Dr. Cordelino here. Mrs. Fano, Mr. Palma here, Mr. Petraino here, Mr. Rapaort, Mrs. Smith here, Miss Zuckerman here, Mr. Dore, Dr. Modrack
here, Miss Emmer, Mr. Blumenthal here. Okay. Pledge allegiance, please. I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under
God indivisible with liberty and justice for all. It is a quiet room tonight. Mr. Blumenthal, your report, please. So, in the past for MTHs, the first pep rally of the MTHS 2025 to 2026 school
year was held on September 19th. It was a success with multiple fun events. Flag football, three-legged race, tugof-war, and a relay race consisting of five legs. Potato sack hopping, golf ball on a spoon, apple bobbing, mummy wrap, and a whipped cream eating contest. Back to
school night and the club fair was held on Thursday, September 18th. Students were able to browse through club tables at at the club fair during lunch. Club fair resumed at 6:30 p.m. a half hour before the back to school night began at 7 p.m. Ambassadors from the student
council, Key Club, NHS, PAL, and PAL assisted parents with navigating the school. And then October 14th, MTHS was a SAT testing location. For sports, Montville volleyball had a game today against West Morris at 4 p.m. Their
current record is 0 and14. Girls tennis had their senior night last night against Old Tapan in one. Their record is now 10-6 with a state tournament quarterfinal game today. Field hockey won their game against Academy of St. Elizabeth yesterday. Their record is now four-5. Boys soccer is 10 and three as
they play Morristown in the second round of the Morris County tournament today and they lost two to one in overtime. Girls soccer had their second round of the Morris corn Morris County tournament today and they are up two two nothing. Um, their record is currently 7-3. And
then football is 3-2 with a game this Friday against West Morris. For future homecoming will be on Thursday, October 16th in the cafeteria. The night will start at 7:00 p.m. and end at 10:00 p.m. Sorry. The theme for the dance will be Under the Lanterns. Um, senior portrait
retakes will take will take place on October 15th to the 16th. Information to make an appointment is found on Google Classroom. Underassman photos will take place this week on the 9th and 10th. It will be happening during gym in the auditorium.
College fair will take place on October 23rd in the MTHS cafeteria. Over 40 schools will be able will be attending and students will be able to walk and talk to their college adviserss there. Thank you. Wonderful. Thank you very much.
Uh do you have any followup? Yes, just u moving on. This week is the week of respect. Um the district is conducting age appropriate lessons and activities um in different classrooms as well as the schools. This is for the New
Jersey's anti-bullying law uh that requires this week of respect. These lessons and activities focus more on basic rules of respect and kindness in the grades K through two uh with with an emphasis on trying to recognize and respect individual differences with the kids. Uh students grade three to five,
they have uh they learn more information about bullying. Uh they try to do try to be more of an upstander as opposed to a bystander learning about differences between conflict and bullying and things like that. Uh just some of the ideas that are going on in some of the schools
uh as more of the elementaryaries right now. They list ways they can show respect at the school. They do something that makes themselves feel proud. Uh they practice listening uh really listening when someone's talking to them. uh do something something kind for somebody. Uh at the high school they
have here in the media center they have slideshows going on all times about respect and it's also anti-bullying and different messages. Uh they have messages all uh in the morning during home room for uh students and staff members who are reading different things throughout the week. So we have a whole
bunch of activities, lessons, and things going on this whole week as we recognize this uh week. So uh we're proud of what they're doing and we're getting the message across. That's it. Um, you want to give a quick update about construction? Uh, the district had started doing
construction during the summer on a number of the buildings including the high school, William Mason, and Woodmont in order to add security vestibules to the front of the buildings as it has done at Lazar and Cedar Hill. The
projects at William Mason Woodmont and the high school are moving along as planned and have an substantial completion date of October 31st. Hilldale is currently delayed as there was an issue with the contractor and we
are in the process of attempting to resolve those issues in order to start moving on Hilldale again. The other kind of work that was being done throughout the district is that we had been doing painting uh landscaping and William Mason playground was under construction
in order to shore up the surface so that a new playground can be put on there. A contractor will start working on that particular project probably starting next week and we'll finish just before the break for teachers convention.
