meeting call to order. Mr. Alro, Miss Calderon here, >> Mr. Costa preser, Mr. Lombardi >> here, >> Mr. Luna >> here, >> Miss Moore >> here, >> Vice President D >> here. President Gomez
>> here. Please stand for the pledge of allegiance to the flag of the stands. One nation under God, indivisible, with liberty and justice for all.
>> Board statements. In accordance with the provisions of New Jersey open public meetings law, the new Milford Board of Education has caused notice of this meeting to be published by having the date, time, and place thereof in the Burough Hall and New Milford Public Library. Notices have been sent to the
record and the Twin Bureau News. The board announces that under its longstanding policy, it will not discuss in public any comments made by members of the public concerning individual staff members. At this time, please be advised that all cell phones and electronic devices are to be turned off. Meetings of the board are open to the
public and all members of the community should feel free to participate. Before coming to the board, the chain of command should be followed. There are two portions of the meeting reserved for comments from the public. the first at the beginning of the meeting for agenda items only and the second at the end of the meeting for other items. Issues
raised by the public may or may not be responded to by the board, but all comments will be considered. The board requests that all members of the public be mindful of the rights of other individuals when speaking. Due to confidentiality and legal rights afforded by the state of New Jersey, members of the public are asked to not
speak negatively or in derogatory manner about any employee of the board or any student. Recommended actions. um committee the whole I seek a motion to approve the minutes for October 8th, October 15th, and October 21st. I need a second. Stephanie, all in favor?
Opposed? Okay. We are going to start off with a presentation from the scene of the 2025 New Milford High School fall drama comedy, The Internet is Distract. Oh, look, a kitten. [clears throat] Next, please take your seats in the audience.
A little moment of entertainment for you. >> Good evening everyone and thank you all for being here. Um my name is Miss Cilius. I am the music teacher and the uh one of the fall play directors here. Uh so our show is
The Internet is Distract. Oh, look a kitten. It's a show about this girl named Micah who's trying to finish her essay on The Great Gatsby and she keeps getting distracted by the internet. It's really unique uh because this show, as you can see from all the lovely faces behind you, a lot of our internet
websites and social medias are being represented and they have lines and they interact with our character. So I will be playing the role of Micah tonight who is our troubling student and we are starting with our social with our
streaming sites uh scene. So I just really need to get to Amazon please. >> Hello and welcome to Amazon where we have everything and it's always on sale
all the time. And if you ever think something's overpriced, well then we'll pressure the manufacturer to bankruptcy because we love you and we love you buying. So, will you buy something, please? Please. >> Uh, well, all I really want to do is go
to Amazon Prime Video. >> Sure. Amazon Prime is one of Amazon's most popular features. You get so much free stuff with Prime. I mean, it's not really free. You pay $160 annually. And well, the price goes up every year. But
just pretend that's not true and it will feel free. Anyways, check out all the other free stuff like Amazon Prime Music, Amazon Prime Reads, Amazon Prime Pet Adoption, Amazon Prime Wigs, Amazon >> Well, I again I really just need Amazon
Prime Video. Thank you. >> You got it. We've got more TV shows and movies than you could ever watch in several lifetimes. Enjoy. >> [music] [music] >> Hello and welcome to Amazon Prime. Please enjoy a wide selection of TV
shows and movies. A few of which you may find interesting, like Hasbin Hotel, and the rest they're kind of just there. >> Well, great. I'm looking for the >> Perhaps you'd be interested in the middle. Several seasons are now streaming on Prime. >> Uh, no. I don't even know what that is.
>> It's a TV show starring um Adica Schaffer. >> Who is that? An actor? >> It is. Would you like to see other TV shows and movies starring Adica Schaffer? >> Uh, sure. Wait, no. I just said I don't know who that is. Why would I click that?
>> Because you you have no impulse control. Movies and TV shows starring Adica Schaffer include Hancock, Ice Age, Steven Universe, Dawn of the Dinosaurs. >> No, what I need is The Great Gatsby.
>> Sure. Movies and TV shows like The Great Gatsby include The Greatest Showman on Earth, [laughter] The Wolf of Wall Street, Downtown Abbey. >> No, I don't want something like The Great Gatsby. I want The Great Gatsby. >> H I'm sorry. It doesn't appear that The
Great Gods is on our list of titles, but we do have The Last Tycoon, a very, very boring TV series based on an unfinished novel by Askoff and Cheryl. And hello, hold the streaming. Why are you wasting
your time watching a P when you've got Hulu right here? I've got all your favorite TV shows. Network TV, plus movies, plus original series and commercials. >> Commercials? That's not a good thing.
>> Sure they are. So, what you looking for? >> I'm looking for The Great Gatsby. >> All right. Here at Hulu, we've got a number of movies starring Leonardo DiCaprio, who is in The Great Gatsby. Would you like to see Titanic or Romeo Juliet?
>> No. Stop giving me you might likes. ALL I WANT IS >> HOLO. REALLY? You're watching Holo, which is comprised of largely lay network TV WITH COMMERCIALS. COME ON, BUDDY. You know
you want HBO. I'm the original prestige channel. I've got countless hours of groundbreaking, important television, plus blockbuster movies, plus documentaries. >> Okay. So, do you have The Great Gatsby?
