I'd like to call this meeting to order. Mrs. Moran, would you lead us in the flag salute? Oh, actually, I take that back. How about this first row lead us in the flag salute? I pledge algiance to the flag of the United States of America and to the
republic for which it stands, one nation under God, indivisible, and liberty and justice for all. >> Thank you. Good job. 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 Oriel. Notice of this meeting was filed with the record and town news and all persons requesting such notice. Mrs. Norian, would you read the mission statement? >> Yes. The Oriel 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. Delg Greco will not be joining us this evening. Mr. Darius >> here.
>> Mrs. Downey >> here. >> Mrs. Moran >> here. >> Mr. Nutan >> here. >> Mrs. Walker >> here. >> Mr. Walsh will not be joining us. Mrs. Norian >> here. >> Mrs. Nichols >> here. At this time, we will open to the
public for agenda items only. Jen Allen, 954 Wildwood Road. On the agenda tonight, the board has asked to approve the district goals. Before doing so, I'm hoping to hear the board share more about the goals. I'm hoping the public learns more about the comprehensive needs assessment that determine the goals, how the goals will
be measured, the action plan, and timeline prior to your vote. I know from last year's meeting the board already had the action plan and timelines at the meeting where you voted, but this information isn't shared with the public and I'm unsure why. I'm also curious about the baseline data to measure words like improve, update, and investigate.
I'm disappointed to not see a goal around engaging all stakeholders to complete a district strategic plan as that is what I understood as the next steps following the list of adjectives collected last year in the portrait of the OPS graduate survey or do not see a revision in the mission statement that
you read before each meeting that's from 2019. I was surprised to see goal number one which is verbatim the same goal as last school year similar to the 2324 goal. I'm curious as to why there isn't a focus on K to 2 as often that's where the gaps and holes begin or why there
isn't a focus on some of the subgroup data drilled down upon last meeting especially for those areas of concern that were brought up including special education. Maybe the changes are in the action plan from year to year since the goal is the same but the public isn't informed. There's also a similar communications
goal which was part of the goals from 2425 and 2324 which I understood was from public relations survey data. I'm unsure where the data came from in setting the current goals and not really clear on what success looks like for this goal. Fortunately for my family,
our teacher collaboration communication at OPS has been quite positive, but I do find the communication at this level to be the challenge. So I'm hoping the public can hear more. I don't speak on to speak on agenda item um A2 with reference to specifically the goal
around the improvements in the NJSLA scores. And as this is the public meeting for the burrow and for the board of education, my questions include um where does ordinal currently stand when it comes to the NJSLA scores? Are we in
the top one-third of the county? What is this cohort that we are comparing ourselves to? And why are we not comparing ourselves with looking at improvements within our school as opposed to looking with at improvements within our community? As Jen also referenced, I have concerns around the
fact that the difference between the link scores and the actual outcomes on NJSLA are not addressed as part of this goal. Um and I would like to know more about what the board feels and what they think we are doing to address this um
this goal as I feel this v goal is vague and rep and replic and replicates um what the goal previously has been. So, um, my questions to the board include, are we setting a goal of ranking in the
top 1/3 of, um, our our cohort, and what is our cohort? What who is included in this top 1/3? And what does this look like on a grade level? More information around these goals and how they're to be achieved, I think, is
important for the community to understand. Thank you. Okay. See, not no one else. I'm going to make a little change. I was going to have you all sit through Principal Holly's very boring presentation, but instead I'm going to switch it. So, you
can go first and leave and then we will suffer through Principal Holly's presentation. So take it away. Good evening. I am very proud to have a special group of students here to speak with you this
evening. This year we invited sixth grade volunteers to spend their lunch and recess time designing week of respect activities for the entire school. 10 volunteers. We have six of them here tonight. We are down from seven who were going to be able to be
here. Um and we hope Vincent feels better soon. He uh has gotten sick in just the last couple of hours. The 10 of us drew on favorite spirit days and past week of respect ideas to create a meaningful schoolwide
experience. Tonight, they'll introduce themselves, walk you through their planning process, and highlight our favorite memories from the week. Hello, good evening. My name is Elona and Week of Respect is a fun schoolwide week where we practice respect for our
teachers, staff, classmates, community, and ourselves. It's also a chance for students like us to step in as leaders across New Jersey. Schools celebrated during the first week of October, which is also National Bullying Prevention Month. We plan activities that helped include everyone. 10 of us met with Miss
Holly during three lunch recess sessions to plan the week. We started by reviewing last year's schedule, and then chose spirit day themes like team day, created a class activity for each day, and added a home connection so families can join in. We tied everything together with the way
of the panther focus that connects to this year's theme, return the panther pride, our path, ROS board. You have um a list of the activities. It was on top of my boring presentation that I'll be giving in a little bit. Um, but the list of
activities is what the students created. So, you can look at that. Um, and if you look behind you, you can see us all enjoying our lunch in my office. You ready, Jack? >> Okay. >> Hi, I'm Jackson. We're excited to share our favorite activities from the week.
