All right. Good evening again, ladies and gentlemen. Again, we apologize for the slight delay. Welcome to this very special meeting of the Montgomery Township Board of Education on Tuesday, June 16th, 2026. Statement of open meeting and public
participation pursuant to the open public meeting act chapter 20 231 PL 1975. Adequate notice of as defined by section 3D of chapter 231 PL1975 has been made by regular mail or email on the 11th day of January 2026 from the
board of education offices maintained at 1014 Route 601 Skilman New Jersey to the following the Courier News McGomery News Montgomery Township Clerk and Rocky Hill Burough Clerk. The board reserves the right to enter into executive session for all meetings of the board of
education. It is the board school board's intention to conclude this meeting no later than 9:00 p.m. Mr. Italiano roll call please. >> Dr. W >> here. >> Stefford >> here. Spina >> present. >> Michael Herman Warland >> here. >> Harris
Sn. >> Thank you. Thank you. Please rise as we salute the flag. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. >> I'll now turn the portion of the meeting over to Superintendent. >> Good evening everyone. Welcome and thank you for being here to celebrate our retirees who have dedicated their time and expertise to
the students, staff, and community of the Montgomery Township School District. On behalf of the board and administration, we recognize and appreciate your contributions and commitment. The entire Montgomery Township educational community wishes you health and enjoyment in your future endeavors.
Now, we would like to individually recognize our retirees. So, I'm going to call up Miss Heather Pinoi, the high school principal to start. I'm not mentioning everybody. >> First, I'd like to congratulate all the
retirees that are here tonight. Um, I hope to one day soon be sitting in that seat. And by soon, it's going to be a long time for me. It is my honor to recognize and celebrate the remarkable career first of Mr. Brian B. Brian, will
you come join me up here? I am reluctantly letting Brian Thank you. Brian is retiring after more than 25 years as a distinguished service indo of distinguished service as a Latin teacher at Montgomery High School. Brian
currently holds a master's degree in Latin from Ruckers University, but is also completing his master's degree in Jewish Christian studies at Satan Hall University. His commitment to learning has never wavered. And he's also mentioned to me something about getting
a PhD in the near future. Throughout his career, he has always modeled for students what it means to be a lifelong scholar. During his time at Montgomery High School, Bryant has taught Latin language, literature, and Roman culture, inspiring generations of students through his deep knowledge of
the ancient world and his enthusiasm for language learning. I have to stop and tell you that when I first started at Montgomery High School 17 years ago, I walked in and saw all these crazy posters written in one that everybody seemed to know the joke but me.
And then I wandered around and found Brian's classroom where there were more crazy posters. And I don't know if you've ever seen his classroom, but crazy posters is the best way to define it written in Latin that everybody understood but me. And finally, I grabbed a couple of students to get them to explain what was going on. And they
were laughing and I was confused. And that's how I met Brian. Um, what I want you to know is his students consistently achieve at the highest levels in every area. National examinations and language proficiency
assessments and so many of them have gone on to pursue the classics and related fields at prestigious universities. Brian's influence extends beyond the classroom. He's the author of two widely used Latin instructional texts, War with Hannibal and Legends of Early Rome, both published by Yale
University Press. His scholarship reflect reflects the same qualities that defined his teaching, intellectual rigor, accessibility, and a passion for bringing the ancient ancient world to life for modern learners. Yet, if you ask Brian about his proudest
accomplishment, he doesn't point to his publications or his academic achievements. He speaks about the relationships he's built with students. And I can tell you firsthand that I have witnessed those relationships blossom. From the student that is just curious and grabs Latin and runs with it to the
one that struggles and looks for him, looks to him for guidance. This response speaks volumes about the educator he is and the impact he's had on our school community. Brian has also served as a longtime adviser in the Montgomery High School's beloved what
the students call nerd club or the topian and medieval languages club which he resurrected this year. Under his leadership, students explored ancient and medieval languages, literature, and history while finding community that celebrated curiosity and scholarship, which is the most important thing. As
principal, I've always admired Brian's ability to inspire intellectual curiosity while bu building meaningful connections with his students and his peers and with me. His classroom was a place where students felt challenged, supported, and encouraged to develop a
lifelong love of learning. Retirement will not bring an end to Brian's teaching. He plans to continue sharing his love of languages through Princeton Adult School, private tutoring, and potentially university level instruction. And I've got to tell you, whoever gets Brian is winning the
lottery. And in true Brian fashion, another Latin text is already in development. We hope to see that third. For more than a quarter of a century, Brian has enriched Montgomery High School through his scholarship, teaching, mentorship, and unwavering belief in the power of language to open
doors to new worlds. His legacy will live on in the countless students whose lives he has influenced and inspired. On behalf of Montgomery High School and Montgomery Township School District, I want to thank you, Brian, for your extraordinary service and dedication and mostly for all the friendship that
you've provided to many of us over the years. We wish you all the best in your retirement and the many adventures still ahead. I did offer to say something in Latin, but we all agree it's a bad idea. One, two, three.
Next, I'd like Tina Daly to join me here. When you get to work someplace for 17 years, you make unbelievable friendships over time. And tonight, I'm saying goodbye to two of mine, so you'll just have to deal with me a little bit more. Tina, it's an honor to recognize and
celebrate your remarkable career who Brian stole the first picture. We're going to ask you to bring it back. And while I could adive this and start with the mural that she painted on the wall over there, her very first year teaching, I'm going to go with what I
wrote instead. Here you go, Brian. Bri, make sure it's both. This is what happens when you use half the words on the paper and half the words. Tina is also retiring after 25 years of
dedicated service as an art teacher in Montgomery Township School District. Tina earned her Bachelor of Fine Arts degree from Maryland Institute College of Art and her master's degree from Keen University. Through her career, she has inspired generations of students through her creativity, expertise, and passion
for arts. And I have to add that she's also inspired generations of our staff as many of them wander in and out of her classroom looking for new ways to express themselves and new talents to explore that they didn't know they had yet. Myself included. Made a really cool ceramic tile the other day. It was
awesome. Before becoming an art teacher, Tina worked as a professional artist contributing to galleries and large scale installations. Visitors to the American Museum of Natural History in New York City can still view one of her installations for which she served as the lead artist and designer. She
brought that real world experience into her classrooms, helping students see the possibilities beyond the school walls. Tina be began her career in Montgomery here at Orchard Hill Elementary School before moving to Montgomery High School. And I just learned tonight that that on the wall over there was one of the first
bigger murals that she was asked to um paint by Al Hinger at the time. So he could point to different places as he taught about them. >> She moved to the old Montgomery High School which is now known as Upper Middle School. Throughout her 25 years in the district, she's encouraged
students to explore their creativity, discover their artistic voice, and build confidence through self-expression. One of Tina's most significant contributions was the creation of Montgomery High School's ceramics program, for which she has been our only teacher. What began under her leadership grew into one of
the school's most popular elected offerings. I am always trying to fit one more student in. I'm sorry. Expanding to three levels and serving as a model for other districts across New Jersey. Tina's influence can also be seen throughout other school throughout our school building. She helped create
several permanent art installations including the beautiful mosaic on the bus dock side of the building outside centered on the theme where I am from. The project brought together students, a professional ceramicist and a poet to create a lasting piece of art that
continues to inspire our community. At the heart of Tina's work is her deep belief that every student deserves the opportunity to express themselves creative creatively. I have seen this firsthand as she has poured into our students and she has created lifelong artists that go on to
the next level. Most re recently a ceramicist that's going to be studying at the college level that she is just immensely proud of. I knew that would get much. As principal, I've always admired her commitment to helping students find their voice, take creative risks, and
develop confidence in themselves and their abilities. As Tina begins this next chapter, she is embarking on an exciting adventure. She and her husband Matt have sold their home in New Jersey and are relocating to Bise, a place they have loved for many years,
and we are all deeply jealous of. Matt along with their dogs Ducky and B are already there, and Tina will soon be joining them. For 25 years, Tina has enriched Montgomery through her artistry, her teaching, and her unwavering dedication to our students. Her legacy will live on in the program
she built, the artwork she created, and the countless students she inspired along the way and all of us here at Demographic Park. On behalf of Montgomery High School and the Montgomery Township School District, thank you Tina for your extraordinary service, creativity, and dedication. We
all wish you the best in retirement and hope to be invited to the East She assures me they're happy tears. >> Thank you for the other side. >> There's an order to this. >> Yes, I'm very specific. You just learned this.
>> Okay. One, two, three. Thank you. I would now like to invite Margaret Hardy up from S. Good evening everybody. Eileen, would you like to join me or stay with your family? Your choice. Come on.
I am honored to celebrate a pillar of S community tonight, a woman who has been the heartbeat of health here in Montgomery for two remarkable decades. Eileen Capabilion. It's really hard to summarize 20 years of service into a single speech,
especially when most of her job falls under HIPPA compliance, but I will try my best. Eileen began her career here as an RN over at the lower middle school and then transitioned up to in 2014 as a certified school nurse. In these years,
she has become much more than a healthc care provider. She has been a guardian, a confidant, and a first responsor for us all, myself included. Remember that sty two years ago? That was rough. The role of a school nurse is a really
noble position, but the role of a middle school nurse is brave and noble. In her role, Eileen served as a medical professional while also supporting our students, similar to how our teachers do. Her office was a calm and welcome
haven for all who needed it. Whether it was a band-aid, some fancy filtered water, or those magical ice packs that can cure all, your office was a safe place for all of our kids. You you approached those students with a high level of empathy and concern while
holding the line and helping them get back to class. When we look back at your legacy, we see the count the countless oversight of all the IHPs that you you ran to ensure our students medical needs were met. Expert
coordination of code blueue drills who always had a scratch off on hand to make sure our team was motivated to practice. her unwavering persistence um being the first at the scene for a staff member or a student that was in crisis providing
that calm and steady hand in that crisis. Her infectious enthusiasm for school trips. You loved those trips, every single one. You made it look such low stress, but you handled everything and
crossed every tea and dotted every eye for us. Eileen, you ensured that safety was never compromised, whether it was in the middle of the woods or in the middle of New York City. You never showed the stress and you made sure every experience happened for our students.
Eileen's dedication went far beyond the walls of her health office. She lives our core values of community, acceptance, resilience, and empathy. Having raised her own children through our school district, you never saw students as names on a chart. You saw them as your own. Your maternal instinct
was there every day for all of those students at S. To her amazing daughters, thank you for sharing your mom with us at S for all those years. And Tony, we are looking forward to hearing all the stories that you and Eileen accomplished
in retirement. Eileen, the S family will truly not be the same without you. The halls will feel a little bit more lonely and the nurse's office will feel a lot less like home. However, I know you aren't one to stay idle for long. In fact, I've already started looking into
your retirement opportunities, and I honestly cannot wait for you to start working with Biata Nursing so we can hire you back for Camp Mason next year. No way you're getting away from us that easily. Eileen, thank you for the 20
years of helping, healing, and being the heart of our school. We wish you nothing but the best in the next chapter. One, two, three. Thank you. MRS. LACY, principal of Village Elementary School. Ellen is on her duty. So, it's up to
you. Ready? Good evening everyone and congratulations to all the retirees being celebrated tonight. I know many of you and wish you all the best in your retirement. I am excited to celebrate someone who has made an extraordinary difference in the lives of countless
students, families, and staff members throughout her career. Retired since October, school social worker Ellen Steiner. Ellen's journey in Montgomery has truly come full circle. I fondly remember when she began her career at Village School during the 2004 2005
school year. And after more than two decades of de dedicated service throughout our district, she returned to BES where it all started. In October, she concluded an incredible 21-year career. And we had the great privilege at BES of celebrating that milestone
with her. There was something especially meaningful about ending a remarkable chapter in the same place where it all began. Ellen spent her career doing what she does best, looking out for kids and families. She worked in just about every building across the district,
demonstrating exceptional dedication to the special services department. Her work was always grounded in empathy, compassion, and a genuine desire to help others. students found in her a trusted advocate, a calming presence, and a safe
person to turn to during difficult times. She created environments where children felt heard, valued, and supported, often during moments when they needed it most. For Ellen, the goal was always simple. Help her students
succeed, and ensure they were prepared for whatever came next in their lives. Ellen's impact extended far beyond the students she she directly served. Her ability to remain calm, flexible, and solution focused was a gift to our entire school community. She was an
invaluable partner to teachers, administrators, counselors, nurses, and support staff. Through effective collaboration, she helped ensure that students receive the comprehensive pensive support they needed to thrive. As we celebrate Ellen's professional accomplishments, we also recognize what
matters most to her, and that's family. Ellen is a proud mother and grandmother, and her family is here. Wave, everyone. >> It seems fitting that she that as she retired from a career devoted to caring for children, she is now able to spend
more time with her granddaughters while two of her three daughters continue their own careers in education. The love and dedication she showers upon her family and her dogs are the same qualities she brought to her work every day. Ellen, you shared in your last note
to our staff in October that it felt a little strange to walk away from something you have been so passionate about for so many years. That passion was evident to all of us. It was reflected in the relationships you built, the lives you changed, and the lasting impact you've made in
Montgomery. On behalf of all of your colleagues, students, and families, thank you. Thank you for your compassion, wisdom, advocacy, and friendship. Most of all, thank you for 21 years of service that have helped make Yes, we're celebrating
that. That have helped make our school stronger and our students lives better. Congratulations on such a remarkable career. May your retirement be filled with family, as I know it is, laughter, new adventures, treasured memories, and
all the joy you have so richly earned. CONGRATULATIONS. HORIZON. >> ONE, TWO, THREE. THANKS. MR. Dad Vanheis, principal of Orchard Hill Elementary School.
Hi everybody. I'm crazy excited. Here we go. I'm so honored to speak of my two second grade teachers who have made the decision to retire for the 2627 school year, Kimberly Sheret and Chris Capelli,
who between the two of them have taught second grade here for a combined 60 years. And because you are both Orchard Hill royalty, I couldn't decide who to speak about first or last. So, we're going to
flip a coin. I just so happen to have a quarter. >> Chris, you've been here longer. Your heads, charetses, tails, you call it in the air. >> All right. Heads. >> It is heads. Chris Capelli is up first.
Here we go. Come on. Chris Capelli, second grade teacher of 32 years. That's right. All 32 of his years teaching have been spent in one grade. Chris is a man of few words and
also someone who strikes me as realizing that once you find a job you enjoy, you stick with it. Before we go too much further, let's zoom back to 1994 for a little context. This is the year Chris started. We'll keep it to just one
fun fact about music. In 1994, the year Chris started teaching here at Orchard. The top selling album in the US was called The Sign by the Swedish pop group Ace of Bass. Holler if you remember face of face
because she's such a dedicated colleague. Kim Chet has volunteered to come up and sing a few lines from that '90s jam. Kim, that's okay. >> Not Chris. Uh, your kid gets assigned Chris
Capelli for second grade and you are lucky. It's not going to feel like your other elementary years most likely, but trust me, you're lucky. His style is unique. He asks a ton of questions, let students lead lessons outside the
parameters of where he thought they may go, and believe it or not, still uses those archaic things called notebooks for students to shocking take notes in. What's interesting and honorable is that although Mr. Capelli may hold on to
those traditional materials. He's also one of our most adventurous with technology in the classroom. He uses it for data collection, assessment, and loves to have students record themselves sharing their thinking about how they
solve a certain problem so that it can be played for the class where everyone can benefit from it. Spend a few minutes with Chris and you'll notice he's very soft-spoken and seems like someone who would prefer to stay out of the way. It dawned on me
that that could also describe how he teaches and what makes him so successful. He stays out of the way. He understands how important engagement is when it comes to delivering an instruction. And it seems like all of his lessons are planned to hook them in
and then see where they take it. Over the years, Chris has won the Governor's Educator of the Year Award as well as written an article for the International Reading Association on the importance of thinking out loud when reading to a class. He also many years ago
represented his grade level at a conference where he was charged with relaying new science programming and materials to his colleagues. asked if Chris got them to buy in to the new science programming. He meant he gave me the very Capelli like response, "Oh
yeah, like of course, of course." Chris, thank you for your 32 years of commitment to the students and families of Montgomery. Room 143 won't ever feel the same moving forward. I can say that with confidence because you do your own thing and you do it so well. I hope your
retirement brings you more time with the family, less stress, and of course, more opportunities to watch our Philadelphia Phillies win some baseball games. >> Congrats, CHRISTOPHER. ONE, TWO, THREE.
Thank you. All right, come on up here. Mrs. Sheret, Kim Sheret, second grade teacher of 28 years. Let's get right into it. Nobody, and I mean nobody, takes more pride in their craft than Kimberly Sheret. I know
this because nobody cares as much about admin observations as she does. I mean, Kimberly was a month away from retiring after 28 years and still put as much thought, energy, and genuine
excitement into her planned observation as she probably did in year one. She's granted me permission from this point forward to call her by her last name as I've come to do over the past eight years. Thank you, Sheret. She's done the leadership thing here. She was
team leader for a couple years and recently served on our school leadership team. But what stands out most about her career is her ability to engage and bring the energy year in and year out. Month after month, lesson after lesson
for the Cubs of Orchard Hill. Sharette carries with her the greatest elementary school secret of them all. If I show that I'm pumped about this lesson, those little ones will be pumped, too. and they're going to pay
attention and learn and have some fun while doing it. >> The culture for learning in her room is off the charts. Hands are always up. Conversation is always taking place. And her students not only know the what, but
also the why behind it as well. Another reason Sharette is special is because she remembers what a powerful tool celebration can be. She welcomes parents in for writing celebrations to raise her students level of pride in their work. But she also celebrates good
thinking from her students whenever she can. She pauses instruction to compliment a student to the group. She comes up with catchy routines to shout out great work. All right, I'll do it. Like the 10 finger woo.
And she'll always listen when a cub wants to share a success. Sharet, you are one of those teachers that I feel lucky when I get to watch you teach. Your passion and energy for teaching anything reminds me of me as a teacher, and I think that's why I always
get so excited to come watch you do your thing. Not that this is an applicable comparison anymore, but we reminisced a little bit about the '9s, so I'll go for it. I remember the saying, you could teach the phone book or they could teach the phone book. Sharette, I really
believe I could throw one of those bulky, heavy 1990s phone books in front of you and tell you that's the curriculum and you could get it done in an engaging way. That's how special you are. Thank you for your continued
excellence in the classroom, for all the little leadership lessons you've thrown my way in my eight years here, and of course, congrats on amaz on an amazing career here in Montgomery. CONGRATULATIONS. ONE, TWO, THREE. Thank you.
