Roll call. Miss Kasalama. Yes. Miss Kara here. Dr. Hayden here. Miss Gunderman is absent. Mrs. Rhino here. Mr. Walsh. Mrs. Zayn here. You have a quorum. Join me in the flag salute. I pledge algiance to the flag of the
United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. 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 PL1975, chapter 231, in that an actual notice was made in conformance with 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 9:30 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 it and the public will then be given an opportunity to be heard before the meeting is adjourned. Good evening everyone and welcome. Um, I
just want to say thank you to the administration um for p pulling off another excellent graduation. Thank you Mr. Henry and and staff. Um, you know, making that call to come inside is always difficult and um I've said it to many people inside or out. It was a
beautiful ceremony. So, thank you. Um, and let's all be thankful that we weren't in school this week. Uh, that's all I have. Dr. Zurley. Thank you, Miss Kicaro. I would also like to extend my appreciation and thanks to all of our principles, Mr.
Henry for both the high school graduation, middle school promotion, and then Miss Drexinger as well as Mr. director for the celebrations for the sixth grade at promotion at the end of the year as well as the clapouts. Um I was able to tend attend most of those
celebrations um and they were very well attended by family, friends, parents and there was a tremendous amount of excitement in the air. So thank you to all of our principles. At this time I'd like to turn it over to Mr. Ugluro for
enrollment. Thank you Dr. Who's at Allen W. Roberts we currently have 630 students. At Saltbrook we currently have 582 students. At New Providence Middle School we currently have 393 students.
At New Providence High School we currently have 651 students. That brings us to a total of 2,256 students. We also have 36 students in out of district placements. Uh that brings us to a grand total of 2,292
students. I also wanted to report out on current kindergarten enrollment for September 2025. Um currently we have 90 students registered for kindergarten at Saltbrook and we have 57 students registered for
kindergarten at Alan W. Roberts. Thank you. Thank you. Um before we move on to our presentation this evening on linkit, I would like to just share with the board our postsecondary statistics. I know
that in May I did share out um some of our acceptances. Um however, now I have the entire class profile uh from Miss Shada. So I would like just to share some of these highlights with you. We had 157 students graduate this year from
the class of 2025. Their average GPA weighted was 3.75. Average SAT was 1276 and average ACT was 27. Uh the number of applications submitted was 1,575
applications and the average number per student was nine. The acceptance rate was 57%. We have 143 students out of our 157 students attending a 4-year college at 91%.
We have seven students attending a two-year college at 4.5% and we have three students attending a trade school at 1.9%. Um the remaining students are either going to have a gap year uh for a four-year college or a trade school, go
right into the military or employment. Um some of our ex acceptances as well as attending. So these students are attending these universities are we have two students attending Boston College. Uh we have a student attending Boston University. Two students attending Duke
University. Two students attending Fairfield. Two students attending Florida State. Two students attending LSU. Two students attending Louis I'm sorry um Lyola. uh two students attending NJIT,
eight students attending Rucker New Brunswick campus, four students attending Sacred Heart University, three students attending Syracuse University, four students attending University of Delaware, five students attending
University of Maryland main campus, two students attending University of Michigan, one student attending University of Miami, one student attending University of Texas at Austin, two students attending University of Virginia, one student attending
Vanderbilt, as well as one student attending um Villanova University. I do plan on sharing this with the board. So, I will forward you what Miss Shadus was able to put together for us, but I did want to just highlight some of those popular colleges and universities as
well as the really good ones that our students got into. Um, at this time, that's all I have. Miss Cakaro. Thank you Dr. Thank you Dr. Zerley. Um at this time uh Mr. Yugaloro is going to present uh link for us.
Okay, good evening everyone. Um, thank you for this opportunity. I'm actually really excited to do this presentation tonight. Um, I'm excited to introduce you to Link and to give you a taste of how we'll be using it uh to really
improve outcomes for all of our students across the district, both at a district level and a building level over the next year and and few years. One of the things that I hope you would agree with me on is that we're in the midst of a data revolution.
