Please read the statement of compliance. In compliance with the open public meeting act, public law 1975, chapter 231, notice of this meeting has been properly advertised in the daily rep record in suburban trends. It agenda has been posted at the appropriate locations
and a copy has been filed with the McQuanic township clerk. Thank you. Everyone, please stand for the I'm sorry. Sorry. Please call the RO. Mr. Bloomer is absent. Mr. Sesi here. Mrs. Espazito here. Mr. Gon here. Miss
Ao here. Mr. Mcweeny here. Mr. Pompeo here. Mr. Syninn here. And Mr. Shannon will be late. We have a quum. Thank you. Will everyone now stand please for the flags of good evening everyone. Welcome to our June 23rd regular
business meeting. Tonight, the board will receive a presentation on the district student safety programs from our anti-bullying coordinator, Dr. O'Keefe. Additionally, tonight the board will vote on the approval of the memorandum of agreement and the associated salary guides, which represent the new agreement between the
district and Bquantic Township Education Association, PTA. This agreement was previously ratified by the PTA and now uh will be voted on by the board. Once approved, this agreement will replace the current agreement which expires on 6:30. Want to again thank the PTA and
the board committee for working together to get the new agreement ready before the current agreement expires. I think this speaks to the efficiency of the district and the board as well as to the outstanding relationship between the board and the PTEA. Simply stated, we both have the same goal in mind which is to promote student achievement for all
the students of Township. Also, tonight the board will vote on the purchase of the property at 494 Newark Pont and Turnpike. The FFA committee met last week to discuss this item with the district architect solutions architecture and Miss Aaya will update the board on that item during the FFA
portion of the meeting. Last, the district lost an outstanding coach and teacher recently, Mr. Craig Spencer. Mr. Spencer was a teacher and coach in the district for many years and left an impact on students which extends back decades. He was recently inducted
into the Quanic Wrestling Hall of Fame as testament to his career as a coach. On behalf of the board, I want to extend our heartfelt condolences and prayers to his family. May he rest in peace. And now, I'd want to open up the floor to any other board members that would like to share any words or memories of Coach
Spencer. Uh yeah, I'll go. So, um I know Coach Spencer is mainly known for his time as a wrestling coach, but he was also a great educator um in the classroom. Uh he was actually my uh physical education teacher when I was in sixth grade. and uh he definitely greatly cared about
teaching everyone in the class about new sports uh even those who weren't really as into athletics as everyone else. So um definitely was a Bquanic icon and he will be missed. Um Coach Spencer was my wrestling coach my freshman year. I wrestled in PV and
wrestled freshman year and then I didn't uh go out for wrestling after that. Um He was my phys coach. He was my health teacher. He was a soccer coach for my brother. And he without a doubt was one
of the greatest teachers that um I ever had. The uh the fact that I didn't go out for wrestling this my sophomore, junior, senior year didn't, you know, either I was really bad or he just
accepted it for what my decision was. and he never treated me any differently because of that. Um, I've seen that happen with other sports and other coaches and things like that. And Spence was just an outstanding teacher. Um, the
one thing I really remember about him was that, you know, he took his job seriously. if he was going to teach you how to play, I don't know, one of these team handball or one of these things that just, you know, wasn't really something anybody knew or
wanted to play, he was making sure that you knew how to play and he was involving everybody. And I I remember that his class was a class that everybody dressed for. they didn't, you know,
forget their stuff or, you know, all the kids, even the kids that didn't want to take Jim took Jim when he was the coach. Um, another thing that really uh hit me hard was uh last year when he was
inducted into the Hall of Fame, I came uh I just, you know, I didn't wrestle for three years, but I still came. He was that important to me. And he came up to me and remembered me. He says, "Sammy, Samson." I was like, "Holy cow,
I haven't seen this guy since 1983." And he remembered me and he hugged me and and we talked for like 20 minutes. As a matter of fact, some of my buddies are wrestlers came up to me later on like like, "Thanks for hugging Spence." Like, I didn't get to talk to him. I was like, "He came up to me, you know what I
mean?" So, he but he was that kind of guy. Um, I know that he also we we he uh taught at the lower grades later on and that he also coached track here. Um, and he's pretty much an icon. I know that he was a big deal at Monontlair State. I
think he finished fifth in the country or something in his weight class when he was there. But, uh, just I mean again just a great great guy, a great teacher. Really made sure that everybody was learning and having a good time.
