Roll call. >> Miss Costalano >> here. >> Miss Karo >> here. >> Octson Hayden >> here. >> Miss Kenderman >> here. >> Miss Morirana >> here. >> Mr. Walsh. >> Mrs. Zayn >> here. >> We have a quorum. >> Please join me in the flag salute. >> I pledge algiance to the flag of the
United States of America. for which it stands. Indivisible with liberty and justice for all. >> This is a public meeting of the board of education of the bureau of new providence. Adequate notice of this
meeting has been given in accordance with PL1 1975 chapter 231 in that a notice was made in conformance with se section 13 of the act. Whenever the business of the board requires it to convene to close session, the session will begin no later than 9 pm 9:30 p.m.
At the conclusion of the need for close session, the board will reconvene to the public portion of the meeting. At that time, the board will complete any other business that may be before and the public will then be given the opportunity to be heard before the meeting adjourned.
Dr. er, please >> Ariel for our student report, please. >> Almost forgot. Good evening and thank you Dr. Zerley and the rest of the board for having me tonight. Starting off, October 1st was
PSAT day for all grade 10 and 11 students. For many, it was their first look at the SAT and the opportunity to prepare for future sittings. Then from October 6th to October 10th, we had the week of respect with morning announcement quotes, sticky notes with
inspirational quotes, and the revealing of our character ed district theme, which is positivity creates possibilities. Very wellreceived. On Thursday, October 9th, we had our fall homecoming dance from 7:00 to 9:30. A special thanks to the PTSA and all
volunteers for putting it together. On Friday, October 10th, the class of 1975 had their reunion. Over 20 of our NPHs graduates from the class of 1975 joined us as they were provided a tour and time with the members of the administration,
including Mr. Henry, Miss Kelly, and Mr. Carangelo. The administration loved hearing the stories and experiences from the alumni, and most joined us for the football game that evening, where they were honored before the game on the field. On Monday, October 20th, and Wednesday,
October 22nd, we will be having a Koshi exchange visit of students from uh I hope I'm saying this right, Fukuy, Japan. Roughly 20 students will experience NPHs for two days, and we look forward to the visit. Next Thursday, October 23rd, will be our high
school openhouse for the parents and students of grades six through eight, in which they will be able to see all the wonderful programs, courses, and offerings available at New Providence High School. Let's hope we don't scare them off. In November, we will be having our fall play, It's a Wonderful Life, on the 21st
and 22nd. We eagerly look forward to seeing our students perform. For the marching band, they had a competition at Picon High School on Saturday, October 4th. Band night with the middle school students and senior night both on Friday, October 10th, and they have an upcoming competition at Metife Stadium
this Saturday, October 18th. Best of luck to the marching band on Saturday evening. Many clubs had their first meetings this uh of the year. Students have reported a tremendous amount of club offerings and opportunities, especially our freshman students who are joining new clubs and
meetings at and meeting new people for the first time at MPHS. Recently, we inducted a handful of new members to the National Honor Society, including Clarissa Adams, Dylan Barnett, Amy Maher, Julia Deagio, Jazelle Matteo,
Michael Pettis, Lucas Tulone, and Madison Villa. The academic spirit is alive and well at New Providence High School. Girls soccer defeated Kemp Place on Tuesday to improve to 97 to1 on the season. This win was a part of the county tournament and advanced the Lady
Pioneers to a game today at Governor Livingston. While the team had a tough loss today, they looked to have a very successful state tournament run. Boys soccer continues to have an amazing season with a record of 10 2 to1 and play this afternoon in the county tournament home against Governor Livingston, holding on for a 3 to one
win and now advanced to play Westfield. Cross country had a conference on Tuesday and placed fourth, being 11 points away from getting third. They are overall very excited for the future. The football team remains undefeated after a big win against Verona. They are now 6-0
with another home game this Friday evening against Bound Brook. The student sections have been electric at every game as New Providence continues to dominate. Uh girls volleyball had their annual Dick Pink game this past Monday evening with the win over Oaknull. Reportedly, they raised over $8,000. Big
pat on the back for the volleyball's team. Girls tennis team won the NJSIA Central Jersey Group One sectional championship this past Tuesday by defeating number one seed Matuchen. NP competed today for a group one state championship and while they had a tough loss to number one seed Glenrock, the
girls had an incredible season. Overall, New Providence High School has been thriving both athletically, academically, and mentally. And I commend the board for consistent looking out for the needs of students at MPHS. Thank you. >> Thank you, Ariel, Mr. Ugluro for our
enrollment report. >> Thank you, Dr. Zerley. Good evening, everyone. At LMW Roberts, we currently have 594 students. At Saltbrook, we currently have 596 students. At New Providence Middle School, we currently
have 392 students. At New Providence High School, we currently have 661 students. This brings us to a total of 2,243 students. We currently have 36 students and out of district placements for a
grand total of 2,279 students. Thank you. >> Thank you, Mr. U. That's all I have, Miss Cicaro. >> Thank you. At this time, I'd like to call up Donna Zayn to present uh certificates of excellence.
