met uh at a higher rate at 83.8%.
Some glows to specifically highlight. MHS outperformed the state by 25.8 percentage points. students scored at or substantially higher than the state on all mathematics standards. The students outperformed the state on all four
domains, major content, supporting content, reasoning, and modeling. And in particular, reasoning and modeling were very strong given that these have been the instructional PO focus for the past few years. Some areas of growth that we
want to focus in on is to continue our focus on subgroups to specifically address gaps in student learning as it's reported. Um, and to continue to analyze evidence statements to guide instruction in more difficult geometry and algebra standards. Again, those are the two
areas that are specifically assessed on the NJGPA, the algebra one and geometry sections. So that's where we will spend more of our time. Again, here's our multi-year result
analysis. Looking at these past four years, you see the states data. Yeah, they continue to grow a little bit. We continue to grow. We're still at a similar rate, a little bit lower, but not much from the previous year, but I'm I'm very confident in what we're seeing
and what we're able to do with our students and with our uh with their learning. So now, while it seems like we're relatively static in our growth, looking at subsets of data, which we do separately, we don't always report that out to you, um, we see that our
students, again, and this is something that I said earlier, are performing much better on items assessing specifically modeling and reasoning. So now again, when looking at this slide, we're tweaking instruction and
reinforcing sustainability in our instructional work. So across the board best practices in math using assessment data to drive instruction uh analysis of school evidence statements and link it results to drive curriculum and instructional decisions
engagement in datadriven conversations with teachers. Emphasizing student- centered approach to instruction with regular incorporation of mathematical discourse and target support for individual students through small groupoup interventions.
math specific. We will be examining the performance ba examination of examination of performance based on the evidence statements to drill down into the types of tasks students need more specific and explicit instruction on. Uh
we will be engaging in a book study this year. Uh the book is titled building thinking classrooms and with the goal of attending a full day workshop with the author that will help to guide our practices a little bit more and we hope to ensure that the curriculum
consistency and engage on ongoing vertical and horizontal articulation embedded in our meeting structures. We're hoping that that will continue to strengthen our work uh regularly. So now I'm going to turn this over to Dr. Herzog for some additional analysis.
Thank you for your time. >> Thank you, Mr. Pasi, for your hard work and for your analysis and presentation. This is a slide that demonstrates our subgroup proficiency results um across several years. So, we have four subgroups and our data is analyzed and
broken down into these um different subgroups. So you'll see Latano, Latino, Hispanic, Asian, white, and special education subgroups in ELA, and math across four years of data. So um any
group that with less than 20 students is not presented here for privacy purposes, but you will see some nice growth in these subgroups as well. I'll point out that in ELA there was an increase in two of our four subgroups and in math there
was an increase in three of the four subgroups and all of the subgroups are substantially higher than they were um four years ago. So that is nice too and then I think that special education has some nice growth to highlight over the course of the years in both subjects.
the subgroup next steps. Of course, these students will benefit from all of the next steps that Mr. Prowski already explained, but to go a little bit more specifically into our our process for diving into our data and using our
tiered interventions and our supports to align to student needs. So, we'll continue that process. Again, datadriven differentiated instruction in math where um we want teachers to be using small groupoup instruction. and in ELA optimizing their reading and writing
conferences to attack these um specific goals and target areas. We will we do provide push-in and pull out services for students struggling in ELA and math through our RTI or response to intervention services and um our portfolio services as well. We'll
continue to use our federal funds, which I'm excited that we just received for title one for high school math um intervention services and our portfolio period to really prepare individual students and small groups of students in
um passing a meeting a graduation requirement pathway in some form. So, prepping them for to take the NJGPA again in the fall to pass the PSAT, SAT, ACT, or if not take the portfolio, go through the portfolio process.