>> Yeah. No. Look, we used to have it, but then the license ran out, so now we don't. But you know what? We do have the greatest show in the world gave us the Rose Got T, baby. It's got countless hours of violence and dragons and a lot
of really long scenes where characters just talk. [music] Come watch 70 hours of Game [singing] of Thrones. We've got swords and we got [music] dragons. We have all so many dragons.
We've got the universe. We've got everything. ass. [laughter] >> Enough. Enough of this squal. Micah, if what you wish is to stream, be it a movie, a TV show, or a documentary.
There is no other option. There is no equal. There is only Netflix. >> Look, [music] it's nothing personal. My friend said that the movie that I'm trying to look for would be on Amazon Prime Video, so I started there.
>> No excuses, Micah. I'm your first and only option when what you want is to watch something. I am the bingeworthy obsession you tweet about with your friends. And I am the only place where you can watch K-pop demon hunters.
>> Okay. Well, sorry. Can you play me The Great Gatsby? >> FROM THE 15,000 TITLES of the great and vast library of Netflix, I present to you Pearl Harbor, which you also might like if you like
The Great Gatsby. >> THAT IS NOT THE GREAT GATSBY. >> YEAH, it is. Sort of. >> Netflix, are you kidding me? You don't have The Great Gatsby either. >> Don't Don't you sass me. Don't you dare. [clears throat]
We have so much stuff. We are $14.5 billion in debt just so we can make more original TV shows and movies than anyone else in the world. It's only a matter of time before we make our own version of The Great Gatsby or all of F. Scott's Fitzgerald's work or all of literature.
So just keep streaming. Just keep streaming. >> NO, THAT'S IT. I'VE HAD IT. ALL OF THESE DREAMING SITES AND NOT ONE OF YOU HAS THE GREAT GAS. YOU'RE USELESS. ALL OF YOU. Get out of here. Don't need you
anymore. If this seems like a really fun thing for you to come see, THEN PLEASE COME ON DOWN THIS THURSDAY, FRIDAY, AND SATURDAY NIGHT AT 7:00 IN THE JAMES FINAL AUDITORIUM TO SEE [applause] THE INTERNET. OH, LOOK. It's what do you
have to say? Everyone buy tickets. Watch our show. Buy our tickets. Watch our show. >> Thank you all so much and have a fabulous rest of your meetings. [applause] >> Thank you guys so much. Thank you. >> [laughter]
>> You really do stand out. [laughter] Thank you all. There's no rules and regulations. >> There's no copyright. >> Hi. >> There's multiple public So excited. >> Very good.
>> Okay. Next, we're going to go to the student representative report. Good evening everyone. So, it's a big chilly out which means fall sports have come to an end and the winter athletic season has begun. Uh, but to conclude the successful season, boys soccer ended with a bang as the varsity team gained
the NJC division championship title. Additionally, coach Coris was awarded the NJC American Coach of the Year. So, congratulations to them. Last week, NHS hosted its annual open house. Various sports clubs and groups presented their role in the high school and advertised why incoming students should join. This
Thursday is the third annual student versus faculty volleyball game. First, student teams face off against each other in the tournament and the winner of those teams play the faculty. It's a fun game for players and members alike. And more than that, the proceeds go towards a great cause which is donating to the local food pantry. So, good luck
to all the players and may the best team win. This week is senior spirit week and seniors can show off their class gear by dressing up uh according to the fun things themes coordinated by our grade level officers. Yesterday was pretty day so people like dy their hair. Uh, today was Jersey versus Jersey Shore. Uh,
tomorrow is Country verse Country Club. Thursday is Anything But a Backpack, which should be interesting. And Friday is Senior Citizen Day. The cast and the crew of the fall play, which you just saw, takes the stage this Thursday, [snorts] Friday, and Saturday. So, make sure to get your tickets to see um the personification of social media
platforms and [clears throat] speaking of the theater, the spring musical will be announced this Monday following the week of mysterious clues and hints for the students to decode. Yesterday's clue was it takes place in the United States and today's hint was doubt surrounds me yet breaks a spell. I'm really not sure what that means but I guess I'll find
out later this week. So whatever it will be I'm sure students will enjoy in the production and enjoy watching it. So that concludes my report. >> Thank you. [applause] >> Anyone have any questions or comments? >> Yeah, you're very busy. You do not have
to stay. [laughter] >> Okay. Now, Mr. Colle High School semester assessments. [clears throat] >> Dan, I just want is uh >> is that documented? >> It's up. You just got to open up.
I think there's two. Oh, there is a couple of files. >> So, I'm trying to figure out the best way. The camera's there. >> Yeah. Okay. Okay. So, good evening everyone. It's a pleasure to be here.
