Perfect. >> One, two, three, four, four, three, two, one. Hi. All right, I'm going to call the meeting to order. Pursuant to the New Jersey Open Public Meetings Act, NJSA 104-10,
adequate notice of this meeting is pursuant to p adequate notice of this meeting has been provided by advertising such notice in the home news tribune, the Asprey Park Press, the board office, the schools and cable vision channel 118 and Verizon
Fios channel 24 and by filing such notice with the township clerk. This meeting was scheduled for Tuesday, October 14th. The board will take formal action on payment of bills and other agenda items. Mr. Widell, >> the Oldbridge Township Board of Education acknowledges that the law of
the state establishes that members of the public, including members of the board, have the right to record public board meetings using audio or video recording devices to provide that the active recording does not interfere with the business of this public board meeting. Therefore, the board makes it known that any such recording is to be considered the private recording of the indiv individual and in no manner
represents the official record of this board. The board therefore takes no responsibility for such a private recording and completely disavows any future use. >> Roll call, please. >> Mr. Dunn >> here. >> Miss Francisco >> here. >> Mr. Gardano
>> here. >> Miss Joy >> here. >> Miss Mone >> here. >> Mr. Slade >> here. >> Mr. Solowski >> here. >> Mr. Venitasan >> here. >> And Miss Dantuno >> here. >> We have a quorum present. Thank you. >> Can we all stand for the pledge, please?
I pledge allegiance. Thank you. >> Okay. Any questions on the or discussion on the minutes? >> They are coming. >> Okay. Yep. Uh, can we have a volunteer for the
code of ethics for next month or next week? >> I'll do it. All right. Thank you. We'll have our student report. Uh, we'll have two retirements next week. Mr. >> Sorry, superintendent report. Sorry. >> Absolutely.
>> Thanks, Mantuno. Just have um a few things. One is I want to report out over the past month we had several community meet and greet sessions across the district to listen to parents, students, and residents. I would like to thank everyone who attended and share their honest and thoughtful feedback. Common
themes did emerge around facilities and safety, including bathroom maintenance, opening the bridge to the grade nine center, requests for additional security measures, transportation concerns included bus behavior, and expanding late day routes for afterchool programs.
Families also discussed excessive homework in the early grades, the need for improved inclusion and communication in special education and ideas such as a parent university and more middle school inter murals. There are also questions about technology filters, budget
transparency and communications as well as suggestions to enhance the freshman orientation. We will use all of this feedback to g help help guide our planning and communication moving forward, ensuring that we continue to strengthen partnerships and provide the best possible experience for every
Obridge student. Once again, I just want to thank all the people who attended and um provided all that feedback for us to help make schools even better than what they already are. So, thank you for everyone who came out to the meet and greets that we've already had. After this, I would like to ask Mr. Crawfield
to come up and begin our presentation on some of our assessment data. Thank you, sir. >> Good evening. Thank you, Dr. Braen, Obridge Township Board of Education for the opportunity to present this year's annual testing report. Thank you again, Obridge Township Board
of Education, for your continued support of the schoolwide PSAT administration at Oldbridge High School. On October 24th, over 2,000 students are scheduled to participate in the third annual digital PSAT. General updates. In August, the NJ DOE
announced a new statewide assessment, the NJSLA adaptive. I apologize for reading this, but there was really no other way. So, a key feature to these assessments is their adaptive format. As students progress through the test, future questions are determined based on their responses, creating more
personalized and appropriate experience for each learner. This approach can help reduce testing anxiety by presenting students with questions closer to their current level, encouraging confidence and focus. I look forward to experiencing this with the state. So, there is a field test scheduled in November where we'll get to kind of see
what this looks like. Uh, and also a key feature of the new assessment is that the test is not as long. Now, on to the data. The New Jersey Student Learning Assessment was administered to students in grades 3 through nine in the spring of 2025.
Tested areas include grades 3 through9 ELA, grades 3 through 8 math, and in grade nine, their coursework based on algebra 1, algebra 2, and geometry. All NJSLA data by grade level compared to the state of New Jersey.
I'll include college board data, including a five-year analysis achievement. The elementary schools we performed similar to how we have in the past. You can see in grade three we significantly outperformed the state of New Jersey.
A similar result in grade four and also in grade five. As we transition to the middle school, we see similar results. We outperform the state in both areas of grade six. also both areas in grade seven. And for the first time, we swept the
state of New Jersey in grades 3 through eight. Transitioning to the high school, you see the grade nine ELA, we're outperformed by the state of New Jersey by one point. In algebra 1, we outperformed the state
of New Jersey by nine points. Algebra 2 and geometry. For the first time, we have a a scale score average of over 800 points, which is good news for algebra 2. And we also outperformed the state of New Jersey in the area of geometry. Before I transition to the college board
data, is there any questions regarding the NJSLA data? I have a question. So with the new adaptive test approach that the state NJDO is recommending us forward
I'd like to understand a little more on what does it mean when they say to reduce the anxiety by presenting students with questions closer to their current level. So is it like if somebody is a very good top performing student so he or she will be challenged with more
closer to that levels versus somebody who is performing moderate let's say for the sake of it uh so more question will be presented to them at that moderate level I'd like to understand a little bit on yes so I did I did contact so the previously was Pearson so for the past
10 years Pearson was park and then it was also Pearson for the NJSLA transition so it's been the same basically corporation that's kind of produced the test. So, Cadmium is the new um company that's going to provide the assessment. So, in my conversations with them, the analogy that they gave me
was if the questions are based on a difficulty of 1 to 10, they basically start with a difficulty of five. And if that is if you're a high achieving student and you can breeze through those questions, then you're going to be the next and it says it's question by question to kind of determine that adaptive style of that test. So a
student who's going to have those test questions the difficulty of level seven, eight or nine, they don't need to have the questions on the difficult level of two or three. And then again, a student with that difficulty level where it's more appropriate to be level three or four, they don't need to spend that time
on those, you know, seven or eight level difficulty questions. >> Okay, just my uh apprehension here is that um what if my top performing student is able to sweep through it versus a moderate student? And I don't know the scores how the scores are going to be assigned. That's just my only
apprehension. If the scores are going to come as an outcome of thoroughly evaluating the type of the questions and then how the student is answering and set at the same level then I think we are okay. But if the scoring mechanisms are going to be diff different then I
think that's not fair on the kids. Uh either ways and I mean it does align with the college board. So the college college board transition three years ago to the digital assessment they went to adaptive as well. So the the PSAT in 2023 was the first adaptive PSAT when
then in the spring of 2024 was the first adaptive SAT. So they're aligning the state assessment along with the College Board assessments as well. >> I see that we're going to test this uh in the month of October looks like right or later in the months I think. Maybe if we can get some kind of a report on how
the test went that will be of information for us. As per the uh August 13th memo from the the broadcast from the state department of education, they um are not providing any feedback to the districts. >> No, I thought we are going to test this. No, we're required to field test this fall.