So, rest in peace, coach. Yeah. And uh you know, a lot of people have been talking about uh teaching and um his time as a wrestling coach, but he was also uh involved with the track and field program. He coached the throwers for many, many years, led many athletes
to state titles. Uh I know he coached the boys in the past, but I think most recently he was just coaching the girls throwers uh and produced a few uh a number of uh state champion athletes there. Um, in echoing what Mr. Sesi said, he, you know, he's definitely was always, you know, such a nice guy. Kind
words for everybody. Even when they dropped out of throwing, like my son did after his freshman year, still came up to my son at the at the banquetss every year saying, "Hi, talking to him. What's he doing now?" Um, and I think with all of his years of teaching and coaching, he may may have been one of the longest
tenur, you know, people or coaches, teachers in the district. um is coaching and he he was just coaching up until a couple of years ago uh with the throwers. So uh it's remarkable how much he gave to the district and more importantly how much he gave to the students and the athletes uh during his
time here. So definitely rest in peace. All right, with that concludes my report and I'll pass it over to Dr. Boris. All right, thank you Mr. Senic. Um, and I'm just going to piggy back a bit on um, expressing condolences to Coach Spencer's family, but I really
appreciate hearing firsthand from a wide variety of people's experiences, but I'll come back to the the depth of character and quality of the man. So, I I appreciate that as a as an educator hearing that um, his legacy is as strong as it is. So, um, thank you everyone for
sharing that and and again our condolences to the family. Um, my report is quite brief. I have one other topic that I'm going to focus on, then I'm going to give Mr. Shay an opportunity to talk about our AI committee work. We've spoken about the timeline. Uh we're going to look to have a first reading of
the AI policy ready for you for the July meeting and then the August reading we'll have a second reading. This way we can implement the policy and plan in time for the new school year. Um and he can he can summarize what the AI committee team has done as well as what
we look to continue to do. And finally, I just want to um extend a huge thank you out um regarding the end of the year events. We had um over the course of five days, we had our North Boulevard fifth grade recognition on Thursday the 12th. Hill View was on Friday the 13th,
which sounds ominous. Uh SJG had a beautiful event on Monday the 16th. And then we had our PV promotion on the night of Tuesday the 17th. And then we're right in this room for the high school graduation on the 18th. That one was certainly not without some dynamic
tension in terms of trying to figure out where is better to be indoors or outdoors. 2 o'clock looked like a great idea to be indoors. Um and then the forecast shifted as they often do. But I have to say that just the the goodwill and cheer of families of our students or staff and just it was really wonderful.
It was a tremendous event. Um and my note here I just want to point out it's a huge team effort for any of these events um with our teachers and administrators working to organize and communicate the events. secretaries managing logistics and handouts, custodians and maintenance team ensuring that our facilities look great, and they
do, and everything was set up. Our security team for helping keep things moving smoothly and safely. Our community partners pitching in to keep everyone safe. Our school community members for bringing great energy to the events, and they certainly did. And of course, our kids for being truly wonderful and reminding us of why we're
in this line of work. So, um, really wonderful sequence of events. to wrap the year upgrade successfully and we're looking to get started back in September again. So with that, I'm going to turn it over to Mr. Shay who has uh three slides to share about the work of the AI
committee which is also known as the AI League of Justice that the I just want to get this in. If anyone goes back and watches the graduation, I don't know what minute it's at, but Hazler gets launched off the ground to
the point where he was perpendicular if you watch it in slow motion. And at the time, I couldn't see it cuz it was behind me, but going back and watching it, I actually was concerned for him because he got lifted so high in the air by the student. But it just goes to show you exactly what Dr. Ford is saying, the love and the joy and the relationship
between the staff and the students, it all comes out at that event. And uh it's you got to watch that one instance she gets launched. It's really great. Posted something on social media with that picture. You can see the look of the terror as I'm turning around to figure out what's going on behind him.
