[Music] That's really good. All in favor? Any please rise for the flag to the flag of the United States of
America and to the stands one nation indivisibley and justice for all. We got some different ons information. has occurred. Um, and then we'll also
talk about our self and then our final presentation will be where we stand for NJS. So, we're going to jump into our SSDs reporting. Um, we have the incidents that occurred
this past year. As you can see in the primary school, there were two incidents of violence and one alleged HIV. In the middle school, we had two incidents of violence, two of vandalism and 20 other incidents that led to the
removal from class. We have three confirmed HIVs and two of the lunch represents for each of the schools. You can see um are both our school counselors at the primary school and our principal Mrs. Donald Lecher and
our PBS at the middle school Bill Mah and our principal Mrs. Madison. the nature of these incidents that were confirmed. Um, one of the HIV was of the issues that we worked through. One of them was about race, mental, physical,
and sensory disability. And three of them were about other distinguishing characteristics. There's things that we do in the school to try and prevent these uh issues from coming up. There's disciplinary actions as well as interventions in sports. You
can see everything from us uh working to partner with families um to uh things that will come up in our code of conduct um and laws and privileges. And um for things that are more serious, as you all may know, the parents have the
opportunity to talk to the board of education and have a hearing if they don't agree with the outcome of those HIV results. From there, we also do a lot of interventions and supports. And I would say there's probably more interventions and supports that happen
on a daily basis that prevent a lot of this behavior from taking place. Uh if you think about it, the assemblies that we do with students, um the social skills curriculum that's happening in the classroom, the times for teachers actually take time and stop and address
behavior that they're seeing with students before um you know anything were to escalate and really just teaching how to be good citizens and that's always our goal. And so you can see some of those other things um we have there. Uh we lean on our
specialists within our buildings. Um folks that are running ours programs to our BCBA who's establishing behavior plans with students um our child study team members. Uh all of these folks are supporting what's happening in the
classroom and supporting the positive growth within our students. From here um I'm going to move into uh the presentation about our HIV self assessment. So um this is uh done by the leadership of Mrs. Maris Glenn um who is
our HIV coordinator for the district. So uh this is our presentation. We're required to certify the grades by the board and also significant department of education. Uh it will take the DOE because they're getting all of the districts results um from across the
state. It will take them several months to get back to us with our official results. As you see here, there are four elements um that we go through. Core element one is about HIV programs, approaches and other initiatives. Um and you can see
how each of the schools scored themselves. Primary school being a score of a nine, middle school being a 14, and anything 10 or higher exceeds the expectations. Quarter element number two, training on the DOE approved HIV policy and
procedures. Primary school scored out of five, middle school nine, six or higher exceeding those requirements. The third core element is other staff instruction and training programs. Uh we have your primary score at nine and the
middle school 13 and this area is kind of higher since those expectations. Support element number four curriculum and instruction on HIV and related information and skills and a four or
five higher needs and um the primary school of four in those schools. our HIV personnel um and the training that they go through primary school five middle school eight
in core element number six we're talking about school level HIV incident reporting procedures and a four or higher requirement and you can see the two scores there for the primary schools HIV investigation
is court element number seven and the eight require needs or exceeds and both primary and middle school met or received. We then go into HIV reporting um and four are higher for this element and you
can see both networks here. The final scores are here at the state of 48 for the primary school, 74 for the middle school and we anticipate that the state is going to score us in the same way and come back to those things.
In terms of our next steps for this, what we will do is reflect um throughout the year the things that we are doing, identify areas that we can improve upon. Uh one of the areas that we're going to be talking about today is just um screening uh incidents for HIV and
documenting that well that they were screened. Even when it is an incident of conflict, we sort of want to put those rules next to it and make sure that we're documenting that we were screening those things in case we're ever questioning about how a family um viewed
it themselves. Um and we want to kind of communicate that and also be clear with the students that maybe they were dancing online and use it as an opportunity for growth and development within those students. So we'll continue to work on those areas.