And now I'd like to introduce Mr. Andrew Italiano, the business administrator to speak. >> Thank you. I got to lower this. There we go. That's better for me. Uh good evening everyone. Uh first I'd like to uh congratulate all
our retirees and I wish them the best in their next chapter of their lives and thank you for your service to us. Speaking of retirees, there's one more present this evening and I'm here to celebrate an extraordinary member of our high school community, Hippolito Perez,
known to all of us AS OKAY, 20 years. That's how long Paco has been part of our community. Starting back in September of 2006. For two decades, Paco has shown up, especially in those night shifts, to ensure our buildings are clean, safe,
and welcoming for all our students, staff members, and community members that walk through our doors. Paco's contributions went far beyond the regular custodial duties. He took a leadership role as a night's custodial shift supervisor, and he brought
something special to that position, pride to his work. If you walk around McGomery High School lately, you've seen the evidence of his care. I'm getting a little old there, too. I lost my place. One thing I wanted to add to the talk
beyond everything besid besides Paco's work as a custodian and night supervisor. You worked outside working on our mulch beds and things like that which my wife would love you to kind of come help me with cuz I'm a little far behind. The drought this drought's not helping. But as Paco is showing us right
here, his smile and kindness towards others is something that's far above any success or achievement that anybody can achieve because that shows the character that he has as a person towards all of us here in the community. I want to thank him for that. He took great pride
in his work and it showed in all the details how he cares for our facilities. What stand out most about Paco is his passion and his commitment to excellence. Those qualities defined his time here at McGomery High School. Now, as Paco moves on to the next
chapter of his life, his priorities are shifting. And rightfully so. He's going to be splitting his time between here in New Jersey and Guatemala where he operates a coffee farm. Who doesn't like coffee? And as soon as he retires, it wouldn't
be it was probably okay for me to ask for some help with the coffee. So, like there would be no problem with that. If anybody knows me, I drink well to way too much of it. Paco is going to be working hard during the harvest season, but also looking forward to something equally important,
spending quality time with his family. After years of dedication to our school community, that's exactly what he deserves. Paco, on behalf of all of us, the students, the staff, and the community that you supported. We want to thank you. We want to wish you joy and good
health and wonderful memories ahead. Whether you're tending to your coffee plants in Guatemala or spending time with your loved ones, enjoy every moment. >> Thank you, Papa. You'll be missed. What you guys don't know is he takes
care of me every night. >> He never chased me out. 51 minutes. One, two, three. ANDREW, >> Mike O'Neal, >> I know he's ignoring
>> I I wasn't going to do it. >> Sorry, these reluctant picture takers. >> I've seen you move this. Okay, you got to be good. Ready? One, two, three. Congratulations again to all of our
retirees. And I before we break for refreshment, I just want to bid a fond farewell to Lisa Codle who is leaving us as VP here at Orchard Hill. Thank you. Welcome
for you. Katie will be joining us. Now, let's all take a break and enjoy some food and celebrate. All right. Hope everyone enjoyed that delicious food um supply. All right. We'll now move right into our
superintendent report as I do not see our student rep. So, we're moving to the superintendent reporting presentation. Superintendent Mlutz. >> Good evening everyone. We're excited to be winding down the year and celebrating our seniors. Our senior scholarship night was brilliant event where we
awarded 86 scholarships totaling $70,000. With these generous awards, our students will be better able to continue their education at the many wonderful institutions of higher learning they attend. We are very excited about this year's commencement ceremony which will
be held on Tuesday, June 23rd at 6 p.m. Our engineering 2 students are showcasing their final projects, muscle controlled neuroprothetic devices designed to help individuals with mid forearm amputations or disabilities complete everyday tasks independently.
This project is a culmination of a year of learning, creativity, and innovation. We couldn't be prouder of what they've accomplished. The end of the school year has been full of exciting new initiatives and traditions at S. This month, successfully ran a pilot home room
program designed to provide students with a soft start to their morning. This experience allows student time to connect with their peers and a teacher before classes begin, helping them set themselves up for success every day. The students are also celebrating the end of the year with highly anticipated class
trips. The eighth graders are returning to Frogbridge for a day of outdoor fun while the seventh graders revisiting a favorite tradition as they quest to medieval times later this week. Finally, as we head into summer, S is launching a one book, one school shared reading of the amazing generations.
This book was selected to help our middle schoolers learn how to balance their lives with powerful tool of technology while fostering independent decision-making and positive peer connections. LMS students did a tremendous job during the spring bands, orchestra, and concert
chorus concerts. The performances highlighted not only the musical growth and dedication of the students, but the outstanding work of the music educators. On June 12th, LMS proudly hosted its crossroads journey through the Montgomery history 250th celebration.
Throughout the day, students travel back in time through immersive, hands-on learning experiences that explored the people, the stories, the ideals that shaped our community and nation during the revolutionary era. Students interacted with historical reenactors,
museum exhibits, community presenters, and educational partners while engaging in activities designed to bring history to life. What made this celebration especially meaningful was the extraordinary collaboration between so many members of the community. Township leaders, the Montgomery Township Rev 250
committee, local senior citizens, community organizations, educational partners, and the incredible PTO came together to support the event and create an atmosphere of unity, connection, and pride. The day served as a powerful reminder of the strength of the community, partnerships, and the
positive impact they have on our students. In recognition of the country's 250th anniversary, village acknowledged the signing of the Declaration of Independence while also acknowledging um those who did not access freedom during that time. Village celebrated the
diversity of contributions to American culture and the ideals of freedom, equity, and justice through a schoolwide star spangled challenge. Each class created a collaborative piece of art using recycled materials inspired by landscapes and symbols, American culture
and freedom for all. These pieces of art will be on display at the township library now through July 4th. Village also celebrated Fonday on Friday, June 12th during which students practiced physical education skills, sportsmanship, and teamwork. The schedule included a yearbook signing and
refreshment station. Villagers showed their class and school spirit by being safe and respectful throughout the day. Round of applause to the PE teachers, the village staff and parent volunteers, and the MEES PTA for their support and contributions. Orchard Hill Cubs are winding down the
final days of their ABC countdown. The final week of the year at Orchard is full of all types of learning celebrations and class parties. Second graders will be clapped off next Monday, the 22nd, and we wish them all the very best as they prepare for Village next year. Field day at Orchard takes place
tomorrow, so all the Cubs are looking forward to staying active and engaged while playing various games, going out back behind the school. We're also excited to welcome a special BMX bike performance that students will rotate to as a special treat for field day. That
concludes my superintendent's work. And now I would like to call up Mr. Jeff Brooks and Miss Fiona Borland, the director of technology, Mr. Brooks, and director of curriculum instruction and staff development, Miss Fiona Borland, to do a presentation on screen time.
Good evening. Um so we were asked um to look into and collect data around how our students um use our classroom Chromebooks. Um I am being specific to the data um that we were able to look at most um accurately is the um amount of
time that students use districts issued classroom Chromebooks in grades kindergarten through grade 8. And that's what our whole presentation will be on tonight. I'm going to let uh Jeff Brook start by telling you how we distribute technology in our district. >> Thank you so much. And a little bit of a technology story. So start with
kindergarten. In kindergarten, we have a small class set of iPads, six iPads uh per class. They're predominantly just used for station work uh with literacy and math apps. And when we crunch the numbers, they're they're barely
utilized. Um, in first grade through fourth grade, we have classroom carts with one Chromebook available for every student. And this is where I kind of want to frame by telling the story. So, prior to the pandemic, uh, the state
released something called NJ Tracks. NJ tracks um, helped schools prepare for digital readiness. And what it was looking for was predominantly for state testing and making sure that schools had a Chromebook available for every student
to test. The digital readiness score uh sort of was based on a rubric. And what the more pioneering schools were getting to, what NJRS wanted to get us to was a two device to one student ratio. It was a Chromebook and a tablet for every
student. And this what was deemed pre- pandemic as best practices. We never embraced that. And in fact, we also didn't embrace a onetoone um until right around the pandemic time. And it wasn't the pandemic time that steered us
towards a 1:1. We were positioning ourselves for a middle school onetoone um right as the pandemic sort of hit. And the timing was sort of great because we got art money, got s money to uh to help buy those devices. What we then
also did was we created um classroom carts for our grades 1 through 4. And again, best practices was to call it a onetoone cartbased program. And I think what that did is sort of created a
misnomer that in our elementary grades because there's a onetoone cart base that the kids come to class and they get a Chromebook and they've got a Chromebook on their desk and they're in that mentality when really it was just there was a Chromebook in a cart
available for that student dedicated for testing and utilized when needed. And what we're going to see when we run our when we ran our numbers and we pulled our staff as well as we looked at our numbers with our tracking software, our elementary uh usage of devices is very
small, especially grades 1 and two. So we're cart based grades 1 through 4, grade 5 through 8, that's where we start the onetoone take-home and that is the program where the kids are assigned a Chromebook to take home and to use in school. And that's um again for digital
resources that are utilized at home, Google classroom and those resources. And then in the high school, we have we embrace BYOD and we still are BYOD. Um parents choose to send their students in with devices that are superior to
Chromebooks and that's sort of the we we want to also want to have that availability to parents still. So that's still the mentality we have with the All right. Thank you. >> So for the you know the the order of our
presentation going to give you a little bit of context for how we use technology in school and then actually get to some really raw de really raw data. I just want to point out that although I'm the talker in the partnership um Jeff and I sit down next to each other and have worked on all of this and I think we've talked about this now for at least two
months together. I was just looking at my job. Okay. Um so just to get started um you know what is the role of public school and why do we even have technology in our schools? Um our goal is to prepare the next generation with the skills and knowledge needed to contribute to society. And so um all
three of the quotes that we have here are actually taken from the World Economic Forum. But if you really look at the skills we're talking about analytical thinking, um creative thinking, uh people skills, right? You need PE we we still need in demand skills that people are looking for as
people skills, human skills, communication, collaboration, compassion, empathy, the things that you need to be truly human. And we need resilience and adaptability are the modern compass guiding us through the world's challenges with grace. The World Economic Forum also publishes
collections of core skills that are necessary in the current job market and they are always um they often not often they al also predict where are the fast and growing skills as well as the fastest growing industry. Um just as an aside this is a really fun website to
play on the World Economic Forum. They've got a lot of very friendly um graphic graphical interfaces that talk about how all the different industries around the globe are being impacted by technology, by innovation. Um very fascinating website. So again, we'll see
as core skills that our that our students need today or that employers are looking for now. Um and analytical thinking continues to top the list. creative thinking, technology literacy, emp empathy and and active listening, talent management and serviceoriented and customer service are just to name a
few of the core skills that employers are looking for in 2025. By 2030, our stu our employers are going to be looking for an understanding of AI and big data, networks and cyber security, continued development of technology literacy, technological
literacy, which is incredibly difficult in a time when technology is having an emerging occurrence and you know an explosion. But we're still looking at creative thinking, resilience, curiosity, leadership, talent management. Again, we've got this analytical thinking and environmental stewardship.
So when we think about technology in the classroom, these five pillars have been um continuously used as we train teachers, continually used when we work as an administrative team. They have been part of multiple presentations at this podium and as in um community
roundts and we've done them. Technology should have a purpose. It shouldn't just be to you know what so long ago when when word processing first showed up, it just simply replaced it, right? It would replace a typewriter or handwriting. But that's not what it should do. So we have
four five key practices which it should increase teacher feedback. It should promote communication. It should create interactive lessons, give teachers multiple representation, multiple ways to show students the same content and allow students to intake and
learn that content in different ways. So you see level text, audiobooks, Google read and write is a very powerful add-on that helps with students with dyslexia or disgraphia. Um word predictability skills is a very powerful and cool tool. Tutorials, all different ways to help
students learn and practice what they've learned in the classroom and to allow for student choice. Right? So the the more we empower the student, the higher the level of engagement in the classroom. And so we really support sites that help teachers give students different ways of how to learn, how to
express what they've learned, and um and how to engage in the content of their course. So just I'm not going to read all of these for you, just a a large collection kind of a summary of all the different technology programs and platforms that
are used across the across the district. Um you'll see that we you know we have STAR reading and math assessments across all all three school all all five schools. Um we have a lot of assessments used online and that doesn't mean that the students are taking 30 and 40
minutes. Um pair assessment is um something that students can use for four minutes, 5 minutes at the beginning of the class. Give the teacher immediate feedback on um what what questions a student got right from homework. What questions or content this does the student need help with? and break
students into many lessons immediately at in that moment. Um you're going to see them in later slides. So SAIS refers to our um fourth, fifth, and sixth grade math program. Bridges is our one through three math program. Uh Freckle in the middle school column and news ELA are
both reading platforms that allow us to level reading levels based on where the student is um currently learning, where their instructional reading level exists. Uh we have lots of resources that are part of our media center resources. I was uh always blown away when I first came to Montgomery that our
media center resources are really comparable to that of a college. Um our students really have a lot to access. You'll also see that in middle school and high school is where we start to see a heavy reliance on Google Classroom and Google Drive um both for creation and communication between students and their
teachers. Okay. So, um, just going forward into the raw data. Um, how did we do this and what did we study? I'm going to start with a couple really important qualifiers. And I'm sure that there's going to be questions about this, but
I'm doing my best to explain it now. Um, we use two data points. We use data that Jeff Brooks was able to pull from a program that we have called Go Guardian. Go Guardian has was able to give us objective data of how often students are
on an actual Chromebook. how often the Chromebook is being used and is connected to their student activity like their student ID. Um we also use a teacher survey. So we put those two points together. Um once we had those two points, we I had to average things
out, right? So we asked teachers for when you think about your school day, do you use the computer 0 to 30 minutes, 30 to 60 minutes, 60 to 90 minutes? And so we collected all of that data and then we had to create averages. So all of the data that I'm presenting to you is averaged. I'll keep explaining that as
we go through the slides. Um also building schedules, right? So the uh four different K8 buildings, they have different schedules. In Orchard Hill, we ask teachers to consider the instructional day. In LMS, we asked teachers to consider their instructional
block of 52 minutes. And in Upper Middle School, we asked them to consider the the 80minute blocks. Right? So on an academic day students have the academic the blocks of math, ELA, social studies, world language and science. Um in LMS we
only looked at math, ELA, science and social studies. The difference is where world language exists in the upper middle school schedule. Every single student has it every other day. So it is actually part of a full academic schedule that would be balanced. Um so
you see that there's weekly teacher estimations. Um, one of the other things that we did to try to really help teachers, there was a little bit of fear, right? So, when we started showing people the the presentation, the survey, I'm sorry, when we started showing people the survey, there was a concern that like, am I doing something wrong?
Right? So, if I'm am I using technology too much? Am I using technology too little? And I really thank the principles, I thank the supervisors, you know, Jeff and I did some footwork by ourselves to go and talk to the teachers and say there's no right or wrong answer. The right answer is what you do. No one is in trouble. know it isn't. You
know, we're not we're not parsing this down to the teacher. We can't even do that. Um, with the survey that we constructed on purpose to give you some anonymity, but the right answer is the honest answer. And really going out there in person to talk to people to let them feel comfortable with what they
could answer. In those conversations, everybody asked, you know, Jeff, we don't use it the same every week. We said, yeah, so you just have to do your best to give me an average. At the end of a marking period, if you're doing a writing project, you might be on that computer for three days in a row, right? Four days in a row. But at another time,
you might not open a computer for three weeks. If you're in the middle of a science lab that doesn't require you're collecting data within a spreadsheet, right? So again, just asking teachers to do their very best to estimate. Um, we also did a K8 core content focus. um we did not include the related arts and
that's because depending on the related arts especially at this uh fifth through 8th grade level some of your related arts require technology. So if you are going to be in web design and coding the likelihood that you are on the computer for 70 of the 80 minutes is high right
because you're designing you're coding and so we didn't want that to impact the numbers of instructional minutes in terms of core instruction. Okay, so let's get into some of the raw data. So, just pointing out a couple things here. What this is is our GoG
Guardian data by grade. So, GoG Guardian can measure um approximately how many minutes per day and it is a 24-hour day students are on their districts. So, a couple of things to point out in this program or in this in this graph.
Uh the one one begins at grade 5 and that is where you see a particular increase in this the computers being used um both in homework and also in the related arts. Uh data was collected on a sample week Monday through Friday and then the minutes were averaged over a
24-hour day including homework and and recreational use. This is our teacher estimates. So this is the teacher estimates of the number of minutes on a classroom Chromebook per day. So we asked Orchard Village
teachers to estimate the number of minutes in a day. That was easy. We asked LMS teachers to estimate the number of minutes in a 52minut period and then we multiplied that by four periods. Right? So depending on the student, we have four acade all the students have four academic periods a
day. Ins they have the estimated number of minutes in an 80-minute block and then we had to multiply that by five blocks in a two-day period. So that's all of the averaging that's done. So Orchard Hill teachers reported approximately 30
minutes a day in the entire instructional day that we have our students utilizing computers. Village reported 45, LMS average 92, and a average 96. One of the other questions that Jeff and I got when we were out and about talking to teachers about this
data was, you know, Fiona, you don't want to just use one data point. I'm like, no, we never want to use one data point. Unfortunately, we don't have 10 data points, but we do have two. And so, what we're able to do is compare what does the GoG Guardian data tell us compared to what did the teachers, you
know, feel like and think that they do. So, Orchard Hill, very clean, right? Our kids are on the computer about 30 minutes a day. And that's what our teachers told us about 30 minutes a day. In a village, our teachers told us about 45. Um the goardian tells us it's about
60 and some of that is mostly related to the related arts where students might use their computers and choice. Um one of the places where there was a jump was third to fourth grade. And so I got the opportunity to go and talk to the fourth grade teachers all during team meeting. And again assuring them that what they
were doing was good and fine and there wasn't a right answer. I said, "Hey guys, you guys are the ones that like take a jump. Can you tell me in your own words why do you think you take a jump?" And their answers were choice. That when our students are done, not all the students will go on the computer, but
some students might be go to practice math facts. Some students might go practice reading while a teacher's doing a small group inerson lesson. Um reinforcement activities, those are all available. So the 60-minute difference there is really what do they assign in the course of a day that's consistent
versus how students might use it as choice for in their related arts classes. Okay. So our little brackets, right? So our LMS and Goardian data includes home usage. So our teachers estimate that our LMS students are on the Chromebook about 92 minutes in the
entire school day. Our goardian data takes us up to 142 including related arts and homework. That's an additional 50 minutes. So that seems very that seems like that that data correlates with each other. When we look at the same thing is true. You're going to see obviously that bigger gap,
but our teachers estimate about 96 minutes in the course of a full school day. Um the guardian tells us 195 and again that includes students going home doing additional homework. You definitely increase the writing that is necessary across all content areas once
you're in upper middle school as well as absolutely an increase in recreational use. This is when our kids, you know, be able have a a far greater sense of what they can do online and are are exploring more of that. Again, still within our safety nets that we always have going, but you definitely see more recreational
use once we get into upper middle school. Um, again, the other differential would be the related arts. So um when teachers are saying 96 and go guardian is saying 95 195 that's going to include students who are in the coding class students who are working in the library students who are in robotics
all of those courses that are part of our techn of our you know core core instruction for our students. Okay, the other thing that we wanted to explore was hack. And so, you know, all technology use is not equal. Um, and so we asked teachers to do their best to
estimate how they think their students are using the computers. Now, this got really, God bless the teachers that the the things that they'll do for us. Um, we said, okay, there are four different things. The teacher said we wanted an other. I'm like, okay, now there are five different things. And if you think your students use computers for this
many minutes of the day, how do you think that's divided up? And when you do that, you need to equal 100% to the best of your ability. And so most people most people did that. And we've got consuming and um consuming content based information, which is just reading and
viewing, composing, so it's using Google Docs to complete class assignments, note-taking or worksheet completion. creating. So, anytime that we have students create something like slides or videos, um demonstrating learning in a different way, that's going to be part
of creating. Assessments is our do nows, our quizzes, our formal assessments, and our small exit tickets. And then other I keep saying, we do know what was other. I'm like, I don't know. That's where they wanted other. I'm not sure, but it clear. So, all right. So, this kind of just shows you a distribution. Okay. So,
my little caveat here is that each category was average. So sometimes we have a greater than 100%. This is the real takeaway from this slide is the distribution over the types of activities that our students are doing. Our students are mostly creating and
composing. Um you do see a lot of consuming in the early orchard. Um that would make sense with our online level texts um for choice reading, not for instructional reading. Um but you see the distribution over all various ways that students use Chromebooks in their
school. Okay, the next four slides are really in like really granular. Um, we Jeff has the ability to pull for us what are the what are the actual number of minutes
students are on specific sites. Okay, so this is these are the top 10 sites used by grade 2. Um you can see ABCA, we see Book Creator, we see LBC Epic and Freckle, Lalo and Mayion are all
literacy sites. Um still looking remember that our grade 2 students average less than 30 minutes a day on the Chromebook, but it is nice to know that those 30 minutes a day are heavily literacy based. Um I have no fear of students not reading paperbased
literature. Please visit any classroom in Orchard and Village and you will see libraries with hundreds if not thousands of books. We are big supporters of a balance. Um but again I really do like seeing that our students are using the technology to help them access literature where they aren't in practice.
When we get into fourth grade we see the jump of Google Docs or the top 10 sites in Google Docs. Um and then we see an increase in student in Freckle and that is because Freckle mirrors their state testing. We do encourage our third and fourth grade teachers to give students the opportunity to practice reading
online and answering questions about texts that they have read online. Anything that you read, well, not anything, but there's a lot of evidence that talks about the fact that reading online requires a different skill set. And so you're you it's not it is not the exact same as paperbased reading. And so
you have to practice both. So we see that our students are writing online, our students are practicing reading online. We also see an increase in um or the conclusion now of our third of SAIS which is our third and fourth grade math program.
