Are we on? I'd like to call this meeting to order. >> Mr. Delg Greo, would you lead us in the flag salute to the flag of the United States of America and to the stands one
indivisible with liberty and justice for all. Sunshine Law statement. All requirements of the Open Public Meetings Act have been met for this meeting of the board of education of the Bureau of Ordell. Notice of this meeting was filed with the record and all persons requesting such notice. Mr. Darien, would you read
the mission statement? >> The Ordell public school district is dedicated to the ongoing pursuit of educational excellence through comprehensive innovative curriculum and instruction. The district is committed to providing opportunities for social, emotional, and academic discovery to
foster curiosity, courage, and character. Our goal is to prepare our students to become lifelong learners who are self-directed, resilient, productive, responsible citizens. >> Thank you. Roll call >> on the roll. Mr. Delgreco >> here. >> Mrs. Downey >> here.
>> Mrs. Gi >> here. >> Mrs. Moran >> here. >> Mrs. Norian >> here. >> Mr. Nutler >> here. >> Mrs. Walker >> here. >> Mr. Darian >> here. >> Mrs. Nichols >> here. At this time, we'll open to the public for agenda items only.
>> Not seeing any. We'll move forward. This is a very exciting night. Board, I hope you're ready. There's some very smart people in this room. All of you are here. We're so happy we are here tonight to recognize the
students. I got a perfect score on the sections of the um state testing, the what do we call it now? The NJ SLA test, >> the ELA, the math and the science. So, we are going to we have a certificate for you. We want to recognize you. We
are so proud of you. That is why we are here. We are in the business of education. So, good for all of you. And I'm going to start with the science people. And then when you come up, we'll shake your hand. to the superintendent and I then you can go stand by the stairs because we're going to take pictures afterwards. Okay. Do you want
to say anything, Mrs. Bozios? When the board asked about doing recognizing academic excellence last year, they didn't realize how we often have students that score an 850. And I am so proud of this community and also
of this board for not only recognizing athletic excellence but also recognizing academic excellence because as President Nichols said, education is why we are here. I do want to encourage all of you
because I know you that some of us are gifted with intellect. Your job, your responsibility as an OPS student or as you leave here, you are still an OPS Panther is to make sure you are using your intellect for good. So,
keep pushing yourself and keep doing great things. And I will tell you that when you do, because we do have some Riverdale Middle School students here, I do watch their Instagram constantly looking for all of you. The winner of the spelling bee in eighth grade ops
student. So, I hope to see great things from you moving forward. >> She's also watching where all of our students end up in college. >> Yes, I can tell you that. >> Text me at the end of the year to tell me where everyone's going. So, yes. Um, standard of excellence, very smart, intelligent people like Miss Bozio said
in the not so much the board members, but here in the auditorium definitely. So, we're going to start with science. if you can come up. Um, Eden Chen, >> Isaac Choy, >> nice job, Isaac.
Evelyn Angrew Lou. >> Good job, Andrew. >> Okay, now perfect score in ELA. And some of you may have to come back down here, but you can just go right there. So, here we go for ELA Prrenav Arun.
Congratulations. Good job, >> Dylan Catz. >> Oh, a repeat. Congratulations. Good job. Laya Kim. Congratulations. >> Daniel Lee. Congratulations, Daniel.
>> Congratulations, Daniel. >> Ara Patel. Congratulations, Ara. Yan Fang, >> congratulations Maya Sproul. Congratulations, >> Mattaline Wyman.
Congratulations. Okay, now math. Some of you may be up there. You have to just come back down. But here we go for a perfect score in math. Logan Choy. >> Congratulations. >> Rachel Deng. >> Congratulations.
>> Evelyn Ang I think already up there. Two subject perfect scores. Way to go. >> Lewis Huber. Congratulations, Louis. >> Andrew Lou. Another perfect two subjects. >> Congratulations.
>> Congratulations, Andrew. Alden Woo. >> Congratulations, Alden. >> Congratulations. >> Anderson Woo. Congratulations, Anderson. That is amazing. Let's give all of them a round of applause. Stay up there. Stay
up here. Mrs. Ms. Hall, Mrs. Holly, would you like to say anything for our congratulations? Any of our admin want to say anything? students. During the NJSLA, we often run around the school trying to make
everything run as smoothly as possible. And you make it worth it. We are so proud of the work that you do. Each and every one of you up there brings more to
OPS than just your NJSLA scores. You are thinkers. You are helpers. And above all else, at OPS, you are Panthers and we are very proud of you. Thank you for working so hard. >> Anyone else want to say anything before
we take pictures? Mrs. Walker, I look at this group and I I'm enthralled. I never got a perfect score on any of my state tests, so I applaud
you. But you know, Miss Bosios, what I observed also was not only are they intelligent, but they're so well-mannered. They knew what hand to shake you. They eye contact. All those
things are so wonderful. and ops. We are so proud of our school as a board and as one of the uh members of the board, but you excelled in what we work so hard to achieve and that's academic excellence.
So, I applaud you with my whole heart and someday we're going to see a few Leon Musks and a few uh of those very famous people, I'm sure. And if not, be content with the intelligence that you
have been given and work so hard for. Thank you. Anyone else? So, we're going to take a picture. We just want you to just keep up the hard work. We know some of you may not be here with us next year, your sixth graders, but keep it up in middle school
and high school and then in college. The world needs intelligent, intelligent people to solve the world's problems. And you guys are going to do it for us and we're going to be very proud of you. So, let's take a picture with the principal and the superintendent and anyone else who wants to go in there and then the parents can come down and take
pictures after this if they would like. >> Oh, that's good. Cute. Watch the court. Take a picture. >> Before um we dismiss you, would any of you like to say anything? If you would just please come up to the podium. If you would like to say anything for anything, anything you could tell us
anything. >> If you would like to, you don't have to. >> Those wires make me nervous. >> You don't have to. Only if you want to. >> They should be tucked in or taped. >> One of them, but she regained her.
>> There was two near misses. I watched like the twice. >> Yeah. >> I coach Maddie. I coach her on my soccer team. >> Really? I love his >> She's huge in gymnastics. Like gymnastics and really good soccer. >> Wait till everyone's sitting and then we
can you can do it. take her. >> So, whoever is going to speak, tell us your name and your grade. >> Um, my name is Ara and I'm in sixth grade. Um, so we all know that the NJSLA is not
the easiest test ever. And I have to admit I am not the best at studying. I am a procrastinator and I'm very lazy at this sort of stuff. So I just want to thank my parents cuz without them I
don't think I would be here. >> A >> very nice. Um, my name is Llaya and I am also in sixth grade. I agree with what Ara said. Um, the NJSLA is not the easiest test.
It honestly takes a lot of my brain power to actually get through it and afterwards my brain is mush, pure mush. But um I think it's really admirable that there's a lot of people who got perfect scores on this NJSLA because that proves that they really tried and
even if they didn't get perfect scores, they also did really try because um OPS has a community that encourages academic
growth and emotional growth. And I think that really helps with test taking and just living life in general. >> Thank you so much for that. >> Hi, my name is Louis. I'm in third grade. Uh fourth grade, sorry. Um I
would like to thank my teacher, Miss Pisa. She helped me a lot. And that's all I wanted to say. >> Thank you. Thank you, Louis. So, um, >> what is your name and what's your grade?
>> My name is Prrenov and I'm in sixth grade. There's a few words I'd like to say. So, on the NJSA, you'd usually think to study, but sometimes on the test, you can't remember. So, times sometimes it comes down to impro
improvisation like I'm doing right now. So you got really got to engrave that knowledge in your brain. So I'd like to say thank you for acknowledging everybody's try attempts at achieving something. >> Thank you so much for coming tonight and
telling us that. Thank you. >> Uh so my name is Ishan and uh I'm in sixth grade. Um so like I don't read any books. Um, and I >> Oh, so I read a lot of books and I love
books. Um, and I read about 100 books last year and um, that's how I got a perfect score. Um, also uh, I would like to thank Miss Melinda and I think you guys
should give her a raise. >> Thank you. Anyone else or any parents want to speak? Anyone can speak. You want to talk about the scores? Parents, thank you for coming out this evening. And thank you students for coming out. And parents, you should be
extremely proud of your children. Like they said, like we heard tonight, it is not an easy test. And um we are very proud of our perfect score students and we can't wait to see what you do next year and in the future. So, we are going to take a quick little break. So, if
you're you're more than welcome to stay for our long and boring meeting, but if you don't want to, this is the time to leave. But thank you so much for coming. I thought that was only like 10:00. >> These are my neighbors actually. >> Yeah. houses.