Um, data is more integrated into our lives than ever ever before. It's more comprehensive and farreaching than ever before. It's more easily accessed and analyzed than ever before. Um, and it's available to us almost all the time in
real time, meaning that it we're empowered to act on it, uh, to use it to inform, uh, performance in whatever it is we're doing. And I just came up with some examples that we may be experiencing in our daily lives, right? We know in health care we're improving
outcomes for patients with diabetes with continuous glucose monitors that monitor the levels of glucose and blood and very often communicate directly with the insulin pump um to make the necessary adjustments. If you're like me, you have
the fitness app on your iPhone and you're looking at how many steps you get each day, what your level of activity is. Um if you're like my wife, you're even looking at the hours of sleep you had. the quality of sleep, the different levels of sleep that you had and looking
at that every day. Um, if you're not like me, but like Steph Curry and you're a professional athlete, we see metrics, data infusing every aspect of professional sports right now. It has revolutionized it. And in that chart on
the right, that is Steph Curry's heat map, they call it, where he can look at on a nightly basis where he is most successful taking shots from. And where you see the larger red hexagons, those are over the course of a game of a of a
of a season where he is most successful compared to other uh players in the NBA. and using that data night by night to improve game planning, to improve his performance, right? And then we think about pilots flying the airplanes that we're passengers on, using those those
dashboards, those different tools to really inform what they're doing to enhance safety, efficiency. So, I'm trying to make the point that we now have more access immediately to a greater range of data than ever before
and we're using it in all aspects of our lives to improve outcomes in whatever we do. And that's really exciting. And now we're going to be joining school districts from around the country and across New Jersey in using Linkit, which
is a data warehousing solution or platform to empower to empower us to do the same thing in our district, in our schools, in our classrooms, uh in our counseling offices, in our administrative offices, with our students.
And I just want to go over quickly the goals of tonight's presentation. The first thing is I want to really clarify for everyone how using linkit aligns with our strategic goals, aligns with our core values and the key themes that
really informed our strategic goals. Then I'm going to explain to you the four main solutions that the link platform provides its users. I'm going to focus on two of them because they're the two that we're going to be mainly using in
our first year. Um, and I'm going to show you examples of how we're going to use them to improve outcomes for our students and to improve our schools. And then the final thing I'm going to do is show you a timeline that uh conveys our
implementation plan of link uh across the district. Okay. All right. So, here's that first goal. I want to show you how using link aligns with our key themes, our district goals, and our personalized learning
initiative. If you recall from our strategic plan, there were 10 key themes um captured by the acronym foundation that really informed all of our strategic goals. Three of them directly align with the integration of link. The
first one operational efficiency and accountability talks about streamlizing streamlining systems and using data for smart transparent decisions. The second one understanding through equity and access speaks of ensuring all students have what they need to thrive. And then
the other one I highlighted advancement through innovation and modernization talks about embracing in evolving technology to personal to personalize learning and improve outcomes. And I'll quickly come back to that in a minute. We have a strategic goal, goal number
two that is directly tied to the use of link and really you link it will be the vehicle uh that we use to pursue this goal. And the goal is to strengthen data-driven instructional practices to improve student learning, inform teaching, and support continuous
academic growth. And if we do dove into the objectives, you'll see they're even more closely aligned with the integration of linkit. And then we come back to this image that was used throughout the personalized learning uh initiative that shows the
different elements of personalized learning. And we see in the top right in the green targeted instruction. In order to target a student's instruction, we have to know what their starting points are. And linkit is going to help us do that. not just assist us, it's going to
make it easier than ever before. All right, so now let me talk to you about the four main solutions that Linkit provides and how they're going to enhance the work that we're doing. Okay, so if you look
at this image, it shows you how Linkit is a total data-driven solution. There are four main solutions or subsolutions that are part of it. The first two on top, the data warehousing solution where it provides us the ability to collect,
store, and analyze data in a simple simple fashion is where we're really going to lean into this year. The second one on top is called the intervention manager. This is where once we identify students in need or groups of students
in needs of additional support whether that's academically, behaviorally, social, emotionally, we can build those supports, those plans in the intervention manager and then document our progress monitoring in that system. And we'll be getting into that the
second half of the year. The third, a lot of districts use this and we're going to kind of continuously assess how much we want to use it, but this is linkit's assessment solutions. Two pieces of this one, we could give link
assessments, maybe midterms or finals that we give at any grade level. They can upload it into their system. our students can take those assessments in link it and then it will immediately um capture that data and give it back to
us in a very uh in a format that makes it easy to analyze. The other thing linkit offers are their own assessments that we could purchase and use to measure student um progress throughout the year. That's in their assessment
solutions. Again, we're not getting that much into that this year. you'll see in our timeline. And then the navigator analytics is just that they are able to produce in-depth reports for us if we request them. Okay. But again, we're focusing up top primarily on data
warehousing. So let's talk about um our why. And when I say our our why, I mean what is the reason? Why why do we want to bring linkit to new providence? How will it enhance our work as a school district? There are four things I want to really
emphasize, but focus on the first two. One is it's going to help centralize student data for us as consumers of that data. The second thing it's going to do, it's going to allow Mr. Henry, Mr. Richter, Dr. Zerpolley, it's going to
allow us to lead being informed by data, right? And not data that's lagging maybe from last spring, but data in real time, right? Also, when we get there, we're going to be able to put link in our teachers hands so that they are able to
make day-to-day decisions about how to improve outcomes or just classroom instruction for their students. And then the final thing, enhancing equity and accountability. What I mean by that is being able to respond to student needs, being able to give students what they
need to be successful in real time, to monitor our success in delivering those supports. Um, and having that to hold ourselves accountable to the interventions we're putting in place. Okay. But let me focus on the first one.
