Okay, good evening everyone. Uh we began in executive session upstairs and we are resuming here now. >> Oh, superintendent report. >> Well, um no, >> your report first if you have any >> I'll do my reports first. Yes. Uh board
members, um I will talk to our board president when he returns. The dates have been established for back to school nights. As you remember last year, we were all asked to uh put in our preferences for which dates that we would be able to be present for back to
school night. Some of us were able to do one, some of us were able to do multiples. Um so I will work with John, Mr. McCarthy on getting something out to you so that we can let um Miss Weldon and she can be aware and the principles
be aware of who will be going on those evenings to those uh back to school nights. Um our first being on September 7 uh 10th and our last being on September 25th. Um I'll hold this up here in case anyone wants to glance to start thinking at the end of the
meeting. Um and then we can get something out to you via email. Okay. and Miss Weldon. >> Thank you. Good evening everyone. Um do have just a few announcements. We have our new faculty induction program
happening Monday, August 25th. And I invite the board of education members to greet our new faculty in this room um at 8:30 a.m. Monday, August 25th. We're excited to uh bring on a little
bit of a smaller group this year, but but nonetheless, we are excited. Dr. Morgan has uh developed an outstanding program for our new faculty to help orient them to our our Spartan family. So, we're excited about that. I've also communicated out to all of the families
last week some important information. I put it out in my message from the superintendent and I followed up this week with a shortened sort of a bridged version of the most important parts which are we are asking all families to to parents to log on to their Genesis
parent portal and fill out the back to school forms and so that when we release schedules and teacher names the parents will then have access to see that information if they have already completed their forms. Um, I I don't
want anyone to feel the stress of it that morning to try and find their schedule or their teacher's name and realize that there's four or five forms they have to go through first to get that. So, we encourage everybody to log into your Genesis parent portal and complete the forms. And if you have any
trouble logging in or you don't know where your what your account is or how to download, not even really download, but how to access your account, we encourage everyone to contact their own school's main office for help. And and the staff there will walk you through the process. And the schedules for the middle school
and the high school will be available August 18th, this coming Monday. And the teachers for elementary will be available the following Monday, August 25th. Before you know it, we'll be back here at school. Teachers return to us September 2nd. Staff comes on the 2nd for two full days of professional
development. And our students return on September 4th. So we are looking forward to all of those upcoming dates. And I would like to then turn over the rest of my report to Dr. Morgan who's here this evening to present the assessment results for NJGPA
access and AP. >> Thank you, Superintendent Welding. Good evening board members and members of the public. I am here as Miss Welden stated to present the spring 2025 access NJGPA
and AP assessment results. Next slide please. I'm going to start with the access for L's. Next slide please. Access for L's provides valuable data on English lang learn learners academic language
proficiency. Scores ranging from one to level six are used to meet federal and state accountability requirements, guide placement into appropriate classes, and monitor and support student progress through English language proficiency.
Next slide, please. This slide shows the number of students tested during the 2025 administration. Access for L's is administered to students in grades K through 12. The test content and scoring are aligned
with grade level expectations, ensuring results reflect students English language proficiency in the context of age appropriate academic content. This alignment supports accurate placement, instructional planning, and progress
monitoring based on students grade level grade level language development needs. We had a total of 292 students who tested. Next slide, please. This slide provides an overview of
Access for L's assessment results for our K through2 English learner population. The total number of students tested was 292. As previously stated, the highest score was a 5.4. This indicates that our top performing student is approaching
full English proficiency and is likely ready to exit language support services. Our lowest score was a 1.1. This score reflects a student at the earliest stages of English language acquisition
requiring substantial support to access academic content. These results highlight the wide range of English proficiency levels within our multilingual learner population from beginners to students nearing
proficiency. Next slide, please. This slide highlights it highlights our ocean students who score 4.5 or above on the 2025 access for L's assessment. A score of 4.5 typ typically indicates
that a student has reached the state's English language proficiency exit threshold. These students have demonstrated strong English language skills in listening, speaking, reading, and writing, allowing them to participate more independently
in grade level academic instruction. Many of these students may be eligible to exit formal language support services pending other criteria such as teacher recommendations and additional assessments. and continued monitoring is essential to
ensure that they maintain and build on their proficiency especially in academic vocabulary and complex content areas. Next slide please. This slide I will the next few slides I
will discuss the access growth. The blue line shows that these students have met proficiency. The green line are students who met their growth expectations. The student met or exceeded their growth target for
the year based on their prior access score. Growth targets account for the students starting proficiency level and the expected progress towards proficiency. The red indicates that students have not met their growth target for this year
and the gray indicates the initial access score a student receives in their first year of testing. So this is their baseline score. So you have this information for grades 1 2 3 and four. Next slide please.
This slide shows the growth for grades 5 through 8. As stated, the red is students who did not meet expectations and blue are students who met proficiency. Met expect met
proficiency, I'm sorry. Next slide, please. And this is grades 9 through 12 showing the same information. Next slide, please. So we have many intervention strategies that we have put in place to support our
multilingual learners this year and we will continue to use these strategies for next year. We implemented co-eing where ESL teachers collaborate with general education teachers to deliver to deliver integrated instruction in grades K through 12. We also have pullout
instruction for ESL where targeted English language development is provided in stro in small groups outside of the classroom. Last year we implemented a um K through 12 multilingual instructional co instructional coach and she offered
individualized coaching and leads the district-wide professional development to strengthen our ML instructional practices. We also held a summit for K12 literacy connection which supports English language development in listening, reading and writing.
We also updated our ESL curriculum align with the 2022 WEDAS framework and standards to ensure consistency and rigor. And we offer sheltered English instruction, which is ongoing professional development, which equips our teachers with strategies to make
academic content accessible while building English proficiency. Next slide, please. I'm going to move on to our NJ GPA results from Ocean Township High School. Next slide, please. Thank you.
All 11th grade students must take the NJGPA according to statute. The purpose is to measure graduation readiness in English language arts and mathematics and readiness is reported separately for each content area.
