Just use your voice. >> All right. I'd like to call to order our board meeting for tonight. Uh this is a regular meeting of the board of education. Adequate notice has been provided. Uh scheduled meetings have been posted um uh was adopted, sorry, at
the organization meeting in January 7th, 2025. Scheduled notice of meetings has been posted um and are maintained at the interior window of the exterior door of the school administrative offices mailed to the retrospect and courier post and filed with the clerk of the Oakland bureau. Uh all for all the foregoing has
been done in the time required by law in accordance with the public o open public meetings act chapter 231 >> and uh roll call for attendance. >> Mr. Mr. Demarco >> here. >> Mrs. Fel >> here. >> Mrs. Love here. Mrs. Marian
>> here. Mr. McMillan >> here. >> Mrs. Ratando >> here. Mr. Schaefer >> here. >> Mr. Stoz >> here. >> Mr. Taby >> here. Please stand for the pledge of >> allegiance to the flag of the United States of
America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right, we have no uh executive session at this time, so we'll be moving on to our presentations for tonight.
Starting out with our Hawk heroes. Put these here. All right. Um, so tonight we are honoring our students of the month which are Heroes of the Month and our Hawk heroes of this month are being recognized for being very hardworking students. So we do
define hardworking at OS as putting effort and time into learning and reaching goals even when it's challenging. Hardworking students are prepared, participate in class, use their time wisely, try their best, understand that mistakes are learning opportunities, have persevered through
challenges. So, turn this way. You're the ones who are getting the awards. Our first talk hero, Liam Press. Come on up.
[Applause] Hey Liam, let me talk about everybody get here. Your teacher says that you are always participating in class discussion, answering questions, and putting your best effort forward. You want to do well, and your motivation
shines in your work. Great job, Liam. Miss Koshi. One more. >> Okay, next. Cayman Stanley. [Applause]
>> Here's your award. for the teachers. Kanan has a strong work ethic and tackles each day with enthusiasm and determination. He is an excellent role model for his classmates. Keep up the
great work, Kanan. Mrs. Morton. [Applause] [Laughter] We're going up in grade level if you haven't noticed. >> Yeah, these guys will be careful next month not to win it again.
>> All right, Bella, come on up. [Applause] Otherwise known as Izzy. Izzy puts her best foot forward each day in class. She participates. She is helpful. And she is
kind. She always asks for help whenever she needs it and she sets a great example, great example of hard work in room 204. Way to go, Izzy. This is McKenna. [Applause] >> Juniper first. Come on up.
Universe, otherwise known as Juny. Juny is motivated and is always giving her best effort in class. She participates. She works hard and she is committed to being successful. She is a great example of hard worker. Awesome job, Juny. Mrs. Wahan.
[Applause] There you go. Emma Baker, [Applause] Emma Baker. Emma is always participating and working hard in class. She is a
conscientious worker who always strives to do her best and to be successful. Great job, Emma. Mrs. Cummings. [Applause] Good job. Congratulations. Last but not least, our fifth grade Hulk,
Sophia O'Neal. [Applause] Sophia works hard in all of her classes. She continues to persevere and she doesn't let anything affect her desire to succeed academically. Mr. Wis
[Applause] sorry I don't know what I'm doing. >> Congratulations to all of our Hulk Hero winners. our very first ever Hawk Heroes students of the month. Great job. [Applause] Thank you, Mrs. Balden. What an amazing
This made my day. So, thank you. And congratulations to all our Hawk heroes. First ones ever. Very cool. All right, moving on with our uh presentations. Uh what do we have next? Uh are we jumping right to the district testing report, right?
>> Or do we need to go through each one? >> Let's do the SSDS first. That'll be really short. >> Oh. Oh, yeah. I missed that. Okay. Up next, our SSDs report for period 2. >> Not as exciting. Bear with me. So, this SSDs report is
actually for last January through June. Um, I can report that we had uh four confirmed HIV reports by the end of last year, three alleged that did not meet the definition that we also investigated, zero incidents leading to
removal, and eight restraints total for the year. um recording our programs. In February, we had our friendship and kindness week. Uh March, we did read across America. Again, some in March, SEAL week,
neurodeiversity week. And in June, we ended our second half of the semester seal and hook character traits months. So, a lot going on for the programs. Um, and then there were no extra trainings because the trainings happened in the
beginning of the year. And excuse me, I am getting sick, so I'm a little horse choking over my >> We're here. >> Any questions about Thank you. >> Can I interrupt real quick and and see
if we get a mic check on that? I don't I don't think we I don't think the mic's on there. It can be heard at home. >> Is Patrick >> you confirm that there switch? It says off on
>> because he's not heard the speaker. All right. Uh, now we're moving on to our district test report. Dr. Walker, welcome. You're just going to due to the number of papers that I have with my whole
this one. >> Yes, please. I think that should work. I'm actually going to put this on the other side. Try that. I know. I'm right in front of Does this
have any give? Okay. [Music] Thank you. Thank you for your patience. Good evening everyone. Good evening families and community.
Can you hear me? I don't feel like I'm in the mic. But but you can hear me. >> Okay. Yeah. Okay. So, I will go with that. I will try to annunciate and articulate and project so that both you
and anybody who's viewing online um is able to hear as well as to see. Again, good evening. I'm Dr. Dana Walker, special assistant for school improvement, performance, and accountability. This evening,
this evening, I will share the district test reporting data from the spring of 2025. Annually, um, as many people know, we're required as a district in addition to sending the data home to families, we also present it to the board and also
present it to the community. So, this fits within the regulations and requirements. Okay, as you can see on the agenda, there are a number of reports that I will share with you this evening. Some of the reports will be just general FYI
um as we do not necessarily have all of that data uh here in Oakland. I'll give you a brief overview of access DM and the New Jersey student learning assessments which is NJSLA
affectionately. I'll also go through disagregating the data which is also a part of the requirement. One of the core pieces is to ensure that all students are accounted for um and that we are responsible for sharing that data.
Before I get to the access, please know that in the state of New Jersey, there is a suppression law to protect the identity of students. So, if you're under 10 for the sample size for any particular assessment, we do not publicly report on those numbers. So
import. So this evening there will be some areas that I cannot report due to this ruling. For instance, the access test just for your information um follows along with the WEDA standards. It is for our
multilingual learners. ML is the new acronym that you'll hear for probably about the last two or three years. Formerly known as English language learners. A lot of times capital E, capital L are L's. Um, here in Oakland, we do not have the minimum number in
order to share the data with you. I did just want you to be aware of the access test because we do have some students who test. Access is uh assessed in four domains, speaking, listening, reading, and writing. The goal is to ensure that
students have enough English in order to participate in in general classroom instruction. Um, we do have some research here at the bottom realizing that it does take between 5 to seven years for students to become proficient enough and of course that's general and
we do try to accelerate our students um to the best of our ability. Again, for your overall understanding as a board and as a community, access is rated on six points. Beginning with entering, level two, emerging, level
three, developing, level four, expanding, level five, bridging, and level six reaching. In order for students to exit, if you will, from receiving uh individual services, they would need a 4.5. So we're looking for
somewhere between the expanding and bridging in order for students to be deemed eligible to be successful without that additional uh teacher. The WEDA standards are written as can do descriptors. I personally do like that language and again we're looking for
what are students able to do in order to be successful. This is sensitive. The second assessment that I also am unable to report on this evening due to this uh low number here is the dynamic
learning maps known as DM. The DM is when students are exempt from the NJSLA. So we have students with IEPs. Um, usually in districts it's 1% or less than students who are eligible for the DLM. Um, we are under that number and we
are under 10 total here in our school district. So, I did want you to know for your own information, students do have uh, ELA, mathematics, and science for the DLM if in fact they are exempt from the New Jersey Student Learning Standard
Assessment. Okay. So, now we'll get more into the data that I am able to share. It's the NJSLA, uh, New Jersey Student Learning Assessment. Um, NJSLA begins in third grade and proceeds through high school.
