may call the meeting of the Partip Troy Hills Board of Education to order on October 30th, 2025 in compliance with chapter 231 public law 1975 entitled Open Public Meetings Act. Adequate notice of this meeting has
been provided as specified in the act in the following manner. A meeting notice was published in the newspaper and on the district website on January 8th, 2025. In addition, the notice of the meeting was posted at the municipal building in the schools and a copy of
the notice filed with the township clerk and transmitted to other newspapers on October 15, 2025. The daily record, the star ledger, parcipony focus, tap into parcipony patch, and the district website. This regular public board meeting is being video recorded as per
bylaw 168. The recordings of these meetings will be available on our district website and our video onthe-go YouTube channel. We ask that you please refrain from using student or staff names in your statement. Professionalism is expected at all times. Please stand
for the pledge to the flag. >> 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, with liberty and justice for all.
>> Can we have the attendance roll call, please? >> Mrs. Abraham >> here. >> Mr. Barios >> here. >> Mrs. Delofave >> here. >> Mr. Devito >> here. >> Mrs. Mayor >> here. >> Mr. Rya >> here. >> Dr. Wright >> here. >> Miss Chappelle
>> here. >> And Mrs. Kogan >> here. All right. Before we do the student committee reports, I just want to recognize the vice president of the council, uh, Mr. Neglia.
Um, and the student committee reports are next. Uh, is she, did you want to go? >> Uh, for PHS, the fall pep rally, homecoming dance, and spirit week, which was a huge success. This year we had a special edition of the dunk tank for our
fall pep rally. We had many students and teachers participating during the games. The student teacher parent conferences were from October 27th to 29th. Project graduation clothing and shoe drive was a huge success. We raised $1,2320
for project graduation. We also had our second college fair of the year which was held on October 21st during blocks five and six. And today, October 30th, PHS is hosting Halloween at the Hills from 5 to 7:00 p.m. Each club will be
hosting a game and students can dress up to win prizes and candy. As for athletics, girls volleyball had their senior night on October 23rd against Morris Hills. October 29th, boys soccer had their senior night against Morris Nolles. And there's also a big game
against Parcipany High School on November 3rd at 6 PM. Thank you. >> Um here at the latest happenings here are the latest happenings at PHS. We had our um schoolwide pink out on October 24th. >> Can you get a little closer to the mic?
>> Thank you. >> We had our uh schoolwide pink out on October 24th and students were encouraged to wear pink to support breast cancer awareness. We are currently in our uh red ribbon week where students are encouraged to promote um healthy drug-free lifestyles with
schoolwide announcements every day uh for this week about drug impact and prevention. Um we had our first principal sum meeting on October 24th where grade officers discussed issues and improvements they wanted to see with the school to the principal and
administration and we mostly discussed um NJSLA and Red Hawk way days for future events. Student council is discussing a potential spirit week to encourage student uh students to participate in school spirits and raise
student morale. Our marching band is having competition on Saturday and will be competing against other bands. And our football team will be having a game on Monday against the Hills. That's all I have for this meeting. Thank you. >> Thank you. Do any board members have
questions for the students? >> Thank you very much for your report. >> Thank you. [Music] >> Okay, we will now go to the committee of the whole for teaching and learning. Dr. Wright. Very good. Uh, so we have
>> I know feedback now. >> Um, but we have two items on the agenda for the night. Um, first >> Uhhuh. >> Now I got it. >> Yeah, his works. Um, uh, a review of uh, board of education goal number one. Um,
and then also student assessment presentation. Dr. Maloney, >> how are you? >> I'm very well. And yourself? >> Good, thanks. So, um we we did meet Monday night to preview um the achievement results and we talked about
uh goal number one and we're really grateful for your clarification of of the goal and what you um as a board were looking for uh in the creation of that goal. >> Absolutely. Um so this goal which I'll read out for uh the record uh for the
district to achieve an increase in mathematics proficiency for each delineated subgroup as measured by the NJSLA testing by 2029. Uh in conjunction with the administration TLC will that's teaching and learning committee will identify additional data to inform what specific curricular standards need to be
addressed and what specific interventions need to be implemented in order to close achievement gaps among delineated subgroups. Establish a structured review of subgroup performance data and follow up on interventions by April 2026. Establish a rubric by which to measure
the efficacy of the present of the present interventions. Uh the purpose of this goal was uh kind of came out of a discussion amongst the board that we felt that we were getting kind of annual reports on student achievement. Uh but that in between that annual report, we
often felt like we were kind of losing track and weren't able to really um understand how the district was using this data to improve things, whether there were disparities that we were that we should be concerned about. Um you know, there always disparities in
numbers, but it can be difficult to understand the meaning of those. And so our goal as a board was to uh seek more uh active interaction um with the administration to ensure that we were getting enough data to do our oversight
role. Uh you know we commend the uh we commend our our educators on really working and doing excellent work to maintain our uh our standardized test levels. Um, and this was really about finding ways for the board to feel
sufficiently informed. >> Uh, as we talked about at the meeting, I shared some some of our um intervention plans for a few identified areas based on this presentation you're going to hear. Uh, we talked about having our um, supervisor for world language and ESL
present in the spring and share some of these interventions in detail. And in addition to our math and language arts supervisors, we'll do that as well to share how we're deploying our our manpower and our time and our and our funds to assist these students. >> Uh and in this previous meeting, uh we
went in depth into some of these interventions and it was really remarkable how tailored and how thoughtful so many of these plans were to really kind of getting at the uh kind of pulling out from the data and from teacher knowledge of these students and then to build actionable responses on.
That was really uh very useful as a board member to be able to see that track uh that mapping and uh thank you Dr. Money for working with your staff to provide that. >> Thank you. At this time, would you like uh to see the presentation?
Would that be appropriate? >> Yeah. Okay. >> Yes, please. >> Thank you. All right, everyone. So, you have two things in front of you. You have a copy of the presentation and you have um this little uh piece of paper as well, which
talks about our plan, how we address uh the few areas that we found to be concerning. So, we will take you through the PowerPoint. The first slide covers the different standardized assessments that are given each school year. We'll be reviewing data from every exam listed up there
with the exception of NJGPA which we covered at a previous meeting. If I'm going too fast, let me know this one. Okay. I apologize. I I'll be covering things there and we'll be getting >> copies to you. >> Okay.