ELA is aligned to the 10th grade standards and math is aligned to our algebra 1 and geometry standards. Next slide please. Students who do not meet the required score the on the ELA and or the math
components of the NJGPA can retake the assessment or they meet I'm sorry retake the assessment components in the summer or the fall. They can meet the cut scores on approved substitute competency tests
or they can complete a portfolio to demonstrate graduation readiness. Next slide please. In the spring of 2025, we had 235 students who took the NJGPA in English language arts and we had 233 students
who took the NJGPA in math during the spring 2025 block. Next slide, please. This slide compares Ocean Township's NJGPA results over three consecutive spring administrations, showing the
percentage of students meeting graduation readiness in ELA and math. The purpose of the comparison is to track students perform to track performance trends over time and also to look at our graduate the graduation
readiness for the state. Thank you. The NJGPA uses a scaled score range of 650 to 850. Students must earn a score of 725 or higher in each content area, ELA and math, to be considered
graduation ready. Scores below 725 indicate that additional support or alternative pathways such as retesting or substitute assessments or portfolio appeals may be needed to meet the graduation requirements.
Next slide, please. This slide presents NJGPA ELA performance data broken down by our student subgroups. Our gender, race, ethnicity, special education status, multilingual learner status, and
economically disadvantaged status. And this slide shows the subgroups in our MA for math. Next slide, please. This slide outlines the targeted actions being implemented to improve student outcomes and ensure equitable access to
support pushing intervention at TOIS and OTHs. Increased focus on inclusive strategies, ongoing data tracking by supervisors and principles, and regular data meetings with teachers to review student
progress, determine intervention effectiveness, and plan next instructional steps. Here are graduation uh pathways for 2025. Sorry, we had 247 students who graduated. The number of students who
graduated under the substitute competency test process was 57. Those tests include the SAT, the ACT, the AP English language or IB, sorry, we don't have IB or ACUPPLACER. So, if students did not pass the first
time, they can also use these pathways if they meet the required SAT score. We also had students who used the portfolio process and that was 53 students. And we had 12 students who had alternative requirements in their IEP.
And the number of students who were denied graduation from the 12th grade was zero. And the number of students denied graduation from the 12th grade solely because of failure to pass the NJGPA or any other assessment was zero. Next slide, please.
Now, I'm going to review the advanced placement results from Ocean Township High School. Township High School is committed to providing access and opportunity for all students to take AP courses. Students may enroll through either teacher recommendation or by personal request,
and all AP students take the corresponding AP exams. The district covers the full cost of the exams, which are $99 each, and the district covers it to remove financial barriers for students. Next slide, please.
In May of 2025, a total of 264 students took 593 AP exams in 24 subject areas. And then you have the grade breakdown. Grade nine was 21 students. Grade 10 30 students. Grade 11 109 students. Grade
124 students. Next slide please. The AP scores range from 1 to 5. Five is the highest score this year. 10% of our AP students AP exam scores were a
perfect five. 40% of AP exam scores were a four or a five. And 71% of AP exam scores were a three, four, or five. And here's a three-year trend of students scoring three or higher on AP
exams. Five-year trend. Sorry about that. Next slide, please. Here are the AP advanced placement subject
scores three-year comparison. The three-year comparison is important for us to know because we need to it's help it helps us to know where we have declined or plateaued signaling a need for instructional review. It also allows us to see if any changes in curriculum,
teaching strategies or student participation are reflected in score improvements. Next slide, please. Next slide, please. As you can see, some of our scores have gone up considerably in 2025. We're very
proud of that. And we also have some work to do that we are that we've recognized. Next slide, please. The advanced placement subject scores score distribution. Next slide, please. The score distribution is important
because it shows us how students are performing across the full scoring range rather than just looking at averages. We identify strengths using the distribution of the AP scores, exam scores. We look at subjects with a higher percentage of students scoring
four and five, which indicates strong mastery of college level content. And we also look where we're scoring one and twos and signaling that students are not meeting the AP benchmark assessment readiness benchmarks. We also track equity and in achievement
by noting whether high scores are concentrated in certain subjects or for certain student groups. And we also evaluate the preparation effectiveness by correlating score patterns with instructional strategies, resources, and
support programs. Next slide, please. Next slide, please. This slide shows the percentage of our students participating in AP courses by race. Next slide, please. The AP Scholar Summary Report provides
the o an overview of student achievements in the College Board's AP Scholar Recognition Program, which honors high school students who demonstrate exemplary college level achievement on AP exams. This year we had a total of 98 scholars.
AP scholars were 52. These are students who score three or high three or higher on three or more AP exams. AP scholars with honor would had 25. Their average score of 3.25
on all AP exams taken with scores of three or higher on four or more exams. And we have AP scholars of with distinction. 21 of our students average score of 3.5 on all AP exams taken with
scores of three or higher on five or more exams. Next slide, please. So, we are here to celebrate. We are very excited about our results. Although we know we have work to do, we h we're going to celebrate what we've done this
year. So, we had 31 students uh 11% of our multilingual learners who met the exit eligibility score. There was continued growth on the NJGPA in ELA and math. The percentage of students achieving a three or better on AP exams
increased from 60% to 71%. And all students from the 12th grade graduate This concludes my report. Thank you. >> Thank you. You want to stay with us for any questions? Thank you from the board. Do we have any questions? Mrs. Tel Rico.