Um, the variations are different in high school, especially when you get into the mathematics classes and science classes. I realize here we are uh stopping with fifth grade. We have um also science is tested in
fifth grade, eighth grade, and 11th grade. So I'll start with the science data for New Jersey student learning assessment. The New Jersey student learning assessment for science is actually on four levels. The other assessments are on five levels. Uh level
one is below proficient, level two near proficient, level three proficient, and level four advanced proficient. [Music] This chart shows us a three-year trend for our fifth graders. Here
you will notice that last year in the spring of 2025, we actually saw an increase in science for our fifth grade students. Um, also with the asterisk, we've noted that we actually outperform the state average. Um, science is known
to be uh an assessment that throughout the state we are working uh with our students with their learning of science and the concepts and skills because as you can see the state average is 30.1% for grade five. Our average here in
Oakland is 33.3% last year. So we are happy that that increase did take place. As we look at the disagregated data by gender, we're required to share
information with the public. Um, of those fifth grade students are female students, 18.2% met or exceeded proficiency and 50% of the male students. that 50% of the male students we want to note does capture a
25% increase over the last uh grade of fifth graders who tested for science. So that is a glow data is also shared according to ethnicity and race. Um due to the low number, we're unable to publicly report
on our Hispanic black or our black students. Uh however, our white students in grade five did score with 34.4% of them meeting or exceeding expectations. That is a 5.4%
increase over the year before for that subgroup. Economic status is another area of disagregation throughout the state. We have 16.7% of our students who are economically disadvantaged meeting or exceeding that
fifth grade science standard and 40% of our students who are not economically disadvantaged in that fifth grade cohort. Uh that was an 11% increase for our non-economically disadvantaged students.
I will skip that one due to suppression. NJSLA for language arts and for mathematics. I did mention that there are five levels when you move into language arts and mathematics. of we're looking for students, as you can see, to be at level
four or level five, meeting or exceeding expectations. This table captures our three-year longitudinal data for Oakland and also compared to the state of New Jersey on the same slide.
Last year, our third graders in ELA, English language arts, scored 25% proficient compared to the state 44.9%. Our fourth graders scored at 56.3%
which exceeded the state average which was 53.5%. And our fifth graders 63.4% 4% of them met or exceeded expectations and the state average was 52.8%.
>> Question for on the 24 and 23 years. Is that Oakland numbers or is that state numbers? >> Oakland. >> So we dropped from 59.4% to 25%. >> Different class.
>> Well, they're Yeah, they're different kids. Okay. So we dropped from 59.4 to 56.3. >> This is their third graders. This is the first time they're taking that, right? That's >> Oh, you're 2049%
of the third graders. Those kids are now fourth graders. >> Yes. >> And the fourth grade is 56.3%. So it dropped three%. >> You're correct. I was just adding on. Yeah, because you have to look at it as a diagonal. I was adding on that for the third graders is the first time there's no comparison. Obviously, this is the
first time they're taking it. >> Okay. >> We will also talk about strategies um that are transpiring. Uh do you have I heard I heard you say um is there I don't want to stop. If you have another question. >> Well, I'm looking at the percentages. 23
it was 50%, 24 it was 59% and 25 it's 25%. And admitted they're they're different kids. But that's one heck of a difference. >> Yeah. But it's also the cohort of kids, right? So the fifth graders were in 2004, like two years ago were the third
graders. >> Yes. >> So you're also looking at a particular group of kids. >> So it could also depend on the cohort of kids and what's happening in that particular grade, right? >> I understand that. >> Yeah.
>> But in 24, we were able to get 59.4% 4% of the kids proficient or whichever one of the classifications goes in different kids but in the same class same grade this year we're only able to get 25%.
>> So I'm saying the elephant in the room is those are the kids that spent co learning anything regarding reading letters. They were in preschool during when they were not in school when they couldn't be here. They learned all
of that on Zoom with incredible teachers. I have one at home, not a teacher. I have a third grader, a third grader at home. But yeah, so that's that's the elephant in the room. I'm sure we might hear a little more about that maybe. But that's something to keep
in mind. I have a different perspective on that though. Just even like I think that the third grade scores are the actual first class of kids that were starting to rebound from COVID. You weren't like those kids were three and
four years old or four years old. I would offer that the fifth graders who had 63% suffered more from COVID because they were going in the first grade and they rebounded nicely. So I still I I don't know.
>> No, that's fine. You can. But I'm just saying I know >> it's harder to rebound if you missed it in first grade than prek. But in general, the 25%'s just it's an anomaly. And I think that it's an easy out to say
it was the COVID grade, but it they got the same they had the same teachers. I don't blame the teachers. I don't blame the instruction. It's just in it's just an anomaly. I don't know what happened with them. But I don't also want to say th those were the COVID kids because
fourth and fifth grade would have had it as impacting or worse. So we're not So let me let me let me let me hop in because we got a lot of data that we want to cover and we do want to have a much bigger discussion about this and so but for the folks that are watching the
piece that I would like just to highlight is to celebrate our focus post pandemic was growth. It was not status it was growth because we knew that we had children that were coming back that had gaps. We knew that there were
children that were coming back who were dysregulated. And so from our perspective, when we look at our acceleration strategy, if you look at the fifth grade cohort, you see steady 3 years of steady growth. Yes, that growth for that particular cohort also
translates into increase in status. And so I think that yes, we can uh talk about what were some of the contributing factors, but when we're looking at different cohorts of kids, some of our
cohorts of kids are going to come in exceptionally high. Some of them are not going to come in exceptionally high. But what we do have is we have dedicated and committed staff that have already demonstrated their ability to catch kids up and accelerate them no matter where they start.
>> Agreed. Yeah. that that's you know and and that's not my point. I can I can see the numbers 23 went from 50 to 56 to 63 for the same cohort, the same group of kids and that's terrific. That's uh gone the right way. I'm just saying that the
25% for this one year for this first group and it's the first time they taken a test but the other percentages were the first time those kids had taken the test too. And I'm saying that the 25% looks like something's wrong. I'm I'm sorry.
>> May I add one more point from a personal perspective? And I we can all we all had different perspectives of CO, right? Whether we had kids at home or didn't, what ages they were, we're not talking about March to June of 2020, which if
you were a working parent, a two working parent family and your daycare shut down, that was a big loss. That was a huge loss because our daycare was not those were teachers. They were not in our district. She was my daughter was
not in the prek here. She was three, but she was learning letters. She was learning all of the thing. All of my kids went through the same thing. So, I'm not comparing and I and I hear that Jen had a has a different perspective and I I I'm not an expert here. That's
not my job here. But I'm saying there were it is it's not responsible I don't think to ignore that there was a huge disruption at the very start of learning. If you went through kindergarten and had a full kindergarten
year you had a base. That's my that's I just want us to keep that in mind. I don't think we've fallen off the cliff in teaching this one cohort of kids. And I'd be curious also to know the data of other kids in this exact age cohort in
our area across the state. I mean I'm seeing the state average is higher obvious much higher but it's lower than the other. The state average is lower across 345 three is the lowest. So just bring up that point.
Thank you. The next slide captures disagregation. Again, we're looking at the English language arts assessment. We have the data for our third, fourth, and fifth grade students by male and female. Our third grade female students,
the group we were just talking about, 26.1% met or exceeded standards. Males, 23.5%. In fourth grade, 50% of the females met the standard and 64.3%
of the males met the standard. And in fifth grade, 61.9% of our students met the standard who were girls and 65% who were males. That fifth grade male group does show an increase of 7% of that subgroup of
students. As stated previously, we are able to share data on our white students. In third grade, 24.2%. In fourth grade, 69.6% and in fifth grade, 65.6%
met or exceeded the standard. by economic status. Here we look at um economically disadvantaged versus noteconomically disadvantaged. 20% of our economically disadvantaged students met or exceeded the standard in
grade three. 28% of our non-economically disadvantaged students for the same grade. In fourth grade, we had 30% of our economically disadvantaged students who were proficient. and 68.2%
of our students who are not economically disadvantaged in fourth grade met or exceeded the standard. And in fifth grade, 41.7% of our economically disadvantaged students met the standard and 72.4%
who were not economically disadvantaged met or exceeded the standard. Grade four, for the students who are not economically disadvantaged, that represents a 6.2% 2% increase over the prior grade. And in fifth grade, there
was a 5.4% increase for the students who are not economically disadvantaged. So that was the growth there. And lastly, our students who are who have an IEP are not captured here. However,
we're able to share the data on students who do not have an IEP. 29% 66.7% and 67.6% respectively. Finally, we'll take a look at the math
scores from spring 2025. Again, this table does capture a three-year longitudinal um snapshot, if you will, of our students here. In 2025, our third graders, we had 32.5%
meet or exceed the standards. Our fourth graders, there were 25% who met or exceeded the standards. and fifth grade 53.7% met or exceeded the standards. Our fifth grade students here are students who
exceeded the state average um by 18.4%. The third grade does also show an increase here in Oakland of 7.5%. So we did have a bit of a conversation about third grade. So in this area as we move over from ELA to math um those
students did perform higher than they did on the uh reading portion of the NJSLA. I will say um since there's a little bit of a conversation at the table about math for math last year here in Oakland, we also piloted the MAP assessment and
used that as a universal screener. So in conversations with building leadership and with their team um we talked about how using that data that they you know were able to extrapolate during the second half of the year helped to prepare the students.