>> Yeah, we are required to field test but the um cadmium is not providing us any data. >> Oh, okay. The outcomes or the results, they're not providing us anything. >> Understood that. But the state is not sharing with us what the test results are. >> Nothing.
>> Then what's the point? How will we learn how they are measuring us? >> So the cadmium is going to >> it's not a question to you. I'm just asking. >> I yeah I could answer. Cadmium is going to use the information of field test to kind of you know to calibrate the difficulty of those questions. >> Maybe I would reach out to Mr. uh Dr. Braen. Sorry. I would reach out to the
state department to follow up on this. You know we would like to see the insights. They are testing on our kids. So I would like to see you know how our kids are performing in that fall. Thank you. >> Thank you. I'd like to gohead. >> Go ahead. >> Go ahead. >> That those numbers are, you know,
impressive as how high we went K through eight or three through eight. And, you know, great job to the students and the families and the staff that prepared the kids for this because those numbers are impressive. >> Yeah, we did. It was a great year. So, I don't even know if you know the
answer to this question or have anticipated like what do you think the difference is going to be with the scores that come in and how how they're going to score the students compared to how they've scored the students when they all had the same test? Like do you feel like it's going to be apples and oranges next year when we try to compare
2025 to 2026? >> It's going to be impossible to compare 2025 to 2026. So, I think we're going to get a baseline year in 2026. So, that happened in 2015. I had the pleasure of presenting in that year as well as we transitioned to what was then park. Uh
so that is the challenge where you know I obviously have all the district data and do look back at all the years and this year was a very successful year in the world of of state testing and also college board testing which you'll see in the following slides but there'll it'll have to be a baseline year. >> We won't have much to compare to.
>> Thanks. >> You're welcome. College Board historical data. Uh, as always, I will provide a five-year analysis of SAT scores and a five-year analysis of advanced placement data, including percentage of students scoring three plus, which is the barometer that the College Board uses to determine uh
students working at the collegiate level, and total AP students and total AP exams. For the SAT, EWR is English, writing, and reading, previously known as verbal. Um, so you can see from 2023, we have a
nice um incline. We've improved from 2023 all of our uh verbal scores. The 21 and 22 data that was the postcoid era where only our most competitive students were testing. So the data for all districts would have been inflated in 21 and 22.
A similar result in math. You can see a general improvement from 2023. Good news. Then when you combine the data for the SAT combined, you see a nice improvement from 2023 through 2025.
2021 and 2022, if you do omit that data, which I would never obviously, but actually 2025 was the highest SAT combined uh that Oldbridge High School has um had since for basically 13 years since I've been here and probably ever.
AP percentage of students who score three plus. So you can see a nice incline here 21 and 22. Again the the data is hard to look back at those years with the testing and a mask and social distancing and also SAT optional among all the colleges and universities. So
you can see 2025 87% of our students are performing at the collegiate level which is great news to all who are involved in that. And then the numbers that I appreciate that are steady at this point, total students as well as total AP exams. In the new world of the early college
program and dual enrollment, you would think that possibly these numbers would start to go down because students have the opportunity to gain college credit while they're in high school. So these numbers sustaining where they have been is good news. You can see for total students the number has sustained
and also for total AP exams. This concludes the NLSA portion of the annual test report. Thank you Township Board of Education. Any questions? It's my pleasure to introduce Miss Annie Diler who will be presenting access for MLS.
That was record speed. I don't know if I can beat that. Good evening. Thank you for inviting me to present the access score report for 2425. Um the access the access test is a test
given to all multilingual learners every year in the spring and it is designed to focus on the alignment of our English language development skills. Um in the multil- language classroom students learn the language of ELA, language of math, language of science, language of
social studies and it is immersed with social and instructional language that students have to learn throughout the school day. All four domains of language are um are focused on during the school day. The access test itself focuses on all four
all four domains of language, listening, speaking, reading, and writing. And the goal of the ML program is to exit the student into the general education population. And we do that based on multiple criteria. Exit is
based on getting an access score on the test of a 4.5. um on a 6.0 scale. Um another part of the multiple criteria is the English language observation form which teachers fill out once students
have completed the access test. We also use teacher recommendation, classroom teacher recommendation. Sometimes counselors and parents are brought into the meetings and we use student report cards. So now delving a little bit more into the data itself. Um we look at
population trends for ML students and over the last two years we have increased ML population. Um it is in fact a microcosm of the population of OBridge itself. We are very multicultural and I'm very proud of that. Um in the last two years we have
increased our ML population from 215 in 2223 to 260 in 2425. Keep in mind all of this data and the access testing is from the 2425 school year. Our elementary
population was at 169, our middle school at 41, and our high school at 50. So again, you can see that the trends are increasing um despite the fact that sometimes the ML population can be looked at as transient and fluid. But it
appears that in Oldbridge um they love it so much that they come here and they stay. Um now breaking down a little bit of the data and as I share this with you I invite you to to look at the last two bar graphs specifically um students who
score between 3.5 to the 6.0. Our goal for our ML students is that they attain that 4.5 which is the very last bar graph. um our elementary students in this past year for access, 14% of them actually met that 4.5 exit criteria eligibility and we're very excited about
that. But as you can see the next chart, the next bar over, 28% of them were nearing that exit eligibility criteria. Same with middle school students. We had 43% of them, which is, if you really think about it, almost half of the
student population in our middle schools, um, gaining on the exit eligibility criteria with 11% of them meeting the criteria of 4.5. And in high school, we had 45% of the students nearing exit eligibility and
11% actually meeting that criteria. Comparing it from a year-to-year basis in elementary, middle, and high, we see that in middle school and high school, we had a significant uptick, an increase in access scores, um, eligibility
students from the last two years, whereas our elementary students slightly declined. And I can go into a couple of the reasons why in one of the later slides. Um, comparing our 4.5 exit criteria for
district-wide students from the year 2023, 24, and 25, you notice that we remained stable for the last two years. 15% of our students were in fact exit eligible and did exit our programs.