Okay. Thank you. Is that Yeah. Great. Great. Uh then let's move on to the presentation. Casey, Mark, if you can uh bring that up. All right. Good evening. Um this evening I'm going to share with the board the
annual uh report of student performance which generally focuses on the test score results of the NJS NJSLA for the most part. But we also look at some of the accomplishments overall through clubs, activities, sports, music, and the arts. So, we touch a little bit on everything tonight. Uh, one thing I
think worth noting is that this is actually last year was the last year of the Pearson test that we've been taking for several years. Uh, we're entering a year into a new test. Uh, it's a test that's was taken over by a company called uh, Cambia Assessments. It's no
longer Pearson. So, the state of New Jersey very haphazardly uh rushed out information late this summer that districts are required to field test uh in the fall in preparation for the first administration of the new test in the spring. Uh so we will be testing grades
four really through 12 for the most part uh for a couple of days in the fall as a field test. it won't count, but it'll inform uh the assessment for the spring administration, and that's that's set to happen towards the end of October into early November, uh depending on the levels. So, we're still receiving
information about the test. Uh it doesn't give school districts a lot of time to prepare for it. Um but it's something that we have to deal with and it's a reality. So, uh so that's something you might be hearing about a little bit as we uh close October and enter into November. Um but into the
last year's presentation for school performance. Uh the NJLA is the first thing that we're going to uh talk about. And just a reminder uh there are five performance levels that we're going to talk about tonight. And every year we focus generally on level four and five. Level four being meeting grade level
expectations and level five exceeding grade level expectations. So as we move through each one of those subject area uh subject areas, those are the two levels that we we will focus on. uh the first one being uh the English English language arts and literacy and I circled
there for you the uh number second one from the right that's the district percentages of students who performed uh at or above expectations grade level expectations um and then next to that in the white all the way to the right that's the
state average percentages so one of the things that I share with every year that you know as you can see just by those numbers for language arts we far exceed uh the state percentages in English language arts and if if anything else we took away from the 2025 testing is we're
very consistent u generally across all grade levels we pretty much broke even where we're up a percentage point or two in in uh four grade levels and we were down slightly in three grade levels so and and when I say up and down I'm talking one two three percentage points
on average which you know really isn't that statistically significant you know as we move across. So, consistency is good, you know, plus or minus one or two in some grade levels and minus one or two in other grade levels. For language arts, for mathematics,
uh similar consistency, uh overall, uh we were up in five grade levels. We were down in two and stayed the same in two. Uh one of the areas that I guess sort of jumped out a little bit, which was more than a singledigit drop, was in eighth grade mathematics.
So that that area in that looking at that cohort of students uh that's something we're going to pay particular attention to because that's a little bit uh more of a decrease than we typically see. Um although we did add we did go up 12 points 12 percentage points in geometry. So again it kind of balances
itself out a little bit as far as overall performance. Uh but generally outside of those two areas we were pretty consistent uh across grade levels uh based on past performance of the last several years. Uh next is science and remember those
grades are only 5, eight and 11 for science. Uh and again you can see the state averages on the right side 30, 19 and 31. And then you can see our district uh you know in the circle there in these areas we did increase in in fifth grade and eighth grade by a
percentage point compared to last year. Uh and when in grade 11 we did decline, you know, three percentage points uh compared to last year, but we're still, you know, performing 20 percentage points above uh state average in the in the science scores. We also have to share and and break out
into subgroups. So our first subgroup is special education and English language arts. Uh all the way to the right is the district performance. The the state doesn't release uh state comparisons in the area special ed. So uh they just give the overall you know which I share
with on the first few slides. So uh overall very similar performance in special ed also with our students uh pretty consistent. Uh we were up in three grade levels. We're slightly down in three grade levels and we stayed the same in one grade level. So again all a matter of two or three percentage
points. We did have a nice increase in third grade of of nine percentage points. Um, but we did see a little bit of a dip in grade nine of of minus 7 percentage points, but overall we stayed relatively consistent in English language arts uh in the subgroup special
