The North Hunter and Vorhees Regional High School District Board of Education meeting on Tuesday, May 26, 2026 is now called to order. In accordance with the requirements of the open public meeting act NJSA 104-6 adequate notice giving the time date location and to the extent
known the agenda of this meeting was sent to the Hunton County Democrat Star Ledger and Courier News on January 7th 2026 and published on January 12th 2026. In addition, notice of this meeting has been posted at the North Hunteran High School and Vorhees High School, provided
to the municipal clerks of Bethlehem Township, Califon Burrow, Town of Clinton, Clinton Township, Franklin Township, Glengardner Burrow, Hampton Burrow, Hybridge Burrow, Lebanon Burrow, Lebanon Township, Tukesbury Township, and Union Township, as well as other
interested parties and posted on the legal notices section on the district website. I don't know if I'm going to have enough breath to add Bloomsberry to that next year. Fire exits are located in the direction uh indicated. If alerted to fire, please move in a calm
and orderly fashion to the nearest smokefree exit. Restrooms are located through the doors behind this desk and to the right as indicated. At this time, please silence all cell phones. Roll call. >> Miss here. >> Mr. Chapman >> here.
>> Mr. Hanley >> here. >> Miss H >> here. Mr. Lordy >> here, >> Mr. Matthews >> here, >> Miss Mr. Morgan >> here, >> Miss Reyes >> here, >> Mr. Stanton >> here, >> Miss Stein >> here, >> and Mr. McGis
>> here. I do want to just read the mission statement. I forgot to do that on the front. Uh, the Northire and Borhees Regional High School District empowers all students through innovative and personalized learning to achieve their full potential, embrace lifelong learning, and continue responsibly to a
changing world. That brings us to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. >> All right. Um, can I start with a call
for a motion and second to approve agenda items 4142? Can I get a motion? Andrew, thank you. Can I get a second? Rich, thank you. Uh, questions or clarifications on our minutes from April. Stephen,
>> uh, do I need to abstain for anything about this being absent on 428? >> That would be the way. Yep, you could just abstain from that. >> Yep. Uh any other questions or clarifications? Okay. All in favor? I
>> opposed or abstensions? So we have Stephen, we have uh Cynthia I and >> 4.1. >> Okay. 4.1 4.1 and M and Mr. and 4.2 from Mr. Matthew. >> All right. got that. Uh we're going to
take the agenda slightly out of order. We are awaiting our other two uh student uh board representatives who are actually coming from a uh another honor ceremony. Um so we're going to let them get over to here and then we'll
recognize our our board member students and hear their last reports for the year. Um, so we'll jump ahead to number seven on our agenda, which is uh the review of the New Jersey Department of Education school self assessment for
determining grades under the anti-bullying bill of rights act. Um, and this is our um report and Mrs. Kamaroski will walk us through that. Good evening everybody. I don't know what else to do before
you share. So I'm okay going a little bit. Um so really for what I need to present tonight is just what I presented actually in October. It's the exact same scores that were presented in October. They just now have been certified by the state. So just as a reminder uh when we met in was the October 28th board
meeting. I shared the results. Um the district scored a 77 out of 78 possible in the self assessment. Um, for those of you that are new to this, the self- assessment is composed of eight different core elements. Our anti-bullying specialists along with the school climate and safety team meet every fall. So, they meet in September
to review the previous year. So, this is for the previous school year, not the current school year that we are in. Um, it looks at things like staff training on policy and procedures, curriculum instruction regarding HIP, the HIP personnel themselves, HIP incident reporting, investigation procedures. Um, our scores are commeasured with years
previously as once again and represent like a continued de uh dedication to the implementation of the HIPP policies in our district. Um, the 2425 score report after this evening's meeting can be posted on the district website in accordance with the anti-bullying bill of rights. Um, and then I'll be back
next October with this current school year's self assessment. So, any questions on any related to that? Beyond you know the scoring and the meeting of the criteria what become the types of conversations that you have where
certain >> Sure. Is there anything that we're missing? Is there anything we need to change? You know each year uh the state will release HI cases that have kind of gone up to an appeal or something like that. Is there anything we should learn from that or be taking into account in our buildings about things like that? if
there's been a revision. This the HIP laws I think on its third well I should know. I did a presentation. It's on its third revision since it initially was enacted. So just making sure we're staying up to date with everything. We're very lucky. It tends to be our anti-bullying specialists have been in those positions now with us um in both
buildings for at least a couple years. So that's also really nice. They're pretty well verssed. >> Any other questions? >> Okay. Thank you very much. >> Thank you. Uh that brings us to our uh chief school administrator's report.
>> Okay. And I just realized for once I might say something that your reps so um I don't think so. I did I did read your reports. Thank you for sharing those and I think unique. stuff. Um, I do want to send a huge thank you to both of our parent
organizations at North Hunter and Goreies uh for supplying food and snacks for teacher appreciation week. Our administration provided additional thank you events throughout the week. But I also want to thank the North Hunter Booster Club who provided lunch for all of our coaches as a way to say thank you as they do for the athletic programs.
Um, you know, we're very fortunate to have uh supportive parent organizations and at both schools we we see that and um it was great to see them come out, show their appreciation and that's always a great way to do with food. So teachers always appreciate that. I want to congratulate Emily Scott who is a
senior from North Hernand High School who was successful in um earning the 2026 Hunan Warren Association of School Business Officials Scholarship in the amount of $1,000 for secondary schooling. Emily was presented this award at a meeting on May 20th. Uh both
Katie and I were able to uh attend that and it was great to see Emily honored. She was one of four um students between the two counties that received award. So that was great. Also want to mention um we had students from um the Bojillo
School in Cartagana, Spain. Um they arrived on April 22nd and stayed with our North Horn families and students until May 2nd. Um, these were exchange students from Spain. They were able to attend North for two of the days they were here and then they got to experience lots of what our school had to offer in the after school and evening
events. Uh, they also spent a weekend with their families to explore on their own and they traveled to New York City on some of the other weekdays. Host families were invited to do a farewell lunchon and encouraged to make a Spanish dish with the help of their student. Um, our families were very generous during this time and were always very
appreciative of their hospitality. So, thank you to all the families who posted a exchange student. We couldn't do that without you. So, we appreciate that. Uh, congratulations to two North Hunter students, Lucy Scarard and Eric Beswick.
Be good night for the scholars. Uh, and Bor student Daphne Rashkowski and Austin Fritz. Um, all of these students were recognized at the Skylands Conference Scholar Athlete Lunchon for the Carl Wener Scholar Athlete Award. Yeah, it's a this is a pretty high honor to award
it to, you know, one two students at each school, male and female student at each school. And um so congratulations to those students. It's really a great accomplishment. I did want to mention that we did our North or our New Jersey um student
learning assessments uh last week on the 18th, 19th, and 20th. We're able to do it in three days. These assessments measure student progress towards the New Jersey student learning standards in language arts, mathematics, and science. And as a public school, you know, we're required to give these assessments, but
it is a lot of work that goes into this. So, thank you for the students that spend the time um taking the assessments, making this look good. Uh and then also for our teachers and admin staff for planning these assessments and making sure they're rolled out seamlessly. Uh they they tend to change these platforms and change the rules a little bit each year. So, it always, you
know, you as soon as you get used to doing it one way, something changes. Um but we went off without a hitch this year and everything was um great. It was also an adaptive test this year. So that's one of the things that changed is that as students were taking the assessment um everybody wasn't seeing the same questions. It was adapting to
how the students were answering make the world harder or easier and scoring. I did want to also mention I met with some representatives from Northum Wrestling Club about a possible collaboration that we can do uh with them. they'd like to actually erect um
some type of of a facility um on our property. You know, we're looking at a couple different locations. They want to fundra for it and do some um donations in kind of things similar to what we did for the throwing pits out there. Uh the turf at North Hunter when we when we did that back in the day. Uh it seems like they're really eager to connect and and
work with us on that. So, we're going to work with them and I'll be bringing to you, you know, some proposals in the near future, just so you are aware. But, uh it was a good meeting and I think we're going to come up with some really great things. I did want to mention for uh graduation gowns. I was hoping to have them for all you tonight, but they're not here yet. Um they will come
in next week between Mark McGhian at Borhees who orders all the gowns for you and myself and a couple other people. We'll figure out how to get all of your gowns as soon as they come in next week. So you'll have plenty of time for graduation ceremony. And we have I think a record-breaking u number of board
members coming to graduation here. I think we have eight coming to boat ceremonies and I think one coming to North and one coming to Mory's which mean we have nine board members at each. We might have to erect another stage just um but we'll fit everybody and it's just great to see everybody come out.
I do want to talk about our strategic planning process. Uh strategic planning committee met on May 12th. Um the purpose of this meeting was to review our strategic planning goals and objectives and talk about our progress towards each. Uh we used a rubric that had four levels. Um one being needs
improvement, two being approaching expectations, three being meeting expectations, and four being exceeding expectations. Um and we used that to go through basically the goals and objectives and talk about what we thought we accomplished as a committee, what we thought we accomplished as a district. We ended up pretty good mix um
of approaching expectations. We had six categories that met approaching expectations and then five categories that met meeting expectations. Uh we did have two areas that rated as needs improvement. So we're going to focus on those for the coming year and make sure that we um address those. It had to do with alternative funding sources and
reviewing important policies with the committee. And there were just things that we just didn't get to this year because we're all the things we we're focusing on. Um but overall the committee was happy with the progress that we made and and I think you know that shows in you know in the first year of a plan like this approaching expectations is sort of what you're
shooting for right you don't want to exceed expectations in year one because maybe your goals and objectives were not as um difficult as they should have been. But we also decided to hold off on doing a final rating on goal number two which had to do with personnel. um that was
the pillar was personnel and a lot of that had to do with um climate for personnel and we held off on that because we're still waiting for data from the school clim climate improvement survey that we administer each year. Um and then we also the NHVA our association is actually doing a climate
survey as well on their own with their own membership. So they're going to collect that data share it with us as well. Um and so between those two surveys, we'll have a lot of data to um validate each other and that'll help us um determine whether or not what privacy made towards world number two. We're
probably going to do a some type of an asynchronous kind of meeting where we'll share the data, talk about it asynchronously and then if need be we'll call a virtual meeting and I'll get together with the committee one more time just to get that data officially have a a rating for that.
And then we're also have the uh website redesign is coming out um this summer and with that we're going to have some of the dashboards or dashboardesque um kind of presentations of the um data that we're collecting here and that'll be available to the public and then we'll update that as the years go on.
We also um talked about our staff spotlight awards which I'll get to in a minute. Uh and there was also discussion around our senior exit interview surveys. Mike Scorsia had talked about our um the data that we collect in his senior exit interviews. And while a lot of it is
related to future plans, you know, for seniors, uh he also said that, you know, we we collect um information on the high school experience, you know, what happened over the last four years. Some of that data we can use to improve that experience and um the committee felt it was really important to review that data. So, that's one of the things that
came down in this meeting as well. In the beginning of next year, we're going to review the student data from this year's seniors. Thank for your input and um and then you know see what we can what kind of tweaks we can do to improve that student experience here. Uh and then we have our staff
and I was hoping that Max and Mor were going to be here for this but I don't see here yet. So I'm going to proceed with this. Actually I'm going to start with and um if you can go to
Before you could remind me the not the names but the rough composition of the strategic planning committee. This is >> so we have um teachers from both schools. Uh we have uh two district administrators and home building
administrator. We also have a child study team member. We have I think we have guidance counselors and we have one of our coaches that actually both our coaches ELA and the
MA. So it's a it's a really good mix of people. Um and yeah I think we had some good input this year. Once that report is final, is that something you'll share with us >> like so in June I um actually once we compile
all this data I'll be doing more of a comprehensive presentation uh for you all. This was just an update on what we did this month in May. Um and now that again we're waiting for that personnel pillar so that we can report on everything. So >> would that naturally include like the climate culture survey as well in there?
>> Uh >> I know that's often an annual standalone sort of thing. it it would and we would talk about that but we didn't have the data quick enough this year. We're looking at >> we're looking at actually moving those timelines up next year so we'll have the data for you know sooner. Um
>> well I'm just wondering because it sounds like there's a couple of avenues sort of coming together streams of information coming together. >> There is. >> Um and I didn't know if if it's a comprehensive report that sort of captures that in a way that we can digest it. That would be great.