And when I mention exit, I mean that they're able to then go into the general education classroom population without having to be pulled out. Um, again looking a little bit further at the criteria, excuse me, at the four domains of language, you notice here
that speaking, reading, listening, and writing are all four taken into consideration. When we look at um I have such bad eyes. When we look at speaking and writing, we notice that those are considered output and more of an active
presentation part of language. So they are always going to score lowest whereas the other two are passive and they are going to score higher. This happens year after year with our ML population. Um going a little bit more into explaining why this happens in the four
domains of language. Listening and reading are considered inputs. They are considered passive. You're taking the information in whereas speaking and writing are outputs and they are considered active domains of language. Um, and so when you kind of combine all of this together, we want to understand that our ML students score on par with
any other English-speaking student um, when learning a language for the first time, learning any language for the first time. Every year, our ML program applies for a bilingual waiver. This year, we applied for a bilingual waiver and were approved
for five languages. This is the first time that overridge actually applied for five different languages. What is a bilingual waiver? Simply put, those districts which are unable to offer bilingual education to students who come to us from a different um speaking a
different language or students who are multi multilingual learners. Um those districts are able to apply for a bilingual waiver. This year we had five languages where students um where we had more than 20 students who spoke a
different language. Now there are variety of reasons and here I've outlined them. It could be that we are not offering bilingual education um for factors such as age, grades span, um ge geography. We're unable to put all those students into one classroom and offer them bilingual ed. So, in applying for
the bilingual waiver, we noticed that we had students, 20 or more students in the languages of Arabic, Russian, Udu, Ukrainian, and Spanish. Spanish being our most frequently used language. Um, some of these factors again to
consider when we're looking ahead, we had several factors and I'm not going to go into all of them. However, I did want to point out that um in 2425, we had a significant increase in newcomer
students. We had 21% increase in the ML population within two years. And this would impact any ELA classroom as it very significantly did impact our ML students and student body. Um something else to consider are parent refusals that happen districtwide. Keeping in
mind that our ML population um our parents have the final right of refusal for services. So even when we screen a student into an ML program and the student screens in the parent has the final right to refuse. Some parents do choose that because not all of our schools are able to provide ML services.
So sometimes they choose to refuse services. If that does happen, you we need to keep in mind that we still have to offer these students supports in that building where ML supports are not available. Um as well as administer the
access test to them every year and those students um access scores are taken into account each year. Um also looking ahead we were able to hire some new teachers with ML uh ML
certification which helped us to provide the supports that are needed for our EL students. Um we were able to create new schedules for our students including something called the emergent classroom where students who are at risk um are better supported with additional classes
during the school day. We offer of course tutoring sessions. Um we offer parent communication in the home language of the student so that parents are better able to communicate with the teachers. Um we have ongoing staff development and PD all year round.
Um and something that I am very proud of the seal of biiteracy which is a seal provided and a certificate provided by the department of education for students who are biliterate meaning that they are able to pass the graduation requirement for ELA
as well as another language. We always have our multilingual students um taking that particular assessment and graduating with a seal. Last year we were able to award several ML students. 8% of them were um either current MLS or
former MLS. 57 seals were awarded in languages um such as Chinese, French, German, Spanish, Polish, Russian, Ukrainian. This year students want to take it in Tamil, also Ukrainian, Vietnamese um and Tagalog.
And finally, the most exciting part of the presentation, this just came to my attention um earlier today, thanks to um Miss uh Stacy Winters, our math
supervisor, she was able to provide me with a secret secret website. Um and I was able to excitedly find out that um when I take the subgroup of our multilingual learners, we have consistently in 2024
in the NJSLA districts um in comparing Middle Sex County and the 23 districts. Our ML subgroup outranked um consistently most other school districts. We were first in third grade, first in fifth grade, and first in 9th grade for ELA.
and we were second or third out of 23 districts in math from third through 8th grade. Um, unfortunately I was not able to go through every other subgroup um, excuse me, every other part of that particular performance um, assessment, but I was really excited to share this
with you because I think it's worth celebrating. And that concludes my uh, part. I'm going to hand over to Miss Alexis Adnani. >> Can I wait? Can we ask some questions? >> Oh, of course. Okay. >> Yes. >> Sorry. same time again. Okay. Um, so I
just want to go back uh for a second to the the chart where it's the four domains of language where you were explaining that there's the listening and reading and speaking speaking and writing. And as far as our students that are eligible to exit the program in let's say listening and reading and not speaking and writing.
>> How do you decide who then do they exit a program in those particular skills and not the others or how does that work? >> So the way that this works is it's taken as an overall all four domains have to be considered. But when we look at data, we want to see where our students are doing well, where their strengths are,
and where they need improvements. So this is good for us to know. So when I look at that whole chart that the New Jersey state sends me upon the completion of access, we have several different um columns that I actually look at and we're able to check and see
how did every student do on even when they take things and they put them put them together and we say comprehension versus literacy, how are they doing on that part? What are they understanding? What are they not? So this is really for us to be able to look at and chop and understand how best to support students.
But looking at it overall is how access determines excuse me is how the state determines exit. So it has to be all four of them combined. Does that answer your question? >> Yes, it does answer my question. Um so then in that case this is for last school year. Correct. >> Correct.
>> So then is am I reading it right? like thinking um the middle school and high school students really didn't get to exit because we didn't have >> they did they did >> because we get the scores so they take the test um between end of February and middle of April we get the scores at the
end of June generally this one we got um June 19th I look at the scores we send the information out to the parents and let the parents know that your child has exited so when they come back to school unless they're a 12th grader doesn't matter when they come back to school they're no longer in the ESL class.
>> Okay. Thank you. >> Sure. >> I have a question on the waiver part. Um, so by applying for the waiver, are we then not offering those languages? Like
that's what I wasn't understand what the waiver was for. >> Okay. So by law we are supposed to offer bilingual education to students who speak a different language because they're coming to us and the idea behind education is to make students literate
and we want them to graduate in time. There are many districts who don't have the capability due to you know grades span or geographic region etc. If you have a if you have more than I should let me clarify sorry by law 20 or more students who speak a certain language
you have to offer them bilingual education. Um is too large of a district with too many factors to consider and we are unable to provide them with biling bilingual education. So I'll give you an example. We have 95 students. We had 95
students when I ran the bilingual waiver, when I actually applied for it in June of 2025, 95 students who spoke Spanish from grades K through 12, I would have had to hire several Spanish-speaking certified teachers to
teach Spanish, social studies, um, science, math, ELA, you name it. similar. Um we have I believe there are 41 um Ukrainian speakers. I would have had to hire
several teachers. God bless you. Several teachers to fit those specific age levels and to teach those subjects. Very hard to find. So because of that, the state has made something called a bilingual waiver which allows you to teach them ESL in place. You're teaching
them English so that they can catch up to grade level and then learn the materials in the medium of English, which is the instruction we use in Oldbridge and in pretty much everywhere in New Jersey. >> Okay. Thank you. >> That's it. Have a good evening.
Thank you, Anita. Good evening, everyone. My name is Lexa Denalfi. I am the supervisor of elementary special education, preschool, and literacy for grades K through 5. Tonight, I have the privilege of presenting to you the dynamic learning maps or the DM test results for the 2425 school year. Before
I do go into the results, I do want to take a moment to thank both the board of education and central administration for supporting the department of special services. It's because of your support that we're be we're able to provide our teachers with tools and programs to really ensure our students continued
growth and continued success. And what I'm presenting to you here tonight is a testament to both that support and our incredible teaching staff um who works with our students on a daily basis. So, I thank you for that. So, similar to the NJSLA, the DLM
assesses our students in grades three through eight and grade 11 in language arts and mathematics. Students in grades five, eight, and 11 are also assessed in science. And New Jersey participates in what's called the DM um endofear model, which is a computer-based assessment
that aligns with both the New Jersey state learning standards as well as the DM essential elements. So, how do we really make that determination if a student is to take the NJSLA versus the DLM? So, it really is a collaborative IEP team decision.