In sixth grade we see a giant jump in the Google Docs and also now a heavier use of Google Classroom. Right? So where we once you get into middle school Google classroom is a place where students will always find their homework where messages are posted from their teachers. Um, it's where they go to
reply to comments, where they would go to find extra resources and extra hope help for their homework. We also now see YouTube. This is both in school and out of school use. Um, Edgelastic and Perth are um are are both um apps that our
math teachers and actually exploro. So all maps apps that our math teachers use to do in the- moment formula assessment. And then the last grade is grade eight. um very similar to grade six, an increase in Google Docs, an increase in Google Classroom, an actual decline in
YouTube, and that actually might be because students have their own devices, right? So now students are not sitting on their Chromebooks, they're most likely scrolling on their phones, right? So um that is that is the change from, you know, the the little kids to the big kids. Um but you also see Pivot
Interactives is one of our was mentioned in the other slide is a simulation that our students use for for science. Um, I always like that Smart Task showed up in this grid because that's where we know where our children are. So, that's just a digital tool that our that actually tracks where the children are located in
the building when they sign out to go to Flex or during lunch. It's important that we know where they are. Okay, I hope that was helpful. Um, we also ask our teachers how they feel, right? How do you feel about technology use? Um in the district about 70% of the district
feels that we have a balanced approach to technology in the classrooms. Um you see 5% wanted to look at increasing and pushing towards innovation and you have about 25% who are still looking to not still looking to reduce. So Jeff and I were curious and we went to one of the
schools who were where a particular grade level um had had kind of tipped the scale in a different direction of saying no we want we want some reduction and so we're always curious when that happens. And so, you know, Jeff and I go and I I like to say to the teachers, I can infer, but I never want to lie to the board of education. I actually like
to hear me say, you know, tell me what you think. And they were talking about the level of maturity that students have and that this wasn't about instructional, that they wanted to use technology less for instruction. They were a little frustrated by the age and maturity of the students and their
ability to get distracted. And so really looking at ways actually we had a really rich conversation of ways to help decrease that so that both teachers and students can benefit more from the Chromebooks in their classrooms. Did I accurately option? Okay. Okay. So just wrapping up and then we'll take some
questions. Um you know what do we value? The first thing that we do is that we use digital resources to personalize instruction. This includes choice leveling and you know we talk about a piece of jargon. The phrase is multiple means of representation. But that means
when I'm studying World War II, I might want to watch a documentary. Somebody else might want to listen to a podcast. Someone wants to sit with a group and read a historical fiction. There's lots of different ways to take in the same content. That's multiple means of representation. The number one thing I
want everyone that is watching this presentation, listening to this presentation, is that there is no place in the district where we have a digital platform that has replaced primary instruction. And when you're reading some of the articles that are in the na
na national news right now, there are places that have replaced teacher instruction in math with an online platform that's supposed to level and move students forward. And there's a question right now about the efficacy of that and the effectiveness of that. Um same in literacy. We don't do that
anywhere. Okay. So everywhere our students are learning primary sources from an instructor, from a teacher. Um authentic uses of instruction in an academic setting should build workplace readiness skills including those analytical thinking, critical thinking, synthesizing
and creation. Um, students should build a digital discernment regarding how, when, and what tools to access in their toolbox, right? That's that's what we really we want to send them off to Montgomery High School with an understanding of how to leverage
technology because at the high school, they just need to learn, right? So, they need to be going there with how do I use a spreadsheet? When do I use a spreadsheet? Why would I want to capture something in video versus why do I want to make a slide deck? So lots of choices for helping students recognize how is
the best the best tool to tell the story that I need to tell to my teachers. Um and so digital tools also should empower learners but specifically impact use as bridges for students with special learning needs who need to create a more equal access to the content that they're
trying to learn um or any task that they might need to complete during the school day. And that is a summary of how Montgomery's teachers, grades K8, use their Chromebooks. >> I actually have two quick questions if that's okay. Can you hear me? Okay. So,
if the state mandates limits on screen time, are we prepared? So, I think that when we um we're all we're prepared is an interesting question, right? we always are going to have to do what the state mandates. Um I
think that the complicated nature of that question and even anything that that probably delays that from coming out as a specific mandate is the complexity of how technology is used in a school day. So it's one thing to say, hey, we're going to ask that fifth
graders only use technology for 45 minutes of their school day. But then the question is okay well what do we how do we weigh in students who are using it um as a tool because they have dyslexia. How do we weigh in students who are taking a class that is based in robotics based in the foundation of the curriculum is technology. So are we
prepared? We'll we'll work with whatever mandate the state gets us. I think it's important to know the complexity of that question and how far educators and legislators are going to have to work together to think about that question carefully. So, are we considering changes for each test?
>> Oh, sure. Um, I could I could talk about things we discovered in in this research and um things we were headed towards and this really solidified. So, seeing the amount of recreational YouTube use
completely solidified the fact that we're going to block YouTube as a service and put YouTube only in uh via teachers putting in through a Google classroom. So what what Google has allowed us to do and they they didn't have this available to us prior was that
if you embed a YouTube into Google Slides or into a Google classroom, it will play only within the Google classroom or the Google Slide, it's not linking the student to YouTube. So when a student were to go to YouTube, YouTube itself will be blocked as a service as a software, but the video content is being
able to be played within it. And what that's going to do is it's going to eliminate a chunk of screen time at home for students. And it's a quantifiable chunk when we ran the numbers. Um, and also when you think about um the the benefits
to having YouTube open in school is a teacher could assign a research project and say, "Well, I want you to use YouTube and I want you to research the revolutionary world." And and a student would have free reign to that. So that that taking that away but allowing a
pool of resources. So now a teacher can can pick and select 10 uh revolutionary war uh videos embed those into a Google classroom and sort of vet the resources uh allows it not to be like a wide open playground. Even though it wasn't a wide
open playground to begin with we we always operated YouTube in a restricted educational environment. It they still had the ability to kind of just search anything. Of course, a search would be blocked because, you know, it would it would trigger something in GoG Guardian or it would trigger something in Google,
but definitely um so July 1, we're we're blocking YouTube as a service uh to our to our Chromebooks. So, that that was definitely >> at home that would block it at home. >> It would block it. It would block it at home. Yeah. >> First through 8th grade, right? There's
no way for you. You're not like blocking YouTube from high school view. Can it can be done on a search? >> Correct. Correct. We um so the way the the restriction control that we have, we can block it on a school district Google
account. Um I'm not sure if everyone knows when a student is assigned a Chromebook in the onetoone, a student can only log in with their school credentials. They can't log in with a personal Gmail account. they can only log in with school credentials. So we have full reign of those school
credentials and what it can do. Um so if a student is on um a high school district account in Chrome, the blocks would exist as soon as they went on their personal account or went into a different browser.
So they would have the ability and and again we kind of think about our sandbox always expanding. We may truthfully want our sandbox to expand by high school for for free YouTube anyway. So yes, this would be this would be a up until 8. So it's eighth grade and down that we're
going to block YouTube as a service. >> Um the other thing that that Jeff and myself and uh Lis Lisa Romano and Mark Cardi met about were um additional parental supports. And so I it's really you taking the lead on distributing the Chromebooks, but
>> Sure. Yeah. Yeah, we're we're definitely um we distribute the Chromebooks. It's it's a really exciting time except, you know, h history is framed it a little differently right now. So, I'm I'm a little I'm a little scary for this August, but I always got super excited
to to to sit out front of the high school, have the fifth grade parents come in with their kiddos and distribute their brand new Inabox Chromebook and talk to them about how awesome it is. You're in the oneto one. Um we're going to provide additional supports when we do that this year.
um to parents about just best practices at home. Um again, YouTube is going to be blocked this time. Like I actually last year was the first year that probably within a week of giving out that Chromebook for the fifth grade, I had a couple parents emailing me YouTube
is open. I can't believe they can get to YouTube. And I'm like, yeah, but it's restrict it's restricted YouTube. They they can't get to inappropriate things. They can just get to like the things that are kind of like up to the line of inappropriate. um and and Google steps in and says no, they can't have it, but we're going to provide additional supports to fifth
grade parents going into the program. Also, um and Fiona was talking about um supports to teachers of that those early programs. Um so, fifth grade just kind of working about best expectations for
student use. So it's it's sort of like kiddo gets a Chromebook, kiddo's fifth grader and kiddo wants to find games and we'll do anything to find games even though they're blocked. So just working with them about um like discipline for
that, restorative practices for that, best practices for that um and just proper use of technology. What my my philosophy as a technologist is to sort of walk the line of how much technology
you give a kid. But sort of like when you think about drugs and alcohol voice, like it's there in high school, right? You have to teach the kids how to use it appropriately. And that's similar to technology. Technology is there. Like it's how do
you use it appropriately? How do you use it respectfully? Respecting others, respecting yourself. So, it's I think it's going to be a lot more work with that with the kiddos um in LMS this year. Thank you.
>> Any questions from the board? >> Um first, I really thank you so much for coming and presenting data. I really appreciate what you've done. This is the second time in a row I've seen data. I'm so glad to see the school district really heading towards the datadriven um
and uh really great findings and uh um thank you so much. I my question is uh will the findings here kind of serve like a guidelines for our teachers say okay this is what you guys reported we are getting to kind of like this sort of like guideline for the teachers
especially sometimes we have uh substitute teachers you know they don't know about the culture here we have this as a guideline >> substitute teachers is a whole different ballgame because they actually don't have access and I would let if it it we need a deeper conversation of Jeff to say like what teachers what substitute
teachers do and do not have access to when they're subbing. We don't It's not park launch. They do not walk in with the same permissions a classroom teacher does. I think guidelines is a word that I'm not comfortable saying. Um I was actually none of the data surprised me.
I feel like I I don't know that I would have accurately predicted the at home use. I might have actually predicted it higher. Um, but the K4 data was what I expected because I I don't see it used as like a heavy replacement for teachers. I walk through village, I walk
through Orchard, and I see kids in small groups at a table. I see kids on the floor working with each other. Um, if I happen to walk in during social studies, maybe I'll see two or three kids around a Chromebook reading something from National Geographics or World Book. But I thought this was pretty much what I expected and within a school day a very
my opinion a very reasonable amount. Um I think that you know as the things that Jeff has talked about about helping our youngest students first get their computer and know how to be responsible users empowering parents like my kids are I have two grown adult children now
but I got a lot further with Mr. Peely said you couldn't than mommy said you couldn't. So I think that you know having Mr. Mr. Romano and and Mr. Cardi and Mr. Brooks telling parents, "No, tell the students your Chromebooks gets plugged in at the kitchen. It does not. There is no reason for your Chromebook
to go to your bedroom." Right? Like every family is going to have their own rules, but helping parents be empowered by that. A guideline per minutes. Um I'm I don't think I'm in a place where we are ready to to state those, you know, resources because right now it seems like it's a really balanced approach to
instruction in our classrooms. and and in your survey uh I think the service language is about the technology use and the parents actually um shared the last speech they gave is about the screen time. I think there's a difference between the definition of
technology use versus a screen time, right? Because uh sometimes my kids get fun and they say, "Mommy, what's your treat?" They want screen time and then I wouldn't call that technology use. So in schools uh sometimes kids get done early
with some assignments and they um they assigned screen time. So I think that's part of the where the concern comes from the parents. So that's where I think it's really important to look at the top 10 sites and think and consider the
types of the types of screen time and actually I'm going to fix that. The types of technology use that are going on in a classroom. It is very rare that a teacher just says go on the Chromebook and that that isn't something that happens. So when you're seeing the use
of Freckle and Lelo and Mayion, so Mayion and Epic are both digital libraries that our students can access um big collections of books in addition to paper libraries and all those things. But anyway, they can they absolutely might go on Mayion to read. Um they
might go on Epic to read. There's always like little uh games that go on. I can if I read more books, I get more points. With points, I can buy my little avatar clothes. It's very fun. Um, so they might choose to go on that site, but it's not a free-for-all, so it's not the same screen time. Um, I'm stealing Mr.
Brooks's thunder. Today, Common Sense, just today, Common Sense Media dropped an additional article about the difference between edtech and screen time and talked about, you know, making sure that those are not conflated. And that when you're look when we're talking about uh, you know, 2 hours of screen
time for different students and different age students, that screen time is considered the recreational use. And so there is a difference between edtech, technology use, and screen time. And we definitely want to make sure that those two are not conflated. >> Can I add one thing?
>> Um, and when you said that, maybe I'm also thinking you're referring to the student choice boards, which are also typically educational. If they do get a choice, that wouldn't be necessarily screen time. It's educational games or something for teens if they get those extra. Is that correct?
>> Absolutely. That's so they that's where I said it's never it's it I guess I won't say never. It is very rarely that a student would just have a free choice. The teacher a student would have multiple choices and some of those choices will be technology but they
would be learning composing or even creating. You know they kids still the number of little kids who still want to make powerpoints and make powerpoints of the thing that they loved and doing it on the weekend. They still think that's fun. >> Yeah. Yeah. I agree what you said and I think that's why important sometimes it
comes with some clear guidelines to especially specific grade levels you know and when you just showed about the result we have 25% of teachers do encourage by maybe you have to reduce I don't know what specific grade level but think about the middle schoolers and you
just also mentioned about the self-regulation part and for them is for them it's really the hard age to develop that self-regulation part. The concern from the parents is really we take away their phones and now we've given them this Chromebook. I'm like literally what
we're doing. We're back to the square one right now, you know? But again, I don't I don't think you're back to square one, right? Because they're really different uses. And I'm going to like let's maybe true confessions of adults, right? Doom scrolling on your couch, which probably many of us have
been guilty of at some point in the past year. um or even just you know watching Netflix on your phone um is not the same as sitting in front of a level text that I have to ask questions about composing a document that my friend is editing. They're not the same uses and that's
where I think it's really important that we do talk about them differently. Right? So we absolutely want to help our families. We've got a a digital digital committee digital wellness committee to help our families at home and talk about best practices. Um, but I I feel very
confident in telling you that the concerns that we have about recreational screen time use and putting a device in the hands of our middle schoolers, it's not perfect. It's not the same. >> Thank you. We have a question. So, if
you know this, how does our model compare to neighboring districts? >> Do you? That's a great question and I I wanted to say one thing before I answer that question because I think I flippantly made a statement before about drugs and
alcohol. Um I didn't mean to say we need to teach our kids to to how to use drug and alcohol. >> It's it's how to steer clear from drugs and alcohol. Similar to how we should steer clear from certain areas on the
internet. So, it's it's similar to that. They're there, they're out, or there >> and we need to responsibly stay away from them. Um, I apologize for that. I was contemplating that and I was presenting.
I'm like, I really said that. So, thank you for letting me play. Um, yes. So, excellent question. Um, the pandemic changed everything. A lot of districts post pandemic started their onetoone take-home in kindergarten, first grade,
second grade and they are still doing that. We never went there. Like so part of me when we're analyzing this I our Orchard Hill numbers are exactly where I think our Orchard Hill numbers would be.
If we were in a take-home model, we would be in a different area and also we'd be putting a heavy heavy ask on elementary parents on how to police that. So, I think we appropriately distribute the devices in fifth grade.
Our model is slightly different from some districts that have a traditional middle school 6 to 8. That some districts would start in a six, we start in a five. That's sort of the unique structure of our lower middle school. But there are other districts that have intermediate schools like four or five
and they're starting in their four five. So there are districts that that start younger than us. >> Perfect. I'm making about the worldwide specific not just looking at greater Princeton area. So in some countries
actually fifth grade and sixth graders are classified at at as elementary students. You probably also heard me when I talk about uh in February group meeting when I abstain from the Chromebook one to one because in my opinion I feel like elementary student
they're again their brain still in that part of the cognitive development their self-regulation is not well established. I fully agree with you families we should set up a boundary for that but again you know those kids they're I know why why you say addicted they are
addicted to something or motivated to something sometimes they would rather you know overcome the discomfort like I have motion sick some kids woulding to do the iPad something on the car because that brings them the motivation in their
brain stimulus in the brain in the brain that's why I always talk about the lower middle school here and glad to hear what you talk about you know our school district compared to some that but I hope to also understand uh the worldwide
perspective our lower middle schools they're still as classified elementary students in some the countries >> it's it's the uniqueness that is Montgomery >> yeah I hear you >> there's different diverse cultural perspective also brings in that concern
>> some districts use a junior high model where they're doing No, I'm just saying that some districts use a junior high model where you have K through six elementary and then 78 is a junior high and then you have your senior high school afterwards. There's many different educational models out
there and you know but this is Montgomery is a a middle school model that is fifth grade. >> Yeah. So that's not a change. I think I think that the data is definitely showing us that we need to focus on more
supports in fifth grade. I I I I concur. I I don't I don't think we're I don't think we're to the point where we would analyze like removing the one to one in fifth as much as we would analyze what supports we're offering to both uh the
students, our teachers, and families for fifth. But that's we're we're we're seeing that from this. >> Thank you. Any other questions from the board? >> Um, just want to acknowledge thank you for for the great overview. Thank you for also acknowledging that you are looking at tweaking even like it
continues to evolve, right? Just like technology. >> Absolutely. I stories >> and the small tweaks of just uh expanding on like what you're doing with YouTube. So, thank you for for doing that and and also thank you for your knowledge. And it's not just the technology, it's also the parents,
right? It's it's kids don't just listen to our tech rules. They also log on to our tech habits. So, it's it's both. You don't assume the technology is going to do it. A lot of it's on the parents and thank you for acknowledging and making all those great points. >> I just want to say, oh, now I'm talking too loudly. I wanted to say thank you
for the time you spent on this and I just want to repeat a comment I said in committee so that the whole board and anyone listening can say it. and that last month you did a presentation on literacy and I just want to acknowledge I said this to Fiona that the very next day I went to a similar presentation where the commissioner of education was
talking about literacy and I felt like I was rehearing everything I had heard her and Amy say. So thank you for your time on both of those presentations. That concludes the superintendent presentation for the report. Thank you. >> Thank you. We'll now move on to
representative reports. First up, MTA report. Mr. Brazil. All right. Good evening everybody. Um, tonight for the Junior Report, I want to just talk about our pet and fast uh programs that we do through the whole year. Um we always highlight kind of what we're doing with the community,
what we're doing with the school. Um PEP is our public education partnership and fast is our families and schools together uh initiatives that we have and we run a lot of them through the year. So I'm not going to go through all of them, but I wanted to highlight a few. Um we hosted 12 virtual readalouds,
including one with a local author, and anyone who participated got a copy of the book and some goodies based upon what the book was about. Um we had 57 guest readers from Read Across America. Um, we donated a bunch of items to the Elks and saved for different various events they were hosting. Um, we had our
Halloween giveaway for the goodie bags. Um, we donated over 512 lbs of food and 200 bags to the Montgomery food pantry. Um, we ran our free Halloween costume winter clothing and spiritware programs. We gave out rally towels at the homecoming game. Those that were really
popular. We've sponsored three Title One parent engagement meetings and three ESL parent advisory events. We participated in community events such as Front Retreat, Run with Rotary, and Spring Fling. Uh, our Music from the Heart production raised over 7,700 in
scholarships for our Montgomery seniors. And we did our GI GOF fund for Jeans for Troops program this year. All of those programs totaled around $46,000 in grants that were able to work with the community. And that's something that we really take pride in that we're not just people who are here working in the
buildings, but we're connecting and reaching out to the community. And for the final event that goes to the summer, we'll be doing our book giveaway. So we did last year we gave out 786 books and to 101 students who want to read for summer programs. So just to highlight
and recap that. So thank you very much. >> Thank you. Moving on to board member delegate representative reports. Do we have any tonight? Hey Um I wanted to give the report on the Montgomery Rocky Hill Municipal Alliance. Okay. All right. So the
Montgomery Rocky Hill Municipal Alliance and Youth Services Commission which met on June 8th. Uh so the first item they discussed was wanting to raise awareness about caffeine pouches that are being sold. They're similar concept to nicotine pouches which are like the smokeless tobacco except that it has uh
caffeine instead of nicotine. And the concern was uh one if there's confusion between the two if someone doesn't know and is taking one or the other and also the quantity of caffeine that's in there is more than multiple energy drinks. Um and so just for having community awareness of these being out there and
for parents being aware it might not be something you would notice or see right away. Uh the next discussion was about the municipal youth services commission. there's a delay on the vote on the budget because one of the programs girls on the run, they're looking for some additional information. They want to
make certain that the reporting info, they have appropriate reporting info to confirm that the program is doing what it's intended to do since it still does have a significant cost to student participants. Then on to municipal alliance business, there's a grant budget about of about
$7,000. The big concern there is that there's new grant requirements with new guidelines and so nothing that has been done previously such as the very successful think fast programs done at Montgomery High School or the red ribbon red ribbon week uh are currently
eligible and meet the governor council guidelines. So the municipal alliance is trying to see if there's any flexibility. They're working at the county level with other municipal alliances to see if there's any flexibility with the funding requirements with the programs that they
that we have been doing might be able to get approval. Um right now a lot of the things that are on the governor's council recommendations are very curriculum based. Uh one day programs are not eligible. Um a speaker coming in is not eligible. So they're trying to
see how they can work with it and what other ways they could use to spend the fund funding and uh use the same kind of programs that have been so successful in the past. They also introduced a new health educator, Emily Shriner, who has been with Montgomery Township but in a
different role. And then at the very end, there was a very nice resolution to acknowledge all the work of Lorie Huff, who is leaving that role uh to spend more time with her family. >> Questions? Any other reports?