>> It's not It's not It's the >> It's just the two pagerate. >> It's a two pager from the the uh TLC meeting. >> Oh, >> yes. >> Okay. >> So, as I said, these are this standard assessments that were given to our
students this year. This presentation will cover all of them. with the exception of NJ GPA which was uh covered in an earlier uh board of education meeting. Uh slide three uh covers these are the English language arts results from grades 3 through nine. Um in red is
our district in gray is the state. Uh you will see that we are comfortably above the state average across the board. uh that gap narrows the most in ninth grade and um the reason for that is we we get hit very hard with students
who lead the district uh entering high school many of whom are very high achieving students. So we feel that pinch there with the state assessment scores. Um but uh again we we do comfortably uh better than the state across the board um in these English
assessments. In mathematics there's a really obvious bell curve like a reverse bell curve there. Did if you notice that again we are in black and the state average is in gray and again we are firmly above the state average in
every grade level. you see a dip um in grade eight and in grade grade eight and grade seven and that's when our accelerated math program kicks in and we start to see students being uh bumped up a little bit to algebra 1 sometimes algebra 2 as those students are pulled
out from um uh that test we see that that dip in the score at the end of the uh bar graph you'll see those high achieving students in algebra 1 and then geometry and algebra 2 who are really uh exceptional and and Consequently, the state average spikes up as well to
mirror that acceleration. Okay, now we're going to show you uh all the cohorts of students. We don't find too much use out of um comparing year-by-year test scores because the students are different, but as you know, in the past, Dr. John Gagante had um identified the cohorts as they come
through, removing students if anyone moves out of district. So, that's a really clean group of the same exact students for each test. and we'll take you through each one of those with math first then language arts. Um remember we're looking at um anything 4% up or down we we aren't terribly concerned
about. It's a a jump uh with over 4% is wonderful. A uh a dip below four more than 4% is an area that we're going to really focus on as a academic department. So, our current fifth graders on the on their third and fourth
grade tests had a nice um upward slope. Our current sixth graders, again, this would be their third, fourth, and fifth grade years. Again, are um made a nice uh increase and then have leveled off at 76.
current seventh graders. Again, a nice um they're right at 4%, but they're they're still doing very well, higher than the state average. If I'm going too fast, let me know. Our current eighth graders and English language arts, this was a this was a dip
we were concerned about from 78.8% to 65.5%. The state average was 57%. So, we're we're still above it, but this was an area that as a group we we dug into the test and looked at it. One area that we found to be um not where we want to be was informational text, which which
is something that was not surprising. I think a lot of English teachers lean towards um towards fiction. Uh our push as administrators is to make sure they're um addressing non-fiction as well in the classroom. Um we continued our BSI program in the in the middle
school. We're using data from the beginning, middle, end of year assessments to look at student growth um in a in a manner that uh it's standardized for all those students, but it's in-house. Um we were doing PD um including um uh on literacy practices for at risk
students. We also did our one book one school program last year and this will be the second year of that. And this school, this summer is the first time we did the summer book clubs where we invited in middle and high school students to go over their summer reading with staff members um in order to prime them for the school year and get them ready.
>> I'm sorry. Can I just ask a question? >> Sure. >> On these um like one of these graphs you have the current year I can't read that what the number Oh, 65.5. Should I be finding that on the on on >> Oh, it'll it'll be different because
it's it's a specific cohort of students. I'm sorry. >> So, this this this that chart this chart right here is the entire grade that took the test. >> Okay. >> The cohorts are the students who've taken it consecutive years in a row. >> Okay. So, it's not >> it won't be exactly the same.
>> Gotcha. >> Good question. >> I have just a a follow up on that. Is that is it a like a specific sample or is it just everyone we have data on for the whole chunk? >> It's everyone who took the same test for those consecutive years. So when we went
through it and then I got to I have to thank some important members of our tech department who were wonderful. We were um some students may have taken it three years in a row as soon as they they missed the fourth year they're out of the group entirely. So we couldn't even if you when you look at this chart um
the numbers each year are different because the cohort's completely different that we're reporting on. Okay. We also use additional supports that we've used uh we purchased through CIS funds. These include um Voyage Math, I'm sorry, include um what is the name of
it? An an online book resource and an audio book resource that students can use if they're reluctant readers or struggling readers so that they can uh listen to a book as they're reading along as well. Okay, that was our only uh English area of concern as you'll see. Current ninth
graders continue this their trend up from 65 up to 70%. 10th graders from 55.8 to 63.3. And that's the end of our um NGSLA language arts cohorts. Okay. There's one
area of concern that was the the eighth grade ELA cohort. We move to math. There's you're going to see more cohorts because that it it teases up more because of the acceleration. But we'll start with the current fifth grade based on their third and fourth grade scores. And there's a a very very uh significant jump there for
them which is which is great. The current sixth grade went from 76 to 81 back down to 78, but within that 4% so it wasn't terribly concerning for us. Current 7th grade had that had that dip that was more more than 4%. I'm going to tell you the state average doesn't mean
it's not concerning to us, but the state average was was 39.8. We went from 76 to 70%. Um for this group um we've done targeted intervention um with small groupoup instruction through our BSI program. We're using additional supports
um with responsive um um platforms such as uh Moby Max, Delta Math and Voyage Math, different platforms that Mr. McCort or Matsu Browser has has purchased. We continue to use formative assessments to monitor student progress.
um the INR INRS process when necessary and you won't see this now but there was a um a 6% there there was an increase of less students who were at the lower end of the spectrum. So while we while we dipped a little bit there was more
students into that middle group as oppo to level three as opposed to one and two versus three and four and five. That makes sense. Okay. So, we had a slight dip on four and five, but we had more schools, more students in level three, which means they're making progress towards um competency. Okay.
The current eighth grade cohort, which this is a group that went straight through with no acceleration, math four, five, six, and seven, they're leveled out at 57 uh%. The current ninth grade cohort, again, this is a student with no acceleration. This is their sixth, seventh, eighth,
and nth grade score. and five, fifth, sixth, seventh, eighth grade scores went from 38.1 to 39.5, which is low, but the state average was 19%. So, we're um about uh have doubled that um average. When we get to the algebra one group, um
this group crushed it 100%. Everyone was um uh where they needed to be. Really great group. The current ninth grade group which went from 567 to algebra 1 in eighth grade also accelerated again they all along they've been 98 97 and up
to 100 last year. The current 10th grade group which had again this tra traditional path of sixth seventh eighth grade math and algebra 1 in freshman year leveled out at 32.4% again above the state average.