However, like many things, the state does provide us with specific criteria that we do have to consider when making that determination. And that um criteria states the following. The student has to have a disability that significantly impacts their students intellectual functioning and adaptive behavior. The
student is primarily taught utilizing the DLM essential elements. The student requires extensive repeated and individualized instruction. The student uses substantially adapted materials and individualized methods for accessing their information. And the students
significant intellectual disability will impact their postschool outcomes. So when we look at that specific criteria for the 2425 school year, bridge had 51 students who were eligible to take the DM um in grades 3 through
11. 28 of those students were at the elementary level, grades 3 through 5. 21 students were at the middle school level, grades 6 through eight. And then we had two students in grade 11 at the high school level. So in real so in order to really understand the DM test results you do
have to understand how DM categorizes student performance and it does that by categorizing um it in relation to the essential elements. Four key levels are established which are emerging approaching target at target and advanced. We're looking to see how our students are progressing towards that at
target level. So when I present to you the data that's our goal. So when we look at the results um from last year, we had 51 students assessed in language arts. 15 of our students were at the approaching target level and
six were at target. In math, we again had 51 students assessed, 13 were at the approaching level and seven were at target. And then in science, which is only assessed in grades 5, 8, and 11, we had 14 stu uh 17 students assessed and three were at the approaching level.
So overall, Obridgeidge Township Public School demonstrated stable participation. So from one year to the next, so 2024 to 2025, we had stable participation um in each grade level, but we also had incremental gains in proficiency. So that at target and advanced level in both ELA and science.
Math did show overall growth and improvement. Um so if you look at this chart, you'll see a comparison between the 24 25 school year. In language arts, we remain stable at 25% proficiency. In mathematics, we had a 4 percentage point increase from 12% to 16% proficiency.
And then in science, again, we remain stable at 15% um proficiency. I do want to highlight some um grade level um strengths. So, for grade six, 29% of our students scored at target or
advanced, which was up from 0% in 2024. In grade 11, we remain proficient at 14% which again reflects consistency in our outcomes. And then just an area of need, which is our target intervention, would be grades three through five, really focusing on those early literacy skills
for our students in this specific population. In mathematics, grade three highlights 60% of our students were at target or advanced, which is significant improvement from the year before. And then from grades four through eight we had a consistent range between 7% and
25% which again shows stable um growth and proficiency. Science grade 5 17% at target or advanced which is again up from 2024 and grade 11 um reminder we only had two students who participated. We had 14%
proficiency which was stable. I think it's important to see um each year how we're progressing. So I did provide this chart which you'll see um a comparison between 2023, 2024 and 2025. Um you'll see that we have remained stable with the number of students
eligible to participate each year. I do foresee that there might be an increase with the number of our self-contained classes growing within district from one year to the next. However, over the last three years, you'll you'll see that we remain um consistent between 48 to 51
students. And then again you'll see from emerging approaching target and advanced levels that we remain stable or have ma u maintained some growth or incremental growth in specific areas. However with many things we do have action steps moving forward while we are making
growth what are we going to focus on in the department of special services. So it really we really need to continue to strengthen our instructional alignment and that's looking at our classroom instruction and aligning it to those DM essential elements. So utilizing the NDLM instructionally embedded model to provide teachers with ample
instructional tests and assessments that again align with those essential elements and the NJSLS. Expanding our professional development targeted PD focusing on evidence-based literacy skills and numeracy strategies for our students that are assessed on
the DM. So really focusing on this population of students and what programs and strategies would work in those settings. ensuring DM results are not only used to drive instruction but are really used to drive our students um IEP goals and then to continue to facilitate
that vertical articulation. We started this a few years ago and I think this has been a paramount um thing that we have done in the district in regards to vertical articulation and just really providing our teachers with the ability to have a smooth transition instructional and programmatic
transitions for not only our teachers but our students. So just continuing that from year to year. Um, so again, I'm proud of this population. I'm proud of our teachers. I think that each year we're showing growth. Um, and I it's again, it's a testament to the board. It's a testament to our staff. Um, and
everything that we're be we're able to provide our students here within district. So, thank you. Does anyone have any questions? >> Yes. >> Okay. I have two questions. So, 51 students um used the DM assessment this past year.
>> Is that out of every student that has an IEP? >> No. >> Okay. So they that criteria that I read has to be so each IEP has to indicate whether a student is going to take the DM or the NJSLA. If they're not going to take the NJSLA, then they have to be essentially excused from it. Um and
that's where they would take the DM. That criteria that I read to you before, there's actual paper documentation that has to be provided to me that's completed at the IEP with the IEP team. And if any answer of those are the answered no, then they can't take >> Okay, so that was my next question, too. Um it has to be all of those things
combined with the criteria. correct to meet that. Okay. And then one more. So the DM is that individualized like is is each child's test or however they go about it individualized to that student or are they all the same? >> So there's if you there's linkage
levels. So when a student goes in, it's based on a report that a teacher is completing in the DM system and then it provides linkage levels. So if the student is again ac accessing the information doing well, then the linkage level will change. Um again we don't want a student to reach frustration. So
if they reach their ceiling then it's it's done. >> Got it. Okay. Thank you. Anyone else? >> I think the both the results for this and um actually all three presentations like speak volume for our staff and how you know dedicated they are. So on
behalf you know thank you to you guys that presented and thank you to the staff for their dedication hard work to for our students. Great results. >> Thank you guys. I want to echo that uh Jen thanks to Dr. Kathy and Dr. Tui as well as they are leading this forward
and to all the remaining rest of the staff. I think uh this is the outcomes of what we are here for right for the students and to get their you know incremental scores better and better. Thank you very much everyone. >> Thank you.
Do you have any closing remarks or Okay, >> I do have one thing to add a quick update which I think it go ties into the superintendent report. I have a quick update. Um I see Dr. Sasso in the crowd. I see one of our security guards. Uh I just want to provide a community update on the pedestrian bridge here at OBHS.