Um, I'm glad my students share some great news. One thing just to bring up about the open house. uh we had over 90 families uh represented at the event. So it was very nice. Um one of the things obviously we always look to improve one of the things we want to do is is change the amount of timing. So because we had
a lot of offerings and uh one of the things that feedback that we got that they wanted to see more uh but they were limited by some of the options. So we were we'll shorten shorten it and also change the format. So we'll be able to provide more opportunities for our parents and families to see. But it was
a nice event. Uh the whole Bible in the auditorium was full. I'm so glad I spoke to the parents as well and uh it was just a really nice experience. So parents that were there, thank you for coming. And um and now when we get to the the nitty-gritty. So what we're talking about um Milford High School,
one of the things we you know we always we strive to improve and some of the feedback that we've been getting over the years um has been around semester assessments. And the reason why we're pull on semester assesses as opposed to midterms and finals is because we're looking at really it being a semester
assessment. That makes sense. So um there we go. All right. So the rationale uh behind moving towards it, we did have um midterms and finals back in like 2014. I think it was 2015 might have been the last year that we had uh midterms and finals. Um during that time
period, if you can think back, I know it seems like a long time ago, but there's a lot of assessment going on. Um and really the focus was really trying to focus on just the classroom instruction in general. Um between the state, all things that were going on plus the midterms, plus the finals, plus the
science assessment at the time, I think it was like the biology EOC if you guys want to go back to memory lanes. Uh so there's a lot of assessment going on and we wanted to focus on just the instruction in the class as opposed to all the testing that was taking place. Um plus with the new schedule change
that happened during that period of time. Um we just wanted to focus on that. So um I was part of that process and we were not the only school that made changes at that time. If you can think back a lot of schools um had left giving
midterms and finals to students. Um some made a transition. They got rid of both. Some only got rid of uh midterms and left finals. Um we decided to do both at that time. All right. So some of the rationale behind uh moving towards this uh we wanted to focus on uh
reintroducing that that level of rigor uh listening to the community that information gave back to us. Um there was nothing informal in the survey some sense from our students but some students did when they did come back did express that they they had a little bit of struggle adjusting in college and
then taking on those live exams because we didn't have them at the time. We did have assessment in the classroom. We still have assessment at this time but it was more unit assessments um not the level of rigor especially with the time the amount of time dedicated to taking assessments like a 90minut assessment.
So um that's what we listen to. So over the past um two years. Okay. I think closer to so I'm stand here because otherwise okay um
so over the past few years um one of the things we did as a district and also as a focus at the high school um we focus on the test and areas strictly right at the beginning with between math and English and one of the things we built in is starting from the beginning right
so we want to focus on the classroom so we focus on common assessments within the classroom themselves, right? So between math and English and tested areas, we focused on them aligning that with the standards, right? Making sure the pacing that the curriculum was all focused and everything was going on. So
if you took algebra one um in one classroom, you got other students another classroom that they're on the same pacing, that they're giving the same assessments. That was not the case in the past, right? So over the past few years we have been doing that in the classroom and it has shown dividends as you can see within especially within the
growth within our math uh scores with regards to the state. So we did that piece first. Um and in order to do that work we were very fortunate enough through through our assistant superintendent um and and the district to be able to get funding for
consultants to come in and work with us. Right. So, uh, we had, um, Elevate educators, um, these are former either administrators or teachers in the content area come in and work with our departments, right? And those are the individuals that help work with our teachers to help develop those common
assessments, right? And also, not just common assessments, what do you do with the data afterwards, right? So, we worked with those uh, consultants for those areas. Uh, we also brought in Miss Rodriguez from Loganos and work with our world language teachers as well. Um and
she helped provide that specialized area of construction which we're very fortunate. Um and over the past few years connected to district goals, we always focus on our building goals and the building goals was to develop those count assessments, right? And then in preparation for now, right? So those
count assessments, those unit assessments all building up and then feeding into the semester exams. So that was part of our P. So district goal building though teaches professional development plans, right? So that's how that stage works and that feeds right
into the instruction piece. Okay. One of the one of the professionals that we're working with is Miss Oats. Um she's been integral um as far as given us a real strong foundation. Her her experience in education has been really helpful. Um I
think it was conquer conquer math as well. She used to so we've been using conquer math for a number of years. um and our connection there. Um Mr. Glass, our superintendent, has a has a history with her as far as in his work too at Midland Park. Um Miss Moxa as well. So,
she's been a professional that is well respected um throughout the state of New Jersey and she's been doing this work for a long time. So, we brought her in uh to help us especially with regards to title one funding. All right. Using title one funding to help support um the improvements that we need to make. Uh
this year we're target assist school. Um in prior years we were whole school uh whole school uh funding but this year we're target assist to focus on the areas and one of those areas are math instruction. So she's been a great partner for us and she helped provide um a PD session for us a half day PD
session um on assessment design because one of the things I always had an issue with is you know you can give midterms and finals but how how is it how is the assessment created right? What's the purpose of the assessment? Is it aligned? Right? Does it have the level of rigor that we're looking for? And then at the end of the day, what are we
going to do with the results from the assessment in the first place? Do you just give it because you want, hey, get ready to take an exam, right? You give it because are they learning what we planned out, right? Is my curriculum aligned, right? Is it the standards being the expectation and that
assessment there, right? Is it precise? Right? Are we just giving you go in this classroom for that Spanish one exam? Is that what it is? Is everyone doing the same one? And then one thing we don't think about too is when we talk about assessment is bias, right? Um I worked in a predominately Hispanic neighborhood
when I first started education and I remember giving a quiz out and I told the kid, oh, you know, I'm going to I'll go to the back porch and work on that sign. It's like what's a porch? I live in a city. I don't have a porch, right? So just a simple thing. So there's a lot of bias that goes into that. We don't
realize it when we're creating assessments. So we have to evaluate that. we have to norm um our scoring. That's the other thing too, right? So when we when we um assess students even from one teacher to the other teacher, what is a three? What is a
four? What does that rubric look like? Is the rubric proper? Is it aligned? So these are different things that she helped us work with our teachers on. And then they took that instruction and brought it into um the evaluation of the common assessment they're giving. And
they're also she's given that um instructs to help us develop those uh semester exams properly. Okay. Right. Um these are just some um aspects of moving into the semester assessments.