>> I remember my youngest guy had a friend, his name was He was Japanese and they were best friends. You know, my son was not the scholar. We didn't find something
>> and we would always live because he calls or go to his house was taking. Okay, we'll just keep going. Now, I'm going to turn it over to Miss Bosios. Good evening.
Before I get into the main part of my report today, which will be the presentation of the NJSLA district factor group score comparison and an update on our district goals, I wanted to take you through a few things on the agenda today. So, one item that you will
be approving is the submission of the school safety data report. That report we do twice a year. This one goes from July to de to December. You will notice on that report how many instances of HIV investigations we've had, how many
instances of restraint and how many programs um we have done this year and trainings. So to give you an example of what constitutes a training, we do HIV training. So training is specifically on the state law and anything that could help in school culture and climate
improvement. So some of the trainings done was the review of staff HIV at first faculty meeting, new teacher orientation included in HIV orientation itself, uh PTA volunteer training, the power of words lesson has become an annual tradition in grade four
where we see students really starting to use some racially charged language and because we saw that year after year instead of waiting for it to happen because we've just noticed a pattern that of fourth grade we begin doing lessons in fourth grade specifically. on the power of words. And you'll even
notice that in our code of conduct, doing the same act using possibly racial language changes consequence-wise after you've had that lesson. So in fifth grade, that is a higher level of offense
on our code of conduct. Other programs would be turkey grams, spirit of giving, the week of respect activities, and the week of respect readalouds as well. I also want to remind you that you will be asked to approve the 20262027
school and 12-month calendar today. I apologize for the confusion with it. I was rushing it to get it to you this weekend. So, you do have an accurate version in case you didn't see my second email. In your board packet, also in your board packet tonight and on the
agenda was a lastm minute edition of an HIV investigation. The folder, the envelope is in your folder. As a reminder, today you are just voting that I gave it to you. At our next meeting, it will be back on the
agenda and you will have the opportunity to either affirm or deny my recommendation in that finding. And I think I am now going to move to the podium so
we can talk a little bit about data. while we're holding this. Okay. So, each year typically in December, there is a very special meeting that happens. Um it's at the New New Jersey State Board of Education. And at that
meeting the that board is given an update on all the test scores in the state of New Jersey. Um how did fourth graders do? How did fifth graders do across the state? What were the growth trends? Now the afternoon of that what happens is on the back end of the
website they put a spreadsheet up. It is millions of rows long and it shows you every single school in New Jersey's performance at every grade level and with every subgroup. So it shows you how students with disabilities do. It shows
you how students with special education accommodations do. It shows you how multilingual learners do. So for a very long time, this board has put a lot of um credence in that data because we know that we are supposed to perform better
than the state. We know that the number one factor when we talk about student performance is socioeconomic status. that students who are in A districts, A districts being the poorest communities in the state of New Jersey, are going to score lower than students in JS, which
are the mo the highest economic districts in the state of New Jersey. Examples of JS are uh Rididgewood, Hocus, Upper Saddle River. Okay, we are an I district. So, for a long time now, at least since I've been here in 2012, and I think the board did some of this
work themselves prior to me arriving, we have been looking at our performance compared to the 21 districts that the state says has equal socioeconomic um
status to us. And these are those 21 districts. Now, some of those districts are really, really tiny districts and some of those districts are very big districts and that does sometimes play into data. If you are in Alpine, Alpine has sometimes
12 students in a grade level. So, sometimes you will see their scores be very, very high and sometimes if they have a certain cohort, their scores will be very, very low. When you have a district that has a larger end size, it's more consistent over time.
So this shows you at each grade level in language arts and mathematics and science how our students did compared to the other districts. And you're going to see a similar pattern that we have seen in the past. Our performance gets better each year compared to those districts.
And that is something that we continue to look at to try to understand. One of the things we did this past summer was change some of our units in third grade language arts because we were concerned about third grade. And as you know, we have also implemented a new
math resource in grades K through five at this point. Now, a couple years ago, I started saying that when the state, so they the state puts this data on the back end of the website and then all of a sudden NJ.com does an article and it ranks all
the schools. NJ.com doesn't use percent passing. NJ.com uses scale score. So, I started to also look at scale score and I'll explain why I think that's a good another construct to
look at in a moment. So this is just a comparison of that ranking. How did we do compared to those 21 districts at each of those grade levels in each of those subject areas? Both looking at the percent of students that passed at a grade level and their scale score at that grade level.
And I'm going to show you why I think this is sometimes important. Because pointer. Um, sometimes that means that we have a population that has a lot of level fives, a lot of exceeding expectation students, which is bringing
our scale score up and it's something I think we should be looking at as well. I don't think our goal should ever just be to increase our number of passing students. I do do believe our goal also should always be to look at how are we moving students from meeting
expectations to exceeding expectations. So in these specific groups, so our current fifth graders in mathematics and our current fifth graders in language arts, they had a greater
discrepancy between how they did with their scale score compared to how they did with their percent passing. Now, that can be because they had so many students at level five, 44% of your population exceeding standards is
impressive. It also might be, and this is what I'm really looking at now, that this number, say for a level three you needed to be, and I don't have the exact number because it's different for every grade level. Let's say for a level three, you
had to be a 780. we might have had a lot of students that were 779 which moved the scale score higher. So that's something to look at because when you're talking about moving students, these might be kids that just need a little extra help and we want to make
sure they get it. Okay, so this is the part that I think is actually the most valid. And I'll be honest, there are things I really love in this year's testing data when I look at it this way. And there are things that as I've shared with the board, I have been and the admin team will tell
you I have not been the uh kind of superintendent over the past week because I have been deep into data. This group up here, so this first row, these are students who are currently at Riverdale Middle School in seventh grade.
This tells us that last year when they were in sixth grade at OPS, they were sixth out of 21 districts. Now, the reason that's important is the year before, all the kids they were being compared to, same kids, just different
year. So, they were in fifth grade this year, but so was It's the worst pointer I think I've ever seen. So, in the first row, see if this doesn't matter. It's the same group of kids we're
comparing them to. So, if you're looking for something to take out variables because you don't want to compare apples to oranges, you don't want to compare fourth graders this year to fourth graders last year because the test is different. But these kids in third grade
took the same test as all the other third graders in the district factor group I. They move up to fourth grade. We're still comparing them to the exact same kids in the Bergen County eye. So what you don't want to see is huge discrepancy.
They may be a group that is always number one. They may be a group that's always number 21. But if we see big jumps up or down, that tells us something about teaching. That tells us something ha we have to look at because we shouldn't see a big a big jump. We're
proud of them, but it's the same kids. Why did they grow so much more than all of their peers in the Bergen County Eye? Is there something we should have been doing differently here? Is there something really special we're
doing here? So whenever we see that, it's my favorite way to look at data because it takes away as many variables as possible because we're talking about the same kids with the same socioeconomic status that have probably had some of the same
experiences. What's different? It it could be resources, it could be teaching, it could be um other variables, but that's what you want to look into. I mean that top group, those current
seventh graders, fifth, sixth, seventh, that's pretty consistent, but that group underneath it, the current sixth graders, now I know some things about them that I can start to hypothesize, but I want to dig more into that. Now, they did have a new math resource last year. Was that indicative
of that? And we then do that same thing for language arts. Now here we see the same exact pattern in that group of current sixth graders. What happened last year in fifth grade? Was it something that we did differently
as a district? Is it something their teachers are doing? Um is it something about their experience level? Do we want to move some of those teachers somewhere else? But something really good is happening and we want to know what that was. Now, as I shared with you, when I
started looking at special education students, um, and I I probably have only been doing this for maybe five or six years, not nearly as long as we've been doing all students. There's two different sets of data for special education students. Students with with special education modifications when
they test and students with disabilities. When I first started doing this, our number of students with speechonly IEPs was higher than our number of students with 504s. I used this number because speech only
isn't in here. I'm now doing it the other way. Also, I just haven't finished that. And as I said in my email, it's something I will bring to the special education committee so we can compare that because now what we're saying is this the number of students with 504s is
greater. So if I want to take something out, I should now switch to the other data set instead. But this shows you a little bit about that. Now, Dr. Roth and the admin team are probably
tired of hearing me talk about um that current fourth grade group, the current fifth grade group, because again, I I'm really trying to understand what's going on. And that's what data is. There are things in our data set that
make me scream with pride and there are things that I get concerned about. I'm never going to say everything we're doing is great. My job as superintendent is to look at the data, ask the questions, and figure out how to move it forward.