The next slide captures the disagregation by gender. I'll give you a moment to look at that. For third grade, the girls 26.1% again this is the area of mathematics.
The boys 41.2% met or exceeded the standards. In fourth grade, 27.8% of the girls met or exceeded the standards. 21.4% of the boys. And in fifth grade, 47.6%
6% of the girls met or exceeded the standards and 60% of the boys. The highlights here, the females, there was an increase of 21, excuse me, there was an increase of 2.1% in third grade of
the girls and 14.2% of the boys over the prior year. Again, in third grade, the females there was an increase of 2.1% and in third grade the male increase was 14.2%. In fourth grade, the females there was
an increase of 5.8% and the females in fifth grade there was an increase of 14.6% and the boys in fifth grade there was an increase of 23%. >> Dr. Walker, can you pause for just a
moment? Um, questions, takeaways from what you just heard? >> Um, I should probably know this and remember this, but I don't. What defines economically disadvantaged? >> Free and reduced lunch.
>> Was that >> free and reduced lunch? >> That's what I thought. Okay. >> Yeah. So, I want to I want to make sure that we are putting um these numbers in the appropriate context. And so, expected growth over time, year-over-year is 2
and a half percentage points. And so, I just would like to highlight and publicly uh thank our staff some of the numbers. Dr. Walker, can you uh share those last set of numbers that you just shared in terms of the growth year-over-year?
>> Yes. Female students in grade three there was an increase of 2.1%. In grade three for the male students there was an increase of 14.2%. Fourth grade female students there was
an increase of 5.8%. In fifth grade there was a female increase of 14.6% and the males there was an increase of 23%. >> Okay. So I'm going to share again
expected growth over time is 2.5%. And so 14.2 5.8 14.6 and 23 um is statistically significant. And we're seeing growth in Oakland that is uh
triple and quadruple what the expected growth is based on the targeted efforts that are happening within our schools specifically as it relates with math. And so if you recall this time last year, we were asking ourselves questions about why were we not seeing the growth
and the improvements in math. And so we all went back to the drawing board. The team implemented uh looking at the universal screeners. They added additional time specifically in grade five in order to make sure that students were going to be uh more appropriately
prepared for the rigors and the demands of middle school, specifically those that were interested in the accelerated pathway. And these types of numbers um are nothing short of phenomenal. And so I don't want us to get lost in the numbers and not acknowledge the collective efforts of our staff and our
students who did the lion share um of of this lift. >> Can I ask a question? I totally agree. I totally totally agree. Um I'm I want to make sure I heard you right that there was a big effort for grade five which we I want to make sure I'm reading this
right. So we saw them go 35 28.2 in math to 53.7 which is incredible. So I mean that's a testament. Unfortunately it looks like fourth stayed where there wasn't growth right. So
you know would love to hear what the strategy will be going forward but that obviously that strategy worked. That's great. >> I can just chime in too on that on on that point. Um, and Miss Baldin, correct me if I'm wrong, fifth grade, um, last
year was one of the changes or or that fifth grade was departmentalized and we brought that down to fourth grade as well. Um, so, you know, as those skills become more complex, particularly for math. Um, you know, the hope would be that we would see the same type of
growth for fourth grade being that teachers only have one content area to focus on in terms of planning and data review as well. Um, so that fourth grade piece is new this year. >> And I that word no growth kind of eats at me a
little bit because you're not seeing that where they were in third grade maybe being well below that they grew to be approaching which is right on the line of almost proficient. They just didn't quite make it. So we might not be getting them there to third to fourth, but we're seeing that light bulb and everything fall into place come fifth
grade. though it's not that they didn't show growth individually, it's that we didn't get over that proficient mark to push enough students over that bubble to show in the state numbers. But when you look at individual student growth, we're seeing individual student growth.
>> So with that, do we look at the data to say if the average like score-wise because you're excluding the two that became a three or the one that became a two. Do you guys maybe not in this forum look at well the average score was 180
and now it's what that way it's kind of taken everything into consideration all five levels as a whole. Okay >> we can look at those more closely when we take our math assessments >> okay >> that show us kids and I will say a
majority of kids are not well below below we're approaching we have a huge percentage that are right here we just have to should be more of that line. We're not that far behind. >> And I appreciate you adding that because
I think it's really easy to overlook that fact. It's actually more than well, more than likely, this is an opinion. It's anecdotal, harder to get a kid from a four to a five than a one to even a three. Like, you know, it's law of diminishing returns at some point. Like,
if you're already really really close, then you're probably not going to get that much more with extra effort. But if you give extra effort to those kids, they have a ton of opportunity. You might be able to push that average so much more. But so I appreciate you adding that. I think that's important
and we should minimize that type of gain. I I just want to repeat it because I don't know if it was heard. So maybe Jen, would you like to just repeat the um because it wasn't on mic what Miss Balden's No, you were Miss Balden's
point. I didn't because again I didn't want it to make to sound like I was saying oh this grade is stagnant. I was just pointing out numbers but I think it's a really important point. So what the the point was raised tell me how if I do well um that the word no growth
bums her out a little bit because when she looks at it there are so many kids that grew but they were like at the very tippy top of approaching which so they didn't get to met so they're not reflected on this slide but the growth
was there and so it's hard to say that there was no growth it's just not represented in this slideshow. >> All right. Thank you. >> And and I will just add and then someone can recap on the mic or >> and you can I'm greater than here. It's
okay. >> Uh you know the way that the state asked us to break down these these data points I think uh makes me want to add in a couple of things here. Why don't >> she's one of us need to learn like sign?
>> Good evening. Um the way that the state asks us to break down the data in these slides is the way that we are presenting them tonight. But makes me want to call out a couple of things. Number one, this is an 8% schoolwide increase from the 20 22 23 um uh math outcome to the 23 24.
So, as Dr. McDow was sharing a few moments ago, that is about three times the expected rate of um growth that we would see in one year. Um you you all know that and like he like Fred said, at this time last year, it was a really clear charge and emphasis to rapidly
grow math outcomes. We see that reflected here. Um and um second, you know, and at the conclusion of this conversation and presentation, we'll talk about strategies that we're using to further accelerate this growth over time because while we are proud of an 8 percentage point increase, we can all
honestly acknowledge that there's still significant room for growth clearly. Uh we want to be far above the state average and we're not there yet in most in most instances, although fifth grade showed enormous growth over time. Um, so when we get to the conclusion of this and talk about strategies, I think we'll be thinking back to the opportunity that
this board took advantage of last year to bring back key staff members to work specifically, while of course intended to work and support all students, work specifically with students who are approaching proficiency. And so I call that out just because we're I think
we're always trying to straddle the line and balance two competing things. One is the year-to-year push to get over the proficiency bar and balancing that with the tension of growth over time. And so I the way that I talk to staff about
that is playing the long game and playing the short game. And the short game is that some students are proficient ready this year that are that close or already over the bar for proficiency. And our goal is to push kids over that bar this year. And some
kids are along playing the long game that over the course of multiple years were growing, growing, growing, and then boom, at some point they move over that proficiency bar. And maybe that's here when they're in Oakland or maybe that's in middle school, right? Because some kids have a different trajectory um
towards state level rigorous abilities to access rigorous state level assessments. Um and so both of those outcomes are important. This is a report that's asking us to tell you about proficiency, but I think it's equally important to highlight kind of what's going on more quietly behind the scenes
that will one day show up in the data. >> Does anyone want to recap? >> When you started on your fingers, I was like just >> Can I just add that I think it's also important to remember that third graders and fifth graders are different developmentally and who's going to learn
and what they can take in. I mean, it kind of goes along with what you're saying, but to to judge and to expect them to take a computerized test in third grade versus fifth grade is different than they're just different. They're both different.