>> Yeah. Or a presentation. >> I think I'll have that long before the June meeting. >> Okay. >> And so I can share that with the board so you have time to digest it. click on come up with questions and we'll present it. >> Okay. >> Uh was there another hand? Okay. Question. >> I'm okay with questions because we can
wait for >> All right. Um if not, let's start with G. Can you put up um the third slide and we'll see if um Maxim get time. So the vorty staff spotlight this year was unanimous um
with the committee uh with the strategic planning advisory committee uh for Agnelli. So I'm just going to give some quick highlights of Agent Gelly's experience here. First of all, he's one of the few people left in the district that have been here longer than me. Um he beats me by a year. Uh he started 1998. Uh some of the things that he
accomplished during his time here was he raised enrollment and participation in music classes to a level that justified the need for a third full-time teacher. There was a time there was only two full-time teachers at 40s and now the program is so big that we need that third full-time teacher. He was instrumental in creating a string
ensemble as a class um and that has grown significantly under his leadership. He helped create an honors level curriculum for ensembles. So students get honors credit um you know there's a lot of big commitment in the music uh program. So being able to get that honors credit was huge for some students.
We helped numerous students um to regions and all state ensembles. that is countless. Uh I I don't even know how many students over the course of his career he was able to do that with but um lots of students benefited from his expertise and his um teaching. He also helped create for advocate for the
creation of the voice high school music association. So if anyone is involved in that that's a huge organization that raises a lot of money. Um and again our district is better off as a result of that. Countless marching band successes. That's the biggest thing I but only
comes to my mind. I think the marching band and you know what he did with it over the years and all the competitions that he took the students to um and the marching band competitions are no joke. You know there's a lot of work and a lot of energy to go into that and for a teacher to do as many competitions as he did each year. It was uh really a testament to his commitment to the
program. He also created the Warrior Pops concert. If anyone has had an opportunity to see that it's a great concert. Uh he mentored numerous student teachers throughout his time. Uh he was actually teacher of the year in 2001 and then again most recently in 2017. So he
had two of those honors in his career. And he also played as a pit musician for many of our um musicals and other um programs that we have at 40s. And he u just beloved and respected by all of his past and present
students, staff and parents. It's really um evident. I heard at the his last concert um you know that there was a lot of tears and it was just a great you know great farewell and um I think he was very grateful to be able to be a
part of that and Aiden is retiring at this year so that's why we're going to miss him uh but we want to thank him for all of his commitment to programs over the years all right we're going to move up to Nort's recommendation and then we'll
see if we have double back so Megan Pla is chemistry teacher at uh North. And the reason I thought this one was really special is the the students actually Max Moira and their peers um actually um were the ones that recommended Megan for
this award. And so this was the write up they did. So a lot of times teachers are really involved in in choosing these um staff members. This was student le and um this was Max I think helped Max with this but Max is the one who shared it with me. So right now he gets the credit. Um so Mrs. Miss Flax is the kind
of teacher every student hopes to have. Someone you can turn to not only for help with science, but for any challenge you may be facing. She is truly the mom of the school, always there to offer extra help, guidance, and simply a conversation when someone needs it. It is so important for students to have a trusted adult they can rely on during
school. And for so many students at North, she is that person in the classroom. She teaches chemistry in a way that is both fun and easy to understand, making even the most difficult concepts feel manageable. She is patient with students who may not grasp material right away and genuinely
wants every one of her students to succeed. Something that is evident in the care and dedication she puts into teaching. Her kindness and commitment to all students throughout the school community never go unnoticed. She is always willing to stay after school for extra help and even on a rare occasion she cannot, she makes sure to provide
other opportunities to meet and support her students. Thank you to her for teaching and encourage and her teaching and encouragement. Many students have never felt more prepared for an AP exam than they did walking into the AP chemistry test. So, as someone who knows
um Miss Plax, just a wonderful person, wonderful teacher, um whenever you see her, nothing but smiles, nothing but positivity and um her commitment in the classroom is fun to love as well. So, I think uh Megan was very well deserved deserving for this and I love the fact
that these are students words, not my words, not staff's words. So, thank you, Megan, and u thank you, Maxima, for putting her forward as the capital. >> All right. And then we have our not so fun part of the superintendent report, but the
necessary pieces. Are there any questions on anything else for Okay, so our report on harassment, intimidation, bullying for this month is we have one case at Bores that was unfounded. So, we'll be affirming that
um at the June meeting and then we'll need a motion and a second for the incidents that were reported on 428. There was four at the 428 meeting that was on tablet this morning. >> So, can I get a call for a motion and second to affirm the determinations on the HIV incidents reported at the April
28th, 2026 board meeting? Could I get that motion? Uh Dan second. Nicole. Thank you. Um all in favor? >> I opposed or extensions. And then there's the monthly school reports. I don't know if there's any questions, additional questions on that
from last week. I did verify it. There was one question that came up last week about um April 23rd and it was the um take your child to work day and I think some students saw that as a another opportunity for senior skip day. Um so there were there were a handful of
students that might have been armed gaps because they were helping with the program, but it was just a low tend to stay there and then legal notices. Um that it's going to be on there for on our website. Any other questions? No. Any other
questions? All right. Thank you, Dr. Fergus. Um first item on mine is a call for a motion and second to approve resolution 052626-3 urging relief from the rising public school employee healthcare costs. Can I get a motion? Stephen, I saw that
second. I think I saw Nicole. uh questions or clarifications. I do want to thank Tara again for kind of shephering our last two resolutions forward. Um I think all of us who are dealing with the challenges of the
budget each year um have had lengthy conversations and a deepening understanding of some of the costs that are really beyond our control. So I think these resolutions, one to address the cost of health care aimed at state
legislators and our prior resolution uh aimed at the state for the funding formula both in an attempt to bring clarity to either a complex formula or really bring relief to something that schools are all challenged by uh with
the double-digit healthcare increases that we've been seeing over the last couple of years. So Tara, I want to thank you for your work in sort of shephering our voice forward and uh the hope is that other districts are doing likewise and enough voices to enough
legislators or enough state um you know uh board of uh board of education, not board but department of education um can begin to sort of uh hopefully affect some change. And I'm hoping and Tara once again I might lean on you and then
Stephen as a as a delegate um where there are conversations to do more or directions to do more because I do wonder that we can pass resolutions and other boards can pass resolutions. Um, I don't know where it becomes incumbent
upon ordinary citizens to sort of speak up on behalf of schools to sort of say these costs are are rising uh in in ways that are beyond our school's ability to manage them and before we get to the point of having to cut uh significant um
whether staffing or programs or things of that sort, um my hope is that we start to see some sort of movement on relief for these But that's me soap boxing a little bit. Uh any other just uh questions, clarifications or
thoughts. >> Uh so we have >> appreciate that the mention of the learning deficit is is massaged over. >> Yes. >> We don't have to explain that perhaps to somebody later.
>> Um >> thank you. >> Any other questions or clarifications there? Is this just a voice vote or Okay. So, all in favor? >> I opposed or abstensions?
Okay. Um, next order of business is our uh NJSBA board self-evaluation and CSA evaluation. Uh, I was able to get to everyone today the compiled CSA evaluation. Uh, we'll have some conversation with that regarding that in
executive tonight and our timetable. I think I shared also uh that will result in a summary kind of conference meeting at next month's um board meeting uh in executive there as well. Um I would just ask on the self evaluation. I think when
I looked yesterday about four four or five folks had gotten in and were able to finish it. Uh I'll ask if maybe by the end of the week folks can see that they have that done and I will get that compiled as well. Uh and that can potentially inform
um sort of an overview of our own work. I have reached out to Kathy Cora to see uh structures and ideas for uh board retreat kinds of activities. Uh I know we're also scheduled next month um for our goal setting. So all of this
information should really be informing that work, the goal setting for the district, the goal setting for ourselves as well. uh any questions or clarifications on that process or any of the materials that have been going your
way? Okay. Uh as uh I mentioned I will be reaching out regarding the leadership roundt uh to see if there is an appetite for an endofear meeting. I realize it may be a little challenging with everybody wrapping up graduations and
things of that sort. So even if it has to wait until after that into the calm of summer, there's I think an opportunity to keep those conversations going. Uh and they'll become I think increasingly important given many of the initiatives that we're hearing about
that are requiring more and more articulation and districts that are just trying to face many of the same fiscal challenges and work with one another to carve out any sort of savings that they can find. Um, our next item is the deadline to
submit nominating pet petitions for the school board vacancies to the county's county county clerk office. That is by July 27th at 4 p.m. Uh, I mentioned our annual goal setting and regular board meeting will be June 23rd. If you
recall, this is sort of a compiled meeting. Uh, we agreed to condense our two June meetings into one. That'll be at 6 p.m. at the district office. And we know we have uh our two graduation ceremonies coming up and Dr. Burgess just told us uh about the gowns. And
then just one more time on the transportation though. I imagine there'll be another communication as well. Uh I know there's some options if you're doing both. Um could you just run those down again? >> We'll we'll send it out to everybody again and find out who um plans to take advantage of the bus. So the the
advantage to the bus is that you meet here. The bus will be here about 8:00. Um we usually take off around 8:15. um go off the board. Everybody gets into the main office. They get lined up. We do the Mory's graduation. We get on a
bus and they rush us right out so that we can beat the traffic and get back down here and go to our time. So, if you can take advantage of that, that's the best way to do it. Sometimes people, they live close to the voyage, want to start a voyage, they'll just drive down. Um but again, I not that that's terrible, but I
recommend against it because you might get here a little late. Just get a bunch on stage. So, so and again that'll come out soon to know what the options are. >> And certainly those of you who have children graduating, I certainly want to encourage you to um do what's best for
your family that day. I know it'll it's a great opportunity to be part of a ceremony with your child. Uh but then uh chances are you have plans right around that as well. So I guess depending on where that is. Uh congratulations to you. Who was it again? who has I think
Dan, Steven, Andrew. So, congratulations to each of you. Looking forward to uh some good celebrations. >> Yeah, Brian. >> It was probably in what you just described, but which goals are we setting next meeting, the district goals
or the board goals or both? >> Uh well, I guess there's a com It's kind of a combination of the goals for um the district planning and the goals for ourselves. So, I'll have draft district rules for you for the next meeting and then um how the board wants to
incorporate that into their bills is really I guess that's the process, right? >> It may be tough to do our goals if we haven't yet discussed uh our self-evaluation. >> Well, yeah, I'm
>> maybe we could do both. >> My hope is that >> self evaluation and set new ones. Yeah, I think my hope is that if we have the board's self evaluation within the next week or so, um folks can have that for for a few weeks where they can kind of
take a look at that. I when I think of some of our goals, like for example, one of our goals this year was really our effort to sort of um be in communication or stay on top of the strategic plan. Um and that and some of that will fall to
the reporting that Dr. Burgess does or the communicating that we put on the website. So um it is nice when the goals sort of align or can mutually support each other. We separately had goals for things like norms and communication
mechanisms. So um I guess that might depend a little bit out of what comes out of the the board's self-evaluation to what seems like it might be most pressing there. >> But district goals for sure. >> Yeah. We'll have drafts for that. Um and again I don't think They don't have to
be finalized at June meeting. I think that's really an opportunity for the board to discuss usually the capital command get around. >> Yeah. >> You know, somebody to talk about this goal setting process and then it sort of starts that conversation probably adopting goals at the July or August. I think last year we didn't adopt until
October. It's probably a little too late but maybe we get them July and August starts probably. Other questions or clarifications? All right. I'm going to shift to our opportunity for public comment. Um
during this portion of the meeting, the public is invited to address the board of education with comments. You are requested to sign the register provided and to state your name, municipality of residents, group affiliation if applicable, and direct your comments to the school board president. While all
comments will be considered by the board of education and a response may be forthcoming if and when appropriate. Individual schoolboard members may not respond to the speakers at the time of their appearance. The public comment will be a maximum of 30 minutes in length unless there are unusual circumstances. You'll be allocated 3
minutes to speak and no one will be permitted to speak more than once on the same topic until all others who wish to speak on that topic have been heard. Please keep your comments respectful and non-defamy and maintain the level of decorum appropriate for a public meeting
where students may be present and in the audience. Perfect. >> Is that better? >> I first I want to thank everybody for the thankless job, but the most important job to be on a school board,
and I know how hard that is. My name is Matias Schroeder. Uh I'm the mayor, Glenn Gardner. Um and uh trust me, when I know about uh the rising health care costs, it's hitting my town, too. Right. So, uh, my empathy, uh, with you and
your efforts in that regard. Um, secondarily, I'm not sure if you actually are going to highlight some athletes, um, that come that come here, right? You know, I'm I'm biased because I'm the
mayor, right? Uh, Hunter Hunter Brown, the great baseball player. I'm going to get his autograph. I have his auto goes pro, right? Um, but I come here in another topic, right? I think I did forward some information or some information was forwarded to you last meeting and it was my bad because you
know and in my venue as mayor public comment comes at the end not at the beginning and that's that's that's totally on me and I am dressed very casually. I dropped the the wife and family at home just got back from vacation but I didn't want to meet to miss the the window here. So I
going to try and frame this up very succinctly because I want to respect your time. So mental health is something that's really important to me. I've spent uh over 20 years in various clinical R&D mental health technology uh and al like and uh my mission in life is
everything that I do whether it's a new drug brought to market or whether it's a a service that can help people change people's lives that's my mo right. Uh, I know that in the past, unfortunately, you know, you hear about it all the time about the about the suicides that that
happened and and I think I have something that might make sense. Okay. Um, mental health is probably the biggest pandemic besides COVID. Uh, people struggle uh with mental health. You know, I'm working at the state
level, at the county level. Um, and it's kind of astonishing, right? because there are all these suicide prevention walks, how to talk to your parents or family about mental health, um talking to veterans about benefits, millions and millions of dollars, literally, but
nothing's being done. So, you know, as a as a son of a a veteran, uh I've got several in in my in my uh in my family and and a wife uh who who has bulimia, but thank God she's doing really really well. Um, it's it's it's and it's not uh
it's not a weakness to ask for help, right? But many people just don't know how to get there. So, in in perusing the website, I saw they have a lot of psychologists on staff. Um, and that's great.