My next presentation is about the NASLA. I will say we started as a board um at our board retreat this summer in July talking about where we stand in terms of our NJSLA scores. Um and uh this is somewhat of a continuation of that
conversation. And uh for many of the staff members that are here tonight, you also know that this has been a conversation that we've been having in our faculty meetings and grade level meetings about the progress of our students. So you'll see some of that play out.
For anybody who doesn't know, the New Jersey Department of Education assesses students uh and there's two ways that they assess students in terms of their progress toward the state learning standards. Uh for most of our students that is done through the New Jersey State Learning Assessment, otherwise
known as the NJSLA. Um and for students who need um a different approach um to that those assessments, which is normally around 1% of our population, maybe they're approaching their instruction for a different curriculum, maybe sometimes
they're in a different program, uh they most certainly have an um that would uh assist them in their learning. they are tested through the dynamic learning max. So you'll hear both of those um things being recorded tonight. Also, uh as I mentioned, um
there is a a cohort of students that we started talking about this summer. How are they progressing over the years? So you're going to see that cohort and you'll see where they started as third graders and then where they are now as sixth graders. And that's our current seventh grade class. And it's just
watching um and kind of considering um where maybe our instruction lies, maybe some things that we need to think about. Um and you'll always hear me say improve upon. Um and that is not a criticism or
a way of thinking like there's something wrong. But I think as educators, we always want to be doing better and we always want to see our students grow and achieve and be better than themselves they were before. So it's kind of with that mindset you heard me say that.
So for English language arts, there's a few things that I want to kind of show you about this grid. So um there's five areas of how kids um meet proficiency. The exceeds and met columns mean that they are mastering those skills within
that grade level. So we sometimes bundle them together to say this is our proficiency but we break it down to look at who's exceeding and who's who's needing from their approaching. One thing we are noticing in our grade level meetings as
we break down and talk about individual students that we have a large number of students who are falling into this category. Um, so a number of these students that you see there are missing being in this column of meds by one or
two questions. It's like just a little bit. Um, and you'll hear me talk about that a little bit more in a few moments. From there, it's partial and then did not meet over here. Uh, there's a few things. We have the grade level there. And then the
first percentage number you're going to see is how we performed as a how many of our students passed what percentage of that and then also um what was the consideration of the state average when we talk about the state average I want to just point out to everybody that's
every district within the state so your highest performing districts your most affin um as well as your your lowest performing and what was that state average so it allows us to see where do we fall against the state average. So
for language arts, you can kind of just take in that information there. Just another moment or two as we move over into mathematics. Um the one thing that I want to point out is the card reads the same way. Um I do
want to note that in math uh many of our eighth graders um you know or a good percentage of them are taking algebra that algebra is a high school level course you're taking as eighth graders they do not then take the eighth grade math. So when you look at that, your
eighth grade scores are going to be a little skewed because all of the students who are taking the algebra algebra. But I um I think we should be very proud as an instrument of how many of our students that are engaging with high school math concepts are passing
and passing at a high level in this um in this subject here. And that's a credit to them as students and also the instruction that they receive. Um you can go through here and you can take a peek at these things. Um and then I'll I'll share some um commentary just
this is our cohort data. And so you'll see this is the same students. This is the same students in 2021 when they were in third grade and then as they move through in those those years. Um, some things that I'll say to you, um, just to
kind of dissect this for you a little bit. Things that are pointing out to me, we're having a little bit of a variation in how many students are being tested within the grade level. So, that's one thing that that stands out to me. But we're also um, you know, in third grade when they're testing, they're testing a
little low. That could be for a couple different reasons. One, it's the first time they've ever taken a standardized assessment on a computer. um that certainly could be a piece of it. I also want you to stop and think what was happening at that time. Um that was
certainly a COVID period of time. But then as we move through with that, I want us to move those typical things that you hear and I want us to really say, are we moving students um forward or is it that how
they come to us? Are they just kind of maintaining? Um and so with that growth mindset, we we want to as we work through this year start to see that first number. So these are the numbers. this is the number of students that are proficient and they're not proficient or
they're below the standard and we want to start seeing those numbers um change. So you kind of go through we start at 18, we had a bump up to 28, a little bit of a decline in 23 and then we're back at 28 again. Um and so but we want to