I am the PTA, PTO and PTSA liaison. This better some highlights for the PTA. They had fun. >> Can you hear me? >> They had fun field day. Um well, this
past week for BES and tomorrow will be field day for OES. OS had the fire truck sweep stakes Friday yesterday. um that BS teacher of the day sweep stakes was completed this week. The end of the year parties are ongoing. Fourth
grade moving up party is Thursday night at the LMS middle school. And as for PTO, we have the LMS duct tape the principal event, the LMS 250th celebration that occurred this past Friday, the steel for staff, which is a
new fundraiser. Uh they did seventh grade last week, eighth grade tomorrow, and the eighth grade ice cream social. Uh just a quick reminder, please volunteer. They still need um many volunteers. So uh that is um requested, please. And then last for
that for both PTA and PTO, they both had their final meetings for the year. Um there's a new board that's been elected and you can currently purchase membership for next year. Um this ensures that you'll receive all the communications for late August, early
September. So you'll know early on um all the events that are occurring first week of school. Um if you're interested in cheering event, please reach out to presidents and the teacher grants open July 1st with plan to have them approved and fulfilled
prior to the start of the school year. Membership is required. And then for the PTSA, they've had their final meeting as well. And um they just otherwise social and graduation is right around the corner. So thank you. >> Thank you. Go member Harris. Any any
questions here? Again, you're back up for assessment curriculum and instruction committee. I'm sorry. Okay. So for our ACI meeting this past um meeting we had an update on technology usage. You were able to just experience
the presentation. So thank you again for that uh presentation. Next we had approval of a textbook resource recommendation called the little liar a novel. It's an addition for English grade 11. Also for English grade 11 in
the program of studies the courses are all themed. The resources fall into one of the themes, a thousand different ways, truth recommended for English grade 11. The resource will be used in honors first, but teachers of the other courses and grades can also choose this
book for their classes. There's also going to be initial summer curriculum revisions for the following. French 2 High School, Theater Arts High School, Speech Arts and Presentation High School, English 11 CP High School, English 9 CP High School, World Culture
at Orchard Hill, Grade 2 Literacy Orchard, German 2, Grade 3 Literacy BS, and Grade 4 Literacy BS. The curriculum revision will be worked on over the summer in August. The revisions will be posted on the board of that agenda for
approval. Also, under special services, the special education report card update. The district was in the 90 90th percentile. The district received an 8 out of eight rating on everything except two areas. We received 1.4 DLM and
alternate assessment because we were over the 1% the state allows for students in the district taking the test. This year, we were at 1.5%. We also received one point for correcting a non-compliance issue that occurred in the 2023 2024 school year.
This is the most points allowed for correcting a non-compliance. And last, Daryl Schwen and Tom Wayne are working together on a community resource presentation that will be held on June 18th. The Montgomery the Montgomery Police Department and the Sheriff's
Department will be in attendance. So that's going to be at the high school. This is the flyer. Um June 18th, the police and sheriff's office, they're going to be talking about um just resources available to our community and
for students. Um so please look into it. Thank you. >> What resources? >> Yes. To give you exactly here, I want to give you the exact wording. All right. It's going to be
forgive me. Um, oh, thank you. Yeah, I'm just finding it really fast. Thank you. Thank you. Yes. Okay. Families, anyone for uh who care for elderly or children with neurological disorders, um they're going to have even one of our security officers, uh Vinnie Kuba will Gruby will
be speaking um and we'll just be again providing those resources at the high school. So, helping elderly and children. Thank you. If that answer your question, Any other questions for board member Harris? >> Hearing none operations, facilities and
finance committee. Board member Frank Herman. >> Uh OFF met on June 9th um for old business. I know last month is it? >> Hello. >> Okay. Good. Okay. Sorry. Um so last
month I mentioned that we had our Brown and Brown come to the um OFF committee meeting to talk about the GLP1 program proposal and we had sent that proposal to our board attorney and OFF committee and Mr. Diana, we are still waiting for
the review to make sure that the proposal seems feasible before um OAF is OFF presents it to the whole board um to discuss. Um the food service agreement is in year five during uh the 2026 2027
school year and oops, excuse me, I first lost my notes. Give me a second. technology. >> All right. So, the food service agreement is in year five uh during this coming school year. So, the committee
should consider doing an RFP. Um and Mr. to explain to the committee the entire process for the RFP. And I made a suggestion um to Superintendent Mccclaclin to have an ad hoc committee um a smaller one compared to the one
that we had um back in 2021 when we first started considering uh looking for a new food service provider. Um and um hopefully that is a consideration that the district would make. I think it will be helpful as we prepare for this school
year to do a RFP. Um, also um Mr. Galliano and um Superintendent McLolin brought up the um KU4 realignment proposal. We did not have a discussion because that um topic
was brought at the end of the meeting and that will be brought up again at the next meeting for further discussion. Um we also had um Mr. O'Neal who's the director of facilities come to our meeting to discuss a list of proposed
summer projects. Uh Mr. O'Neal shared the struggles when it comes to summer cleaning and projects. The buildings are used throughout the summer, so there are also vacation time challenges as well. the types of projects that are on dock are HVAC maintenance um normal work
order needs kitchen cleanup systems cleanup and the annual fire suppression system inspection will also take place during the summer. We received a grant that will allow the district to install one or two bottle filling stations with
lead filters in the unit. Um the idea to share supplies with the township to repair potholes around the district also came up and there's uh we have encouraged um Mr. Galliano and Superintendent Mccclaflin to continue having
conversations with the township so that we could have some sort of shared services partnership. Um so these conversations are ongoing. Um the facilities use policy was also not discussed at this meeting and we
bunted to the July meeting because we ran out of time. We had Miss uh Susan Hollis from um Mashios come to the meeting um to explain to us the mechanics for um the breakfast program
at Orchard Hill and Village this fall. So the state had sent the district a notification that both Orchard Hill and Village have reached the threshold of 10% of students are eligible to receive
free and reduced breakfast. So we had asked um our Masio's representative to explain what the requirements for implementing a breakfast program would look like. Meetings have been held with the elementary school principles to discuss plans to implement the program
with the least disruption possible. There is a 30 minute window for the children to purchase breakfast in the morning. There is also a few minutes after the bell available for the children to grab something. So children will be offered both a hot or cold
breakfast in the beginning. If more children are truly huffed, then you know adjustments will be made by Masios to what will be served to the kids. So notification of the new breakfast program may be made by the school principles in their newsletters. Um also
another shared possible shared service uh program with Montgomery Township regarding a backpack food bank program. Mr. briefly discussed the blackpack food bank program and we will meet with the food bank network of somerset county to
see if this is something the district would like to uh participate in and I am complete that is all >> any question we remove the one comment that Mr. Nunes wanted to
>> All right so um going back to the K to4 realignment when Mr. Mr. Delaniano and Superintendent Mlakcom brought up that that proposal is up for discussion. Mr. Nunes made it clear um to the committee
that at present that he was not um he was opposed to the K to4 realignment plan but that conversations with the full board should move forward. >> Thank you. >> Thank you. I have a question on this
Korean and reduced um free breakfast program is um I know we have to do it but do we have to do it from starting from uh September or do we have to do it in summer school? >> You have to start it from September and regardless like if there's like a change
like in the lunch applications it has to go for one year. We had the ability that we could have did an appeal for it for one year and would have had it started for the next year. Um, we just decided if there is actually the need based on the data to just start it in September.
So, it'll go for one year and then it'll get re-evaluated based on the data to see if we need to do it in the future. >> And the street breakfast is never for summer school. >> Um, start >> we don't have summer school. We don't have >> We don't have summer school. >> I didn't want to say that. That's kind of why I was just saying so much
different that's not like required until it's not like summer school when I was bad in school like back I'm old when I was young I had to go to summer school we kind of don't have that anymore so it's just kind of like the September to June and it has to be for the year no matter like what the free lunch
applications come in in the fall >> special I don't think that That's not >> unfortunately in the letter it didn't address anything for ESY. So the mandate was from September on. If the mandate was for those children then we would do it but that's not part of the criteria.
Nor is like the food service established to kind of like provide over the summer time even. >> And do do we get some aid from the government state government? >> The same the same the same aid is like for the free lunch. So the free lunches like I put in a claim to re get
reimbursement for those every month. These will be part of that claim process. >> And just to be clear, the breakfast is uh open and offered to all the students in Portra Hill Village. Um that all the kids can have. >> But if you're like on the if you're on
the free program for lunch, you'll have free breakfast, but you can purchase the breakfast if you wish to. If you're a paying student, if that makes sense. >> I see. So, we won't know though necessarily how many students are going to be purchasing the breakfast at first.
They're going to track it and see because we haven't offered this since >> since. So, I mean, if suddenly a bunch of K through four students start getting on the bus without eating their breakfast in the morning, then we're going to end up with needing a lot more
time and people to serve breakfast in the morning. >> That That's an excellent point. We're going to really have to kind of gauge it like out of the gate like the first like 30 to 60 days to see how it goes and if we have to adjust we'll adjust accordingly and it's also beyond the bell so that means like the students
that kind of are on the bus and come in late will have the opportunity to do it. The one positive is that because it's at the lower grades and they have like home room and time to adjust, it should probably work out without interruption to the day. >> And also kind of like predict the future
is like right now they're elementary. Right now we hit the threshold as cookie just said and when they move up our our school district will prepare for middle school, high school. I think that's kind of like the flow of questions related to
vision, right? >> Well, it really it really works like this, Dr. Way. It's based on whatever the free and reduced lunch applications are for each building. So, like right now, those buildings, as M. Franklin Herman said, we're over the threshold. It's evaluated yearbyear because like
the the information is one year behind our basis. So, if a different building in a future year unfortunately hits that threshold, it'll be offered there. And if they all fall off then we don't have to offer it. So it's evaluated each year based on just what the numbers are.
>> Thank you. Any other questions? >> I have one question on the facility use. I know it's been discussed and uh we saw some data uh comparison rates and labor uh districts and all. So I'm just wondering what would be the timeline when we can figure out everything and
then give it back to the committee information. I I have the information as you uh you're not part of our meetings this year, but you were last year that we went over a half hour like that this month like right here and we couldn't even get it in. So hopefully that's going to be at the beginning of our agenda like next month, but we've had
some pressing pressing things with year- end budget numbers in healthcare that like unfortunately they're all important that took precedent over that. So hopefully that's a focal point of our July meeting and then we'll go from there. There are a couple layers because we do have to discuss it with that committee. Then the committee has to
have a chance to digest the information and see what rates the committee wants to bring forward for this community. Like I have the comparative data, but I don't want to suggest what's best for the community. I hope that we look at the building as a community building. Then we'll have to go to our policy committee then to the board. So it's
probably going to take a couple of months. Hopefully it works itself through over the summer and we get make some progress. >> Glad it's in motion. So that's that's never >> I have a question on the meeting. I was just looking at the meeting notes. It seems like uh Andrew OBA presented the
data about the K24 realignment, but Cookie said it not. So, it looks like the notes need to be updated. >> Um he actually had them as attachments to an email, but we never discussed it. So, he did like present like it was part of the materials, but because we ran out
of time, that's being fun to next meeting. >> So, everything essentially on our agenda, the way I work with um Mr. Franklin Herman is presented in advance and then based on the way the conversation goes and time allows which is what we actually formally discuss. So
they do have the data we just didn't get to have a healthy discussion about it. >> Any other questions? >> What schools are getting the water bottle filling stations? >> Uh Mr. O'Neal is going to have to
determine that. So, >> okay, >> that's two that's we have we have about $6,000, which is great. Um, we're not I can't tell you that off the top of my head cuz I don't know. >> Are you Are you pushing for any particular >> No, I was just I was just genuinely curious. Um, just since it didn't specify,
>> no pressure to Mr. O'Neal if you somewhere there, but he's going to he's going to figure that out for me. So, >> the discussion on the summer projects, Mr. O'Neal came up with a long list and he didn't even finish that. There's there a lot of projects that are too easy for the summer. Um, so next up will
last. >> Thank you. >> Maybe we need to do twohour off committee meeting. >> No, thank you. >> An hour >> denied. Any other questions? All right, moving on to policy and communications
committee VP Spina. >> Good evening. Um, the policy committee met on June 8th virtually. We discussed um several policies this
month. Um first was the uh policy 2365 which was acceptable use of generative artificial intelligence AI. Um and thank you to Mr. Brooks for tonight's presentation and for being present at the policy meeting for lots of Q&As's on
on this topic. Um policy 2365 addresses the use of generative AI in the district. Generative AI is a subset of artificial intelligence. So just so you understand, it's when things that are creating a new or original content such
as text or audio, videos um and computer code in response to prompts. It's not just simply like spell check or um Grammarly or you know those AI tools that we are all so accustomed to and have been for years. So this policy is
really based on um more like the chat GPTs and Geminis um that was discussed. Um we are looking to obviously um adopt eventually a a a full district
policy on AI. Um 5561 was the use of physical restraint and seclusion techniques for students with disabilities. Um policy 5561. The only change to this one
was that uh the reporting is now mandated to the state. Um the policy is in compliance with our QAC monitoring and Montgomery was already adhering to the state reporting procedure ahead of time. So that is the just policy is
catching up to what our practice is. Um policies 6112 6115.02 6311 and six uh regulations sorry 6115.01.
Um these are all around federal and other grant expenditures, federal awards, uh internal controls and um mandatory disclosures of of those. And all of these policies um pertain to the
audit and it's uh auditing of title one federal grant funds and the policies and regulations have been uh approved by our office of fiscal accountability and compliance. So these are just new policies and regulations that
on our grants. The other policy that was discussed um was the policy 8561 um procurement procedures for school
nutrition programs. And we also had a discussion of policy 5756. Um, this was a policy that was originally adopted consistent with guidance to ensure compliance with laws against discrimination. Uh, as of now,
no new guidance has been established by the New Jersey Department of Ed, but some legal landscapes have continued to change and evolve and the policy committee is taking a look at this policy to see if any changes are warranted. We will continue to discuss
that. In fact, we will meet in the summer to continue this discussion as well as continue the discussion of our AI policy um as we that continues to unfold. The only other policy that we
had up was the abolishment of a co era policy. Regulation 2460 addresses um a year of an additional or comp compensatory special education related
services to make up time that was missed during the pandemic. Obviously since that no longer is in effect um it is being abolished. Um and then at last we were all finally present at the meeting to be able to discuss the norms. Um and
we will be adopting the same norms as our ACI committee. The hope is that each of the committees uh OFF and HRC will also take a look at those norms and see if this is something that we can all
agree on to um run as a board. And the norms are place students first. Own your intentions and your impacts. Seek clarity to gain understanding. Questions are welcome. Disagree with the idea, not the person. Tone matters. Respect the
agenda with timely items. Allow for all voices to be heard. Monitor your own airtime. And safe committee space. No judgments, no stereotypes. And that is our um policy for the update. Are there any
questions? >> Can I make a comment? I think during the discussion we did talk about in September there will be a different consent form. Uh right. >> That's part of the ongoing discussion that we'll be talking about over the summer. Yeah. So um I think what Dr. is
referring to is in Genesis when we all have to fill out the 30some forms and check boxes and sign ourselves away for every single kid each time and it takes you like 45 minutes. We're going to add more because we really want to make sure that parents understand the use of AI
and generative AI specifically. So all of that, yes, is is being considered as to how to make sure that parents are as much on board with all of our technology um safe usage
as we are. So yeah, absolutely. And for um policy 5756, actually I have a question for uh I know our school district used to st company contractor. Are we allowed to edit their
policy? Because I saw you. >> Yes. >> Yeah. I mean, it's they give you a template that you can use. You can not use it at all. You can use whatever you want. You can mark it up however you want. So, um there are some changes that you may want to explore to the policy to
make sure that it conforms to the Supreme Court's most recent decision. There's a lot of debate about whether you need to change the policy or not. Um, and I think did we did you guys? >> Yeah, we did. Okay. I just want to make
sure that we sh That's what I thought. Okay. I That's what I thought you were referring to. So, >> yeah. I mean, it there's >> Let me just There's certainly a way that you could have um the district could certainly be in compliance with
um what the Supreme Court requires. Um, but it's possible that someone could read the policy and not know that because the policy doesn't contemplate that necessarily, right? So, the proposed provisions that we submitted are similar to something that they did
in another school district already um are really designed to clarify for staff, students, and parents um how the district will treat those situations, making sure that it complies not only with the Supreme Court's decision, but also New Jersey's law
against discrimination. Um so, it's and and candidly, we are waiting. Um I don't know how long we'll be waiting. getting back on my breath, but um we're waiting for the attorney general or the um the commissioner of education to put something out because they are supposed
to update the guidance that they put out the transgender guidance and so far it's been crickets. So maybe one day we will get some additional guidance but until that time you know I think the board needs to consider um what if any changes need to be made. So we and there's
there's a number of different recommendations that you know you you can follow. So, I'm not saying one way is the right way or the wrong way. It's uncharted waters that we're in. And all we can do is predict what would happen if a parent had a complaint or a child
had a complaint about what the board's policies are and what would happen if it goes all the way up to the US Supreme Court, which hopefully does not happen here. Um, as much as I would love it personally, I don't want that for you guys, right? So, anyway, no, no, we don't want to pay attorney
fees for that. So, Thanks. You're >> any other questions? >> Uh, I just wanted to make a note um that it enters the student use of internet enabled devices like that bell-to-bell policy wasn't discussed and it looks like Strauss SMA hasn't given any guidance because they're still waiting
for the NJ DOE to release the FAQ which is supposed to come out in early June. >> Right. >> So, I just want to note it seems like obviously that's why it hasn't been discussed is that we're still waiting on additional guidance. >> Yeah. And that came out what was that like April 26th that?
>> Yeah. May May 26 we said like early. >> Sorry. It'll come out. Yeah. We'll let you know soon. >> Yeah. >> But that's about like the smart devices and everything. The bell's a bell >> which we did talk we did talk about that as well with um Mr. Brooks and he is hopefully going to be able to make some
adjustments to those genesis forms. >> Not just that. And then also I think Jeff talked about the AI that since during the summer they're going to develop the AI district plan and possibly going to go under ACI for review. Right.
>> Any other questions? Hearing none. Move on to HRC. HRC met virtually on June 8th. Uh the committee reviewed routine personnel agenda items and discuss staffing needs for the upcoming school year. We talked about uh
transportation and traffic safety. The committee discussed traffic flow and student transportation concerns at district administration will continue to work with local officials to evaluate traffic patterns and explore improvements to enhance safety and efficiency during student arrival and dismissal periods. We also discussed
some MTA items uh brought forward including site super uh site supervisor position considerations uh schedule B position review uh two student organization name changes and consideration for competation compensation for certain overnight
student activities. Lastly, we discussed complication planning. Um there was a little um I guess discrepancy in the communication last year. I just wanted HRC wanted everyone to know that the full board is invited to convocation which this year
will be held on September 1st at 8 a.m. Any questions? Hearing none. This time the board acknowledges all correspondence to the board. At this time I entertain a motion to enter into executive session. So move second.