These students who were um very accelerating took geometry um in eighth grade were at 100% to no surprise they've done that the last three years. I'm sorry. And then the current 10th graders
who had went from math 6, math 7, algebra to geometry, they actually had a dip from 98.5 to 85.39 which is a big dip. I'm telling you, I'll tell you right now, there were three sections, I should say, five sections between the two high schools of this class, there
were 91 students who took the assessments. Of the 91 students, um 18 of them dropped down the level within after the first marking period from honors algebra 2 from from honors geometry to regular geometry. Um realizing that maybe the level wasn't really right for them, they either waved
into it or um you know, maybe were pushing themselves a little bit. Um in this group though, We did see uh more growth as well. There were no students in this group who scored a one or a two. So we dipped a little bit in the four or fives, but everyone else was at three. So they're
they're in a really healthy healthy level. Um again, we're using Delta Math, Big Ideas Math, uh other programs to support them. But to be very honest, this group of students isn't in any of that. These are really high achieving kids. And um that's not an area of
concern for us. I just want to say jump in and say like that's a great example of how, you know, just looking at the straight data without the context kind of thing can really um be misleading because we actually want students to maybe be trying something that maybe is a little hard for them >> and also to know if they should be
shifting back. Um but if we just look at that graph, all we see is oh there's a big, you know, not a huge but like there's a drop here. And so we really appreciate that extra. >> We never want to punish students for taking positive risk, right? These are the risk they healthy risks. So when students do um do challenge themselves at a course level or they or they appeal
something they move up a level we we try to hold them to one marking period. Sometimes after a week they're like I'm out. I'm like listen you have to try. You know it's early and give it a chance. And after that first market period some of those students decide they want to stick with it. Sometimes they drop down but again we don't want to punish them for healthy healthy
risks. Okay. And the last group was the group that ended in algebra 2. um and they were tremendous uh current 10th graders, algebra 2, right across the board. The next slide covers um some of our
subgroups and these are this is these are K to9 students I I should say kind of three to nine students who took the NGSLA and you'll see um how all of our students did. You'll see the ML students, the the ELLL students. You'll see the economic disadvantage students
in red, the ED, uh a category of IP and 504 combined. then IEP students and the 504 students. All all of these groups had an upward trend with the exception of our ML students, those um um students who English is not their their first language. Um so it's it's not
surprising, but still there you'll you'll look at those last few years there is a downward trend there. I'm going to show you math as well and then we'll talk more about some of the things we're doing for our ML students. >> Just just to clar the color scheme on this one is very like blended. I can't tell what's what really.
>> Sure. So all of them went up except for >> I know the red and the yellow I'm saying with the three four brown >> yeah one is that is that second one that gray one and then the in 2022 was it was at 25%. It's going from 25 to 18 to 15 to 8.2 too. >> That's the ML
>> the ML. >> Okay. >> And for the next slide in math, it's the same thing. Every other group had at a level or an upward trend except for those ML students who started at 21, jumped up to 31, 25, and then 13.5.
>> Yes. >> Just a quick question. You said this was K through 9 or 39. Three. >> Three through nine. Thank you. Only the testing grades. >> All students. >> All students. So is every every ML student here. So we do a lot a lot for our ML students
and this is um powered by district funds that we have and and our staff our manpower and also powered by our title 3 program. So there are there are a number of reasons why um ML students have str trouble with these assessments language being you know obviously the first thing
um but there are instructional gaps from where they may be coming from. um you know know their level of education, what they're bringing to to the um to the American school setting. Um resources that are at home, you know, how how how much their parents speak, how familiar they are with the educational system. Um
so there are a lot of obstacles for them. We do a lot of programs, like I said, to support them. I'm going to run through 10, okay? And I apologize you don't have copies of this, but we'll we'll get copies. I get we'll have them emailed to you tomorrow. Um, so early language support through our summer program and
our ESL homework club throughout the year. Okay, that's something extra that our ESL students get. We train our teachers on trauma informed practices, how how to conduct class with students who are new to the country and don't speak English. Okay, it's it's not as as educators not as easy as you would think
it would be. Um, we do um differentiated English instruction um and and train our staff about scaffolding and differentiating in the classroom. And we've done a lot better as a district in scheduling and offering courses that are in content areas for specifically ML
students that we can then um push them out of when they're ready to to a general ed setting or traditional English setting. Um we offer adult English classes for parents in the fall and the spring. We had an open house at the at the media at the library every year. When it's in public, it's not called the media center. It's called the
library. Um but they sign up for uh library cards and we and we get them there. um as a family um to to know where that is and how that works. We offer them the same resources that we do um our other students as far as um different platforms that can help them
support and and adapt as they learn as including and vision math and learning a toz. Um, we review access scores, which is a test that we give our ML students as a way to um, move them out of the program and look at their progress there and place them accordingly as we have
different levels of straight up ESL classes throughout the the district. We offer workshops to parents to support um, and connect them with different things about being a citizen in America. uh resume writing um what parent teacher conferences are like and what they how
they should what they questions they can ask in those things and ways they can support their child when they bring homework home and and and talk about school and what's happening. Yes, the homework club happens one to two times one to two times a week in every school as well. And we often um pair up NHS tutors with ESL kids. We've used many
grants um through some really wonderful teachers who put them together to support our ESL programs such as field trips or programs where um high school students are reading to EL ML families uh in our school setting. Um we have a seal of bi literacy which a lot of our
ML students have advanced to do that alongside their um English speaking uh um friends and we've had students visit CCM to get them kind of on that campus understand what the next level of education looks like and then we do tons of um send our teachers to ton of
professional development in this area in this arena to better support their students where English is their second language. Okay. So those two subgroups um for math math and language arts that one subgroup was concerning but I rest assured that we're devoting a lot of time and energy to working with those
students. Next slide. DM dynamic learning maps. These are students uh that we select that we who we feel the regular state assessment is inappropriate for. We can uh test up to 10% um of our total population here. Um so we've had uh you
care from 2024 to 2025 numbers are are pretty static across the board and this uh you know difficult assessment for our students but we really try to um listen help help them through and support them through this um arduous task. Here's a
list of all of our AP courses. The next slide I'm going to talk about AP scores. So here are the courses that we offer. The most recent ones are found at the bottom. AP African-American studies and AP seminar and AP research research which work together for this AP capstone program which is wonderful. It's for
juniors and seniors. It's called the uh AP course like AP course for all. We really encourage um students to to take this course course if they haven't taken AP class before and it's really um student driven by interest where they learn how to uh really dig in and and
research and and create something based on an area of interest for them. So we we have a lot of AP opportunities in the district. Our AP scores, we're going to compare four different ways, three different ways. We'll create compare them to the nation in orange, the state
and gray, comparable high schools in um Gez, that's a darker orange, right? >> So So autoutumninal, right? And then our school is in green. We continue to be above the nation, above the state um in these AP scores. I I I regret to say
that we're slightly below our comparable schools in um in AP scores, but we're we're close. And these are schools like Mount Olive, Pawuanic, and I believe the um the Wayne School District. Okay. Um so these were students. These were
exams receiving a score of 3, four, five. The next slide is students receiving scores of 345. So it's it's a lower number because now we're talking about students who take multiple exams. We continue to um exceed the state in each one and are neck and neck with um
with our comparable high schools AP exams. All right, our next slide is SAT performance. Again, same comps, nation, state, comparable high schools in the district. We outperform nation, state,
and comparable high schools across the board in all four of these uh all four of these categories. Last year we did not have uh the national average available. This year we didn't have that available yet, but you'll see that next year when when we move on with this, our students continue to perform well. And
the SAT, the ACT is no different. It's usually a smaller group of students who take the ACT, but we are right uh where we want to be having some some growth as compared to uh last year to this year with the move from a 25 to 26. All right. It's a lot of data and it's
it's mischief night, but I assure you that's all legitimate um or goosey night as >> as you may call it. So, are there any questions about this guys that I could help you with or speak to anything either the data or followup Matt?