You know, always refining um collaborating with our teachers. Like this has been developed. The assessments were handed to the teachers. the teachers created assessments and the the professional consultants that we work with help guide them in creating valid assessments. So the collaboration has been a huge part um classroom
preparation and this is something that we're working on now because this is a return to the semester assessments. So what are we doing in the classroom to help prepare for the exam itself? It's not just you show up in January like here you go and then let's see how you do. Um, so the common assessments are
samples or pieces of the semester assessment. So those the questions on there that level of rigor is going to match what is on the semester assessment in general. All right. Um there's a rigor alignment we talked about uh the consistency amongst departments as well
uh to ensure that there's preparation right before the exam. So, prior to the winter break, when when that takes place, um the students are going to be given information about what's going to be on the exam. Not specifically like I'll do page 2 through 7, right? It's
going to be more like these are topics we're covering. This is what's happening. You'll have the winter break to get ready and prepare. Some students will take advantage of that, some students will not. All right? And it shows you proof is in the pudding, as they say. So, we're going to give them the opportunity. And then right prior to
the exam, one of the things that we're going to be doing is the two days before the actual assessment will be review days, especially this first time, right? So as we move on throughout the years, there's not going to be as much kind of like holding and it's going to be more
expectation. This is what you're going to be doing. Start learning that process now, especially since it's the first time. Uh two days prior to the exam, there will be review days. There'll be no other assessments being given during that time period. all in focus for the semester assessment. Um
okay. Uh the way the testing is going to work is is the people probably concerned um each mark period has been broken down to 22%. And then each exam is 6%. So it's it's enough to make it worth it,
right? So you don't just blow it off like I don't have to do this. This is 2%. Doesn't work anything, right? The 6% is a little bit of a bite, right? But it doesn't crush a student. So it's not something like 10 12%. So there's the different districts do different things,
right? Especially in our first time bringing these back, we want them to [clears throat] gradually um put the level of importance of the exam. Right? Remember the whole point of doing this is to help prepare them for larger assessments when they go to school. So there's not a need to crush
them, right? It's really can I learn how to prepare for something larger? Can I sit for the assessment? Can I find success doing it? We feel that the 6%. That wasn't just me saying 6%. This was a discussion with teachers, our department lays on as well to help develop that number.
Okay. The way the schedule's going to work right now, um, these are the dates that we're working on. So, it's going to be the end of January. So, you're working looking at the end of the second marking period. So the assessments will be given and then there'll be time
developed for grading time enough to give those assessments back to students to review them. Right? Not just we here here's your grade and we move on. Right? Let's go over it. What are the areas that you struggled most with? What do we got to focus on now remain in the second
half of the year? Right? So when you take the second the second semester assessment that you're prepared, right? So, um, and then it's time to get the grades in and move forward because the end of the mark period is like February second.
Um, so the exam starts at 9:00 a.m. Um, so 9 to 11, then lunch and then, uh, would be the second exam. So we do two exams a day followed by the periods that the schedule wants, right? Um, students in AP courses. So this is a really good
opportunity. Um, one of the we the things we have struggle with with AP courses is enough time to do practice assessments. So twice a month we run extended blocks with our current schedule. So that's not a great opportunity. It's about 87 minutes. It's kind of comparative, but this is be a
90minute assessment. So it's a great practice run for the AP for the AP classes. They're going to be doing the AP practice test during that time. They're not going to be taking a test that's created by our teachers. So they're going to do AP practice test the
first half of the year. Um and then one of the other things so all classes for the first semester will be coming in. They will be coming in. Not all classes will be taking assessments, right? Everyone's going to be doing something. Um so for example
like our PE classes or some of the related arts courses. Um they're going to be working on projects or activities during that uh 2-hour block of time, right? we're not going to have them do um double assessment, you know, or something on PE instruction. So, that's one of the things we're going to do for
that. That's what it looks like. Um so, we have two exams today, like I said, and then that'll be the run through. And then we have makeups here, right? So, the students will be able to do makeup tests if someone's sick or if they miss. And then even after that time, because
sometimes kids miss a couple days, right? So, you know, when you're given a two hour or 90 minute exam, you know, it's not easy to be able to do. So, we're going to work with our guidance department um work with Miss Nson as well to help facilitate and we'll be able to provide linkups for during that
period of time right after and then the second so let me get back to the first semester. Um one of the things to to to note um currently right now there's a there's a 50 failure 50 failure floor three that's
not easy for so um right now that's what we currently have. So when we talk about the exams and the assessments that will apply all right we still apply. So if there is something like something happens a kid bombs the exam we're still going to follow our protocol that we