education. Uh, in mathematics, it was more of an upside here uh compared to last year. We we increased in five uh out of the seven uh grade levels. uh we increased those percentages with the greatest percentage being in algebra 1
uh an increase of 10 percentage points and then seventh grade also increased uh 8 percentage points. So we saw some nice increases there and I I can't leave out fifth grade which increased 15 percentage points from last year. So overall special ed subgroup mathematics uh did see a nice increase overall uh
from last year's administration of the uh of the assessment. And then the last one, it takes us to science. Uh, and this is a a bright spot in the subgroup special ed. We increased in all three areas compared to last year. We went are up 10 percentage
points in grade five, uh, six percentage points higher in grade 8, and six percentage points higher in grade 11. So, we we swept each one of those grade levels with an increase across the board. Uh, so that was positive in special education. The state of New Jersey also requires that we share
publicly uh the performance of subgroups of race. Uh and the three uh subgroups that qualify here based on the the numbers would be Hispanic, Asian, and white students. It's a little harder to see in a graphic form there. Um but that just shows the comp comparison of
subgroups and something that we're required to look at and something they're required to share publicly. So that's ELA and and typically we see uh you know the Asian students performing a little bit higher. uh followed by the white students and Hispanic students. And also we see that in mathematics
which is next uh same type of uh performance across those subgroups in mathematics. So you can take a couple seconds to look at that. We also um break out the scores in science and you can see it's a little easier to see those numbers there. Uh
that's to break out in subgroups of of race and science. We also take a look at our our ELLLs. Uh access is the name of the test. It's a suite of assessments that we measure our proficiency of our English language learners. Uh they get assessed in four
domains. Speaking, listening, reading, and writing. Uh we are required to report on this also. Uh and the next slide indicates uh our district performance. I think it's very notable. Uh last year we had about the same
number of students tested give or take one or two in the 80s. Uh in our elementary last year only eight exited the program. This year 25 exited the program. So that was a nice uh increase there. Uh and then middle school high school remained relatively the same.
Last year uh with we we increased you know one more student at middle school passed and one fewer students in high school uh exited the program last year. Moving into some of the outside of test scores, we did want to recognize, you know, our national merit data over the
last three years. That's typically how we do it is is in a three-year window. Uh we had a national merit scholar last year, which we didn't have, you know, the last the three years that we compared to last year. Uh we had a national merit finalists, uh five semi- finalists, and 42 commended students.
And this data is based off the uh administration of the PSAT and their performance uh nationally on the PSAT. And that's and they're reward awarded for, you know, scoring very high on on on that assessment. Uh also on the advanced placement exams,
we did see a 3% increase in the percentage of students who scored three or higher. Uh which some colleges will give credit for for score ranges of three to five. Uh so we were 78 last year. We did raise a few percentage points overall in the 23 subject exams
that we we offer in in AP. Uh we also had some AP scholars uh 25 with honor, 80 with distinction and 63 AP scholars. And just briefly I'll share with you you know the definition of both
of those. AP Scholar with honors uh that are they're granted to students who receive an average score of at least a 325 on all of the AP exams that they take and score three or higher on four or more of those exams. Uh students who qualify for the AP Scholar with
distinction, those are granted to students who receive an average score of at least 3.5 on all AP exams that they take and scores of three or higher on five or more of those exams. And then finally, AP Scholar designation. Uh
that's granted to students who receive scores of three or higher on three or more AP exams. So we our numbers are pretty robust usually uh as we do this annually in those areas. Uh so after we digest all of those test
scores, I mean what you saw tonight was sort of the view from 30,000 ft. uh the data that the state provides us uh on top of what you saw tonight is much more in depth and breaks it down by question and by curriculum area and that's where Andrea and her team sort of take over. Um and you know the first step would be
for the principal, supervisors and teachers to uh review that data uh study the individual test questions, student responses and then work together to develop a plan within the department meetings and grade level meetings to try to attack those areas that may have surfaced as areas of need. Um so that's