On Monday, we did chalk the walk. Classes went outside to read positive messages on the OPS sidewalks. We also invited families to join in by chalking kind words in their own neighborhood at at home. >> And if you look behind you, that's one
of the chalk the walks that was done at home. >> Hi, I'm Henry. Tuesday was team day. We wore our favorite team shirts and focused on the power of teamwork. In class, we did a student created this or that to learn more about each other and build our ops team spirit. For home, we
shared a teamwork makes the dream work challenge. Pick one chore, set a five-minute timer, everyone takes a job, then high-five the effort when the timer dings. >> I'll stay up. >> I'm going to help you since Vince isn't here.
>> Hi, I'm Bernard. Board members, we'd like you to play a few quick rounds of this or that with us. You'll choose between two options. Don't overthink. Just pick your favorite. As you play, try to learn one new thing about a fellow board member to build your team
connection like we did in school. Stand up. Your first choice is pizza or sushi. Go left. Go to the left for pizza. Go to the right for sushi. >> So, you're going to stand up. You're looking on the screen and you have to pick this or that. You have to pick one.
Pizza or sushi? Pizza's this way. Sushi's that way. >> Okay, you ready? >> Um, next question is mountains or beach? >> Mountains is over here. Beach is over there. Take a look what your team members are
doing so you can be learning about them. You ready, Bernard? Next question is dogs or cats? >> You can't sit down, Miss Bozies. You got to pick one. You got to pick one. >> You have more experience with dogs.
>> That's the cat side. Go over there. >> No, Mr. Dar, you can't pick in the middle. >> I'm in the middle. >> Can't be in the middle. Are you ready for that? >> Last one is and my favorite ski or snowboard and you have to pick one. >> But poor Bernard likes both. And I told
him he had to pick one. >> Which one do you pick? >> All right. Good job, friends. You can sit down. >> Yep. Are you okay? You ready? body board games, right? >> Great topics.
>> On Wednesday, we had buddy board game day. Classes paired up to play board and card games that build cooperation, listening, and good sportsmanship. We kept it fun with the get cozy theme, so students wore comfy clothes or PJs. Hi, I'm Chloe. I was especially excited
to watch the kindness boomerang video on Thursday. It was one I remembered that we watched during co. We learned how one small act can travel from person. On Friday, we focused on panther pride. Classes brainstormed words that made O that make OPS special like kindness,
respect, and teamwork. Voted on one word that best represents us and created a poster to hang outside of our classrooms to show our pride. Hello. Good evening. I'm Sophia. Throughout the week, Mrs. Boosezios, Dr. Roth, Mrs. Broncado, and Mrs. Holly
visited K to5 classrooms to read books about upstanders and respect. Excuse me. For sixth grade, Mr. Mer led a session on the differences between HIV and conflict and what bullying means under New Jersey law. >> Do you have any questions?
>> Any questions? >> I'll tell you, I drove by when you were doing the uh chalk on the sidewalk event and I was wondering what was going on because I saw a lot of people out there with a lot of chalk. I was like, "That looked pretty fun." Miss Moran, did you have something you wanted to say? >> I did. I love this, by the way. You guys
did a great job. What was your favorite activity that you came up with throughout the week? >> This or that? >> That was very fun. >> That was mine, too. >> I have to tell you that Riley enjoyed
all of your chalk your chalk things all around the school because we walk around the school. Thank you. >> Thank you. >> Thank you for coming. >> Sixth graders, I'd like to take a moment to address you. I am very proud of the
work that you did. You gave up your lunches and your recesses. And we said three times, but we didn't say yesterday. We didn't count yesterday. So, that was a fourth time you gave up time in the lunchroom with your friends. and you gave up your advisory time today to practice and you really practice and
you really brought it tonight. I am very proud of you. What I am most proud is how you used all of the activities from the past to create a totally new week for us. And something that we really
wanted to work on as a team was really having this be generated much more by the students. We're always growing. We um came in and we talked about some of our favorite uh spirit days, some of our favorite activities. Chloe remembered
the boomerang video that we watched I think when she was in first grade. Um and that stuck with her, so we were able to bring that back. Who requested the pajama day be on there? Alona came in was like, "Can we do something with a pajama day?" So we had to be creative
about trying to get pajama day into Week of Respect. um almost all of the ideas came from them. They had homework. They had to create their this and this and that slides. Um so they really did step up and show great leadership and help
the school come together in week of respect. So well done. >> Thank you. [Applause] Okay. So, sixth graders, if you would like, you're more than welcome to stay
for our meeting, but if you would like to leave, we could take a quick break and this would be a good time for you to go. Otherwise, you can stay for our meeting. It's up to you. I'm sure your parents don't want to stay. So, you guys have to go to bed.