>> Yeah. But along those lines, it's different for all third graders. So, if you look at the state average gap, it's just you you got to be cognizant of that because then it would be Yes. to your point, kids will become more apt in taking these tests, but
the it should be somewhat congruent. Like, you know, >> I understand what you're saying, but also we're only looking at what the state average is this year. We're not looking at the state average last year to see if there's a difference there, too. >> So, I just think it's important to remember that kids in third grade are different than kids in fifth grade. That's all.
>> Last question. Are we looking at class size like third grade versus fourth grade? because I think there's some big differentiators there, right? >> We do have our fourth grade third grade last year. Fourth grade this year is our
largest class. >> The third grade last year, current fourth graders are the large and that's 20. >> There's 44 >> 21 years >> approximately per class. >> Yeah. >> And with such a small school, it doesn't take much for the scores to go down. You
have one kid who's has a bad day and it tanks the average completely. >> I'm back again >> to that to that point and I shared this with Jen last summer after the data came out. I believe and I'll I'll I'm doing
this a bit from memory and I'll check my math when I sit down, but I believe on the ELA side we're talking about a difference of nine students from the year prior to this year. And so we see a big a big swing like this in the data and it can cause us to say what do we miss? What are we doing wrong? What do
we need to do differently etc. And of course anytime we see a decline in data we should be reflective and thoughtful and make appropriate plans. I did encourage Jen and her team to stay the course that a difference of nine students doesn't mean that something's not working. It means that that there is
a subtle difference in the outcomes from one year to another. Um, and so I do think I'm not sure who said that, but it caught my attention just to name that in a small school like this and on the Collingswood side, we see the same thing. You know, a swing of 12 or 13 percentage points that one building was
four a difference of four kids. And again, while four kids and nine kids matter significantly and we know who those kids are, I do caution us to stay steady and um keep the, you know, keep consistent with what we know um are, you know, researchbased best practices. And
um so I do think that's really an an important thing to call out in all of this. Thank you. Um I think I'm on the correct side slide. Yes. NJSLA the disagregation again non-reportable numbers for
Hispanic and black students. White students in mathematics 39.4% 4% of the students met an exceeded proficiency. In fourth grade, 34.8% and in fifth grade, 56.3%.
That represents a 9.4% increase, a 2.8% increase, and a 17.3% increase respectfully, respectively. the disagregation by economic status. And we just have two more to go.
We have our third, fourth, and fifth grade data here. Third grade 20% and 40% economically disadvantaged and not disadvantaged. Fourth grade 10% and 31.8%
and fifth grade 33.3% and 62.1%. Uh this year was the first year. Last year we weren't able to count the third grade students so we have the 20% there. Um and then there was an increase of 7%
baked into that 40% for third graders. That was a 7% increase for that grade level. And then fifth grade highlights economically disadvantaged students there was an increase by 13.3% and non-economically disadvantaged
students there was an increase by 20.1% in mathematics. And the last set of disagregated data is by IEP status. Again, we do not have reportable numbers due to suppression. Our students who do
not have IEPs in third grade, 35.5% of the students tested met or exceeded proficiency. 33.3% in fourth grade and 55.9% in fifth grade. In third grade, that was a 5.5%
increase. And in fifth grade, that was a 12.9% increase. again celebrating those fifth graders um in math last year. We've had a bit of a conversation throughout this evening. It actually worked out well. I mean, that's what
this is supposed to be, an opportunity to have conversation with the board, to wrestle with things, to hold the district accountable. I do have the district priorities here to share. Um and if there are further questions or conversations just feedback um we can
have those conversations and continue them. So there are two slides district priorities and school improvement strategies. So as they are listed of course provide high quality engaging and differentiated instruction. Uh we Meredith I think
talked about bringing back or maybe it was Dr. McDow bringing back um a particular set of teachers who are able to work with small group uh throughout the district. We do have tier one and tier 2 in the classrooms um as the expectation. So when we're talking about
differentiation uh data meetings have already started to transpire this year. That looks like um the MTSS uh coaches and the acronym he wait I know it
>> LAT learning acceleration teachers individually have met with each of the teachers um looking at the bubble students looking at the students who are not meeting proficiency and having an individual plan for that student um it is a holistic approach we're talking
socioecon uh socio emotional learning um as well as the content area. So that is for our tier three students. So they will receive sort of two layers of differentiation. I know we're relying heavily on the MAP assessment. Um and there's been confirmation that that was
a good indicator of how the students perform. So knowing the information is one thing and then you can act upon it. That's just, you know, that's not even half of what it is, but at least you know where the students are starting this year. students did take and complete the math assess the map
assessment earlier this month. So the teachers have that data during the first inservice full full day inservice the teachers spent a majority of their day looking at data creating plans for their students creating and building um
professional development plans for themselves. So my understanding is they are ahead uh with the process and really appreciated that time in October to grapple with the data of their current students comparing NJSLA to MAP this
year and to Dibbles. That folds into number two with the multi-tered uh system of support improving data literacy. Again, in professional learning communities, teachers have that dedicated time uh two to three times a week to specifically
talk about data. Increasing the effectiveness and quality of professional development. These are all closely intertangled and intertwined. Um statemandated curriculum shifts. There's a pilot that's happening. Um so we're
looking at, you know, is it when we're saying, well, what is the difference? What could we do differently? So having a pilot um and having the teachers say, "Hey, I feel like this would be more successful or this is what I'm seeing." And we'll measure those students as we move forward throughout the year to see
if there's a determination with um supporting the curriculum through a different change there. Reinforcing school-based supports. I mean, we even had the culture and climate evident this evening with our students with our inaugural group who
received their certificates tonight. Of course, that all fits in. Uh looking at attendance and tardiness. We were actually over here yesterday meeting with the principal. I'm every day is almost like blurring together and uh
talking about attendance and tardies and knowing exactly which students are here. Um is there anything we can do differently? Creating a climate where students know, hey, we miss you when you're not here. supporting families, supporting their mental health, and building capacity for inclusive
classrooms. And finally, school improvement strategies, adjusting staff allocations, we already talked about that. key performance indicators. That's part of the work that was submitted by the principal uh back on
October 1st, reviewed by the superintendence team, looking at the data, saying, is this a high enough goal for next year, counting each individual student, reviewing their MAP scores as a part of the continuous improvement guide that uh the principal keeps with her
leadership team and shares. And then a number of times this evening we've talked about dibbles and we've talked about MAP being a researchbased normed universal screener. I know we've had conversation and dialogue throughout. This is the formal
end of this you state required presentation if you will. There are links for access for understanding your individual ISR student report um and resources for this is not applicable here but NJSLA is collected uh connected
as well. NJGPA is the graduation proficiency assessment. It's always connected right we're always on our on our way to marching across the stage. Are there further comments, feedback, questions? Thank you for doing it as we
went along. Um, and of course we have Jen and Meredith who can share as well of course as Dr. McDow. >> I would just like to thank you. I know you just got recently onboarded, but man, you hit the ground running. So, >> uh, I appreciate your dedication and and looking forward to working with you
more. It's great. >> Likewise. Thank you so much. I appreciate the feedback. >> Ju just a couple of comments. uh great conversation about uh the data on student achievement. Um you know one thing I always like to keep
in mind too is that this is one data point out of many. So you know the district has taken steps um to uh become more data rich um in terms of using the MAP assessment. Correct me if I'm wrong as well. We started with MAP um for math
only and have broadened it now to include ELA as well. Is that correct? >> We're moving to ELA this year and it was mid year last year for math, >> right? Um and then Dibbles, uh which for folks who aren't familiar assesses, uh
early reading skills for phonics. So, uh, you know, moving forward over over the course of the year, um, I know plan is to present some of that data as well, you know, to give us a chance to really see how our students are growing,
um, with these other measures as opposed to just the one biggie at at the end of the year. Um, so I'm looking forward to to seeing some of that information as well. >> Okay. Thank you. >> Thank you. >> Thank you. [Music]
All right, thank you so much. Uh, moving on to item four, committee of the whole. Do we have a motion to move into committee of the hall? >> Moved >> and second. >> Second. >> Moved and seconded. Uh, moving into uh
committee of the whole. Um any uh board member topics that folks wanted to share? >> Um I had one that came up in committees I thought we could talk about here. Um planning a town hall
um before winter break which we're running out of time quickly. Um and the suggestion that from uh the administration which I think is a good one is to start um talking about the budget planning just pointing out you
know that was a a very big part of the latter part of last year for our board and our community and our school obviously and we're seeing that it sounds like that was a great there the community helped us come to a good decision when it came to resources that
we're from the district report. So seeing how all these things it's very cyclical. Um just wondering what our next steps can be to start planning that if everyone's in agreement >> 100% for me you know I'd be the sooner we can get a date on the calendar I
think the better um >> for that we were talking about doing it here in the library. >> Yeah. Or in the cafeteria. the cafeteria. >> I think I thought we were discussing like not that it's a significant difference, but because the cafeteria is like a larger space, like maybe doing it
in the library would be like a more intimate setting. Yeah, >> the acoustics might >> if you grab more public, you can always walk down the hall. I mean, Right. just remember not to have.