And so this is looking now at that those special education students just like we looked at the general education students. So them as third graders, as fourth graders, as fifth graders, as sixth graders. And again, it's that current fifth grade
group that I'm really digging into right now. Same thing with language arts. Again, it's the same group that I'm most concerned about. Now, as you know, we proudly say that we were
one of the first districts in Bergen County to start to use link. And while a lot of districts um only use linkit as a benchmark assessment, we also use it as a data warehouse, which means when a student takes an assessment at Oriental Public School like a Dibbles assessment
um or an OPS reading assessment or it used to be when we did writing assessments with certain rubrics, we put it in Lincoln. And the reason we do that is it allows us to look at a lot of measures. And I'm not going to take Mrs. Broncado slide about triangulation
later. Um, and look at them together. I like link it a lot because I'm all about growth. Where's the growth? Because that's what I want to celebrate. So, in here, and I'm going to speak really slowly because I know these
these slides can get a little confusing. This top table, it looks at students in 2022 23. So two years ago. Okay. And it then looks at
them in 23 24. So last year, well two years ago, three years ago. Two years ago. Okay. How many students moved up a level? How many students stayed at the same level? How many students went down a level?
So you will notice in 2324 we had moved 32% of students up in language arts. We had only moved 19% of students up in math.
Now link also includes another number. It's called net. And all it does is it takes the num percent of students that moved up and subtracts from the percent or number of students who moved down. That's your net growth. So our net growth in language arts and again I'm
giving you two years of data here so we can kind of have something really to celebrate because there is some really good piece of data here. We have a net change of 21 student 21% of our students in language arts 1% in math. Now let's look at last year.
we have a net of 12% in math because not only did more students go up in math, less students went down a level. And I think that's really important data to always be looking at as well. Um,
again, our job is growth. Whether that's growth from meeting expectations to exceeding expectations, whether that's growth from approaching expectations to meeting expectations. Now, link it because it loves data also does that for students at every
individual scoring level. As a district, we have talked time and time again about students approaching expectations because we know that students who aren't meeting or students who are partially meeting are on our radar right away. they're getting extra help. They're in
tier three interventions. What are we doing about students who are on the cusp? So, this specific chart and I'm just going to go to this past year's in 2022 2023.
This is how many students in third grade 18 who were approaching. If I go in language arts, if I go across, three are still approaching, one went down a level, nine went up one
level, five students went up two levels. So again, that's when we can really start to learn what was going on with these five students that they went up two levels in one year. Is there something we did differently? Is there something their teacher did differently? is or something
their teacher can tell us and it gives us that information again in um math. The reason I continually have given you um both years is so you can kind of compare
the amount of growth we made last year compared to the amount of growth we made the year prior. So if you look at total students 37 went up in 23 24 this past year 58
students moved up a level at least one if not more and I did do the same thing um for meeting I'm not going to walk you all through this um but I looked at students who were meeting expectations for three years. And how many of those students who were meeting expectations
are now three years ago went up to exceeding expectations in 2022 23 went up to exceeding expectations and the year after went up to exceeding expectations. And again, I I think this board knows that I have a as much as I know that we
have an incredible responsibility to ensure that all students are meeting expectations, I also have a personal passion in ensuring that students that are meeting expectations aren't ignored and are moving to exceeding expectations. So, these are just some notable
achievements I put together, and you just met some of them. Nine students scored an 850 in um language arts. Seven students scored an 850 in mathematics. 37% of students were exceeding expectations in language arts across all third, fourth, fifth, and
sixth grade. 24% in mathematics. And again, I'm incredibly proud of the fact that I can point to data that says we're moving students from one level to another level. Now, every year, we are actually one of the
few districts in the county that sets an academic goal in our district goals. You'll see a lot of districts set goals that are about programming. We're going to implement a new math program. We're going to um develop mental health
initiatives. We have consistently made goal one a quantitative academic goal and it's just horrible the timing of it because I can't do it until December. So, we set the goal for last year, but I can't tell you if we met it
or not until December comes around. But because we always set the same goal, I figured I can put this in a little bit. So, we met the goal in language arts and science. When you take all of our students in grades three through six and you compare them to all the students in the other Burton County districts in
grades three through six, we were six out of 21 in language arts, six out of 21 in science, and 10th out of 21 in math. Now, the reason I put that slide here is because we're going to transition and I get to sit down for a little bit because
you have asked over time for additional board updates. So I thought this was a good time way to transition from these this is the data and this data explains last year's district goal but this year's district goal is the same. So
what are we doing this year to try to get that 10th to seventh so that we can meet it and to keep those sixth or to move them forward. So, I'm going to allow the administrative team because they're hate the frame in the trenches,
most educators do, but they're with teachers every day. They're the ones that run our professional development. So, they have a better understanding of that. So, how does all of this data actually inform our actions here at OPS? So we
utilize multiple data sources to understand student performance and instructional needs. We utilize of course as Miss Boseius has presented our NJSLA data to you as well as our link benchmark data but we also utilize data
on a daily basis ongoing. We talk about it. We dive into it. And throughout the presentation, you've seen the analytics for NJSLA as well as for linkit. But I want to really just highlight and bring attention to this graphic right here
that highlights our grades 1 through three as it relates to our beginning of the year data points for excuse me one second. I feel like I can hear a lot of static for dibbles. And with that, we
have over an average of 88% of our students in grades one through three that are either at or above goal, meeting their goal, which says that they are actually having the
foundational literacy skills that they possess in order for them to be on track to meet for grade level reading expectations. with core instruction.
Test. Test. Is that better? >> Is that better? Okay. All right. In addition, in order for us to look at that data point as well as our NJSLA and our link data, we've also added progress monitoring tools. As we've talked about
before in some of our other presentations, we've utili we're utilizing happy numbers as in grades K through five as well as legends of learning on our mathematic sides so that we can actually
monitor student growth and adjust our instruction in real time. We've added actually recently in December McLass which is a platform for our dibbles component so that we can add in progress
monitoring again for teachers of literacy to inform our progress monitoring for literacy. Okay. So I want to talk a little bit about triangulation. We worked with teachers um helping them to understand how we take multiple data points and we use
those multiple data sources to gain a complete picture of student learning. So it's not all in one um snapshot. We start with the benchmark assessments, which is just that, a snapshot of student learning. We bring in classroom evidence to show how students apply the skills daily through teacher
observations, conferring notes, student work samples, and formative checks um within the subjects that they're teaching. Teachers compare and confirm the trends across the data sources rather than just relying on one single measure. Not putting all eggs in one basket, right? Thinking about all the
work that students are doing within the classroom to really assess their learning. When the results differ, teachers investigate further to understand the needs of the students. So they ask questions like, do they need more practice with this skill or do they need to synthesize multiple skills in order
to understand how to take what they're learning in isolation to, you know, a reading passage, things like that. The triangulation informs instructional decisions, helps with differentiation, and the targeted supports. Basically the data that we get from triangulating
ensures decisions are accurate, equitable and student centered. On the right side here we have an example of triangulation data in the lower grades. So if we take our dibbles assess assessments that's those are one one minute subtests. So it's just a short little snapshot in time on a particular
day with that. When we talk with teachers at our data meetings or at their team meetings or our whole faculty meetings, they may bring uh foundations, assessments and notes from the lessons in the class along with observations from daily instruction in reading,
writing integrity. So we take all of those data points and think about how is this child doing with this particular subset when we see it in that snapshot in time versus what we see on the daily basis. Good evening. Um, so once we've collected all this data and we
triangulated all this data, how do we kind of inform our actions with it? So, one of the things you always want to make sure of is we're implementing consistent expectations across the grade level. So, we look at the left hand side, uh, you'll see all the blacked out, those are actually student names.