But it was the and you you nailed it too. The energy in this room was so wonderful and just so appreciative staff members just everybody was just feeling it and it was it was uh yeah testament to the community.
Well, thank you for having me tonight. Uh, I my goal I have three slides is to keep it to five to six minutes. If you have questions, I could stay up here two hours. I'll talk as long as you want, but I figured it being the end of June. Shoot.
No, but we we I wanted to practice what I preach and so that was a AI generated pquantic paw. So So there you have it. And yeah, it does does kind of have the Iron Man feel. So I'm I'm glad you noticed that. Um so
this has been kind of a long journey to get here. Even when I first interviewed uh almost exactly two years ago, some of my first interview questions with Beth Sheridan at the time were, "What are your feelings on AI?" And I was like, "I've got a lot of feelings on AI." So, I guess that's when she thought, "Oh, this is the right guy for us because
he's going to help us with AI." Um, and then and then she left. Henry came in and and here we are. I'm dragging her into AI. So, this has been kind of a long long time coming. Uh, and and we are seeing progress. Just to to backpedal a moment, um, if you remember
last fall, I I got Dr. Poris' blessing to become a part at the state level. I co-chair the AI committee uh at the state level. That's the New Jersey Educational Technology Association. They are uh like a subbranch of the NJSA
uh and helped host some of some of Texo. Uh that committee has really caught caught a lot of fire. There's now 400 members of Enetta. So we're picking up a lot of speed for being our first year. There's a lot of members, a lot of people interested in the things we're doing. So thank you to the board for, you know, giving me some time to spend
on Zoom calls with them. Uh, and at later in July, we're having like a AI party where we're going to lock ourselves in a room and like get all the resources we can get and like curate them for for our state members. Um, but this was really interesting to hear. I I think I did six or seven calls with
different people around the state uh at different levels. It was directors of tech, assistant superintendent, supervisors to hear where people are with AI and and I went to a couple conferences. I went to the AI summit in Northern Valley Regional. I went to Texo
in January. Uh I attended a couple like more webinars than I can count this year and it seemed like there were three pockets of where other school districts are in the state of New Jersey. One pocket is we don't know what to do with AI, so we're not doing AI and no one's
allowed to use AI. There's the oh well, we're supporting AI, but we're not real sure what to do with AI, so we're feeling our way out and whoever wants to be brave, you know, can try AI, which is somewhat where where we have been. uh and and we've been trying to drive that forward and I'll share the committee's
uh success. Uh and then the the the third are the people that are bleeding edge. They are at the forefront of AI. They already had a board policy, you know, last summer. They already had a lot of things in place. This year they had AI classes already on their uh program of studies. So there were some
people like really at the forefront of it. Some people that are just like waiting on the sidelines to see what's happening and we are somewhere in the middle, you know, at the state level. So that is that is kind of my metaphor and leads me into where are we at in Paco. So you see here this is our our list of
the committee members. There were 20 members from all sorts of stakeholder groups. Uh we had six students. We had special education represented, parents represented, uh board members represented, teachers represented at different grade levels. Um so this was a like a really good way to hear voices of
all of our different stakeholders. Uh and then later once we got far enough uh and I'll I'll talk about this in in on the next slide. Um it became apparent that we needed to hear even more. So our students said well we want to hear what different departments think of AI and how they would use it. So our students
pushed into faculty meetings to ask teachers more about their thoughts and sent surveys out. Um so for only meetings six or seven times the AI committee I feel like got got a lot of work done. Uh this screen and I this is what I put in front of you in the nice pretty color format. I don't print a lot
of paper you so you should feel special. Um but these are some things that we started to go with to at least give some direct more directions to our teachers. Uh for last year we said well we support the use of AI but we don't have a lot of direction for you. So, one of the things we decided to do right away in January
and February was let's get something out there to staff so they kind of have more guidelines that they can share in like a one-page format or if they want to blow up this poster and share with students, hey, we're not using AI, we're going to do some AI, we're going to do AI enhanced. So, this kind of gave some