>> Been properly moved and seconded to enter into executive sessions. Any questions on the motion? Hearing none. Roll call, please. Mr. Taliano, do we do we do all favor? All in favor state I. I. >> All those opposed. Same right.
Absentience. We are now in executive session. >> At this time, I entertain a motion to reconvene in open session. >> So move second. >> Been properly moved and second to reconvene in open session. Any questions on the motion?
>> I'll give Dr. Quick second. >> Roll call, please. Mr. County. >> Okay. Roll call to reconvene. Dr. Wang >> here. >> Pepper. >> Yes. >> Frank Herman >> present. >> Warland >> here. >> Harris >> here. >> Nunes
>> here. Snor >> here. >> Here. Thank you. At this time, I entertain a motion to approve the May 19th, 2026 executive session meeting minutes and the May 19th, 2026 business meeting minutes. >> So moved.
>> Second. It's >> been properly moved and seconded. Any questions on the motion? Hearing none. All those in favor say I. >> I. I. >> All those opposed? Same right. Extensions.
Motion carried. Action agenda items. Public comment. The board of education welcomes and encourages input from the public. Members of the public are allowed one opportunity to address the board regarding the action agenda items only for up to a maximum of 3 minutes per
speaker. All comments must be directed to the board. Before you make your comments, please state your full name and address and enter both on the Chromebook provider. Be mindful of privacy rights regarding students, board employees, board members, and to avoid any liability on the part of the speaker. The board discourages
defamatory and discourteous remarks. The public comment portions of the meeting are not structured as question and answer sessions, but rather are offered as opportunities for the public to share their thoughts with the board. The board may need to refer an issue to the superintendent if the issue has not been handled through the appropriate chain of
command, usually starting at the school level. Responses may be provided at the end of the session. If you are making a comment on the action agenda items, please state the action agenda item number. Any public comments on action agenda items?
Any comments on action agenda items? Hearing and seeing none, I make a motion to close action agenda items. Public comments. >> At this time, I entertain a motion to adopt action agenda items 1.1 through 4.7. So move
>> second. >> It's been properly moved and second to adopt action agenda items 1.1. >> I had a question about one of the items. Is that now we do discussion >> through 4.7? Any questions on the items? >> Thank you.
>> Not my face. >> How's that? So my question was about um I know it's just the first reading the acceptable use of generative artificial intelligence. Um and my question was about the policy we talked about how it would be added to Genesis for parents to
approve. Do we have a plan if a parent says no I don't want my child to be using generative AI at all? That's the district will be coming up with this summer is the plan. So the the the
policy is just to say that we're to put a plan in place. >> Yeah. >> Yeah. I ask the exact same question. >> Thank you. >> Usually just >> Any other questions or comments on the action agenda items 1.1 through 4.7?
>> Yes. Wait. It's not an opt in opt out. It's I've read the plan and I understand the plan and the consequences. >> Oh, okay. Cuz I I thought there had been something about like I consent to my child participating. Maybe I misunderstood. >> No.
>> No. >> Okay. So, it's more of an awareness like I I'm signing off saying that I have >> Under Great. Thank you for clarifying that. >> Board member Wang. >> Uh, can we go back a little? Didn't we
approve the minutes already? >> We sure did. >> Okay. I have comments on that. I want to make notes. I >> um that has been disclosed and voted on and over. Sorry. Right. Do >> you have any Do you have any questions on the agenda items? >> The minutes was before, right?
>> The minutes was before we left for executive session, right? >> We did them. We did them here open and close public comment. Now we're on comments for the >> action agenda items. >> So do you have any comments on action agenda items 1 through 1.14.7? >> Before that I know the process has
passed, but I also want to make it in records. I reject the meeting notes executive meeting session. So that >> you cannot make you cannot make an objection to something that's been voted on and we're done with that. So do you have any questions on action agenda items 1.1 through 4.7?
>> But I want to make making my that was a roll call I saw. >> There was two things roll call and there was an I vote for accepting the meeting minutes from last month. You voted I >> skipped that. I I misheard that. That's my fault.
>> Okay. Well that all right. What can we do? >> Then we could save that to the end of the meeting for the good of the order for the board because right now we're on the action agenda item. So any other items that would be the appropriate place >> at this
time. >> Let's move on to the agenda items. I do have >> we have So do you have any questions on 1.1 through 4.7? >> Uh 3.3. Actually Vick, I have a question for you. Uh which one is three points right?
So they I had a long concern since March. That's the healthc care account I keep talking about. Uh 11 triple 02912707 0 that account. Based on my review of the proved list
from July 2025 through June 2026, I found approximately 5.5 million difference between the total healthcare expenditure reflected in the bill list and 20.9 million budgeted amount for this count.
I first read this issue on March going back and forth and I was told would require an approval from the board president would need to occur in the BA's office. I don't know which law said
the board member asked questions meaning board president approval and then on March I explained why this documentation was important. The health care costs represent approximately 20.9 million in taxpayers funded expenditure.
When there is a multi-million dollar difference between the budgeted amounts and expenditures reflected in approved bill list, it is reasonable. I believe are you the agenda item says to approve from May 20th.
>> Yeah, I'm having questionable bit to >> So this is the question on the agenda item. that is not part of the agenda item >> approve. >> So you can save that until board discussion at the end but this is not that time. >> Okay, let's save that question to the end and it's very important.
>> Um >> so any questions on 1.1 through 4.7 for the third time >> question uh agenda item 324 that I have a question agenda and uh 17 sorry
I know you provided my uh responses to that a follow-up question is does king who day kindergarten that year did not make the needed modification to meet that requirement for that toilet thing >> he just said 3.24 24.
>> No, she went back to 3.17. >> 3.17 3.17. Yes. >> Okay. What's your question? 3.17. >> So, did the full day kindergarten that year when we make the full day kindergarten that year? Didn't make the needed modification to the to the toilet
to meet the requirements. I know you sent me two classrooms to meet that that >> Here's what I can here's what I here's what I can tell you. I tell you a couple things. So, in Orchard kindergarten rooms 112 and 114, they don't have a
bathroom in them. So, uh the students have to go 100 ft out of the room to use a bathroom. And the DOE regulations specifically state that you have to have a readily available and accessible and
visible bathroom within proximity of the kindergarten classroom. doesn't designate >> uh how many feet and the reason those waivers exist is because they know every school doesn't have a bathroom in every kindergarten room. >> Oh, okay. So, even for the full day
kindergarten, it did not um >> this is the same waiver that we did last year and the years before u because we never had toilets in those two classrooms. Okay. So until we build a bathroom, we just keep people keep
right. >> That's that's why they exist. That's why you have to do that. >> Now come to uh 3.24.1 list of vendors for anticipated contract. Thank you for answering my question and pointed out we approved
that last year. I took a look at last year's vendor list and then the format is slightly different. The vendor number of column one, vendor name of column two, column three have yearto date impences and last column col column have
year-to- date expected cost calculation. But this year just list of rank down 400 pages PDFs and out of 400 PDFs, 200 pages are empty PDFs. Has this item been discussed at the at
the off committee? At the off committee, we don't discuss the entire agenda. Did you look up the statute on what's required for chapter 47? Chapter 47 requires that you put a vendor's list out for any potential vendors that you may issue a contract
to. Business administrators, award contracts, superintendent, appointed personnel. So being new here and not having complete familiarity with all the vendors, what I do when I'm newer in the district is I approve the entire vendor pool. >> Last year,
>> hold on, let me finish. Last year, I used the report that the prior business administrator used just like I was using the bills list that the prior business administrator used that I found out after research was incorrect and leaving off some of that healthcare data that we'll talk about at the end of the
meeting. So, as I identify things and I think they could be done differently, I'm going to do them differently. So, I'm compliant with the law. Sorry you don't like the list. It's different from last year. That's my response. >> Has the list been QC's before presenting to the board approval?
>> Excuse me. >> Yeah. Quality check. >> The vendor pool is the entire vendor pool that we've had since the ex since we've been in business. there's no duplicates because when you try to enter another vendor, you enter their TIN number and if you enter it doesn't
exist, you'll have an error code. You might notice that like a vendor is on the vendor list twice because some vendors uh are you use them for ED data, some you use for state contracts, some get delivered to different locations within the same company. So you might
see the name appear multiple times with different vendor numbers because different vendors exist with the same name um to go to a different location for a different p purpose. Our purchasing specialist is excellent. I work alongside her. So for my 18 months
here, I'd say I have a decent handle on the vendor list and our purchasing specialist is about as good as they come. >> So So my so my answer to your question is yes in my opinion. >> Okay. Why the core map has been different from last year. Last year >> because I chose to. >> Last year has more uh information and
this year literally just a name. >> Look at some other agendas around. Everybody does it differently. That was my choice. That's my answer. >> Can you Can you also clarify why some board members not here for three more
years but that board member's name was on the list? >> I'm not really going to argue with you. I I I answered your question. still paying that board member. >> Yeah. >> Zelda Wallins. >> No, >> I said I included the >> Her name is on the list. >> She's a She was a vendor. I'm not going
to argue with you. You're raising your voice. I gave a I gave a satisfactory answer. You don't like it. That's okay. Let's >> How much school district are going to pay her? >> Nothing. And what are you >> Why are you making accusations that we paid for a paid member without any evidence?
>> We're asking the vendor list. So the vendor list is Go ahead. >> So the the vending can you define what vendor means? Like who is considered a vendor in this list? >> The vendor is anybody that gets paid Miss Herman through accounts. I I think I can help you out. So there there's
basically two types of payments that are usually made. Either somebody that's an employee that gets paid through payroll or somebody else that's like a vendor. So like anybody that's a vendor that get paid through accounts payable that gets a direct payment with any taxes, they're
technically a vendor. There's paperwork that you have to fill out to be a vendor or staff members are like considered vendors if they like have a reimbursement. I went to like my annual workshop uh I'm allowed to put in say like for mileage. So when I put in for
my mileage I am a vendor because I'm getting paid through accounts payable. I'm also paid salary through earnings. So I'm paid through payroll and through accounts payable. Those are usually the two ways that a payment is issued for a school district. >> So board members are also considered
vendors because when if we go to NJSBA we get reimbursed you pay us. >> So essentially in theory like even though you're not selling a good service to us as a vendor would like say uh you still part of our vendor pool because we're cutting you an accounts payable
check if that makes sense. >> Just to clarify. But the action item is acceptance of vendor list for the year 2627. I guess the question is can there be a check in the next couple of days to purge vendors that should not be there
who have been inactive for more than 12 months cuz there are some names I'm going to have to abstain from this or vote no on it because there's some names on there that I don't believe should be on our approved vendor list for 267. >> Okay. >> And but I think that's that's >> I think that's the confusion here.
There's just a lot of names there that just I being a finance professional I cannot talk about list that has certain names. >> That's fair enough. And if you want if you want to in the old committee we could talk about the vendor list next time to say what the criteria are to be
fair to your question. That's a fair question. I wasn't set with any specific criteria to say okay what what who's going to be consider who's going to be considered to do this. So to be fair, I just included everybody. I've done it
before. I understand your point. So we could kind of have a discussion with it in the next couple of days. To be fair, I don't think that I could do that, but we could bring it up at our meeting in July. I could pull it up as an Excel document and export it and then we could go through it and then I could kind of clean it up afterwards. So that that's
that's an easy request. Correct. Is that fair? >> And that's fair. Thank you. >> I have a question. Sorry. Uh I am we have um my question is all these vendors you have I know we need to uh
quality check and everything um but when a person is putting a purchase order all these vendors are in your systems 3000. So anybody so for anybody to get paid in accounts payable check you have to be entered into systems 3000 database.
Sometimes what happens is when the two vendors have the same name but um when a person when a person putting the purchase order they might mistakenly taking the other person that happens right >> so I will say this everybody makes mistakes myself included but to answer
your question I think we have one of the better purchasing specialists around so she's she is the person that manages the vendor pool so if you came down and needed something from Staples and it was through Ed Data who's a purchase consortium that we do orders with at this time of year. She knows to select
that one versus if it was through state contract. She's very thorough with her paperwork and we have checks and balances that are requisitions are verified by supervisors, they're verified by me and they're verified by her. So, we have like a three-level process to do it. So, could anything
happen? Sure. But it happens seldomly. And we do need the multiple remmit locations because based on those different purchasing consortiums, the paperwork goes to different addresses even for the same vendor. >> Yeah, I'm just concerned about that because a list can be, you know, it's
okay. You know, you may have some people who should not be there. But in your systems 3000, if you have all these vendors as active vendors, that could cause sometimes a mistake and that could be a um then we're talking about money
here. >> It's not it's that really going to cost you any money because every invoice that comes in gets vetted, verified, has to have a receiving copy, a a packing list before it's signed off by me and paid. So, you're not going to lose any money. To show that I take this serious, I
actually met with Tony, our purchasing specialist, and called Bernardet at Systems 3000. This happened 10:38 this morning, and we kind of really reviewed the bills list, the process, looked at duplications. I have emails for it. So, it's actually been like a hot item in the office like the last 2 days. So, we
really been discussing it, but there's not enough time to make all the changes that like I've kind of heard uh everybody talk about before the meeting tonight. That's why I said to Miss Nunes, Mr. Franklin Herman. We'll talk about it like at the next off committee. Pretty easy to kind of export this in a
spreadsheet. Set some criteria. Once the criteria is set, I could clean it up. One, two, three. We're not making any mistakes having money go out the door by having the vendor. That's the way it is. Hasn't happened uh since I've been here. >> And one last question on 2025.
>> Sure. >> Uh it says vendors in excess of 39,000 for 2526 full year. Right. >> That is this school year. So we are approving these vendors at the almost at the end of the school year. One one
first question. Second is some of them are not more than 39,000. No. So So I don't So let me explain the concept of there's a lot of annual requirements that the business administrator has to do every June. This here list is a
requirement by the state that I approve any vendor that we spend over $39,000 with. So, I'll give you an example where it says Genesis Education $3,800. All right, that means we spent $3,800 over $39,000. The state of New Jersey
says I have to report this. They say I have to report a lot of things. I don't ask any questions. I just report what I'm supposed to report to the best of my ability what I'm supposed to do. Does that help? >> This is in excess of $39. Y >> does that make sense? So it's not like they're coming to you and say, "Oh, I'm
buying all this millions of dollars worth of stuff to prove it today. It happens all year long." No, this is just an end of the year reporting requirement that I have to do. >> Does that help? >> Excellent. >> I also have a question for 3.25.
>> Okay. the PSG that one I I know I emailed you in advance and I said the actual uh bill is much lower than the actual budget. I know you you explained that but the question is also when we uh
do the budget for the next school year you actually budget like 50 close to 50% increase for that and we already understand for the actual budget for the current physical year and we're budget another 50% increase.
>> Dr. Wang talking about the budget in 3.25 sorry they're not related items. If you have a budget question that's not related to the agenda items, please no, please don't interrupt me. Please address that at the end of the meeting at the appropriate time. >> Uh the question related to 3.25 is did
you have a good tracking system to track the spending versus budget? >> That's not related to the agenda. I I'm not going to repeat myself. >> No answer to that. >> Any more questions on 1.1 through 4.7? Can I ask just a clarifying question on that vendor list?
>> If in the process of cleaning it, someone was inadvertently removed. Does that mean like they're out and we cannot? >> No. No. It's like it's like who I anticip No, it's an excellent question. So, it's who we anticipate dealing business with, but let's just pretend
July 2nd there's this unique situation or different situation that we never dealt with before and I have we have to award a contract to a different vendor. That doesn't mean they have to be on this list or we can't do business with them. >> Who we anticipate. It's a transparency
for who we anticipate doing business with. That's what the spirit of the law is. >> Great. Does that help? >> Actually, the title anticipate contracts. Yes. Thank you. >> No problem. Fair question. >> Any other questions on 1.1 through 4.7? >> Why not? Let's just continue on list for
a second. Um, so let's say no one can hear you. So, let's say the um, you know, happens and you've never had a vendor that is needed for that before. What does happen then in that circumstance then is you if let's say
it's an emergency situation and this needs to be approved immediately because we need something repaired very quickly, we then need to have a special meeting in order to approve a new vendor or no? >> N so that's a good question. So those
things happen and there's protocols in place for them to happen. So, if some sort of emergency happens between meetings, um there is a 18A that I reach out to the county superintendent and I say the
the roof caved in. Um the the B I'm just saying I got to give you I got to give you the real example. Something really bad happens to the facility, all I do is reach out to the county superintendent and ask for permission to say I had this that the other thing to happen. uh I'm awarding a contract immediately to fix
this and like it bypasses like the normal protocols and then I formally approve it at the next meeting. >> Okay. >> It's called like an emerging contract. There's language I have like a form letter for it. >> There's you don't use it often. You use it for rare exceptions, but there are
like processes >> safety net underneath what Catherine was just mentioning >> for those only those specific situations that I kind of was alluding to. Yes, good question. Any other questions? Hearing none. Roll call, please. Mr. Chowigan,
>> it is to vote the agenda item. >> Yes, it is. So, anything you want to vote on or any extensions? Just uh we'll take them. Go ahead, Dr. White. >> 3.24. That's the vendor list we talked about.
No. Uh personnel 4h.1. No. Do you vote yes to anything? >> Yes to everything else. >> Go, Mr. Feffer. >> Yes to everything. >> Thank you, Mina. >> Yes. >> Mr. Franklin,
>> yes. >> Mr. Wallen, >> yes. >> Harris, >> yes. >> Mr. News, >> no to 3.24. Yes. To everything else. >> Noted. Thank you. Morgan, >> stay from 3.24
and everything else. Yes. Got it. Noted. Thank you, Mr. Todd. >> Yes. >> Thank you. Motion's carried. Thank you. >> New business from the public. The board of education welcomes and encourages input from the public. Members of the
public are allowed at one opportunity to bring any new business to the board for up to a maximum of 3 minutes per speaker. All comments must be directed to the board. Before you make your comment, please state your full name and address and enter both in the Chromebook provided. Being mindful of privacy rights regarding students, board
employees, and board members. And to avoid any potential liability on the part of the speaker, the board discourages defamatory discous remarks. The public comment portions of the meeting are not structured as question and answer sessions. The board may need to refer an issue to the superintendent if the issue has not been handled to the
appropriate chain of command, usually start at the school level. Responses may be provided at the end of this session. Public comment is now open. Please step to the microphone. Put your name and address in the Chromebook provided. >> Hello.
>> Can you write your your name and address, please? Thank you. Done. Good. Good evening. My name is Yan Wong. Um I live um in on the uh 16 Berken Circle,
Princeton, New Jersey. >> Excuse me, ma'am. Could you lower the mic so we can hear you? >> Oh, sorry. >> Good evening, everyone. My name is Yan Guang. I live on uh 16 Burton Circle, Princeton, New Jersey. Uh today uh I'd
like to uh re uh which is the uh old topic of the AP Chinese exam location. Um prior to 2019, Montgomery
offered a test uh administration for the AP Chinese exam. Um so ever since we haven't had that offered uh for many years uh many
students like I'd say maybe uh 20 to 30 students overall on average they wish to take the Chinese uh AP exam. In the first few years, they had to go out calling all the school districts from
North New Jersey down to Pennsylvania to New York and Connecticut to New York City. Uh some people families made like a like a tens or 100 calls but they hardly get any answers or help. uh
sometimes they they may be able to get a seat through a personal relationship from a church friend but very rare and uh not uh guaranteed. So,
so today I'm here to request sincerely and respectfully request the board to reconsider and hopefully to help us resolve this issue. Um besides all the difficulties and all
the time and the effort and the mental stress that students and family uh experienced. I feel like this has uh some impact actually not the positive
impact to the students because besides on all of their hard work and their studies um during the high school years and they had to worry about you know for 10 years of the study they wanted to
take this um AP exam and they are not guaranteed that they had to go through so much trouble and their parents have to go all over the place to try to find a place for them to take to be able to take the exam.
uh I think historically why this issue not been solved that was because one of the cited reasons was um not enough resources take too much resource uh be it's true before the uh language
exam you have to take on the hard disk and it's hard to set up so many computers with the hard drive to be able to set up a lot of technology uh issues Thank you. >> The exams are being done.