Um, as of today, October 14th, the specification package for bid number 25108, pedestrian bridge repairs at OB OBHS is publicly available. So, uh, it was advertised in the paper and as of today, contractors that are interested can call, um, Tarski Milman, which is
the architect on the project, to get a copy of the specification package. A pre- bid a pre- bid meeting with prospective contractors is scheduled for Monday, October 27th. Um, at that point, contractors that are interested in bidding the project can come out to the uh the bridge over at the high school
with our architect and they could review the project in in depth as far as plans and just and overall they get a visual of the uh scope of work. Bids will be publicly opened on Thursday, November 13th, and subsequently reviewed for compliance and we look to award the
project to a contractor at the Tuesday, November 18th board of education meeting. So, uh, I know it was a long wait to get to this moment and once we did finally get the approvals from the DOE, we jumped right on it. Um, the the biggest update we got in talking to the architect was, uh, that the steel
contractors, which is really the work we need to do, they don't care about the cold, they don't care about the weather. Um, they're going to be, you know, going through sleet, snow, whatever it might be. Um, so we we're looking forward to getting this project finally done after the long wait and, uh, looking to get it
the bridge back open for Dr. Sasso over there and our security guards who uh look at me every morning when I pull in asking when the bridge is going to get done. So, we're almost there. I thank you for the patience. >> I think that'll make some students very happy as well. >> I I believe so as well. According to Dr. Bragan's community update as well,
>> and it'll probably make Sweetie the Bird happy, too. >> I don't know. >> The parrot that discovered all the problems with the bridge. Thank you, >> Mr. Widell. >> Yes, sir. Uh, do you think it'll be possible to have Mike Milman at the
operations meeting on Thursday to go through the bid package? >> Um, I'd have to reach out. I don't know if that's possible. >> Tomorrow, >> Thursday is the operations meeting. So, I would like if at all possible to review that bid package in detail during
our committee meeting so we could uh take a look and vet it and if Michael is available, >> I would like him to be present if possible. Well, it is out on the streets and and and there's no better, you know, expert than the architect. So, I understand the board has maybe an interest in vetting it, but um you know,
no offense, I don't see any architect on this board. So, I I understand I will talk to to Mike Milman to see if he's available. Um but I will if he if he can't be, you know, I can certainly have him do a write up summary or something for you guys, but I I'll reach out to him. >> I think that it'll be important for the
committee to vet the details in the report. Uh, I have a good relationship with Michael and I feel that with my expertise in the building industry for 40 years, I could add value to what's going on here. So, if at all possible, David, please make those arrangements. Thank you, sir.
>> So, I'm going to move on to the superintendent report if there's no objection. Actually, no, I apologize. Uh, progress towards goals. Um you know our committee structure and meetings are really focused on that um
getting the long range planning uh which is tomorrow night um and really understanding the finances. So the board is dedicated to that. if you can just mention >> about the tomorrow's meeting. Right. >> Wait, wait, wait. >> We didn't get the committee reports. I'm
just trying to um Okay, so superintendent search, we're we're at the finish line. Um the demographics that we got reported on Saturday, I think it was, uh 54 people
had at least started the application process to be a superintendent in Old Bridge. 47 completed. Uh, one did come in after the deadline. So, 47 applications were considered for it. Um, that came from 10 states. 31 applicants
had a doctorate, 16 without. Um, the board spent three hours on Thursday night going through um the applicants. The search firm had presented us with a slate of eight people. Um we narrowed it
down to five, six, five. Um and then we met for seven and a half hours on Saturday and and interviewed those five. Um and we have another long Saturday coming up. So after we have board meeting tonight, committee meeting Wednesday, Thursday,
we get to spend more time together on Saturday. So from like 8 to 4. So by the end of Saturday, hopefully we would have consensus from the board. Um and that's when Mr. Parton has his job to do. And then at our next board meeting on the
28th, hopefully we can present you with our candidate for superintendent. So we're almost there, guys. >> Madam President, >> I have a question for Mr. Parton. >> Am I ask am I allowed to ask a question regarding financial aspect of the search,
not necessarily anything on the candidate? >> Why don't we give it a try? >> Sure. >> So the board authorized monies for a national search. for a superintendent? >> Yes. >> Was those monies well spent? Was there anyone nationally that was uh
recommended for the position who applied? >> I'd like to have some details on that if at all possible. >> It's not possible at this point because it's still an ongoing search. So, we don't want to disclose any of the candidates or of the specific status of anybody's candidacy at this point. On on
October 28th, perhaps we'll get more into that. So then after October 28th if there is understood thank you Mr. Pardon. >> Any other questions on that part? Okay. Uh Mr. Widell any correspondence?
>> I do have one correspondence. Correspondence comes from Michael Walters. Please share this email publicly during the correspondence part of the agenda meeting for October 14th and October 28th. Members of the board, on September 8th, I sent an email to Mr. Widell containing a character reference
for Dr. Raymond Payeyton. I received no response and the email appeared to go unread. On September 10th, I followed up expressing my disappointment at being ignored and requesting that my letter be read at the next board meeting. That request was also overlooked. To ensure my concerns are heard, I am now forwarding the original email to
multiple board members and respectfully renewing my request that the letter along with this addendum be read at the upcoming meeting. Here's the correspondence. I am writing to offer my sincere and wholehearted character reference for Dr. Raymond Payeyton, principal of Memorial Elementary School. Both my daughters
attended Memorial during Dr. Payton's tenure, and I can say without hesitation that the environment he cultivated was instrumental in their educational and personal development. Under his leadership, Memorial Elementary was recognized as a national school of character. This achievement, in my view, was made possible in large part due to
Dr. Payton's unwavering standards, consistent efforts, and strong moral leadership. In every interaction I have had with M Dr. Payton, he has been nothing short of gracious, professional, and patient. He has always been generous with his time and attention, and particularly when engaging with parents, demonstrating a deep and genuine
commitment to the success and well-being of every student and faculty member under his care. It saddens me deeply to witness how quickly years of hard work, dedication, and commitment to his school community can be called into question or cast aside. I respectfully urge you to consider the totality of Dr. Payne's
contributions and character, and I pray that he is quickly restored to the role where he has been made such a positive and lasting impact. Dr. Payne's reputation is fairly is being unfairly untarnished in the court of public opinion at this investigation as this investigation drags on. The inflammatory
and baseless accusations circulating among the student body amount to nothing less than character assassination. While I expect rumors to spread among students, it's disheartening to see adults perpetuating these falsehoods. Though I'm not one for conspiracy theories, the timing of these
allegations and the apparent sources of the worst rumors raise questions. Those of us who know Dr. Pay trust his integrity, but were clearly outnumbered by those drawn to gossip. I have no doubt the accusations will ultimately prove unfounded. I urge that this matter be resolved swiftly so Dr. Payton can
put this unfortunate chapter behind him and continue the exemplary exemplary work he's known for. Respectfully, Michael Walters. That concludes correspondence, but I will just address the uh the board and the community. I did uh talk to Michael
Walters after receiving this email. Um I did apologize. I I did receive the original September 8th email on after I received that email, I sent to Dr. um to Mr. Parin for review to to be read and I simply did not print it out to be read
at correspondence. So, um I did apologize for that. I did see the email. I just did not, you know, get it printed out to read and uh it was an honest mistake and um you know, I appreciate Michael Walters accepting that apology and uh realizing that mistake. So I do bring it tonight to share and um that
concludes correspondence. >> Thank you. Hearing of the residents on any agenda item. >> Seeing none, we'll close the hearing of the residents policy. Um >> you can do um special committee.
>> Oh yes. I'm sorry. I'm sorry. Yes. All right. Special committee reports. Whoever. >> Thank you. Thank you very much. So hopefully everyone could join us tomorrow at our finance meeting at 6 o'clock at the cafeteria, right, Dr. Tur? It's at the >> 6:30. >> 6:30. >> 6:30.