Oh, let me tell you about Linkit briefly so you know a little bit about the company. Linkit is national. They have over 700 school districts they work with nationally, over 400 in New Jersey. So, they're primarily a New Jerseybased company. They work with 16 districts
just in Union County, including Berkeley Heights, um, and my hometown, Cranford. Okay. Um, and I could tell you that they have held themselves to the industry beyond the indust industry standards for privacy
uh, and security. Um and they there's a lot of documentation on that online um if you wanted more information. So let me talk about how it's going to help us centralize data student data in the district. But first I want to tell you where we are right now. What's our
current data picture? And what I want to say is that we're very data rich. We have all sorts of data. Um many of them standardized. So we have our AP results from the college board. We have our ACT results. We have so much student data in
powers school attendance discipline data class grades. Um then we have NJSLA data in something called Pearson access next that we'll be getting soon for this spring's administration. We have our I Ready diagnostic in my path data in I
Ready. Okay. For multilingual learners we have our access for L's assessment data in the WEDA platform. And then we have a lot of data that many of us keep personally in Google spreadsheets. Okay.
And while we are very data data rich, we're also very decentralized and siloed with our data. And what I mean by that is as you see data is siloed in dis different platforms and it's often very
difficult to access right in addition administrators based on positions have varying levels of access to these different platforms to get to that data and in addition if I wanted to compare AP results to
student grades in P school it would be a challenge and I need some good Google sheet skills to make that happen, right? So, while we have a lot of data right now, putting it to work for us to the benefit of our students is very
challenging. Um, but link it is going to give us the ability to transform that all at once. And what I want what I want to show you here very quickly is all that data that I just had up there and more is now available in one place in Linkit
in one place for all users of this platform. And not only is it available, it's available at your level of use. So as a district administrator, I will see all K12 data from across the district. When Mr. Henry logs in, however, he will
see all of this data, but only for the high school. Okay? And that would pertain to all of our other schools. Now, when our school counselors log in, they would see only for students on their case load. When our teachers log in, they would fe see it only for the
students on their roster. So, it's all there, all easy to access in one place. But where you really get your bang for your buck, if that's not enough, is that now we could all do some do do something that was very hard here. We could easily
compare data points and look for correlations, look for patterns, and do analyses. So what I want to show you here under this idea of centralizing data, I just pulled five of those data points for four of them for one grade.
I wanted to look at how our sixth grade students are performing in math. So I pulled up in the first column their fifth grade NJSLA scores because we don't have their sixth grade NJSLA scores. They just took them. In the second column we have their
endofear math grades, their classroom grades. In the third column we have their spring I ready diagnostic results. And in the fourth column we have their attendance from the year. Now you don't see it, but what would be to the the left of the first column are the names
of of students. So each of those rows is a student. And what I'm able to see now is how is a student performing across metrics? How is a grade level performing across metrics? What's the correlation between a student's grade and how they
do on the I Ready diagnostic? What impact is attendance having on classroom performance? We couldn't do that before without a lot a a lot of work. Okay. But it even gets better than that. If I wanted to go one step further or two
steps further and said, okay, what if I wanted to deepen my analysis? What if I wanted to look at the students who on the NJSLA at the end of fifth grade were right there? They were approaching proficiency. Now that we're at the end of sixth
grade, how are they doing? and I could filter my results to only the students that were approaching on NJSLA math in fifth grade. And then I could look at how are they doing as sixth graders in their classroom grades, in their ready
diagnostic, and in their attendance. And if I wanted to get even deeper in my analysis and really start helping students, I might look at that fourth student down and say, "Wow, he was approaching expectations at the end of fifth grade." But in sixth grade, he's
getting a C+ in math, and on his last I Ready Diagnostic, he was only partially meeting expectations, which is a level down from approaching. And wow, he was absent almost 10% of the days school was in session.