>> Thank you, Mom. I'm sorry. Thank you. Thank you for your comments. >> Okay. Thank you. >> Thank you. >> Uh good evening board members. Um, I'm actually going to start from the end of my speech. Um, because I really want
to ask you respectfully to consider moving public comment to an earlier and more predictable time. Uh, nearby districts make participation more accessible. Princeton's public session begins at approximately 700 p.m. and
Hopewell Valley offers two public comment opportunities. one at the beginning of the meeting and one at the end. Parents need a realistic opportunity to be heard on issues affecting our children and our schools.
Thank you for listening to our concerns at the last meeting and for offering to continue the conversation with parents this coming Monday. We truly appreciate your openness to this topic. Today I would like to share my concerns with all
board members including those who who we may not see on Monday and with the public as well. I continue to have serious concerns about classroom technology use and now also about the district's work on AI implementation
policy. I truly do not understand why in the age of AI where technology cannot complete complete so many tasks quickly and efficiently, we are increasing screenbased learning for young children. Let me just mention two simple examples
from my daughter's classroom. What is the educational benefit of giving a math homework assignment to a third grader on a computer instead of allowing children to write, calculate, erase, correct mistakes, and show their thinking on
paper? What is the benefit of asking 8-year-old children whether they would rather complete work on a computer or work directly with classmates? Children this age are still developing self-control, attention, social skills, and judgment. They may choose the
computer because it feels easier, faster, or more entertaining, not because it's better for their learning. Should that really be a a child's choice? Uh these examples may seem small, but they reflect a much bigger
question. Who is deciding where technology is truly necessary and based on what evidence? We have collected many more examples from parents and we will share them with you. The concern is not about one teacher or one classroom. The concern is
about the direction we are moving as a district. As a parent, I respectfully ask the district to include parents in this process. keep us clearly informed and give families meaningful options to opt
out of studentf facing AI tools and assignments. >> Thank you for your time. Hi, my name is Reagan Margie and I'm a parent and former public school teacher now involved in academic programming at the university level. I have two kids in
Montgomery and I know that you are all here because you care about the students in our district. Your service on the board of education is important and I thank you for your commitment. I'm here to ask for your careful consideration of two requests. The first is the timing of
the board's open public session. 10 p.m. is very difficult for most families which limits open communication with the community. The second matter is a call for change to the current role devices play in our schools starting in kindergarten now with iPads. The district maintains onetoone device use
for K to8 with fifth through 8th graders receiving Chromebooks for work in and outside of school. While these helped during CO, we've been back to the classroom for over 5 years now. And yet, the Chromebook has become the default mode for classroom instruction ever
since, especially in upper elementary and middle grades. Studies show that digital instruction fuels fragmentation of attention and memory, while online reading encourages skimming instead of deeper processing and comprehension. Many classes use Blit, Cahoots, and
other gamified platforms for daily assignments. These habituate surface learning and reward seeking, giving users coins and points to cash in for perks instead of truly engaging students with learning that with their teachers or with their classmates. In our middle
schools, I know students keep multiple tabs open for games, music, and YouTube while working in Google Classroom. The amount of time spent online during school hours there is concerning. I know this because I have been able to view school internet and website usage for my
older child for going on almost two years now using the GoG Guardian app. In considering the effectiveness of internet tied devices for learning, we now have years of evidence showing the impact of digital instruction and the data is clear. Students learning
outcomes have suffered as a result. Dr. Jared Horvath shared numerous reliable international standardized tests depicting this trend through his book and congressional testimony as a neuroscientist. Continuing with current device practices in our classrooms will only escalate
further declines in learning with AI tools becoming integrated into many of the platforms students already use. Without limits, children will come to fully rely on AI for problem solving, writing, and critical thinking during a crucial period in their lives for brain development and habit formation. Last
month, the president of the American Federation of Teachers stressed the importance of hands-on learning in schools and called for a ban on digital devices in grades K through two with exceptions for disability accommodations as well as bans on all studentf facing
AI in elementary school among other AI concerns. The surgeon general's new advisory, which others will speak about, on-screen limits for children calls for schools to prioritize work in books or on paper to limit screen use. These are
urgent national calls for change. >> Thank you. Thank you. >> Sorry, do I have to say my name? >> Yes, please. Hi everyone. Sorry. Hi everyone. I'm Emily Lou, a resident at 38 Ketchum Road, Montgomery,
New Jersey. And I'm an alumni of Montgomery High School here to raise awareness about reinstating AP Chinese exam at Montgomery High School, which was discontinued after the CO9 pandemic. Here's my story. So, in 2023, I registered for the JP Stevens AP Chinese
test through our local Chinese school. And keep in mind that in order to register at the JP Stevens um AP Chinese, you have to pay an extra $200 on top of the $100 College Board fee that you need to that everybody needs to pay for the AP Chinese test. So for me,
the test went smoothly for the first two sections, but malfunctions began after about 2 hours. Um at the time, it wasn't known that it was a nationwide college board shutdown, but the exam proctor told us to wait a little while to see if anything could be done to fix it. In the end, only students that went to JP
Stevens were allowed to remain at the school to see if the test could be continued, and all other students from other schools had to leave and take the exam on the makeup day. I left the school around noon with an incomplete exam and a notice to return 2 weeks later for the makeup exam. Not only did
I miss a whole day of school for virtually no reason, but also I burdened my mom, who had to drive me to and from the test site twice. Now, I understand that the 2023 AP Chinese exam was a bit of an anomaly based on the nationwide college board system shutdown. However,
it was particularly impactful to those of us who are not taking it at our own school. My point is this is first and foremost about access. I'm not calling to replace other AP courses that are at Montgomery High School or set up a new AP Chinese course. I'm simply reminding
us that the decision to remove the test from Montgomery High School, it affects students that are pursuing rigorous learning beyond the district curriculum. Offering a testing seat does not diminish the value of taking a course before taking an AP exam, which I know is an important concept here at
Montgomery High School. However, it expands opportunities for students that are also learning through heritage language schools such as the local Chinese school here or through family instruction or independent study. As a recent graduate, um I'm clearly not
asking for any personal benefit, but I'm rather looking to expand opportunities for future Montgomery students in the community. Montgomery High School previously hosted AP Chinese exams. So, we have demonstrated that we can provide this service. I am respectfully asking the board of education to review why the
practice changed and whether restoring it would better serve current students or future students, especially given the growing number of multilingual learners of our community. Thank you so much. >> Good evening. My name is Daniel Santos. I have two daughters, 3year-old and
12year-old. And as soon as next week I'll be leaving here in Skuman again. So I was leaving here about a year ago moving to Princeton be back to Skuman. So uh look I also want to reinforce the request my previous colleagues made. I think this session should be happening
very very earlier in the day because you know 10 p.m. I think all of you are like me. I've been working since 8:00 a.m. It's difficult to keep our concentration. So in terms of respect for the community and if you really want to hear what we have to say and consider
our proposals into your discussions you should start the meeting by hearing us. Okay. So in terms of technology I want to be very clear that it all depends and I appreciate our colleagues who are here today to explain and show the numbers. I
I appreciate the transparency, but it all depends who we are listening to because I can make a case that laptops are the most wonderful thing in the universe and that kids could be exposed to laptops 12 hours a day with no problem. I can make that case. I can get
all the data on the internet. I can also make a case like the one the center for human technology does. And what they are saying is that kids should not have a laptop before they go to high school. Or Jonathan height who is the author of the
era of anxiety, the age of anxiety, a best-selling book. He says the same thing. I don't want to go as far as those extremes. Okay? I believe in the power of technology. I work in corporates America. I use technology all the time. There is a value in that. But
to me, having kids that go from grade five, six, seven, and eight using technology at school or at home, uh, doing homeworks for more than 2 hours a day, it's a lot. Just because if you make a comparison, the CDC
recommendation for screen time for 6 to 12 years old is 2 hours. So if they use in 2 hours here and of course they go home they have TVs they have iPads they have phones obviously two plus what they're going to use there they're going to get to four or five hours right so I
would like to propose a consideration here and I think a pilot project or an serious evaluation let's deep dive into what those experts have to say center for human technology Jonathan height right and where can we find middle
ground what happens if we take an approach and we say you know what for the next school year we are going to reduce by half the exposure to screen time so I'm not saying don't use at all there is a benefit in using but if instead of 2 hours we expose those kids
to 1 hour a day what's going to happen let's test and learn that's what other countries are doing okay thank you >> good evening my name is Cara Alimo. I'm the parent of two kids in the district and a professor who studies the impact
of digital technology on us all. I've been a contributor to CNN for over a decade on the subject of what our screens are doing to us. And my second book on this topic will be published by Route next year. A teacher in another
district recently taught a unit on marine life. She told me she could talk about dolphins, but seeing them is another experience. So, she showed her students a video. This is the kind of screen use I like to see in a classroom
because she carefully selected the clip in advance. She ensured it wasn't longer than it needed to be. She embedded it in a presentation so the students wouldn't see ads and then she watched it with her class and discussed it with them.
Contrast that to the experience of a s student whose mom told me her history teacher hasn't taught a single lesson the entire school year. Her parent says the student works on her Chromebook for 80 minutes in class, then sometimes
comes home and works for another hour or two on her history homework. That means that in this class alone, she spends more time on screens than the 2hour daily maximum re recommended by the surgeon general. I had an opportunity to
speak to Miss Orland and I'm grateful that she mentioned that that kind of a case would be an outlier, but I think it's that sort of shows us why we need standards and policies. Another thing that concerns me is ads.
You all so carefully select our curriculum. So I find it baffling when my first grader comes home and tells me she saw an ad in class for Lufansza. I think educators, not algorithms, should determine what kids see in class. As a
parent, I want my daughters to see the dolphin clip. I want them to learn how to use computers and protect themselves online in technology class. I want them to be prepared for standardized tests and I want kids with disabilities to
have the technology to support them. However, as a researcher, I can tell you there's no debate in the literature about the fact that too much screen time is terrible for children. We learn better when we read on paper and when we
write notes by hand. and kids who spend more time on computers perform worse academically. Because the data tells us this, I know that our school district will eventually follow Los Angeles's lead and develop
thoughtful policies to limit screen time in schools. However, I fear that by the time this happens, it will be too late for my daughters and for the kids whose parents are in this room. And that's why I call on you not to let that happen.
My name is Daniel Fang, an eighth grade student at S and a rising freshman at Montgomery High School. Tonight, I would like to speak in support of bringing the AP Chinese testing exam site back at Montgomery High School. I'm speaking not
only for myself but for many students who have dedicated years to studying Chinese and hope to take the AP exam within our own district. My journey began when I was very young. Over the past nine years, I participated in all three Chinese language programs
in Montgomery. Like many students, I spent weekends, evenings, and summers learning not only a language, but also the history, traditions, and values behind it. As I grew older, I realized that language is about much more than
speaking or writing. It helps us understand who we are and strengthens our connection with family and one another. Today I serve as the Chinese editor and chief of Chicha magazine, a studentm made bilingual publication. Our
mission is to give young people a voice, promote appreciation of Chinese culture, and create a welcoming space for people of all backgrounds. Through this work, I've collaborated with students, writers, artists, and parents and families in Montgomery. I have learned
that when people share their cultures and experiences, our community becomes stronger. This is why this conversation is about more than an AP test. Montgomery is known for academic excellence. But excellence isn't measured simply in exam scores or
courses. It is also reflected in how we support the diverse talents, languages, and experiences of our students. Many of us have spent years learning Chinese outside the school, investing significant time and effort into developing language skills while
deepening our understanding of a rich cultural tradition. Restoring the AP Chinese testing opportunity at Montgomery High School would recognize that commitment. It would remove barriers from students and send a message that Montgomery values
multilingualism, cultural understanding, and the diversity that enriches our schools. As a future Montgomery High School student, I hope to be part of a school that embraces the many cultures and languages
its students bring. Bringing back AB Chinese testing would be a meaningful step in that direction. I was pleased to see Chinese included in the logo of the Montgomery High School World Languages website. After nine years of study, I hope that when I enter Montgomery High
School next year, I will have the opportunity to take the AP Chinese exam in the same district that helped me learn these skills just as many Montgomery students were able to do before 2019. Thank you for your time, consideration, and commitment to supporting all students.
Good evening. My name is Wing Hu, the parent of a Montgomery student who has spent many years studying Chinese and host to take the AP Chinese language culture exam in the future. First, I want to thank the district and this
board for your continued commitment to academic excellence and for the many opportunities Montgomery provides on students. I'm here tonight to respectfully ask the district uh to consider its current policy and restore
Montgomery High School as a testing site for the APC Chinese language and culture event. We understand that schools must make decisions based on resource priorities and practical considerations. We're not asking the district to create
a new course or expand the curriculum. We are simply asking that students who have already achieved proficiency through years of study be given the opportunity to take the AP exam in their own school district. Learning Chinese is
a long-term commitment. By the time students are ready for EP Chinese test, they have already demonstrated remarkable um dedication and selfm motivation. Yet under the current policy, they must leave Montgomery to take an exam that many neighboring
districts are already offered. Despite the absence of a home testing site, 58 Montgomery students have taken the AP Chinese exam since 2019, which demonstrates both sustained commitment as well as a clear ongoing demand for
this opportunity. While some families can manage this additional logistics, not all have the same flexibility, transportation options, and resources. Students should not face unnecessary
barriers simply because their language learning occurred outside the traditional school curriculum. More importantly, this issue is about recognizing students whose passion for language and the culture helps them connect with their heritage build
bridges across communities and contribute meaningfully to Montgomery community. And we just heard from students who embody these very values. Their passion for language and culture has led them to create and sustain a bilingual magazine that is now in its
eighth year of publication. They use a skill they have developed not only for academic excellence but also build connections to strengthen our community. Restoring 80 Chinese test site opportunity at Montgomery High School will be a modest administrative change,
but it would acknowledge the hard work of these students, remove unnecessary obstacles and demonstrate that Montgomery values achievement wherever and however earns it. This will have a very meaningful impact. Therefore, we
respectfully urge the district to support these students by restoring access to AP Chinese testing opportunity at Montgomery High School. Thank you very much. Good evening everyone. Thank you for um letting us speak. Um my name is Bash
Thomas. I'm a parent of two children in Montgomery. Um, I'm also a physical therapist. I would like to urge the board to increase the freehand writing instruction and implement more paper-based homework as well as limit the use of computer based homework. My
son is in third grade and his entire math homework is on computer. While digital literacy is an important modern tool, um, current peerreview research in neuroscience, cognitive psychology, pediatric medicine show that handwriting is superior, especially in
the early phases of developing letter recognition, reading, phonics as well as motor skill acquisition. A substantial body of research proves that physical act of forming letters by hand is fundamental in reading and spelling. A
study by James and Englehart from 2012 demonstrated that freeh handwriting uniquely activates bra reading pathways that are not um activated at the same time when the children are just pressing the computer keyboard buttons. There was
another study that compared a free handwriting to typing and results were astonishing when just naming letters by hand the handwriting group was 92% accurate. The typing group was 76% accurate which only showed a 16%
difference. However, when the task was more complex by identifying actual words, the gap um increased significantly from the handwriting group 72% accurate to 38% only for the group that was just typing.
This is just a sample of many research articles that are um in studies that are differentiating between freehand writing and typing. Um and there is impact on our later skills um for reading and school success. This is also not to
mention the skills like motor fine motor skills, page organization um being able to see the program your progress and learn from the mistakes developing grip strength, dexterity, spatial control required for handwriting and other skills throughout the life. Another
aspect of prolonged use of laptops, pads and other devices is a postural degradation with an increased thoracco lumbar kyphosis which is our hunched over posture. Um forward neck which a lot of people call it as a um tech neck. This can lead to muscle imbalances,
stiffness and which can contribute to earlier than normal onset of chronic tension um tension headaches as well eye strain. There's also a topic of an increased nearsightedness in children um with a very interesting book by a local
neurooptometrist Dr. Tannen and then Dr. Liz body um in its effect on brain and visual strain we see an increased rates of myopathy and earlier ages and pediatric data shows that children who stare at the digital um display actually
blink about 50% less than they normally would have if they are reading from the book. Thank you. Um, hello. My name is Petra Danny. Um, I live um on Brookline Court uh in Montgomery. I actually went uh to school
here kindergarten through uh senior year. Um, and I'm also here to talk about uh the use of technology in our classrooms. I do really appreciate the data that was presented to us uh at the beginning of this uh session. Although I
would like to point out that um some of our uh friends and community members were not able to stay the 4 hours uh since that presentation began in order to um provide their public comment. So I also supported moving public comment
earlier. Um I wanted to voice support for evidence-based guidelines um looking at other countries what they are doing in order to uh create the appropriate amount of balance at each individual um
age and grade level uh for technology use in our schools. Um let's look at what college professors are recommending and seeing as they are seeing changes um in the abilities of their students entering college and what they would
like to see um uh high schools and younger do. um let's use uh success metrics that aren't just measured through standardized tests, although we can certainly see um some effects of
technology use on standardized tests. Let's make sure we're using more than just that metric. Um, I want to ask the board to be wary of incentives of uh the people marketing products to the school
district who have a monetary incentive um to sell uh technology um and especially with AI companies who are desperate for revenue streams right now. Um there's countless ethical, environmental, religious, copyright,
economic and uh overburdened community concerns around AI. So I would certainly support opt out uh opportunities for students for that. Um I also want to add factchecking and sourcing of media um
for student curriculum so that they can understand uh what is real and what isn't real which is much harder to see um and world. Thank you. Um and hard mental work is a muscle that needs to be exercised. I can't be trusted to stay off my phone. So I don't know how I can
trust my child to uh stay off the devices in school. We need to figure out I agree about discernment uh being a skilled with technology abuse but we have to make sure we're actively creating selfdiscipline as a part of that. Um and uh with my last 10 seconds
I would also like to say that high school started too early. It still starts too early. It negatively affected me. Please make sure school buses do not idle. It is illegal in New Jersey for um any vehicles idle beyond 3 minutes with very few exceptions. Thank you.
>> Uh good evening. Good evening, President Todd, Superintendent Mlan and members of the board. Nice to meet you. Uh, I appreciate the time to be able to speak. Um, just before I start, I want to say I had a nice conversation with Mr. Brooks and and Miss Borland during the break.
Um, and I know that we're here because we want what's best for our kids, right? So, all right. So, I am a um I am a director of software engineering at Lufansza Systems, the IT subsidiary of the German
airline Lufansza. Cara, it was not us. I promise you we are we are not on the approved vendor list the 3.24 looking for the off community, right? I was I was paying attention.