Um, this slide highlights that every student in order to be graduation ready has to achieve a 725 or greater on both sections of the math or the ELA. So any student who has not yet reached or demonstrated that level of proficiency will give be given multiple
opportunities to do so before next June when they are set to graduate. So that will include another administration of the NJGPA in the fall which we'll be prepping them for. And if that um isn't the right pathway for them, some may take the PSAT or an SAT or an ACT in
order to meet that um that graduation requirement. And if not, they'll go through um work closely with one of our teachers in ELA or math to complete the portfolio assessment. And we have a class period designed um or dedicated to that process. And a student can meet
this separately in ELA or math. Several students u might only need one area to focus on. And then there are a small group of students who take the dynamic learning maps as an alternative assessment to this to meet this requirement. And if you're more curious
on the cut scores for the PSATs, the SATs, the ACTs, um you can look at the NJDOE site for their high school graduation assessment requirements. And although I believe it's still published through the class of 2025, I did not hear of any changes. So if we hear of
that, we will let the public know. And that is it. Thank you. >> Thanks, Dr. Ros. Thanks, Mr. Prowki. Okay. Any questions? >> Are we using the We're not using ACUPPLACER at all. >> We're not.
>> Yeah, we're not. >> Is it just more efficient to you do the portfolio or like if for students who get to that point or >> we had I believe we had pursued that in the past.
Yeah, >> it was a fumbling process trying to work with the uh company that uh establishes ACUPPLACER. So, it's always been a difficulty for them to come in to assist us with uh using ACUPPLACER. So,
honestly, the process of working with our students and helping them through the portfolio process has been much more um effective and efficient for our kids. um they they get the extra TLC and support that they need in order to to
meet that successful meet that requirement successfully. So so we spend our time there instead. >> Okay. Thank you. >> Any other questions? >> All right, I guess I'll go. Thank you for the presentation. I always love uh
seeing the numbers up on the screen. Um, one of the next steps that you listed was more grant funding use for tutoring and stuff. We've been doing that for a while now. Um, are you still feeling that that's like
effective? Are we changing the way we're doing that? Is there a different plan for it? Like what's >> So, the grant funding that we referenced is Title One funding. And um how we're using that funding right now is to um is for our one of our intervention teachers
or periods of different teachers. So it is during >> it is during the school day and it's pushin and co-taught in co-taught small group instruction in their regular class or some pull out um small group work. So
it's not the high impact tutoring that we've done in the past. It's actually a teacher working with them in their norm in their regular school day. >> Great. So it's going to be like in person in the moment. >> Yes. It's part of this regular school day, the title one response to
intervention services. >> Okay. >> Great presentation. Thank you. Uh question about uh the subgroup scores uh special education. you see the leap um you know ELA 25% to 87% above state
average um yet in math we didn't necessarily achieve the same kind of improvement any thoughts or >> well our general achievement is higher in ELA our general population is
achieving higher in ELA than they are in math so I think that is a little represent representative of whether tests are harder. Also, the state scores are lower in math than they are in ELA. So, I think they're generally more inflated. Um, I mean, we've been doing
similar strategies and in fact, we've, um, yeah, co-eing, increasing our co-eing, having special education teachers in department meetings, attending the same professional development. Um so very much of the same strategies
in both subjects >> but it is kind of unus I mean and ob you look on the LA side it's the same population exceeded the state exceeded the state yet the same population for math did not exceed uh what the state
just using the state as a benchmark and you know if you want to play with like percentage increases it's it's not nearly as good >> yeah I I mean it's a specific specific strengths could be related to their specific disability areas.
Um, yeah, that we'd have to dive in deeper to see those particular students. >> Thank you. >> Okay. Yeah. Just one thing when we start looking at the NJSLA scores, just to build off what uh Eric just said, um it
may be interesting to look at how our special ed students are population are doing in math in grades seven and eight when they're getting the pre-alggebra and algebra pieces that they're going to see later on in the um NJGPA. Um maybe that's where the interventions or
additional assistance might like bolstering might be something that we that would be interesting to learn about like what that looks like um and seeing if if concentrated efforts there pay dividends later on. these >> it very well could be that these
students as um 11th graders were having difficulties because of where they were with their pre-alggebra and algebra coming out of the pandemic. So, um I'm kind of looking I I know not noticed the same thing and I'm wondering
based off of what he's saying making me think um if we look at NJGPA uh like with the eighth grade kind of and use that as um some kind of an indicator maybe we can get a better picture but um listen you're getting gains and that's great and if we we're
just interested in hearing more. >> Okay. >> Thank you. >> Thank you. Okay, Lindsay, thank you. >> Okay, Brandon, you want to switch the slides? Okay, I'm going to welcome Miss Lindsay Omar, our supervisor of
elementary instruction, multi-ingual learning, and instructional technology for the district. She's going to present on our access results for our multilingual learners and their state testing.