have in our current grading right now. Right? So that's the first half of the year. The second half of the year um it'll be to exams is the same thing. Um the classes that do not have actual physical exams will not the kids will not come in
during those periods. Only students that are testing and the makers will take place in the afternoon. Students that sit for the AP exam. [snorts] Students that sit and take the AP exam will not not have to come in for the for the second semester assessment. So
that's the encouragement to do that. Hey, you're doing your best. You're trying to take you're taking AP. They're getting that AP experience. Those kids in the AP class are already doing that work. They don't need to have to go through that process, but we will not be um providing opportunities. This is this
second here. Um all right. Students are required to be present um to have the exam. Students are prepared to take the 90minute exam. And then we'll use this area uh for in between if kids want to study. they want to come in early, they don't have an
exam, they want to come in, the space will be here for them. All right, that's what we talked about AP before. Um, so there'll be no general exemption. Some schools, like if you have a certain GPA or if you have a certain grade point average within the class, like for example, I'm 95 or better. I don't have to sit for the exam. Some schools do
that. This is the first year back. We're not going to do that, right? Get used to taking the assessment. That's something we can entertain later on, you know, as the years go on. Uh, but for right now, that's not going to be the case. We talked about the AP example before. Um,
okay. Link it. So, I don't know if you guys know about link, but we use link it as a way for data warehousing for um [clears throat] our our assessments. Um, our math and our English classes are more advanced with regards to use of linkit in the classroom. Um, we have
benchmark assessments that we provide that keeps us in line. those benchmark assessments um are created from um the state. So for example, we use practice practice assessments that those benchmark exams are created by link and that gives gives us a great feedback on
our development and our progress for our students. So math and English classes will be using the link platform to be able to wear to use as a a warehouse warehouse for our students as well. So it's another data point to look at and then we can focus on areas that need to be addressed. So we'll be utilizing
linkit for that. Um what else? Another reason for that using link all the assessments online now it's on a computer right so we'll be using linkage so they get used to taking the the assessment on a computer but because
it's an in-house assessment the math classes will also have a paper copy right next to them so they can they can do the work in the computer they can do the work on paper they can put the um answers into linkage platform so we have it so you have the best of both worlds that also helps us with our students
with special needs making accommodations modifications to assessments, we can have that in the paper copy that they get. Right? So, it's a way to do that, a nice way to be able to have that set up. Um, once again, this helps us prepare for NJSLA, NJPA, um, everything that's
taking place will be integrated for that. Just some things that we're looking for, right? Uh, the feedback to the students, feedback to administration, uh, feedback from teachers as well to make it better. We're going to use the the data from the
assessments to help improve and target areas. The feedback to the students is extremely important. So that'll be some of the areas that we focus on. And then we can look on the areas that we have to remediate, right? What areas did the students struggle with the most? Right? That'll help determine our plans as we move forward. Um and then we can see
students that do really well, right? What do they need? How can we make even more rigorous for them or do extension activities to help develop those students more? Okay, so I took a long time. So, I apologize for that, but um questions for me that you may have. Um yes.
>> Hi. Um first, thank you for this because um this is something that came up in our curriculum meeting and um and I'm glad to see it back because you know, college students have said that this has been an issue and um and I'm happy to see that we're doing something about it. So, thank you. Um my question is
>> um the retake policy, if a student does poorly on a test, does that apply to this? No. So, so ret this this is too large of a situation for retakes. Um the amount of time needs to be done. Um so that's why what we put in place with the
smaller percentage of the assessment um and the 50 family or floor becomes there and we're always flexible, right? So we wouldn't be able to do retakes for for um semester exams, you know, and that's the thing too. The one thing that we try to do is create that balance. We want to
be able to provide a lot of support for our students here, but we also want, you know, they're going to come to hit that harsh reality sometimes when they go when they leave here. There's no retakes, you know? So, so we have to we balance it enough within the school year. Um, so that this this is going to
be something that is kind of it's going to be tough, right? That adjustment, right? And it's hard for like, wait, how am I going to do this, you know? And like there is no retake there, right? And the other thing just so make everyone aware um our retake policy has mod been modified this year. Um we only do we only provide one retake per
marking period now. Okay. So like you have to make a choice as a student like I have to prepare right because it was it was in years past it was like oh I'll do a retake and I'm good. Yeah. So you have one per market period prepare study get ready and then if you need the
retake it's there to help you but not as much. So for this is this is the step up. So to be able to provide retakes for the the semester exam was probably counter to it for that. >> Okay. >> I have a couple questions. >> So what is the difference and if is
there one and I'm asking for the benefit of really the public, right? What's the difference between you know what we're calling the assessments now and like the traditional midterms and the finals that you know that have been you know that were given out back in my day. >> Sure. So thank it's a good question.