see those numbers go up and that's some of the work that we're talking about in grade. So that was for ELA and then you can see the same thing for math. And again, it's kind of the kids that are proficient rem continue to remain
proficient, but we're not seeing that growth. So, it's it's certainly an area that that makes us ask questions. That's what we want to do as educators is really ask questions about how the students are performing and what they
so assessment that I'm going to talk about is dynamic learning maps. Again, I talked about this a little bit. This is our alternative um assessment. This is for a very specific group of students. Um you'll see asterisks in the next
slides because I cannot reveal the number because it would be too identifying to um because it's such a small group of students. But I also especially um as a special ed person um think that I you know it's important for us to look at the progress that students
are making in this area as well. So you can see there's um some grades we did not have tested students, but you can see how these students are working forward. What I do want to point out and some things I've learned about um this over the years is depending on where a
student is. So there's a personal needs profile that we've set up for um the children and it's about where they're performing in our classroom at that time. Um, and so some concepts won't even be exposed to them because they're just not quite ready. And what we hope
to do every year is to increase where what their pro personal needs profile is so that they can get exposure to those higher concepts. And it is assessing where are these kids within the grade level standards in a presentation that is meaningful to them. So when you see
this there is some comparison you can draw terms of are they learning and are they achieving but in their own life. So this is language arts and then we move into math and you can see as we
move through some of our older students are getting to where they need to be even in those alternative settings and that's really a tribute to them and tribute to the staff we work with. So next steps, um, we've been having data meetings with the staff, uh,
reflecting on previous student performance, but also looking at the students that are sitting in our classroom right now and thinking about the ways that we can support them. I'm going to go back to those slides in just a second and talk to you about a a cohort of students that we're really paying attention to, and that's in our
tier one interventions and really focusing on the the kids that are approaching uh those standards. We've also been talking about from a specials teacher standpoint um and also a content
area standpoint as we go into the middle about writing in the content area um and reading in those content areas. Um so much of our assessment is about information, reading and writing. Um that it's important that we address those those issues in those content
areas and um really build up the stamina of students to do well on the assessment in the platform that they're tested in. The final thing that I'll say is one thing that's come out of our grade level meetings is this addressing of grit,
focus, and perseverance by the students. Um when we look back at some of the work that students were doing even on internal benchmarks um things like that when it comes to multi-step problems when it comes to writing um multiple
paragraphs we're getting smaller and smaller pieces. One of the working thoughts could be that if you think about how our students engage with technology it's done in short like spurts. Um their communication to others is done in short spurts. uh and there's
an immediate feedback to that um and it's not necessarily like let's work through this and have these multi-step problems and things like that. So one thing that we were talking about and content area teachers setting up more project based learning that there will
be no one solution within a class period and you have to keep working on it and and sustaining your grit and perseverance to those topics. Um because we certainly want kids to be able to express what they know and how much they
know, but the environment where the way they're tested may not be something that they're used to the stamina in terms of the way they engage with technology. So those are the things that we're talking about and what does that mean in
terms of the data. So if you look at this data and you think about this approaching group here um and I and I talked to you about the fact that there's one or two students within whether it's the language arts or math slide um one or two questions I should
say when we look at this this percentage in some cases is equal to and we're greater than the next category um our goal is going to be reached Like in order to get if you look at the comparison between where we're
performing and just meeting what the state average is, our first year goal should be getting to the point where we match the state average. That would be our our first year goal. In year two, we want to exceed that. But if you look at it, we're only talking about a handful
of kids that we really need to move forward and and have them get over that hump. So, we will um start working on data walls um in our training room upstairs and really putting each of the children in an individualized way,
thinking about them as learners. You've even said to our specialist teachers, you're kind of the glue that holds our kids together. You're the ones who stay with the kids year after year after year. So tell us about these kids and how can we best support them um and you
know build some of these skills in among them. We've also talked about the small group instruction, but our year one goal will be to focus on this approaching group and get them over the hump into that next area. And as we do that, the goal would be also to bring other groups
with them, but it's one incremental step we're going to be able to accomplish. That would be the goal. Are there any questions of the board on any of those three presentations? And that was a roll.