direction to teachers that were brave and and we're ready to try some more of AI. But, like I said, at the state level, we had kind of three pockets. and and I'm I'm going to use my big uh ELA terminology here, Dr. Foris that we we were like a little microcosm of society
here that uh you know there's my of my men reference um that we had teachers that are are kind of terrified and even though we've done some PDS on AI, they just weren't ready to try it themselves or certainly not with students. And then we had some teachers where they they were willing to try some AI with lesson
planning or differentiation, but they weren't ready to try it with students. And then we had some teachers are like, well, I'm using it. I want my students to use it. I want them to see how not to use it. And so we have we have teachers kind of all over the place, which is good because that's really a reflection of where the where the state is at. So
my kudos to the teachers that were brave and said, "Oh, Matt, we're going to try it. It's going to be awesome." And for those that didn't try it, I understand. Uh you know, it is chaos right now. And even in the technology world, there's there's a lot and it changes fast. Um and I I know people want to be able to predict like, well, what's AI going to
look like tomorrow so I can use it in my classroom? I don't know. It changes that fast. tools that weren't available a year ago, you know, now are something that we're putting in our tool belt. So, so we had some tools that the committee uh started to iron out to get into teachers hands and then the students
said, well, even even these versions that we made didn't get very department or curriculum specific and so they, you know, they wanted to go a step further. So, where are we at today? So, here's my little timeline for you and my expectations of the board of ed. Uh so
we have the first couple steps. The the check marks are things we feel like we completed or at least for a first pass. But some next steps, uh we have kind of enough information that I'm going to try to write up a sort of honor code that will be paired along with the student handbooks. I've talked to Mr. Seowski
and Mr. Hazler. Um these honor codes may change over time because we might not get it right on our first try. But to better spell out, well, AI is not just plagiarism. what is academic integrity and what is academic dishonesty and what does that look like and what happens when you do it. Uh so we're going to try
to flush that out this summer so we can start uh the student handbooks going into August for our parents and students so they have some sort of better expectation that is more clear because right now it's a little fuzzy with just a plagiarism policy. Um then we're going to try to flush out more of a full fl uh
filled out plan. I'm going to try to write that up and take the first shot at it. When the committee meets back up in September, we'll start to pick it apart. But that will help supplement the next step for you, which will be to pro approve an official board of ed approved uh policy. I will quote someone very
smart I know that said the policy should be kind of purposely vague. You like that? Uh and then the plan can be much more flexible because things change will change so fast. You could be approving a new policy every 3 months. That's that's how fast it could change. So um the policy should be able to support us
enough to give the teachers, the students, parents direction. Uh but the plan can be much more specific to help uh give a lot more guidance, curate more resources, start to pair with curriculum and what that will actually look like when it's when it's got a scope and
sequence in a proper place like when we should introduce it and how we're going to talk about that. So there's a lot more work to be done, but then hopefully getting into September, you can see there we have the reflection piece where we'll form the new committee. We'll find I'll have to find 20 more
brave souls to join the committee. Uh and we'll start to look at, okay, well, you know, what was some of the work over the summertime? Let's start looking at that plan to pick it apart. How do we feel about the one the AI scale and onepage statement that we started with in the spring? Uh and what kind of PD are we going to do going forward? We're,
you know, I'm I was hoping to do some some teacher PD in the summertime for anyone brave that, you know, wants to come in shorts and sandals and do like little uh AI seminars or AI chats. But then the October 13th in service, we're going to we're planning some more uh tech PD. Uh and so this will will really
be an ongoing thing. I'm hoping to do a parent university in the fall to kind of educate parents more about it. uh if we need I I've talked to the principles a little bit to toss around do we want to try to do an assembly with the students to talk more about you know what is AI how can you use it here that's okay
what's not okay um just to keep the conversations driving forward so the my quick synopsis for you here and I don't know if I went over six minutes but uh is is that we've we are trying to drive it forward we're not trying to handcuff teachers to it yet who are not not ready or not comfortable there may come a day