I could do that level of analysis and then I could go a step further and just look at that individual student and click on that student's name and now I will get all of his data on one page not just for this year but longitudinally
for past years. So I could sit down as the principal, with the counselor, with his teachers, with his parent and really look at this data and try to understand what's happening and how we could support them. In the top right, you'll see something that says plans and documents. We can also create a support
plan and put it there and progress monitor and document that all here. So we have a record of what we're doing to support this student. Okay. All right. That was all around centralizing student
data in one place and accessing it easily. I now want to talk about supporting data driven leadership. Although everything I just went over is also data driven leadership. But I want to show you a couple more examples. What if I as a principal, Mr. Richter and
Mrs. Allen get together and they say, "Let's look at our NJSLA language arts scores and see how our students in fifth grade are doing. We will have the ability, now this isn't our school's data, just so you know. I
pulled this from from another um from a presentation from Lincolnit, but we will have access to this in just a few weeks where we can pull up a grade level on NJSLA and look at results by subcore
and use that information to have discussions with teachers with department heads about how do we improve in certain areas. So, I know it's small here, but there's a couple of spots with uh reading informational text and written expression where we see our
students struggling a little bit more. And imagine a principal being able to sit down with their teachers in fifth grade and saying, "Hey, what do you notice about this? What are you wondering about it? What do you think we might be able to do to change that? Do we have to change our pacing, make
adjustments in curriculum, get new resources? Does anyone have best practices that you want to share with your colleagues in teaching these things? So, you see how we can get down to the level of programming and make decisions on how to improve in that area. Now, I want to use a high
schooling example. I'm going to talk about something I I have to believe Mr. Henry is going to be very excited to do. And I have him here, so I'm picking on him a lot right now. But right now, what I have up, and this is last year's data, so it's it's a little
clunky, but bear with me because I don't have this year's yet. What if Mr. Henry said, "Our students are doing really well on the APs, but we want to improve even more." and he wanted to look at whether or not
there was a correlation between let's and I'm using AP lang and composition as an example. Is there any correlation between how a student performs on the AP Lang exam, which is that first column, how they score on the evidence-based
reading and writing on the SATs, which is in the second column, and then the third column, which I couldn't put up there, but I want you to imagine it, is their grade this year in AP Lang in their class. And Mr. Henry could do an
analysis, his department head, his teachers can, and say, "Okay, to what extent does the year-end grade in that course or the marking period grade it to what extent is it predictive
of how they will do on the AP exam? And if it's not predictive, what adjustments can we make so that it is right?" So that's the level of data driven leadership we can get to um with this platform. I put this up there because it's the one that our two
elementary principles and Mr. Chrysatello is most excited about. It's the capacity to create groups of students based on data that we select and link itself will tier those students for us. So one of the things Mr.
Christello is already looking at is creating additional math supports at the middle school level for our seventh grade students. And that process of identifying who they are could take a while. In the past, you'd have to go to those different data sources, maybe
download them into a spreadsheet, do some analysis, make your own charts if you knew how to do that. Here, Mr. Chrysatello was was able to say, I want to see the spring I ready diagnostic side by side with sixth grade endofear
grades side by side with the fifth grade NJSLA from last year. And we'll soon update that when we get the sixth grade NJSLA and link it. I want you to tell me who are our tier one kids who are doing exceptionally. They're at or above grade
level. Who are our tier two students who may be just at or slightly below grade level? And then in that red in that that hot zone, who are our students that we would call tier three and need more time and direct instruction to get to grade
level in math and link will group those students for us. And that's what you see here. And our teach our principles both at the elementary and at the middle school are already thinking about how they can use this for September. So, just some exciting ways that link is
really going to support our um district school leaders in improving outcomes for students. Now, I just want to touch on these last two because they really don't play a role yet in our plan.