[Music] >> Thank you, Dr. Pauls. Um, at this time, the meeting would be open to the public for comment on agenda items only. If your comments pertain to students, personnel, litigation, or negotiations, we would ask you to see the superintendent after the meeting since the board does not generally discuss
such items in the public. Would anyone like to make a comment on an agenda item? Do we have any old business? >> Okay. >> Old business. >> Yeah, I I sent the um the school board
sent out directions today for accessing conference next week. So, I sent that out to the board. should have that email and just another one of the election >> and new business
>> just a gif there kind of could have been under old business as well that's coming up um again just reminder information I'll sign you up >> reports curriculum policy um pretty much cover the whole part of everything so I
don't have We talked about um NJSLA. Um we talked about the field test that the state is requiring for NJSLA and testing. Um, but I like that they're kind of in
terms of um talk about their part. So, I really like how that was. So, um, and we talked about the um policies. So we looked uh because we're going from stra or we went from stra
assessment to schoolboards with our policies but we didn't look at every single one as we went. So now we're chunking them and we're going to look at every single one as we go through and update wording like schools. There was a section in one of the policies about uh
split sessions which hasn't happened since most of us were together. So we kind of just are updating uh finance and operations. >> Yeah, we discussed the drift inter we discussed um the board of education and
committee meeting uh calendar uh the federal grant audit and its progress the uh HVAC update. Uh potentially going in for a ramp for an audio upgrade for the meetings.
um contract approvals for incoming student tuition, out of district tuition, transportation budgets, um got uh you know just an initial outline of potential projects for the future
like the roof and um also discuss putting together a budget uh frequently asked questions section on the district website as well. >> Thank you. and personnel negotiation. Okay, we discuss personnel administrative structure and
consolidation and chair. Thank you. Uh any correspondence? >> Any updates? >> Yeah, just one update on the uh HBAC project. Uh got word obviously we're doing an addendum in today's meeting. We
uh and we're able to get $50,000 back from the contractor because they did not use their allowance. Um everybody puts an allowance or contingency in their contract. They didn't use any of it. So
we got back and we out,000. Is that back to the school or is that part of the grant or how much money did you save time? >> Yeah, so that that NJBPU grant is a 75% 25% split. So out of the $50,000 that
contract is completely split [Music] is completely split 75% and 25%. So we will end up getting 25% of that back into the general fund budget. 75% is great. Any
other questions on that? >> I just want to make a general comment that I appreciate all our facilities people who helped make this project happen in a timely manner and got school up and running even while these things were finishing up. So, I appreciate that
very much. Uh, can I get a motion and a second to approve the September 2025 board of education regular and executive meetings? Motion second. All in favor?
>> Any opposed? Any abstain? >> Comment. Thank you for including >> Yeah. Was that good? It's good. I'm Can we include the monthly reports somehow in that
agenda? All these monthly reports that are attached back when you go back into the minutes, you can't see those reports anymore. But it's not So it's not in the minutes. It's not memorialized in the minutes anywhere. Yeah, in the in the thousand minutes
they are not in. >> So that was just a question. >> Yeah, there's no question. in the as a committee meeting discussion. >> Um, moving on to item eight. Can I get a motion and a second?
>> Oh, what? I have some stuff. I just want to ask information. >> I see that the morning how is on the middle school report and I see that they're going back to do learning on how to do that. So is the morning coming back. >> It was it was that before and then it
got lost. >> We have two very [Music] excited staff members who are willing to take on the responsibility and been great partners to us. Welcome us into their school so that we
can partner together and the thought is that if we can teach some of the students some of the precursor skills to what they will um see there at Creek but that's a really strong connection and we're excited. Two more questions. The leader of the
pack. I saw that was in there. Does anybody need to recognize me? >> I know there's a lot of people. >> Uh we can um I I think what I'll do is I'll share in committee what we're doing in terms of the club and then from there
you can decide. Um but we certainly throughout the year will bring our students involved. And then I request the middle school update update. Is there any way I can get on that list? >> So we fixed you. >> I haven't gotten one.