So, I I've been talking with the county. They've uh really what I'd like to do is get a pilot a pilot program here. uh Brad Meyer at the at the county uh purchasing and the uh all the
administration has the money for it and I said hey you know how much would it cost $10,000 maybe and they said fine we've got the budget if you can find a school that's willing to participate in a pilot great because we're kind of all in this
together so ClinCom was actually designed by a site a triple board certified fellow psychiatrist and one of the things that Dr. Handhel handheld run into was all of the
assessments that they're using took a lot of time and didn't provide a lot of information. So he decided to create his own and it's not artificial, right? It's based on what they call the
DSM TR5, which is actually the Bible, if you will, version for psychiatry, psychology, right? And it was used to bring more than 25 uh psychiatric drugs to market through
clinical trials for over 20 years. and then was commercialized in 2020 and really was designed for for clinicians, LPN, social workers, psychologists, psychiatrists, right? Uh to help them diagnose, not not to take over their
job, right? It screens for 80 plus conditions and it actually defines a lot of comorbidities associated with these these these effects these these these illnesses right and that's super super
super important. So you know so the product was actually rolled out into a lot of colleges uh a lot of schools uh as an example because we know what happened in the pandemic uh and even before the pandemic I think
there was always that struggle right um and the reason it's so effective is is that literally what happens is in some cases some people go to uh if you have insurance it starts out with primary care right and hey doc you know what my
name's is Matias. Uh, I'm stressed out. I've had stressed anxiety. I'm having a hard time at work. You know, my wife is up my butt. I can't sleep. And they'll be like, "I'm sorry." >> Over.
Oh, okay. Uh, sorry. I didn't know. Um, forgive me. I'm sorry. Um, so so this would be a really effective program and I think that could benefit, right? um primarily because kids they
don't want to be in be seen in a counselor's office. There's a stigma just like being in a principal's office. So what happens is clinician sends them a text via text and email. They can do it in
the comfort of their own home. It's finished. It goes right back. So there's no stigma and and people love the screen because you see them texting, posting things that they would never say face to face, right? So it's it's really
effective. Last sentence and thank you so much for giving me a little bit over. We also have what's called a Clinom 360, right? And that includes a parent, a child, a teacher or coach.
So if student Matias is having problems or Sarah was whoever Sarah Sally oh my daughter said that she's depressed well you know she's a teenager her hormones are going great right parents are like
yeah sure right so by getting that purview and this is case studied Marie took it sent it back the parent took it on the basis of Marie and then the coach or her
teacher took it. It came back with that 360 perspective and they did not know that that Marie tried to commit suicide 3 days prior. So, it's super effective and I think that, you know, and and quite frankly, this could be a really a
hats off to North for being the first high school in the state to actually try and put something together. My last recommendation would be is that if if if um thank you Richard for uh reach out to Richard. Um I'd be happy to discuss it.
I thought maybe now in the summer after graduation it might be a better time to do it. Uh I don't benefit from it. Not a nickel. Um but I just think it might be something that's worth a try that we could maybe talk uh further if if you so desire. So I just wanted to uh take time
and and thank you for letting me go over. >> Thank you very much. Um, you know, it's a very important subject and certainly we appreciate that. Uh, we'll be happy to put you in touch certainly with the administration to continue the conversation. I think there are um I
think every municipal or municipality, school district, they're all looking for solutions. Uh, so I think it's it's a welltimed opportunity at least to have a conversation. >> It's not going to cost anybody, but thank you again for all you do. greatly
appreciate all of you. >> I don't know if you remember but you and I >> ribbon cutting about seven years ago at CPS to open the maker space. >> Yes, I did technology. >> Yes. Good to see you again. >> If you haven't changed more either
this >> Thank you. Thank you. >> Take care. Thank you. Thanks for your time. Um, so we have another member of the public. >> Good evening. Amy Barrett from Hybridge.
Um, I'm here to express support for board members who are once again being besieged by the same people who promoted banning library books about sexuality and LGBTQ characters. Uh, specifically for those listening, a lawsuit has been
filed in federal court against North Hunter and Vorhees and four other school districts for adopting a gender identity and expression policy. Um, and I just want to note that policy or the Strauss Esme version has been on the books here
I believe since 2018. It's not new. I urge the board and administration to stay the course in following this policy and following the NJ DOE guidelines on transgender students and New Jersey law. As you know, over 500 school districts
in New Jersey have adopted a similar policy. I'm sorry you've been singled out for it. um which says that transgender and non-binary students have the human right to be addressed by their chosen names and pronouns and to wear clothing and use restrooms that
correspond to their gender identity. The New Jersey courts have ruled that when a transgender child says don't tell my parents, notifying their parents, may result in irreparable harm to the child. Your LGBTQ students may need some
additional support from the administration, teachers, and counselors to reassure them that North Hondan and Borhees high schools remain safe places for them in the current political and latigious climate. Remember, they are
your most vulnerable students. Finally, I am appalled, though not surprised, that Christopher Stadulus, who's the husband of board member Cynthia Reyes, is a co-complainant in a lawsuit that could cost this district and all of us taxpayers tens of
thousands of dollars. Mr. Stadulus, stop trying to impose your intolerant views on all families in this community. Miss Rays, if you support your husband's lawsuit, you are clearly not exercising fiscal responsibility and should resign from the court. Thank
you. Karen go of Hybridge speaking as a resident constituent, not as a schoolboard member. That's your pen. Um, ditto what Amy said. Um, I spoke to that last week. Um, but I did want to speak to something else. I want to say
that I am very happy that the meetings here have been more um open and um not contentious. It's nice to see. Um and I want to thank Mr. um the point I made about having two public comment
sessions. You are the only district in the county that only has one. Um and um public input should outweigh your desire to have short meetings. Um, I missed an opportunity to to speak on something about the referendums last week because it was more thoroughly explained by the
gentleman that was here. Um, and there was no second opportunity to speak. And if I speak to it now, everybody already knows how they're going to vote because this is the voting meeting. Last week was a discussion meeting. You've had a week to discuss it among yourselves and figure out how you're going to vote. So, we need an opportunity to speak to
things that happen during the meetings. Um, there's nothing in your bylaws regarding this, so it should be an easy fix. Um, and I also wanted to comment on your um, executive session. Every week you have a list of nine things that you may be talking about in executive
session. And I don't think you're talking about negotiations and personnel and litigation and purchasing property at every executive session according to New Jersey statute. I could look it up if you want me to. I have it on my phone. Um,
I have it right here. NJSA 1014-3 says that you need to say what you're going to be talking about in executive session and and you just keep saying all your executive session things say litigation specifically and then there's a colon and there's no specifically. So
you just have a list of nine things that I'm assuming you're not talking about all of them. So, when you're going into exec, if you please let us know what you're going to be talking about and if you could please move old and new business before executive session cuz we all go home and then you start talking
about stuff and then you know I I I see it a week later when I'm watching the video. Thank you. Do we have any additional public comment at this time? All right. Um, I'd like to go back into
the order. Um, Max and Mora, welcome. Uh, congratulations. Uh, happy to wait for you. This last meeting, we have um a recognition of student achievements and we will have the our final, uh, board student representative reports. Uh, so
>> the reports first and then we'll do the recognitions. Okay. Um, I'll I'll I'll leave it to to you to decide. I I lost track of who went first last time. >> Always the diplomat. >> Okay. Um so we've had a very eventful
month. Um in the beginning of May, May 1st and 2nd, North hosted their spring cabaret, which was just a review of songs and scenes that was put together by the North Theater Organization. We also had our senior sunrise that morning, May 1st, which was decision day. So that's where senior students
gathered to view the sunrise and also take pictures in their merchandise of their college or their future plans next year. Um on May 18th we had a sunset for Sophia Torres. For those who don't know, she passed away the junior year last year. So following the girls lacrosse senior night, students and community
members gathered to watch the sunset and honor Sophia the Torres. Um coming up the Shine for Sophia event that is on June 5th that will be hosted by our school's interact club in which seniors are allowed to um miss class second half of the day and play and participate in field games which um all participants
have to pay and all that money will go to her foundation and it'll be a day of fun and honoring Sophia as well. Um coming up tomorrow we have our cultural celebrations day. Students from all different cultures and different backgrounds participate and celebrate their culture where they bring in food,
drinks, snacks, and information about their country or culture. This is a full day event. It takes place in our main gym, and students and teachers throughout the day get to stop by the gym and taste and experience the cultures of North American High School. Um, we've had a bunch of honor society
inductions this past week. On May 21st, uh, art honor society, math honor society, English, science, and history honor societies all inducted new members for the following year. Um, the world language awards were hosted on May 19th. So, all languages, which includes German, French, Latin, and Spanish honor
the efforts and achievements of their students and students who passed their national language exam or their seal of literacy were also recognized at this event. Um, and finally today, seniors attended the attended the think fast and safe driving presentation. This is a pre-prom safety initiative. Seniors
prior to prom weekend sat today and heard a presentation about making safe decisions during prom weekend and beyond. This presentation titled teen driver safety aims to raise awareness and encourage safer behaviors through an interactive game show style format. The think fast um interactive uses a
combination of peer engagement, prizes, and real-time feedback to help students internalize important safety messages in a fun and memorable way. Um and I will now turn it on tomorrow to finish our report. Okay, so some athletics recap for you. So today, the boys and girls
baseball and softball teams begin the first round play in the NJAA tournament. So we'll see how they did. I think they just had them, so hopefully they did well. Um then our girls track and field team captured both the sectionals title championship and the
101 Sussex championship marking their fifth consecutive sectional title. In the boys track and field we have a highlight for a specific athlete Ian Hansen. He broke two long-standing school records. One for the discus which
is his lengthy throw of 164 feet and 9 in that broke a 46y old school record. and then his shot foot record of 55 feet and 25 inches, breaking a 19year-old record. The baseball team also won the
high Sussex championship for the third consecutive year. Our boys lacrosse along with other lacrosse and other organizations ended up this season and for boys lacrosse specifically had a successful record of eight and 10. I know a lot of
boys were close games and they're really tightknit. Our boys volleyball completed an impressive 115 season along with numerous other teams at our school. So then for some student recognition of our athletes, the Skyland Conference scholar
athletes were Lucy Scholar happens to be Max student just a little shout out Eric Bezwiff. Our NJSA scholar athlete was Amara Skully. Our 101 assessing scholar athletes include Natalie Olsen and Alex Ezwick. And then
lastly, Patrick Voitell was recognized as a recipient of the St. Luke's Persians Perseverance Award. That's he was injured and came back and had a great season. So, it's a super big highlight for the lacrosse program. During the signing day, 26 student
athletes committed to continue their athletic careers at the collegiate level. And our senior and athletic awards night will take place on June 4th. Now, some school highlights. Our AP testing concluded with 474 students
taking a total of 713 AP exams. It's quite a number, quite a lot of studying. So hopefully we have some success. Today, May 26th, the National Honor Society hosted the annual blood drive resulting in approximately
260 pints of blood donated just today. That was a huge success for us. The National Honor Society induction ceremony was held on May 13th, welcoming 97 new inductees. That's a very big number for an incoming class of just juniors. So, that was very impressive
for them. The school has successfully hosted two spring conference concerts recognizing the accomplishments of all musical ensembles, including band, choir, and orchestra. Prom will be held this Friday with more
than 325 tickets sold to this state. And then lastly, we want to do a special thank you to our PTSA for sponsoring the teacher appreciation lunchon. And then also, we appreciate the PTSA's continued support of Project Graduation through
its organization efforts and transport transportation assistance of all of our seniors. That's it. >> Thank you, Max. Thank you, Laura. I, you know, a couple of just quick thoughts. Um, these reports that you give, I think are, and this is true of of all of you,
uh, really are the the best showcase that we have as a district. So, I thank you for the the report all year, uh, the work that you do. I would really like for us to explore ways to further amplify the things that you're sharing. Certainly, you know, those of us in
attendance or at the meeting or watching hear all of these amazing things. Um perhaps we as a board can explore other ways to sort of amplify those messages to our communities uh just because I think uh you just capture it so well uh and and is it's so comprehensive of all
the success and wonderful things are folks are doing. So thank you for your year of work. Um shifting over to uh Samantha and Andrew. >> Andrew's going to start I'll take over. >> Sounds good. I'd like to start the first half of the reason Bay report with a
sports highlight. Uh most importantly, the boys track and field team were the sectional champions this year, which is a massive field. They put in so much time and the work paid off. Um they spent a lot of time celebrating that, which is very awesome for them. Um the girls track and field team also took
second place at sectionals, which is another massive feat. There's a lot of schools um competing in sectionals, and it's a phenomenal job by them. uh Morhees boys lacrosse team uh hosted their annual salute to service game like the wounded warrior project to see um
support wounded veterans uh which is awesome and working girls lacrosse team also you know chipped in and they hosted a clothing drive from April April 15th to May 31st um and if you're curious you
can still donate uh by the pins at the end of the turf before you um moving on of arts or hosted two concerts which is great uh both on May 13th and the 20th. Uh the freshman in concert choir by
regal and bass choir and then the string orchestra concert band and win ensembles. Uh and the Broadway review and senior showcase happening May 30th at 7 and May 31st at 2. It's a really big deal. Um good luck to all of them.