where the NJDOE says hey this is now part of curriculum and you must do it. I I feel like a day will come for that but probably not for a couple of years because NJOE is not fast. Am I still being recorded? Anyways, uh but so we're trying to to get ahead of it, but do it in a way that is comfortable for
Pquanic, comfortable for our teachers, comfortable for our students, and and comfortable for our parents. So that is kind of where we're at. Any any questions without me going down a huge rabbit hole? I could talk about tokenization and how AI works. I don't really have a question. more so just
like a clarification. We do have a very loose plagiarism AI type framework for a policy now. Yes. Was that was it renamed you guys adopted the renamed uh policy last year? Yeah. So it's academic integity. When we first adopted it was
plagiarism and then first's recommendation and I support it entirely. It it was rebranded as academic integrity. Right. which is important for AI because not to get into semantics but plagiarism means you're taking the work of another person and
claiming it as your own. Well, AI is not a person so it's actually academic integrity. So with with this we do have the Strauss Esme sample policy and actually Mishw and I worked on that along with a couple other committee members. So we have something workable
there and we have to make sure that what we have in policy and what we have in the plan can mesh together follow each other. Yep. Um while also recognizing that this might be great in August and we might get to October and realize yeah
not so great and we'll have to I guess with staff input be able to identify these are the things we need to address better or different right for for example and I and I totally agree. So the the board totally did have something in place. I don't want to insinuate they didn't but to better
get to granular degree with that. So some of the questions I get from the teachers are well I think student used AI so did they plagiarize and it's like well they didn't plagiarize but how did you tell them to do the assignment? And if you said hey I want to be able to see your your process and I want to follow your progress and see a revision history
and I see you copied and pasted something in 60 seconds. That's that's a problem. That's academic dishonesty and and so teachers need to clarify that upfront. students need to understand what the expectation is. Um, and and that will help better. So that honor code will help pair up with that board
policy to say, hey, if you break this code, and it's it's not necessarily plagiarism, however, it's not what the teacher set up to be followed. Okay, well, now that's academic dishonesty. Now, what happens with academic dishonesty? Are you getting uh are you going to get a chance to redo that? Are you going to get a zero? Are you going
to get suspended? you know, so those are the things that we need to try to flush out with the principles and the student handbooks um and and how you know a teacher and the administration will will deal with uh whether or not the students follow to the code of conduct. Can I ask just I only have one question on this
subject and and doesn't need to be answered now. It could be down the road. Um is are we looking at it from a teacher perspective or a department perspective? So if I'm a freshman English student, you know, I have twin girls. If one goes to one teacher and one goes to the other teacher, one
allows AI, the other one doesn't. Is that a fair playing ground just because you got, you know, one teacher versus the other. So, so right now that's a problem that right, we're we're saying, well, right for the moment we're going to let teachers try it out, but you could have a student where their eight
teachers don't want to try it out. The next student's eight teachers because they're an AP or whatever the case may be, they are trying it out. And so now, how's the equity in that? And it's funny on our obstacle subcommittee, one of our students, Andrew, who's an 11th grader and he's he said he'd return to the committee next year. Andrew himself
brought up, well, I don't think that's very fair because not every student's going to get to experience AI in the same way. So, it is at some point it is going to come to a point where we need to talk about, well, where are we putting that in the curriculum? Um, what is the expectation for teachers? And and you know, we certainly want to respect
teacher autonomy. However, the students, we need to prepare them for what what is coming in college and in the real world. Um, you know, so I I feel like we can't go fast enough to try to reach that equitable place, an accessible place. Uh, so that is some of the challenge right now is how how do students get
that same experience? Please. Yeah. Um one other thing in the meetings we talked about is um where in the curriculum or where in like high school would every student roll through a particular class that we could talk about the ethics ethics of AI. So we
were like English language arts every student has to have that. So we started to talk about at least that piece of it that there needs to be some type of consistency where every student hits this academic integrity piece of it and ethics. I have I have a couple questions if