You'll see at the top that tier three that indicates the tier those students are placed in. Uh in New Jersey tiered systems of supports, there's three tiers. There's tier one, tier two, tier three. As you go down, the higher the interventions. So tier three is the highest interventions those students are
given. Some of those students receive intervention supports outside the classroom during win time with an interventionist in small group. Some of them are in the classroom receiving intervention supports depending upon how they score. So this teacher actually does did a whole analysis this past week
and every teacher's been doing this this whole year every win cycle to see how they're scoring in different platforms. As Mr. Sprinkado said, we triangulate to see if they're placed appropriately and then the teacher develops a skill they're focusing on. So this group is going to be focusing on comparing unlike
fractions. So once we have that done, then we also think about how they're implementing it, how they're teaching these strategies to the kids. So on the right hand side you'll see actually a support period guidance document that we made over the summer and this has been added to and
constantly referenced in all of our data meetings with teachers. So we want to ensure consistency. So how are we starting the wind cycle? How are we teaching during the win cycle? What resources are you using during the win cycle to help the students? That is all outlined in this document. There's also
two other support periods that we've added this year. And what's really important about these two other periods is a lot of the times special education students are also included in these periods. So they're in the classroom getting support uh as well during math explorations and word study. And just to
explain to you a little bit of what a math explorations is. It's a really important part of the day. It's where students outside of the core math block, they're playing games with each other. They're doing center-based work. They're meeting with teachers to focus on fact
fluency, which such is such an important foundational skill for mathematics. So, they're getting this extra time to kind of work with each other to make up some ground that they might have missed in that lesson that day in word study. um which I'm actually very excited about
this year and especially in the upper grades because in the lower grades we've done word study for forever um with phonics and foundations and he now in the upper grades we just did a PD this past week with the teachers and we've been implementing this throughout the whole year there's now a word study
period and we're focusing on things like vocabulary morphology grammar spelling these are all such important parts of reading and writing that I feel in the past years we might have not have much time devoted to. So, I'm excited to see
say that we're actually devoting a lot more time to them this year with that word study period. >> Good evening. You may remember that one of our instructional goals this year has been to create marking period benchmarks that clearly connect what students are
learning to how it's reported and they they are assessed on the report card. Since September, teachers have been working in grade level teams during professional development and faculty meetings to de develop these marking period benchmarks along with common
rubrics that use consistent language aligned to the New Jersey state learning standards. This is an example of one of our rubrics that we have updated this year. On this example, you'll see you see here, you'll notice that the scoring
system across the top aligns directly with our report cards one through four scoring system. The one thing that is different here is that on the report card, number one is not reported as getting started. This is a rubric that
students are given and we feel strongly that they should be able to enter into that one column as beginners and throughout time in the unit work through and step up to that three column which
is proficient in grade level. So since this is a what we call a studentf facing rubric, we use the language here getting started instead of not progressing not progressing. We really um one of the things that has
as you can imagine this has been a challenging um project to do as we are continually learning and teaching throughout the day. So having the teachers really reflect on this during their PD time and their grade level time
during rep during uh faculty meetings. It's because we're really really passionate about making sure that there is clarity on expectations for our students and what is reported to families and there is consistency across
the grade level. so that we have the teachers having conversations about what they do in their classroom that works and so they can learn from each other, but also we can use tools like this to create that consistency. And we're not
just using rubrics like this to assess student growth. At Monday's professional development, we worked with teachers on using rubrics to look at the student work and assess it, but also to drive their instruction and create student responsibility for their learning. So,
this shouldn't be provided to the student at the end of the unit. It should be provided at the beginning so students know what the expectations are. We're really excited to continue supporting this work throughout marking periods two and three as teachers refine
and grow these rubrics and use them more intentionally to support student instruction and communicate student progress. I'm actually really excited about presenting this. So we talked about um cohesion and alignment right just now.
Another thing that's really important to ensure growth is communication and transparency and clarity. So on the left hand side what we've come up with this past week we've been working with teachers on is making cover sheets for
unit assessments. So at the end of a unit they take an assessment. How we might be familiar with it is usually you get like a percentage back and that's sometimes all the communication you get. But now there's a cover sheet that's going to go with the assessment that has
all the indicators from the report card that were assessed the questions that align to those indicators and a score that based on the report card that the child would be getting based upon that unit assessment. So, as a parent, I I know how important it is when you get
back a test and it's like, "Oh, great. You got this score, but what does that mean? What do you need help with? What do you did really well with?" This will provide that clarity to the parent and to the student because it's important for all students to know I did a really good job maybe on explaining myself in
mathematical process, but I need a little bit more help with demonstrating fluency and accuracy with math facts. So, I know as a student I have to work a little bit more harder on that area. And I think this is a lot of transparency for the parents that they need um to know how to help their students.
>> And the pictures on the right hand side um are pictures from our past uh professional development. We had been doing some turnkeying of dibbles to all of our teachers in our K to3, but we realized that it's been a while since we brought someone in to do that full-on
training. So, we had a certified dibbles trainer come in and review with all of our K to3 uh teach staff members as well as our interventionists and uh she went through really understanding the why behind why we do the subtests in Dibbles
so that the teachers could really understand what's being assessed the children are being assessed for and how that's so important to their development of reading. Um there was some time for the teachers to practice assessing so that they are reliable in their assessments. They practiced with each
other. They practiced with videos that the presenter brought. And it was, you know, tough. They had it was fast-paced and they were work. You can see in the picture there, they're working, you know, really hard at asking questions. What if I miss this? What happens now? What if I didn't hear this student correctly? Um they were very engaged. Um
and finally the end part of the PD was to help the teachers understand we have all this data which is great but what do we do with it? How do we take that data and roll it out into the next steps for students? So it was a really productive uh full day on Monday with teachers.
So what's next? We have all of this data. So how do we address certain things? So, the first thing the admin team is going to do, we're going to begin conducting walkthroughs of our what I what I need period or our win period to see how targeted instruction
is actually being conducted during those periods. Next, we're going to move forward with our title funding and begin implementing before and afterchool programs with executive functioning classes as well as targeted math and ELA
classes to address certain skills so that we can close some gaps for some of our students. We're going to continue the analysis of our benchmark data. Of course, that work never ends. It is a continuous process. So, we're going to
do that during our Tuesday faculty meetings with all of our team members because it it's going to inform all of our instructional planning as well as our intervention work as well. Again, it is budget time as we've talked about.
So, the school admin team is reviewing all of our instructional platforms and our resources to make sure that they are aligned to our goals and objectives and make sure that we are leveraging them properly. And we're going to continue to
increase our use of our linkit as a data warehouse. We have more platforms that we are definitely using and we're going to actually embed that data from let's just say happy numbers as well as from MClass and we're going
to include those onto the platform as well so that we have all of our data in one place so that we can continue to dive into that data and of course continued professional development. We have two more district professional
development days on schedule for this school year. So again, we're going to continue to look at instructional practices as well as data in data data in informed instruction um for our next steps. Any questions?
>> Just I'm just going to say one more thing and then whoever you want to pull on, President Nichols. Um, the reason this was so important to lump together is because data doesn't sit in a silo by itself. It's it's what you do with it and it's a continuous cycle. So,
continuing to have that district goal of looking at academic performance is really smart because we get the data, we say, what are we doing with it now? So, everything they've presented is actually the actions you've taken this year as a
district to meet district goal one. you know, what are we doing to meet the quantitative measure in that? And with that, I will take any questions the board has. >> Mr. Delg Greco, >> two questions. One, in your follow-up, I
guess in investigation, those five that like jumped. Do you also look at what is being done at home as well as part of that? >> I can, but truthfully, I start with school. Start with did students have a
leave replacement the year before not have a leave replacement the year before. What do I know about the programming that existed? I mean if there's something we could um we do probably will be doing another survey this year but it's a lot of parents aren't going to tell me if they're being tutored is what I found in the past.