>> Yeah, that's a good point. And you know, Collingswood has the Collingswood board has done this routine now for a couple years and they kind of just divy up who attends each one. Um, >> does the Collingswood board send maybe like a hyperlink out with the notice?
So, so like maybe there's a Google sheet and you can say like if you have interest in just let us know if you would like to attend. If we get a hundred, yeah, I'd like to come. Then maybe we need to like we could base where we're locating it like off of an in like just to gauge interest.
>> I haven't been to one of the Collinswood ones, but I believe it is a limited attendance. Um >> depending on where it is. >> Yeah. Yeah. Exactly. So, um Yeah. >> Yeah. So there's there's also a there's also a a certain just amount of general
interest in capacity. And so on average the Collinswood roundts range from three people to 30 um depending on the topic. And so what we found in Collinswood is asking folks to sign up beforehand actually reduced the number of folks uh
that came opposed to creating a more informal conversational environment. um they they don't want it to look like a board meeting. They wanted it they want it to be more like community members coming together talking about key issues that matter. Um and so some
of the events are not in uh school district spaces. So for example, the senior center, uh the public library, um those are different places uh and they have found them to be more favorable than um school buildings.
Are we are we still trying to do that before you said the Christmas break? >> Yeah. If we can, >> maybe it feels like a next step would be if Rich were to put out a call to who would like to participate from the board and then because obviously those
individuals would need to be available to pick a date. Sounds like >> or maybe like the topic would be like those committee members. >> Yeah. >> Like if you know what I mean. I mean, I would certainly make myself I know I'm on my way out, but I would certainly
make myself available if you only need it a handful. I mean, I would happily do that, but unless you want >> those of you who are staying on. >> No, I think I take it personally. >> No, I think that's great. >> Sometimes a little more well versed. >> So, but I'd be more than happy to participate in that if we, you know,
pick a date in November or whatever, I guess. Right. >> I think even more importantly, how are we going to get the word out to the community, right? how like cuz I mean we can do all the planning we want and then decide to do this and then we open the door and we sit here for an hour and a
half twiddling our thumbs. Uh so I don't know how we're going to reach out to the community what the best way of doing that would be but >> there's a few there's a few channels we have at our disposal. Um some can go directly to um phones, some can go
through social media. Um and then we can also elicit um access and partnership from uh from the bureau. Um they have uh been amendable whenever we needed to share information uh using uh the NIXL
system that they have. >> Just just to go back, I know we talked about this previously about possibly doing it based on our subcommittee. So, wouldn't it make sense if we're doing the budget that it would be the finance committee and then perhaps, you know, that would set up three town hall
meetings for the year? >> And then those three people would be responsible for manning. >> Yeah, >> I think I think that works. I think this first one's going to deal with the budget stuff, too. I don't know if we can tap Kelly as well with with her
South Jersey. Yeah, we had a meeting. She um she scheduled a meeting for the South Jersey. Was it the 18th or something? So, >> hold on. I'll tell you just so we don't plan it on the same night. I think it's the 18th. [Music]
>> It's the 18th at 5:30 is the um her followup. >> That's a November though. I think we were talking about like December for the town hall maybe. I don't know. Uh >> I think >> December's a quick month. >> Yeah, they're both quick months. Um
>> you know, if we did December, I would probably keep it as early as possible. You know, the first week or two um >> more time. >> Uh would well I don't want to bump it too close to the holiday, you know. So like if we did,
>> we have board committee meetings on the 9th. That's burough council meetings as well. Yeah, we could do that Thursday the 11th unless we think it's too close to the holiday. Um, >> yeah, I was just arguing that maybe two weeks from now, it's maybe too soon.
>> Oh, yeah. >> Yeah, that's all. >> Is this for the town hall you're talking about? >> Mhm. >> If if you don't have it before Thanksgiving, you might as well not have it until January because you're just not going to get the attendance that uh >> the other thing with the 11th is that is
a a strange week because it's conferences. So, >> gotcha. >> When you have a week and a half days, it like throws your whole life apart if you're me. But >> we uh like maybe that >> Yeah. I mean, I think to Bill's point, I mean, I know it would be early and we
need to get the word out, but if we could do it before Thanksgiving and feel like we have an effective means of getting the word out, I think that is ideal. I mean, to Bill's point, I kind of agree if it's if it's not going to be before Thanksgiving, we might as well do it in January. I mean, I think that's >> What about November 20th?
>> Yeah. 20th. That's a Yeah. November 20th is a Thursday >> because that gives you three and a half weeks. >> It's a regular week of school. So like it's the norm for parents and kids. >> And then when did we say the Kelly's next meeting was 18.
>> So you would be nice if we could get her or or you know whoever attends to chime in with some of those updates too, right? Um the 20th we're we're going to stick with the building at this point since we
don't I do agree >> I'll see what's available. >> Yeah. Okay. >> How big is your house? >> November 20th. We just we man >> I mean I think for this first one I understand Collinswood's town hall like
they have how many schools right school buildings like how would you pick right and they always do the board meetings in the high school cafeteria like so to change that scene a little bit but for us I you know I think it's the starts media center we >> it's the media center we should do it
here >> well we also remember now Oakland now has a senior center as well. >> Yeah. >> Uh >> maybe for the next one. >> Yeah. I mean that was a a conscious decision on the protocols I believe to
do it. >> I think Dr. McDall said you know not in the school to right >> keep that air of of keeping things informal and that kind of thing. They use the library. There's a conference room there but the senior center is a great idea. >> There's a room to there too.
Common grounds take over. All right. So, we'll shoot for the 20th on that. Um Todd's on board. That that works for you. Um and then any reps from the I'm
more than happy to attend. Any reps from the finance, buildings, and grounds committee that wanted to attend as well? live stream. It's just rather white people can speak. >> All right. Uh I'll organize some
information, get out to the board. Um and then Dr. D will talk to you about getting the info out to the community. >> I just follow up. Um and um one other thing they do is um one of the board members who's in the room takes notes >> and then afterward they just send an email out just like you do with
committees to all the board members so they know like what some of the questions that the the community members asked. Everybody kind of knows what's going on. >> Um just some quick updates on my end. um you know had the opportunity to attend uh the school board's workshop last
week. Um it's always a great experience uh learn a lot bring a lot back. So, um, you know, just to kind of piggy back off of the data presentation and and some of the things that came up there, um, certainly came up multiple times in
terms of the workshops that were offered, the MTSS, that multiple tiered system of supports, um, that we keep talking about, those learning acceleration teachers, there were numerous workshops on that. Um, diversity, equity, and inclusion
continues to be a hot topic. Um so we're was able to attend some sessions there. And then um attendance as well is something that we've talked about um as part of our key performance indicators and and data review routines um and can
be a challenge. Uh but that again is not just Oakland or or colleagues that are facing that challenge. So there was quite a few sessions on on student attendance and how to support families there as well. So, um I'll usually we'll write up some notes and share with the
board. So, I'll do that um uh at some point over the next week or so and share some of the presentations as well. Anything else for committee of the whole? All right. Do we have a motion to adjurnn committee of the whole? Show
move. >> Second. >> Moved and seconded. Moving on to future dates and miscellaneous information. Do you want me to cover anything on there or we can just All right. Uh,
moving on to uh routine. >> Oh, I should note, sorry, October 30th. I don't know if you were going to the trunk or treat's been cancelled. Oh, really? >> Yeah, because of weather. >> Oh, that's right. [Music] >> Thank you, Miss Mormian. Uh, moving on
to uh routine board minutes. Uh, we have item 6.01, uh, approval of, uh, previous minutes. Um, do we have a motion? >> Motion and second. All in favor? I opposed.