They're going to crush it. uh as well as a wide selection of musical theater numbers. Um June 1st, Cory's is heading to the state team arts competition which I believe is not along. Uh and several groups were nominated and will go to states to compete against all other high
ranking schools. That's awesome. And just want to give a big shout out to Matthew S who's nominated for a student achievement award in lighting design at the paper lighthouse nomination. He's been doing this for multiple years. He's put a lot of time into lighting design and it's great to see him finally be
recognized for that. >> Okay, I'm going to shift over to academics club's activities and accomplishments. So, we did just conclude NJSLA testing. Um, it was very successful. I think we worked out all the kinks with NJ GPA and it went a lot smoother this time around. We also have
finals coming up on June 9th through 12th. And just in case you didn't know, if you have a 93 average or higher in a class, you don't have to take the final, which is very, very lovely. Uh, in terms of clubs, activities, and accomplishments, we have our underassman awards tomorrow during the school day.
Um, and these awards are academic, athletic, extracurricular related. And then we also have senior awards, which tends to be more scholarships, but also um any type of like seal of biiteracy in addition to academic, athletic, extracurriculars. We had our unified banquet which is a
new thing that we started this year. Um, anyone who participated in unified club, unified sports, unified theater or unified classes was invited to attend. It was a great time and it was a celebration of seniors and participation throughout the various aspects of unified. We do have our for life this
Friday, May 29th from 3 to 11 on the VHS football field. As of today, we raised $12,200, which was $10,000 more than we had at this point last year. We're hoping to reach our goal of $20,000 by Friday. Um, so if you're interested in coming, it's
going to be a great time. We have several food trucks. Um, and we're just going to build a community to fight cancer and spread awareness. Our class of 2029 held a schoolwide movie night on the turf. It's the first of its kind. It was on May 15th. There were food trucks
and over a 100 attendees and from what I heard they had a great time. Keycl Club hosted a nursing home drive for the Rolling Hills Care Center in Lebanon. Um, and they collected various self-care products as well as entertainment items for residents and they very much appreciated it. I'm in contact with them
and it definitely helped and supported their uh their needs at the home. VHS History Honor Society hosted Field of Flags, which is something they started last year where people purchase flags and donate money um to support the BFW5119,
which is in Glen Gardener, and they um line up the flags outside the school, and it's a very nice celebration. Uh and you can still see it outside the school until tomorrow. Tomorrow we are hosting our blood drive um from 8 to 2 in the back gym. So, if you're interested in
donating, you can uh check the school website and then sign up to donate and just come in and get blood. We also have junior senior prom. Ours is combined unlike North on June 5th at Steel Stacks in Bethlehem. And as of now, we have over 400 attendees. So, it's going to be
a great time. And last but not least, we have graduation on June 16th at 9:00 a.m. And I hope to see a lot of you there. So, thank you. Um Samantha Andrew Maxmore uh you have been amazing ambassadors this year. Uh
again your reports uh just illuminate all the wonderful things uh that you're are happening in the district. Um I want to wish you luck. Um and I hope that you continue to sort of step into that role
of of leadership of governance uh in whatever path or school you may be at. uh you you excel at it. Uh I encourage you to continue in whatever capacity you see fit to do. Uh I would be proud to be
seeing you seated here someday uh as as board members be it here or wherever you may be as well. So best of luck to all of you. Thank you once again. >> Thank you. >> So I I also want to just share my thanks. I've enjoyed working with all of you um throughout the year. You know, one of the best parts of my job is
meeting with you monthly and talking about what you're going to talk about here. um getting to know you has really been a pleasure. So, thank you for that. I do want to um acknowledge Miss Clax uh who was able to come here as well. Um she came in with Max and Mora and um I I GUESS
because of the timing and everything, you're going to have to go and look at the video to see the kind words that Maxim wrote about you and and and I I already presented that to the board in the community, but it is on video. You can get it on YouTube. Um G has it downloaded usually pretty early in the morning. Um so but thank you for coming
out. It is um it was a an honor to have the students recommend you. >> Thank you. I was >> very surprised. They're the best. >> Um so I think we have recognition principles now are going to just recognize >> some
patrol >> and there will be photo opportunities as well. >> Yes. So, it's my pleasure to say a few words about the students who have spent the most time in the principal's office this year. It's not always for a bad reason. Come on. Um, so, you know, I got the pleasure
of knowing these two uh last year under some last year is when I really got to know them under some unfortunate circumstances with Sophia starting the year the way they did. These two were the leaders of what was the junior year class at that time and they really took the lead and they were they were my eyes and ears of the class and that has not
changed since we got into their senior year. You know, I meet with them regularly. They're coming into my office letting me know what's going on and it's really just been a true pleasure to get to know them. They are absolutely amazing students, responsible, respected voices of the class which you know means a lot. you have to get elected and it's
not just a popularity contest because because I think the class really does know that these two are going to represent them well and you'll hear based on what they've done here and what their future plans are I think they have a very bright future ahead of them. So I will start with Max uh and I'm going to have to read this because we got a lot here. Uh so Max during his four years at
North Max has had a huge impact on our school. He has served as a class officer for all four years participated in the biomed program and is currently the vice president of the band and choir council. He has been a drum major for the last two years and a four-year member of the marching band. This year, Max also
served as a student director of our spring cabaret and has frequently held lead roles in our musical productions, most recently playing Shrek where he was awesome. Uh Max is the president of Roappa and a member of our math, science, Rocappa, social studies,
technical, national technical, tribes, and national honor societies. Max will be attending the University of Pittsburgh Honors College this fall where he plans to study biological sciences on a premed track with the goal of becoming a pediatrician. That's Matt.
So, we'll give him a round of applause now. Mora is currently the senior class president and was the vice president last year. Mora has also built an impressive record of leadership and involvement at North. She is a member of our history, math, Latin, English,
science, and national honor societies. She has attended the biomed program, served as a peer leader, and member of team pep and has dedicated four years to working with the Special Olympics. In athletics, Mara was a four-year varsity athlete in cross country, track, and lacrosse, earning sectional titers
titles in the 800 meter at both the Warren Sussex and Skyland Conference Championship. Mora will be attending Villanova in the fall to pursue a degree in nursing and plans to become a pediatric nurse practitioner. Congratulations, MORA.
And we're not quite done with them yet. As the uh class officers, they'll both be playing a big role in our upcoming senior class awards night. Mora will be giving a speech at graduation as a senior class president and Max will be singing in the choir. So, you're not quite done hearing from them yet, but again, congratulations.
>> Thank you. We're going to grab a photo in >> front. Dr. You grab a photo. Looks like I'm here. Okay, >> thank you. I'm not used to standing.
>> I know. I know. That's yours. >> Yours. Think I got that right. So, uh, I got I can't even believe we're at the end of May and and I'm actually up here getting to talk about the two of
them. Um, you know, Samantha or Andrew Bruce have been outstanding representatives for the school this entire year. The there were five that had put in um to be in this position um and they became the top two. I do
actually include all five. So, it was great to sit down with all five of them and have lunch with them. Well, they ate. It was a little early for me. Um, but and getting to talk with them about not only what's going on in school, but, you know, and what they're going to say, but what their plans are and and what
they do outside of school and everything else. They're extremely busy. And I'm going to tell you, they're probably the two of the nicest people you're ever going to meet. Um, and I wish them so much success in the future. And I think we're going to see a common theme with the four when I tell you about what
they're going to go on and do after high school. Um I will say this um and I'll start with Andrew. Andrew very much um you finally got to meet him. um besides the the first meeting. Um but you know,
Andrew um is is that little that locomotive behind everything that just keeps keeps everything kind of going and and I know has been really helpful to Sam in getting um the you know the reports together and everything else. And you're going to see why cuz Andrew
um he is he is a busy guy and I don't know how he does all of this but here you go. Andrew volunteers at the Hunton Health in the in the outpatient pharmacy for three years. He is a volunteer at the Hunton County Medication Access
Program through Hunter and Health for 2 years. He volunteers with Lebanon Township Fire Department going on fire and EMS calls as an EMT. He's been doing that for two years. He also volunteers with the South Branch Emergency Services serving Clinton, Lebanon, and Hybridge
on EMS and rescue calls as an EMT. been doing that for the last for two years now. Works as a community manager for a marketing agency also two years and he is he's logged over 700 volunteer service hours over the last four years.
Um in the future he is going to study biology at the University of Tampa on the premed track. So there's that common theme. And uh his goal is to become an emergency department physician. You watch the pit? >> I love the pit. It's great.
>> God, >> really, >> I I I wish you well. You know, that's uh that's that's pretty amazing and and uh remarkable and I wish you all all the best in your plans going forward. Sam, um I how much energy you have and how
much excitement to go into this. I know I I knew last year that she really wanted to get this position and um you know, her her uh >> Yeah, I can't even her peers. There we go. Her peers voted her into this um by
a pretty remarkable majority um to get into this position and she's represented I think very very well. Uh Sam has been with the drama club and this year served as the stage manager and vice president. She is the a four-year member of that.
She is the Key Club president and a four-year member of Key Club. She is involved with the relay for life getting that back up and running and on its feet and uh is currently the president for that. Uh for he she is the Vorhees class
of 2026 officer and has logged over 900 service hours in the last four years. In the future she is going to study biomedical sciences at the University of Buffalo on the premed track and her goal is to become an infectious disease physician. So, I wish you all the best
in your future endeavors as well. It's been a pleasure. I'm going to miss the two of you very, very much. Um, >> so let's make sure we spend a little bit more time together before you guys go and graduate. >> Okay. Thank you. You're good now.
>> I'll get you both. >> Can we get one with all four of us? >> Absolutely. >> I think that's a play. You see, that's why you're super important. >> That's why you're going to med school. making one final decision before I go. >> Absolutely. >> All right. Ready? >> There we go.
>> Thank you. >> So, uh, Andrew, Samantha, Max, Moruno, feel free to depart. Uh I know you have exciting nights uh happening tonight. You have exciting nights ahead. Congratulations one last time. Uh and uh
Sam did confirm you don't have to come to the June meeting. Your duties end as of tonight. So she was a little scared for a moment. So again, thank you and by all means feel free to step away as we shift into the rest of our business. >> I just want to say thank you so much for this opportunity. It really has been
amazing and I know we all feel the same way. Um, it's really a first step in learning leadership on a bigger level than just the school. So, thank you all so much. It's been a very welcoming environment and I'm very glad that I got this opportunity and I know you do the same way. So, thank you. >> Thank you.