>> Thank you. 6:30. That's very good. >> So hopefully we could all get together and discuss the possibilities of redistricting. We're going to have Prett Samjan giving a presentation and we want as much input as possible because this is it. We're going to be redoing our community. A lot of things have to go
on, a lot of development going on. So we appreciate everyone showing up. Thank you. >> Yeah. The only one thing I want to add to that is uh I've been forwarding that invite or the schedule to many folks in the community. Um if we look at it, this
is the first session we are having after like four to 6 months I think especially after the tax increases. So there the first question everybody's going to come and ask is you know why did we increase the taxes? So in terms of presentation for the community tomorrow I would recommend in Mr. provid style uh give
them a recap of where we ended with you know the budget and then what's the plan forward that way we have a good story to say uh because I do think we should acknowledge their questions first uh whichever format you know I would let uh you know the chair of the committee is
uh Mr. S. So I'll let him decide how he wants to chair that. But please do be aware that a lot of people are going to come with that first question. So we start with a narrative for that and then lead us forward. Thank you. >> Um and like the board has said multiple times like the work happens at the
committee meeting. So this is, you know, when the community says, you know, they want to be involved, they want to, you know, have their voice. The committee meeting is where we're all at the same table. We're all having a conversation. You know, by the time the committee reports and the decisions come to the
board, you know, there's less room for discussion at at this at the board meeting level. So please, you know, come to the committee meetings. We have the long range strategic planning meeting on Wednesday and then Thursday's operations and food service. So,
uh, food service that's starting at 6 o'clock on Thursday. Um, whenever it concludes, we'll go into operations, but we will start on Thursday at 6:00 for food service. Tomorrow, uh, yet tomorrow is 6:30 here at the high school um, in that square section for for that
meeting. So, >> so Thursday's meetings are in the admin building. So, Thursday will be in the admin. Thursday at the admin meeting. All right. >> Correct. >> Any other special committee reports? Madame President, can we just elaborate what operations means to the public? Go ahead. >> Obviously, we're going to have food
services, which is not part of the operations aspect, but we are going to have buildings, grounds, and transportation. So, if anyone in the public has any concerns about transportation, late busing, things of that nature, you're more than welcome to come and vet and discuss with us concerning that topic. I know it's going to be brought up. It's going to be on my
agenda to speak uh at the committee meeting about that and uh hopefully we can get some more details. uh also buildings and grounds as we know air conditioning is always a big topic and improvements for ADA compliance things of that nature security purposes so security purposes so a lot of these
things are discussed in these meetings and I will be providing David Wedell a an agenda which I think is appropriate things that the board would like to discuss to get more details so if anyone has any interest please attend the meeting and uh you can get some valuable insight on what really occurs behind the
scenes thank Thank you. Okay, so we I apologize for doing things out of order. Um, we did the hearing of the residents. Now we're on to policy. Um, any questions on the uh reading of the policies?
>> Yes. So, we're doing motions because it says for action, but there's no box. >> We are supposed to do the first reading on this. >> Mr. Widell, it's an abolishment. So, it's one reading only. So if you want to just knock it off now, we can or we can >> we'll we'll wait till the next meeting
then. That's fine. One one for abolishments one then. >> Correct. >> Okay. All right. So we'll not we'll we'll move it towards uh action on the the 28th. We'll keep that. >> So should we discuss this in the next meeting? >> Well, you can have discussion. >> I just want to get one clarification.
Where are we abolishing or what's the background around this? >> So this was included in our last policy update we had from Strauss SMA and we it was discussed at our policy meeting. Um at the time the the re recommendation suggestion from Strauss Esme who is our um attorney for policy was that we
should revise uh the policy which we did. However, because this does not apply to our district um Doc Mr. Parin here as as legal counsel for the district suggested that we actually abolish it because it it doesn't have any um factor or impact to our district
directly. So that's why we're choosing it was revised but it should have been abolished. So, we're just kind of fixing that and taking it off our our policy. Correct, Mr. Parn. >> Correct. It it's it's confusing to have it on your books because you are not a choice district. So, we're just going to remove it entirely.
>> Okay. Thank you. >> Any other discussion on the policy? Okay. Curriculum and professional development. Can I have a motion, please? >> Jan motion will second. Any discussion? Roll call, please.
Miss Mone, >> yes. >> Mr. Slade, >> yes. >> Mr. Solicowski, >> yes. >> Mr. Venitasan, >> yes. >> Mr. Dunn, >> yes. >> Miss Francisco, >> yes. >> Mr. Gerardano, >> yes. >> Miss Jori, >> yes. >> Miss Dantino,
>> yes. >> Resolutions one through three for curriculum, professional development passes. >> Any discussions on items four through six? I did have um Dr. Hoger, you had said that um on item
six, the club unified might reopen. Uh a staff member asked me when that might reopen. >> We did a second repost. We're going to do another repost and we were also reaching out to some of the secondary schools to see if we had any interest in staff going to the elementary because
they got out at the earlier time. I also want to point out that on here each one of these stipens should say each. >> Okay. Because that is per person that is assigned to it, not per school. Okay.
Thank you. Any other discussion? Okay. Moving on for finance. Can I have a motion on item number one? >> Don't make ahead. >> Joe, do you move it? >> Done. Second. >> Thank you. Any discussion?
Roll call, please. >> Mr. Slade? >> Yes. >> Mr. Solicowski? >> Yes. >> Mr. Venitason? >> Yes. >> Mr. Dunn? >> Yes. >> Miss Francisco? >> Yes. >> Mr. Gerardano? >> Yes. >> Miss Shri? >> Yes. >> Miss Mone? >> Yes. >> Miss Dantino?
>> Yes. >> Resolution one for finance carries. >> Any discussions on items 2 through nine under finance? Any discussion on athletics? Any conversation on non-certificated personnel office items one and two?
Any discussion on non-certificated personnel operational item one and two? Okay. For non-certificated personnel other Is there a question? Okay. Um, can I have a motion for items one through four?
Jano motion. >> Done. >> Second, Madam President. >> Okay. Any discussion? >> Can we have a roll call, please? >> Miss Francisco? >> Yes. >> Mr. Gerardano? >> Yes. >> Miss Jodri?
>> Yes. >> Miss Mizone? >> Yes. >> Mr. Slate? >> Yes. >> Mr. Solakioski? >> Yes. >> Mr. Venitason? >> Yes. >> Mr. Dunn? >> Absolutely. Yes. >> And Miss Danuno? Yes. >> Resolutions one through four for
non-certificate personnel other carries. >> Any discussions on items five through 10. >> For item six, I'm assuming it's left blank and highlight because we don't know yet. >> All right. Thank you. >> Correct. >> Hi. Can I have a motion for certificate personnel items one through three,
please? >> Francisco will move. Miss second. >> Thank you. >> Any discussion? >> Roll call, please. >> Mr. Gorder, >> yes. >> Miss Shri, >> yes. >> Miss Mone, >> yes.