>> Thank you very much. I mean, it's very comprehensive. My question I'm a little concerned obviously last year as well and the year before with all the red. >> Um so I did jot down a few questions while you were speaking. Um cuz what
interventions have we um like of course we've evaluated what interventions possibly are more effective than others. So what have we added this coming year that is new from the last two years. Well this coming year we we've really
looked at our data and we are focused on instructional strategies. We did an entire uh administrative retreat where we focused on inclusive strategies with our administrators and they will now be taking that back to their schools and working with their teachers and we expect to see those strategies in the
classroom. All of those strategies inclusive uh strategies will help our multilingual learners as well as our special education students and all of our students become better uh learners. >> Okay. And how often are we um looking at
these interventions to see if they are working? >> We look at interventions every six weeks. So we have a six week cycle and we do have meetings with teachers and they'll let they'll let us know what's happening in the classrooms. >> We have empowered our supervisors and
principles and myself. we will be doing more um I wouldn't want to call them walkthroughs but more support in the classrooms this year so that we can actually see how we can better support teachers and then my I have two more I'm sorry um you know looking at the red for
the 12th grade and not meeting expectations what what is happening how are they passing well there's a lot of that's I ask that same question and um Miss VA and I we talk about it all the time, but we have to look at are they new to our
district? Um, did they are did they have interrupted learning somewhere where they went in their former country? So, there's a number of reasons why they're not growing. Um, but it may not always be instructionally related. They may have
just come lower than than lower than usual and we need to just support them and provide interventions to bring them up bring them up to grade level. So this test at the end of the year of 12th grade is also being given like how
are they passing to pass and graduate? >> Well this well okay this the access test is for language development. >> Okay. >> So it it doesn't necessarily correlate to the grades in the classroom. This is to see how their English how they're learning English.
>> Okay. And then my last question and thank you for the answer. Um what is the portfolio appeals? What is that that portfolio appeals process that you had spoken about? >> Okay. Students who don't pass the uh NJGPA, they can go through doing a
certain number of tasks to do a portfolio to submit to the state to show that they are graduation ready. >> Oh, okay. And there seemed to be a lot that I've done that. >> A lot like >> out of 200. >> Yeah. >> Thank you. >> You're welcome,
>> Skilman. And then you Dr. Morgan for that presentation. >> Um, I had some concerns about the access test, especially in grades eight >> and then 10 through 12. Okay. >> The motivation and accountability seems
to be >> a challenge, you know, for the teachers, the lower grades for scoring. Yes. They're working really hard and I just wonder, you know, how we can get them to take this test a little bit more
seriously if there are no, you know, there's no accountability for it. This is just a a test for them that they're just taking. >> Um, I respectfully disagree. I don't think that um yeah, I don't think that
they are not taking it seriously. As I stated, we we have to know where students are coming from. So many of the students in to this year, we know that they were just new to us, new to the country, and they're new that they're ESL, they're multilingual learners
coming to us maybe one or two years. So, if they've only been here just last year, and like I just explained to Miss Herico, they could have come from not being in school at all. So, there are so many different
>> explanations as to why they're not growing. >> And that doesn't mean that they didn't grow, >> right? Not growing yet, >> right? They're not growing. It doesn't mean that they didn't grow. They just didn't meet the growth expectation >> that the state set for them. >> We'll go to Miss McGover, but I just
want to Oh, yeah. Go ahead. >> I was finished. Yes. I just have uh just some comments about the AP exam uh which was outstanding the results and just wanted to congratulate pre-calc >> US history and English lang and
composition those scores really >> increased US history 29 students got four. >> Yeah, >> that is really amazing. And pre-calp that doesn't even register in my head but it was uh excellent. Um, and thank
you for clarifying what that substitute test was that they take for for the graduation requirements. So, it's SAT, ACT. >> What were the other? >> It was AP language. They can >> No, no, no. I'm talking about for the
graduation. I'm sorry. >> For graduation, >> language counts. ACUPPLACER counts. >> And SLA scores on previous subject area tests. many students meet their graduation requirement before they even
sit for this >> to 11th grade, >> which is great. That's excellent. So, thank you. >> And also wanted to uh give a testament to our teaching staff and our our great students. I didn't say that at the end, but I you know, we wouldn't have done this without the hard work of our staff. >> Agreed. Dr. Morgan, just a quick
interjection with Miss Skilman's question. Isn't it fair to say that the younger we get children um and they're being introduced to a new language, the more growth we naturally see because when you're older, research shows acquiring a
new language can be more difficult, especially with the complexity of the vocabulary and things like that. >> Absolutely. In addition to that, when you're learning a new language younger, it's, you know, it's what you're doing every day. It's the reading and the math. when you are at the higher level
you also have you have to learn specific subject matter along with learning English >> right that's a good point yes >> cover >> hi um >> I just I have actually have like one question in each of the three areas so my first question is um and and kind of
a comment like or I guess it's a little bit more of a question but in the ELLL um like to the point of the of the nth 10th or high school students they could be brilliant in everything that they're learning in their home language. >> Absolutely. >> And it's just this test because it's
testing them on what they've learned in English might not do well, might not show well, but they're brilliant. and if they were able to take the test or they do take the test in their home language um there you know that could be some case but also um so do you does your team and I don't need numbers does your
team follow how long um the trend of how long these students when they come to us and enter our ELLL program and exit the ELLL program and do you find that your your length of time say in elementary and then you know I would take it like kind of in three separate elementary
middle school high school right that your times are either staying around the same amount of time that they stay in in the program or you know decreasing that we're that our interventions are working that we're able to exit students faster you know or is and I don't again don't
need numbers but is that a data point that your team looks at to say and kind of say okay middle school's taking longer let's look at that part right now >> yes >> okay thank you um my next question is um with the NJ LGPI um along the lines of
the questions about the portfolio and the substitute test. It does look like there's more students this year that did used those two pathways. Um, is that something that concerns us or we feel like we just need everybody to pass that, you know, in some way, shape or form? We don't really mind how they pass
it or get the requirement. >> Well, it is concerning that they don't pass it the first time and they go to another pathway. Um, but as Miss Weldon stated, some of them already have the pathway before they get to 11th grade. Um, you know, some many students take
SATs really early, right? So, they already have it. And what and I don't know whether they take it seriously or not, but if I know I already have the pathway, then I'm just going to go with them. >> I get that. Okay. >> And then in the AP world, um, good job. I mean, I I think we've done great and we've come, you know, a long way. I
think that some of our target that we've been looking for in the, you know, when you look at the numbers, the Hispanic and and the African-American population doesn't seem to be taking it as much as maybe they were a couple of years ago. Um, but one of my questions is being in the college admission or college process
at the moment, I'm hearing so much more about dual credit and how people are going more the dual credit route than the AP route because they would like to, you know, if you go dual credit when you get to college, you might shave a h a half a year or a year, however many off.