Motion passes. Um, moving on to our first public comment section of the evening. Uh, this is for items specifically on the agenda. Do we have any public comment? >> No public. >> No, no public.
All right. Uh, moving on to the superintendent report. >> Good evening to this packed house. Um section 8.01 is the enrollment report. September 2024 273. September
2025 is 272. That report is attached. Uh 8.02 and 8.04 are the school safety drill report and the anti-bullying report. Uh and those are also attached. Um a few announcements. Um first we want
to thank uh again Dr. Walker uh for uh giving the presentation of the district uh test report. And so lots of bright spots uh to be able to celebrate. Um but we also acknowledge uh that there are still academic disparities among various
student groups. Um but we believe that uh our school is on the pathway uh to successfully begin uh continue addressing uh meeting kids where they are and growing kids year-over-year.
Um and so we will be sending that uh the test report out to our community this week um with some additional information. And then also next week we'll be sending out uh a more robust um now that we have this data, what do we do with it for families? Um like we did
last year. We believe that it's a partnership. Um our staff are working incredibly hard. They can only do so much. And so only by partnering with our families will we be able to overcome uh some of these academic hurdles. And so we're looking forward to sending that information out later this week. Uh we
would also uh just like to publicly uh thank and acknowledge uh Kenneth Olsen who is our uh Oakland student board member um in Collingswood. Uh he was sworn in last night uh alongside the Collingswood and the Woodland
representatives. Uh during their first board report um the new leaders uh they did a phenomenal job. They shared a summary of the results of a studentdeveloped survey about the distraction-free school initiative, the phone pouches, uh bathroom policies, uh
staffing concerns, impact on future course offerings. And so we are extremely proud of them and we look forward to them elevating student voice during uh board meetings. Uh and then just giving another shout out to Kenneth uh for being the Oakland Rep. Uh October
is National Principles Month. Uh and so this is a time to celebrate the incredible leaders and so we would like to publicly thank Miss Balden as well as Miss Saloway. Um we have incredible leaders on this campus who shape our school. They support our teachers and they inspire
our students every day. Uh from early mornings to late nights feeling healthy, not feeling so healthy, they are still here uh showing up for our kids. Uh our principles wear many hats. mentor, advocate, problem solver, cheerleader, and visionary. Their dedication creates safe, inclusive, and
thriving learning environments. And so, uh, we, uh, salute them for their unwavering commitment to education and for being the heart of our school. Um, last month or excuse me, uh, last week, uh, during Hispanic Heritage Month, uh,
our students presented various aspects of Hispanic culture to a packed multigenerational crowd. poetry, history, uh, traditional clothing, rights of passage, music, and dance were on full display. Uh, Miss Carlson and the high school orchestra performed a
selection of music. Uh, and Spanish teachers, uh, Miss Llewellyn and Miss Mntia work with a large team to coordinate a multicultural celebration both at the high school as well as at the board meeting. Uh, and so we're extremely proud of the tremendous contributions that our students uh, make
to our school community. And special thanks to our phenomenal staff and all the volunteers and sponsors who came out to support. Um on October 23rd uh our German program uh had their annual their 23rd annual October Fest. And so under the direction
of German teacher Mr. Oers uh we had over 250 students from uh four South Jersey uh school districts in attendance. And we were supported by high school parents uh helping out uh in the kitchen alongside food donations and other sponsors. Live music helped to set
the mood. There was dancing, eating, and uh and fun in German tradition with all the proceeds going to help cover some of the expenses uh for the uh annual exchange program. And so this is a program where German students as well as
other students that are studying uh world languages, they do an international travel experience. And so every other year uh we take an average of uh of two dozen uh students uh as well as adults and chaperones. Uh and they spend uh uh several weeks uh
overseas. uh normally they go uh to uh Germany and then generally they go to a surrounding um uh country that is traditionally adjacent to Germany. Um last time we had 27 students participate and so I believe um this upcoming summer
is the next time within their rotation and then in o in in in opposite years we host students coming from Germany. They sent 21 students um this past year uh and they stay uh at uh uh with host
families and they're on campus for uh two weeks. And so uh this is uh a continuing uh effort uh and we're extremely proud and and thankful to have uh one of very few German programs um in
all of New Jersey. on Saturday, uh, October 25th, um, one of our, uh, alumni, uh, who graduated, uh, this past June and our field hockey team, they hosted an inclusion walk fundraiser at the track in order to
benefit Unified Sports and Clubs. And so a dedicated group joined us for um meaningful celebration of inclusion and traditional community with all of the donated proceeds going to the unified program at the high school which includes bowling, kickball, track, and
the buddy club. Unified sports is an inclusive program by uh sponsored by Special Olympics that brings together athletes with and without intellectual disabilities on the same teams for training and competition. The program aims to promote social inclusion, break
down barriers, and foster friendships through shared sports experiences at levels ranging from elementary all the way through adult age. Teams are comprised of players of similar ages and abilities and creating a unified and supportive environment. And so, we would just like to publicly thank all of the
volunteers and the organizers of this event. and specifically giving a shout out to our uh junior varsity uh and varsity field hockey team um for leading this this effort. Our Capella crew uh
came together uh last week in order to uh stuff Halloween baskets for the Panther Pantry. They were able to put together 25 uh packages of treats and goodies uh for needy um Collingswood uh and Oakland uh families. So, thank you
to the Capelli crew. Last weekend, the Collingswood Theater uh presented their annual high school fall play, another evening of comedy. And so, there were three one act shows performed by talented uh high school students. Who done it? English made
simple and the internet is distract. Oh, look a kitten. Uh, special thanks to our performing arts staff and all the volunteers to support the showcase uh uh skills of our of our students in this program. This week, students are
participating in the PSAT and SAT and the field test for NJSLA. And so, um, our high school students are not happy right now, but um, the work that they're doing is going to pay off. And so, um, our
students on Monday, they sat uh, 9th grade sat for the PSAT 8 and 9. 10th and 11th grade sat for the PSAT. Um, and then our 12th graders and select 11th graders uh, sat for the SAT. And so as
part of our continued commitment to college and career readiness, we administered this um to all students uh that were uh interested in participating. So the program offers the assessment to students at their school during regular school hours, eliminating
the need for individual registration, travel or weekend testing. It removes barriers that often prevent students from participating in this uh process. And then it provides a free opportunity for all students and it is supported by
uh our school as well as the college board. And so it is the same fulllength test. And so for our juniors, it also qualifies uh juniors uh who score uh high enough with national merit uh scholarship opportunities. Uh and so we
have students that qualify every year uh for national merit. Uh and so we're extremely um proud of that. And so, and then one final uh uh piece, and it's connected. And so, we're continually thankful our middle school
students, uh they run the Panther Pantry. We have uh Panther Pantry uh bins and donation locations at every campus in Commonwood and Oakland. Uh they take uh non-p perishable items.
Uh we always accept cash because cash is king. Uh, and all of the proceeds go to needy families in Collinswood, Oakland, and Woodland. Um, and then it it it's an ongoing initiative that is led by
students and middle school staff. Um, and it's more important than ever uh for us to be able to find and offer support when needed. And so with the potential loss of nutritional benefits uh potentially coming to uh families in
November, many families in our area will face significant food insecurity. Approximately 70,000 families in Camden County are currently receiving nutritional benefits. And so while we don't have the data currently broken down uh by our individual bureaus, the
county level statistics underscore the widespread impact that the current federal government shutdown may have on some of our neighbors. And so we are asking uh we will be sending out information um from Camden County about where families who may have a need can
go for nutritional assistance um if necessary. There is no shame in needing help and asking for support as part of being a strong and connected community. Uh and that ends my report. Thank you. >> All right, moving on to business administrator board secretary report.