>> Thank you. Okay, good evening everyone. Um, today we'll take a quick but meaningful look at the spring 2025 access testing results. These results give us insight into how our multilingual learners are growing in their English language profic
proficiency and they help guide our next steps for instruction and support. So, so we're all speaking the same language. Here's a quick review of the terminology we use. Access is the statewide assessment we give um each spring to our ML students in grades K to 12. Um when
we say ESL, we're talking about the instructional model. And when we refer to a multilingual learner or ML, uh we're talking about a student and the term recognizes that students come to us with valuable skills um in more than one language.
The purpose the purpose of uh the access assessment is really about ensuring every multilingual learner gets the right support at the right time. So, first, it allows everyone, teachers, families, administrators to understand a student's year-to-year language development. With the right scaffolding,
students can participate in their content classes. Um, and when they're reaching proficiency in English, they can engage fully without language support. It's also important to note what access is not. These results are not designed to measure a student's overall ELA ability, determine special
education or gifted placement, um, or evaluate teacher effectiveness. So, here we can see our multilingual learner enrollment trends over the last five years. This growth is exciting. It means our schools are serving an
increasingly diverse and linguistically rich student body. Last year and this year's enrollment are very similar. However, it's important to note that the increase from 88 students to 89 students was not simply the addition of one more
student. Rather, we've had several students register into our Matuchen school district um while others have left the district. Home languages. These are the home languages spoken specifically by our multilingual learner multilingual learners. While Spanish and Indonesian
are our most common home languages, our students bring a vi wide variety of languages and cultural backgrounds to our classrooms. One highlight worth celebrating. This year we've had 100% uh participation rate in the access testing. This means
that every ML in our district had the opportunity to demonstrate their language growth. So this is a sample of an individual student uh report that families and teachers receive. Each report shows student scores in the four language
domains of listening, speaking, reading and writing. And then their overall composite score which is um comprised of 35% reading, 35% writing, 15% listening and 15% speaking. Uh simply uh students can score in each
domain and overall um on a scale of one to six. So students enter our program when they score between a one and a 4.4 and students exit when they meet that expanding reaching uh proficiency with a 4.5 or higher.
Uh this slide shows how our students composite scores are distributed for the 2025 access assessment. Looking at this distribution helps us identify trends. For example, where most of our students are currently performing and how many are nearing proficiency. You can see we
have about 25% of students in that three-point range and about 30% approaching proficiency in the four-point range. Another celebration, nearly 17% of our multilingual learners scored a 4.5 or higher on the access assessment this year, which means these
students have officially exit our exited our ESL program, and they can now fully participate in content classes without language support. A huge step towards academic success and confidence. We're able to understand the progress we are making when we compare our scores
from this year to last year. So last year we saw about 15% of students in the four-point range and this year about 70% of 17% of students exited. Additionally, last year we saw about 30% of students in that three-point range and this year
we had about 30% of students in the four-point range. So this indicates that students are continuing to advance towards proficiency each year. This is um the NJ DOE 2023 to 2024 school performance data. And so we don't
have access to the 2024 2025 yet. Um but this data is especi especially significant when we consider how student growth is measured for our ML students. Our students come with uh varying levels of English proficiency. And with this
report, each student's expected progress is based on their initial proficiency level uh the first year they take the access. So growth targets increase by equal intervals each year, aiming for students to reach proficiency benchmark
of 4.5 within 5 years. So therefore, each individual students growth expectation is unique to their learning progress. This means that when we look at year-to-year percentage of students meeting growth expectation on the NJ DOE school performance data, we're not just
seeing raw numbers. We're seeing how well our students are meeting or exceeding their personalized growth goals. You'll also notice some asterisks on some data points. And this means there were too few students in that group um to report scores while protecting privacy.