>> I know. Um so we went in and uh thanks to our um tech personnel and Kelly, you know, Mike and Kelly working together, we figured out what the glitch was between you and you both weren't getting the information. So now
>> I'll go away now. other's focus. The only thing that goes in the other community are everybody. >> Can I get a motion and a second for the Mullica Township Board of Education upon recommendation of the superintendent
approve all items 18 through 8K? Second discussion. Can I get a roll call? >> Yes. Yes. From 8 C and 8 D.
>> Yes. >> Yes. >> Yes. HC and HD. >> Yes. >> At this time, Dr. Paul is going to give us a little presentation information something. This might be the most presentations
you'll ever aren't you all glad you're here for it. Um so the presentation I'm going to give uh tonight has two parts to it. Uh the first is really talking about the administrative structures and how we um or how I see that going along
with my administrative team moving into the future. And then uh from there I would like to um take a moment and celebrate those folks that are going to be filling those positions. Um, so if you'll bear with me, um, some of this is also to respond to some of the questions
the community has had and I know that we have an entire audience that's watching online that may not be present tonight and I just want to make sure that the um, the facts and the information are getting out there to the community in terms of what the big picture planning
is within the district. So, um, there, um, there's a few things I'm going to say that are going to be pretty direct. And I think, um, there are some folks that believe because they went to school, they know how to run a school. There's
some folks that believe that, you know, because they've seen a principal walking in know what a job the principal may do. I can share with you personally I've been an administrator now for 21 years and I have done every job that there is
within the administrative structures and I can tell you that over 21 years that job has looked very different from 21 years ago to now and the demands and the expectations of our administrators continue to um increase and there's more
accountability and more responsibility and there's bigger issues that we are certainly facing as an administration. Um I also think there's the belief out there that administrators are overpaid for the work that they do. Um there's a few things that um I would say about
that, but I also believe that if you feel that way, I would also um love to have the conversation with you about what it takes in terms of the education that an administrator must have and especially those folks who are pursuing doctorate degrees and hold those highest
levels of education. uh in education and those are the folks that we want leading our organizations. But honestly, I believe that all of those are a distraction from what we are here to do and we are here to serve our students by maintaining a safe and secure
environment that issues are dealt with quickly. And the other thing that I truly believe is that our job is to educate our children at the highest levels possible so that they can achieve and be stronger and better in our
community and give back to our community at a higher level than we are all achieving at this point in time. One thing that I think is not clear is that last year we cut an administrator. So coming into this year as I took over
on July 1st, we were no longer having the position of a director and curriculum um a supervisor curriculum and instruction. That means that there are a total of four administrators overseeing all the needs and mandates
and requirements uh for our district. And in that number four administrator is inclusive of myself. Okay. Um, so yes, we did cut an administrator and there's a call for us to cut another,
in all honesty, we've done the cut that the community needs and we are working at the structure and the uh amount of administrators that makes the job even somewhat manageable because I will say too, my job is very different than the superintendent who sat in the position
last year and the superintendent who sat in the position for the years prior to that because I've assumed much of what's been going on in the curriculum department. So we are working at an efficient place. From there we decided over the summer
being down that person how to best serve the district and there's some factors that we considered. How do we keep administrators in roles that impact students providing direct services? So we really clearly we could hide an administrator. You could create a
supervisor position that no one sees in their daily basis and we could have that person upstairs. But as your superintendent, my choice to have two principles is to keep the administrators where they're needed and that is downstairs with the
students and with the staff um and providing those direct services. Our teaching staff has cuts to our teaching staff over the last um several years from cutting Spanish and things like that. Their plate continues to be the
same size in terms of how many hours they have to teach our students, but that plate continues to to fall over. Um things are falling off of it and they're trying their best to keep it all on top. If we reduced by a principle, I strongly believe that that plate would become
completely overflowing because the children that are in their classroom that have so many more needs than the children that used to be in their classroom years ago are no longer going to have an immediate administrative response. Um the counselors are going to start to take over some of those roles
and the services that kids need in terms of counseling and response to crisis and risk assessments and things like that are going to fall away because they're doing the jobs and the functions of administrators. HIV has also added additional