>> Um this evening in item 9.01 is your September monthly budget transfer report. 9.02 is your financial statements, uh your board secretaries report, treasures report, and cash flow report. 9.03 03 is a listing of the purchase orders that have been issued so
far during the month of October. And in 9.04 is a listing of the warrants that will be paid tomorrow morning uh pending your approval this evening. And that's it. >> All right. Moving on to item 10, finance, buildings, and grounds committee. Um
and we are looking to approve items uh 101 to 10.10. That includes um 10.01 is the approval of budget transfers. 10.02 and 10.03 is the approval certifications
of no over expenditures. 10.04 is the approval of secretary treasury reports. 10.05 10.06 is the approval of u purchase orders and warrants. Um 10.07 we have a tuition contract with the Franklin Township
Board of Education. 10.8 8 is approval of equipment disposal and then we have a couple of uh use facilities items as well. 10.09 is for the OMAC over 30 basketball uh group and 10.10 is the uh
OC Panthers basketball. Uh looking for approval of items uh 10.01 to 10.10. Uh do we have a motion? So move >> second. >> Moved and seconded. Any uh comments or
questions? >> Oh yeah. Can I just make a comment before I forget it again? Uh I went over the the checks as I I always do and one one on Nova Tree Service I asked a question about uh and it there was
trimming and that's fine. But you guys should know whoever's going to be the long-term member here. the Collinswood or the Oakland Board of Education owns from Kentel Boulevard into Newton or into Peters Creek and from fence line on
each side. However, while we own that from the top of the hill in the back just past the Little Fields to Peters Creek is leased to the burrow under a 99-year lease >> which has 30 years to go or something.
It was done before I got on the board. >> But just be aware of that so that if something happens down the hill, that's not our problem. That's the bur's problem. So everybody should be aware of that and remember it henceforth and forever more. >> Yeah. So that that's like the playground down there like when that barrier fell,
right? Yeah. Where that that goes down the hill from that top of that hill to a creek is not is least to the burrow. >> Okay. Sorry. now. And I believe there's a copy of the lease in the old safe or something like
we do have that stuff. >> All right. Um on a roll call, >> Mr. DeMarco. >> Yes. >> Mrs. Fel, >> yes. >> Miss Love, >> yes. >> Mrs. Marian, >> yes. Mr. McNan, >> yes. >> Mrs. Ratando, >> yes. >> Mr. Schaefer,
>> yes. >> Mr. Stodd, >> yes. >> Mr. Taby, >> yes. Uh, motion passes. Uh, moving on to item 11, curriculum and personnel committee. Mr. Schaefer. [Music] >> All righty. Good evening everyone. Uh, so item 11.01, we're looking to approve
a couple field trips uh to the Independence Hall and the Constitution Center. Item 11.02, we're looking to approve a revised uh revised retirement uh of Tara Bowersfield. This was originally as a resignation. It's been revised to
represent the um retirement. So, we're just looking for approval on that. Effective November 1st or sooner should a replacement teacher be hired. Uh, which leads us into 11.03. Uh, we're looking to issue a contract to Christopher Daffhne, fizzed teacher. Um,
uh, prorated. Uh, there his contract effective December 1st, uh, or sooner if released from his current district. Item 11.04, we're looking to approve the following revised permanent subs. You see the couple, uh, subs listed there for this year. Item 11.05, 05 looking to
approve a staff tuition reimbursement uh for Samantha Kos Koshe Kos >> for Samantha um and 11.06 we are looking to approve a travel expense uh that was related to professional development. It
is there attached for you. So uh we are looking for approval on items 11.01 through 11.06. >> Do we have a motion? Second >> motion and seconded. Any comments or questions? >> Yes. Question. Uh 1103, the new physical
education teacher. Uh Oakland, as some of you may know, is a K through five school. Uh, we're going to hire a physical education and health teacher
who has a master's degree and is on step 10 of of the salary guide. Uh, seems a little excessive to me. You know, the individual and he's apparently from Cherry Hill. Is that where he's coming from? >> Or he lives in Cherry Hill?
>> An elementary school in Cherry Hill. >> Okay. Okay. So, the Oakland pay or Oakland uh uh guide must be higher than in hiring a teacher who may only have a bachelor's degree and maybe they don't have a step 10 position. Uh we're
spending $68,000 that I don't know that we need to spend for that position. Okay, everybody argue with me. Don't I'm crazy. So, the the How many applications do we have? I would have to defer to
>> Jeralif was from our neighboring district and had 10 years of experience as well. >> So I I think that >> okay I still think it's a mistake. >> I think and so your opinion is noted. I think that it's important for us to celebrate Oakland is a a desirable
school district and so the goal is to get the best most qualified candidate to be able to service and support our kids. And so having individuals who are tenured coming from other districts coming to Oakland is a testament to what
we're doing here. And so with the um teacher shortage, for us to be able to actually find a master level teacher um for this school um is a win. And so we know that uh our leadership team here in
the building, they're going above and beyond to actively recruit. And so I I would like to say that we're being um mindful of the finances, but when it comes to who's best positioned to support our kids, that's not the the
determining factor when we're making when we're making staffing decisions. It's in the back of our minds, but that's not a deal breakaker. >> Well, I I I I would disagree to some degree with you. Yeah. Yeah. We want the best we can, but there's also a
limitation into in what we can spend. Uh, one of the schoolboard candidates, I just saw a little blurbable in email, I think it was, uh, where finances are one of his big concerns. You know, he thinks it can be done cheaper. He doesn't understand why the taxes go up every year. He's going to be one of your board
members. So, he's going to take my place when he complains about these things. Yes, we have to get the best teacher we possibly can. But, there's also a limitation, guys. We can't just spend money. You know, if if we have an opportunity to spend less, we should do that. As I say, we're we're an
elementary school. We're talking phys physical education and health. Uh are they important? Yeah, I always that was always my favorite course in school, not health, physical education, >> but there are limitations and I think we have to keep that in mind. We have the
golden opportunity to to do that now. Uh I think we should take that. >> Had we had applicants, maybe we would have. But since I said had they had more applicants, maybe they would have. But out of what they had, it sounds like they picked the best choice and that's what we have to work with. We still want
to have good teachers and we want to it's still the important required course for the elementary school. Just because it's an elementary school doesn't mean we should give it less importance than the high school. >> No, no, I I don't disagree with any of that. How do we advertise how do we advertise for teachers?
>> About three or four different websites. uh njhire.com school jobs uh I forget all of them but there's a like there's all the education websites >> we hired all of our academic teachers
under step five and we hired a lot >> that's the point I was just about to make I think a lot of the new teachers coming in were like either newer grads or very fresh so hopefully this is yes it's it's a higher salary, but you
balance it with, you know, some of the newer grads. I would I would hope this person at a step 10 will be like a mentor to other newer faculty that we have. Um, and absent having a pay scale in front of me, it's it's not 68,000
more or 68,000. Is it 10,000 more? Is it 15,000 more? >> It's about $10,000. >> It's it's probably less than we're paying right now to Tara, >> I assume. Is it >> substantially less? So, we're we're paying less, but that doesn't mean we
throw money at it. You know, it uh uh >> right, but again, not having a pay scale or a grading scale in um for compensation in front of me, it's not 68,000 more than what we would be. We need a we need a PA teacher. We need
one. >> So, if it's 10 15,000 more than, you know, >> the the new grad, >> the net the net cost is significantly less. And I also want us to to to caution of the the nickel nickeling and dimeming quality. And so when we have
veterans that have 25 or 30 years that retire and we replace them with a young person that the ink is just dried on their diploma, there is a savings. And so when it all balances itself out, we're being good stewards of the of the resources within our community, but
we're also going to continue to seek out the best candidate that's available for each and every position irregardless of whether or not they have a master's degree or whether or not they just graduated. >> I I don't know that we can say irregardless the >> I'm saying irregardless.
>> No, I know you are, but you don't pay taxes in Oakland. uh at do I want the best teacher I can but I want the best teacher that I can afford. Uh and I'm not sure that this person is is that individual. And as I say, he's coming from Cherry Hill, so
our our salary scale must be pretty well. >> Well, whatever it is, I hope he feels welcome on December 1st. >> Oh, I'm sure he will. >> All right, roll call. >> Mr. Demarco. [Applause]
Mr. Demarco. >> Yes. >> Sorry. >> You didn't get my stare from what you were here or something. >> I'm like, >> Mr. Demarker. >> Mrs. Fel. >> Yes.