>> Yeah, just one about the the comparable high schools now is how big of a of a um number of high schools are you are you comparing us to? Are they comparable in size? Like >> we have two high schools. So like the >> the enrollment of those two individually
or together or four and I have I have the fourth one written down. Um sometimes it's a a dual high school district like Wayne. >> Um Mount Olive um is a little larger but they're one school but I think you get socioeconomic and and really we're basing off of this the district factory
groups from that that don't exist anymore but we try to maintain with what was existing prior. >> Thank you. Sure. >> Any other questions for Dr. Morty? >> All right. Thank you, Dr. Mine. >> Thank you so much, guys.
>> And that concludes our agenda for TLC. And I would just like to remind uh doing these committee of the whole in uh public session uh is uh part of the board's goal to be more transparent um and to make the work that we're doing
available to the public. So, thank you. Okay. So, next is correspondence. Is there any correspondence to come before the board? No, that's you. All right. Unfinished business. Is there any specific un unfinished business that
anyone else has? I know I usually say that we have not heard anything um from the township regarding the pilots, so that is still true. Um, we also have been waiting for
uh the township on the antenna and we have no news on that either. Right. >> That's correct. Last we heard >> um it was the application was under review by the township's attorney, but we have not had an update since that. >> Okay. >> President Kogan, I have something.
>> Sure. So um after our last board meeting we did talk about or during our last board meeting we did talk about having an ad hoc committee meeting. Um we are in the process of scheduling that. So you guys should those members should see that meeting go out soon.
>> Okay. Thank you. Okay. Now we're up to committee reports. Um it says Dr. Wright for teaching and learning. I'm not sure if we really need to go through that. >> Uh I don't think so. Uh Dr. Morini carried us through uh pretty much exactly what we did in uh the smaller
session as well. >> Great Mr. Barios. >> Good evening. policy met on October 14th in attendance with myself, uh, Miss Chappelle, um, President Kogan,
Miss Delave, and we had, uh, Superintendent Cha, Dr. Chase, and Miss Benos. I got everybody. Yep. Um so uh the committee reviewed the
following policies and regulations that's listed on the minutes. Um, anything that needed to be reviewed by um, our board attorney was uh, already
done so if needed to be. And um the only change or update which I think was already answered on a board question was on the
pupil discipline code of conduct um regulation 5600. And other than the statutory changes, we also agreed that um as far as the table for what the
disciplines would be instead of being attached to the policy, we were going to make it a snap track. we would make it a link um so if a update had to be made uh it could be made timely and didn't have to wor
didn't have to wait for a policy approval. So uh other than that that's my report. >> Are there any questions for Mr. Barios? >> Okay. Um Mr. Rehea for communications. >> Yes. Um communications committee met on
October 14th. uh attending were myself, Mrs. Delfe, Mr. Barios, Mrs. Chappelle, uh Dr. Chase, and Mrs. Banos. Um we met on establishing a
memo called fiscal challenges facing our schools, and we submitted it for legal review and also for um for for edits among the group. and we've got some edits and we've also got some disagreements on the edits that we're going to probably have to revisit and
and take up in uh in discussion. So, we're not going to be able to release a final copy tonight, but uh now is this something that we want to discuss now or in open session or >> Well, I think the board members need to know that it's coming um because
>> well, we don't want to wait till the next board meeting. I don't >> Right. So question is you know discussing changes in language should that be done now or should we >> I think the main concept should be done now tweaking of the words can be done
you know by the communications committee. >> Yeah I know um I know Mrs. Mrs. Chappelle and I, we kind of went back and forth a little bit on some of the language and how it should be incorporated and and I'm not sure uh if we ended up at an agreement on that final language in the uh on the Google
sheet. Uh Michelle, >> I I don't think we did. I think it's up for discussion. >> Okay. So, it's up for discussion and but I think um we we can make it where it's a standalone now but we want to just
incorporate uh that we have not received a response as of October 30th but again if we want to include that language and I think we should um it's just a question of either adding to it to supplement it or or leave it as is
And and then there was one other um deletion of of a line for research and support candidates who prioritize public education. >> Mr. Chappelle, did you want to say something about >> Yeah. Did we want to do we want to talk
about that now? Um I just I thought that the document itself should be something that it could stand on its own um rather than having to be updated with timely information. My concern being that it could become stale and this is something
that is relevant, you know, going forward. This isn't something just for a here and now. This is something that people can leverage going forward to make sure that they're aware of the way that they can take action to help on these different topics and retain the
updates and say status um reports for how we're making progress in any of our work, including the negotiations with the township. um for other forms whether it is a timely communication like President Kogan does during this meeting or some other form of communication that
we could be putting out there. >> I the my only concern now is because the school boards just emailed us today about an open comment period. I think it's really relevant that we get Oh, now my mic's on. that we get the information
out while that comment period is open because this is exactly what it was meant to do is to give people a way to advocate and and now is the time that they can do that statewide. >> Okay. >> Okay. So, ju if I could just add to that
or maybe even choir. Um, I saw your email and I responded to it and we have a start on that because we prepared the basically we're starting with the what I read down at Somerville back in January and we can add to that and there's a
couple of items that are that we really found uh obviously the inflation rate which was mentioned in the memo and the other thing too which is the you know skyrocketing health care costs and that there should be a mechanism to deal with that whether it's at the state level,
there should be something. Uh it's basically an unfunded mandate. All of these things, you know, here's the cost, you figure it out. You know, you're stuck with it. And there should be a mechanism in place where we're dealing
where there is mechanism to address those additional costs which are beyond our control, but we're contracted to. But I think that that is for our comment period to the state, like our communication to the state. What we're trying to talk about now is what we're
going to put in the memo to the public. >> Well, I I think the the language that we kind of struck out, I think by adding language something like as of October 30th, no response has been received from
the town. and that basically leaves a standalone because it is applicable at any time. Um, and then if if you get to November 15th and there's a response, it's it's still true on October 30th. We had not received a response.
>> And then would there be an addition to an additional line saying the comment period for the state is now open? Here's the link. >> I be happy to add that kind of a comment. Sure. >> Yeah, I think that's a good idea. I think to add that in there makes total sense.
>> And and what and the time frame for that. So to Mrs. Chappelle's point, when that time period is over, like we're not still telling people to go there when it's closed. >> Okay. Uh but we can but we had talked about a time frame of having comments
from the board provided to me by say Tuesday of next week, which would be November 4th, election day. But and I think that's reasonable. >> Okay. Tim, you had a >> Yeah, I maybe I'm just getting a little confused here, but my
understanding Well, first of all, on the paragraph that was was um lined out or the two lines of it. Um, I'm not really sure why that was the case cuz honestly that's kind of the if
you want to talk about the pilots and the school funding as relates to the development and like that. That's that's a that's critical information. >> I think we consolidated it to one of the bullets. We didn't >> Yeah, but I don't see it here. >> We were trying not to make it more than
two pages. So >> well the second bullet under the pilot thing I think >> the school district did not receive any revenue from this from these project that's the second bullet on my sheet >> right >> to which date park
>> did this >> unless >> but I think there should be mention of the status >> okay so okay I got that but again the point is is that our the district our attorney sent this over in July,
>> right? >> So, I mean, again, we're being accused of sitting on our hands and all these changes that had to be made. This is not to say what's not happening. It is to say what actions
this board took. So, there this is out of our control. We took the following action. here's where we are. No matter what else happens, that's fact. >> But the initial impetus for this communication was the parents
and the towns people contacting us saying, "What can we do? What can we as towns people do?" And this was the board's response of this is what you can do. It slips in there what we have done. But it's it's mainly for them to how can they
>> address these? No, but I think having it separate and bolded is important because because not everyone in town has been following our what has been going on the back and forth for for two years now on on the on the pilots. >> Plus, the thing is is that we're talking
about the fiscal the title of this is fiscal challenges facing our schools. So, this is the preamble to the call to action. So, if I'm a town person, I don't have all this information. Then what are you asking me to do?