>> Congrats and we'll see you at graduation. >> Okay. Okay. Uh wasn't there didn't we get an email? I think it link email. >> Uh rightucation. >> So we are shifting gears. We have a special ed presentation coming up. I
believe we all received the email with the presentation. It is going to be projected but for folks who want to follow along um I believe it is there. I thought I recall. Yes. Uh you should have an email with the presentation so
that you can follow along with what is presented as well. We can really hear a room, can't we? >> Okay. So, good evening everybody. I don't know who both of us are. Um, but for those watching, Jenny, Robert Blackio, director of special services, director of special education and
curriculum. So, we're here to talk to you tonight just about the special education. I part in an IEP. Um, they're individualized, but really truly special education across the continuum really can look very, very vast and varied. So, we offer, and we're going to talk about
all these tonight, things that start all the way from consultation. We're going to start with that least restrictive environment LR you'll hear talked about in special education all the way through our our more restrictive and self-contained programs that we offer all here in the district. Um and what's
really important and what's that I think we highlight about this is that um it looks different for every single one of our students right um so without further out further ado we talk about each of these programs again questions as we go along so welcome everybody before we start talking about um our programs I
just want to say a huge thank you to our staff our related service providers or child study team members pair professionals teachers um they're the ones on the ground with these supports and services every day um and it's it's it's a huge help for Jen and I, they're proactive. Um, they think student first mentality. So, it's a it's a great
pleasure to work with, uh, special services staff that we have here in the district. So, as Jen was talking about that continuum of services, um, from most restrictive to least restrictive, consultation is a service that's provided both at Northon High School and at Morese High School. And it is our least restrictive service. So, a
consultation service is uh provided by a special education teacher. Um and we mirror this particular model after what students with senior are two or four-year institution and at a college level. Um the special education teacher will consult with either the child directly or indirectly or with the
teacher directly or indirectly. As the student needs additional supports, they have that point person to to reach out to. Similar uh similarly to a student on a college campus, if they need support in one of their classes, they would go to a area and they would get those supports. So we tried to model this particular service after what kids would
see at the time. As we move forward in the continuum to more restrictive, these are the two types of programs that you typically see when or hear of when you think of special education. The first is in-class resource. In-class resource, what that looks like is there two teachers, one
special education teacher, one general education teacher. Um we offer in-class resource in all four subject areas. Um what we try to do the best to the best of our ability is we try to have our special education teacher highly qualified within the subject area they're teaching. Um so now we have two
highly qualified teachers, one with a special education background, one with the content based background providing supports to our students. Um in these programs IEP goals and uh objectives are addressed, modifications and accommodations are implemented. Now this is a class of about 25 students 10 of
whom uh would be uh classified. As we move even more restrictive we have our pull out resource for placement. This particular program um is a maximum of 10 to 12 students. Um the curriculum can be modified based on the needs of the child based on the IEP goals. Um and
it is a smaller group set. It's students who benefit from a smaller a smaller group and it's taught by a special education teacher that is highly qualified within that subject. Right. Another program that we offer at both North Hunter High School and at Moruse
High School is study skills. Study Skills was developed to aid the transition from our eighth graders into 9th grade. Talk about executive functioning skills. They talk about the child's IEP. The child becomes familiar with their IEP so they can advocate for themselves. They can reach out to their teachers. Um so we really try to give
those skills to students at the eighth uh nth grade level that they'll need to take them carry them through uh their high school. North and Vorhees also offers a reading program. So this is a supplementary reading program which means it is in
addition to their English class. So if students have more significant needs with either reading, fluency, comprehension, decoding, um this is the type of student that would benefit from our reading program. Our reading program is a small group again 10 to 12 students and it really focuses on giving the child the skills that they need for
either comprehension or code. But again, it is supplementary. It doesn't count as an English course. It's an addition to I have a question. >> Sure. >> Yes. >> When you say restrictive, >> what does that what does that mean? Like there's different restrict
say most restrictive less restrictive. >> Yes. So it's talking about the level of support that the student needs. So that's we're actually going in the direction of our least restrictive meaning. There's really very little intervention that the student needs from our special education staff to we're actually getting into our most
restrictive programs in the in the district meaning those students require the most support from special education related services. So the more that you're adding into that document related services you know counseling speech all those things makes it more >> and the goal for all of our students is
to be as independent as possible as they progress through high school. So that's that's why we have that continuum. So as they progress and become more independent, then we can pull those services back. So getting into our special class programs. Um so we're going to spend a little bit more time on these because we have quite a few as you can see and
there's the acronyms that we love so much. So um there's programs that are housed both at North Hunter and both at Morg High School as well. So we're going to kind of dive into each of those programs for you so you can understand what all of those things mean. We like to place education. Um, so due to the
unique nature of these programs, we only house one one version, if you will, in each building. So, um, there's programs that are specifically at Mory's and there's programs specifically at North Hunter. We do not duplicate those programs because of how highly unique they are and specialized staff are that work in these programs as well. So, they
are open districtwide, right? So, if I live on the north side of the district, but really my student would need that programming at Boris High School, they would go to Boris High School and vice versa. Um really the great thing about our special class programs is we can educate a lot of our students in the district which is something our seats is
something that's really important to us. Um you know students should be a part of their home communities as much as possible and you've seen what our out of district numbers look like. Um those decisions are never made lightly. Um but we really want to educate as many of our students as possible in our in our home districts and allow them to have
opportunities like every other one of our students does. Um, in addition to our own students, we do also accept tuition students from some of our sending districts. We have taken eighth graders before and some of our surrounding districts in the county. Um, we currently have quite a few in variety of our programs.
So, we're going to start with the North programs and then we'll >> So, the first and most restrictive, so that means as um they need as much support, um, is a program that was developed uh, if you want to say like 2018. It's called the Lion Pride Academy. Our Lion Pride Academy or LPA
is an indistrict therapeutic school. This particular uh academy, this program houses students that struggle with emotional regulation impairments. Years ago, they called ED or behavioral disabilities. This state has since changed its name to emotional irregulation impairments. So, students u
that are qualified for this program, they're in need in in the program. We have two special education teachers. We have a paraprofessional and we have a full-time therapist from a behavioral health. So students who need access to a therapist throughout the day um they have it within this program. Um so our
goal with the the goal of this program is to make sure that students maintain stable so we can provide them with the academics that they need to uh for their graduation requirements. So this is our most restrictive ERRI emotional regulation impairment.
We do have a second ERRI program. We call this the alternative learning community or ALC. That is our alphabet soup of acronyms. Um these students that are in ALC again, they they still struggle with emotional regulation impairment. Um but they're able to
navigate the building. In the LPA program, everything is pushed in. Uh their um PE, health, electives, everything's pushed into them. In our ALC program, they can navigate the building, but they do benefit from one home base and a selected teachers uh to
teach their core academic classes. So, those are our two ERI programs that are here with me. We also have a learning and language disabilities program here. Students, this is a uh 12 uh 9 through 12 program.
Students in our LLD program typically stay with us till they're 21. So, uh, they have a modified version of the curriculums, math, science, and social studies. Uh, for the last couple of years, what we've been bringing in is a functional based curriculum. So, not only are they getting the academics of English, math, science, and social
studies, but they're also getting a functional component on how to navigate those, uh, those content areas. Um, the case managers work very closely with families. They meet very regularly. It's very tight-knit. A student's needs change, then our program changes to meet
those needs. So, that's our LLD. When students graduate or meet graduation requirements, but they're still eligible for services, they go into one of our two 18-21 programs. North Hunter House is one, uh, and Northeast House is one. Um, the the
program, the 18 to 21 program at North Hunter High School is called Pilot, preparing for independent living and transitions. these students um they will it's designed to provide naturally occurring life experiences. So in this particular room there's a kitchen there's a beds so students have the
opportunity to learn how to live independently. Um they also go on what we call community- based instruction. So they'll create a list at Shopright and then they'll go out and they'll purchase those items at Shopright and then create something uh in the in the classroom. So again it's preparing them for
independent learning. So t this is the morning for our 18-21 students at uh north and the afternoon they go into a program called career development. Now career development and the staff that work in career development have done a great job with developing community partnerships. So we have partnerships
with um health quest the prosecutor's office Dunk Donuts uh Chick-fil-A McDonald's and our students will learn the skills that they need to perform those job skills in the classroom. And then anywhere between 2 to 4 days a week, they'll go out in the community at one of these uh locations and they'll
perform those jobs, whatever they whatever they may be. So again, it's an opportunity for some of our students to get work-based experience here in the district. And successfully, we've had a number of students who have retained either part-time or full-time jobs because of our career development program and the partnerships that uh
establish. Questions on those before? They don't sleep there, right? No, they they don't sleep in the program. No, we go home or just >> learning how to make learn daily. So, learning how to make a bed, learning how to prop some things academics for independence.
So, we have currently five special class programs at sports. Four of them are for students with autism spectrum disorders and those are for students with multiple disabilities. We start with autism spectrum disorders. Our classrooms are broken up based on their age and their needs. Uh so we have two programs that are for students in the traditional 9
through 12 and then two classrooms that are in the 18 to 21 range. Um the classroom ratio in size is very small. So a 3 to1 ratio. So that's a student to staff ratio. Uh sometimes the ratio is much one depending on the students needs. This is where I'm getting kind of more restricted to speak to your
question before. Um instruction in this classroom looks like whole group, small group and sometimes one-on-one instruction. We utilize the principles of a applied behavioral analysis. Um our district behaviorist works extremely closely with these four classrooms. Um that is a large focus of her role in the
district behaviors moni monitored daily through daily uh data collection and in consultation with our behaviorists. Uh the purpose of this program is functional goals, functional communication, and then eventually transition to post-secary activities, whatever that may look like for each of these students. Um there is
a ton of communication. This team meets at least weekly with the two of us as well as the entire support staff, all of the teachers, the related service providers, the case managers that work in this program. Um a lot of frequent communication and home to the parents as well. Um and I said many, it's pretty
much all of our students in this program stay with us through their last year when they're 21. Um, and then we also have this is actually I think our longest trying to think about our longest running special class program that we had in our district director a couple two directors
ago. This was her this is her baby. This is her project um when she noticed a need in our community that we had more and more students um that kind of fit into this category. So our MD classroom um is for students that maybe are medically fragile. Um you know a lot of
our students are non-ambulatory in this in this program. Um, so it's really a focus on functional life skills and communication and integration into our whole school community. Really being able to have students have the feel of a high school program that they otherwise if they were at one of the out of district programs that that maybe can
meet those needs of students um they don't they don't get that they don't have the interaction with their peers that they have. Um, this class in particular works very closely with our related service providers. This these are students that need an extensive amount of occupational physical therapy um and speech language therapy. these
students may have been all of these students stay with us until they are age 21. So that's one classroom um at Mortise High School. Um and one program that applies to all of our special class programs that is housed both at North and Mores is our
EOP program. I didn't forget the the labels in front of your name tags in front of you were made by our students um here in the program at North Hunter. Um so these are all in district in-house job skills that our students can work on. So, we do that from grades 9 through 12. In each building, it looks a little
bit different just based on the students needs. So, for like we just said, for example, here at North Hunter, um there's an entire classroom um that does things like engraving and printing and poster making on some really cool equipment that uh that they've had for a number of years. At 40s, it looks a
little bit more um like jobs around the community in the classroom. know shredding in the child study team office for example or working in the media center you know helping organize or limiting tables things like that so kind of we start that right at the beginning of prejob pre-employment skills with our
students right when they get to us um it's also part of our curriculum in both buildings so they're learning about you know interview skills and why do I have a job is a job important how do I get a job what kind of job do I even want or like um so those occur in both buildings so for those students that are headed to that career development program talked
about for it north. This would be kind of a first program. Any questions about programming? >> Just a general question. So, what's our population size? Who are students that are served by these programs? >> The special class programs districtwide.
>> Ballpark. >> Ballpark. >> Maybe not so much the number, but the percent is that like I was going to do that math in my head, but sure. >> The number is probably easier. The number >> and the number number is probably I say
there's appro approximately 30 students at four east high school in our programs and about 25 at north. Yes. >> In all these programs >> combined. >> But that doesn't include just students
with IEPs. >> Correct. Correct. >> That are integrated into gened class. >> Correct. >> Okay. >> That's just special class programs. >> Okay. Yes. >> And potentially those could all potentially be out of the district.