Are we looking into more opportunities for dual credit and maybe students that don't want to take APA? You know, I know that a lot of our dual credits are in ourmies, but also you can take any course at the high school. So, you can take a dual credit. Can you take Can you take your dual credit if course if
you're not in like if you're not in the school of business, but you take a course that's offered as a dual credit, can you get the dual credit not being in the school of business? >> Yes. >> Okay. So, I'm just in my brain thinking out loud that maybe it's something we should look into is is off, you know, making that
more of a push for our students that don't want to do AP, but to go in the dual credit because that's money for them. If they pass a dual credit and a dual credit requirement, you know, some classes you have to get an 80, some have to, you know, the requirement is isn't necessarily as high as an AP. And um we
might find that we can help some of our students go to, you know, higher education knowing that they have a year under their belt just out of, you know, high school. >> I agree. Okay. Thank you. >> Any other board members have any questions? Yes. >> I just had one question for you. Um
>> just because I'm unfamiliar with the NJGPA, so all students are required to take it regardless even if they took the SATs prior, passed it, and plan to count that they still have to sit for it. >> Yeah, they have to sit for it. >> Okay. And was the amount of students that took the
secondary courses or the secondary tests or the portfolio is that typical from year to year is that or was this I I just don't personally know not being new to the board. Is this a higher year? Is this kind of average? >> I think it was average for last year because we started tracking the data
last year. Okay. >> Um but I don't I can get back to you with that. >> Oh yeah. I mean it it did seem a little bit high to me. I mean, if I it's almost like 45% of the kids, >> but hearing what you said, if they already passed something, that could sway, >> right,
>> how well they plan to do on this other test. But I just wasn't sure if that is an average or if this was a little higher or lower than in the past. >> I will look into that and get back to you. >> Okay. Any other board members?
>> Yes, I Yes. on the east ele that was a was a large red seat. >> Yes. >> So we had success in the earlier parts of the younger grades. You're saying that that's predominantly related to kids that are just district
>> could be um new to the district had some interrupted learning um a number of you know because to we did have a higher number of multilingual students coming to the district who enrolled in TOIS last year. kids that were in second and
third grade and then got up to the eighth grade level that tested well earlier on. Some of them fall off based on some >> more than likely if you were in second and third grade, you've probably already tested out. >> Oh, you tested that out. I got you. >> Okay. >> You're welcome.
>> Okay. Since this is a presentation, if there are any members of the public that have questions related to this presentation, they're welcome to come forward now. Where? >> Yeah. Yeah. >> Uh, Alex Ahurst, thank you for that um
very detailed um presentation, Dr. Morgan. Um, let me just get my notes here. Okay, I'll start off with some easy questions. Um, or first statement, I you absolutely cannot read the AC access charts.
Um, the font is like 0.2 to uh it's in green. I I couldn't I got out my phone to zoom in and to put on my flashlight and I still couldn't read it. So once that's posted to the website, I don't know how most parents are going to read it. Um I'm wondering how many MLL
teachers we have. I believe in this presentation it said we recently are going to hire one or just hired one, but then last year they said the same thing. So are we at two now? I wasn't quite sure about that. It was a little vague. >> Teacher. MLL teachers. Yes.
>> No, we have more than two. We have >> probably close to 12 or right. >> Oh, there's that many. Okay. >> Yes. >> Don't quote me, but it's around that number. >> Okay. Somewhere in there it says it says something about like one MLL teacher. >> We added an ML coach coach. Okay. So,
that doesn't mean one of like two. It was cuz last year's it said the same thing like we added one. So, Okay. Okay. Um I think we like you mentioned uh rather surprisingly or like
celebratory let's celebrate the uh NJGPA gains after so many years of kind of being not great. It was it's nice to see some of these moderate gains and I was very thrilled in seeing some of this um especially the gains in the IEP the 504s
the lower economic students. Um however and here's Alex's butt. I still remain concerned about some of the more granular statistics. Um, the female and Latino and black numbers going down in ELA and the female and Latino numbers
going down in math. It says we're doing inclusive strategies um in the presentation. So, I'm just wondering what are we doing for those particular subsets? Because this isn't the first year that women, Latino, and blacks are underperforming in this district. And it's not just by a little.
In my opinion, it's a market difference. So, I'm wondering what quote those inclusive strategies are. And okay, so I'll stop there. I have more, but as I stated, um the goal, our professional development goal this year
is on inclusive strategies and inclusiveness for all of our students. This year, we uh during our admin retreat, we focused on all of about eight strategies that we expect to see in classrooms. Um, I understand your concern about certain subgroups.
However, we want to make sure that we are being equitable across all of our subgroups. So, we hope we're hoping that these strategies will in will help all of our students increase in their in their uh instruction.
Um, so does that mean we're not targeting if we're if you want to say we're being equitable to all? Sure. But are we not targeting like the three out of eight subsets that are underperforming is >> well we're targeting in terms of our interventions for all of our students.
So if those subgroups indicate that we need more targeted intervent target targeted intervention then yes they will get the additional assistance. >> Okay. So that will be in place this year. There will be more increases. >> It was in place last year. It was in it was in place. Um but again there were some things that we just need to tweak.
You know, just like when you're a doctor, some things you have to go in and see what works and what doesn't work. So, we realized some things weren't working and we're going to try to put some strategies in place that we feel will work and if that doesn't work, we'll come back and start all over. >> AAB new work. Okay.