This is our daily ESL program across the school district. Uh to support our ML students, we use a variety of instructional models tailored to their needs across grade levels and schools. At Moss and Campbell, we implement a push-in co-eing model where ESL teachers collaborate directly with the general
education classroom. At Edgar and the High School, we use a pullout model to provide focused targeted language instruction outside the general education classroom. For our younger learners in K to five, we provide sheltered English instruction by the GenEd teacher which integrates language
development and content instruction to make academic concepts more accessible and engaging. At Edgar in the high school, students who score below a 2.5 on the access receive a double block of ESL services,
giving them extra time and support to accelerate to accelerate their language growth. We also provide a second highintensity period for our Spanish-speaking students in grades 6 to 12. This aligns with our bilingual waiver with the state which requires us
to provide specific programming for any language groups of 20 or more students. Next, I'm excited to highlight some key initiatives and resources for our students. The high impact tutoring grant provided targeted tutoring to accelerate student language and literacy growth.
Our star academy offers summer tutoring focused on accelerated reading skills to help students maintain and build momentum year round. It also utilized a twogenerational approach which included academy assessions for parents and
families to participate in as well. We are also continuing to create detailed multilingual profiles for each student. Um, and finally, we hosted our first ML parent advisory committee and will continue to do so to further strengthen the partnership we have
between home and school. And finally, um, our staff professional development. Supporting our multilingual learners means supporting the educators who work with them every day. We provide annual professional development to all staff to build awareness and skills in
language acquisition. Our ESL teachers receive ongoing professional learning, including supporting the new WEDA standards and training in curriculum design and writing. For K5 content teachers, we offer training in sheltered English instruction. It's an intensive
15-hour program that equips them to integrate language development into their subject areas effectively. We also promote co-eing models and encourage regular consultation between content and ESL teachers to share expertise and tailor instruction. And to
build staff capacity even further, we utilize an ESL consultant who provides specialized support and coaching. All of these efforts ensure our educators are confident and prepared to meet the needs of every multilingual learner. And that's the end of my presentation. Thank
you all for having me and letting me share about access. Um, I learned a lot over the last several months and I look forward to the continued work of this program. Please let me know if you have any questions. >> Thank you for your presentation. >> Sounds very exciting the plans you have
for professional development. >> I am very excited about it. >> Wonderful. >> Thank you. >> Any questions? Oh, Eric, sorry, Mr. Sus. >> Thank you for the presentation. It's clear that you're very excited about it. Slide 13, you talked about um some upcoming things and some of the
programs. Is there anything in particular that you're excited about in terms of next steps? >> I think personally one of the things I'm most excited about is our parent advisory committee. Um when I took on this role in March, it was one of my first tasks that I participated in. Um
and it brought me a lot of joy. We had great uh turnout from our families and we we asked them what do you want to see next from this committee and they provided us with invaluable feedback. they really want um resources and
activities to support their children's English um proficiency. And so uh I hope in the next parent advisory committees we can kind of uh utilize our ESL teachers to provide that to to families so they can work with their children at home as well.