So, we are delighted to honor the TSA National Award recipients with the prestigious STEM certificate of excellence, a symbol of our profound respect for their outstanding accomplishments during the 2024 2025 academic year.
Uh, the Technology Student Association, TSA, offers over 40 competitions for middle and high school students to apply their knowledge and skills in science, technology, engineering, and math. TSA competitions help students explore topics that interest them and develop
leadership skills. There are currently over 300,000 students enrolled in TSA worldwide. Can I first call up Rah and Lucas okay Rahm Paner sorry Panchchan and Lucas
Lazarus earned second place in animatronics students were challenged to create an animatronic exhibit for a public library to excite young readers. This team created an interactive children's book with rotating acted out scenes.
Thank you. I have Trevor and Sebastian. Uh, Treasure, I'm sorry, Trevor Fornoff and Sebastian Marcato earned third place in virtual reality simulation. Students were challenged to create a virtual reality visualization of a family vest
vacation destination that incorporates experiences and activities appealing to both young children and teenagers. I'm told Trevor and Sebastian wow their judges with an incredibly detailed scuba simulator. [Applause]
Yes. [Music] not done yet. So, the New Providence School District is immensely proud of these students achievements and encourages them to continue exploring their passions in STEM. We also have a heartfelt thank you
to the dedicated STEM educators from elementary through high school who have guided and supported our students throughout their journeys and during these competitions. And if you're if you hear your name Dave, I'm asking you to stand up. So especially their adviserss
Rachel Fence, Dan Barleta, Surin Betsy, Kathleen French, Mike Mackmer, and Jennifer Patu. Thank you and congratulations to all of our students. At this time, I would like to call up Mr. Jonathan Keaney, the
director of curriculum, uh, to give our assessment report. >> Thank you, Mr. Carr. Good evening, everyone. I'm delighted. Thank you. I'm delighted to be before you again to to uh present to you the second assessment report for
the year. You may recall back in July, we had our first assessment report when we talked about the AP scores, AP Scholars, and the ACT scores. Tonight, I'd like to present for you the scores we have for our NJSLA, our PSAT, our SAT, and our Project Lead the Way
courses. So, let's get started. It's always good to look at the big picture to start with. And if you look at our combined scores for our ELA and our math over the course of the last four years, you can see a small yet
steady improvement from 77 78 81 to 82.5. That's a combine of all of our NJSLA scores. And that's a nice barometer for us to start with. However, the great power of these assessments and the data that we have is digging deeper down into the data so that we can see
how the data may affect our programming. So, I'm going to do a bit of a deep dive into our data and show you the process that we use to determine where we should be funding certain programs, where we should be uh where our resources should go. So, we can then split that data down
into how we're doing in ELA and how we're doing in math. And as you can see here, we have shown some steady improvements over the course of the last four years postcoid. Uh and we have shown improvements uh in math as well as language arts which is encouraging to see. So that's good data for us. We know
that we've got some our programs are rigorous. The the slow uh increase over a number of years has shown that we are our programming is working and we're cons we're continuing to be rigorous with the programs that we provide. Okay. But we do need to go a little bit deeper than that if we're going to really look
at how it affects what we do in our schools. So then we can go these are our ELA scores. I put all the ELA titles in blue and all the math titles in red. So when you see blue at the top, it's ELA. So if you look at our ELA scores now
across our different grades, we can start to look a little bit deeper about what's happening in our schools. And this is useful because we can actually look at different uh cohorts of students and how they did from one year to the next. So for instance, if we look here
our fourth graders for three uh two years ago, three years ago, my apologies and then we look at how they did two years ago and then how we look how they did last year. We can see there's some slow gradual improvement from 81 to 89 to 92. So that's a cohort of students
going from one year to the next. Okay. So we can look at that and then we can start to look at you know what what's going on in different grade levels. We can look for grade three through six. We can then look great grades seven 8 and nine and start to look for areas that may have been some of some concern. So
if we look here we can look at our students from three years ago here in seventh grade into 8th grade and now into ninth grade. That's a small drop, you know, and that is something that we are looking at. Those transitions into seventh grade and into ninth grade is of
a little bit of concern for us. So that is something where we're going to start to focus some of our resources. So that's good general data again from one grade level to the next. But what we're able to do now through the uh data platforming B data warehouse that we have linkit is we can start to look at