Listen, I've been here a while. I've been in education for a long time. And I remember seeing what assessments were, right? And probably when you were here, 99 multiplechoice questions. It was two short answer questions, one long open
spot, and that was it. And they gave it to you. You did very well because you know, a lot of it's memorization, right? So then you just do that and then you get back and then you get a grade and a you did well and I there wasn't. So that's way assessment used to be, right?
Assessment is different now. It's number one with regards to what we're doing that the reason why I'm saying the semester assessments and not the midterms and finals because it's not cumulative, right? Your second second semester just like college. When you go to college, you have a semester. You don't have you don't have a full year of
courses and here take a test. You know, that's not the way it is. You go in for a semester, you learn the material, they check to make sure you know that, and then you go to the next semester and we'll do that, right? Obviously, it's different. We're doing it continuity, right? But the material at its focus will be only as a semester to kind of
mirror what students would be experiencing in college. Um, and the the the questions and how they're developed um through the assessment creation, right? We're looking at varying what's being given, right? Um, and the rubrics
that were created. Like we have rubrics now. Like back in the day, it was an answer key. Now we have rubrics. >> Yeah. Now we have rubrics. So like you know there's multiple factors within that to be able to gotten a grade student. And then the key here too is to ensure that the rubrics that are being
used are normed so that for example you teach one class you teach one class it's the same class. Let's use the same rubric. What are our expectations here? Especially like in um English let's say you're working on a extended response or an open open a cold read and you have to
write about it. like if I don't grade the same way the person next to me is grading that creates a disparity in what we're doing. So rubrics, right, more developed with um flexibility um have helped to improve assessment, right? It's not just do I know this, do I not
know this? And that's it. You know, a check or check plus things. So that's in a sense has improved. Um >> education makes up a lot of words that I don't. >> Yeah. >> The rubrics >> basically rubric rubric is basically like a
checklist that they're hitting certain things, right? So for example you within a rubric you can score from let's say you know maybe that that assignment a portion of assignment is worth 20 points right so if you hit all the markers within those areas which is several areas then you get the full 20 or maybe
you get 18 or it's a partial thing but it's not just it's not just the teacher going 10 points but that's not the case like you have to hit right those parameters because that's what that's how we're being assessed right so um from the NJPA on to NJA as well.
>> So, one question that's semi-related but only in not as far as assessments and testing, but I think in kind of the vein of getting our kids prepared for college, right? There are some districts and I'm not exactly sure what the scheduling here is in the high school,
but there are some districts that are moving towards that kind of college style schedule, right? where you have a um a student that will you know you'll you'll meet for English and math on Tuesdays and Thursdays like in a typical like college schedule and then you know
other subjects and other um on other days. Is there any and this is probably for you know Mr. been you know is there any discussion of a shift I don't want to say shift but like any discussion of that type of scheduling um possibility
>> so we're we're currently entertaining and looking at schedule options I was here when you know I came in >> uh I was here as a vice president 2007 2009 no 2010 and then I left the north and then I came back so when I came back
uh with the Shanley and Mr. footsie. They were looking for to to make changes and do something different. Um, but one of the restrictions that we ran into was a financial thing. So, like when you change schedules, you have to really ensure that, hey, if I if I add or change the schedule, how does it apply
with the contract? How do I do I have my preps? Do I have can I do can I run the can I run the schedule with enough teachers? Do I have to hire teachers? Right? So, there's a lot of things you have to look at when you go move changes. Right? So, I've had a long a long time experience with this. sales.
Uh so when you when you make those changes, you have to make sure you're prepared. >> That's correct. >> Um so we try to do the best we can with the current schedule we have to give those extended blocks and twice a month, right? You don't have all your classes. You have an odd day, even day to kind of get that feel. Uh but there's a rotating
drop. You know, we really would like to move to an 8 period day um to be able to provide more course offerings for kids, right? Uh but you have to be concerned. And if I have an eight period day, that's eight classes, right? That's a lot on a kid, right? So when you have
rotating drop with eight cl eight periods, but you only run six each day, then that breaks it up and that gives you that kind of feel. You know, my son has that experience from his school. Um it's a good option, but you got to make sure all the parameters work. There's a lot that goes into it. We're looking into it. Um teachers are visiting other
schools as some went out today, some of you going out on Friday. So department lays on going and getting that experience. They're sharing with us and then we're speaking with Mr. Doc kind to go through that. What can we do? Right. That experience
I think they all want the uh no classes before 9:00 experience. >> Well, yeah, that's a nice one, too. I'd like that. >> No Thursday classes. >> Y Mr. Um, I'm a district that just dropped our midterm for the first time
in 30 years. And so I have a couple questions. One, >> you mentioned four four days of assessments, right? >> And two days of preparation for assessments, >> that's six days. >> How does that impact the length of the marking period? When does the mark
period close earlier? >> No. So we're we're we're working within the timelines of the market period that have been established for the school year, >> but there'll be no other marking period assessments given in those six correct. >> Yeah. Um any well it's not a concern but
it's a question. So if I understand correctly the the schedule you know 152 whatever you so it my period one is not math, language arts, social study, science or world language. I'm going to be in my first period class for two
hours. >> Yeah. So the all the other subject areas will be working on project related activities assignments. So this is great opportunity to do presentations. It's you know you can have that opportunity that they're going to be prepping that too. It's not they're not like off the
hook or they're not just hanging out. So those those classes will be doing activities aligned with what they're you know um what they got to cover within the standard. So they it's more of more more of a presentation involved more of an activity involved um during that period of time
>> any thought to rather than numerical periods content. >> The one thing we we did entertain that the one of the concerns with doing that I think that is the way it used to be done here like all Spanish if you have Spanish everyone doesn't teach Spanish.