Thank you. All right. So, superintendent report. Good evening. Before I hand it over to Mrs. Holly who will do the 2425 anti-bullying self assessment, I did want to bring attention to several events that happened regular recently that allowed our community to come
together with external groups. The orital fire department was on site recently as part of fire prevention week. They observed an annual fire drill and once again we rocked it. We do a wonderful fire drill and presented numerous activities to students from relay races that had them putting on
fire gear to learning how to exit from a fire using the Bergen County Firehouse as a model to seeing how drones are used in emergency situations um to getting to learn about the fire truck. I could not give u more kudos to the fire department because I've seen
this done in many different districts and some some towns just you know dial it in and and this is a really amazing morning and if you I mean church street was shut off. We were all out there. Um and then right after that it was amazing. We had an amazing morning with
our students and our staff at the 5k and the fun run sponsored by the kids foundation um and theel fire department. I love that day. It is one of my favorite days of the year. I think I've kind of convinced and made Mrs. Holly a convert. It's a tough day to be an
administrator because everyone's saying hello to you at one time and there's a lot going on. Um, but I love the fact that I not just that I get to see current students, but I also get to see former students. That one fourth grader who ran in a really amazing 5K, the
minute she saw me, she came flying up to give me a hug to tell me her time. So, it's a day that I truly um enjoy even though I will continue to take a leisurely onem walk instead of a 5K. Um this Friday, we will have another opportunity to learn from Easy Ride,
which was brought to Oridel by the Burrow as part of the Street Smart New Jersey campaign. Representatives from Easy Ride will be on site speaking to students in the upper grades about bike and scooter safety. These are just three examples of our community coming together to support students of OPS, which is just wonderful to see. And just
one more plug for the community around us. As you know, as superintendent, I sit as a trustee on the Oridel Public Library Board. And if you have not seen their new website, I encourage you to take a few minutes to look at it. I strongly believe that every child at OPS should have a library card and be aware
of the many offerings that the library has from self-paced foreign language classes to audio books to Mr. Ayelli mocks me because I think it's so cool that they have cake pans and cookie cutters. Uh there is so much that our
library offers and the new website is amazing. Even not everybody realizes the library has free museum passes. You can actually um reserve it online and know which which museum has a pass that day.
So I really do encourage everyone to visit and I will do a social media post because I think our whole community needs to realize that we have a wonderful public library in town. And that concludes my report except that now I'm going to turn it over to Mrs. Holly
who is going to do the ever stimulating 2425 anti-bullying self assessment which is required um by law that we do each year by October 30th. >> So you got to turn it on board. Do you have um a packet or a handout there that
is this full presentation? So, you'll probably remember from past presentations that the Department of Education requires all schools to do a self assessment every year as part of the anti-bullying bill of rights.
The self assessment is based on eight core elements that we'll go over in a moment and there are 26 indicators. We self-reflect on them from July 1st to June 30th of the school year. After
tonight's presentation, Miss Bose will submit it to the state. She will affirm that we shared it at a board meeting and this presentation will be posted online. There is no minimum score given by the
New Jersey Department of Ed for pass or fail, but a baseline score for meeting all requirements, which gives three points for each of the 26 indicators that is considered what I would call on
grade level is 52 points. A perfect score with four points for the 26 indicators is 78 points. The core elements are the programs and initiatives, training on the board of ed
policy, staff instruction and training programs, curriculum and instruction, the HIB personnel that we have in the school, school level incident reporting, our investigation procedure, and our
full HIV reporting. So I have for you the last four years of our selfassessment results. You'll see starting in 21-22 that we were at 70 out of 78 points. We are maintaining our 72
out of 78 points in this year. That is or this past year for 24-25 and 23 24 we also scored 72 out of 78 points. And I'll explain why. So when we compare 2425 to school year
23 24, you'll see that we scored one point higher overall in core element one. Core element one, whoops, core element one is our HIV programs and initiatives. This is an area that I shared with you last year that we were
going to look to strengthen by sharing out more of our initiatives with the community. So we have done that as you saw with our week of respect activities and having a home link and a connection to our theme. But also every month our
counselors have an activity that is meant to bring our students together and help them respect themselves, respect the community and respect each other. And that we share monthly with the community.