>> Gotcha. And and the second question is so you're taking data from other sources so happy numbers. So that's all exportable. you can take all that data out and you dump it into linkit and then from there that's where you kind of I guess run analysis against >> Yeah. So in in link it when we bring up
a student and it's really was wonderful as a principal for me because when a parent would call it's the first thing I would do I I'd look at the real time check their absences and then open up blanket and say like what do I kind of know a little bit about this student because remember it's had data from all
the years that they were here and it shows us patterns for that time and the more data we can put in there and Lincoln is making it easier and easier to do that um it also of course keeps us using link because that's where all our
data is. >> It would be interesting to see the attendance. >> We actually have it in Lincoln and we can >> Okay, I would love to see that because I work a lot with attendance and there is a remarkable correlation that goes with the attendance and assessments and
scores and grades. Um, the other thing I was thinking about and that, you know, how many students have go through the INRS process uh in the school year? How many of them make it to tier 1, tier 2, tier three? What do their performance
standards look like? And it it's just something to think about like how effective is the INRS helping them with their learning process. >> I'm going to ask the admin team a question. I am not >> I don't I'm not looking for an answer that I'm just curious because actually
you helped me >> last year. I don't have the numbers on me. I can get them for you. We tracked that last year. >> Did it go? >> Yeah, >> it did. Okay. >> Students make tremendous. >> So then the I the your INRS process is demonstrating some growth. >> And we're not we're a little different from some other districts. You might get
tier tier 2 interventions without being an INRS here. >> Okay. >> So tier three, you know, yes, you're going to probably have an INRS plan. What I was going to ask the admin team is we also use an additional platform in Lincolnit. We use the intervention
manager, >> right? >> Um I'm not well verssed on that. So I think that also allows us to kind of track because you're putting more data in each time. >> And then we obviously have the data from special education. Does that include 50? Because it's separate.
>> I need to ask link. So I called personally well actually with the help of the admin team I did this year and they did um three prior three prior years I think of data. I just haven't put it together in a spreadsheet yet. >> I need to ask link if they're using
students with disabilities. I think they are >> under the 504. >> No 504 is a separate one from Okay. But when you get state data, 504 is not separate because remember linkit attaches everything to a student. So if
our real time, our management system says a student gets a 504, linkit knows that student has a 504 and does a separate grouping. I actually your our minds are connected today because I just asked u Mr. Warner yesterday to get an additional report
from Lincoln that I noticed they didn't include this year >> which separates special education and 504 because I wanted to see the growth. >> Right. >> Um >> you saw the email and that one's going to be there. >> Well, I actually I'm also really interested when it comes to special
education like when you're in that that 3, four, five, what I want to also track is were they in special ed the year before, >> right? >> Because then they weren't in data set A and they were in data set B. And I so where I am right now is with the groups I was really concerned I'm doing a
student by student analysis >> because I can't because it's a small district. >> Thank you. >> First of all, thank you Mrs. Boosezios for giving us such a detailed um report and the admin team as well. This has
been a lot of heavy material that and I only have about 28 questions. No, only kidding. Um, just a quick aside, how would we get from an I category to a J? Uh, interesting. Um, the state has not
redone those since I'm going to say 2007. So, if if you go on the state website, it shows you 2007 and then it shows you like 2001. So, River Edge, for example, is an I district now, but in the previous one was a um GH district. So,
districts do move. Uh Glenrock at one point was an I district. It's a J district now. I don't The state would have to redo that and the state stopped doing it because they I think wanted they did something several years ago where they group districts and they said
this is your comparison group. But it was districts all across the state. it was and it changed every year. It wasn't the same comparison group every year. So that's kind of up to the state to do and they would probably use the three factors that they typically use for o
socioeconomic status which is home value um I think actually uh kind of like income of the individuals. >> Um and I don't know if they have any plans to do that or not. And it's kind of scary to think that the state is responsible for putting this together.
Also, um my other quick question, um I'm looking at the sheet on um the cohort growth report for math >> and if I look at 26, the class of 26, that's very respectable. Fourth out of
21 districts >> that >> Yes. >> Is there a reason for that when they were 14 out of 21? And I know you explained that you're still trying to figure it out, but is there any indication? Just like if I look at the
special ed one where 18 out of >> 18 districts I >> that's not >> I do think that experience of teacher matters and those teachers have not moved around a lot. They're really experienced in their curriculum and I
think that does help. Um I also Yes. Tremendously. >> Yeah. We were incredibly scared about them as sixth graders, frankly. And I I'm probably going to have to knock on wood. We're pleasantly surprised. So, that maturity definitely could have played into it. It could be that their
teachers really instilled that school is important. Um, I'd like to say maybe it's the new math program also, but again, there's lots of variables. So, we're going to watch and we'll see what happens from this year's fourth grade to fifth grade. Do we see the exact same growth? Because that's when you start to
go, something's really different between these two grades. If you see that same jump year after year, I used to always say that it had to do with departmentalization, but we've departmentalized fourth grade. So, it's not that factor anymore. I do think when you departmentalize, you become an
expert. So, teaching in that content area does improve. >> And and my last I guess it's more of a statement. Um, I love that word study program that you're developing. I think that that that's long in coming um to
get into more of the vocabulary and the um grammar and um the other parts of language arts. So, and they're specific, but that's a good thing sometimes, too. >> I think the biggest struggle we face all the time is there's just not enough time
in the day. >> Exactly. But I thank you all again and to see the motivation and the pride that you're taking in what you're doing by all of you is very very good. Thank you for that.
>> Anyone on this side? I have a question for you. Sure. >> Um >> I know we're going to talk about the summer about this this summer at our retreat, but goal number one, >> the rankings are based on percent passing. >> Correct. It's not the sum though. It's
not the average of the three grades. It's taking the passing rate. Um I included it in your packet. >> Um it's taking So I took third grade's passing rate, fourth grade's passing rate, fifth grade's passing rate, sixth grade's passing rate for all the 21
districts. I averaged that number. I didn't average their placement because super high, super low is going to weigh that really crazy. So science we went from fourth to sixth then doing it that way because >> well yes science would be only one grade
>> right? So >> we went from fourth to sixth >> by taking the >> some were tied ahead of us. >> No sixth grade sixth grade science is only one grade. I couldn't average anything. >> No I know. So I'm saying here we were fourth out of 21 districts
>> but on the goal we're sixth out of 21. So that's why I'm saying am I looking at it wrong? >> Uh it might be a typo. It should be sixth. So that fourth on page percent passing in science should be a sixth and I will
change that before I post it. >> Okay. So then for language arts ranking where we're six you have the breakdown of the districts that we can look at. >> It was in your packet. Um I gave you >> I didn't have time to look at it. So, and if you want it digitally, I would be
happy to share that with you as well. >> Okay, I'll look at that. I know we're going to talk about in the summer, but I just was confused on the science. >> Okay. Any other >> Well, we wouldn't talk about it this summer unless you want to. And this is a really cool idea. We could change how we do the district goal. We won't have the
data. >> We don't have We'll be talking about our goals and setting a goal for, you know, it'll come out how we're going to do it. So, any questions over here? Thank you very much as always. Very impressive. >> Before I sit down because I'll conclude
my superintendent's report from up here. I did notice that um I forgot to mention there's a draft of the district newsletter in your packets. Um it has not been fine-tuned for editing. It is just content right now and it reviews
the district testing data. Um this is just a two-pager. I would like to I keep saying I want to do it on Monday, but I'm not sure the weather's going to count for me to do anything on Monday. If you could give me any feedback prior to um Friday, maybe at noon, so I can
get it to the publisher. The reason it's really important right now is our kindergarten registration's not high. I think I have like 62 students and this will hit every house in Oridel. So people who might not be on social media and don't know we've opened our registration, this might give us another
jump. 62 is not five classes and I need to know that for budgeting purposes. And that concludes my report. >> Thank you Mr. Ayapelli. >> Yes, good evening. U working on the 26 27 budget and looking at an upgrade to
our medicine system which is our building management system. We talked about in the building and grounds tonight. Uh we had a vendor come in and upgrade our system to make it more user friendly and bring it to the 21st century. Um that's really what I've been
working on. Thank you. >> Thank you. Moving to minutes. We have the review of January 7th. Any questions or comments, please email Mr. Aelli. Moving to approval of December 17th. Do I have a motion? I have a motion to approve meetings for
December 17th. >> Second by Mrs. Walker. Any questions? >> Call the question >> on the roll. Mr. Delg Greco. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes.