this data in a little bit more detail. Now that may look like quite confusing to you to start with. Okay? But we're really looking at third grade last year, third grade this year, fourth grade last year, fourth grade this year. I won't
carry on all the way to the end. Okay, I've split them up by the blue lines running vertically up that up the uh slide there. And we can start to look at now uh percentage of students who are not meeting in red, partially meeting in
orange, approaching in yellow, meeting in green, and then exceeding in our dark green. And this shows us some trends what's happening in our different schools in our different grade levels. So we can see a slow quite a quick and a gradual
build up here now into well by the time we get to sixth grade in ELA we have students 63 64% exceedingly doing exceedingly well and exceeding uh in the performance at the on the NJSLA we can all start we can also start to look down
here at these red orange and yellow areas and see where are these large areas and this is this transition this sixth and seventh grade area here where we're seeing some students who tend to be struggling a little bit. So that's another place where we may divert our resources too. And in fact this summer
we did we did some work with our transition from sixth to seventh grade. We ran some executive functioning workshops for students. We ran a little bit of a boot camp for middle school because this is an area of concern for us and one we make we want to make sure that we're addressing. So that gives us
some good data now that we can dig deeper into. We can also start to look at what we call mobility, year-over-year mobility. So, how are students doing when they go from grade three to grade four? How are students from grade four to grade five,
grade five to grade six? How many of them in green are moving up, meaning they're going from maybe satisfying to exceeding? How many of them are staying the same? And how many of them are actually moving down? And these areas where students may be moving
down then becomes an area of concern for us. And again look at this grade six to grade seven ELA, grade 8 to grade nine ELA areas of concern areas where we need to divert some of our resources to address to be as proactive as possible
doing well with moving up some areas of concern down the bottom. So this is how we do our analysis of data and as we see that data on a year yearly basis then we start to think about well what can we do about that? What programs can we introduce? This year in the middle school we introduced
our pioneer pathways to start to address some of the students who were struggling with this transition. As I said last summer, we introduced some summer programs to help with that transition from middle school into high school and even from high school into uh sorry from middle schooling from elementary into
middle school and middle school into high school. So we can get a tremendous amount of data now and this is one of the benefits of having linked it because it really helps us with that data analysis and dig deeper. So we do that for ELA. We can also do the same thing for math. I won't go through every
single process with you again but we can go through the same process with ma math. One of the things I did want to highlight uh for you there uh is this particular graph and this can get a little confusing when you look at it to start with because here we have algebra
one and these are algebra 1 is taken by seventh 8th and 9th grade students. We have geometry by 8th n and 10th grade students and algebra 2 by 9th grade 10th grade and some 11th grade students. So this is a little bit mixed up because by
the seventh grade here, that's not all of our seventh graders because some of our seventh graders are taking algebra. Okay, this eighth grade here is not all of our eighth graders. It's the eighth graders who are not taking algebra or not taking geometry. Okay, so it's important for us to look at that and
realize that as we're looking at the data. One of the things I would really like to emphasize to you is this growth here in eighth grade math. I've talked to you for the last two years about our concerns about what hap what's happening in eighth grade math. Even though we are
far above the state average, this is something that we really want to address. So myself, Mr. Henry, Miss Wittenberg last year who was the assistant principal of the middle school. We met with our middle school math teachers last year. We went through some data analysis with them. Michelle
Tester came up from the elementary schools to look at the uh I already diagnostic data that the seventh grade teachers and the eighth grade teachers had and we started to do a real deep dive into what's happening here. Okay. And because of that we've seen the
biggest rise in performance out of any of the K through8 grade levels and any of the subjects. Okay. It does just show the power of digging deep, looking at where our needs are and then addressing our needs through the work of our principles, our department heads and our
teachers. Okay, that's something I I'm particularly proud of with regards to the work that we've done this year. Again, we can go through to an analysis here and if I give you a moment to look at that, some things might stick out to you.