>> So the biggest advantage of special class programs is that we keep the students in our district. Um they get to participate um all the high school activities that our general education students do. Um they don't have to go to a specialized school to meet the needs. So the biggest advantage is they get to
stay with their peers. Um and it also financially makes sense for the district. We have the widest variety of in district special class programs in the county. None of the other high schools have as many as we do. >> You might not be able to answer this question, but
>> what number of students don't fit into our programs that we have to send out to other schools? >> Um, not many. >> Not many. >> Yeah. >> And we really, like I said before, we really we want our students with us. So, if we can meet their needs, we will. Um,
and that's a really delicate conversation that I team has if we do have to kind of converse programs are adaptable. So, as we see a new crop of kids come in, whether it be the AFI program or to the North program, we adapt the programs to the style of kit that we have in front of us. So,
again, it's a it's a testament to our staff. Uh, their flexibility and uh, it's ever changing. >> Um, I'm not sure if you have this number, but um, you probably speaks more of the demand for it, but outof district demand to
enter into our programs. It is that quite high? >> Yes. Yes. >> Okay. And do we limit the amount of out of district placements that we can take because of the demand in district? >> Yeah. Yes. I'm obviously we need to make
sure we have spots for all of our our students first. Yes. Um but then if we can take out other students from other districts, we do. And if it's an appropriate fit for them, Um, that's really important to us as our teams is are you going to be a good fit in our program? Are we going to be able to meet your needs? Um, yeah, we have quite a few. Um, and our I have to say our city
districts are really great too. If we're hitting eighth grade year and they may be looking at an out of district lease and they reach out to us first and say, "Hey, is this someone you could take a little bit early? We may be looking at an out of district need. It's a point, you know, do you think you could take that soon early?" And we and the answer
is yes. We have we currently do. Um just wanted to highlight a couple additional supports uh that we do have for the students in both buildings. So resource centers which is a support available to all of our students but we do have our special education teachers are a part of those um you know that's a site for those general education
students that need extended time. They might need additional support a different alternate testing site. So that's available for our students in both buildings. And then in terms of related services, uh we have a district speech language therapist who this is she's just
finishing up her first year. We moved off of a consultation model to um a full-time employee which has been really incredible. We have an OT and a PT that we uh contract out with counseling provided by the child study team members as per students IEPs and then as I mentioned before with a district wide
behavior also works in both buildings as well. So lots of extra services and supports for students. questions. >> Uh, could you just explain how the unified program fits in for this? And I don't know if that's just a working specific one or if there's a a
complimentary one at >> No, that was a great question. There is a complimentary one in both buildings. So, that's a that's a general education initiative, but that's but absolutely can talk about that. So, unified leadership is a course available to students uh throughout the school day. So they register as an elective course
that students can choose to take and then according to where it kind of fits in their schedule they get assigned to um one of our classrooms, one of our special class program classrooms. So this is both North and Fort High School. Um and then they are on the roster like just if it happens to be English class that our students are in the unified
leader is in English class as well. Um the expectation is not that they're mastering the English English curriculum that our students are but they are there as a positive peer role model you know another classmate. Um and that happens in academics, electives, and then we also run unified health and PE in both
buildings too, which is a health and PE course taught by our PE teachers. Um that is an integration of students with and without disabilities and then of course we have sports that you hear about in all the social clubs and activities as well. >> Um how many
I guess LCSWs do we have do we have on staff >> for in the child settings? We have two. We have one in each building. Um but districtwide we have more because we some of our counselors also fall under an LCSW as well.
>> All the mental health um clinicians that we contract out to behavioral health. Um they're either LCSWS or LBC. >> Okay. So we contract out LCSWs to behavioral and then we have some on staff. Correct. So the child studying team is made up of a learning consultant, a school psychologist and a
social worker. So we have Gores has two school psychologists, a social worker and a learning consultant. North Hunter has four school psychologist and a social worker and a learning consultant goes back and forth as needed. >> It does get a little confusing because like an LCSW is a clinical license, >> right?
>> Um that has to be supervised by somebody who has clinical supervision skills. Um all of our whether they have their LCSW or not, they're functioning under a social work certificate. So they're functioning under an educational certificate, not a clinical one. So sometimes there's a dual role and that we have to sort of uh that's why we
contract out services. >> Are we at capacity >> like you you mentioned that we can bring other people on from other districts. Are we do we typically operate at capacity with these programs? >> Not not yet. >> Rich, did you have a question? Has there
ever been any one from further than out of district like out of county that comes to our school for any of these services? >> Yes. >> Would you rank our say that our you said it's the best in the county? Would you how would you rank it in the state or
maybe surrounding counties? >> I just think we offer a lot of opportunities that not a lot of public high schools have and ours was based on sheer need, right? Um that's kind of how these all started was us taking a look at what are our future what are our sending districts again our sending districts are incredible with
articulation with us and we kind of get an idea I'm already getting calls about next year's current seventh graders so next year's eth class I'm like oh let's start talking about the needs of students and and what kind of programs we're going to need for them. So um you know that's kind of how we continue to
develop the program. So >> would you would you say that our population size in addition to the uniqueness of us having two separate buildings kind of gives us that ability
to offer as many classes and services as we do because we can house maybe more people and do things like that. It's kind of a testament to our ability to juggle that as well too. >> I definitely think it's a benefit having two buildings. Absolutely. Because it does take space, right? It's a lot.
We're talking about a lot of classrooms but yeah, two buildings. >> That's great. Um, I don't know if you'll have it handy, but maybe in the future, I'd love to see um the a study because I know when I first got on the board, you know, we wanted to make sure we kept our students in district for all of the
reasons, especially, you know, in their home communities, but to see how we've been able to minimize out of district placements. I mean, I know it's probably a lot. So, um, I'd love to see those numbers. >> We did a we did a little snippet. I think you did a little snippet earlier
this year, but we could I can go back. Yeah. Yeah, just cuz I know that's how this has evolved and developed and it's phenomenal and um it's meeting the needs of not having our students be sent to other programs throughout the state and it it it's physically um fiduciary
responsible that we keep them in but also for the students to be part of their home communities. It's it's tremendous. So great job. >> And one thing also critical of Bobby and Jenna is that they focus on what the students need first. Um, so again, these programs were developed because it's
what's good for kids. Um, the fact that we save money on it, that's the second reason. That's a good reason, but it's not the primary driver of this. The primary driver of this is what's good for students. And if we save money on it as a result, that's icing on the cake. >> It is. Yeah. Tremendous.
>> So, of the 50 or so students that are in the various programs, would you say that that is relatively flat? Is that Are you seeing an uptick, a downtick? from years past or >> I mean we're seeing an increase >> an increase.
>> Okay. And of the students that do go out of district are you seeing is are they extreme outlier type cases or are you seeing patterns where maybe you adapt to it in whatever those uh districts are specializing in to help that student to
maybe amend our program to maybe seem like a common theme that they're going to district for. you guys do that >> to to to >> Yeah, I I would I would say without getting too specific about the needs, those students, they are more specific and and wouldn't necessarily
fit in one of our programs. So, yes, it is a little bit more specific need >> and do but are you seeing a common >> like where you would then adapt a program to bring it in house or is this just >> outliers? Yeah, that's probably a better way to describe that. Just really specific
unique needs. >> So you said differently you're not seeing a fully in any of the programs where we might need to expand to a common theme that you're seeing out of district. >> No, not right now. Not right now. But we do keep an eye on that because that's that would be important if there was something.
>> Absolutely. >> I just want to commend the work that you guys do um as the sibling of somebody who had to go out of district because there was no program and seeing how that socially affected them. Um, and then as
a parent of a student who's ever has an IEP, I wholeheartedly appreciate the work and effort you guys put into what you do to serve the students here. So, thank you very much. >> Thank you, Miss Kamareski and Mr.
Pledge. >> All right. We're going to move to uh curriculum, instruction, and technology. Uh, so to kick off any conversation first, can I get a call for a motion? Second to approve agenda items 111 through 113.
>> A motion. Tara, can I get a second? >> Second, Andrea. Thank you. Uh, you'll recall we spoke about each of these last week. Um, the curriculum articulation initiative, uh, conversations on, uh, curriculum coordination and down the
road potential savings there. We saw the professional development plan for next year as well. And the home instruction, I can't remember if that was last week or is that updated? Was it the same or updated? That was the only thing I think is the same. Okay. Yeah, that's right.
>> Any questions or clarifications for anyone? Okay. All in favor? >> I opposed or abstensions. All right. Next we have policy and school security. >> Too late. But I did want to point out that we did add the rates on that was
last week. >> Yeah, I saw that. >> Okay, that's what it was. Uh, can I get a call for a motion second to approve agenda item 12.1? Can I get a motion? Dan, can I get a second? Nicole, thank you. Questions or clarifications here? I know we had some
good conversation last week. bridge. >> So, one of the things that I thought about after when we discussed this last week, so um the transportation route and services program. So, is there a letter or whatever documentation that's going
to be sent out to the I'm assuming to parents >> about what's that going to look like >> informing them? Yeah, I think we had some conversation that I think the policy is the first step in then drafting the letter. And >> so there there's a specific form at the state department that makes us use to do
the transportation paper. We'll be sending a letter explaining what that form is, how to sign up for it, what the steps have to be taken in order to be eligible for that payment. >> Okay. And when do you anticipate that >> going being completed and going out?
>> June 24th. as soon as the second meeting with this and and you know so we're going to be working on all those details between now and then um and when I say June 23rd it might not be the next day after but it's going to be the end of June um beginning of July at the latest so we can get that information out to parents so that they know what's coming
up and then we're going to remind them of that um right at the beginning of the school year so that they can you know when it's timely and they it is something they want to do they'll be able to do it right at the beginning of the school year when the kids are starting >> okay and then the other thing that I thought of um so they're going to
rescend the the senior parking right or essentially reinstituted right so by doing so they're going to pay and then if they don't if they sign the waiver they don't use the bus they're going to get their fee back right which
is essentially bringing them to zero >> correct the other students that are not parking on campus they're going to be incentivized where they're going to where they're essentially going to get gain right so that was The only component of it that I really didn't love um that one party of it is being
essentially brought back to zero and the other students that are parked on campus are being incentivized. So it's not equal in my mind. Um, so I if if I was taking if this was up to me, um, I would
still resend the parking and make it an incentive for all parties and not just the parties that, um, are not parking on on campus. call. >> Um, I don't think it's
one party making out over the other because the seniors and then second semester juniors would still have to pay the $75 parking fee because they're using a privilege of
parking on campus. Whereas the rest of them are rescending that that waving that right to transportation, but they're not getting any other privilege out of this. Like they're
not using our space, they're whereas the seniors and juniors are using our space, using our resources, using the like they're having the opportunity to park here. So I don't
that's a privilege that they're using and they're doing that for free >> everybody else. >> No, because nobody else is parking on campus. students. But I mean like and we talked about this before even last year like what I personally didn't like about it
like we don't charge a parking fee for any other um class of people that are using the lots outside of students, coaches, referees, parents, um visitors, anybody. It's just one subset of of
users that are being um charged to use the same lots that all parties are being used. That's what I didn't think about. So, if you have a visitor here or even a a referee for a football game or even the police that come here or anybody, nobody
is has that um fee except one small subset of users. That's what I hate about uh if it was equitable across all users, that's a different conversation. Uh but in my mind it's it's it's really
being targeted to one small sub subset of users and not all users uh of >> sorry >> oh I thought you >> we're in the middle of discussion right >> right but if we want to suggest changing language
for example I I completely agree with the suggestions that uh that we change some of the language we need a motion Stephen. >> Um, well, I we're in our first reading, so we have a first read and a second
read. I don't know if it's something where it goes to the committee to sort of finesse or clarify any language at this point. Um, I know we still have our ad hoc committee as far as that goes and that's where this came from. >> So, these things I think are are a
finesse thing. You know, it's you could instead of saying a reimbursement of $75, you could just say a payment of and you could say slash, you know, parent/guardian and make sure it says per person per student
somewhere. Those are finessing. Mr. Lor's suggestion is not just a finesse. It's a it's a major change to the spirit of the >> right. How do we do that? the change is in here
because there's already no parking was approved last year. So, this would be the change, >> right? But if if we vote on this next as a first reading, >> we vote on it as a first read tonight, right? >> It's on the path of becoming policy. >> Yeah. Correct.
>> So, if if you want it, >> you don't want that, you want it to be something else, I think he needs to have a motion. >> Correct. to do something >> not just finessing language. >> Right. >> Right. >> Yes. >> Okay. >> Andrea.
>> Um yeah, I would say agree that it should be the reimbursement seems to make sense if it's per student rather than per family. As somebody who's had two kids at the same same time, I would prefer I think that would have incentiveed me more to you know do it. So So I I think I agree with that. date.
>> Do we have other policies that lay out costs, price schedules, >> facility facility rentals and facility research? I don't know the number off the top. >> So, it just seems odd to me. I feel like
that would be in kind of a regulation side that would go along with the policy. We set a policy with an idea around it and then trust the administration's worth. >> I did not pay him to say that. >> We know, Brian. Um so yes, I I agree
with you that the regulation would typically um address the cost and the little details of how this is going to be rolled about and it will. There's regulation that we already developed that will come to you with the second reading for the policies and that regulation will have those cost structures need to be the same $75 is
what it was. So our previous policy manual had a policy about student parking and then a regulation that had all the cost structures and all the rules and regulations around it right um when school boards they did not bring a regulation they only policy and the
policy did not stipulate any of the details. Um and that's why last year when there was a motion made on the table, you know, without any administrative recommendation to take away parking fees, the board voted to take it away. Um what we're asking for is to put this in policy now so that we can have it in policy. This is how we
will move forward. This is what the board will expect. If the board ever wants to change that policy in the future, they can. Um, but this is what the the board would give the administration the ability to come up with the fee schedules, talk about the process on what they have to bring in, registration, insurance, you know, making sure that all those little
details of someone that can drive um has all the information they need to be able to get their park, including the fee. >> Does um the student parking So, I know some schools to park you have to sign off on random drug testing as ours. Yes.