Informing instruction is going to happen broadly, school level, grade level, maybe department level. But when we actually talk about teachers logging in, looking at their class data, we don't want to get there too quickly. We want
to build the capac our own capacity as district leaders, as building leaders to use this platform to improve outcomes and gradually get our teachers there. But that capacity will be coming soon, right? The same thing with enhancing
equity through use of the intervention manager to build identify students who need more support and build interventions for them. Um, but I am going to show you our timeline of how we're going to get there. So, this is our implementation plan. We've started already training
district and school leaders, uh, principles, assistant principles, directors in using linkit's data warehousing platform. Okay. They've had two trainings. We've done other data analysis activities in our meetings over this summer. Our principles and our
directors and central office, we're going to be using linkit to inform our goals for uh the coming school year. Okay. We're also at the end of the summer when the teachers come back, we're going to provide training for our school
counselors, our child study team members first in the data housing data warehousing platform and get them familiar and using it to support their students and then the first half of the year that's what we're going to be doing. we're going to be using it,
counselors, child study team, and really thinking about how we what are the best practices we could do it to track school progress, student progress, put in place interventions. Um, when we get to the middle of the year, that's where we're going to start
bringing in teacher leaders, our department heads. Um, we may have some other early adopters among teachers who want to be part of it, and we're going to start getting them trained in the data warehouse. At the same time, we're going to start to build capacity among our counselors, assistant principles in
the intervention manager uh platform of Lincolnit. And then heading into next summer, we're going to start training our teachers for using it with their class rosters in September of 2026. So that's our
implementation plan. It's intentionally incremental, okay? We want to build our capacity first and our comfort with the platform. The last thing that I wanted to close on because I think this is so important um
especially when I start by talking about being in a de data revolution and data being more integrated in our lives than ever before. What I what I want to say is that even though I've only been here a year, I've been involved in enough conversations to know that we remain and
will continue to remain committed to the belief that relationships are at the epicenter of the work we do to improve lives for our students and and for our staffs. And those relationships might be ours as central offices, central office
administrators with principles and assistant principles. It may be the principal's relationships with their teachers and staff, the teachers relationships with their kids. So data does not change that. I would contend it just enriches it. Okay? But at the heart
of everything will still be that patient and that doctor sitting down and discussing the results, right? Discussing different courses of action. Um, you know, I tried to apply that to a fitness instructor being the same thing that uh um with someone that they're
working with. You know, uh Steve Kerr, the coach of the of the Golden State Warriors, you know, he's going to be looking that at that data too, talking to Steve Kerr about it. Um coming up with plans for how they can improve their team and Steph's game. Um and then
right there is where the magic happens in the center, right? No matter how much data we have, it's I would contend not going to be helpful unless those relationships are at the center of everything we do and remain that way. But we really look forward to using the
data to deepen enrich those relationships to improve outcomes even more. Okay. Thank you so much for your your time. I'm happy to take any questions if there are any. Um, but I really look forward to uh using this platform and if the opportunity emerges
to to continue to update you. Thank you. I have a couple for you, Mr. U. Um, the first one, are you able I shouldn't say are you able, but are any administrators able to really go in and compare other school districts?
Uh, we're not. We're only able to look at our own district's data. Now, that being said, what we do have are state and national national like scale scores or percentiles, but I can't pull up Berkeley Heights and see how our students are doing compared to them or
or Cranford. Um, I can only see percentile national percentiles. Okay. Going forward, is there any and I don't know if this is even in Lincoln's capability, but is there any way for like because parents are also going to all of these 400 different websites to
pull up scores and everything. Is there any way that link can just have not where I'm comparing my child to anybody else in that classroom, but can you just pull up my own child's dashboard to see all of their scores and everything as a parent? So, Lincoln does have that
capacity. Um, we have not begun to discuss that with them, but when we are, it it is a capacity that they have. Thank you. Thank you so much for this. Um, you're welcome. My question was around families having access to it. But then a step
further, you did say students might be able to take a quiz or a test in it. Will they have access to the dashboard? So I'm going to tell you what I know with certainty and then I'll tell you I'll get you an answer on the second part. So what the assessment solution is is that
whether it is district or school created assessments or we purchase link its own we are students are able to go into onto their iPad take an assessment that will
immediately populate in link it okay what I don't know is if students have access to the dashboard I'll get you an answer the same way I do know that they have some sort of portal for parents to see it.