Okay, you might be drawn a little bit to this area in here, which again is our eighth grade math. We've made tremendous improvements. You saw, you see here, we've gone down in those students who were not meeting. We went down in students who were partially, down in
students who were approaching, up in the students who were meeting. Okay, we obviously want to do something about the very small dark green band at the top. Okay, and that's another thing. We don't always want to concentrate on what's happening with those students who have
you know may have some special needs or we have to address some of the special needs they have. We also want to make sure that we are stretching and accommodating the needs of our advanced learners. Okay. So we have to look about that. We have to look at that across the board. Okay. So we can look at that and
then again as we look at our year-over-year mobility we can start to look and analyze at how we doing with regards to students who are moving up compared to students who are moving down grade six to seven math. We got some
grade seven to great uh to algebra there. So again areas of concern what we really need to focus on moving forward. Okay. So we can also look at our science scores. The state tests our science students grades 5 grade 8 and grade 11
and we continue to excel there with regards to the state standards. Um this is always a little bit of enigma. Our grade 11 students are tested on all of the content that they've learned in ninth grade, 10th grade, and 11th grade in a test that doesn't mean anything to
them, you know. So the motivation for that can be reduced. Um, we've worked hard with our science teachers to practice with them and to motivate them, but that's still can be a struggle. Okay, I'll discuss this with Miss Brmley last year and I'm discussing with Miss
Morano this year with regards to how we might introduce some strategies to address that. Okay, so that's some general data from very general data and then digging deeper and deeper and deeper till we can find out uh what we need to do with our programming. We can also do some additional data analysis.
If we look at ELA and math and we look at the distribution of students across here and you may notice that in math exceeding expectations of meeting expectations is quite high exceeding not quite so high. So we really want to look at how we going to stretch these
students. How we going to move students from uh meeting expectations to exceeding expectations? And then we can also look at that mobility again. And the reason I wanted to put this up for you is if we click on the areas of greatest concern, those areas where we haven't had a tremendous amount of
mobility from one grade level to the next, it brings up the common themes that we've been talking about. Our grade six to grade 7 ELA, grade 8 to grade 9 ELA, grade six to grade seven math, grade 7 to algebra 1. Okay, our areas of
concern. Now, as I'm talking about our areas of concern, it would be remiss of me not to all of you. We're doing really well elsewhere. As I'm talking, I'm like, well, bit negative about this. No, we got great test scores, you know, haven't we? We
got really good test scores, but we're not going to rest on our laurels with regards to that. Our job as educators is to make sure we address the needs of all of our students. This data then allows us to identify and and isolate those areas that we need to work on so that we
can address the needs of all our students. Okay. All right. I also want to share with you a little bit of analysis from our I Ready data. We introduced I Ready a couple of years ago uh in as a math program and we introduced the diagnostic tests in
language arts and this is really useful data for us to to really have a good look at. The top here is our ELA. This is where our students were at the start of the year. And the top thicker band is where they were at the end of the year. So this is all K through six students.
It's an average of all of the K through six students. And you can see here that at the start of the year, we had 58% of students who were mid or above grade level or early grade level. Okay, that's pretty good. I'll try and be more encouraging. That's pretty good. Okay.