Um, so I I do live in the tech world. Uh, software screens. I have four screens in my desk. I have I was actually getting ready with with my family to travel to our homeland in Poland for the summer and I realized I'm going to be carrying four laptops with me in my backpack just because of the
nature of my work. Yes. So, this is what I do every day. So, it might be a little surprising to hear me say it, but I I do think we need to be more careful with screens and Chromebooks in the early years um of the education of our children. I'm not going to talk about the research on on the fact of screens. That's what my
colleagues did better than I could do. That's not I'm not an educator. I'm not a researcher. I'm just a coder. So, what I what I what I do want to highlight are my own experiences as a leader in the tech industry. So, let's start with the supposed benefit digital literacy. When I hired software
engineers, computer proficiency barely registers anymore. That was not the case 20 years ago, but it is now. Today, it is now a commodity. Everybody knows how to use a computer and an iPad. We assume it and we move on. What we do actually look for is collaboration, the ability to articulate a thought, empathy, understanding, other points of view,
cooperation, working effectively in the team. These are the skills that really matter. Even more so in the age of AI now that's coming, right? We might be here again in a year talking about AI like this. These are the skills that matter. Not one of them is built by spending hours on your Chromebook. The
arguments that children must learn uh Chromebooks early to be prepared for the future is also not really convincing. In school, they should Chromebook is mostly a browser um and with a few lockdown forms. Children pick up this kind of interface faster than adults do. They don't need hours of school time to learn how to click around the web page. They
cannot they cannot access the terminal, the operating system, any real programming tools. It's all locked down and it's not in the curriculum and they are not encouraged to tinker, right? because the system is locked down like Google. So, we're not really teaching them computing, right? We're teaching them to consume a sandboxed slice of the web. And there's also the matter of
quality. The screens are bad. The kids are reading the PDF forms on the 1366 x 768 screen instead of having it printed out, right? So, that's a problem. So, it's a step back backwards. We're replacing something that work with something that doesn't work. I just have 5 seconds left. So, I I did have last
last paragraph about supervision, but Mr. Brooks is assuring me that we're getting better there with YouTube blocking, right? and with potential internet uh the parents have the ability to block the internet too. So so I'll
skip that part. Thank you. >> I also Karen Anderson, Montgomery Township. Um, this is the third time I'm bringing this topic up, but I've heard many other people bring it up tonight, too. I don't know, two or three. I'm at all the board meetings. Okay. I've been coming here
for years. And um my email that I sent that really wasn't answered was and this is what I brought up at the last board meeting I attended. So this is my third time. Last year in prior years, the executive sessions were first on your agenda, not in the middle of the board
meeting. So the public wasn't wasting their evening while you're in an executive session. the public is having I witnessed the public leaving because they didn't even realize you were in executive session and we're going to come back and they would be able to talk
to you. Um so what we are requesting is that you provide this at a community familyfriendly time. Um, this actually was early tonight, but you used to have executive session first and we all
didn't have to wait while you were in there. It was more respectful and the question was not answered. Thank you. Good evening. Um before I discuss uh my concerns, I'd
like to also kind of reiterate what has I'm sure has been heard all evening with um you know, commentary on the structure of the meeting and having to wait late in the evening. Um you know, I would
love if we can, you know, have time for our voices to be heard earlier in the evening. Thank you. Um my name is Cassandra Brush. I live in the community. in Montgomery. I'm a clinical therapist, a parent in the community, and a proud daughter of two public education teachers. Love you, Mom and
Dad. Um, over the course of my career, I have I have uh been becoming increasingly aware and concerned about how screens, social media, and decrease of human interaction have affected social emotional skills development, learning,
and daily functioning. I want to be firm that I'm not anti-technology. However, I want to be clear that I am strongly in support for protective measures, guidelines, and guardrails for screen use. Every minute spent on a screen is a minute not spent engaged in other
valuable learning experiences. We know as therapists that people generally learn best through exposure to embodied life experiences, being able to reflect and make sense of these experiences, and then applying these senses, these insights
Sorry, I lost my train thought and learned wisdom to current and future life circumstances. I have seen firsthand how technology and excessive screen exposure has robbed children and adolescence from these vital experiences, leaving them less prepared to deal with the unforgiving nature of the real world. We need kids
experiencing discomfort, conflict, problem solving, and learning through human and I want to emphasize human interaction. It's vital to their development and for becoming functional adults in society. School is an environment to prepare children for real world experience. And
we know very well as adults that real world does not experience through screen. Um I'm asking that we thoughtfully consider not only what children gain from technology but also
um what they may lose when it's used. I ask that we examine what children are being exposed to, how often they're engaging with screens, and how those experiences may shape their attention, development, and emotional well-being, and long-term readiness to thrive as capable, connected, and resilient human
beings. We have an opportunity to create policies that place child development at the center, using technology as a tool and not a substitute for rich human experience that help children learn, grow, and flourish. Thank you. So, good evening. Uh, my name is
Caroline. I'm a mom of four children and a medical doctor. For months, we have been told that Chromebook use is reasonable. But a screen is not only a Chromebook. A screen is also a classroom smartboard. videos, movies, powerful, presentation, Google slide and phone.
Total screen time is the sum the sum of all these exposures. However, the district survey mainly measures Chromebook use and thank you for I mean you did that was great to have that survey but it does not measure
total screen exposure during school day. If you measure only one part of the program, you underestimate the real number. The survey also relies on teacher estimates. This is not about honesty. Research shows that people
naturally underestimate their own behaviors. To better understand what our children experience, I did a simple experience at home with my children. I gave my children two post-it notes, one for the Chromebook and one for the classroom screen time. My son
immediately said, "Mom, the second postit is admitted. the the classroom screen is is on all the time. On what he called a low screen day, he locked 125 minutes on his Chromebook at school plus
30 minutes on screen homework. The next day, he locked almost 200 minutes on his Chromebook alone. My daughter lo 137 minutes. No one of these numbers included class classroom screen exposure. The experience is absolutely
not scientific but it addies a simple reality. We are probably not measuring of children actual screen exposure. Of course let's keep using objective tool like go guardian. The US surgeon general recently warned about the risk
of excessive screen use in children and adolesccents. This recommendation refer to total screen exposure over a 20our period. One hour between zero and six years old and two hours between six and 18th years
old means that this conversation goes until high school. Height schools and families share of course this responsibility. Our children spend about seven hours a day at school and only a few working hours at home.
Tonight our request is simple. More transparency, very clear districtwide screen guidelines, better objective measurement of total screen exposure, policy based on data and scientific studies rather than estimates and
beliefs and a working and a consultative group composed of parents, teachers, experts, etc. Let's measure actual screen exposure and make decision based on datas and scientific studies. Finally, some
parents here tonight um they hire babysitter to be here. >> So, I would respectfully ask to have a better schedule for the meeting. >> Thank you. >> Hello. I'm the I'm a dad of four kids
and guess what I wanted to speak about about technology. So I wanted to speak just about giving some ideas on how to create a framework and it's not nothing it's not boring creating a framework but it's late. I think everyone is tired and honestly a
lot of what I wanted to say has already been said. So we just let me give two a few examples because we spoke to a few friends about examples that I think told by itself. One is around how screens are used for a reward. There is many cases, you know, our kids are here in the district where you did something great,
you're rewarded with a movie, uh for good behavior. There is flex time, it's raining outside, let's do a movie. Uh instead of playing, doing creativity, etc. Um and NGSA testing 19 like 3 hours
testing and then you're rewarded with a 90 minutes of movie. So just little examples like that. Another one is the screen time used as a feeder. Um, an example I think we heard was the math class was done, the curriculum was done before the end of the year. So, let's
watch movies until the end of the year 208. Um, what was another example? Watching movies while waiting for the bus or watching a teacher favorite baseball game or a fraction of that. So again these are all illustrations again
but it's just illustrations to say maybe we can start already with a few simple guidelines saying u you know no more movies for reward or at least limiting it you know we can take probably simple first steps but that was the idea and
with that I think I'm finishing up thank Hi everyone. I will also try try and be quick because I think a lot has been said already. My name is Kelly Jax. I live in 6 Avenue and I'm here in support of what everyone has said about reducing
screen time, but I do want to highlight one piece that I think we haven't quite brought up. I have a seventh grader and a fifth grader. And my seventh grader daughter came home last week and she said to me, "You know what, Mom? I really like when we have fire drills because we get to go outside."
Sit with that. We have lost our way. We do not let kids go outside if it's too hot. We don't let them go outside if it's below freezing. We don't let them go outside if there's snow. Or we do, but it's blacked up only. Don't touch the snow. What are we
afraid of? What are we protecting our kids from? Wet pants. I hear Mr. Cardi say all the time that children need to build executive function. Isn't knowing how to dress to go outside. One of those key pieces. We are so afraid to let our
kids get hurt, get wet, go out when it's minus 20 in shorts. I'm from Canada. You learn that lesson once. But yet we let let them have endless screen times. I think you don't need me to repeat the data. I think we've heard
quite clearly what the damage is to their learning, to their ability to critically think. I echo what was said. I'm a hiring manager at J&J. What I care about is can you critically think? Can you interact with your stakeholders? Can you influence without authority? Can you give a presentation?
Can you take diverse perspectives? We are in a place now where in classrooms these children are not interacting. They're sitting on screens. They are looking at their own videos. They don't know how to discuss. They don't know how to interact with individuals who have
different viewpoints than their own. This is actually the future that I would expect Montgomery to be teaching our children if we want to continue to be leaders. So don't wait. I would hope that we take action now
both on limiting screen time but also rethinking act outdoor time. It is exactly the opposite of what children need with their health to never go outside to never stretch their legs and stare at screens the whole day.
I will end with that. I really don't want fire girls to be the only reason my child gets to go outside. Thank you so much. >> Any other public comments? Hearing none, public comments portion is now closed. Um, regarding starting uh
public comments section, that is something that the board can take a look at. Superintendent Laughlin, making comments. I had a comment about the AP Chinese exam. Um, many years ago, the district
decided that we are only offering AP exams for courses that we offer. And there was a lot of thought behind that, including that we don't look at it just as a test to get college credit. We look at the rigor and having a child
understand the material being taught in school. And it's an extension of their school program. Um, and that was one of the reasons. >> Any closing comments, discussions from the board? >> Yes, I do have multiple ones.
>> Can I just say one last thing about the public comment? I want to thank everyone for coming out and um expressing their concerns about screen time. And as you know, um, Mr. Brooks, Miss Borland, and I, we are working with you and we look forward to meeting with everybody and
creating your group. Thank you. Sorry. >> Did you want to address the request about an earlier time of republic? >> I that was the first thing I said. I said that's something the board will take a look at. >> Oh, I missed that. >> Yeah. >> Do you have a timing for your decision? >> Um, I can't give you that at this
moment. Now, >> is this that >> I'm sorry. This is not a back and forth. Thank Thank you. Thank you for your comments. I think there was a woman who has been cutting for quite a long past. >> Thank you for your comments. Appreciate it. Thank you. >> Doc, >> you you've been I have a couple of
business I want to talk. So over the past few months, we've heard repeatedly raised concerns about timing of the public comments. Community members reach out to board members in November 2025. Again in May and June and today I can't
take like a lot of comments on the timing. resident talked about this spoke on this issue during the comments also in May in April. So in addition during our February meeting uh me and together with
several board members questioned why the executive session have been moved to the middle of the meeting further delaying the opportunity for resident to address the board. So as a board member, I believe we have a responsibility to encourage public participation and
ensure that community members have a meaningful opportunity to be heard without unnecessary inconvenience. So moving public comments to the beginning of the meeting would improve accessibility, demonstrate our commitment to the community engagement,
and return to the meeting format that was used back in 2021. So for this reasons, I'm going to make a motion tonight. I would like to make a motion to move the public comment session to the beginning of our board to resume the
meeting format that was used in 2021. And one would like to second my motion. Second to move the exe uh public comments to begin the meeting. Any discussion on the motion? Is it just the public comments too?
>> This is not executive session being moved back. Like I would like to have a discussion on this, but I think that this is something that the board should have a discussion on ourselves. >> Yeah, I agree. I don't disagree that I would like to give the community an opportunity to speak. But we got to figure out what would work best on the
agenda given that most of us also work full-time jobs and considering executive session would have to move up to 5:00 before we start meeting. I mean there's there's a lot to figure out, >> right?
>> There's a lot to figure out. Um I again I think it's a good idea. I don't want to have to sit here till 11. Correct. Also, you all have to work the next day, but got to make sure that we are also kind of figuring out what would work best for everybody.
>> Correct. I think it's something like as I said, it's something that we need to discuss. And I do want to remind the public that this is not a public meeting. It's a meeting of the school board in which the public is invited to attend. So I think a lot of of uh people do not understand that this is a school
board meeting where the public is invited to watch the school board operate. So there's a difference. A public meeting is a town hall. So I just want to make sure that that people understand the difference. I think that gets lost.
>> D I just made a motion. There is a second. Should we vote on this? >> So we are having a discussion >> what happens next. I I would also like to say while yes, I do agree that it would be nicer to have public comment earlier in the meeting, I do not think we I do not think I am ready to vote on
this motion first because I remember that may also affect when our executive session is and it affects noticing and it affects a lot of things. But I would also like to point out to members of the public that I read every single email that gets sent. We get those emails. It is actually sometimes easier, more
impactful to read an email because I read every word. You can write as many pages as you wish to write and I will read all of it and it is never a problem to hear or understand when it is written in a letter. I take them very seriously. >> Any other comments?
>> I agree with everything that's said that I, you know, it is difficult for public comment to be at the end, but it does it would require a re-evaluation of the entire agenda. And something I noticed like we mentioned um that some other districts do it differently. Well, if executive session starts, we never
really know quite how long that's going to be and people have might just miss public session if they don't public comment if they don't aren't there early enough. If we if we wrap up quickly, right? And or you could also be left waiting if executive session runs really long. So, I think it just I I like it's
something that like uh for President Todd said is a good item to discuss, but personally, I wouldn't feel prepared to >> vote right now without a concrete plan. >> Any other comments? >> Agreeing with Katherine, but it's something we need to revisit. I think you said we're going to revisit it. So,
let's just right now it's not going to get resolved tonight, right? Later enough, as it is, let's just circle back to what we >> There is a motion on the floor. >> We do the motion. Would you like to withdraw your motion or would you like to go forward with your motion? >> Um, we have to give public time. Can we talk
about that next week once? >> So, you have to either withdraw your motion or go forward with your motion. >> Withdraw the motion of course >> and we will as I as I stated at the beginning of the video that is something that the board will discuss. >> I would encourage the board member take a look at the meeting uh format back in
2021. is being recorded online and when that public session uh stated it's usually at the beginning of the board meeting. >> I do want to say one thing though I was very very encouraged to see so many people coming out staying this late and
sending emails uh it shows the the community is really engaged with the school board uh which is a A+ for Montgomery. So continue for it from your side. We will do whatever it takes from
our side. So we can make one gambling and go to the higher level. Thank you. >> And maybe we don't have to wait till next board meeting with we can work as synchronously like on on email or we if you all can we can make proposals about how that could look like what's our
availability. So we don't have to wait until the next meeting have a lot of discussion. Okay. Second, I um emailed every board member about the uh resolution that happened uh a month ago is uh called
resolution urgent relief from rising public school employee healthc care cost. So I'd like to make a motion to approve this resolution resolution so our school district can join this countywide collaborative effort. So participating in this initiative will
allow us to work alongside with our county partners, share resources and best practices and strengthening our collective ability to address the issues that affect our community. So I believe joining this collaborate collaboration is the best interest of our residents
and respectfully ask for my colleagues support. So I would like to make a motion to approve this resolution. Anybody would like to second Is there a second? Can you >> explain to me what what is this about?
>> Oh, it's about uh relief urgent relief from rising public school employee health care cost. So, it's joining like the countywide uh effort. They talk about in the uh upcoming five years uh statewide we have this uh employee
healthc care increase. So this resolution going to present it uh to um to our governor and to our a lot of stakeholders and uh assembly speaker to encourage them. >> I I'll second this motion. I know what
this is. I'll second question. It's a >> it's just a resolution for us to sign. >> Really doesn't action to it if that makes sense. >> Yeah, it's a no action resolution. Resolution joined the council last day. How many schools have uh joined this?
>> The county in Somerset, I'd count just Bernards and Franklin, but in Mercer, Bergen, there's been there's been school districts all over the state that have done this. >> It's just a resolution expressing that we want those >> we want to join. >> I second.
>> Sorry, I second. >> It's been properly moved to second. Any other discussion on the motion? >> All right. Does it hurt? >> So, Dr. way. We need to do two things. Please read the motion aloud because it's going to get read into the agenda. I'll take a vote on it and if it passes, I'll ask that you send it to me so I can
make it part of the minutes. So, please read that aloud. >> I would like to make a motion to approve the resolution titled resolution urgent relief from rising public school employee health care cost. >> You have to read the the actual wording.
>> Read the resolution. You have to read the entire You want me to read one page? You want me to read the next page? Say no. Read the whole thing. It's okay. Whereas at a time of continued physical uncertainty and mounting challenges, local boards of education from across the state of New Jersey continue to suffer under the
growing crisis posed by the rising cost of health benefits and are uh desperate for relief. And whereas despite record levels of state investments in public education, this school district are facing physical pressure similar to
those confronting the state budget, including the unstable growth in healthc care premiums and the mounting insolveny of the state public employee health benefit programs. And whereas both within the school employees health
benefit program and the private market year overyear doubledigit increases are placing tremendous strain on district budget and local taxpayers alike. And whereas Governor Cheryl and legislative leadership have publicly acknowledged
the urgent need to address rising health care cost and the challenges facing the state house benefit plans including both the state and local portion of the state house benefit program and the EHBP.
And whereas the seriousness of this issue is underscored by the midyear uh ACHP analysis released by the Treasury Department in March 2026 which concluded that based on this projected losses and
building in future trends, active premium rate increases for 2027 are likely to be in the double digit. And whereas the pro these projected increases would follow uh the 31.9%
premium increase that took effect in January 2026. Further exaggerating an overall premium increase of nearly 74% in the preceding 5 years. And whereas this growth in health care
costs far exceeds inflation, state aid increases and the physical capacity of local communities. And whereas rising health care premiums are consuming an ever larger portion of already constrained school district budget,
forcing difficult decision that directly affect students, staff and educational quality. And whereas the cost pressures also have significant consequences for taxpayers as school district are often compelled to utilize the full extent of
their available tax levy even after which many district remain unable to fully offset this increases due to the constraint of the property tax levy cap despite the limited healthc care exemp exception. And whereas I need your help.
Where are you? And whereas one more preference for the families and student this district serve the downstream consequences including district deficit, program cuts and school closures mean the loss of community stability,
continuation of services and in many cases access to the specialized supports that our most vulnerable student depend on. And whereas these are also precisely the conditions that erode student achievement and weaken the family engagement that is central to strengthening New Jersey's public
schools. And whereas implementing real sustainable solutions to the rising cost of health benefits and reforming how benefits are delivered through the SEBP would demonstrate the governors and legislatores leadership and continued commitment to New Jersey students, educators, and families, which directly
advances our share shared goal of affordability and effective, efficient government for all New Jerseyians. Now, therefore, be it resolved that the Montgomery Township Board of Education in the County of Somerset calls upon the governor and state legislature to provide immediate short-term relief from the unsustainable increased healthcare
costs experienced by school districts in recent years. And be it further resolved that the Montgomery Township Board of Education in the County of Somerset urges the governor to engage in meaningful engagement with all affected stakeholders to develop and implement practical long-term reforms to the state
system of delivering health care to its public employees in order to generate meaningful long-term savings. hand. Be it further resolved that a copy of this resolution be forwarded to Governor Mikey Cheryl, State Treasurer Aaron Binder, Senate President Nicholas Scutary, Assembly Speaker Craig
Coughlin, State Senator Andrew Zwicker, State Assembly Representatives Roy Fryman and Michelle Doulis, and the New Jersey School Boards Association approved this 16th day of June, 2026. >> Even we actually have to vote. Yeah, >> all right. All in favor of the adopted
resolution state. I >> I post opposite. >> Extensions. Motion carries. Motion carries. Any other items? >> Yes, I do have more. >> Sorry to hold my colleagues uh a little
bit long tonight. So uh but Vick this is question to you actually is I keep talking about this um differences between the world approved bills and the actual budget about 5.5 million
differences and people ask me this question since March April and uh June again I request three straightforward pieces of information regarding the healthcare account that's the account I read earlier and it does come from the
public one. So I asked about the proof budget amount the amount to pay to be date the amount remaining yet to be paid and I was informed that compiling this information could take up to 90 days. So as of tonight we have appro approved all
the bill list for the current school year and we found we this leaves approximately 5.5 million difference that has not yet been publicly explained and now uh the board today received um
email surprising to found uh there are expenditures um submitted to county superintendent but not approved by the board. So >> I have a question for you.