Um I think you're aware I would like to know the links you said for the security standards. Sure thing. Yeah, we will definitely get you there. I did review that um at length and I even spoke to our representative but um they what I
said before I think is the best way to put it is they take pride in not just meeting the standards at the international national and state level but but going a step further. So I will be happy to share the link and um yeah we'll be sure to do that. And Miss
Zayn I've reviewed your request with Mr. bikini. And so he is also in touch with Mr. Manard as well as with Chad Marcus who um is the rep that we're working with to make sure that we get those answers for you. Thank you, Mr. U. Thank you.
Now is an opportunity for the public to be heard on specific agenda items. Spec specific agenda items only. Seeing none, I declare this portion of the meeting closed. I need approval of minutes for the business and close
session on May 29th, 2025. So moved. Need a second. Kristen. Roll call. Miss Costa. Hi. Mr. Carol. Hi. Dr. Epson Hayden. Hi. M. Morano. Hi. Mr. Walsh.
Mrs. Zayn. Yes. Mr. Walsh. Action items for finance, please. I would like to move items 1 through 23 as listed on the agenda. Second. Roll call. Miss Kelana. Hi. Mr. Carara.
Hi. Dr. Es Hayden. Hi. Miss Moreno. I Mr. Walsh. Hi. Mr. Zay. Yes. Sorry, trying to flip the pages here. Uh, Mr. Walsh, facilities would like to move items one and two as listed on the agenda.
Second, Amanda. Any comments? No. No. Roll call. Miss Kasalana. Miss Kara. I Dr. Hayden. Hi. Miss Moreno. Hi. Mr. Walsh. Hi. Mr. Zayn. I. Education. Dr. Mson Hayden.
second. I Everybody has copies of uh numbers three through seven in their hand and approving the PALS with Pause therapy program again for next year. Exciting roll call. Miss Kelana. Hi. Miss Kgera.
Hi. Dr. Epson Hayden. I Mrs. Morano. Hi. Mr. Walsh. Hi. Mrs. Zayn I personnel who's moving personnel today I'm doing it Amanda um I'd like to move to approve items 1 through 15.
So I'm going to have uh Dr. Zerley walk appointments resignations and such. Yes. So I would like to highlight uh some of our new teachers that we have here this evening that are on our agenda. Um, our first teacher is Raquel Dejico. I hope I
pronounced that properly. Thank you. She will be um she will be with us here at the high school for high school chemistry and STEM. She comes from the collegiate level. So, she currently is a professor at Wagner University for many
years in the field of organic chemistry. Um, she resides in one of our neighboring towns. So, this is a wonderful opportunity for her. Um, and we're very excited to bring her on board. I think she's going to be a great fit at the high school. Um, I'd also
like to recognize Karen Gada who has been um a leave replacement for us at Saltbrook in our kindergarten class. She will be joining us now on a tenure track as a first grade Salt Brook teacher. Uh, she brings a tremendous amount of energy
to the classroom. She also has pioneers herself here in the high school. Um, so we're very excited to bring her on board as well at Saltbrook. I would then like to introduce Grafee Hoffheinds who will be a high school special education teacher. She is coming to us from Maris
College. This will be her first year teaching. She's very excited to join us here at New Providence High School. She did grow up in Chadam, so she's very familiar with the area. Um, and I know that we're excited to see her join that department. And then lastly, we're very
excited um to have Karen Rubenetti who will also be in the high school special education department. Um she's a graduate of Ramipo College. Uh she did her student teaching at Chadam. Um and we're excited to bring her on board as
well. So congratulations to you all. Roll call. Miss Galana. Hi. Miss Kara. Hi. Dr. Eson Hayden. Hi, Mrs. Mariano. Hi, Mr. Walsh. Hi, Mrs. Zayn. Hi. You guys would like to come up.
Congratulations. Congratulations. Congratulations. Congratulations. Congratulations. Congratulations. Welcome. Congratulations. Okay. Mr. Walsh, board policy, please.
Like to move item one as listed below. Mana. No comments. Joe, do you have any comments? Another roll on for second read. Yeah. Yeah. Roll call. Miss Costalano. Hi. Miss Carolo. Hi. Dr. Ebson Hayden. Hi. M.