The the one thing that I've seen in the past that I I don't feel is as effective is who's providing who's giving the assessment, right? Because when you do that, you're working in large scale settings. You know, we have uh let's say we have four, sorry, three Spanish
teachers, right? Those three Spanish teachers can't provide that assessment to the all the Spanish students on that day. >> But you have 50 other teachers. >> You do, but they're not Spanish teachers. So, especially for the first time, we could definitely entertain it for the future, but especially for the
first time going back into this kind of environment, I want the teacher that provide the instruction in the room be able to address it because then I'll have Mr. Kelly, who's awesome PE teacher, I don't think he speaks much Spanish, right? Be able to to look at that assessment and go, who, you know,
what do I do with this? What's required here? So for that for this first year, this is this would be the plan that we felt most comfortable with because and I understand what you're saying because the extended amount of time. Um you do lose a couple of days to be able to do that, but we feel that the value in the
preparation for the this assessment is is is worth it. Um but definitely a valid point and something in the future. >> Thank you. Yep. >> Does anyone else have any questions? >> Well, thank you for the presentation. >> Thank you.
Y. >> Okay. Moving on to the superintendent schools report. >> All right. Two great presentations. One uh I will be going to on Thursday. It [snorts] is the internet is distracting place Thursday, Friday, and Saturday I
believe. Correct. Um so I'll be going for the Thursday show. Uh hopefully with my wife considered a date night. Um two words once work and [laughter] pretty good. You said that a lot.
[laughter] >> Um and thank you Mr. Math for taking time out of your night to be here and do that. Uh we are excited about the midterms. Um one thing that like we've been promoting Mr. Man with us has like it as well. We we do talk to students a
lot and last year in my first year I was talking to students a lot of you know going into Mr. Wilson's class and other classes and I brought up midterms and finals right away and right their first thing was okay we understand but we're going to be stressed they said it right away this is sounds very stressful
stress is part of life though and how I phrase them is how many people were going to college and I was talking to AP students and every single hand I was like you're going to get these in college so you'd rather be stressed in high school and learn how to deal with that stress than be paying $75,000
$80,000 a year and be stressed and not know how to handle it. And so I think it hit home with them and this is part of it too. Like it's not just about the assessment, it's about getting them prepared for the rigors of life that are post high school that will help them.
And so we don't want to avoid stress and I tell parents that all the time we're not trying to avoid stress. We're trying to have kids learn to cope with it. So it's a good plan and I I appreciate the time. All right. Couple district updates. going to abbreviate a little bit because of all the presentations and our board reporter does very well with
the updates especially at the high school. So, but Gibbs had a new playground ribbon cutting um or late November. Um no, not late November, late October. Great day. The mayor was there. Um
fourth and fifth grade was there. When we cut the ribbon, it was like a mayhem. and uh all the kids were involved. It has accommodations for kids with disabilities. Um it can handle a lot of
kids. The mayor was up on the top taking pictures, actually climbing [snorts] the equipment. He was very involved. He was very happy. So, the mayor's happy. I'm happy. The kids are happy. It was a great time. Um I thank the PTO for making this happen and raising all that money. It was like an $80,000 venture.
Um, so it took years for them to make that happen. And one thing that I like, there's now barriers for the wood chips. So the wood chips aren't all over the place. That's very important to me. And so that was a nice day. Uh, November 4th elections, the students once again work at the polling stations, which is now
going to be annual and great feedback. So I thank them for doing it and they get paid. We have the Triam and Art Honor Society induction. have never been to a tri and art or honor society induction. It's like no other induction because they actually perform and show
their pieces of work. So when the kids are inducted, they actually get on stage and they play the violin or play the saxophone or sing. Very, very talented kids. It's almost like their initiation to get in there. And if they do artwork, they display their artwork on the big PowerPoint on the big screen so you can
see it. So you really get to see how talented the kids are. It's a great night. Uh this um sports. There was a little update. I do want to say we did have a very
successful u fall season. There were 38 all league kids uh either first, third, or honorable mention. So that's great. We also had two kids all county. One it was Jake Johnson uh for football. He was first team all county and then Kobe St. Heler was second team all county for
football as well. The winter season is now beginning. We have swimming. We co-op with Waldwick Waldwick. We have co-ed bowling. We're always looking for bowlers. If you'd like to bowl, please contact myself directly, Mr. Manipelli, Mr. [laughter] Ricadelli. We would like bowlers, please. Uh we have boys and
girls baskets. We have winter track. We have hockey, which we co-op with Denver pan. And we also have wrestling at the high school. So, please get involved. There's still time to join. Uh upcoming events, we have a short session for Thanksgiving recess