>> Mr. Slate, >> yes. >> Mr. Solicowski? >> Yes. >> Mr. Vanitason? >> Yes. >> Mr. Dunn? >> Yes. >> Miss Francisco? >> Yes. >> Miss Dantuno? >> Yes. >> Resolutions one through three for certificate personnel carries. >> Okay. >> Any discussion on item four?
>> Miss Danuno. We do have one oh new hireer in the audience. >> Y come on out. >> I'm sorry. Your name >> at least one unless I'm missing >> Danielle. >> Yeah. >> Can I have >> This is Miss Goretsky. She's actually
Danielle Gretzky. Am I saying it correctly? Okay. >> Um is a power professional aid in our classrooms and is now taking over as one of our preschool teachers. >> You want to take your picture? There we go. two cameras.
>> So, look right and then thank you. Welcome to Old Bridge. >> Awesome. Any discussion on item five through 4 through 10? >> 10 11 12. >> Oh, wow. Well, I went four through 10.
We were splitting it up. Going by page. Uh going from 4 through 16. Any discussion? >> Okay. Um, any discussion? Hold on. >> Go ahead. >> On number six, um, move the board to approve the employment of the following certificated
personnel. Um, there's no name replacing the people that are being replaced. >> We're working on it. >> All right. >> Um, actually, we do have Miller grade two filled. Okay. And, um, the other one we're interviewing tomorrow. Got it.
So with our convention next week, they have an extra week. So they've got two weeks to fill it in. Any other discussions on 4 through 16? All right. Any discussion on non-certificated personal transportations items one through three?
Any discussion on transportation items one through three? Okay. Can I have a motion for supplies, equipment, services items number one? >> Jody, you'll move it. >> Done. Will second, madam president. >> Thank you. Any discussion?
>> Yeah, I have a question on the item number one. I see that we are procuring um more devices uh like student Chromebooks. So if you can have some background and we seem to be spending about 350k on this and I do know this
company MR International who is very much in the northeast region to supply for public schools and public governments which is good but if any kind of context or the background where we are trying to supplement these devices. >> Sure we included uh the purchase of
additional student devices in our our um tax levy incentiva application. So, uh, an amount was approved and included in that that application. Um, we know and and we've heard that, you know, there is a need for for student devices and improved, you know, updated student
devices. Um, so I know there's been at at curriculum meetings and different we've been researching and and looking into where uh new devices are are best need are most needed. Um, at our first instructional leadership team meeting um with principles in September, you know, we we said if there was a potential to
make a purchase, you know, where is it most needed? And I think there was an overwhelming um you know reaction that that six grades six and nine are where it's most needed. And this is really the start of a a refresh cycle and starting a refresh cycle where uh those devices
can stay with those students uh throughout their typically a 3 fouryear cycle as for a refresh. Um so with those funds that were approved by the board with the tax increase though we'll get devices that are much needed at the sixth and 9th grade levels. Um but then those devices that are new um and those
that are existing will then go into kind of you know the pool of classroom devices and if there's breakage or usage you know so those are still going to be used within the district but uh grades six and nine will now get new these new devices for a new refresh cycle. >> Thanks Mr. Wood.
>> Do they get them next school year in September or we're going to do something? We are we are working as so tomorrow if this is approved a PO will be out um MRA has been working on it and for this purchase we've used the uh New Jersey state contract for computer
equipment um HPE here at Packer is the authorized dealer. So then you have to go to at least three different HP dealers for a quote. um MRA was the top quote um based on on pricing and so they have you know the the inventory in stock
what's that >> bottom quote like cheapest not top quote as in the highest >> top >> best price correct um all >> price and other factors considered that but but they did have the best price um but the they have the inventory in stock
so it's really they they will be including um some asset tagging for us because it is a pretty large um inventory that will be taken on. So they do different services like that white glove service getting it ready as far as delivery asset tagging which we have to do internally um for district uh
internal controls. Um and then once that is ready they will we'll ship out and we'll start working on on deployment. Um so I know our technology team is happy to get the devices um but they have plenty of work ahead of them to get these out to to our classrooms. >> Thank you. >> Quick question. Is that every year going
forward when you enter sixth grade, enter ninth grade, you get a new laptop or is that just for current? >> Uh, we would hope to certainly keep that that refresh cycle. It's just that the funds that through this tax levy and say this made it that made it possible. Um, but the goal is now you budget with that
that in mind. So, uh, as and I'm going to certainly make a more concerted effort as you get devices and and stuff that comes off. we can go to instead of just putting disposed and and it goes to trash, you try to resell, you know, some products and and we're going to continue to look as as the finances come through
us through lease purchase agreements and different, you know, um procurement methods like that, but the the goal would be that we continue this refresh cycle because what what it was in the past is I know we bought devices at the same at one time during COVID, you know, all the the grant funding was done. Um,
but the problem with buying everything at one time is it all goes bad together and it it it really uh you know is kind of the cycle we see not just for technology but some of our buildings as well uh with with the repairs that are coming. So um the goal would be to continue that that cycle.
>> If you had to guess even after all of the you know uh work to get them here and then get them set up what do you when do you think they'd get into the students hands? Okay. I mean, listen, I know you don't want to answer because then just, you know, roundabout. Is it this school year? >> Would you like to answer that? We have
uh >> Oh, okay. >> This is Jimmy Andell. Our director of technology is in the audience. So, >> um >> and for those on TV, he said he's hoping within 30 days. >> Awesome. Thank you. >> Yeah.
>> An idea January, June. Got it. Okay. >> Any other discussion on these important devices? Roll call, please. >> Mr. Slate, >> yes. >> Mr. Solowski? >> Yes. >> Mr. Vanitason? >> Yes.
>> Mr. Dunn? >> Yes. >> Miss Francisco? >> Yes. >> Mr. Gerardano? >> Yes. >> Miss Jori? >> Yes. >> Miss Mazone? >> Yes. >> Miss Dantino? >> Yes. >> Resolution one for supplies, equipment, and services passes. >> Any discussions on items 2 through five?
>> Okay, moving along. Miscellaneous items one through eight. Any discussion? Okay. Mr. Ryell, do we have any board secretary and board business? >> None to report tonight. >> Okay. Hearing of the residents on any
district item. Mic is open. Do an hour now. Okay. Okay. Uh my name is Brooke Richards Patterson. Uh two questions. One was again I brought it up a few times but about the committee meetings if we can
televise them somehow. Um, does I'm not suggesting having like a formal back and forth and public comments and all that, but just to televise it like on YouTube or something. Put a camera in the in the admin room. I don't know if that's what you call
that room. But the other thing was I was just curious cuz I thought we were going to be t like hearing more about what's been going on with um redistricting and the demography that's been going on over the past few months. I thought that
was going to be recapped in October. So, if if I'm wrong, please correct me or just give us an update. Thanks. Anyone else? All right, I'm going to close the mic. Uh, so the as far as hearing the
reports, that's kind of what the whole meeting about is tomorrow. That's why we didn't have a um a strategic planning meeting in September because the reports weren't going to be ready. So, we felt it was better to just wait till October. So, if you want to hear about the status
of our buildings, where our student population is, um and part of and as Kieran said, like the beginning of the conversations of redistricting, that's at that meeting tomorrow. That's why it was moved from the conference room in the admin building to the cafeteria. So,
>> and so correct the the redistricting plan is will be part of Brett Sjun's presentation tomorrow. Um, we did have meetings directly with the township. Dr. Bragan uh myself met with the township planner, our architect, Pratt Sanjan architects as well as the township BA.