>> Mrs. Norian. >> Yes. >> Mr. Nutland. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Dariion. >> Yes. >> Mrs. Nichols. >> Yes. Committee reports. Mr. Darian, would you take administrative? >> Yes. Tonight, under administrative
items, we have uh A1 through A6 that I would like to introduce. >> Do I have a second? >> I'll second. >> Second by Mr. Delg Greco. Any questions? >> Um I would like to separate out A6 as a
separate vote if we could. Anyone interested in um >> you can keep it there and just say how you want to vote on or do you want to separate it out? You can keep it there. You don't have to do a consent whatever. You can say yes, yes, yes, no, no, yes. It's up to you. >> Um
I'd rather just do it. >> Okay, that's fine. I mean, if everyone's comfortable with saying, you know, yes to each item or >> that's how all consent should work. Okay, >> just so everyone knows, even though we do consent agenda, you can say A1 yes, A2 no for just pulling the motion that way.
>> Okay, and the reason is is that um I know this is a last minute addition to the agenda. I didn't have a lot of information to prepare, but item A6, I just wanted to make a couple of comments. Um so this is uh the sixth grade dance
location. um having it uh located at the powerhouse studio in Paramis, New Jersey instead of in the um multi-purpose room or you know in the parking lot under a tent. And uh a few years back for the
new board members um the sixth grade class had three major activities throughout the sixth grade school year. um you know, the spring fling, uh the student lunchon, and the pool party. And
you know, we determined that some of these events were not really school events. And we decided that the school lunchon and the pool party were not part of school functions. And it was really activities that were
managed by the parent community. And so those activities are considered out of district. They have out of district funding. Uh they don't use our insurance. Um and we we really have no control over the the details of those events. The
spring fling we determined that was a school dance. Uh it was usually in the school. There's been a couple of occasions in the past where it was out of the school. Uh but we determined that it was something we
would want to keep relatively small as a as a elementary school as a sixth grade dance and and have it on premises. Um we have our teachers and our faculty um on site to chaperone and this would
be something that we we would run and they could finance any activities associated with that through the student activity accounts and it would all be covered uh through the school. Um, so moving forward
to to change that and have the spring fling off site, you know, I have some concerns. One is the the legal aspect of liability, uh, the financing utilizing our tax-free status, our 501c3 status to fund for
that. Uh while this is something that's offsite, uh I worry about the um admin and staff who are responsible for this event when um it's no longer uh on premises. It's off premises. Um it's
something that the parent community would be paying for uh and organizing. So, we're basically a guest at their event and and I worry that when push comes to shove, um, you know, the admin and the staff would be in an
awkward position of having to provide, you know, uncomfortable guidance if something were to go ary at an event that's really not on the school premises. Uh the other concern I had was um you know how do we impose our code of
conduct you know on an off-site event that's being sponsored by an outside party um and the the differences that may occur year to year and how they would affect uh the
students um and you know keeping it on the premises you have consistency I mean you might have one outside one in the NPR but it's basically at the school uh where if you go outside uh you know this year it's at the powerhouse and pramis next year could be at the Rockley the
following year it could be at some other place or um and and and to me that just seems like it's it's very inconsistent and so as as a result of that I'm very um uncomfortable about this this um line
item A6. So, I know I spoke a lot. Sorry. But so, I'm in favor of it. It's been parent funded the entire time whether it's here or off-site doesn't really make a difference in the way I see it. Having an older child's or older children at
the middle school, they have school events, dances offsite that parents fund because we have to pay to send our kids and the school's still in charge. So, I mean, it's really no different than the sixth grade year that the parents
paid for everything and then they had all that money extra, right? member, we had to, you know, make changes for that. It's no different than I know when my oldest was here and a parent donated a ice cream truck, but my younger daughter didn't get that. So, there's going to be
life's not fair, right? And not everything is equal. And I don't think it needs to be equal. And some get a little more, they get different. It's different, right? You can't have the same for everyone. And I don't see why we can't. It's still a school event just like the Riverdale
Middle School dances are or the prom is, but off-site. So, it's still our rules and it's parent funded whether it's here or there. So, I don't see a problem with it. I'm in support of it. >> Mrs. Walker,
>> um I I agree that nothing ever stays the same, right? So, it often was held here. It was a nice event, but if this is what the parents are advocating, I don't know how many parents, I don't know where
this all came from, um, but if it's being proposed, then I guess there's a large group of parents that want to take this on. Um, I'm fine with that. I'm just concerned about the insurance and
and I think Miss Bosios went over that all, but maybe she could explain again. To me, if it's offsite, it shouldn't be covered by the school. It's an offsite event
and it should be covered under their insurance or however it works. How does the pool party is that covered under our insurance? when it was a school event it was covered under our insurance but we have um taken it out of the out of our
domain so now it's their own right insurance and everything >> so I have no problem with that then if because I say nothing remains the same in life as much as we'd like it to including our age so therefore
it's a nice event if they can afford it so propose to the group of parents that it's all layers if that's what they want to do. But it's their responsibility and their owners and we have to have our attorney look over the forms and
recommend what needs to be done to protect the board and the school district if it's offsite. >> Anyone else? >> I agree kind of with I agree with Greg. I think we're getting away from what the
purpose of the spring fling was. It was a tradition here. It's in the gym. It's on site. I think this is more for the parents than the students. The students don't care. They'll have a good time here out on the back field. I think the parents
want a nightclub atmosphere and I think it's a bad look and I think it's bad to push our sixth graders into this. I think they're too young. There was a reason it was here always. Um, in the past, Mr. Darien knows there
was some issues. I think it's more for the parents than the students, honestly, because I don't think the students would care if it was here or not. So, that is my opinion. The way it stands is so the way it stands now, it's our event
under our insurance using our tax certificate. I mean, this is a conversation I think we have to have next year. Like, we have to vote on this tonight and then I think we have to have a discussion about sixth grade events, all of them, moving forward, maybe because it's not going to get better.
It's just going to keep getting bigger and bigger and bigger. All of them, I think. So, I think it's something we because there are some families that cannot afford to do certain things here either. So, that's a whole other discussion.
Mrs. Downey, >> is the spring fling not held to a certain amount of money whether it's here or offsite? I mean, I think if we're talking about things getting out of control, lunch would come before the spring. >> That's what we were talking about. Yeah, 100%. >> So, it's the same if they're spending
the same money here or there. What does it matter? >> I'm just saying in general the sixth grade events I think we have to look at, not just this one. Mrs. Walker, >> is there some fund that would be used to
help support those families that could maybe not afford? >> I'm sure there is, but there's also families that are just going to pay even though maybe it's going to put them in a hardship. They're not going to say it. >> Mr. Delgco, did you want to say something? is part of your concern the
actual venue itself. Let's say they were to choose, I'm not saying in a scenario to make them choose, but if they were to choose something like Beagos, which is a little less like I would say quotequote clubby, more of a traditionalist like you know venue, would that change or alter your opinion at all?
>> Possibly. But I do think there's something to be said for we're doing a sixth grade dance in the school you've been at six years. You're graduating. It's kind of like your last thing here. So >> I'd like to one of the things that I
worry about is you know we have now two dances this lunchon at the end of the year which is an outside run thing which I have no problem with. We've been doing this for many years. And if we change the the spring fling or whatever
whatever we call it, the sixth grade dance where it's it's basically the same thing without the parents and without the alcohol, but it's basically an outside dance organized by by the parents. They choose the venue. They choose their budget.
They choose how it's going to be decorated, etc. Now, you got two dances that are handled differently. One supposedly is a school funded uh school event and the other is a non-school event. One has the school uh providing the insurance and the liability and one
does not and there's no clear distinction now. We kind of lending it and so you know you know we you could argue that the lunchon becomes something that you know we would take responsible for. again. I I I don't see that ever happening. But
uh you know, and then it it gets to well then the spring fling has to be like the lunchon. It has to be completely divorced from the school and and that kind of takes away from the purpose of the spring fling. You know, that was part of, you know, school and having it
at school. And um so, you know, that's my thoughts. I mean, we're kind of I understand the reasoning behind it. It's hard to get volunteers. It's a lot of work to decorate. Um, you know, it gets expensive. Everybody wants to, you know, have one one event that's slightly
better than the previous year. So, you you run down this escalation ladder. Uh but you know if we try to redefine it as just a simple school dance that we have in the MPR or in in the uh central parking lot and if we define it to have
a a limited budget so that they'll they don't go crazy and you know hire entertainers and stuff. I'm just being illustrative but the point is is that you know you keep it as originally intended. Um, you know, because I think it's a good idea to have a spring dance,
you know, for the sixth graders here at the school and not have it just like the lunchon but slightly different. Um, that's just my opinion. >> What's the budget? >> $10,000, which is exactly what it cost.