>> Mrs. Love. >> Yes. >> Mrs. Marian. >> Yes. >> Mr. McMillan. >> Yes. >> Mrs. Ratando. >> Yes. Mr. Schaefer. >> Yes. >> Mr. Stoutz. >> Yes. Except 11.03. 03 where I vote no. >> Mr. Tabby, >> yes.
Motion passes. Moving on to item 12, school community relations and policy committee. Mrs. Marmian. >> Hi. Item 12.01 is the Collingswood board report. Mr. McMillan. >> Um, Dr. McDow took most of it from me,
which is good because I was absent last night. I was under the weather. Um, so they went over to Hispanic Heritage. I talked to Roger earlier today just to get a little sum up, but uh as Dr. McDall said, they went over the uh the Hispanic heritage. They had a little presentation there. Um uh Dr. Walker
gave the annual testing report. So that's two nights in a row that she did that which was again amazing. Um uh studio representatives were uh showed up and sworn in um as Dr. McDow also said and student safety and dis uh disability
report. And uh other than that, he said it was kind of a standard board meeting. So I apologize for being yeah for being absent, but one one out of the year. So >> you're allowed. I think the hours that
you spend in meetings far exceeds the rest of us. Um all right. Item 12.02 is PTA leism for Mr. Fando. >> Yes. So the PTA met on October 7th. Um, I thought the turnout was really nice in
the like it looked like a pretty packed house. A lot of new faces. Um, Miss Balden covered the thing like I was most excited about by presenting it. I don't know why it didn't occur to me that with the Hulk Heroes program like launching out launching up like it
wouldn't be presented here and I'm like oh I can't wait to tell everybody but it happened. Um, so a lot of emphasis and excitement around that and it's a little different than we've done student of the month. There's one per grade and they'll be here and that was a really really fun
addition to this meeting and it was really fun to hear about it at the um PTA meeting. Reflected on some financials like the usual stuff what the ice cream social brought in and where the financials are. uh there was an update that all at that time early
October all of the room ambassadors and room helpers were selected and assigned. Um, I gave an update as it pertains to the board seats and um, encourage those
in the room similar to how we have in previous meetings that if they know anyone that would be of interest to for that person to I guess market themselves or come forward if they have questions that they can bring them to the board. Um, I we I made them aware that I think
it it's three open chairs and um, socks was record-breaking. Uh, 16 cases of pound case, the pound cake was sold. >> I think some kids probably needed hand trucks to like leave with them. Um, the
week that I was there was also the week of respect, so a lot of theme talk. Um they talked of the monster mash which I did not attend but I'm sure was a a great time. Trunk or treat was t was discussed but
as uh theres had shared um that has been cancelled due to the weather. The next meeting is not on the picture I took a screenshot of it
the fourth. Is it November 4th? Yes, the next meeting is uh November 4th. >> Is there going to be a rain check for the trunk or treat or is it just cancelled? >> Uh I have not heard the flyer said
cancelled. >> Halloween's Friday. There weren't enough people available on Monday. Tuesday's election day and Wednesdays they're not sticking around since the beginning of the >> Yeah. I just feel sorry for the teachers. I just feel >> I just feel sorry for all of the candy
the teachers bought and everything, but >> I don't costume. We're going to save a lot of the costumes for next year. >> There you go. >> They're going to get that out on the road. >> Perfect. >> Thank you. Um item 12.3 is the report.
Mr. TB, >> thank you. Uh no major updates this month. Um OMAC is uh partnering with uh PTO on on some events. Um, we have our night events uh starting and then of course our uh basketball league was on
for use of facilities tonight. That's it from OMAC. >> Um, question. Did Red Ribbon Week happen? When is that? >> Well, on my notes, I didn't want to say because I didn't like want to get called out on this, but on my notes it says
it's now. Well, we weren't getting the um different funding from anymore and it's more of a middle school high school thing and it falls festival week. We just focused on fall and then we had testing this week. So, we just kind of
kept a very quiet. [Music] >> It's all good. As a parent, I was glad to not have to figure out what my kid had to wear every day, but that's just me. It's usually back toback and I was like, "Huh?"
>> Yeah. No, understood. And the DARE program still happens and Okay. Um, item 12.04 is the Oakland Education Foundation, Mr. Schaefer. >> Uh, there's no update from the last time. >> Thank you. Um item 12.05 policies we
have for first reading. Um we kind of talked on the fly. We'd like to table um 2422. Um Mr. Schaefer brought up a a a question and I wasn't able to verify it because we're going to try to going
forward have any track changes for the first reading on the agenda items so that we we had them for committees then the because it was okay you know it got the thumbs up of course that makes sense to change it but we're still we still
haven't had the whole board weigh in on the changes so um and we might have had some feedback as well there were some questions on this one as well. So, we'd like to table that if it's okay to next month. Aiden in agreement. I need a motion. Oh,
no. I'm not allowed to say that. Mr. President, would you >> uh And that was for 20 242. >> 242. >> So, motion to table 2422. >> Second. >> Roll call.
>> Uh, Mr. DeMarco. >> Yes. Mrs. Fel, >> yes. >> Mrs. Love, >> yes. >> Mrs. Marian, >> yes. >> Mr. McMillan, >> yes. >> Mrs. Ratando, >> yes. >> Mr. Schaefer, >> yes. >> Mr. Stouts, >> yes. >> Mr. Taty,
>> yes. >> Um, then the other two policies that we're um seeking approval for is 5117, the interd district public school choice policy. Um this is revised and then a
new policy 5339.01 student sun protection very important um policies item 12.06 um policies for second reading are um 0143 board member
election and appointment revise 1636.01 notification of promotion new job and transfer opportunities. This is a new policy. 611 special education Medicaid initiative program revised and 6220 budget preparation revised. Item 12.07
is a regulation. Only one reading is required related to um previous policies 611 R special education Medicaid initiative program and 6220R budget preparation. So we are seeking
approval for items 12.05 05 through 12.07 with the exception of 2422 in 12.05. >> Uh do we have a motion? >> Second. >> Second. >> Uh any comments or questions?
Uh just a quick comment on my end in regards to 2422. Um there's some updates I was able to uh attend at school boards uh pertaining to some of this um that was part of the law forum on Thursday
afternoon uh particularly uh the piece that pertains to the history of disabled and LGBT persons. So I'll be able to share some updates with the board on that um that was presented by attorneys uh during that session. All right. Hon roll call.
>> Mr. DeMarco. >> Yes. >> Mrs. Fel. >> Yes. >> Mrs. Love. >> Yes. >> Mrs. Marmian. >> Yes. >> Mr. McMillan. >> Yes. >> Mrs. Ratando. >> Yes. >> Mr. Schaefer. >> Yes. >> Mr. Staltz. >> Yes. >> Mr. Taby. >> Yes.
All right. Motion passes. Um, moving on to miscellaneous. We have uh our HIV reports for this month. None. Uh >> I just do you >> want me to just Yeah. Do you want me to
just read them down? Yeah. >> Um 130 13.02 is our uh district professional development plan. 13.03 is our uh 202526 standing orders. And 13.04
904 is our uh nursing services plan. Um looking for approval of items uh 13.01 to 13.04. Do we have a motion? >> Yeah. >> Second. Any comments or questions?
>> Second. Are you >> just so quiet? I'm like And I I'm I'm sorry. I got to go subway. >> Momming low voice appar compared to mine. >> I'm like what? >> Mr. Mr. DeMarco. >> Yes.
>> Thank you. Mrs. Swapel. >> Yes. >> Mrs. Love. >> Yes. >> Mrs. Marian. >> Yes. >> Mr. McNelan. >> Yes. >> Mrs. Mr. Rotando, >> yes. Mr. Schaefer, >> yes. >> Mr. Stoz, >> yes. >> Mr. Ty, >> yes. Uh, a motion passes. Brings us to
our final public comment section uh on any items. I don't think we have any public here with us tonight. So, we will move on to uh item 15. Motion to adjurnn. >> So moved. >> Second. >> All in favor? >> I. And motion passes. Good night.
>> All right. All right. >> Okay. Kids are rolling into college right