coming up on November 26th. Uh we have the Milford High School winter band orchestra concert on, you know, December 11th. December 17th, we have the DO winter concert. December 18th, the Mford High School coral concert. And of course, again, the fall drama is this week. So, I look forward to seeing you
there. That's all for my report. Thank you. >> Thank you. Does anyone have any questions? Okay. Assistant superintendent report. Lauren, >> I just want to thank Mr. Mani um for preparing the slides and coming this evening. I think you've skipped over it a little bit in the beginning, the two
years in the making. So, the amount of work that um Mr. Mapelli and his team put into getting to this point was a tremendous effort on their part. um beginning with the new standards that we had in 2023 in English language arts
and math specifically and um the time that our teachers spent in learning the new expectations um fine-tuning their instruction and then getting to the point where they could build the assessments and then reinstitute this practice. Um it really
was a team effort and a time well spent. Someone asked what's different. Um I think it's important to note that you know the intention in behind removing the midterms and finals the traditional ones that we know um the traditional
midterms and finals that we all took when we were sitting in classrooms were really like makeorb breakak assessments right the weights were so great that it would be mathematically impossible at times for students to recover from um poor performing score uh performing
performing poorly on one of those assessments. So, I know that u Mr. Manny Pell and his team paid a lot of attention to the weights that he shared with you and ensuring that um you know we're supporting students and and the
use of link is also different because not only is that aligned to the New Jersey student learning standards, but it also gives us a growth measure, right? So, we're able to look at our students over the course of time and um we're able to view how they're
progressing towards meeting great uh course level expectations. So, I don't have a formal report this evening, but thank you so much for coming and I kept it brief tonight because we were heavy with presentations. >> Thank you. Okay. Business administrator
report Stephanie could [clears throat] >> I do not have a report this. >> Okay. any lees on board committee reports. Um, well, I shared out with the rest of the board we had an athletic committee meeting Monday. Um, and I wanted to get those notes out to you. So, you had if anybody had any
questions. I really don't have a lot to say because Mr. Gosso stole my thunder with all of um, his updates. It's all right. So, that makes my job easy. But, um, if you have any questions, please feel free to email me. >> Okay. >> Anyone else? >> We need it. It's confidential [laughter]
facilities. got a report. >> Perfect. Any correspondence? >> There is correspondence this evening. >> It's to accept the letter from the arch dascese of the Syria Orthodox Church for the Eastern
United States. Um, and would like the consideration of Easter Monday to be a day off in the district calendar. >> Okay. Thank you. All right. So, moving on to
open seek a motion to open to the public for items on the agenda as outlined in the email for Board of Education bylaw 0167. Each statement made by our participant shall be limited to three minutes. Motion Joe, seconded by John. All in favor? Opposed?
Okay. I seek a motion to close to the public. Stephanie, seconded by Nicole. All in favor? >> Opposed. Okay. Board action. I seek a motion for BA25-26.20122 2021
22 2023 24 I need a second Joe all in favor >> opposed educational programs and curriculum committee Stephanie Coffler I make motion to seek approval for C25-26.19201223 [snorts]
secondrew all in favor opposed. Okay. Personnel having the recommendation of the superintendent, I seek a motion for P25-26.46,47 48 49 50 and 51. I need a second.
Stephanie, do you roll? >> Mr. Alro, >> yes. >> Miss Gro, >> yes. >> Mr. Dosta, >> yes. Miss Cer, >> yes. >> Mr. Lombardi, >> yes. >> Mr. Uno, >> yes. >> Miss Moore,
>> yes. Miss Vice President D. >> Yes. President Gomez, >> yes. Okay. Finance and Facilities Committee. Cheryl Calderon. Okay. Um, I motion for approval of F25-26.85.86.87.88.89.91.92
9.90.91.92.93.94.95.96.97.98.99 10012 agree >> we need a second >> Joe all in favor >> what you ask question again um this
what we just not discussing close. >> No, it's not. Okay. I just wanted to >> Okay. >> Okay. Thank um athletics co-curricular committee Nicole Dunn.
>> Um I seek a motion for AC25-26. >> I need a second. Andrew. All in favor? >> I opposed. >> Okay. Policy committee Anthony Elro. I wish to make a motion for the adoption of the second reading of the following
policy resolution. So this is resolution P25-26.4 which also includes the abolishment of policy 1648.15 because we're out of second
Cheryl. All in favor? Okay. Any old business? Any new business? Any board member requests for additional information? Okay, close session. Um, it is hereby move
>> I apologize. We need to open up the other. >> Sorry guys. Okay. I seek a motion open to the public as outlined and no for board of education bylaw 0167. Each statement read by a participant shall be limited to three minutes.
Tony seconded by John. All in favor? Opposed. Any comments from the public? Sure. Okay. I see a motion to close the public. John seconded by Stephanie. All in favor? Close. Okay.
For close session, it is hereby moved that the board of education adjourn into executive session in accordance with the provision of section 8 of the open public meeting act chapter 231 PL for the purpose of discussion and consideration of matters pertaining to the following subject
[clears throat] personnel and legal. The minutes of the executive session will be made available to the public and the lead for confidentiality no longer exist. I seek a motion to go into close Joe seconded by Nicole. All in favor? I >> opposed. Okay, thank you.
Maybe take action back.