generally the first step and then on a bigger program uh wide we have some activities uh that help support you know some of those areas that identified as areas of need improvement. Um and those are just a handful of of programs and
steps that we we have to address those those areas. U moving on to some student accomplishments. You know, every year we talk about our forensics team and annually it it continues to rank, you know, among the top 1% of schools uh with a number of students uh qualifying
for the for the national speech and debate tournaments. Our history day competition, we had four student projects recognized in some some historical papers and exhibits uh that qualified at William Patterson University and one of those actually qualified for a national contest. So, it's nice to see uh some accomplishments
in those areas. and music and and theater also are areas that we continue to excel. We had some students uh were selected for various regional orchestra and choir and all state choir um recognitions and then of course in theater we also had a couple of students
selected as finalists uh for the speech and theater association competition. So it's always nice to see that broad range of spectrum in in in the arts. Uh our FBLA uh club continues to uh place students in the top 10 state in the state
competition and many of those students were recognized um you know nationally with one group was recognized in the top 10 nationally. So we continue to do well in FBLA and a lot of these clubs surface every year. Those are some of our stronger performing clubs. Uh visual arts, same thing. We did have a student
selected for uh an art exhibition at the Morris Museum and a number of of pieces that were selected for the uh you know the Blackwell Street student exhibit too. So some nice recognition for our students in the area of of the arts. Uh athletics focus on team competitions
uh you know those sports ranging from conference championships, county uh semi-finalists uh sectional champions and golf. Uh that's a nice span across the seasons there uh in team championships and and accomplishments. So we're we're always uh happy how our athletic teams are
performing. Um and we had a couple individual achievements that were worth noting. You know, we had a school record um in boys cross country and we had our first individual uh state finalist in girls wrestling this year which is a growing program and we're looking
forward to uh growing and expanding that program. Uh so just a couple notable achievements. Uh we like to finish up with the class of 2025 graduates. We have 95% of our students attending college or university. And then you can see the breakdown of the other 5% you
know choosing the business military employment or a gap year. Uh so that those numbers are pretty consistent uh with uh last year's numbers as far as percentage that attend a college university. And I always like to include a list of uh three slides of the list of college acceptances uh in the last three
years uh for the board and for the public to look at, you know, when we post this on our website uh this week. Uh so that that's typically where we end up. If there any questions, I gladly answer those or try to.
Look, Casey, I noticed you mentioned eighth grade math was a down year, but I it looked to me like the whole state was down that year. So, relative to that, I mean, were we pretty good? Uh, you were talking regular ed,
correct? Yeah, the the um let me find it. Eighth grade. Yeah, eighth grade. I I had mentioned we had dropped 31 uh% which brought us to 52%. But I think to your point, John, what you're trying to make was that uh the level at the state is 21. So in
comparison to all the other grade levels, that's on a lower side, too. This is a hard test that year. How do they It's not that bad. Yeah, it's hard to it's hard to There there's no rhyme or reason. However, I mean, they change questions. They do different things, but uh I think
all the districts saw a decline or many districts saw a decline throughout the whole state. And our supervisor was trying to ask around and find out. And until you get all the data back, then you can start trying to figure out what they changed. But those exams are gone now. So we're trying to focus on this new the future.
And one thing to keep in mind in e that eighth grade math is eighth grade level math. So a lot of our students are maybe in algebra. So some of our most capable students are pulled out of of the grade 8 assessment to test in the algebra and perhaps the geometry. So it kind of, you know, it waters down a little bit of of
the stronger math students for that. So that's why I think across the state you see lower scores as well as in our district because some of those more capable math students are pulled out taking those higher level tests. Gotcha. That makes sense. Just not really question. It's just I guess
it's more of a philosophical comment. Um I see we're going to have taking a new test next year. So it's going to be another haphazard roll out. And whenever we have these haphazard rollouts, you know what happens? The test scores always go down. I I everybody in this room, you heard it here first. Our test
scores next year are going to go down a bunch just like everyone else's are. This always happens in the first year of a roll out. Um I I just look at the scores and obviously we have a high performing district. And in comparison with the state, we're doing very well. That's nice to know.