However, our concern is those 42% of students who are just about at grade level or maybe below grade level. At the start of the year, that was 42%. But then as we move through the year, through the program, through the use of
the my path, those numbers of those students who are at grade level or above grade level increase to 89% and those students who are one grade level below or two, etc. reduces from 42% to 11%. Okay, that's good data for us to look
at. Okay, it's general and I'll come to the spec specificity of it in a minute. It's general, but it gives us a good overview of the success of the programs that we have. Same thing in math. We can look at how we're doing at the start of the year,
48 and 52%. And then we can look at how we're doing at the end of the year. Okay, which again is encouraging data for us to see how are our programs working? Are we seeing growth in our students? Okay, and that's good to see. But again, as I
talked about before, there's the big data. Our job is to dig a little bit deeper. Okay, so what the I Ready program also allows us to do is to start to look at different schools and different grade levels. I won't tell you which school and grade level this is, but it is a specific school and a
specific grade level. Okay? And you can see again start of the year compared to the end of the year. You may think that oh 38% well maybe it's one of the lower grade levels not giving any clues away. Okay. But then by the end of the school year those numbers
have significantly increased for those students that are at grade level and those students uh have been reduced for those who are below grade level. But the good thing about this for this specific school in this specific grade is now we can start to look at the domains, our mathematical domains and how well are
the students doing in the different domains. How well are they doing in numbers and operations all the way down to geometry and have a look at this the numbers and operations at the start of the school year. Look at how many students were below grade level. And then at the end
of the school year, how many were at grade level? Okay, so that's specificity. Now we can start to dig a little bit deeper. What areas do we need to work on in our math program? This geometry traditionally over the years has been one of our areas where we
performed, you know, the least. So that has caused us to start thinking in the K through six level about the our sequence within our math programs. We t we've tended over the years for geometry to be that last unit, the last unit that
sometimes we may may not get to spend as much time on as with others. So we're looking to change our sequence of mathematical components to maybe incorporate this geometry into the school year more often so it's not just left to the end. So that's one of the
things in terms of our programming we can start to look at that sequencing so that we can address those needs. Okay. So, how are we doing compared to other schools? It's always nice to see that we're doing well, but how are we doing? How are we doing compared to other
schools in our area? Okay, so if we look and this is the 2023 24 NGSLA scores because we we can only get those for other districts when the school performance report comes out. They're not available to us at this moment, okay? unless we go into every single
assessment report presentation across all the schools which excuse me but I'm not ready to do just yet. Okay. But we do have that data here. Okay. And you can see in terms of our local schools that we're doing well in in terms of performance uh in ELA and in math. Okay.
Livingston and Melbourne always do very well and we're in that range. We're right there with them. Okay. That's in our performance. Last year I started talking to you about our growth and our growth is really really important. So we can also do this
analysis for our growth and with regards to our growth we actually have done very very well compared to our local schools. In fact we are tied first for our growth in ELA and we're first in terms of our growth for math. Okay, which is encouraging to
see compared to last year. Exactly the same in performance. We improved in growth. Okay, and again this is one of the this is nice to see because we did spend some time especially at the middle school looking at this growth last year and some of the
factors that come into play with that and it's nice to see some of this data coming forward. Okay. Also, we can do a demographic analysis. How are the diff are different demographics doing? And this may help us identify some areas. No real
discrepancies in math in gender. Okay, which is good to see. And ELA in gender. So that's good. If we look at our ethnicity, our ethnic groups, all of our ethnic groups went up in ELA, which is again encouraging. In terms of math, we
did have one ethnic group that went down, but apart from that, all our other ethnic groups increased in their performance in math. When we look at our economically disadvantaged learners, we get some data here. We got some consistency here, a
little bit of a concern in this area in terms of the math. Overall, our math scores have gone up, but some areas of concern here. We look at our students with disability. And this is especially pleasing because our IEP students and our 504 students in