>> What what is our role of the board here? Like I as a board member keep asking these questions and never get answered. >> So I do have one clarifying question. The numbers that you keep mentioning have they been ordered by anyone? >> That's the number we board approved
every month. That number comes from the bill list before has that bill list quality controlled by our school administrators. So I'm going to answer it. I answered this last month. Maybe I'll make it a
little more clear. So there was an email that I believe was sent by you that somebody took the time to look at the bills list. let's say the last like five six years back like from like say postcoid they mentioned all different health care numbers what was approved in
the budget I think this is kind of what the assumption is and what's approved on the bill's list and that there was a variance why I I think the assumption was why was the budget approved for a certain amount of healthcare but the bills list shows a difference I believe
that's the point so Mr. It was Valentine's Day next to me, myself and my team. We took a deep look into the bills list and the reporting through our software systems 3000. The way the batches were being compiled by the purchasing specialist's office,
they were queuing up the system for various different batches to compile the bills list. This is a little esoteric. This is this is what I do. Sometimes I can't like water it down and give an easy answer. Anyway, when they queued up the report to put the bills list together and they were running it, what
they thought they were running, what was getting uploaded to the schoolboard.net back from that predated me. It wasn't what was being queued up wasn't what was being printed out. Here's what I can tell you. What is budgeted for healthcare, what is paid every year,
it's paid out. It's audited. The budget's reviewed by the county office. That's fact. So anyway, after we made a point of this in March and April and the healthcare broker spoke about the healthcare bill, I looked at this bills list and I said, "There needs to be
improvement." So I reached out to the software vendor, Systems 3000, and I said, "I know there's an easier way to do this." I've said this to the purchasing specialist a couple times in my 18 months here. We came up with a way to run the bills list. We started this last month. This is our second month
doing it from the end of this meeting to the next meeting date. So it covers a date range not different batches covers all the vendors with one total on the bottom and that one total is what's
put in the resolution. So to be very transparent yeah a lot of those reports that have been uploaded before I was here they all didn't match up. I had to call the vendor and say this is what I think happened. They said you're correct. I want to do this. Can I do
this and fix it? How do I do it? I'm watering it down. It wasn't that easy. But they helped me through it. They figured out how to do it. So, I came up with a solution. I met with my team in the Lord's conference room. I educated them on how the process worked. I sent them a
memo. I create a standard operating procedure and put it in our standard operating procedure manual. So, rest assured, this bill's list out. I review it cover to cover since it's a big deal and it wasn't right. What was done in the past I can't speak to. It's
the past. What I can tell you is brought to my attention. I addressed it. I fixed it. And I have a solution place for the future. Just like anything else that I might see that's wrong today, tomorrow, the next day, I will address it easy,
harder, and different and fix it. Guess what? I'm sure there's probably other things that could be done better or are either that I haven't discovered. That's why we have an auditor that comes in. That's why we have a county office. So, at the end of the day, this is clerical.
It was taken seriously. It was fixed. But at the end of the day, if I ask and I say, "I need $20 million to pay the healthcare bill." That's because we get a health care bill from the broker. It's called the broker letter that's given to the county office with the budget that matches what's in the budget line. Also,
there was a lot of confusion on healthcare. I had special budget meetings with the board. The healthcare line 110 291270 that includes health benefits, not just healthcare like social security, the annual PUR payment, anything that is a health benefit. So, it's healthcare and
everything else. So, that that that that number all employee benefits is not going to just be the health care benefits. So, that's why some of those numbers are a little bit different. But to speak to the bills one, there was something that need be corrected. I took a lot of effort to correct it. I said this last meeting. Maybe it didn't
register. I hope it registers now. This has happened. There was 1, two, three, four, five, six other business administrators before I worked here. As far as I went back that this happened under, I was the first one that looked
at it, figured it out, and fixed it. I don't want any credit. You can ask my purchasing specialists from day one when I started and I saw that Miss Valentine can attest to this when they used to do the bills list. It was like World War II and they're like, "What are you doing?" They were like all these batches that they were compiling on adding machines.
I'm like, "This isn't that hard. Just just print the report and run it through the date range and put the number on. Let me look." They're like, "No, I don't want to mention the other person's name." They said, "We have to do it like this." And it wasn't working. So, I fixed it. I can't I hope that helps.
It's the best I can do. >> I think I'm sorry. Instead of going through bill list, there could be a easy way to find out about what we paid exactly to a particular vendor. >> There certainly is. >> There's a vendor history report. >> Of course, there is someone.
>> So vendor history report gives forget about everybody else because bill list has so many other things. So vendor history report tells you the vendor and what was the purchase order, how much we have paid through the month and what is balance on the PR. So at the end of June 30th
>> whatever the PO was whatever we paid should be corrected but unless there is a credit you know unless there is you know so there is other ways to do that too >> and then there's even a better way like in systems 3000 is very sophisticated for the most part if you run a report by
the account number 110 291 or 70 it's going to show you every basically expense that's paid out of that line. So, it's going to show you employee benefits, healthcare, dental, vision. Like, I can tell you like right off the
top of my head, our medical bill is $1.4 million a month. Our employee uh prescription plan is about $460,000 a month. Our dental bill is about we get bill, we have to pay it weekly, it's about $5,000 a week. So, if you run that
account number report in 3000, you're going to see all those vendors and all those payments. what I budgeted at the beginning of the year is what was paid out at the end of the year. Yeah, you're absolutely right. On those past bills list for all those years, the amount on those bills list and the amount that I paid out don't match cuz I paid out what
I actually had paid out. Member of the public brought this to the NJ DOE county office in Somerset County. The same exact question could have been you. I have no idea who it was. So, I had to go through an extra process with the county business administrator, Dr. Rovitar and
the county superintendent, Rod Jens. They asked for every single healthcare thing I could possibly physically scan over to them. They did their own analysis and spreadsheet. I go, "Please tell me if I did anything wrong and fix it." They said, "Everything tied up." So, my point was it's a clerical error.
It was fixed. >> It's a done deal. >> It was a reporting error. >> Yeah. Whatever you'd like, whatever you like to call it, but like I had to figure out a solution. I did. My team's on board with it. Uh, it's working out better. Mr. You read the bills list since I've done this compared to the past. You said it
was much easier to read. >> Yeah. >> And if uh Dr. Wang wants that uh vendor history report for every insurance payment we have that should be easy. That's >> super easy. So you gave a you gave a great you gave a great you gave a great
explanation and that's very easy to do. You don't need to take all your time and go through schoolboards.net. >> Just just trust me and email me and ask me a question. But ask a simple question. Don't ask for >> Yeah. >> the there I don't know how to put it
nicely. Just ask a simple question like we're talking about here. I'll be happy to share that. >> So vendor history report body also gives the bill date of so that you should easier and that's why I don't it make me concerned when I say it took took 90
days to get this information back to me. was like, "Oh, okay. We have description, millions of dollar description not explained and I keep asking for months, but it's good to know and you're fixing it." Um but I just went through my uh governor two um
training and Charlie Mueller I think it's NJ uh SBA thing uh trainer and he mentioned that many schools district like doing this tracking system the actual budget versus spending versus how much remaining they frequently report to
their board you know >> that's what exactly do we have that are we heading to that direction I Charlie's really good. First of all, I'll go on the record and say that, too. Like I said, I've been here for about 18 months. Let me just kind of remind you
something. Um, the first 11 months, I didn't have Miss Valentine, so I was actually doing both of those jobs. And, uh, I saved you over $100,000 by doing both of those jobs by myself tirelessly. I'm still learning the district. I remember you emailing me
about a dashboard. I report things out differently. Um, I'm a pencil and paper person. I don't do dashboards. I don't do snapshots. I give complete reports and I can speak to them. I'll be honest, I'm at the end of my career. I'm going to be sitting in that row right there where those other people are real soon.
So, real soon. So, my point is everybody has their own style. I'm more in person uh type of communicator. Miss Warren, she's been to my office many times. I said, "Come on in." Cookie. I said, "Come on in." I do things in person at my desk. I'm getting a monitor put on up
in my office. Very cheap TV monitor to do presentation my office on the conference room. I do things in person. I think it's a lot easier to communicate versus a lot of these back and forth banters over email. If you ever want to learn what I do, you want to shadow me for a day, come on in.
>> I welcome you. So, by you didn't take the invitation. I can't help you. No, I just think there shouldn't be private review of these matters in business. You all >> I'm trying to teach you. I'm trying to teach you the job. Fun should be fully explained in the public setting and you explained it.
Thank you. >> But it is a little bit concerning like previous years no tracking system was established in such a big school district. >> Next one. >> I actually have a comment you might feel. Um, so I just wanted to comment
about the surgeon general advisory about the warnings on the harm of screen use because we heard it mentioned several times by the public comment. Um, and I was very interested because I had heard a couple times about this 2hour mark, right? There should be less than 2 hours
of screen time for 2 through 18 years old. So I went and I had reviewed the actual document from the surgeon general warning and there's a footnote there where they got that information from a study. So I went to the study um and the
one thing that was interesting is that the study doesn't actually say that. So the study talks about setting time boundaries uh which I you know think is very important. It talks about the amount of stream media time spent for a child might vary based on each family all these things. And then it goes into
the limits. Time limits might range from less than 1 hour per day for toddlers and preschoolers to one to two hours per day or more of entertainment, not school related media for schoolaged
children and teens. The most important considerations are high quality content. So why am I bringing this up? I think screen time is something that we need to continue investigating as a board. I think it's a concern for a lot of parents. I think it's a concern for me
personally as a parent, but I I'm concerned that we're anchoring on this 2hour number when this 2-hour number isn't actually accurate based on the data that's being referenced in the surgeon general report. So, do we need to discuss it? Absolutely. Do we need to
look at it? Yes. But I think that I'm concerned that we're getting caught on this this very specific number that isn't actually supported by the study. that's being referenced in the surgeon general point. >> And just to like add on to that just a
little bit, you know, it sounds like that 2hour screen limit is still what it was when I my my oldest is about to graduate next week. But when she was a toddler, you know, you were never supposed to let them be in front of
Sesame Street for that long either. and that um I think that it's you know the a matter of like >> their usage of screen time at school using it for educational reasons even when it's
um coded to kids as um a reward and they have an option of going on edge elastic freckle or prodigy and that's their 10 minutes and they have those three things to choose from that are all educational.
Those are purposeful and guided and the screen time where you're looking at the dolphin and stopping the video and asking, "Did you hear that noise? Did you hear the difference between this noise and that noise?" And you're really going back and forth with your class is very different than just blinking screen
time. And I think we also really need to understand how do we get more parents. I think it's great that the the parents that have started to come out, but more parents need to actually be invested in this topic also because
they're not watching YouTube during school unless they're sneaking it. And yes, kids can be sneaky, so it could happen, but that's at home. And Tik Tok is happening at home and Instagram is happening at home and Snapchat is happening at home. and what are we all
going to do to make sure that we are partnering completely to make sure our children are safe. I think that that's a huger conversation, but I just want to lay it out there that parents we we I am a parent, we need to be responsible for this just as much as the schools. So, I
just want to put that on record. Um as we heard a lot of the examples uh the public made comments made I believe and also the board members talked about here I think definition matters because only we have a clear definition of what we mean by technology use what we mean by
screen time use then we're on the same page second guidelines really matters as we heard some um extreme cases that's very rare doesn't mean it does not happen that means guidelines really matters I hope the ACI committee can
work with the school administrators, work on the guidelines. So that's my comment on the screen time and I do have a comment on the AP testing um exam thing and we're the only school district do not have offer any Asian language. I
know we're working on that. I appreciate that Mary um if does not bring any you know financial burden to the school district just literally offering a testing seat to our students. Oh, it does. is big financial that was one of the
>> big financial in terms paying college board or you're talking about logistics >> if logistics talks about proctor or something because I talked to some of the school administrators and they say it's not like a they don't have to pay college board additional thing for that
for them it's just make the arrangement seats and look other school district are taking care of our own school district students that that just doesn't sound like we're talking about we're we value diversity,
we value inclusive, but we're not taking care of our own school students. >> And then it was in in 2019, right? It that testing opportunity exist in 2019
>> and before 2019. So the community has been evolving, population has changing. Can we evaluate that? So, we used to offer Chinese and the community that it had such low
enrollment, we didn't offer it anymore because the Asian population goes to the Chinese school on the weekends. >> In which year? I checked all the school reports. They only offer 10 year school reports back to 201.
>> Yeah. I started here in 2013 and Chinese was not offered. Yes. It was prior to that >> because of the low enrollment. Right. >> Yeah. And then we still continue offer the testing side. Right. So back to the conversation is does it offer uh does it
charge our school district financial does it bring financial burden? >> Yes. So what happened was in I don't think I think it was 2016 to 18 somewhere in there um the requirement for AP Chinese required a Chromebook. So
then the technology department had to clean out all the Chromebooks, put all the um necessary blockers on it, download the test, and then we have to pay our staff to be there. And it's
against our philosophy. We don't teach that course. It's not teach. This is small language right there. Asian language is very small language. And then can we just support our student? I talked to other school district administrator too. Look the student came
alumni shared painful experience about that. If you want to charge our student just set up the thing. I believe they're willing to pay that. But the thing is they cannot find the testing site. All of us just try to take care of our own students. Can we do that? Can we just go
back and evaluate that? >> But the reason they can't find the testing site is because nobody typically offers AP exams for courses they don't teach. >> Like we're saying we would offer it if we taught the class and they sat in
class the whole year. >> This is not about the course. is talking about just offering a seat testing seat for our school. >> Right. But that's not No one's offering seats to even their own children for courses. >> Why in some other school district they
might offer the course? >> They might offer >> No, they don't offer the course. >> I I can't speak to other districts. It seems like you have to drive pretty far. >> I have I have one concern. It's not about Chinese, but if we do it for that course, then we might also be asked to do it for many other courses that
children might want to do. And then >> Asian language only, AP Chinese and AP Japanese. And before those want to take AP psychology, >> talking about offering testing seat for one or few, >> but but if we do that for Chinese, then we might ask you to do it for Japanese
and then someone might take psychology at the local college and they might want to come take the test here. >> Oh, we're going to open the AP psychology, >> but we're not going to because we don't have the budget to pay for it. And you're you're missing my point. It sounds I'm all for the idea of allowing children to take it here. But then it
becomes, well, you're doing it for Chinese. Why aren't you doing it? I took psychology at the local college and I want to take the AP test in this school, so why can't I take it here? Or I didn't take your AP chemist and homeschooled students. It just becomes
it's it becomes a problem because when you offer it for one course, then you have to offer it for every course that any course that a child might want to. I want to stick with top of the world language because it's very different from other things. >> It's not it's not in terms of offering an AP class. >> You're talking about seats.
>> You're talking about seats. So Francine differentiate Francine's point is if a homeschooled kid is studying African-American history and wants to come to Montgomery to test if if we offer an African-American history AP
that would open up a can of worms for for that situation >> or any other class to take an AP school district taking care of our own school district students. >> But they weren't taking care of our students because they charged her $200 to take the course. So, they're not
really taking care of them. >> But I just I'm just pointing out to you that you sound we make it sound like we're discriminating that it's only for Chinese, but it won't be only for Chinese. It will end up being for other courses as well. So we either have to be willing as a district to allow any
student who wants to take an AP class to take that class or our own students home allow them to take AP courses for any class that they wish to which they might not have completed in our building or we have to make a blanket policy of none.
You can't pick and choose the classes that you're offering AP. You >> can't pick and choose the subject. >> Concerned about a child who says well I did independent study for AP that maybe it's a course we do offer. Maybe they decide to like stack their schedule and now, >> right, if they're not even a home school student, it could be a Montgomery high
school student who's taking home school children. >> If it's, you know, if it's a Montgomery High School student who's taking a course but not in our school, >> that's even for the AP. >> Yeah, like a self-study. Even if it was
something we offered, what if we, you know, then then you're still opening it up to so many >> this whole process where anybody can take any AP class, any AP test that testing side of it. It's real estate. It's not >> you're not understanding my point. I'm
I'm I'm very confused why you can't why you're not understanding the point I'm making. I'm saying to you, yes, that's a really nice idea, except that you can't stop at Chinese because then someone else will be coming and asking, why can't you don't offer AP psychology? I
studied AP psychology and I want to take the AP psychology test here. And then you'll get somebody else. I don't even know which courses we don't offer, but I'm sure there are other AP courses we do not offer. And then children will say, why? Well, if they can take Chinese, then I should be able to take these courses, too. So, it's an all or
nothing proposition. If that's the that's what I'm saying to you. >> I agree with you. Then you should take a look at the data. Take a look at the school report performance data. How many courses we don't offer here, but the kids took it. >> But we have a we have a policy here to only allow students to take AP test of
the courses that they're taking. And there's a reason to do that because then it promotes them take. We know that they are learning the material at a level that we are comfortable with. If students are deciding to learn things to an AP level, they can go take an AP test somewhere. We don't have to be the
provider as the district >> somewhere and where. >> I don't know wherever they wherever they can find >> here to serve the public. >> I'm also concerned about putting additional pressure on students that if if we have all of these AP you can sit your exam here, then what's to stop a
student from thinking like, wow, I can be right here and take my test. I should really be doing all these other I just I'm concerned that it's >> coming home and now we're sending our own school district students >> but they're not taking but we are not offering the course in the same way
we're not offering AP psychology. I understand that I I feel bad for those kids who can't take the class here but our school district does not offer the course. You say we're not offering it to our students but we don't offer that study to our students. If I if my son was in school here and he wants to take
AP Hebrew, it would be the same thing. We're not teaching it to him. Why should he be taking the AP class in our school? >> If there's a need, >> that's a different question than say that then then then maybe we should be evaluating the policy. That's not you were originally saying why can't we do a
Chinese here >> school district cannot offer that which >> no no that we don't offer the maybe we maybe we want to evaluate the policy as to whether or not students should be able to take AP exams for courses they didn't take but that is not what you started saying you started off saying we
should be offering the AP Chinese >> exam if they have AP Japanese they could offer that too >> pointless I have a question here if If 50 students, if 50 students next year, Chinese students want to take AP
Chinese, if Mongolia offers it, >> will we start the AP Chinese if the budget allows? >> Do we have an instructor? >> That's not I'm just saying that that's the first thing like there's so many steps that go so we are not allowing
them to just take the test after studying independently. >> Correct? But the other way around is >> to start >> if there is a full demand for that and we can offer that budget wise and now after all the you know the rules and
regulations we changed >> and then >> we can have them test here >> right >> yeah they want I heard the board talking about one open the course and they offer the testing what I'm talking about the datadriven discussion take a look at the
school performance report how How many class how many courses not offered here and how many kids they take the test >> we offer >> we do are we going to create are we going to say as we want to create more hardships for our students it doesn't matter it's AP Chinese AP Japanese or AP psychology
>> hardships >> I feel like they're our student why we cannot take care of our own students >> what how is it not taking I don't >> how other school district are able to do that >> because they made a decision to do it >> exactly >> which school district Glenn Ridge.
>> Glenn Ridge, you're telling me, is giving AP exams to all of their students in whatever course they want? Yep. >> I'm going to call them tomorrow. >> And then, you know, the other she the girl said that she went to Edison, JP Stevens. >> She went to JP Stevens to take a test. They charged her
>> and they had awkward Chinese. She talked about the students who came off. citizen mentioned this affected 58 students since 2019. >> So that's eight students a year.
>> So they're not students. >> I did not say that >> but we're talking. >> We're talk about the main. >> So there isn't a demand for eight students a year to start a new place. >> Exactly. If eight student offering a seat for them. >> No. So what happens? because the
families chose to go to the weekend Chinese school over taking Chinese. >> The enrollment dropped so much that >> we couldn't stay for any other course here. They just want the Chinese
students, >> right? But the Chinese school there, the Chinese, >> it's not the AP listen. I think AP Japanese AP psychology Chinese offer to see tonight. >> So we're not going to resolve this tonight. >> Absolutely. >> And one of the issues I I've actually
have spoken um with people from that school and I have offered to help them >> offer get to get certified to offer the test. >> Yeah, they have it. >> They need facility, right? They need the school facility. They have that school.
My understanding is they use our school. They don't have the facility. That's why they cannot get the code. >> But they would use this school. They would use our facilities for the test. They have to get to they are >> if they get approved if they get
approved to come to here. >> Because they would be the >> I can do some more information and see if I get something for that. But we're not going to resolve that tonight. So any other discussion? >> No. >> Hearing none, I'll entertain the motion to adjourn. >> So move second. >> Probably move and second. All in favor
say I. >> I. Say right. >> God bless y'all. Thank you'all for coming out. Have a good night. >> I know.