Morano. Hi. Mr. Walsh. Hi. Mrs. Zayn. Hi. Okay. Um, before we move to committee reports, I'm just going to review the 2425 board committee goals as a whole. Um,
our first board goal was to develop a strategic planning framework that aligns with the district's vision and goals, fosters stakeholder involvement, and ensures ongoing evaluation and adaptation to effectively guide educational initiatives and resource allocations. This was completed
throughout the course of last year through various stakeholder meetings and endless um, meetings with the board and um, the administration. uh monitor the implementation of the belonging community initiative goals for 2425 was also completed. Um monitor and
support the successful integration of the new superintendent of schools and administrators to ensure high standards of leadership and to promote continuity and student achievement. I would just like to take a second to congratulate Drs. Zerley on completing her first year um in a very professional manner. Um and
we look forward to working with you for years to come. um strategically allocate any remaining bond referendum funds towards infrastructure improvements that align with the district's policy. This is not completed yet. Um as we all know, we're still working through the air
conditioning um situation. So once that is resolved, we'll actually know how much money is left that we can reallocate. Um complete the fiscal year 2526 budget process in a timely manner and com a timely and compliant manner while staying within the 2% tax levy cap
restrictions. And thank you to the finance committee and Mr. Ta for once again bringing us um a budget that was under the cap. Um at this time uh curriculum instruction and technology uh review of your committee goals from
2425. Uh the first one monitor the implementation of a diversity, equity and inclusion rubric by which our curriculum will be evaluated uh which was completed this year. uh monitor the integration of AI across curriculum and instruction by designing learning
experiences that foster students understanding of AI concept eth concepts ethics and implications. Wow. Yes. Completed as well. Monitor the implementation of personalized learning strategies to meet the diverse needs of our students. Completed. Monitor the dog
therapy program and other potential SEAL opportunities. Completed. I'm glad that that gets to continue as well. uh monitor potential new NPMS elective offerings also expanded on and completed. So, Mr. Walsh, finance goals. Yep. Uh
present the 2526 budget within the state man mandated cap that's completed. Monitor the completion of the district-wide HVAC project that will take place in the summer of 2024. As you just mentioned, Bernett, that's not completed yet. Review the remaining bomb
proceeds um if any. That's not completed either. Um, as we complete the projects, we will know more and we will do that. And then monitor enrollment projections, ongoing community housing updates, and elementary schools redistricting plan, which is completed.
So, I'd like to say it's completed, but always on an ongoing basis. It's a continuous process. Correct. Um, personnel. Um, thank you. Uh, so this was a busy year for us. Uh luckily everything has been completed
and uh once again we were very excited to work with Dr. Zerly on her first year. Um so first goal was to support the new superintendent of schools by establishing clear expectations and goals along with ongoing communication and feedback completed support and work
with the superintendent of schools by communicating expectations for the process and development of comprehensive strategic planning for the 2425 school year completed. Um, evaluate and update as necessary the communications plan for the 24-25 school year, also completed,
and evaluate the professional development plan for staff members, completed. And then the final two are evaluate the effectiveness of the new early dismissal professional development days for staff, which is completed, and finally to recruit and retain diverse talented educators for the 2425 school
year, also completed. Thank you. At this time, uh, any old business anyone needs to discuss? No new business. Um, report of 2425 awarded contracts. Mr. Ta. Uh, yep. Real quick.
Um, in your packets, there was a memorandum which lists all the contracts that were renewed, awarded during the year. Uh, by law, we have to report out on it at a board meeting. Um, there's a whole list in the packet with the board approval dates of when they were approved by the board. Um, so, um, all
we have to do is just take a look at it. It has to be documented in the minutes and it checks off the box. So, great. Thank you. Um, and 2526 board committee goals. So, at our last meet, I think it was our last meeting, might have been the one
before that, we presented the five-year strategic plan um with the strategic plan goals aligning um across the board and the board committee goals are now aligned with those strategic goals. Um,
I think maybe we should just go over them really quick and if there's consensus tonight that on the goals that are presented, then we'll have them for approval on the July agenda. Um so the board goals for 2526
um starting Tuesday um is implement and monitor the district strategic plan, complete the fiscal year 2627 budget process in a timely and compliant manner aligned to state statute. Support the professional growth and capacity of district leadership, teachers, and
support staff and monitor ongoing housing developments and assess its potential impact on student enrollment. Committee goals. curriculum instruction. Oops. Our three are to balance classroom technology integration by uh different
grade bands, promote digital wellness and behavioral and academic focus uh at the middle school this year. Uh finance facilities, develop an fiscally responsible sustainable school budget and strengthen safety and student
well-being. And for personnel management and communication, we have two as well. Advance staff development and wellness to support student achievement and to enhance family engagement and communication. Thank you. So if if there are no changes
to what's there, we'll present those at the July meeting for approval. Um and then we'll take those and run with them for the for the next school year. Um, now is an opportunity. Oh, sorry. Um, sorry, Dr. Zurley. Uh, if you want
to talk about the ad hoc committee. Yes. So, I have two things under new business. Um, the first thing that I would like to bring to everyone's attention is that we did have a request from the Saltbrook PTA
to um dedicate a rock to Miss Drexinger for the new playground. Um just to um refresh some of the board members memories that were on the board back in 20 2021. And then just to let other
board members know in 2021 the board uh created an ad hoc committee that did put together and I assisted in helping write a policy on student and staff memorials. And within that policy, there's a very specific process that in the event we
would like to have any type of memorial on any one of our campuses that we do need to assemble an ad hoc committee to discuss that and approve that. Um, at this time, I'm asking um for any members that would like to be on that ad hoc
committee. Typically, we usually have three members and then myself. Um, I know that um, Miss Gunderman in her absence has already asked me to let everyone know that she would like to be a member on that committee and I know that Miss Morano has also expressed
interest. So, um, it looks like we would need one more member and my plan would be that, you know, next week I would reach out and we would, um, set up a meeting and we would begin meeting about the request so that we could report out at the July meeting what the decision is.