>> The the um the list of languages was pretty impressive. like are are you able to effectively I I mean kudos to you. I don't know how you you can have a meeting with such a wide range of parents and and pull out what they need when they speak such a I mean you have
help. I mean >> so um we did present our parent advisory committee in English um because that is what we have accessible to us um but we had uh additional technology available for our parents. So, we brought Chromebooks with um Google Translate
open and available to them. And we also use pocket talks which are able to translate into almost 100 different languages. You choose if you're which language you're speaking into and which language you'd like it to translate. Um you speak into it and then um you can
read but also audibly hear um what you've said in the language that you've chosen. So, we use those. >> Very cool. Thank you. >> Thank you. >> Great question, Mr. Sus. I was also curious about that. Thank you for sharing that. We've all learned a little bit. >> And when I email, I translate um all my
emails into uh each parents home language as well. >> Wonderful. >> Through Google. >> Thank you. >> Thank you. >> Any other questions, colleagues? Uh Mr. Glassber. >> Thank you for the presentation. Well done. >> Of course. Thank you. >> Um so I'm happy to see the summer
offerings for ML. Um, I think that's a really important piece because this, you know, kind of like with a lot of things, you can't really just take a couple months off from practicing and working on on the English skills, especially at such an important time for the kids.
>> Um, a couple random questions. U, do do any kids wave or parents wave their children out of ESL ML services? >> Yes. Um I think this year it was about four or five students.
>> And then do they get any other are they eligible for any other supports or is it just basically then you know since since they chose not to? >> Um of course um their teachers and our ESL teachers would always provide supports to them, the students, their
families, the other teachers. Um, and then they have access to all of the supports in school depending on which school they're in as far as RTI um or other supports if it's needed in those content areas. >> Okay. Um I think on the slide it said uh
after when they get to like the five or four above a 4.5 then there's like bridge support or bridging right so they exit at 4.5 and then there's bridging. What does the is there something supplied for the students when they exit and now they're
in that bridging category? So if they have a five, they're bridging. What does that mean? >> I don't know of something specifically off the top of my head. Um I'm sure some supports exist um maybe from our ESL teachers. Um and I'd be happy to share
with Dr. Japuto and share. >> Sure. I just didn't know if there was like a transition kind of class or something like that or something that they that they go into like is if they are recently exited or something along those lines. Okay. >> And one more. Do we know the average
number of years that a student stays in ESL in our district? >> Yeah, I'd have to calculate. One of the first tasks I did coming on was trying to look at some historical data. Um it's pretty difficult because we really do have a population that moves in and out
of the district. Um but they do say five to seven years. Um the the expectation being five. >> Mhm. >> Okay. Thank you so much. >> Thank you. >> Good job. >> Any other questions, colleagues? >> All right. Wonderful. Thank you so much.
>> Okay. Thank you. Thank you. >> Thank you, Dr. Herzog and Miss Omar and uh Mr. Praki. Appreciate it. All right. Wonderful. Back to me. Huh? All right. Um, I think we skipped the meeting open to the public part. The
meeting is open to the public. Seeing none, closing that section. We're moving to the report section. Good night. Uh, the report section. I do not have a report for tonight. Dr. Caputo, do you have a report? >> So, nothing uh tonight. I will be
sharing tomorrow in my um morning after the board meeting summary that I send out. Um I'll be sharing some timelines, the latest we've heard around construction dates. Um Mr. I'm sure Mr. Glasburg will touch on some of those tonight as well. So no report for me tonight.
>> All right. Thank you, Dr. Caputo. And no committees have met since our last meeting, but as usual, I know that Mr. Glasber is always ready to provide an update on the construction. I'll do my best because this is uh everything's a moving target, but this is what we have
as of this moment. And uh Dr. Caputo will put most of this in writing uh tomorrow like he just mentioned and that will be helpful for those of you who aren't uh following this too closely. Maybe you're at the Beach Boys concert thing watching.