>> Right. And each year a teacher gains a new a new class of students and targeted instruction which we've been applying for a number of years is really about where is this student today and what do do my students need today individually in small groups and as a whole class to
improve gains towards grade level expectations and that's really the work and we are getting better and better at it and the teams in the schools from Dr. Morgan to the principles to the coaches to the teachers and the supervisors have gotten
better at determining this is a weakness and this is a an effective strategy to apply for six week cycle to help that student gain that skill and then move on to the next thing that that child may need. >> Okay.
Um another outstanding results were some of those AP exams. So, you know, I've been highly critical of our AP um uh success or statistics or numbers over the years. Um I do think one of the board members
said the AP exams were outstanding, but there were also some really poor grades. So, I would more view it as um decent gains is is in my brain and decent is better than flat or going um the other direction down. But once again, I still
am concerned about um the the racial breakdown, the subgroup breakdown. I mean, in Ocean, if you're a white student, you're seven times more likely to take an AP exam, according to the statistics, than a Latino. You are 15 times more likely to
take an AP exam than a black student. So, while the gains and scores are something to be positive about, I still struggle with how that's still okay in 2025, like and and what
very obvious things are we doing. I don't um I I'm questioning what some of our intervention and if we're opening it up to all for AP in high school like how are we reaching the kids in their middle school for equitable rigorous challenges
if they just get put into high school and then can take APs. My point and question is the AP euro um I took it as a senior. I got a five many moons ago when it was only $45 to take an AP exam. That's the one that's freshman year,
right? I still have a huge problem with a freshman taking AP European history when they've come out of the middle school, wherever they were. I don't think freshmen are ready for AP Euro and their score is showing one kid got a four and everybody else got three twos
and ones. Like, are we possibly examining what some classes are getting? If if for the last 5 years the average is a 1.7, what are we doing wrong? or do the do
those kids in macro and micro, you know, the average is a 1.7, do they not care about taking the tests? Is that something that we need to to touch upon? I I really don't understand how um we can reach some of the Latino and
black students to increase and I'm wondering what we are doing to do that. If >> I may, I'll jump in here, >> please. >> U Mrs. T I think you know for quite some time we've prided oursel on access and opportunity for students and to allow all students into the classes if that is
what they do choose and we know that sometimes that results in average scores that are lower than we may like but we believe that providing that access is is the most important thing. Um, we've also found that even though we allow the access, some students don't walk through
the door. And so, one of the things that we've done in this district over the last two years is provide preAP courses to all students in certain subjects in 9th and 10th grade. and we're expanding that so that all students will
have a classroom setting that is teaching them the instructional strategies and the rigor of what is expected in in AP so that we can build the self-efficacy of our students so that they can all feel like I can take an AP class. So although we've created
that opportunity in access, students haven't always taken advantage of it and we are hoping with some of these changes that more students will take that opportunity. That's very encouraging. I think I have one more question and then a comment. Um, so every year we spend about 50,000 or more on these AP exams.
I brought this up for many years. Um, I I'm curious what other districts are doing. 60,000 might not seem like a lot, but when we are getting cut in funding left and right, I'm wondering what our fellow neighborhood districts do in terms of paying for 600 exams at 100
bucks at 60 grand. Is there a thought to only do it for low and moderate income? Um, what do other districts do? Back in my day, we had to pay for them all. I understand there's an access uh equity issue, which of course I'm all
for. Um, but we all know some kids don't take this exam as seriously. So, why are we paying $100 and they're taking five, for example? That's my question. if we are looking to other ways to not pay for 600 exams. Um, and then I'll save my last question
or comment. >> We've examined that and looked into that for many years. We even did a pilot one year to see um if students would know if they did it was in combination with what if they didn't want to take
the test because we also since we pay for the exam, we require you to take the test. Yeah. So, we did a pilot with if if we didn't require you to take the exam and you were going to pay for the exam, would you take it? And it it the
the outcome was insignificant. Like, I think three students volunteered to say they wouldn't take the test. We thought more kids would say they wouldn't want to take the test, that they just take the class for the transcript. You probably have heard me say years ago standing here or that that
was something we thought was a concern that students really wanted for the transcript and seniors in particular are already in college by the time they're sitting for these exams. >> But when we did that pilot, we found out that only three students opted to not take the exam. So that wasn't real a
real driving force. Your question about budget, it comes up every year at budget. So yes, we've looked at it before. We have budgeted for it for this current school year and when we go into the budget cycle this year we probably will discuss it again. Other districts
do a myriad of things. Um I don't have that information at my fingertips but some of the things I can recall from our research. Some districts make students pay upfront and if they get a certain score give some of the money back or um >> like an incentive or accountability
perspective. And we've looked at all of that and when we go into the B budget cycle we will look at that again. >> Okay. I hope you all do. And then my last comment is I know there was a great gain of 60% to 71% of students getting three fours and fives. I actually think
the the more important number is going from 28% to 40% of the students getting the fours and fives because nobody you don't get credit for a three anymore. I don't even think state schools do that or if they do it's just for a different placement but you don't get the credit.
So I don't even think I don't even view threes as passing. I think us going to 40% at fours and fives is a much better gain and I think that's something to celebrate. That's it for me now for now. I might have other questions and I'll email you both. Thank you. >> Thank you.
Conway. Do we have anyone in the queue that has questions? >> No. Vice President um Dalton. There are no commenters in the queue. >> Thank you. School business administrator's report. >> Thank you, Dr. Morgan. >> Thank you. >> Thank you. Appreciate all all of your
patience this evening. >> Uh thank you, Mr. Vice President. Uh I would just uh since time is speeding by and we're already to uh to school opening uh remind the board that in October is the New Jersey School Board's
Association's conference workshop 2025. This year's theme is big ideas for bright futures. Uh the dates are October 20th which is a Monday through October 23rd which is a Thursday. It's a great opportunity for professional development
and take school law forum and and um meet your colleagues. So, uh look at your calendars and then uh Miss Boomer will probably reach out just to see what your availability is so that we can plan accordingly. Thank you. >> Thank you, Mr. Hastings. Public comment.