And what are you asking me to do? Okay, fine. Great. 2% cap. Got it. Got it. Got it. You know, right now, to be fair, um, healthc care costs are something that we we only just started talking about recently, right?
>> But, I mean, hell, the pilot stuff and the residential housing has been out there since November 23. Yep. >> So, I mean, we're not making it up. We're getting the emails from our parents saying is, "Hey, our classroom's up to 27 kids. What are we doing about
this?" So, these So, this is the information, the preamble to the call to action. >> Yeah. And I think >> it's important information. >> It's it I think that those two three lines are critical to this.
>> May I make a suggestion? Um, another way to look at this is instead of maintaining those sentences in that section, you could add another section that says, "What has the board done? So, you're getting in your information, but you're not you have almost a status section that you could continue to
update as things happen." Yeah, I was going to say like a a link a link of sorts if we wanted to like what has what has precipity board of education done so far even under the pilots and it could be a living it could be a link to a living document that can change because Michelle's point was if we wanted to
stand alone and things change it might look stagnant so as of now or November >> you might not be able to link the actual document >> I'm not I was just you know brainstorming >> that that was going to be my question is what's was the uh the mechanism for distribution of this is it going to be a
an email distribution to to all the parents. So then it's going out to the parents. >> Those links then the links would be embedded in there. I would assume you have those in there saying contact your legislator. Here's the here's the link to it. >> That's what I'm saying. So that's that's where that mechanism would be. Right.
>> That's right. That's right. I like that idea of having a separate link to say here's what's happened so far and here's what we've tried. >> And I do think have a web page that's already dedicated to that. So it's so outdated though. That's the problem. I think maintaining that is the issue. Yes.
>> I mean right now that that that web page that site honestly for what it's worth right now should be taken down because it has 2020 early 2024 information which is at this point in time >> right from based on the demographic study that we did which was a year and a half ago >> right
>> but this is this is now information that should be there and we don't need a link for that. This should be in the memo. I think >> that's what I was suggesting. You just add another section header at the bottom of this that says what the board or what action the board of education has done
and it's right in this document but it's segregated from because the the first page of this is speaking to what the two fiscal challenges facing the schools are the 2% cap and the pilot talking about what the board has done in an attempt to remedy this solution could be its own section and then you could
continue to update it moving forward. >> I mean >> I think that's right. I I like that because it called it out separately rather than comingling it with other facts. >> Well, yeah, but also remember I think that the other facts are as critical too
because we are also heading into that you know we're into the budget pro into the budget process. So again as has been discussed you know there are going to be painful conversations coming up in the future. So what this is also to do is to
let our parents and and and the public know exactly what we're what the headwinds we are facing as a district. Um so this really should in like again I don't know where it fits in here but the
healthcare cost you know when you're hearing health care costs going up 38%. that was on no one's radar >> that has I think that could be built into that point one right the rising cost I think that that definitely is warranted there
>> but I and I think that that would then encompass the main things that we need to make people aware of and then highlighting in a separate section what the board and the district has done so far in a separate section makes it very identifiable easily identifiable
by the community rather than having to search someplace in the document. Right. It pulls it out super clear. >> And as far as it being, you know, that is important. Exactly what you're saying. We could put it at the bottom of the page. So it anchors the first page. The first page is the narrative of
what's happening, what the board of education has done. The second page is the action that the community can take to help alleviate this, including the survey information that's available on the DOE on the schoolboard site. That way you get it in on the front
page. You just are are keep you're actually bringing more attention to it in doing that. >> I'm not sure I followed you on that. >> It gets better attention. >> Yeah. >> What was that, Michelle? >> I said exactly. That way it gets better attention. It's getting its own separate
highlight. >> Yeah. Like there's a box at the top that says fiscal challenges. There would be a box kind of threequarters of the way down saying board actions. I I don't know because because what we've done is is a response to the issue
we have with the pilot projects in number two. >> No, but we all the all the bullets under the first one are all the things we've already done for the 2% cap. So, it's a mix of everything. We we've been doing a whole lot.
>> I agree. But it's not always readily outside of us as a group. It's not always apparent, but I think >> So, Jack, sorry, Jack. Just to be clear, we're not saying to remove it from this document. We're saying to highlight it so it pops out even more.
>> But it was highlighted and everyone noted it very, very substantially and we all kind of jumped on it. >> Well, Mr. A, if you look at the box that I drew at the bottom, that box that says what the board of education has done, that would actually be shaded blue, like
the box on top. Okay. and the comments that not we're not even on the second page. >> I think that might that might work. >> It actually brings it actually highlights it for >> but let's try and get on the first page. >> Yes. >> Yeah. Yes, >> I will do that. >> Sure. >> Yeah, 100%. Yep.
>> We can play with the margins. >> Okay. >> Oh, and then the other thing um the Are we good with that? Any questions on on that? Any >> Oh, yes. Just to clarify, are we putting
the link from our school website for pilots on here or updating it first and then adding it? Did we come to a conclusion on that or no? >> I I I think if it fits, we should include it, but then we've got to make sure that we update that website
>> and the ways that this is being distributed. >> But but wait a minute. If we did update it, wouldn't we have to do another demographic study >> or demographic. >> No, no, we don't do another demographic study. >> It goes to 20, >> right?