both ELA and in math rose or stayed fairly consistent. So, it's really good to see our IEP students increasing in their language arts performance and increasing in their math stu performance. Okay. Something we've worked hard on over the course of the
last couple of years. We can also look at our English language learners. First thing that here stands out to me is how well our former multilingual learners are doing. Okay, once they've graduated out of our
multilingual learner program, how are they doing when they they return to the general education or when they're exclusively in general education? We're seeing some tremendous growth compared to those students who are currently in our multilingual learner program. It's
very transient population. So, it's not unusual to get the these fluctuations from from one year to the next over three years, but it is encouraging to see how those scores have gone up in math. Okay, this is something something we continue to work with with our multilingual learner teachers. And if
you remember a couple of years ago, we made the commitment to make sure we had a multilingual learner in each one of our elementary schools and our lang and our middle school and our high school. So that's good to see. With regards to our PSA uh PSAT and national merit
scholars, we remain consistent um above national and New Jersey averages. In terms of our PSAT scores, we remain cons fairly consistent over five years, but certainly consistent over the last four years. back in 2022
was only juniors taking the PSAT whereas from then on it's been juniors and seniors. This is last year's data for our PSATs. Okay, going through that if we get to our national merit commended scholars. Okay,
you can see we have a tremendous rise in our commended scholars. It's actually the highest it's been since 2027. 2017 when 2017 I cannot predict the future
2017 when they changed the uh criteria a little bit but that's an impressive increase in our national merit uh scholars as we move forward we can see we continue to have some numbers with our national merit scholar semi-finalists and finalists some we've
been working with over the years and we continue to look at those scores when we look at our SAT. We can see this year we had a 42 point increase in our SAT score, which is encouraging to see and a general trend moving upwards.
If you look at our um SAT scores taken at New Providence High School compared to outside and outside venues, you can see some quite interesting data. back in 2022 postcoid it was difficult to go to SA get to get SATs difficult to go to
venues some of you may have experienced that with your with your uh children having to travel two or three hours to get to an SAT venue so we made that decision back in 2022 that we would introduce SATs at Proidence High School to help our students a lot of students
used that opportunity and then went and take took the SAT elsewhere as well okay over the years we've seen some success this year. Interestingly enough, a decrease in the scores for most students taking SATs at New Providence compared
to at different venues. Okay, something for us to think about, something for us to have a discussion about about how we do best address that moving forward. Okay, we did the advanced placement, the ACT. We did that already in July. Okay,
last thing I'd like to talk to you about is our project lead the way scores. Our project lead the way for for the new board members we have uh on board. Although Miss Sh miss Miss Zane you're very very familiar with the project lead the way program. We introduced the project lead the way program back in
2016 2017 number of rigorous nationally acclaimed courses. We also introduced it into the middle school. Uh and now we have a a whole card of project lead the way courses and a good progression from one
year to the next. So when we look at those scores, we can see our average scores. Aerospace engineering remaining fairly consistent over the course of the last three years. This may be the biggest biggest increase over the course of the whole presentation here in environmental
sustainability. Um which is very interesting. We run that every two years now because we have AP environmental science. So we got a tremendous increase in environmental sustainability consistency here. What I think is particularly interesting is our increased numbers because of our
increased participation this year. We've seen some really good increases in those students that are accomplished and distinguished distinguished across the board here in our um introduction to engineering and principles of engineering. One of the
reasons I really like our project leadway courses is because they break down the data now into skill clusters. We talked about going from big data down into the smaller data getting into the granular nature of this and now we can
start to to look at our programming with regards to how we're doing it with different skill clusters in project lead the way. um still continues to be well uh attended in courses well enrolled um and we're delighted to be able to continue that process and those courses.