So, what part of our requirements are random drug testing? Again, that would be in that um regulation. That's part of the um requirements. >> Other questions or clarifications? >> So, following Brian's recommendation,
I'll make the motion uh not to reinstate the parking fees uh for students using uh the lots or parking permits for North Point. Okay, we have a motion. Do we have a second? >> I'll second that.
>> Okay, discussion. >> I I understand the the thought there. However, we're still we would still those students would still be getting free parking if they move forward with, you know, precluding themselves from from taking the bus. They would also be
getting usage of the lot on a daily basis, which incurs the school costs. Correct. which which I think is a little bit different in my opinion of yeah we're not charging parents who may be parking in the lot or or a referee or or such but we're also not charging
students additional money to park off hours right like some of those other people would be parking here so I still think it's a sufficient incentive for being that they're going to get usage of the lot as a privilege which could incur
the public costs they're still going to get their money back and we're also going to incentivize other people who are not going to get that same privilege, right? They're just having a parent drop them off. So, I still think
I like the way that it is on there now. >> Other comments? speak. >> I also I think that the senior and junior parking is the main part of it is that it's a privilege. So if there's a
cost to it, then you are saving money by being reimbursed that fee. So that that's why I would be okay with that being the way it is and seeing it fairly inaccurable for all parties involved being it's a privilege and not a right
to to get to park. Other comments? >> You take your own car, right? >> Have, you know, have that extra fun stuff. Sorry. >> I mean, I just Sorry, Nicole. >> Did I interrupt you? Okay.
Um, I think there's a big difference between students parking here and teachers parking here to come do their job and parents coming parking here to come advocate for their children and referees and coaches parking here to do
their job. It's a requirement for those people to be able to to to have to park here. You can't walk here. you. And I don't know a parent who would walk here. I don't know a referee who would walk here. These
students are coming here and yes, they have to come to school if they're enrolled, but they don't need to drive here. That is a privilege. Um, I think there's a huge difference and distinguishing characteristics
between the types of different people who you using the parking lot and parking on property. And I mean, that's just my why I would support
reinstating the $75. Uh, and they'll get it back. It'll be zero, you know, net uh net payment. So, you're using a privilege for free. >> Brian, did you have a condom as well?
Oh, okay. Any other comments? >> All right. Oh, yes. >> Well, I just wanted to kind of parlay into the programs that we set up our students. You know these are learning opportunities and being a senior right
of passage but there is responsibility and it's not a lot of money. I mean for some people we have programs through offset if they can't afford it but you know it's a discipline and you go through the right to register do that drive and then at the end you follow all
the rules you do great you get it back. I I I just think that's a positive life lesson on this in addition to um you know helping us come to terms with transportation costs. >> Well, that's the thing and I think everyone needs to keep in mind that the
brass tax of the matter is they're doing the district a favor by not taking the bus. >> Oh, yeah. >> That's a reality, >> right? But the lessons of I mean, we all go through it. >> That bus cost >> Yeah. >> if they were on it >> is way more than 75 bucks. >> Yeah. believe it. >> Oh, no, I know. No, for the students,
you know, we all I pay parking fees. We all pay parking fees as students. It was part of the process. It's part of the learning experience and the journey through high school. So, they put it out, they'll get it back. They follow the rules. They get to drive that just
outside of losing the the bus routes. It's a it's a process of becoming an adult. And um and I think it's a valuable lesson for 75 bucks. >> I disagree. >> Okay. >> Okay.
>> Um other comments. >> All right. I don't know. I We have a motion to >> motion within the motion. >> Within the motion. So basically, we have a motion to uh eliminate uh that initial $75 fee for student partners. Uh I don't
know. Um >> that's not correct. How would you phrase it? >> How would you phrase it? >> Uh because the current policy states that we don't charge students the park. So, um I >> So, not not to institute the language. All right. To a motion not to institute
the $75 fee. That's it. Um do we want this as a voice vote or a roll call? >> Completely up to you. Let's do a roll. >> Um let's do a voice vote. So all in favor can you can you just state the
motion? No. Yeah. So if um the motion is to not reinstitute reinstitute the $75 is Mr. Lord's motion. So if you vote yes
then you are not reinstituting the $75. If you vote no, then you are instituting the $75 as the policy is written. >> So, a yes vote would change the wording
of the red lining to not institute and a no vote would leave the policy as is. Okay. >> Okay. Yeah, I know that's tricky. Um, so, uh, voice vote. Could I ask all
those in favor of not reinstituting the $75? >> Yes. >> Yep. Thank you. >> And those in favor of keeping the policy as written with the $75.
Okay. So that's the that was the motion on the policy. Um we've been in discussion. Now we have our vote for the pol both policies here. First read we will revisit this next month with the
second read. So uh this is for the policies as written. All in favor? I opposed or abstain. No. Okay. All right. Finance, facilities, and transportation.
Can I get a call for a motion and second to approve agenda items 131 through 1310? Uh, can I get a motion, Brian? And a second, Tara. Thank you. Uh, questions, clarifications. I know we
talked a bit about uh our Bloomsberry um referendum last week. We talked a good bit about the Strauss estimate for policy services. Uh really we saw everything up through the bills list and the financial reports that we discussed last week. Questions or clarifications?
Stephen, the over the purchase is over 53,000. The computers seem a lot less than what you anticipated if I'm correct in thinking that looking at it first. Or was it how'd that come in? I remember you guys saying you guys were negotiating those and G was doing a really good job. just
seemed like it it came in at a good number. >> They were slightly less. Um we did have knocked out so we always make sure they're a little bit higher just in case. Yes, they were >> but they're definitely more expensive now than they were last year before last year. They've gone up significant. >> Yeah. Know it just seemed like they came in at a better price than what
anticipated. So it's nice to see that. >> Is it as bad as healthcare? >> Yeah. >> Yeah. >> No. Well, I do think there was talk about about a 50% increase in the price of Chromebooks in a single year. >> And it's worse than >> Yeah, it is actually a percentage.
>> As a percentage, it is worse. Yeah. >> And and the fear is that will continue because of the demand, the AI demand for for chips and memory are causing the costs or the scarcity of chips for Chromebooks. >> It's going up weekly. >> Yeah.
>> Frankly, how many lock, >> right? Yeah. >> How many Chromebooks represented? >> I'm sorry, Rich. How >> how many Chromebooks are >> we purchase in a given year? >> It's probably for the incoming freshman class. So, the number
>> 625 >> 625 across both high schools. >> All freshmen coming in >> and replacements. Yeah. But I mean the students who are already students are maintaining their
Chromebook for the duration of their career >> hopefully. >> That's another Okay. Speaking from some specific experiences. >> Um but I guess generally they do survive their fouryear lifespan of
>> hanging on like duct tape, >> right? >> I definitely think the battery goes by. Yeah, it's it's a four year life cycle. >> I didn't know they kept them, you know, she just told me for I learned for the first time and I I thought they turned at the end of the year. I didn't know
they kept >> same for computers. >> Um ju just on the Bloomsberry thing from the discussion from last week um it you know doing some of these governance classes we learned that we really don't speak for the board. So, are is it are
we going to put out some sort of statement, you know, are are we taking a stance that we support this as a district, as a board that, you know, if any of us wanted to put that to the local school board or the or the township or or something like that? Are we going to come up with something like
that? >> So, I was thinking about that and I know Andrea, you had sort sort of brought up this idea that this is something that requires communication. Um I know in the past um we've had sort of community um
yeah community outreach as sort of a as a as a committee. I don't know if this is another opportunity where we might want to have one or two individuals, not to be looking right at you, Andre and Terra, um, but maybe to have some
conversation about just like what are some of those things that we might do because I think what came up last week were we recognized there's things we could do certainly individually, but there are things that we can do as a board and whether those things as a
board might be something that if we were to draft statements that go to municipalities um I don't I I you know we could even get to a place where we are liazing and going and presenting at a municipality
but I would want that to be something that you know we have clarity on and we're not doing individually and then if there are other ideas whether it's on part of district level communications where we think they might go out um there or we even talked about like um
back to school nights. Maybe there's some kind of a flyer or something that goes out for parents at back to school night right as we're getting close to the to the vote. Um that would make those efforts. I just thought it might be useful to have folks in an ad hoc
capacity sort of kind of harnessing that work a little bit. Brian, >> but to answer Rich's question, which is can we say that the board supports this? If we pass this resolution, I would say
so more specifically looking for like are we as a board stating reasons why we support this, right? And it's just there's this points that go behind >> this weird line, right? when when I did those governance one >> courses where it's like you you're
really not supposed to speak for the board, right? I'm not supposed to tell them for the board and tell them like, well, we voted this way because of this, this, this, and this without it being a cohesive >> thought, right? >> It's the beyond piece that you're asking about. You can say the board supports
this. So it's kind of saying you know like if there is five bullet points as to why as a board we think this is good should we develop that so that if in this public forum one of us wants to present that then it's >> it's cohesive
>> or agendum if you're asked casually about it >> you should be communicating with the scene >> here are the things that are yeah to note >> front >> yeah and and whether that's you know a communication as somewhere on our website a communication at a flyer at a
back to school night or um we talked about the the round table of the sending districts. Um there is that capacity as well for each of us to go to respective K8s as a liaison and just say hey you might have heard this is something that
we move here is you know a piece of information that you know even if they use their back to school nights do it at the round table that up and get them to share it on a slide or a poster out front. >> But you're already planning to do that
correct? Well, you're going to send you're going to inform the community like you're going to inform the parents that of this change. So that one pager so to speak could be the same material that >> correct. I mean ultimately that would be streamlined and would make it >> seems easy to me easiest thing to do
just come up with that and whatever you disseminate to the community you can use that this is what we're our position on. >> Yeah. And I think it's it's a combination of figuring out what that message is, but then also sort of delineating what all those avenues are
that that that could possibly go. Yes, Nicole. >> My suggestion was going to be that we develop a a unified message, publish it on our website, have it available for printing.
If we do go to sending districts to their board of ed or send it to them to have to disseminate at back to school nights, but have it be a tailored message that we all agree on
that says that these are the main reasons. Yeah. These are the main reasons that we have decided as a board to approve this um this change in or the addition of this sending district and that would be
where we would direct people to go if they address address us in public. Why did you guys because we can't speak for the board to what you were saying. We're not supposed to say we or anything like that. you say I whatever but you're also
supposed to be presenting yourself whether you agree or not as this is what the board has decided. >> Um >> yeah, >> but that would be a place on our website that we can direct any constituents that
have questions or concerns about it as to why we decided to approve it, direct them to that that web page. uh and it would outline the reasoning >> and and I would say if this ultimately does go in this direction of we go and
visit those constituent K8s or we go to those municipalities. I know we've had conversation that as a body um what are the additional efforts we can make to engage the broader community beyond the messaging that we have here. So it is it
it is a unique opportunity for us to inhabit that role a little bit more. Um but again, you know, with comfort and conversation about that in terms of what it is we're bringing forward. Um Andrew and then Dan. >> Uh the feasibility study that you shared
was commissioned by Bloomsbury. >> Bloomsbury. >> Okay. So I looked through that and there you know there's a lot of reasoning in there. It is absolutely from the Bloomberry perspective. So we can use some of that >> but we definitely have to tailor it from
our perspective >> when we come up with those things make sure that we have it is a great document. It's a lot of information there but it's it's absolutely skewed from that. >> Well and I think one of the main points made last week was you know we're not talking about a significant number of
students. It's not as though we're gaining students in some different capacity, but it does have that impact on on other tax implications and capital implications that um you can explain. Yeah, >> it's very similar when we went out for
referendum. Remember when we and it was there was a misunderstanding that it was going to cost the district money when we really were just going for dead service. So, we were trying to get that message out. So we actually did go I remember going to Lebanon Burrow
Township and spoke just that at that public set but the board was went out decided hey this is what we're going to say and just went after that public message. Chris, similar situation. >> So, uh, okay. Other questions,
clarifications on that, Brian. Oh, and then Rich, >> unfortunately, it's still the text of this refers to Bloomsbury Township once and Bloomsbury Burrow twice. >> This is actually coming straight from their turn. >> I've asked them to do all of the
modifications because >> I don't even know which one it is anymore. It's a burl. >> Okay. So then the only change is in there in the very top. >> Yes. >> And we can state that for council >> and we we can just again I I don't think it's going to matter. What you're
authorizing here is for them to take the next steps which is county office and come up with language. Um but what we'll do is we'll note in the minutes that um >> yeah there's probably no foul if there is no township.