It cost $10,040 two years ago. last year was I I'm going to say $9,000. And I did try to go back one more year. However, as Mrs. Downey said previously, there are years where extensive
donations come in, like the donation of an ice cream truck. So, it's not in the budget because it was donated and then the next year you the ice cream truck's back in the budget. >> Do they It's 10,000 for the venue. No,
it is $10,000 for the venue, all decorations, all linens, food, drink, a MC DJ, a video motivator, a photo booth,
a ice cream Sunday bar, and a kind of like a slushy station. >> Okay, that's my question. So when you originally had reached out to I guess Greg and I about this and how we're going to handle it and about
voting, you had forwarded the proposal from the committee. It says that their budget is 12,600. >> Correct. And I met with them today. >> I met with them today with the list. They added every option in. So we went through the list and I was very clear
about which ones I I couldn't support. So, for example, uh there's a photo booth and there's a video booth. Video booths are screaming, "Let's have an HIV investigation next week." So, I told them, and that was $1,200, no video
booth. Um, there was another item on there. It had to do with CO2. It just seemed like it didn't need to happen. So, I took that off and I kind of said, "This was the budget last year. One of our we had three requirements. One of them was that it be equivalent." And the
10,000 actually is could still be slightly high because it includes 130 students. So all on-site students and out of district students. If we know our number is lower, that number will be lower. >> In the past, we've had parents try to
pay for things themselves. Are we going to have that issue this year? >> No, because I've asked to see the the contract and the pricing sheet from there. So, what President Nichols is referring to is in one year, one of the first years we went off-site, um, we had
the same three requirements and it looked like everything was above board. There was a group of parents who made a deposit, had them take it off the invoice, so it was actually more money than we had said was okay.
>> Do do we do this governance for the uh, lunchon? We do nothing for the lunchon because it's not a school sponsored event. >> Not anymore because it's not ours. Right. >> Right. So they can do whatever they want. They can hire whoever they want. They can cater it the way they want and they could spend as much as they want.
>> Yeah. So I'm opposed to adding another event that's similar. >> Mrs. Genchi, >> just for my own clarification, so the budget is the budget regardless of where it is, correct? So, it's not going to cost more
because we're going off site. Okay. >> Any other questions, >> Mrs. Walker? >> So, then if it's offsite, but we're still taking care of the budget. We're overseeing the
finances. Yes. Much like we would for a field trip. So, the money goes into our student activities account and we pay the venue. And that's why there is a contract. Also, um as I I did check with our attorney, he said, school sponsored
events do come AC under like a prom would under um the district's insurance. >> Any other questions? >> I'd just like to make one one other comment and that is if in fact this
event were to be happening in the school which is something that Mr. Darian is promoting um that that impacts the school and the school day for a period of time. Um decorating offsite is a little different than decorating here.
Um I was involved in it when it was on site um and part of the decorating committee and for my first child and there's nothing that could go on in that part of the building while the decorating was going on that impacts our
students on a for that day. So I just wanted that pointed out as well >> and somehow we managed to do it for 30 years but yes we discussed that also. Any other questions? Call a question. >> I just want to clarify. Are we doing
>> A through six? A one through six. Okay. >> On the roll, Mr. Delg Greco. >> I am a yes for A1 through A6. >> Mrs. Downey. >> Yes. For A1 through A7. >> If you're for all of them, you can just say yes. If you just want to not be one,
just pull that one out. >> Mrs. Genchi. >> Yes. >> Mrs. Mrs. Moran, >> yes. >> Mrs. Norian, >> yes. >> Mr. Nutland, >> yes.
>> Mrs. Walker, >> yes. >> Mr. Dariion, >> um, A1 through A5. Yes. No for A6. >> Mrs. Nichols. >> A1 through A5. Yes. No for A6. Buildings
and Grounds. Mr. Del Greco. >> Thank you. Um, we just had a meeting tonight just prior to this board meeting. Um, as Mr. Ipell stated, we went over the medicine uh, system, right, and it's needed replacement. Um,
getting quotes and kind of a schedule for that work to be done. Even went over, right, just the infrastructure for it, you know, it being a virtual server. There's some questions that I'll email, you know, as a followup in regards to just networking and so forth. We also
talked about the kindergarten rooftop. Um that's been a problematic unit as of late. Um we're in a situation where we either need to I guess figure out direct the PSNG direct um program or we need to have kind of a cut off and say
regardless if we we can't wait any longer to I guess get their decision or see if the program is even going to happen and we do desperately need to do that unit. So, we spoke about, you know, contingencies and having uh Steve's Kora
um kind of go over, I guess, lead times for the equipment and then the possibility of having land look at the next unit that is needed and then potentially asking the PSCG program if we can swap out projects. Um just talked
about uh additional purchase items for, you know, this year, right? And then also priority list for next budget year. We're in our budget cycle now. Um so we talked about you know audio in this room. We talked about um the arrives, we talked about, you know, another AC unit
and um you know lights in the 45 hallway and then um just created another meeting date. You know because we're in I guess our budget season now, you know, Miss Bose is looking at you know larger ticket items like lockers and so forth as well. So we can make sure that you
know if it's a project that's needed that it's accounted for in the budget. Um with that also um B1 through let's see yeah B1 just building use.
>> Do I have a second? >> Mrs. Downey, >> we also talked about snow. >> Oh, yes. Yes, we did >> because we're all talking about it. It's not going to happen. >> Um, any questions on B1?
>> Um, just one comment. So for the little um little league for the softball since we are going to potentially do seating and work in the back, you know, if we can just let them know, you know, I guess we talked to co about when they would potentially do the seating and work so they can I guess provide their
scheduling for games. >> Any other questions? >> Call the question. >> On the role, Mr. Delg Greco. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Miss Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes.
>> Mr. Nutland. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nichols. >> Yes. Curriculum. Mrs. Norian. >> Uh, there's no report. I just like would to point out that um I noticed that our
illustrious governor has uh put into play that we will be bringing cursive writing back into our curriculum. So, I can hardly wait for that to happen. Um, at any rate, I would like to uh move to
approve uh field trip for Odyssey of the Mind C1. >> Second. >> Second by Mrs. Ganchi. Any questions? >> Mrs. Walker, >> I I think that you can add that to your word study program. Maybe
>> a little more time needed now. Yeah. >> Any other questions? Call the question >> on the roll. Mr. Delgreo? >> Yes. >> Mrs. Downey? >> Yes. >> Mrs. Gentry? >> Yes. >> Mrs. Moran? >> Yes. >> Mrs. Norian? >> Yes. >> Mr. Nutland? >> Yes.
>> Mrs. Walker? >> Yes. >> Mr. Dariion? >> Yes. >> Mrs. Nichols? >> Yes. Finance. Mr. Darian. >> Yes. Tonight, uh, under finance technology, we have items D1 through D10. I'd like to introduce. >> Do I have a second?
>> I'll second. >> Second by Miss Belgraco. Any questions? >> I have a question. D10. Um, you know, I've read this several times. I don't understand what this means. What is a grant for optimal comprehensive universal screening? What does that mean?
>> Um, it was a grant that the state of education, uh, Department of Education gave out to primary, uh, grade students in across the state to make sure that their teachers were trained in the administration of evidence-based
literacy assessments. For us, that is dibbles. The training that we did on Monday paid was paid for with those funds. >> Okay, that's great. They they're donating $4,180. So, that's welcomed. I just didn't understand, you know, what that meant.