>> Uh so at Moss School, the the um kindergarten is expected to be completed on time. will be completed on time um August 22nd approximately uh with air conditioning available, bus loop ready to go available. Um of course in the
beginning we do need to just be mindful of the fact that there could be issues with that new electrical the air conditioning and so on. Um so we do ask for your patience with that but everything is set to go for the end of August there. uh the remainder of the
site work um would be completed approximately early November and then the addition which would allow for the new grades to come in the new uh first and second grade is anticipated for the middle of the school year. Uh and then
that will allow us to be ready to go for September of the following year for the grade realignment at Edgar. Um, same thing. End of August, we should have the new edition done, air conditioning available. Um,
being mindful of the fact that there could be some issues there. So, we ask for your patience again at Edgar. There is some site work that will still be going on in front of uh, Edgar potentially at the beginning part of the year. Um, but the main the new main
entrance will be the entrance that's used and the added features there at the building are all going to be in place for the end of August. At Campbell, uh, at Campbell, the new addition is going to be done um, perhaps next week,
certainly by the end of August. Uh, and the playground will be in um, so all of that's fine. the PSENG portion has been taken care of by PSENG. Um but because of those delays, uh it is not likely
that there would be air conditioning right at the beginning part of the school year. Um hopefully about a month after that, then all of the electrical will be ready to go. Um, at the high school, the
situation is pretty much the same as at Campbell, which is that PSENG, uh, after some long delays has completed the portion that they were needed to complete. Um, but that is going to cause the air conditioning turn on to be uh,
delayed a little bit longer. Uh, the lights are expected to be in for the late fall. Is that the Musco lights? >> That's the field lights. >> Field lights. Yeah, the field lights for late fall. Um, however, we still need to get the electrical done in the new
addition for those lights to be usable. The cafeteria is com is completed, but that's being used as the board offices temporarily until the board offices are complete. And that's expected in the middle part of the school year that that transition would take place. The
cafeteria addition would open up for students and uh the the new gym would be available for use. The playgrounds I didn't mention at Moss. The playground at Moss will also be available for the be beginning part of the school year. Uh there's also
going to be one on the interior courtyard. that won't be completed, but the exterior one in a similar area to where many people are familiar with it being, uh, that one will be in place.
Okay, let's see. I think that hits all the dates that I was trying to hit. Um, and again, Dr. Caputo will put a lot of that in writing the relevant parts for you. And two things that are upcoming. One, on Saturday, we will be at the farmers
market. Uh we will be showing some photos, some aerial photos that were taken by Mr. Ulig as well as uh we'll have a video to show as well on Mr. Sus's iPad. Um and then eventually we'll post that onto our website as well. Um
and you could also ask us any questions, interact with uh some of the committee members. On Monday, this coming Monday, we will have an open public committee meeting, construction committee meeting. We do those every couple of months. That will be taking place in the Matuchen
High School uh media center at 700 p.m. And anybody's welcome to come out to that one as well. That's all I have. Thank you. >> Thank you, Mr. Glassber. And thank you to our community for their continued patience and grace as we move forward with these projects. It's kind of getting very exciting. If you've been
driving around to the different schools, it's really kind of kind of amazing to behold. So, I'm I'm for one excited. So hopefully we'll all get to be very excited very soon. All right, we move to old business of the board. Is there any old business? Good people. Any new
business? All right, seeing none, I shall move to approve the July 22nd, 2025 minutes of the board of education meeting. Is there a second? Mr. Sus. Roll call,
please. Miss Alvich. >> Miss Chetum. Yes, >> Mr. Derfinger. >> Yes, >> Mr. Glasper. >> Yes, >> Dr. Johnson Marcus. >> Yes, >> Miss Colleen. >> Yes, >> Mr. Lifton. >> I abstain. >> Thank you, Mr. Sus. >> Yes. >> Motion carries. >> Wonderful. Thank you. At this time, the