An area for us to strengthen this year and focus on is core element five. In 232 24 the school safety and climate team meant three times which is above the average requirement or the baseline requirement.
Last year in 2425 our team meant two times. This is because we were onboarding our three new anti-bullying specialists because we had turnover as you know on our admin team.
We were able to train Mr. Werner, Miss Broncado, and Miss Cummings as anti-bullying specialists last year. They worked closely with the board attorney to review all HIV protocols and they walked through our investigations
with him to make sure that we were following the law and staying cohesive um in what we would call like an interrelated interrelator reliability. So that way we're investigating all three investigators investigate
similarly and use the state mandates and laws to guide the investigation. We continue to show strong scores in the areas of curriculum and instruction incident reporting and investigation. I am happy to share that once again we did
all of our incidents within the first 10 school days and then the reporting to me with for two school days and then I report to Miss Bosius within 10 days. It is something that we actually work to improve this year not to take the full 10 days because that can be very
challenging not just on our investigators and our students but also on parents who are in whose students are involved in an HIV allegation. Moving forward, last year the assistant
principles did a great job creating a way of the panther handbook. You may remember that our theme from last year was the way of the panther. And the assistant principles really worked with the teachers to discuss what we
wanted to see as consistent behavior across all grade levels in the classrooms, in the hallways, in the lunchrooms, and on our playgrounds. and we worked on how we walk in the hallway, how we greet an new adult who is coming
into the classroom, how to use an iMessage when we are feeling frustrated with a classmate. And I'm really happy to say that we saw a big difference this year in behaviors in September because we were able to reference the way of the
Panther Handbook in each grade level. So, we're seeing that consistency grow and help build our respect in our community. Our counselor activities such as kindness raises spirits. So, I don't didn't know if you noticed the ghosts in the haunted house that are right outside
the auditorium. Believe it or not, that's a social emotional activity right there from our counselors. It's about how people who are kind to us help raise our spirits. the spirit is a ghost out there, but it's helping students connect this Halloween time of the year to
kindness and recognizing kindness in others. We have been sharing those activities with our community so that parents may talk about it at school um at home as well. So, we're bridging that uh school
home gap. This year's schedule we were able to change to provide time for all OPS circle meetings and sixth grade advisory meetings to occur after lunch and recess. As I'm sure you can imagine,
lunch and recess is a time that we see higher levels of conflict and code of conduct issues. So this allows the teachers who are not typically with our students outside on the playground or in the
lunchroom to sit and meet as a class to work out as a community some of the issues that our students are um facing with conflict with within their peers. We've already seen a decrease in the
amount of calls the assistant principles are getting right after recess. I'm really excited that we're going to be able to strengthen and build student leadership programs in our upper grades this year. You'll probably remember we have done a sixth grade internship
during their what I need time. Students can volunteer, fill out an application and join lower grades to help with academics, special areas, and sometimes within kindergarten to play with them
during our play center time that we are we Mr. Warner has just started doing with our sixth graders. He is going to open that up to our fifth grade students as well. So they'll be able to work on um building their leadership skills. In
third grade, we are working on teaching our students how to use IME messages and how to help one another solve problems. So they're going to begin doing it with themselves as a third grade. And then because they're at lunch and recess at
the same time as second graders, they're going to practice that skill with second graders in the spring. We are going to do um some daylong training sessions with our third graders and we're working with the counselors to
be able to do that on some of our PD days. So we'll that open we'll open that up advertise it to parents so that students aren't missing a full day of learning but they would be coming into ops during the professional daytime.
We're going to continue our HIV training of staff and our HIV training of volunteers. Anyone who volunteers for the PTA more than one time a year comes to HIV family volunteer training with me. I'm running my first two sessions in
November and then I'll run at least one more SE session over the winter months. We do have a new vendor who's come in who's running our lunches. Big gym started this week. I had an excellent salad from there on Tuesday. So, we are
working um with the Mrs. Scroce who takes care of our training videos and she will be sending them training videos on harassment, intimidation, and bullying because they do have a staff member who will be in the lunchroom
passing out lunches. This year we do need to retrain all of our staff in our 2 hours 2hour suicide prevention training that is statemandated every 5 years. So that will be occurring this year. And
something else that you may not know, part of core element three is that all anti-bullying specialists and me as the anti-bullying coordinator are required to do legal training to ensure that we are still current on all the harassment
in intimidation and bullying laws. And I believe you have already approved for Mr. Warner and Miss Broncado to attend an upcoming se session that's put together for that. I'm not as exciting as the kids, but do
you have any questions? >> Yeah, I have a question. So, um, overall HI reporting numbers, do you have any of that data? Like how many have been reported this year versus previous years? >> So, this year we have had none so far. In 2425,
I believe we had five reports and two of them were upheld as HIV incidents. Am I Mr. Darian? I will find the board
minutes where that was presented. It's when we did the SSDS report, which I think was the first meeting in September, but I that number does sound accurate. >> Yeah. I'm just curious. I know that a lot of the um so what's difficult for us here on the board is you know we've had
conversations about all these things well over a year ago and and then of course that gets implemented and uh rolled out and then now we're getting reporting on it. So, you know, there was a lag and I'm sure that um you know, now we're starting to see the results in
terms of numbers and and hopefully this year will be better than previous years. Although the previous years we haven't had a lot. >> So, I mean, I think we've been very fortunate considering >> but even still, it's just um I was just curious to see if we if we could see a
measurable difference. Mhm. Um I know in previous years we've always been around six. Um but Miss Bosius and I can put that information together for you. >> Any other questions? Thank you, Miss Holy.