that's okay. Um, so first of all, I think this is fantastic. So, thank you for leading the charge here. Not a question, a statement. Um, my first is this is great. Do you have a list of the different districts and who's in what I assume you do, who's in what,
red, yellow, green. Uh, I do actually. I mimic that from East Brunswick. So, if you know, want to know who really designed that, it was East Brunswick. I'll give Phil credit. Um, so we I can give examples of other schools that had like AI scales like that and and we had
I had a a slideshow of like seven or eight different AI scales and I sent that to the teachers and said, "Which one of these do you like? Why do they make sense? What don't you like? What don't you like?" Um, but even even those schools still generally give a lot autonomy to
teachers to say, "Listen, when you create an assignment for the students, you need to point to, oh, this is a red assignment. we're doing it this way. Oh, this is a yellow assignment. You can use it, you know, to to check your your writing or or your grammar. Um, so even in those districts that I feel like are
are farther ahead are not always in the green or not always in the yellow. It still really is the the districts I've heard from, it really is assignment by assignment. They're not using AI every single day all day long, but they might be using it, you know, in a designed way once a marking period, you know, per an
assignment or, you know, once a year or whatever. I was thinking that perhaps the ones more advanced may have cracked that question that Vinnie just asked about making sure that there's yes, fairness across the board. So, I'm curious how sort of maybe it's just there a year or two ahead of us already
and so that's why they're there. I know there were uh two or three districts and if you give me a minute I can remember them but um that that had already designed either a semester long or year-long class one based it around business and said listen a lot of businesses are using AI so you need to know how to do it they had a semester
long AI and business class and Google has made how to do prompting for HR for payroll for accounting um and then the other one designed it around computer science and so it was it their computer science class was looking at how does AI function what is tokenization how does
AI even work in the first place and what is large language model and then they they had a project I actually really like their their capstone was the first project you're going to 100% do on your own you're going to redo the project this time with AI supplementing you and then you're going to do it a third time
AI is 100% going to do it you're going to have no involvement and then compare the three at the end and see which one really came out best and why and which one was terrible and why. Um this that was kind of interesting to hear at the end of a computer science class like really picking apart like you know what
does AI even do and how does it do it and so there's there's been some you know different ways either you know plugging it into a class that everyone definitely has having a designated class challenging the teachers to say hey try try once a marking period or once a year try an AI try something less um and then
my last was I love the idea of PD parent university I really love the idea of student assemblies um I know we think the handbooks would all and end all. I don't know how many of our students actually read the handbook. So, I think it would be a great way to actually get the information um in an easily
digestible form. So, thank you. I just had one question. Um so, is this kind of the intentions is to kind of have each assignment essentially be using this rubric. That's kind of like the end depend on how much that the teachers are worried the kids are already using AI or
or how much the teacher wants them to use AI. The goal really I in in East Brunswick they printed out poster size of those put them in every single classroom in the district and the teacher for every assignment would point to oh this is red this is yellow this is green they added a blue we didn't want the blue we wanted red yellow is that
only primarily in the high school they're saying that or they even like middle school elementary school and even like we're like does that school district would they be using this in the elementary school some schools I I talked to were trying to introduce it uh you know maybe during like library time
to at least introduce the idea. Um there's there's some dangers of course I this I spend hours on so trying to have kids avoid like what is character AI and why are you talking to an AI four hours at night and your parents don't know. So there there was trying to raise some awareness at the K to 5 level really it
sounds like any any sort of like educational use instructional use assignment use was six or 12 generally. Um, all right. D I don't know what's going to be popular. You're not gonna get a chance to go. Uh, I think this is this
is excellent. Um, I'm really I'm really excited about this as somebody who uh less than two years ago never even used AI and now I use it on a daily basis. Um, I'm I'm really thrilled that we're we're leaning this way. We're going this way.