So, we had a a direct meeting and I know they Prett meetings with the township. So, we talked about um you know incoming or oncoming uh developments um that are in their the redist or redevelopment plan for the township and we make sure we're trying to address and and at least
think of those areas that will be uh redeveloped when we when we move forward with our long-term strategic planning. As far as the committee meetings, um where we are with that, we did have a couple vendors come out to look at our uh conference room where we're looking to put a recording system in there. it
wouldn't be for live. So the where we were um with that conversation was we would look to record committee meetings but they would be um recorded then posted at a later date. You guys can all still anyone that from the community that would like to watch them they can go they will be posted at a certain date. We we are still in the procurement
stage. We're getting all the proposals. There's many different options. You can go as simple as, you know, a camera or you can have something a little more interactive where you can um, you know, there there's different options and and different microphone. Uh, so again, we're working with different vendors for
getting those quotations and once we come to a decision, we'll we're working on getting a uh a PO out, but that is still in the works, but the goal would be we wouldn't televised, they wouldn't be live streamed, it would just be recorded and then we'd share those recordings at a later date after the meeting. So, thank you. Would it be
possible if someone records it on their phone and posts it on YouTube for now? That's like is that illegal? >> I think that's part of our the part that we meet in the be we talk about in the beginning >> as far as recording a meeting. >> Right. So, right. So, someone would be
able to technically >> somebody can choose to do that. Yes. >> Okay. So, does the board have any old business? Okay. >> I just want to mention one. >> Yeah, that's fine. >> I want to um thank the Oldbridge School
staff, you know, all the way from the bottom all the way up to Dr. You know, Tui, Dr. Kathy to support Dr. Ban. Uh I see Dr. Bren has transitioned more immersed into the the school system and to the community and all the meetings that Dr. Ban has. So again, I just want to acknowledge the fact that I think
this transition seems to have been going, you know, pretty well. So, thanks Dr. Breen for stepping in and helping in this last 30 days, 45 days. >> Y >> um I did want to update the public. Uh my goal this year was to try and try to
work more cohesively with the town. Uh Dr. Brian, uh Mr. Widell, and myself met with uh the council president and the council BA on September 18th. I thought it was a very productive meeting trying to work more as far as giving
opportunities for like our cultural clubs at the high school and stuff like that to maybe be more immersed in the cultural celebrations at the town level and try and you know again starting that working relationship. We had talked also about maybe meeting a little bit more
often. So um hope to see that continue. Any other So, does the board have any new business? All right. Uh, we are going to go into Go ahead. Anyone else? All right. >> Uh, we are going to go into executive session. We have more of the uh
superintendent process and a few other personnel items to discuss. Um, for those that are celebrating Diwali next week, hope you have a great holiday. Uh, we do not have a board meeting next week. The board will be at the um schoolboard convention. So that's why
the next meeting is the 28th of October. >> Can I suggest something? >> Go ahead. >> Since the next meeting is October 28th, could we do like a theme, like a costume dress up thing, >> like a Halloween? >> It's up to the It's up to the board.
[Laughter] >> For a moment, I thought you're asking about the Diwali costume, but then I got it. You're talking the Halloween costume. >> I think that's a wonderful idea. I think the board should dress up and show their Halloween spirit. I think that's a great to >> Well, I will be at the meeting.
>> You can't say that and then not >> No, I'll be here. >> So, when we potentially appoint the new superintendent, everyone's going to be here >> with the new superendent. >> Everyone's going to be in a Grinch costume or an Elmo costume or, you know, >> Well, yeah, you'll call me out on the Grinch. Come on. >> I mean, I I'm just saying it's been worn before.
>> Well, I think we can have more discussions on that and you'll be surprised on the 28th. I think it's a great idea. >> So, >> all right, >> Madam President. >> Before we conclude, I just want to say a few words real quick. >> That's why I asked any old or new business. >> So, go ahead, Mr. Dunn.
>> Well, real quick before everyone leaves, I just want to sincerely thank uh Dr. Tui, um Dr. Hoker and the entire administrative staff, the teachers, the parish, everyone because quite honestly the annual testing report definitely
proves that this board of education is doing the right thing for our children. Obviously, there's a lot of rhetoric out there on social media about this board raising taxes and doing things uh that is not in the best interest to some of our residents here in Oldbridge. But I
can tell you unequivocally that this board of ed cares sincerely about our children and we're going to do everything in our power to ensure the services that are provided are the best and the most well well-rounded. And it's here in this report that shows that we are spending the money wisely. There's a
lot of people out there putting out misinformation saying the border is not unified, that the board only had 63 votes. But you know what? We are a lot closer than the vote dictated. And quite honestly, we are conformed as one and we
are working our derriès off to make sure that the children have everything they need. Uh and I just want to sincerely thank everyone, Paris, the teachers, the administration, everyone because this proves that this board of ed and the administration is doing what's in the
best interest of our children. So when we hear or I hear on social media, I know I'm bringing back social media, that the board is spending money unwisely, the board's doing things inappropriately and there is some concern out there. Quite honestly, take a look. Take a look at what we're doing.
We're educating our children. And you know what? Our home values are skyrocketing. And if we had a subpar uh board of ed, a subpar educational system here, people wouldn't want to come to Oldbridge. You're getting six, seven, $800,000 for your homes right now. And
30% of that value is based upon what is happening in this room. Please remember that when you want to go out there and criticize us for making decisions that actually increase your home values. You know, people are crying out there. Maybe we should get charter schools into this
town. No, charter schools do not belong in this town because you know what? Charter schools will drain $3 to5 million a year from our budget. rationally. We need to think professionally and we got to think in
the best interest of our public schools. Remember that, please. So, this report tells you everything you need to know. And again, congratulations to the board of ed for staying unified and working together. Thank you, Dr. Hulka, Dr. Tui, and everyone that's part of this wonderful school district for making
this reality. Thank you. Thank you, Madam President. Uh, yes. I have two things. One, I will never turn down an opportunity to dress up, so I am in. And number two, happy birthday to Christina. >> Can we sing happy birthday at the
Christina Mazone? Come on, let's go. Look how happy she looks. >> Any other Are we singing? Okay. So, any other comments before? All right. Can I have a motion to go into executive se session? >> My own motion. What are you doing?
>> You're going anyway. >> Cure down a second. >> Thank you. All right, everyone. Have a good night. Thank you very much.