>> Thank you. >> Oh, Mr. Nin, did you have a question? No. Yeah. No. Anything else? >> That concludes my report. >> Mr. Ayapelli. Yes. Um, our auditors will be on site on Thursday the 23rd to begin the audit. I
have been uploading documents into a Google Drive that they have access to. So they do their bench audit on so limit their time here uh because you know we don't have to do all the copying now. We can just export PDF or export into an
Excel sheet. So limit eliminating all the copying that used to be done in the past. Uh but they will be here next Thursday. Our Airdale project still is not closed out. Um I had a talk with Mr. Pereira today. He spoke with TM Brennan
and I asked for a little write up to be sent to me and then I could share that with B&G. Also, Mr. Sakura was here this week and he uh that's from LAN Associates, our architect, the long range facility plan. He did his last uh
on-site uh walkth through and in about a month or so he will put together the plan and have him come and we could share with B&G to see where we are questions what do you think because uh before anything is submitted to the state he will review
with us. Um so that concludes my report. >> Thank you. Moving ahead uh to minutes we have the review of September 17th. Any comments please email Mr. Appelli. We have approval of September 3rd. Do I have a motion? >> Second.
>> Second by Mrs. Walker. Any questions? >> Call a question. >> On the role. Mr. Darien. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Moran. >> Yes. >> Mr. Nutland. >> Yes.
>> Mrs. Walker. >> Yes. >> Mrs. Norian. >> Yes. >> Mrs. Nichols. Yes. We'll move to committee reports. Uh Mrs. Norian, would you like to take administrative? >> Okay. Under administrative, I would like to present the two items, A1 and A2. A1
is approval of submission of the Hib report and uh two of the district goals. >> Do I have a second? >> Second. >> Any questions? Call the question
>> on the roll. Mr. Darian, >> yes. >> Mrs. Downey, >> yes. >> Mrs. Moran, >> yes. >> Mr. Nutland, >> yes. >> Mrs. Walker, >> yes. >> Mrs. Norian, >> yes. >> Mrs. Nichols, >> yes. Buildings and grounds, Mr. Delg
Greco is not here. Mr. Darien, would you take that? >> Uh, yes. Um, we haven't had a meeting since our last meeting, so there's nothing to update there. Uh I I think I would like to mention I don't know the only thing that I remember happening is the basketball court was finished with
the um the painting and the texturing of the court. So that's finally resolved. Um and I think that's you Peter mentioned the Airdales already. So um so that's the only thing I have to mention there. So uh with that I think we only have this
agenda item for facility use. Yeah. B1. I'd like to introduce B1. I'll second it. >> Second by Mrs. Noria. Any questions? >> Call the question >> on the roll. Mr. Dariion. >> Yes. >> Mrs. Downey? >> Yes.
>> Mrs. Moran? >> Yes. >> Mr. Nutland? >> Yes. >> Mrs. Walker? >> Yes. >> Mrs. Norian? >> Yes. >> Mrs. Nichols? >> Yes. Curriculum. Mrs. Norian. >> Uh, yes. We're attempting to set up a curriculum meeting uh shortly um but
have not yet. And we I would like to present item C1. C1. You have a second. >> I'll second. >> Who was that? Mr. Dariion. >> Mr. Darien. Second. Any questions?
>> Call the question >> on the role. Mr. Darien. >> Yes. Mrs. Downey, >> Mrs. Moran, >> yes. >> Mr. Nutler, >> yes. >> Mrs. Walker, >> yes. >> Mrs. Norian, >> yes. >> Mrs. Nichols, >> yes. Finance, Mr. Dariion.