So where we at with our graduating class from last year here's all the statistics in terms of the students and where they're going which is good to see. We hope that over the course of their career in New Providence that we are
addressing, their academic preparation, their growth mindset, how they plan for the future, their social skills, and their global citizenship. This is our mission. This is what we are trying to do, how do we know if we're being successful? One of
the data points we can use is that if we look back in 2023, 96% of our students did enter college, 88% at the four-year and 8% the two-year um level. 16 months later, 93% of those
students are still in college. Are we preparing them for career college and career readiness? I think we are. Okay. One of the things that has been particularly encouraging for me as a director of curriculum is to see the commitment of our administration, our
department heads, our teachers to the data decision making, the datadriven decision making and how we can use that data to best address the needs of our students. It's admirable what PE people are prepared to do, what our department heads and teachers and administrators
are looking into doing. The link has really helped with that, but it's really encouraging to see how that process is really starting to affect our programming, where we distribute our resources, and how we best address the needs of our students. It's one of our five-year plan. It's part one of our
goals for the five-year along with our mental health, along with our social emotional learning goals. put together. I think it really shows that we are making a commitment to push our students forward both academically, socially,
mental healthwise, and we should be proud of the achievements we've made as a school district over the course of the last couple of years. Thank you very much. [Applause]
I'm happy to take any questions. >> Thank you, Mr. Keany. Any questions from the board? >> I will get a glass of water. >> Excellent job. Thank you. Uh at this time, I would like to present uh Mr. Joseph Yugaloro, the assistant
superintendent of educational services. and we're going to do a public hearing on the anti-bullying bill of rights. >> Thank you, Mrs. Cicaro. The anti-bullying bill of rights requires each school in the district to complete an annual self assessment on
how well it implemented the various components of the mandate. The anti-bullying specialists at each school convene their school safety school climate team members to complete the self- assessment process for for their school. And to do so, they use an HIB
self- assessment rubric that is issued by the state. The self- assessment rubric contains the following eight core elements. Core element number one, HIP programs, approaches, and other initiatives. Core element two, training on the board of ed approved HIV policy
and procedures. Core element number three, other staff instructions and training programs. Core element number four, curriculum and instruction on HIV and related information and skills. Core element number five, HIP personnel. Core ele core element number six, school
level HIV incident reporting procedure. Core element number seven, HIV investigation procedures. And core element number eight, HIV reporting. Each core element then contains several specific indicators for which each school safety and climate team
determines a rating. The total possible points each school could earn on the assessment is 78. The 202425 self- assessment scores for each of our schools and our district average are as follows. New Providence
High School 70 out of 78. New Providence Middle School 75 out of 78. Salt Brook Elementary School 71 out of 78. Alan W. Roberts Elementary School 76 out of 78. That brings us to a district average of
73. In reviewing the the self- assessment results from all of the schools, there were some um common areas that we can work on to continue to grow our programs. Again, using the data to inform how we move forward. One of those
is really working with our school safety and climate teams, developing their school their skills um and training them on best practices really on how to identify patterns of HIP in their schools and to use that data to inform programming. Um so that's something
we'll be focusing on with all our ABS's. Thank you. >> Thank you, Mr. U. At this time, I declare the public hearing on the 202425 school self assessment for determining grades under the anti-bullying bill of
acts rights closed. Uh at this time, there is an opportunity for public comment on any specific agenda item. Seeing none, I declare the public portion of the meeting closed. At this time, I need approval of the
minutes as follows. business meeting and closed meeting of September 25th, 2025. >> Stacy, >> can I um One of the dates was wrong. Is that something I just >> the the second um anxious generation in
November is on the 13th, not the 12th. That's all. >> And is that under the business meeting? >> The main meeting. Yes. >> Yeah. Okay. >> Sorry. >> All right. So, um, we'll make that change and then can I get a second on the change?
>> Donna. >> Okay. >> Okay. At this time, roll call. >> Miss Galena. >> Hi, >> Mr. Carara. >> I. >> Dr. Epson Hayden. >> Hi, >> Miss Gunderman. >> Hi, >> Miss Moreno. >> Hi, >> Mr. Walsh. Hi, >> Mrs. Zayn. >> I Okay,
>> action items. Finance. Mr. Walsh. >> I would like to move items one through three as listed on the agenda. Second >> man. >> No comments. Roll call. >> Miss Costana. >> Hi. >> Miss Kara. >> Hi. >> Dr. Ebson Hayden. >> Hi. >> Miss Gunderman. >> Hi.