And I still look at the raw numbers and I see, you know, 20% failing at certain levels, 30% failing at other levels. But then I look at the state and I see 50% failing. I mean, the eighth grade science, what was it? I think we
had 38% pass rate and the state was 19. And yeah, I'm sorry. When you have a test and 80% of the students are failing it, I failed to believe that that the problem is that students or the
curriculum or the teachers or the schools. At some point, I think you have to start thinking the problem is the test. So, we look at these things every year. We try to get the information we can out of them. And rather than looking at the scores, I think we've been
correctly over the years saying, "Okay, this is a score. Now tell us why the scores are what they are and tell us what we can do to improve learning, not necessarily just to improve the test scores because if you're just trying to
teach to the test, then you're really not teaching anything at all. So again, I'm happy with the report card. I'm happy with the way they are, but you have to take them with a grain of salt. There's a lot of negative in there, not only for us, but also for the state. And I just can't help think a lot of it's
very unwarranted and probably very unfair and it probably causes a lot of stress for some parents. They see that that's not nice. Um any other questions real quick? Okay, I had a couple real quick. Um you said that we're going to be uh
piloting the test in the fall. Are we going to be losing days of instruction because of that? Yeah, I don't I wouldn't know about necessarily full days and the high school's going to have to do some some changing of the schedule. Um, but the elementary and middle school, it'll impact their days. So, some instruction
will be lost. Um, but not full days, not like the regular administration of the test. The field test is a little bit uh less than a normal administration would be, but yeah, it's going to take a couple of half days probably. So, are you going to are we going to be putting in half days for this? Not for the middle right now. Not for
the middle school and elementary schools. The high school, I think, is going to, you know, change their schedules around a little bit, which they're figuring out. Students will stay there the entire day. to be determined. to be determined. So, so for some students may not have to come in. It might be a delayed start for
them, right? But the ones that are taking the field test will come in and they'll be there the whole day. Okay. Depending on what the Exactly. Yeah. The high school team is still working out those details because like I said, this is sort of a rushed on us as the school year started. Uh so a lot of districts are kind of scrambling to try
to figure out the best time to take. I know the high school's waiting till November. Uh I think the elementary and and middle schools are going to look towards the end of October to try to you know squeeze these two days in of testing. So is not every student taking the same test you know
well no by grades. So at the high school you know so no they're not all taking the same exact test or something like that. Well like the science is only three grades out of all of our grades. So yeah they're only field testing the English language arts and math. Okay. So not science.
Not the science. Okay. Okay. Please keep us I guess I'm a little confused as to So every student wouldn't be taking the test the same allotted hours. They you you'd shuffle it. No, that part. No. Yes. I just meant like uh I don't know the seniors I don't
think they're taking it. Right. So some select seniors depending on their math last year. Didn't say anything. Right. Not many of them you took last year at the high school. So right. So some may take it but not all. You know different things like that. Yeah. Oh the test is on what they learned last year. Yeah. Oh jeez.
Just and again this is just a field test. So then they get the data and then the real test comes in the spring. Okay. Then um couple other quick questions. Um how many students participate in AP? I mean there are a lot of people passing and and getting threes, fours, and fives. How many
students? Yeah. How many total students do we actually have in AP classes? I don't have that number. Okay. We'll talk about it later. And then my last uh another question was how many are going into the military from last year? I get that question on occasion. Yeah, that I don't know. It's that's
part of that 5%. I don't know how many individual students. I'll I'll catch up with you later on that one too. And then lastly, we usually don't get that granular for this presentation. Okay. And then lastly, um how do you use the standard tests for professional development? Do you use do you use these tests
results for any kind of professional development? Andrew just yes and no. Yes. So, uh I'll take for instance the math department. So, they'll get the evidence statement tables and that takes
the standards and then it aligns it with how many what uh questions were aligned to those standards and then how many of our students got that correct. So if there is a significant uh drop in one of
those areas then the department supervisor in this case Dr. Schwarz might uh do some professional development in a department meeting to discuss how are we teaching that concept? Is there something different
that we should be doing? um you know and they'll they'll talk through it and they'll discuss it and if the teachers feel that they do need uh some more support with that then we will absolutely provide it for them. Okay. Thank you very much. And there
were no other questions. Okay. So then let's move on. Uh we already did the business a business administrator's report. All good. Did you have anything else, Tom? No, we're all good. Okay. Um, let's move on to liaison and
uh representatives. Okay. Uh, facilities finance. Karen, no report. Yep. Michelle, curriculum, no report. John, policy. Uh, no report except that we removed some of the agenda items for second
reading, noise makers, and and electronics. Uh, the rest are to be second read tonight. Okay. Uh, communication safety. Uh, Karen, delegate less on New Jersey school boards. Just
No, you had it. Just to remind everyone that workshop is coming up on the 20th to the 23rd. Okay. Thank you. Uh, John, how about MTO athletic boosters? No report, but they did set a meeting for this month, I believe.