>> Uh, yes. Um, we haven't had a meeting, have not had a meeting since our last meeting, so I have nothing to report there. Um, Mr. Ielli, I think we would like to meet sometime for the budgeting process relatively soon. So >> you know we have workshop coming up but
until the 23rd and then you mentioned the auditors will be here. So maybe after the auditors we could start not so much diving through the spreadsheet but at least discussing you know conceptually you know what we would like to look at financially you know whether
it's I hate to use the word technology or the the facilities or you know um you know whatever we we've been through this many times so you know what I'm talking about. Yeah. >> So, um, with that, I just want to introduce then
D1 through D6. >> I'll second it. Second by Mrs. Dorian. Any questions? Mrs. Walker? >> Mrs. Walker, turn your mic on. um under under authorization uh to the
ES the ESCA secondary education act grant with D6 is what I'm referring to and then the chart does that mean that says title uh 2A is 9594
title three 7,000 something title four uh title for 10,000. Is that money being used or are we getting it or what are we doing with that? >> This is both yours. You want to take that? >> Sure. Um that is the money we are
eligible for and then we submit grants to the state applications to the state saying this is what we would like to use that money for. So typically title two goes to our professional development. That professional development is in most recent years been in the area of math.
um title one it is our before and after school um boost classes that we run or the um read naturally class we ran during the summer. I know this year we also have kind of an executive functioning homework class that we are running after school. Title 4 is a lot
of um our parent engagement. So our steam nights that we run, we pay for the salaries of staff and the materials for that through um title 4. So we haven't gotten approval yet but we have submitted it. >> Yeah. >> Okay. And I'll just share on how we're paid. It's a reimbursement. So it's not
like a block of money that they send to us. We submit after the event has occurred. Um whether it's a steam night, so those salaries that were incurred, materials purchased, then you submit reimbursements. That's how IDA is.
That's how the titles are. Uh it's not a block of money that the district gets upfront and then spends. So that that money doesn't necessarily mean like for title fours $10,000 doesn't necessarily mean we'll get 10,000
>> if that's what we're eligible for. If >> if for some reason say we didn't sp say we didn't spend $200 of it. We would carry it over into the next year. >> But you do submit then sometimes it's just those small amounts because you are submitting reimbursements. It's not a
full dollar amount that they send to us. Here's your 10,000. Right. So, okay. >> Thank you. You're welcome. >> I have a question, Peter. So, these are federal funds, right? The um ESCA, >> is this all the federal money we get? Is there more?
>> Um well, the the title uh the IDA, >> okay, >> is a federal program that flows through the state. All of these are federal that go through the state of New Jersey. >> So, the money flows through the state, but that's it. It's the IDA. And
>> and how much do we get with the idea? Do you know? >> Uh 235,000. But then there's also a portion of that is for um the non-public school. >> Oh, so we have to share. >> We have to share. There's And there's a small portion of each of these. It's
about $860 on different ones that you share with the non-public. >> Um so that that's how that money flows from the federal government. It goes to the state. Then we submit the reimbursements. >> Yeah. and then we get paid. >> You know, it's I just wanted to make a
comment. I want to put this in perspective, right? Um, you know, we talk about funds and government funds. You know, we're really only talking about 3/10en of 1% of our budget. So,
you know, it's not even like a tip on a check. I mean, it's just a small amount of money. I mean, just these Title One through Title 4 funds is only $45,000. So, I mean, it's great that we're getting money, don't get me wrong, but I
mean, this is chump change, >> but if I can interject, every penny counts here. So, it's important to know where it's going and what's >> Yeah, absolutely. I just don't want to >> give it a lot of importance. You know, oh, we're getting this money from the,
you know, from the government. >> Any other questions? Call the question. on the roll. Mr. Dariion, >> yes. >> Mrs. Downey, >> yes. >> Mrs. Moran, >> yes. >> Mr. Nutland, >> yes. >> Mrs. Walker,
>> yes. >> Mrs. Norian, >> yes. >> Mrs. Nichols, >> yes. Delegate report, any meetings coming up, >> I haven't gotten the notification. I do know that there's a meeting coming up in November, so I'll just watch for that. >> Uh, personnel, Mrs. Walker.
>> Yes, thank you. Um before I present F1, I'd just like a a quick update on we met tonight and we covered a number of number of items. Uh one was we reviewed the staffing update, the new teachers
who were teaching here which are quite a few and um Miss Bosios just gave us an update on things that they're doing and how they're doing. And uh we also had a sta staff update on leave replacements.