>> Miss Morirana. >> Hi. >> Mr. Walsh. >> Hi. >> Mrs. Zayn. >> I. >> Facility actions. Mr. Walsh. >> I would like to move item one as listed on the agenda. >> Second. >> No comments. Roll call. >> M. Castano. >> Hi. >> Miss Ko.
>> Hi. >> Dr. Dr. Eson Hayden. >> Hi. >> Miss Gunderman. >> Hi. >> Mrs. Morirana. >> Hi. >> Mr. Walsh. >> Hi. >> Mrs. Zay. >> Yes. >> Education. Dr. Eson Hayden. >> Like to move items one through three as listed below.
>> Seconded. >> Lana. >> No comments. >> No. >> Roll call. >> Miss Galano. >> Hi. >> M. Carara. >> Hi. >> Dr. Hayden. >> Hi. >> Miss Gunderman. >> Hi. >> Miss Morano. >> Hi. >> Mr. Walsh. >> Hi. Mrs. Zay. >> Hi.
>> Personnel. Mrs. Gunderman. >> Uh, I'd like to move items one through six as listed. >> Sure. Dr. Zerley. >> I'd just like to um welcome Mr. Christopher Calvary who we are going to be um who is going to be our next
physical education teacher at Allen W. Roberts effective January 1st. Um some of you may know he's a familiar face. He has done some leave replacements for us, but he is also our head soccer coach. Congratulations on the win today. Um, we
are very excited to bring him on board. It's always great when we can have our head coaches be a part of our community and be invested. Um, but I think what's also special about Chris is that not only um, is he already the head soccer coach, he also is a father in town as
well of students who attend New Providence. Um, so he's all in. So, we are very excited um to find uh him and I know hope he'll be very successful at Robert. So, good luck. >> Roll call. >> Miss Galana. >> Hi, >> Miss Garo.
>> Hi, >> Dr. Hayden. Hi, >> Miss Gunderman. >> Hi, >> Mrs. Morano. >> Hi, >> Mr. Walsh. Hi, >> Mrs. Zayn. >> Hi, Congratulations. >> Congratulations. Thank you. >> Okay. Board policy, Mr. Walsh.
Um I would like to move well there's item one I guess. Sorry I was going to read the uh boards. I'll make those in comments. Uh item one is listed on the agenda. >> Uh it's first reading um Bernardet. Uh two mandated policies. One is new and
one is updated. >> Roll call. >> Miss Gastana. >> Hi. >> Mr. Kara. >> Hi. >> Dr. Hayden. >> Hi. >> Miss Gunderman. Hi, >> Mrs. Morano. >> Hi, >> Mr. Los Mrs. Zay. >> Hi. >> Committee reports, curriculum,
instruction, technology. >> We met as a committee to go over um progress so far as far as uh our strategic plan and our specific committee goals. Um we're well into progress with all three of them already.
Um, a lot was highlighted last night, um, with the first committee, no, community grouping, um, working with the mindful generation, um, getting phones out of schools or into lockers. Um, and just working on how all this is going to
help to play into our balance of face-toface uh, instruction with uh, technology use as well. So, we're on a roll so far. >> Thank you. to finance facilities safety. >> We're meeting tomorrow morning to go
through the same process >> and personnel. >> We are meeting Monday morning. So, more to come. >> Thank you. Uh any old business? Nope. New business?
Nope. Uh now is an opportunity for the public to be heard on any subject. Just give your name and address when you come to the mic. Okay. Um, Katherine Viber, uh, nine the arbors. Um, I'm also the PTSA co-president and that's my, um, why I'm
here. Um, the four schools in the district, all the PTOs got together along with the League of Women Voters. We are sponsoring a board of ed candidate forum uh next Wednesday, October 22nd at 7 p.m. in the cafeteria here in the high school. Uh tomorrow is
the last day to for anybody in the community or the school district to submit questions. You can find the Google form on the high school PTSA's um Facebook page uh in the announcement. and we invite the entire new prominence
community to hear what um some of our writing candidates have to say for the upcoming election. >> Thank you. >> Thank you. >> Sunil, did I see you? >> We're good. Okay. Um I need a motion to recess to close
session for HIB and student matters. >> Yes. >> Good. Thank you.