Optimum, comprehensive, universal. >> No, what does that mean? I would have put something different, but that's how I had to word it. That's that's the state's wording. I would have used >> something different just like I couldn't couldn't comprehend it. So,
um uh we did have a before we vote, I I do have a couple of comments um regarding the last finance and technology meeting we had on the 12th of of this month. So uh you know we looked at our health
insurance and uh you know our health insurance goes from June to June with the school calendar but yeah generally we also look at the annual calendar when it comes to insurance. So we don't know what our insurance costs are going to be
from June until December of uh what we're in 26 now. So this is um yeah of this year. So, um, but we do know what what January through June will be and it will be 23% higher. Wonderful. Uh, you
know, so that equates to about $245,000 that we're going to give away to some large corporation uh for health insurance. And it's nothing new. I mean, this has been going on, but the rate of increase is more than normal. And, uh, apparently um, you
know, it's consistent across the state. So, uh, you know, if you annualize that, it's probably going to be like a half a million dollars. So, yay. Um, we also reviewed our salaries. Um, you know, we have about a $9.5 million budget for
salaries. Uh, this coming year it's going to be around 375,000 more than the previous year. So, that's things we have to take into account. Um, we have a a wish list of expenditures. Uh we have rankings A, B, and C for things throughout the
building. They range from flooring to, I think we mentioned it, HBAC equipment, etc. We've pretty much zeroed in on around $400,000 of uh expenditures, but you know, we're in the preliminary stages, so that may
all go out the window, you know, as we start, you know, sharpening our pencils. And then finally, we agreed on uh you know, our spreadsheet. We have a spreadsheet that we use that we look at all the line items and um how we compare to prior years prior year's final
numbers, prior year's budgeting numbers and uh we've agreed on the format and um and how we're going to look at that moving forward. So, and of course we reviewed all upcoming financing dates. So, uh we're good to go. I think our
next meeting, Peter, is um >> on the 4th of February. So, with that, um, that's all I have. Thank you. >> I have a question. I may have missed it again. Um, we're approving the board secretary
report. I don't see the treasurer's report. Do we get it? >> Our treasurer? No, because he's been away this month essentially. >> How do we do the board secretary report because we can't balance? >> Well, I just we could do one and then we'll revise it. I just wanted to get it
into the minutes. >> You can do one without the other. Or you could take them all off, but just that it gets it into the minutes so the state sees that we're within our time frames. >> When's the treasurer coming back?
>> 27th. So you're asking us to approve the board secretary report without being able to balance the treasury report basically. And that's what we're supposed to and that's okay with the state. >> You're not. When are we supposed to approve the treasur's report?
>> You could do them at the same time. Usually they're done at the same time. I mean, every time we do it is at the same time, but it's trying to get it on that we're at least showing that we're doing something as opposed to nothing.
>> What's the state requirement? >> You don't have to do them at the same time. >> No. What's the state requirement timewise? 60 days. >> But if you put it on, then you revise it, you get extension. >> Where's our treasurer? He hasn't been around since >> he's in Africa. >> Since when? Like
>> beginning of January. >> So he couldn't come by in December and do the November treasures report. >> He wasn't He's been away and then I was out sick with my leg, my hip. >> Okay.
>> Okay. Call the question. on the roll. Mr. Delg Greco, >> yes. >> Mrs. Downey, >> yes. >> Mrs. Gi, >> yes. >> Mrs. Moran, >> yes. >> Mrs. Norian, >> yes. >> Mr. Nutlin,
>> yes. >> Mrs. Walker, >> yes. >> Mr. Dariion, >> yes. >> Mrs. Nichols, >> yes. To all abstain on D3. delegate report. Mrs. Norian, >> I have no report. I just would like to
um ask if there would be someone else on the board that would consider taking that on because I don't see that I will be able to make all of the assembly dates. So, if you could um much like I stood up and helped out Mr. Walsh in the
past. I would like another board member to step up and help with uh possibly attending delegate assembly. >> So, if anyone's interested, just email Mrs. Norian and me. Uh personnel, Mrs. Walker. >> Okay. Thank you. Um I'd like to present
F1. Um but before >> Hold on, let me get a second. Anyone have Give Anyone want a second? >> I'll second. >> Mr. Delco. Okay, Mrs. Walker. Um, I just wanted the board to take notice of our of the the most recent additions and
that was 2A uh and 8 8 number five. One is about the leave replacement for an upper grade teacher and the other is
for um Katherine to go to the New Jersey delegates assembly. >> It's actually a post because it happened already. >> Oh, that's right. Yep. Mhm.
>> Any other questions? Call the question. >> The role. Mr. Delrea. >> Yes. Mrs. Downey, >> yes. >> Mrs. Geni, >> yes. >> Mrs. Moran, >> yes. >> Mrs. Norian,
>> I vote yes except for item uh 8 A5. I will abstain on that one just so that I don't vote for myself. >> Mr. Nutlin, >> yes. >> Mrs. Walker, >> yes. >> Mr. Mr. Dariion,
>> yes. >> Mrs. Nichols, >> yes. Policy, Mr. Nutland >> looking to have a meeting February 18th if uh uh the other committee members are available. >> That is not a good night because we're meeting with the auditor. Are you available before then? >> Um
yes, I can do the first week. I think the Wednesday, >> the fourth we're actually >> You know what? Why don't you and I hook up and then we'll send something out to the committee. >> Yep. >> Are you available next week or no? >> Yes, just not on Thursday. So I'm saying
Wednesday. So next Wednesday possibly the fourth year available possibly after school. >> Yeah. >> Okay. We can maybe do that before try and ask. Okay. So let's let's talk >> after school would be great. >> Okay. >> Um public relations, Mrs. Moran.
>> Um nothing to report right now, but we are trying to get a meeting on the calendar. We actually have it tentatively for Monday. So we'll see that happens. >> Oh yeah, probably not. Okay. Um, special education, Mrs. Downey.
>> Yeah. Email both of us and then we'll get together. Um, open to the public. >> Hi, I'm Dave Hill. I'm your new council person, one of your new council people. And I'll learn to turn on the
microphone. Uh Dave Banfield, new council person in Ordell and I'm the liaison for the school board. I've served on the board with Katherine Norian some years ago. Rather exciting
contract negotiation, but in my position as liaison, I don't have any opinions. I'm a conduit for communicating between the board and the council. So I will bite my tongue on occasion. Uh just wanted to introduce myself. I'm a
product of a great public school system in Port Washington, New York. Uh Paul D. Shriber High School. Go Vikings. And uh I believe a great deal in your mission and what I saw here tonight just
reinforces uh all my feelings about OPS. So, uh, I'm here to help and, uh, work in whatever way I can to make sure communication lines are open with the, uh, with the council. So, I'll just give you my contact information and, uh,
>> you can leave it with Mr. Aelli and he'll make sure every single one of us gets it. >> Okay. Then I'll save. >> Yeah, perfect. Thank you very much. >> Thank you for coming. You came on a good night. You saw our perfect scores. It
>> is impressive. Anyone else? Any old or new business? >> No, I just wanted to say thank you for the presentation tonight. It was very informative. >> It's a great presentation every year.
>> I have a message from Mr. Wall. He called me earlier today. I don't know if he's watching. I told us to watch us, but he said to send his regards to everyone, and he misses us. So maybe he's watching. So our next meeting is not for I believe four weeks. February 18th, the auditor
will be here next time. Finance is meeting before with him to do the budget and to go over the audit report. And I'm sure we're going to have a goals update maybe right at the next meeting. So I think we should try to get in some We have four weeks. We have time to do
committees. So special ed, PR, maybe Now, before the next meeting, we don't know. Obviously, we're doing finance. Do you want to do curriculum? It's up to you. I don't know if anything's going on. >> Well, we we'll try. I'll be away for two weeks. >> Okay. So, then is there anything going on in curriculum right now?
>> The admin team and I spoke recently about and I could do this at a full board meeting if you would prefer instead. It might be a good idea to do a a link it kind of refresher and kind of do it as how we look at we're currently implementing navigator B.
>> Yes. >> So we could do that but you can decide if you would like that to be done at curriculum. >> It might be good at a board meeting for everyone to see it. I >> as curriculum chair I think that would be a good idea. I probably if it were at the meeting I would recommend that we do
it at the board level so that it is easier for the rest of the board to understand. Three presentations at the next meeting. Get ready. Do we have any need for a close session? Anyone?
If not, anyone want to? >> I move to adjurnn. >> All in favor? I >> opposed. >> Did you have a second? Be careful in No. wasn't as bad as I thought it was.
>> Really >> not allowed to see him.