>> I understand. But that was like an estimate like and it timing is has has changed and and the amount of students in that if you look at that graph and I haven't looked at it in a while, but I think the number of students that we've
taken in so far from the pilot, how many is that? How many students have we taken in from the uh pilot? But we don't have any students from pilot yet. We have developments from development. >> No pilots, >> right? The new we would make maybe even
a counter for new development students and you know update it every week or you know every two weeks or >> Okay. And something like that just so that we can update it and have like current information. >> Yeah. To be current website. I think the
last we heard was we were probably the bulk of our new students were coming in from park. >> Correct. >> Although we do have dribbs and drabs coming in from 155 >> four, right? >> But I mean that's going we know that's going to change and that's just that's
just going to happen. >> And it's only partially occupied there and it will increase >> if I may. Sorry. >> Okay. And then >> no hold on. Well, as far as that the website data information, the one thing
I know has changed is those costs per student. >> Yes. >> That we've done that's got I think more obviously very readily need to be available to updated as well obviously because those increased I assume >> that chart
>> right there >> we used to have it back here. >> Yeah. And how is this being distributed again this entire >> school? just full messenger. Okay. >> And these proposed drafts, we're asking the public to be sending these on their
own. >> Yeah, we would we would include those drafts as part of the entire package. >> One ed one minor edit on that. You've had our two assembly men, but you skipped our state senator. >> I think I mentioned that last time we
discussed this. Senator Ponacio, right? >> Well, yes. That's why Mr. Re is saying, you know, look through this and make sure, you know, anything we want to address, please send it to him so that he can compile it and make sure that it all gets done so that we don't have to
wait till the next meeting to just to check again. >> The link goes right to the the different sites so they can see. >> Anything else on that topic? Okay. And then we received an email um it was this afternoon I guess from the
New Jersey SBA. Um and then regarding uh school funding reform act and you know as I mentioned we did a uh we did a presentation back in January and down in Somerville. There were four different areas across the state that had that. It
was pretty well attended. And just as uh something I've said before to reiterate is that many schools, many school districts were having problems that we were starting to have and this was done before the budget season and but other other towns and districts have been
having this issue for several years now where they've had to make layoffs in order to comply, you know, just to to create a balanced budget. And uh so we're going to start with that memo that we prepared and then I ask for comments
that that we could then add and incorporate and get out uh be well before the 14th maybe by the by the end of next week which would be >> the 8th I believe the seventh. Yes. Thank you. So this
Okay. >> Yeah. So the goal is as a board we will also be submitting comments and concerns and suggestions. >> Now we have as board prepared a memo. That's what we presented back in January, but we're going to update it
and but we get input from everyone here on the board and it's basically an update of the existing memo. All right, I think that's it. >> Any other communications questions? All right. Are there any other liaison reports that we want to go through at
this time? >> Were we going to discuss conf uh the workshop or No, >> you want Yeah. >> All right. Start here and work our way around because there's six of us there now. >> If she wants, I'll go quickly. If you want to go, >> it was my first school board um
conference and it was I was informative for myself. I went to some school funding formula um breakout sessions which was just helpful for me to hear from other districts uh smaller sizes, bigger sizes, and just in general. Um and it was just nice to be around other
people who have similar issues that we're having here. I'll let everyone else. It was long. So >> yeah, I was very happy to be able to attend it. Um so I was was able to attend a number of sessions starting with Robert's rules on Monday and then
uh a number of sessions on Tuesday. They did a uh awards program called Unsung Superheroes which is not unlike our unsung heroes here in Morris County. And it was very interesting to see some of these uh people outside of the outside of the teaching profession that were
honored and some of them were in their 90s working as either a lunch lunch aid or a uh bus driver or a crossing guard that kind of thing. So that was very interesting. Um another notice of sessions about um fostering excuse me
effective strategies and fostering stronger relationships from the uh from board president to superintendent. um a human connection with the age of AI uh asked the architect was with from our own architect per Samjin which was very interesting to listen to them and also
Friday on Tuesday was building a facility around esports which I had a little education on that I didn't know really know a lot about esports before that was very informative um and then on Wednesday uh we did a a uh I think it was Miss Abraham and I would start uh
attended a governance is not a journey is a journey not a destination by what was that? What was the name of that district? Oh, darn. Who was the that governance one? Is it Abraham? I forget. But who attended it was our new uh schoolboard rep uh Paul.
>> So, he attended that and actually we got a chance to chat with him a little bit before that as well. So, looking forward to working with him in in the future. Uh we warned him that we would uh probably asking for his help on a number of occasions. And then um another uh uh
class on what schools get wrong with phys with physical security. And then the keynote which was uh Joe Thyman, the football Super Bowl uh football um Hall of Famer, which was very interesting. He was very uh very insightful and uh a very good thing. So all in all, the
conference was very well done. I think uh I think there was some issues. I think one of the other uh regional reps not Paul mentioned that they're going to send out a survey to what you thought was you know to help with I know there was a number of classes that I think some of you could not get into because
they were full and I think it's probably they didn't gauge the size of the room that they needed for it and then of course we know about the lunch issues. So other than that like I said it was it was a great week. Thank you. >> Uh absolutely. Um so I attended a number
of panels. Um, and first I'd like to thank um, in general the the state and the taxpayers for supporting this really wonderful um, professional development opportunity. I think going to these events and being able to learn from
other uh, school districts, educational professionals, and other board members is really valuable in terms of making us a more effective board. And I would also like to especially uh, thank Miss Benos for um, handling all our logistics. you just show up and there we are. Um I
attended um number of sessions including ones on budget and the school funding uh formula. Um which is even more confusing than I had per like I knew it was confusing had previously learned a bit about it know more about it now and
think it's even more confusing and uh that the complex politics involved are ever more present. um uh panels on uh capital improvements and also referenda. Uh really appreciate the time both
learning and time spent with my colleagues here. Thank you. >> Um Mrs. Abraham, >> I was trying to look up the um governance as a journey exact session. Yes, of course. I usually have something
written up as usual. Um, I was really hopeful to have attended the Robert's rules to Robert's rules class, which they have every year. Um, but unfortunately they put it on Monday, which a lot of people are still traveling. So, very hopeful that next year they'll put it on the second or third day since it's a really popular
and interactive class. And we've spoken about it here many times over the last couple years. Um, it's really fun to watch them play Jeopardy in a way that teaches you how to be how to have better board discussions and make decisions using Robert's rules of order and their
parliamentary procedures. So, I think um in discussing with Michelle Kennedy who was the uh one of the presenters, she was very receptive to the scheduling suggestions and I really enjoyed connecting with her outside of the class even though I didn't get to sit in it. Um, we did of course enjoy all the on
top of all the regular classes, we had leadership receptions and and whatnot, which we um enjoyed meeting many many many valuable board members and leaders and administrators uh that have nothing but the best information and advice for
all of us board members. And I think that we can continue to learn a lot from all of these um valuable members. I also attended a couple of sessions like Matt said that we there were some that we couldn't attend. Uh one of the notable ones that I uh attended was one called
board president to superintendent fostering strong relationships which I thought was very informative. That was a presented by two superintendents from Patterson and Newark who shared their insights. Um we did have some courses that were at the same time or
overlapping on certain days. Um, so that I I think my suggestion for that is if we could find a way to scan those who couldn't come in so that they have a data point to use for next year so that they can figure out which rooms would be
best. Um, I also attend another one called Stay in Your Lane, the board's role in parental optout, which was discussing the recent Supreme Court ruling in Mimmude versus Taylor, which was a case that dealt with affirming parents rights to opt out of conflicting classroom instruction. and we learned about constitutional protections,
parental concerns, policy revisions and had a Q&A and I think Miss U mayor was also in that. Um we also attended one learning uh lab session which had to do with STEM and AR and virtual reality on how to build engagement, spark
motivation, reimagine learning to improve outcomes. We of course attended um different receptions like I mentioned. I did I will come back to you with some of these documents especially the governance is a journey because I thought that was extremely helpful in helping us guide us in our effective
boardsmanship and having strong communication managing our expectations and uh making good decisions and trying to be as cohesive as possible as a group. Um, one of the more uh lengthier ones that we attended I think was what schools what most schools get wrong with
physical security. Uh, that was a superintendent from Palm Lakes and a gentleman named Paul Jenny from Eastern Dataccom who explained what school districts need to increase security while maintaining cost. So they pump Lakes was able to use a small referendum
to manage their upgrade their security with access control visitor management. It was really unbelievable to see and even just their um camera quality in how they're doing this. It was just uh just something that I hope that we can achieve um here one day. Uh we did
obviously many of us attended the keynote with Joe Thyman, the NFL Hall of Famer and Super Bowl champ. Uh it was very inspiring, definitely not boring in any way. We were entertained with his stories, gave us advice on how to be prepared for anything in a shifting educational world and shared his game
plan for success. Um tried to stop as by as many vendors as we could between classes and lunch, but as everybody knows, you know, classes uh and then of course lunch, the lines that we had, but um I really enjoy the camaraderie and being together. I know we have a good
time and hopefully, you know, trying to hit up some more of these classes and I will be writing in the survey to ask them to see if we can schedule a little bit better. So, because there were quite a few classes that um I did want to go to and I'm hoping to get the, you know,
the um resources that they provided for that. Um, of course, last but not least, one of the most important things was which brand of saltwater taffy is best. So I would like to report that steels is superior to the James brand.