responsibilities to our counselors and to our administrators. these things that are occurring with and am and and among our student population are consuming hours of their time. I also will say um that one of the biggest things that's changed in
education is the address um our job to address the exponential growth of mental health struggles within our students. Um these are anything from anxiety to kids with ADHD who can't sit still um to
suicidal and homicidal thoughts within these students. These issues require immediate administrative intervention and immediate counseling responses. So our place both teachers and administrators have become fuller and
overflowing and more times than not unmanageable. So the belief that we could do a good job with less in my opinion is honestly shortsighted. So the administrative proposal and the
direction that I shared with the board and have shared with our um teaching staff reconfigures the district office sharing the curriculum responsibilities between the superintendent and director of student services and programming. Additionally, layers of instructional
leadership responsibilities have been added to the principal roles. Two, um, I also want to just insert one thing that I didn't add in here, but there's a reason why that director title is a director title, not a supervisor.
And that is so that that person based on their experience and I'll introduce that person in a little bit can at any time cover one of our schools if someone is out and they can run and leave that building because they have their principal certificate and therefore
again it goes back to direct to um delivering those direct services to students and to staff where it should be. As a supervisor you cannot run those schools. You legally can't do that. It would all fall back to the
superintendent again. So all of us now administratively, all four of us will have all of the criteria and credentials that we need to be running our schools every day. Two principles are needed based on the following current needs.
One thing I think we forget about is the expansion of preschool. Uh many school districts um have uh designated that as its own supervisor position. Um there is somebody whose full-time job is just to run the expansion of preschool. Those
responsibilities that principal of the primary side and they will have the responsibility of the funding of the reports that come along with it and all of the mandates of peckers and and all of those things and supporting that lead master teacher. um
and and our staff with that. The HIV requirements, teacher evaluation, I can tell you over 21 years has also grown exponentially. Uh we are evaluating teachers. So I was found some my last year teaching I was observed one time.
One time because that was the rule and there was no summit of evaluation to go along with it. And that was not that long ago. I know I'm getting older, but again, not that long ago. But now we have staff who are getting pubs three times a year plus a summitative. All
tenure people are two times a year plus a summitive plus all of our support staff in the building need to be evaluated as well. Tonight I talked about NJSLA scores. Um the scores are what they are, but there's work to be done.
We are not going to address student achievement by overflowing administrative plates so that we're not even talking about how we can become a even better school. Um how we can become a high achieving school, how we can get
back to uh a place that is stronger and known for its academic achievement. And that's what we as a team within our school are focused on this year in terms of really um getting back to that place where we're having conversations that
are not about COVID and the outcomes of COVID and really are about what we're hired to do and that is teach kids. The other thing that we really need to do is we need to improve some of our more specific programs, things such as STEM, G&T, uh, Title One, um, all those
unique programs to students that will help them thrive. And and so those are the jobs that we are set out to do. So with that, I just wanted to share that background of where we're headed and why we're headed that way and reiterate the
fact that we are both financially responsible and conscientious about that, that we have spent the time to configure an administration that is smaller um and more focused on on those things. And with all that said, um the board took action tonight and I would
like to introduce our administrative team in their new roles and explained um who they are and what they're going to do. So the first um person is very familiar to our community. They've been serving as the principal of the middle school. This will be her eighth year in
that capacity. I'm going to bring her up, Maris Lynn. She will be serving as our [Applause] They didn't tell me they were
>> we realized that we saw each other down the hallway this morning. they've been working together for a while. Um the mayors prior to coming to Mullica had also served um in a larger district uh overseeing um and teaching
quite a few of the grades um all the way from early childhood grades um and then obviously more recently serving in the middle school. Her time and experience within our district is what's going to be an asset to us in this role. Um she understands who the staff are. She
understands who the two schools are, how the programs came to be. Um, almost like a resident historian on some level. >> But if we want to know why, we asked Maris, why was it this way or what's going
and she certainly is filling. Um, she's passionate about student achievement. Um, and this journey that we are going on to really make strong curriculum and instructional decisions. I think she's certainly the right person for the job. So, we welcome you to the studio.