The board of education recognizes the value of public comment on educational issues and the importance of allowing members of the public to express themselves on school matters of community interest. Public comment is not a question and answer session. Specific questions can be directed to
the administration. Superintendent's com uh contact information is available on the end of the table there. We encourage you to contact her with any questions. Public participation shall be governed by the following rules. Each statement
made by a participant shall be limited to five minutes duration. No participant may speak more than once on the same topic until others who wish to speak on the topic have been heard. The presiding officer may request that any person any
person to leave the meeting when that person does not observe reasonable to quorum. Would anyone from the public like to comment on any item at this time >> Hayes Alex Hayes Oak um I'd like to state the obvious by saying there's one person
here that being me and this was a giant presentation about our school performance and testing um I know you all make it now available for people to actually ask questions for what maybe the three times the year that you do these pres presentations and then people can actually ask questions and you can actually answer them for once. Um, but
nobody knows that you were having this presentation today because it wasn't posted that hey we're going over AP exams NJSLA or whatever NJS GPA and access um it wasn't posted on mine. It wasn't on your Facebook page. I checked this school district page today. It
wasn't on there either. So, I don't know how on earth you expect to engage the public um and expect people to ask questions and know about what's going on with district scores if you don't even tell them that a this is happening tonight or here are all the presentation slides.
Um it's kind of mindboggling, but I do think that that is purposeful in the intent. Um, and I can't see who's online to see if there's even other people, uh, lined up to chat or even watching. Um,
I'd like to, uh, have one more question and then a comment. My question is, uh, the Pop Warner, I think they're called the Ocean United Dolphins. Um, to my knowledge, they still have not been issued a yay or a nay on their
facilities request. They're asking for four dates from what I learned two weeks ago. Once again, as of July 1st, according to your own policies, you have to give facility requests uh consideration on first served basis.
So, I'm kind of stunned um that they have not been given an answer as to whether or not they can have four dates with our high school field or a free football program. But I bet once once Ocean Ocean United Soccer and ARF and all those other
groups turn in their 727 38 dates, those will be approved right away. Um, and I think that's all I have except um there's been a um a tendency maybe in the last year or
so for board members to recuse themselves and to abstain. I believe the rules though say that if you recuse, you are supposed to say why. You are supposed to state your conflict. You can't just say I recuse. Abstension is a different
story, but recuse generally means, if I'm not mistaken, even in our policies, you're supposed to state why. So, I think I know why people don't do that, but it would be nice if board members actually stated why they're voting and recusing. Thank you.
>> Thank you. Miss Conway, do we have anyone in the queue that wishes to comment at this time? >> No, Mr. Vice President, there are no commenters in the queue. >> Thank you. >> Yeah.
>> Here you go, Miss Mrs. McGovern. >> Um, yes. U move to approve the meeting minutes from July 29th verse our both our work executive and our um general meeting minutes. May I have a second? >> Second.
>> Items 71 and 72. Mr. Brady, >> yes. >> Dalton, >> yes. >> Gilman, >> yes. >> McGover, >> yes. >> Mr. Schneider, >> yes. >> Miss Steven, >> yes. >> Rico, >> yes.
>> Mr. >> Okay. Personnel. >> Yes. Move to approve items 8.1 through 8.7. May I have a second? >> Second. >> All items 81 through 87. Mr. Brady, >> yes. >> Mr. Dalton, >> yes. >> Mr.
>> Yes. >> Mr. McGover. >> Yes. >> Snider. >> Yes. >> Yes. >> And Mrs. Tel Rico? >> Yes. >> Motion to carry. Section 9, financial management and resource services.
>> Thank you, Vice President Dalton. Um, move for discussion 9.1 to 9.7 >> Mr. things for the joint agreement for these different towns. It's for busing
from our district and their district. They're together on the bus going to the school. Is that correct? >> Correct. >> But is the amount do we pay half of that or do we pay the full cost? >> Uh well, we break it down based on
mileage and fuel costs and labor costs of the particular route. uh then it would be based on a per student share of what's actually on the bus. >> But I mean that joiner cost is what our responsibility is. It's not half of that. >> No, no, the joiner cost is what they're
paying to us. >> Our buses. >> We're using this is other districts using our buses to transport students uh to particular locations. >> Oh, okay. Thank you.
I think I ask you about my my question on the routes and how far we're going and the cost associated with the routes and then based on student uh example the one that's uh 46,000 which is 9.7 that's interlacen so that's taking a large number of interlac
students to west long branch uh whereas some of the others which are lower Um, you know, Long Branch students going to mast >> and the lock walk lock Allen interlac student is actually one bus. It's just
being >> There she goes. >> Okay. Any other questions on any other items in that section? Okay. Section 10, instruction, education, and student activities.
>> And we have >> I think you were having me do that, right? >> Yes. >> Yes. So, um there's one item for discussion 10.1 and then we have an item that I need a second on for the um professional development item for 10.2. So, can I have a second on 10.2? >> Second.
>> Do you want to vote on that? and then we'll go back to the discussion if there's any. >> Sure. >> Want to take the vote on 10.2 and then we can discuss 10.1. >> Sure. >> This is for item 10.2. Mr. Brady, >> yes. >> Mr. Dalton, >> yes. >> Mr. Skilman, >> yes.
>> M. McGover. >> Yes. >> Yes. M. >> Stevens. >> Yes. And Melo? >> Yes. Motion carries. >> And then discussion on any of the district curriculum if anyone has. any questions or
>> are there any major changes? >> So, I'll just state this these documents are here. We put them up for discussion and we'll vote on them in August just to give you a little extra time to review them all. A number of these uh also thank you to Dr. Morgan and her office and her academic supervisors for all
their work this summer and the teachers who were hired to do this work. A number of these documents are on here because they are high school courses who had a pacing guide for block scheduling and the pacing guide needs to be adjusted for the new schedule. So, a number of
these items are are simply changing the pacing guide, but there are some math courses and some ELA courses, some ESL courses that were revised this summer as well. The units of study were also revised. >> Kudos to everyone for all that work.