>> Thank you, >> Mrs. Mayor. >> Well, let's see. >> All right. Um I attended um a variety of classes. The first one I went to um because I have the the certified board leaders um
certification um it was talking about developing a mentorship program for other board members which I thought was a really good idea. Um creating an indistrict orientation for new board members I thought was that was really valuable. We
had just talked about that we do have a program that we have in place, but they reiterated how important that is to give your new board members the best they can get so that they can start off, ease in, and have a good idea of what they need
to listen to, what they need to do. Um, Allison and I went to see the keynote. Her name was Mary Ben Ary. She is, among other things, an incredible, incredible violinist. She was outrageous. Um, she
is the founder of Symphony of Brotherhood and she believes that music, you know, is very important and that it's it's it's good for the students. It can calm them down. It can be a play a big part in their mental well-being. She
was phenomenal. And she goes to schools. She's very happy to go to schools. Um, you know, I was thinking we have our violin, our strings program, and oh my gosh, she would be incredible to come here and and see our program. Um, I also
went to smart security for schools using AI, uh, life after chapter 4, um, from trauma to transformation, how school boards can lead healing centered discipline. instead of having punishment
center discipline, it's more to have positive reinforcements. You know, I can buy into that a little bit, but I think at times, you know, that positive reinforcement doesn't really fly. You know, it depends on your how receptive
whoever it is. Um, stay in your lane, board's role in parental optout, which we had already, you know, we got a lot of information from Kate. Um, and you know, parent can opt out for religious reasons and there are you you really they have full authority to do what they
want to do. Um they can't I I know that we had this when our um fizzed business came about with the sexed or whatever you um and parents were very upset. Yeah, they can opt out of a lesson but they can't opt out of the
whole class. If they find that they don't like that that lesson, that's fine, but they can't opt out of a whole class. Then there was talk about books that parents might find objectionable. Again, you know, it's it's more of a
religious thing that they can opt out. Um, and how to detect weapons in school using AI, I thought was pretty interesting. That's my report. >> Thank you. I think I was the other person to go and I attended some of the
same classes. I definitely attended the keynotes. Uh and like them, I took classes on AI and finances. I went to the state board of ed presentation. I went to one of communications and referendums. Um I was glad to see that
the um we are in our bulletin is sending some of the teachers to the AI conferences too because some of the things that can be done now and it's so far beyond the how much the student can use AI or not use AI or how do you know
if they're cheating into the differentiation of what they're learning and how to make sure that the kids are learning at their own level and how to pinpoint where some of the students are stuck and I think it's, you know, it's just amazing what some of the programs can do at this point. Um, and I want to
thank everybody for attending and it sounds like we got a good mix of classes in with a lot of different information. And I would just remind you all to give Miss Beos any of the handouts that you got, whether it's PDF version, you know, electronic or paper. I'm going to hand
her the paper stuff I picked up. She uh has created a folder in our drive so that everybody can see all of the information. Um, and please take a few minutes to go and click through some of the things you didn't go see so that you can, you know, learn about that topic as
well. Are there any other liaison reports? Mrs. Chappelle, did you have anything? >> No, thank you. >> Okay. Oh, Mrs. Mayor. >> Yeah, I just wanted to comment that Saturday we Mrs. Kogan and I went to the
Dvali celebration and it was just a wonderful experience. You know, they they do such a beautiful job. They have students that took us around and gave us information. It was really informative. I mean, the amount of food was beyond anything I have ever seen. And they make
it all. They And it's beautiful. It's not just food. It's like a work of art. And they were so appreciative that we were there. And it they made us feel very welcome. And you know, this time I remembered to bring socks. The first time I went, I didn't bring socks
because I didn't know you had to take off your shoes. This time I brought socks. But it was a great experience. There were a lot of people there, a lot of kids. And like I said, we felt very welcome, >> right? Their theme was unity. And it, you know, it was very it was very informative. Very informative.
Um, okay. So now we are up to the approval of minutes for the regular and executive amendments of October 9th, 2025. Can I have a motion for the approval? Mrs. Abraham. Second. Mrs.
Mayor. Roll call. >> Mrs. Abraham. >> Yes. >> Mr. Barios. >> Yes. >> Miss Delave. >> Yes. >> Mr. Dvito. >> Yes. >> Miss Mayor. >> Yes. >> Mr. Rya? >> Yes. >> Dr. Wright? >> Yes. >> Mr. Chapel? >> Yes.
>> Miss Kogan? >> Yes. >> And now we have the superintendent bulletin number six. Dr. Chase. >> Thank you, Mrs. Kogan. Um, I want to first make a point to thank uh the chief of police who was here yesterday that to meet with me and um Mr. Lennahan about
some safety matters. You may have received and noticed the communication I sent out about ebikes. Um, we want our students to be healthy. We want our students to be safe and we are going to be asking them to dismount the bicycles when they reach campus for the safety of all the students there and and we cannot
encourage our students enough to just wear helmets regardless of what kind of bike you're on. Um, so I wanted to just make a point of that. The second thing I want to do is bring attention uh two items on the board agenda tonight. Uh, I don't know if you had seen that we have our CUSAC scores that we're officially
appointing. For those of you who aren't aware, QAC is a state monitoring program that um, all districts in New Jersey must go through. Uh, these scores are excellent scores. I was not here when this work was done, but having gone through the QC process I think four other times in other districts, I can
tell you that this is a heavy heavy lift. So, I just want to thank the team for all the work that they did. Uh really excellent scores here. And also, you will see on the agenda that we are uh there's a motion for an agreement with the local um I believe it's local
32. As you know, we have five labor units in the school district here that we work with. Uh so this is uh the hard work of everybody who negotiated that and the people on the team to come up with an agreement that meets everybody's needs. So uh very successful there. And
finally, tomorrow is Halloween. Uh we're going to have a lot of students outside uh weather permitting. I think the the forecast is pretty good for tomorrow. Uh so I'll be visiting the schools and seeing some of our students at this time. And I have uh tonight for your
approval. I also have uh superintendent bullet items numbers 1 through 43 and addendum items 44 to 62 and readins. Thank you. >> Are there any questions on the superintendent's bulletin?