Uh substitute teachers as we all know substitute teachers in all districts are very hard to come by at times. So um how they're facilitating that is not an easy task. So we discussed that. Um and also
the uh New Jersey Department of Ed, what we've done this year is taken the teachers that are highly effective and then they have been given an opportunity instead of being evaluated again by the
administration. They have an opportunity to maybe teach professional development or some other areas of criteria that are not necessarily their teaching in front of the class, but we're using their expertise
uh since they are highly effective teachers. And um we talked about faculty meetings and how Miss Bosios did I think it was an awesome job of all this colorcoded um program of where teachers will be and
not every teacher will be at every faculty meeting but there will be a faculty meeting every Tuesday. Tuesday. Yeah. Um so that I thought was looked like a monumental task to me to begin with. Um, so it was a very power-p
packed meeting, but very informative, and I'm sure you'll get an update more specific than I'm giving you for your packet next meeting. And with that, I'd like to present F1. >> I'll second it.
>> Second by Mrs. Norian. Any questions? >> Call the question >> on the role. Mr. Dariion, >> yes. >> Mrs. Downey, >> yes. >> Mrs. Moran, >> yes. Mr. Nutland, >> yes. >> Mrs. Walker, >> yes. >> Mrs. Norian,
>> yes. >> Mrs. Nichols, >> yes. Policy, Mr. Nutland, >> yes. I've reached out. We're uh working on a schedule to uh meet in the next uh two weeks. So, um you know, that's coming. >> Uh public relations, Mrs. Downey,
>> we're working on scheduling a meeting >> at this time. Open to the public. Jen Allen part two. Uh I was unable to attend the last meeting in person and I wanted to circle back to testing today's adopted goals that weren't elaborated on at all and my previous addresses to the board regarding curriculum over the past
few years. OPS has made some changes in additions to the ELA curriculum that I'm grateful to see. But as evidenced by the online curriculum and assessments that this board approved, we're still using a modified teachers college reading and writing curriculum and assessments. While many other New Jersey schools have
followed the research, including schools in Bergen County, and adopted a knowledge building curriculum and abandoned skills built skill building, you have a goal that's tied to achievement with differentiation being the vehicle to ensure all students achieve. However, the differentiation
within skilluing curriculum only widens the gaps. Knowledgebuilding curricula, unlike your current curriculum, centers on systematically building students background knowledge about the world through rich content in science, social studies, and the arts. Students are immersed in a content or topic for a
unit and taught to apply skills embedded in the topic. In the previous board meeting, when reviewing the excellent science results, and I'll give you your test results are great. It was shared that the exam is very written heavy and the test is aligned to language arts. This supports why a knowledgebuilding
curriculum works. Research shows the more you know about a topic, the better you comprehend text about the topic and communicate verbally and in writing in more advanced ways. Students learn vocabulary in context, which strengthens both their reading and writing. This is how knowledge building curriculum gives
access to all students, including multilingual learners, students with IEPs, and students at all proficiency levels, including your high-f flyers. While state standards are process and skill-based, not contentbased, as Miss Bosio shared, knowledge and skills aren't opposite, but they're
interdependent. It's absolutely correct. Standards emphasize skills like analyzing, comparing, inferring, writing effectively. They're all highlights of your curriculum, but those skills can't develop in a vacuum. You can't learn to analyze or compare without the knowledge to think about it. Building knowledge
gives students something to apply these skills to. Having them do so in independent text following a mini lesson is irrelevant for those that can't yet read books with that level of complexity versus applying it to grade level engaging text within a content area. That's how to close a gap versus widen
it with differentiation. Research shows comprehension and critical thinking improve when students have background knowledge in a topic. Without it, students struggle to apply skills the standards describe. You can't determine main idea and author's point of view without knowledge of a topic. You can't write an argument without evidence if you haven't learned any content to use
as evidence. When you don't learn something deeply to begin with, you don't transfer the skill to new text. You don't transfer it to a state exam. You can't participate in a debate or any type of collaborative discussion without a shared background knowledge. A content
uh a knowledge building curriculum is what builds that shared content in a classroom. Cognitive science and I'm happy to share the research finds background knowledge is the strongest predictor of reading comprehension success. So why aren't we following the research? I don't mean to suggest we
choose knowledge over skills. My daughter gained the most knowledge and skill last year in the one unit that was knowledge building about ancient Egypt that she still talks about and wants to check out library books too. I'm over ancient Egypt, but she's not. Sure, you can throw in a third grade testing unit,
much like teachers college test prep unit and help prepare some students, or you can teach students how to read and comprehend deep text all year and go back into text and search in a way that gives all students access all of the time within your daily curriculum. The standards describe the skills students
need to demonstrate and a knowledge building curriculum is the most effective way to help them get there. Skills without content are hollow. I encourage the board to start following research Thank you. Hi, Suzanne Crow, 77 Beachwood. The last