Yeah. Okay, Karen, back to you for Cedar Hill. Leaison, no report. Uh, Caitlyn Valley View, no report. Hey, John William Mason. HSA met not this past Wednesday, the one
Wednesday before that. A lot of discussion around fundraising. Uh, they they did make a slight change to you. They're allowing fifth graders classes to start fundra raising for fifth grade at every level. So, when that class is in first grade, they could start
fundraising for their fifth grade trip. Um, we'll see how that works. It'll take a few years. Um, and then thank you, Kine, for the the update on the the construction. Okay. Okay. Mike Palma, Woodmont, this Thursday.
Thursday. Okay. Uh, Michelle Lazar. Uh, next meeting is Monday the 27th at 7 p.m. Monday the 27th. Okay. Um, and no high school. Okay. Uh, this is the first opportunity for public
participation. Anyone wishing to speak to items on the agenda. So, I would ask that we keep our discussions to items in the agenda. Um, if you would like to say anything about those items, please come to the microphone, give your name, address, and
provide us with your comments. Okay. There will be another public participation opportunity at the end. Okay. Okay. Seeing none, let's move on to I need a consent resolution for items I through N. So moved. Second.
Thank you. Uh any questions on the minutes? No. Section J, administration issues. K, facilities finance. Any questions? Any updates, by the way, anywhere? Okay.
Uh section L personnel M curriculum instruction and then any uh discussion on the policies that we have listed for voting tonight.
Seeing none, I ask for a roll call vote. Mr. Palmer, yes. Dr. Cordelino, yes. Mr. Peterino, yes. Mrs. Smith. Yes. Miss Zuckerman. Yes. Dr. Modrech.
Yes. Okay. So, there was no close session because we did not have a quorum tonight. Um any old business uh from any of the board members? No. Uh general board comments? Anything?
Michelle, you're still here. Um general board comments. New business. Anything from anyone? Okay. Okay. So, now we move on to our second opportunity for public participation. Anyone wishing to speak on any subject at all, uh, please come to the podium. Uh, give us your name,
address, and please remember that we limit comments to five minutes. Okay. Please come on up. Have to turn it on. You can't do that given the case.
Yes. Yeah, just give them all to Casey. Sorry about that. Yeah, no problem. Uh, good evening everyone. Hello. My name is Giovanni Geraldino. I live at 109 Pine Brook Road and I am the Chinese honor society president here at the high school. And this uh public section, I just wanted to talk about me and
gentlemen sitting over here, Danella Congressions trip to China this past summer and we just talk a little bit about that. So the context of the trip was about 20 members around New Jersey that participate in different high schools, Chinese uh Mandarin programs. We were
invited to a trip to China, a 10-day trip to three different cities in China. One being Beijing, the capital, the second being Hondan, the most historic city in all of China, and the third being Jang, the most scenic city in China. And you guys can look through the packet. We have a bunch of photos of
things we did, nice activities, and we're just going to just to make this brief, we're just going to skip to the significance of it. So, there's three different points of significance, but we want to talk about the first and last ones because we think it's most applicable to you guys. So, the first piece of significance that we found was
the significance of not only the manner program, but all the language programs that we have in this district. So, starting in freshman year, when people asked me, why do you study Chinese? I told them, "I'm not completely sure. I just find it really interesting." And then now I can finally tell them that
you never know when you need to use it. And what I'm trying to make with this point is that the language program at this high school, specifically Mandarin program, it breaches far beyond academic inter intellectual and academic curiosity. It breaches into a type of application that can be used years down
the line or places when you don't even know. For example, I got a job at a Chinese restaurant and now I can speak Chinese and it actually works out pretty well. So, it's just one of those things that you can apply to your life in a lot of different places when you don't even realize it. And it expos it exposes you to a new type of culture. And that's the
third piece of significance we have here. And it's that a new culture changes your life view completely. I mean, as someone who was born in America and who someone who is Hispanic, I've gone to a place like Dominican Republic, but it was more for vacation. I never really dived into the culture there and
I never really affect me to that level. So going across the world to see this completely different culture, it altered not only the way I perceive today's societal norms here in America, but it also made me more aware of how we live our lives here in America and it made me more open to new ideas, new ideas to