>> Okay, secretar's report. >> Just a few highlights. Um on in the business section on tonight's bulletin, we have the regular bills list. um the August financials and the comprehensive maintenance plan for your approval tonight.
>> Are there any questions on secretary's report? >> All right. I didn't see any new business on the agenda. Mr. Drito, two >> two quick things, Miss Kogan. So, just one just a reminder, this is our last meeting before election day. Election day is on Tuesday. Uh encourage everyone
to get out there and vote if you haven't done so already. And just one of the minor thing I meant to bring it up maybe under under well as a having my other hat on as my dad as a parent um I was able to attend this week uh a number of uh uh this week with student com student
conferences or parent teacher conferences and so I was able to attend a number of them for my uh two high schoolers and it was very informative. I think it was you get a little bit more breath of what your what's going on with your child than back to school night when you're getting maybe se seven minutes six or seven minutes per per
teacher. So, uh, it was very informative and and very very well very well done. No, thank you. That's it. Thank you. >> Okay. So, now we are up to the hearing of the public. At this time, if there's anyone who would like to address the board, please come up, sign your name and address in the book at the lectern
and state your name for the record and please address the chair. Each person will have three minutes to speak to the board. It would be helpful if you would like to address the board to please come up now and sign in so you are ready when the first speaker is finished. As a reminder, we are video recording this meeting. If you are a student who wishes
to speak, we ask that you not provide your home address, but rather give only the name of the town in which you live. If you are a parent wishing wishing to discuss a specific matter pertaining to your child during this portion of the meeting, you may request that the board temporarily suspend the video recording.
Alternatively, please consider speaking privately about the matter to the superintendent after the meeting. Speakers should refrain from using specific student or staff names in their comments and are referred to bylaw 168 for further information regarding the videotaping of our meeting.
>> Go ahead. >> Good evening. My name is Isabella and I am in eighth grade at CMS. Um my name is Aninssley and I'm also in eighth grade at CMS. Um so I'm on the field hockey team and so is she. We are both captains and we have
been on the team for 3 years now and we wanted to address the topic of our head coach. Over the last 3 years, our field hockey team has struggled immensely and failed to improve due to the lack of direction and leadership from our coach. Our practices consist of extreme basics
with no real input from her. The other captains and I are forced to lead the practices as well as teaching the JV players. Because of the coach's lack of effort, the captains are in charge of figuring out drills and formations to use in our games. Since we have to teach the younger players, we do not have time
to practice or improve ourselves. Unfortunately, our coach does not listen to the players or us as captains, and she does not seem to really care about the team or its progress, which is making the team suffer greatly. During our games, our coach rarely
coaches and instead acts as a cheerleader on the sidelines rather than giving us directions. Our team consists of 27 players and there are only 11 players on the field at the time. Even with the extra players, our team never uses substitutes even when we are playing with one or less players. The
varsity players have more experience, but we receive the same amount of time in games as the junior varsity. Next year, I plan on playing at par high and so does she. And even though this was our last year for 8th grade, we want to make sure this does not continue so the rest of the girls can get the most help and be most prepared for high school.
This will not only help the middle school players, but also affect the high school team so they do not start far behind. For this reason, we as a team think it's best if CMS has a different field hockey coach for the years to come. Thank you very much and we appreciate your time. Are there any questions we can help answer?
>> Uh, thank you. What we since this is a public comment period, we let you guys have your time and then once everybody's spoken, we can, you know, address anything that you said. But you did very well. So, thank you. >> Thank you. Thank you. Have a good night. Hi. Hi. My name is Double Shang. Um,
sorry. Uh, quick question. Is it correct that I heard that so far there are no students from the pilot in our schooling system right now? >> None of the P. Well, we can answer at the end. >> Sure. >> Okay. And one more question. Um the park
uh is that the one on Paripony Road because that one I think we do get tax benefits from uh and maybe at the end as well and um apart from Thank you Dr. Dr. Mahoney,
great presentation. Um, my ask for the board is this is great. Our students are doing great. We're the top one of the top school districts in the state. Can we get a also a comparison on how we do with the top 150 public district schools
within the state? It would be a great measure for us to hit our goals. You know, keep moving up the ladder. Thank you. That's it. Okay, seeing nobody else, we'll close the public session. Um,
Dr. Chase, do you want to make any comments >> regarding the uh comparison data with the other schools in the state of New Jersey? We we don't actually get that information. Uh years and years ago, the school district used to get something that was called a DFG comparison. And those were districts that were combined
based on the district factor very myriad uh points of data were contributing to what determined the DFG that a school district belonged to. We the state has stopped that at that point. So we're not able to acquire all of that information because it's not available.
>> Yes. And then after the meeting, will you just touch base with the young lady? >> Oh. Oh, I'm sorry. Yes, girls. I will uh I will reach out to you with your concerns. Thank you for coming. >> And then regarding the question on the
students right now, we are tracking students from the residential developments. >> 15 15 is >> the two and three campus drive are we have a couple from there so far, right? We have five from Yeah. >> And 1550.
>> Yes, it was. Absolutely. >> It's a pilot. >> That was >> um right. So, I think that answers the question. >> Okay. >> Right. >> I think
no there are students from pilot uh from some of the pilots. Um we but our measurement we had not necessarily disagregated because several of the new developments are were not pilots and so the the data we've been tracking has
both the pilots that are sending 1515 and two and three campus drive and the other new developments that were not pilots. >> My only concern >> no public session is over but you can talk to us afterwards. >> Sure. Um,
okay. The public. Now, we're going to take our roll call vote on the superintendent bulletin number six, items number 1 through 43 with addendums items 44 to 60 and readins. Oh, with addendum items 44
to 62 and readins. Can I have a motion for this? Mr. Devito. Second, Dr. Wright. Roll call. Miss Abraham. >> Yes. >> Mr. Barios. >> On the bills list, I need to recuse on
item ID number 10290. Yes. To everything else. >> Miss Delave. >> Yes. >> Mr. Dvito. >> Yes. >> Miss Mayor. >> Yes. >> Mr. Rya. >> Yes. >> Dr. Wright. >> Yes. >> Miss Chappelle.
>> Abstain from 61 and 62. Yes. everything else. >> Miss Cohan. >> Yes. >> Okay. Um, just before we adjourn, I will miss the next meeting because I will be out of the country. So, Mrs. Chappelle will be running the next meeting. I
think it's November 13th, just to let you all know. And I think we are there is no further business. So, I would like a motion to adjourn the meeting. Dr. Right. >> A second. Mr. Reya. All in favor? I
>> I