Congratulations to take some of the things that I've done both in Malikica and before I came to them for all of our kiddos from our three-year-olds when they walk in the door to our 14y olds when they walk out
the door. um and start seeing, you know, a continuum of services connecting between our all of our grade levels. I look forward to working with all the primary teachers that I've only been able to work with in passing and middle school. You're not getting rid of me.
I wouldn't leave my my people and my kids. I'm really excited. I'll stay Our next administrator has been with us the last four years um serving us as the supervisor of special education and related services. Um she
also and this is my favorite part of the story so I like to say it so just bear with me also grew up here in Mullica walked the halls of Mullica as a student. Um and uh when she was a young girl used to say one day I hope to be the principal of this building. Um, and
so it's really nice to be able to recognize Jean and the enthusiasm and energy and what she does to create positive culture within our school. I'm excited to watch her grow and expand in the role of of primary school principal
position um and and really service our children on another level and service more of them. So congratulations [Applause] Um, that is a true story. I did grow up
here right down the road, Elbert Road. Um, I always said I wanted to be Mr. Goldberg, the primary principal when I was here. Um, it's an honor. I thank the board. I thank Dr. Paul's for believing in me and
believing that I'm the right person for this position. I'm beyond excited to work with all of the staff. Um, I've worked pretty closely with you over the last three and a half years and I look forward to working with you in this
capacity. So, thank you. Our newest addition to our administrative team um will will be just that, but also a veteran in administration um and and education. Um, Mr. Kevin Lighthouse is coming to us from the
Galloway Township Schools, having served his entire career um for the most part, a little bit in Philly, um but for the vast majority of it there. Um while he was there, he served as a sixth grade teacher. Um was identified as the AR
teacher of the year and subsequently that same year teacher of the year. has worked his way up through the administrative ranks as a vice principal and principal serving um a school prek to 8. Um in that capacity also um has
served some of the most severe students and self-contained classes from non-verbal autistic classrooms to um self-contained behavioral students. um he brings to us. We had 19 applicants to this position. Um and we had a committee
that interviewed um all of the candidates and his ability to relate to the staff um that were in on those interviews to think about what our community would need and how he intends to reach out to families and bring them into the fold made him a candidate that
stood out. And so we are excited to um have him join us um have and be a presence in our middle school uh building. Um and I'm sure that as the staff get to know him, uh they'll be able to see um what a culture builder he
is, how he's there to support teachers and how he can um really tell kids and parents stuff that maybe they don't want to hear, but delivers in such a way that makes it palatable. and we start to see um you know a change in those students.
So I'm very excited to introduce [Applause] [Music] >> Thank you. I just want to thank the interview through the process. You know, I've asked around about township with staff
members that are working here and also former staff members. And the one thing I keep hearing over and over again is how great kids are. And I think that's the I'm really looking forward to get work with the staff and families to kind of continue that tradition. So, thank
you. >> I'm excited to work with my administrative team. Uh we do have fake tonight. So, we have a little bit more of the board meeting to do and then I hope that you'll join us for and and mingle with our administrative team and
spend some time. So, thank you all. [Applause] So, one final comment in our personnel section. Um, we would like to recognize one of our own who is moving up to a
different position. Um, she's probably dying back here. >> Oh my god. >> She won't make eye contact. But Ashley, if you could please just stand up for a moment. [Music]
I was thinking is it 11 or 2011? >> It was 2004. >> Just allow me to give you a few actually [Music] the last 11 years. Thank you for clarifying. And um we uh right away when
I got here um and even in the short time, everyone talked about Ashley and how much she supports our staff and how she's always willing to lend a hand. Um she's been part of our program throughout that time, serving as site coordinator, also as a teacher within
the program. She's been going back to school, getting her bachelor's degree, and we're so proud of her for all of her hard work and furthering her education. and um really came into the interviews for the ASUS position with a high level of enthusiasm, a focus and um you know
kind of vision for where she would like the program to go. Um and I really am excited to be working so closely with her to provide our students with an outstanding ACES program. Um and I you know I love when people move up within programs and and take over those
leadership roles and we're so excited for her to fill that. So, thank you. [Applause] So, now back to um can I get a motion and a second from
the Mullica Township Board of Education upon recommendation of the superintendent approve items 10B through 10G. Motion second. Any discussion? Um, I just like to thank the board and all the teachers for signing all these
great list of them on here. roll. >> Yes. >> Yes. >> Uh, can I get a motion and a second from the Mulligan County Board of Education upon recommendation of the superintendent approve item 11B?