I'm willing to be that third member if you I'm sorry I didn't I think Oh, okay. Laura, were you No, that's okay. Okay. Well, you want to do it, Laura? Okay, perfect. So, I will reach out to Laura as well as Amanda as
well as Stacy and we will um review the policy and we will also then review the requests together. Okay. My my next piece is just that I would like to um build some consensus with the board um on a request that was made from the new
Primrose School that will be occupied in September. They did reach out to myself uh the director there and the owner to myself and Mr. Henry um to request if we could be their offsite location in the event of an emergency. So, we had a very
lengthy conversation with the owner and director as well as um the uh person who will be running that specific primrose and asked tons of questions to them. They asked questions to us and ultimately they did come over and they were able to um tour the space which
would be the middle school gymnasium that they would evacuate to in the event of an emergency. We felt that it was appropriate that that space be used uh because most likely in most occasions they would be able to enter the building using the entrance right by the middle
school gym and not have to walk through the building. Uh Bernardet and I have discussed this and I think that you know in in being good neighbors OLP has been good neighbors to us. Uh they are off-site location here for New Providence High School Middle School.
Mr. Henry and I as well as Mr. Galoro felt that it was appropriate um after having two meetings, having them tour the facility that we could be their off-site location in the event of an emergency. Um so if the board is in agreement with that, we would like to
put that on for approval at our July meeting. We of course would get a certificate of insurance from them and then we would have it approved by the board. Questions? What? When are they opening up? They believe September. That's what
I was told. Probably August. Probably for se They'll be open for September though. And the their their drop off I forget. Do they have to come through our drop off? No. So it's right off of um
South Street. And we did take the opportunity, Mr. Henry and I while we were on the call with them to discuss that to discuss what time a drop off is here at New Providence High School and Middle School and what time it would be there. And um I don't want to speak for
Mr. Henry but I think we felt a little bit better that there may be some conflict but not a tremendous amount um because their drop off is a little bit later than when our students are dropped off. Um they obviously like most daycare
facilities have an early drop off for parents that are willing to pay that fee. Um but you know hopefully as she explained to us engineers were hired uh traffic patterns were looked at and so we're going to hope for the best. I have a quick question. Um do we have to talk
to the police or anything like that? So what I um mentioned to the um director there was that I would be speaking with the police just to let them know. Um but really that is incumbent upon her to do that. And also I expressed to her that she should speak
to the police department about in the event we go in lockdown, right, that they would be notified of that. And that really can't be on us in that moment, right? Because we're dealing with the lockdown itself and the crisis at the moment. but that she should be
communicating with the police department um understanding what that process would be in the event any any one of the three buildings went into a lockdown. What they would then do one more what how many students and um administrators or teachers will they
have over there? I believe did she say that the enrollment capacity was 90? I want to say yeah I think it's n I think it's a I think the maximum capacity I remember her saying about 90 I would I don't know for sure but I
would think or 12 you know between eight or 12 like we know it's like smaller it's really limited okay so um Dr. Preservely, if you could prepare that then for the July meeting for the premier's approval, that would be great. Um, at this time, there's an
opportunity for the public to be heard on any any subject, anyone. Seeing none, I need a motion to recess to close session for personnel and
student matters related to HI. Thank you. [Music]