>> There is no township. I mean there's yeah if there was if there was one of each that might be an issue but not >> and did and then >> we had a bunch of students from South Jersey is confusing. >> Yeah. >> Yeah. And I mean our our motion just the
text on the agenda obviously is very bor as well. Rich did you have another point? So, if I understand it correctly, so Rich and your team are going to put together essentially how this impacts our community. Now, you know, whether that's the benefits or whatever. I think
the the most important thing um that this does is that it'll quell any misinformation that can arise in lapse of putting anything out. >> Yeah. So, and I think when if I'm understanding you correctly, you're going to do that, bring it back to the board, we'll redline it or maybe approve
it, and then you'll either disseminate it via Juliana or the district website, I'm assuming. I just want to make sure I understand what the process. >> I personally, I love Brendan's idea of an ad hoc. Yeah, I think maybe working with Tara, Andrea, and anybody else if they're particularly interested to shape
that language think strategy a little bit, but yeah, come up with this common text that will go on our website. Then then we'll go out to these other these other places. >> And before we do that, I'll open the numbers for you so we don't have to figure out the numbers and things like that. Like what what impact will this
have on Union council? >> What impact will this have on Bethle? What impact will this have on each of our um constituent districts? and we'll have a table of that, you know, to show how much more this would contribute to the tax base. Um, and then the the bigger questions is why is this good for
students? Why is this good for our why is this good for um everybody in our district? Bloomsbury, you know, they're going to sell it to Nurburg. But um you know our responsibilities as a board of a whole I think come up with the benefits for the rest of our
districts and then put those once sheer or whatever we decide and then come up with a little bit of a strategy and that's what we'll talk >> Stephen okay >> can we ask for someone to also table >> oh that's right um
>> so I I'll go into why Fordington I did talk about it last week you did not have the final pricing and the co-op information. We got that late on Friday. And unfortunately, they used a co-op pricing from um Morris County Council Cooperative, which is not one that we
participate in. We've been asking for them to get us an updated purchase price using one of our cooperatives that we do participate in. I guess they don't want to make the sale right now, but they're not getting back to us. So, I'm just asking someone to table the purchase of the F350 from CO. So you need you need
that as a motion or you just need that as a >> table that Yeah. >> Just a first and a second and then we can take Okay. >> Can we break that within that? It's >> Yeah, we Yes, we can target a specific thing. So if we're clear, we're we're
looking to table the um the purchase the Sioka Ford because of the um the pricing in the contract is not yet where we want for it to be. So you want to revisit that? >> I think I think what Kate is saying is that it's quoted the wrong quoted the
wrong the wrong co-op, right? Um >> I move to table line item. >> Okay. And Nicole seconding the line item. Does anybody have any issues or concerns with that? So we'll revisit that when we have it from the right co-op.
>> Uh all in favor? >> I opposed abstensions. None. Okay. >> And then is there something else or we're going for the big motion? >> Okay. Yep. That's right. All right. Oh, yes. Stephen, >> are we going to be calling for a motion
to second to approve for 13 like fall 13? >> That's what I was about to do next. We're in conversation on it still. >> Okay. I have one quick uh I have a question and I was wondering if uh it was okay for now or for later if it was
explained or just reviewed which law firms provide which services to which part of us again. I know we have four different firms that we're using. I know there's some recent changes and I was just wondering if that could be uh uh reviewed again as to who does what. So,
sure. The law firms that were authorized um last June was um Deep Franchesco Bin by general counsel that turned into Taylor Law Group mid year through last year. >> And then we have Deep U.
>> The Gobe is >> Oprah >> and yes, labor employment. >> Labor and employment is Oprah. Um Shank Price is our special education attorney
and then Bush Law Group is our special counsel who is currently acting as a general counsel right now. But special counsel is sort of there as a catch all if there's any kind of conflicts or there's no reason to do special counsel. >> So Bush Law Group was special counsel
but currently >> acting general. Acting general And currently we haven't made any changes to legal services. There is currently a legal ad hoc committee that I'm working with right now. Um I think we're at the point where everybody's completed the rubric and now I'm just
going to be kind of accumulating all the results and scheduling final interviews with the top two to three firms. >> And will those and I'm sorry to will those firms that we're putting out for RQ replace all of these or some of these
or one of these or could be a combination. Just depends on the half. Yes. >> So, a question on that. How is it? Is it two or is it three? >> How is it going to be determined?
>> We're going to look at the um data that we just got from some of the um rubrics. Y >> and we're going to see if we have if there's two clear, you know, people or firms that committee wants, then we'll probably do those, too. If it's a third, is it close, you know, to that top two,
it'll be the top two or three. That's why we haven't said whether it's two or three yet because we we don't want to exclude anybody in between close to that top. There's some that are going to get excluded just by that. >> What was that last part? Just by the rubric, you know, like they're going to be in if they're in fourth or fifth
place. I don't know if we want to hire four attorney. So, I will consolidate our attorneys to two, maybe three. >> Yeah. Is it unusual to have four separate? >> Yes. >> Yeah. And again, depending on the size
of the district, but yeah, usually I guess you see see a general and a special. Um, >> that's what I'm asking. Her >> and then you're Yeah, depending like where I was previously, the general would take on negotiations and stuff
like that as those things happen as well. Uh other questions or clarifications? So we are still in the motion. So we are now uh at the voice vote for items 131
through 1310. So all in favor >> I opposed or abstensions. >> I'm a no on 13.8 abstain on 139 1310. I am staying on 138 through 1310.
>> All right, that brings us to community relations and student affairs. Can I get a call for a motion and second to approve agenda items 141 through 143? Nicole motion. Andrea second. Thank you. Questions or clarifications? I know we had these introduced to us last week. Uh
Andrea was the second. Nicole was the first. Andrea was the second. Uh, any other questions or clarifications? All in favor? I opposed or abstensions? All right. Um, I don't know that we have
anything new in delegates reports, sir. I know you updated us last week. >> Yeah. And then the only other thing is if you've got a survey, we're going to be putting our calendar for the Hunter County. Um, on June 4th, we have a meeting. So, um, we're looking for topics. So, if you complete the survey,
it'll give us Right. Good number to see what people are interested today. >> Okay. Uh then I need a call for a motion and second to adopt resolution 052626-2 for an executive session to discuss matters reflected in the attached resolution. The board expects to be in
executive session for approximately 45 minutes. Uh let's call that 30 minutes and be optimistic. And upon return to public session, action will be taken. Uh can I get a motion? Uh Rich. Thank you. Second, Dan. All in favor?
>> Yes. Opposed? Extensions. All right, we'll be back. Can I get a call for a motion and second to reconvene public session? Can I get a motion? Uh Nicole second. Rich. Thank you. All in favor?
>> I oppose or abstain. None. Um all right. Can I get a call for a motion? Second to approve agenda items 181 through 184 include handies have provided. Can I get that motion? Motion. Nicole. Thank you, Brian. You're just a hair too late, but I'll give you the second.
>> Um, questions, clarifications. All in favor? >> I. >> Opposed or extensions? >> Stephen from 18 through 184 because I was absent. >> Okay.
Rich. on 181 and then no on 21 and 22 and uh did I see another uh Cynthia >> 181 proposed to one and two.
>> That's a no. >> That's oppos. >> That's a no. >> That's a no. >> Uh, okay. Old and uh, anyone else? Old and new
business. >> Oh, I'm sorry. >> Uh, roll call. >> Yes. Mr. Chapman, >> yes. >> Mr. Hanley, >> yes. >> Miss, >> yes. >> Mr. Gordy, I have you on
a no on 2122 of 181. >> Yeah. Also, I'm sorry. Abstain on 18.2. >> Okay. >> Mr. Matthews. >> Uh, yes. On 181, 182. Abstain on 183,
and 184. Mr. Morgan. >> Yes. >> No. 18121 and 22. >> And uh since I wasn't here on the 21st,
>> that's an abstension. >> Abstension on 18. >> Mr. Span. >> Yes. >> Miss D. >> Uh yes. Mr. McIner. >> Yes. >> Thank you. >> Uh, old and new business. Um, Dan,
>> the did we pick a new date for the next working session? >> We consolidated the June into the one date. >> Ah, starting at six. >> Starting at six. >> And with the goal setting, >> we'll be goal setting and then we'll
move into our regular meeting at 7. I think that's the plan that >> that's usually why we started earlier. So it usually takes about an hour. I actually have to reach out to her if you want to reach out and see if she's >> Yeah, we will coordinate that with her to plan for that. >> Can we can we based on that? Can you
update the calendar? Sure. >> Yes. >> Nicole, >> just housekeeping item. I'm not going to be here next week. >> Okay. >> I'll be in Vegas. I'm sorry. >> Okay. You're not sorry.
>> Sorry. I'm sorry. >> I did want to um >> put it all in red first. >> Andrew, you had brought up last month the conversation about the additional public comment. I did reach out to Kathy
just to get any information that she might have. Um, and I believe we had a chance to look at our bylaws and our current bylaws do delineate our meeting structure with the one. Um, so I guess what I was thinking there is we have the
ad hoc policy sort of um, meeting anyway. Um, potentially if it's something as we get information I don't know if it makes sense to filter it to them to sort of look at the bylaws and say, "All right, what what would we have to change here?" and uh what do we want
to change it to? Um it's just a a thought on a potential next step. Um I guess what I don't know and this might be a question I have for Cathy is uh a process. Is that a policy process or or do bylaws follow a different process so
that if we're at a point where we're having a first recommendation, a second recommendation or read and then it becomes a new bylaw? I don't know why. Yeah, I mean I've worked with bylaws >> much lower level.
>> I don't believe they require secondary. >> Okay. Well, okay. >> I think it's just consensus. >> Okay. >> But I'm not sure. >> Or could we just say we violated it before, so why don't we do it again? Because >> our meeting on
April 21st had two public comments. >> But it was a budget hear. It was a budget hearing. That was the budget hearing. There's always a comment just on the budget. >> Under the bylaws, we have a separate separate laws for >> Oh, I see what you're saying. I see what you're saying.
>> Structure was open. So, we could wasn't mandatory by just one or two. >> Well, fine. We just we need to change our bylaws anyways if we if we sometimes do it, >> right? >> Yeah. I don't know if budget public
comment stands with its own sort of requirement as a as >> when you have a public hearing you have >> when you have a public hearing. >> Okay. Cuz we we've had it for other situations too for contracts. Um you have to public hearing on a modification of a contract. >> So there are specific >> reasons that you have to have a separate
public hearing. I think it's whether I have it as an order of participant. >> I'm just I guess my perspective then is it's a bad bylaw if we have a bylaw says we can only have one public comment. >> Well, I was just talking about Yeah, I was actually just talking about the the bylaw that has the agenda in it. It
might somewhere else in the bylaws say something about, you know, public hearings. Yeah, I would have to look at that. But again, I think that might be something >> right at a public hearing within a regular meeting, right? >> Yes. Yes, some of this could get fixed
as the transition backstraps as well. >> So, you know, as we look at the language that we had, see what it said and maybe it becomes less detailed. >> Well, how long have we been one public comment? Do you recall?
>> It's been a while. I mean, I think we >> I think we always had two public comments and then during the um you know, controversial meetings, it just became too much to have two. Okay, >> Stephen, >> did you just say it was hard to hear uh
something about Strauss and bylaws in addition to the policy? Is that standard? Does is Strauss does Strauss provide us with bylaws in addition to policies or is that something else? >> Yeah, so Strauss um both Strauss and school boards provide us with the bylaws and the bylaws are part of our policy
manual. So I I I think it does require first and second reading like any other policy, but we can verify that. Um but yes, it's part of the policy management. >> That's from the policy provider. Okay. >> Or maintained by the policy provider. >> Yes. >> Maintain.
>> Other questions or clarifications? >> When was the last time our bylaws were reviewed? Was it when we moved to school boards? >> Yeah. >> Uh yeah, because that was actually the one thing that got moved I think somewhat earlier in the process. I think
maybe in September. What year was >> uh well we moved to school boards back in June. I want to say June or July. >> And I feel like either by the end of the summer somewhere August Septemberish I remember the bylaws were
the one thing I think that came through for us to look at. I mean, we we reviewed them at that point, but I don't think we actually adopted anything until June of 2025 when we adopted the bylaws with the full policy manual that >> Okay. School boards.
>> Well, maybe I was thinking as we began, I think that might have been the only post adoption review that might have >> actually Yes, that's >> Yes, there was a review after adoption and I want to say it was September if memory is certainly correct on that one.
Um but I'm just ask if if we do review it and decide to change something that we look at the whole thing and see if the entire thing does make sense. Some other things that brought up like why is we disapping pieces around what you know >> there used to be two old and new business as well. um one in part of a
regular agenda and the reason we added the one after executive session was because some board members at the time said well you know we talk about stuff in executive session sometimes I want to bring up all the new business now and I don't want to wait another month for sure so that was >> yeah two of everything
>> two meetings a month >> pleasure >> we've already got that >> all right anything else on old or new business if not I will call for a motion and Second to adjourn. Can I get that motion?
>> Andrea, can I get a second? Rich. Thank you. All in favor? >> I >> opposed. Extensions. None. All right, it's a wrap. Good night, folks.