Second. Any discussion? >> Can I get a roll call then? >> Yes. >> Yes. >> Yes. >> Yes. Wild. >> Yes.
>> And I get a motion and a second to Mullica Township to the board of education upon recommendation to business administrator approve items 12 to 12. Motion second. Any discussion? [Music] Anything else?
>> Can I get a roll call? >> Yes. Yes. >> Yes. >> Um, at this time we have an addendum item number 13 which is the change order that u Mr. Dan had discussed at committing. So, can I
get a motion and a second from the Mullica Township Board of Education upon recommendation of the business administrator approve item 13B? >> Any discussion? Can I get a roll call? >> Yes. >> Yes.
Uh, at this time the meeting will now be open to the public for comments. If your comments pertain to students, personnel, litigation, or negotiations, we would ask that you see the superintendent after the meeting since the board does not generally discuss such items in the public. Does anyone want to make a comment?
I'll be quick. Um, everybody already said what I was going to say. Sullivan, by the way. Um, you said it. I don't need to say it anymore, but I wanted to say congratulations to Ashley. We're so excited. Um, congratulations to all the new administrative team and your roles and good luck. We look forward to
welcome to you and you. And thank you, Cooper Levenson. We appreciate breakfast and we'll see you trick or treat. >> We're ready to go. Here we go. >> Any other public comments? Great. Um, at the next meeting I will um
share that we will have um a microphone set up uh that will be a little bit different. Um that will help uh those folks that are attending the meeting be able to hear us clearer um as well as when there's public comments uh also being able to um hear that person over
the audio on the campus as well. We've been working on that by next meeting if not the next the meeting after that in the very near future you'll start to see those adjustments and that um technology will also be shared with our township committee who also hold meetings within
this space as well to ensure that everyone who's coming um you know their needs are met and any other public comments. Yeah, that's next. Um, I just on behalf of the board, I want to say congratulations to all our
new hires and our transfers and all their um, our next board meeting date is November 19th, 2025 at 6:30 p.m. for executive and 700 p.m. for public. And now PC. Um, we have our second largest
fundraiser. It's just getting started. It's our raise right gift card saleum. kind of keep your eyes peeled for all of that. Um, we're going to be accepting gift card orders similarly to past years through October 29th. This is earlier
than than normal. Um, so maybe think about your holiday shopping and whatnot a little bit in advance this year. Um, a percentage of every gift card so that goes right back to us and helps
support our students. Um, we're also looking forward to seeing all the students at trunk or treat this Saturday. Um, and our next meeting will be on October 27th, Monday night, 7 o'clock in the library. Um, we'll be
talking about what's coming, which will be book fair, um, our holiday night, um, trimester treat handout, and then also our holiday Does anyone have an effort? Thank you.
>> And then uh again, I just want to say we do have cake. Um we're going to we have to officially adjourn. But after we adjourn, uh please join us for some cake. Congratulate everybody, have some conversations. Uh can I get a motion and a second to adjourn the meeting? >> Second.
>> All in favor? >> Any opposed? Thank you everyone for coming. >> Yeah.