time I spoke here, I spoke about the population of our kids that are either IEP or 504. So, I just wanted to clarify and share some information that we've gathered with the CPAC board since the last meeting. With the cooperation of Miss Holly and Dr. Roth, they've been very helpful in in sharing um
information that we find will be useful in future goal planning. We have approximately 18% 18% of the student population either with an IEP or a 504, 13% with an IEP, 5% with 504s. And so with that in mind, um I did hear you,
Miss Ayelli, speak about long range facility planning coming up. So one of the things that the CPAC board brought to Dr. Roth was improvements in how our special education population as well as the general population of the school could benefit from some
excuse me some better um facility planning. So, one of the ideas that we had had was in if you've walked around the building or if you have a student who gets a pull out or a um special education type of support, there are oftent times learning happening in the
hallway. When the when the professionals, the OT's, the um PT or speech therapists meet with a child, they only have a 15-minute weekly consult or a 15-minute monthly consult. They spend their time with that student as best as they can. But what they'll typically do oftentimes we found from
the community and from the students uh the parents or the students that are experiencing it is that pull out time happens with learning in the hallway. And so what we um asked and shared as an idea for the future, and I know it's not going to happen tomorrow, is that each of the grade levels in your facility
planning have a space dedicated in each of those wings where those staff members can meet with the students that are part of that grade. So it lessens the the chaos. It gives them more time to actually be with the students and the learning can happen privately and more
effectively and safely. Um the other thing that we talked about which was related to facilities planning which is something that happens currently at the Riverdale Middle School and some of you may have students there. They have um an inclusion room, a wellness room where
it's all of their guidance staff exists. There's always a person there for triage and the students have a place to go that they know is a place where it's quiet, there's dim lights, there's sensory tools. So, I I know that there are many places in the building where classroom teachers will have a sensory corner or
there the OT has things available, the child study team has things available, but they actually have a hub. Um, and I think um from experience, it has been really beneficial for my student who's in that middle school who transitioned out of here to have that space knowing that he will always be greeted with a
person. So, there's always someone there to triage and make sure he's supported. And then all the things that he needs are there. And then from that point, you know, there's supports in place on what the goal is to get them back into the classroom. But I think when the facility planning is happening, that really needs to be paramount. We are a big school with a lot of little kids. So I
understand the middle school is a little bit of a different environment where those students are a little bit more mature. They can find their way. So I think that all the more reason why in the lower grades there needs to also be a space. So I don't think that we need one. I think we probably need two spaces. And um the third part of what we
talked about for facilities planning in the future is our goal as special education parents is that every grade level have an in-class support classroom. So that means each grade regardless of I know that right now what happens is based on the population and the need of the students the special
education teachers that can co- teach a classroom with a gened teacher are put in those places where you see the need. That's fantastic. There are many students that do not get identified easily. And I think that as a community, we would benefit so much more from
having one class in every single grade every single year exists as an in-class support coat talk classroom because you're going to catch the kids that are not yet identified. You're always going to have support for the kids who need it. And I think we should not just do
the minimum, we should raise the bar. And so that I think for the future of the ordinal special education should be um what the standard is. Thank you. Moving to old or new business. Any older new business?
>> Mr. Darian. Oh, Miss Stony. >> Hi. So, I'd just like to comment on some of the comments or my comment is based on that. I do think that as a board, we should have a special ed subcommittee to talk about these things that have been
brought up tonight and especially what's going on at the federal level with all the firings. Um, I think it would be important for us to have a group that talks about some of these things. >> Okay. Yeah, I will um I will reach out to you want like a
formal committee formed. So yeah, we could do an ad hoc or we could do a formal I'll ask I'll call I'll reach out to our attorney to see like how like if who has the power to commit? Is it the whole board? Is it me? You know, how does it work? And then you know we can talk about it and then go from there.
Um I'm thinking can you also see if um maybe we should approach this as maybe a a special committee as opposed to a standing committee >> like an ad hoc committee. >> Yeah. Yeah. Yeah. >> We're going to look at both. >> Yeah. That's what I'm saying. Just that we consider both angles instead of just one.
>> Yes. >> Any other old or new business? We do need a close session. So Mrs. Norian, would you make a motion? >> I would like to make a motion. >> I would like to make a motion that um we go into close session.
Do I have a second? Second by Mrs. Walker. Roll call >> on the roll. Mr. Dariion. >> Uh yes. Sorry. >> Mrs. Downey. >> Mrs. Moran. >> Yes.
>> Mr. Nutland. >> Yes. >> Mrs. Walker, >> yes. >> Mrs. Norian, >> yes. >> Mrs. Nichols, >> yes. We will not be taking any action after. So,