cultures, new ideas to different activities we could be doing and new ways to do things that you can do in your everyday life. So that's just a quick overview. I would really appreciate if you guys look through the pictures if you if you'd like. And next, I'd like to welcome Dondrition, the secretary of the Chinese honor society,
just to talk about what we've been up to for the month of September. She's going to hand that out. Thank you, Gio. Uh, as he said, my name is Sorry. As he said, my name is Danil Kondition and I am the secretary of the Chinese honor society. And while he gave a
little bit more background info on our trip, I'm just going to give a bit of info about some of the stuff of the CHS officers have done this past month. Uh our main focus has been something called the Mid-Autumn Festival. This is an ancient Chinese festival. And to honor it, we've created and organized a few
things. The first being a lantern making contest where any students in the high school can create a lantern and those of the best designs receive prizes. We already decided the winners and there was a few very good s uh submissions and we also created a riddle contest where students participated and tried to solve
riddles and this furthered our connection to Chinese culture and the manner students even got to try moon cakes which is a dessert themed around the mid-autumn festival. As far as other business goes, we also plan to help the middle school Mandarin program by helping out at her upcoming Mandarin
club meeting on Thursday. And finally, we have also organized something called China oncreen, which is an event that occurs at the library monthly. And this is this is something where we show Chinese movies for free where anyone can join. Our first time was yesterday and we showed Kung Fu Panda, but I hope that we can see some of you there in the
future. Thank you all so much for listening and I hope we can continue to serve the Mandarin program and the Maf community. Thank you. Thank you very much, Kung Fu Panda. Thank you. This sounds like a wonderful trip you did. So,
great experience. Congratulations on that and thanks for the update on everything else. Thank you. Yeah, it sounds sounds very good. I remember watching old kung fu movies when I was in grad school in Chinese, so they're fun. Okay. Uh are there any other comments?
Uh we have Hi. Hi. My name is Donna Pulk and I still live at five Cheryl Road. This is just the update on the concerns still regarding Lazar bus 15. Thank you very much for the three initiatives that were
started on September 11th. We have a teacher on the bus in the morning and the afternoon riding the bus to keep the disruptive children in line. It's costing us taxpayers, but that it's a safer environment. We have a camera
outfitted on our bus. The big question is, are there tapes of the bus ride? Who's reviewing them? How long are they being kept? Are they being taped or is it just there reviewed for a week, a month, the
school year? Are they being transcribed? Have we seen a purpose to having the camera on the bus? And then the third was the assigned seating in an alphabetical order. Again, my son doesn't sit by any of his friends. He's
riding the bus to ride with his friends. And then, thank goodness, the signed seating was lifted yesterday. Um, which makes the bus more enjoyable for him because he gets to sit next to his children. My big question is why are
the disruptive students still on the bus? They're they've been instructed by the assigned teacher to behave when the loud talking is going on. Why is he subject to
discipline for an action he's not involved in? Why is the loud talking being tolerated despite Montville's code of conduct stating otherwise on the bus that loud talking will not be tolerated? Why are not why are other buses not
subject to the same rules? What consequences have been shown to disruptive children besides my son being forced to participate in this initiative for better bus behavior. Again, I'm just asking for a safe and
maybe enjoyable bus ride for my son. That's all I'm asking for. Thank you for looking into the three initiatives and I'm hoping that we continue to progress in the right direction. Okay. Thank you. Okay. Uh, were there any other comments
from the public in this section? Seeing none, I'll close public participation. Do you want to address any comments? No. Just like as you said, you know, we have the initiatives and they've been keeping the students on the bus safe.
I'm glad that we're able to um you know relieve one of the uh safety measures and have a little bit more freedom for the students and we'll continue to monitor the situation as we move forward and then eventually we want to have just normal bus rides with uh no no monitoring on the bus. Um but until we
feel that it's totally safe uh we will continue with these measures uh until the appropriate time. Okay. Thank you. Thank you. Okay. Um, that takes care of our agenda. Have a good night everyone. We'll see
you in a couple weeks. Um, ask for a motion to adjourn the meeting. So moved. Second. Thank you. Anyone opposed? Okay, there we go. Good night. Thank