meeting is open to the public, but I imagine they're all downtown town right now at the Beach Boys concert. So, we move to the recommendation of the superintendent of schools. Oftentimes, it may appear to members of our audience that the board of education takes action with very little common. In many cases, a unanimous vote before a matter is
placed on the agenda at a public meeting. The administration has thoroughly reviewed the matter with the superintendent of schools. If the superintendent is satisfied that the matter is ready to be presented to the board of education, it is then referred to the appropriate board committee. The members of the board committee work with the administration and the
superintendent to asssure that the members fully understand the matter. When the committee is satisfied with the matter, it is presented to the board of education for discussion before any final action is taken. Only then is it placed on the agenda for action at a public meeting. At this time, I'd like
to move personnel items A1 through A24. Is there a second? Mr. Derlinger. Any questions or comments, folks? Seeing none, roll call, please. >> Miss Cheetum, >> yes. >> Mr. Derfinger,
>> yes. >> Mr. Glasper, >> yes. >> Dr. Johnson Marcus, >> yes. >> Miss Colleen, >> yes. >> Mr. Lifton, >> yes. Mr. Sus. >> Yes. >> Motion carries. >> Thank you. Mr. Sus, turning to you to move the finance items. >> I'd like to move items B1 through B7 is
listed on the agenda. >> Wonderful. Thank you. Is there a second? Mrs. Jim. All right. Are there any comments or questions on the finance items? Seeing none from others, I happen to
have a comment myself. I just wanted to clarify that one of our finance items this evening is an agreement that establishes a partnership with the burrow and the board of education to manage and share our recreational facilities cooperatively. This is a beneficial arrangement for our
community. A key element is the financial provision that allocates 15% of the net pilot revenue from the 212 Durham Avenue Golton project to the BOE. This is intended to partially offset the increased costs and demands on school
facilities resulting from new residential development. This shared funding approach helps to alleviate the financial burden on the BOE while supporting the recreational needs of our community. Additionally, this will allow for reciprocal use of the facilities for both the burrow and the board of
education which maximizes the utility of these public spaces for everyone from our students to our residents. This joint resource management is a proactive solution designed to serve the long-term interest of Muchen's residents and students.
So with that, Ms. Alvich, may I have a roll call, please? Of course. Miss Cheetah, >> yes. >> Mr. Derlinger, >> yes. >> Mr. Glber, >> yes. >> Dr. Johnson Marcus, >> yes. >> Miss Colleen, >> yes. >> Mr. Lipton, >> yes. >> Mr. Sus, >> yes.
>> Motion carries. >> Thank you so much. At this time, I'd like to move the policy items C1 and two as listed on the agenda. Is there a second? Mrs. Jetum, any questions or comments on the policy
items? Law on policy. Okay. All right. Uh, roll call, please. Mrs. Ellavich, >> Miss Cheetum, >> yes. >> Mr. Derlinger, >> yes. >> Mr. Glber, >> yes. >> Dr. Johnson Marcus, >> yes. >> Miss Colleen, >> yes. >> Mr. Mr. Lifton. >> Yes. >> Mr. Sus. >> Yes.
>> Motion carries. >> Wonderful. Thank you, Mr. Derlinger. Curriculum. >> Thank you. I'd like to make a motion to move item items D1 through three as listed on the agenda, please. >> Thank you. Is there a second? Mr. Sus. Any questions or comments,
colleagues? Seeing none, roll call, please. >> Miss Cheetah, >> yes. >> Mr. Derfinger, >> yes. >> Mr. Glassber, >> yes. >> Dr. Johnson Marcus, >> yes. >> Miss Colleen, >> yes. >> Mr. Liin. >> Yes. >> Mr. Sus. >> Yes. >> Motion carries.
>> Wonderful. At this time, the meeting is open to the public. No one has come in since the last time, so I'm going to go ahead and close that section and turn it over to Mrs. Jetum for any announcements that you might have in this August evening. Okay, just a few. Um, August 28th is a day for the
community to mark their calendars. There's an all day open house at Edgar. So, um, rising fifth graders from 9:30 to 10:30 a.m. they're able to go and they can be accompanied by an adult. Um, grades 6 through 8 can show at 12:30 to 2:30, but that one is just for students
only. Um, additionally, there's also an open house at Campbell Elementary School from 12:30 to 2. So, elementary school age children will be able to go and meet their teachers and drop off their supplies. So, August 20th is going to be a big busy day in our district. Um, so please mark your calendars. And then um
finally, our next meeting is August 26th at 8:00 p.m. >> Wonderful. >> Thank you so much, Mrs. Chetum. At this time, I'd like to move to adjourn our meeting. Is there a second? >> There's no second. Oh, I'm like, do
y'all not want to go, Mr. Glber? All in favor? Good night, everyone.