It's a lot of work involved. >> Okay. Any other questions, comments, concerns in that area? No. Any old business? >> I do. >> Yes, Miss Terica. >> I have a few different things, but I'd like to uh first acknowledge the five gentlemen who are Spartan alum that
attended our last board meeting requesting um the field be named after their highly respected and beloved coach, Coach Conte. So, I would like to make a motion this meeting for our district to um move forward with next steps involved to
investigate what can be done to support their request. Do I have a second? >> Second. Okay. Anyone else? Rest in the group. >> I just have a question. >> Sure. Um
I thought that the way that well I guess we didn't actually leave it but that we had talked about it possibly being put on an agenda at a later date. >> Correct. >> But there is a motion so we have to vote on it. I thought that was
>> Mrs. Gilman. I agree with Miss McGovern because I thought we had discussed other possibilities of honoring uh coach Kiy beside naming the deal for him. >> I don't think we've talked about anything. I think we've said that we >> just talked
>> have a discussion on it. >> My motion is just >> what's your motion? Let's be clear on what your motion is investigation. >> It's just to investigate what can be >> investigate what can be done. >> What can be done to be brought to the board for then further discussion.
So, you're authorizing the administration to look into next steps to uh move that forward, >> correct? Thank you. >> Thank you. >> Yes. >> What's the administration already doing? >> Well, I think procedurally, I don't want to overstep, but motion. Do they have to
act on the motion, right? I don't know that >> we comments and questions. >> There was a second. Okay. >> Sorry. Right. I I didn't >> I still say >> Mrs. Did you have something else to add? I'm sorry. >> No, I just wondered if the administration was already investigating.
So, this motion gives them permission to investigate, but they were already investigating. >> Correct. >> I don't think investigating I think we're just going to have a board discussion at some point. >> This is to just formalize that. It'll be
>> so I'm not really sure. >> Well, I had a point of inquiry based on that. >> Yes. Is it carpet before the horse? Something that the administration would do um and then bring it to the board or is the board make a motion to discuss? >> In in my mind, the administration, we
all heard it that evening and we haven't had none of us have had the opportunity to speak since. Um I would think that the administration would put that on a schedule for us to discuss at a later date. >> Correct.
>> We certainly can do that. Absolutely. >> Well, that's I think what the motion Can I just clarify the motion? If the motion on the floor, like for me, if the motion on the floor is to investigate something to be sure be done, I don't know if that's my if that would be a guess for me. But if it's a if it's an
investig if it's to bring it to on the agenda to have a conversation about possibilities, then that's a like I I don't know if it's >> that I wanted it investigated by our administration and then brought to us. >> Okay. >> You know, because there's obviously
financial implications. um you know other issues that could be worked out for us to talk about it first and then go back. This is to fasttrack it. >> No, I understand that. I think there's just um Mr. Lin said it or I don't know
where I heard it, but that there's some districts have policies on it. Ours does not. So, I don't know if the policy would come before the investigation or the investigation would come before the policy. But either way, the motion's the motion. So, you know,
>> I'm still not clear about the motion. >> And Jeff, can you state with the motion what you believe? >> So, the motion is to authorize administration uh to initiate or to investigate next steps in changing the name of the stadium.
>> The fields is the field. >> Yes. See that's >> it was to investigate what could be you know provided to us to have that discussion whether it be the name on the stadium as the gentleman you know
recommended or um their idea of that or another person last time recommended um a bus to be made or something put into um the sports memorabilia or the gymnasium. Like there was so many different things. I'm just saying to
offer that to the administration to research what and for them to come up with what they think is the best plan of action and bring it to the board in as quick a time as possible. So now I have a question >> because I now I understand everything of
what you just said. I just want to think about timeline and I don't know what as quick as possible means in Mrs. Telerico's mind but I'm just also thinking that we're in August and the opening of school so I just want to be careful around that. Um so did you have
an expectation on as quick as possible >> next quarter within three months I mean I think that's reasonable. >> Just wanted to clarify that. So thank you. Thank you. >> I think we all we all heard what the gentleman said. I think we all want to take take it into consideration. So
whether it does under the administration or we make a movement be that on the board. Yeah, it's got to get done. So I'm just not sure where process be that is. >> Would the process be then to put it on a futurecoming
agenda where we can all discuss some of the things that we want the administration to investigate? >> Well, let's vote on the motion. That's what they do. And then I think you can always bring it to I think you could bring a discussion before e even some of the things
>> right >> when Mr. McCarthy gets back I'm sure he can >> have a conversation with Miss Weldon about it. So I think we have to vote on the motion. >> Sorry Mr. Mr. >> No >> I'm looking at McCarthy and I'm saying Gerard it's
>> all good. >> Okay. >> Read the motion. >> Read the motion so people know they're voting on. Uh so the motion is and Valerico please correct me. Uh the motion is to authorize administration to investigate next steps uh involved in
changing the name of our stadium andor field the next part left off right >> investigating all options >> to honor and recognize coach George Kiy. >> Thank you.
You're welcome to investigate all options for honoring >> that seems like it will be a very robust discussion with >> I'm just envisioning I'm just envisioning we you know
and and team come to us with a list of ideas which could then spir on other ideas. >> Okay. >> Yes. Yes, >> Mr. McGover. >> Yes, >> Mr. Schneider. >> Yes, >> Miss Steven.
>> Yes, >> Rico. >> Yes. >> Motion cars. >> I have more. Sure. Sorry. Thank you. >> Thank you for indulging me. I have a lot of notes here. Um, so I also like to address the following. By now, we all
have received our new tax bills in the mail. And I did take notice that 59.2% 2% of my own tax bill. It almost 60% of taxes are allocated to our school district. So, as a member of the finance committee, I have asked several times
for the committee to meet to brainstorm ways to cut costs and raise funds to offset some of the funding loss in our district. Sadly, this has been denied, stating that the board as a whole is comprehensively evaluating and investigating this. So my questions are
what ongoing effort efforts are being done, who is meeting and when will there be a report given to our taxpayers of these efforts being made um to be fiscally prudent with their with their money? Not just during budget season,
but ongoing efforts to make it more affordable for our residents to live in our amazing town. Well, I think we can talk I'll talk to Mr. McCarthy when he returns because there are representatives that meet with our legislation legislators and such.
Um, and I'm not part of that. So, I don't want to state anything for the record that would be incorrect. >> Okay. I mean, I don't want to have to make another motion to have a finance committee meeting. Um, can I just ask a question? Yeah. Um,
so >> you say outside of budget, >> right? >> Um, but budget is when most of the cuts happen and most of the, you know, things that >> I mean, I would say that's when a lot of the cost savings things take place is
during that those months leading up to budget. And once we pass the budget, well, it's great to, you know, if you know, you've been here, you know that we do, we still do um grant requests and we still look for opportunities that come through from the state and everywhere to, you know, to tell us, you know, if
if a energy savings is coming, you know, it goes to Mr. Hastings or Miss Weldon's office. I mean, it goes to pretty much anybody in um in central office and somebody works on that. And we're always told at board meetings like this is what we're doing, this is what we're not doing.
So barring the public not listening to meetings at times the budget meeting is when you know most of it comes out like I don't know what more we could >> do besides yes we're having you know we there's ongoing if if there's a if there
is a a grant or money to be found anywhere >> to help. My experience here is that it has been by our superintendent, our assistant, you know, our assistant superintendent, but also by board members who will be like, you know, you even said I I got
this email today that was had mental health stuff because that's in your field. So stuff goes to you in that regard, right? And you've brought it to to us before here and things like that have happened. You know, somebody else might get, you know, Mr. Dalton was in the in, you know, central office type situations before. He probably still
gets emails where he could say to Miss Welding, you know, do you do this? Can you look at that? But you know beyond that I mean I guess the reason this I re think the reason why we we got away from committees I know the reason why we got away from committee meetings and stuff is because there's a lot of distrust or there has been distrust within the board
for years. So there was times when it was better to have open meeting plus everybody wants to know everything which is why we do board of a whole because otherwise what happens is you go into a meeting and then you come back and you have that entire meeting all over again. So it's always said let's do a board as
a whole and everybody has the exact same information at the time you know bes beyond say the the legislative meetings or the meetings about >> you know construction when those were happening but those have stopped too as as an individual and gone to a board as a whole even being when I was the head
of planning and construction I didn't even have conversations with since Miss Weldon's tenure I was on for two years and and anything that came through with planning and construction came directly to the board. Not even where in years past it would go to the chair first and then come and then I
would report it out or whatever would happen. But that stopped too which is so that we're we we're more consistently a board of a whole I would say. Now >> how did that stop? Because there was no vote. >> There's no vote >> as presidents got in and then and it just became more as a and and when Miss
Welding came it it just became more >> it didn't have to change that when Miss Welding came in it became more of a >> streamlined process of how it happened. There are some committees that still meet. >> I don't know which ones besides negotiations, >> but negotiations you can't.
>> So they typically typically on the school board and I'm remembering from my training but also serving on other boards and or being a central office administrator, you're either a board of the whole or your committee. Typically committees are the business that is on the agenda. things like negotiations,
legislation shouldn't really even in my experience be referred to as committees. They are liaons. Right? So there's a difference between a committee that is a standing committee that directs the business of
the board versus a piece of business that needs to be done but not on a regular basis. That would be negotiations because let's just say once every three years. So, it's not it's not we're not voting on it every week. Same
thing with, you know, um you know, some boards have a PTA liaison, some boards have a legislative liaison, some boards have a township council liaison, but they're liaons. They're not committees. >> I was confused. I'm gonna be very
candid. I was confused when I came here that we had committees because we're a board of the whole. So the fact that we have committees but we do everything together >> really negates the committee.
So you know I mean that needs to be a longer discussion that I don't think is for tonight that gets into how are we planning to function. >> I agree I agree with you. you know, because I've I've operated in both ways. And typically when you have a board of
the whole, you don't all then you don't have duplication of efforts with committees because that's literally what you're saying. I've worked on I've been the administrative chair that worked with board members on committees and only three people are in that room for that meeting and there's a high level of trust that what comes out of that is
trusted by the rest of the group. Not all boards like that, >> right? So possibly maybe we need to put that on the agenda in the future so that we could either get rid of the policy of having the committees >> or we have to reconsider what we're
doing >> right and we also have to distinguish what is a committee and what is like a liaison. Is there someone that I I know in in the board I worked with there is someone who is a liaison to the township council. So that one person just goes to the township council meeting but then
they report out publicly at the board meeting. That would be wonderful. >> It's called a liaison report. >> We used to have that as well. >> That's a different I think that needs to be a robust discussion with all board members. >> Absolutely. >> So, >> thank you for that. And then lastly,
uh my last point and it's a comment really. Um given each median household is paying around $7,000 or more to fund our school district, I feel compelled to make mention again. It is extremely disappointing that this board does not answer the public's questions in board
meetings as we have in prior years unless it is a presentation night and that the board also voted to take away the second public comment. So given the amount of money we received from our hardworking taxpayers, out of respect to
them, I'm making another motion to bring back the second public comment at our board meetings. Do I have a second? Okay. Okay. >> This point motion did not move forward. >> Any other old business? >> Nope. Thank you.
>> You're welcome. Any new business? >> Yes, Miss Gilman. I'm just reading in our regular email that the governor has passed a budget that includes many new things including um tax property relief
which is good news for many senior citizens but also uh school funding. So as soon as Mr. Hastings hopefully you'll hear some news from the governor that might help our district with uh with additional funding. So, I think we
should kind of keep an eye out on those updates that we get from New Jersey School Board about the governor's uh new budget. >> Thank you for sharing that. Any other new business? Have a motion to adjurnn. >> Motion. >> Second. >> Thank you.
I need to gather.