I your excitement for it makes me really happy. I can see it in your face and and I know that you know this is this is going to be a great thing. Um you know either you you're on the bus or you're not on the bus and if you're not on the bus you're going to get run over by the
bus and this thing's coming and if we aren't prepared for it we're going to have bigger problems without it down the road. So, um, I'm the statistic I heard and it was it was from a business magazine that said they surveyed like a thousand businesses and 70% said they
use AI in some shape or form from small business to large business. Absolutely. So, if we're preparing students for that world, how can you not at least introduce them, right, to the world they're going to be stepping into, right? Absolutely. But, but, you know, I can understand, you
know, a parent or teacher being concerned. How do you do that safely? How do you not put the kid in harm's way? How do we not uh uh put their personally identifying information in in harm's way? So, there's there's some things we have to think out, but I think I think we're doing the right thing and
trying to be cautious about it in the way with stakeholders to hear those voices and hear those concerns. Yeah, it is changing so fast. And you know, we we have in middle school already, we have the financial literacy courses that every kid takes, right? It's probably
not long. It's probably not far away. We're gonna have a AI literacy course introduction. I would I give the NJDE three years and it'll be it'll be integrated. It's gonna be there. So I don't know maybe three. What's your overunder on three years? We know our middle schoolers are already
using AI at home. up. Now, the interesting the interesting thing is too is that for some people who are maybe nervous about using it or bringing it into their classroom besides collaborating with other teachers, they could ask AI, "How could
I use you in my classroom by putting the correct prompts in there and, you know, work their way through it on their own?" Which, you know, it's kind of interesting if you think about it. Um I think one thing that was interesting when we were sitting with the students during the department
meetings when they we went to like we kind of spread out. So I ended up with the students in the science department and um it was a lot of interesting feedback from teachers who are hearing information from their you know friends and colleagues in different areas like
law and computer science and regular science. And to hear the vast amount of different input they're getting about whether we should ever touch it or never touch it is very interesting. And I think that professional development for the teachers as well is going to be an
important piece of it. So not just like how to use it, but all of this information that they're getting bombarded with about like should we use it, should we not use it, we should never touch it. Like it's very interesting to hear all the different perspectives and and you know listen our teachers
have a lot of work they do and they only get you know prep period and what they can do on Sunday nights while they watch you know White Lotus or whatever they're watching. Um so so for us for the committee to kind of sort through this for them and help provide guidelines and help curate resources and help look at
tools that are are age appropriate, you know, for the committee to like plow through that work, you know, does lessen the load for teachers then. So that's that is some of the goal is like you know we think we should be using it so how can we use that without you know just overloading our our staff and
students. Thank you all. Appreciate it. But thank you for your support. So as we make yeah as we make the transition to the presentation from Dr. I just want to also thank Mr. Shay again for not only coming out tonight but also all the
preparation that went into this and what you see on these two sheets of paper reflects an enormous amount of work. I know Miss Tweet, you've been a part of this organization as well, but I feel like we've been very methodical in our approach and we're trying to make sure that our staff members feel as
comfortable as possible with technology and not overwhelmed and hopefully are able to harness it to save some time. I know my years in education, it's rare that you ever get something that takes time or gives you back time or takes work away. So hopefully we can can
accomplish that. So Dr. O'Keefe, floor is yours. Let's step away so I can check that out from over there. Right. So, if that was very fascinating for you, this is probably not going to be the the the good news is that the numbers I'm about to share with you, I think, reflect the
same sort of collegiality, collaboration, and just are really that we are at the ahead of the curve on a lot on a lot of things when it comes to school safety, HIV, things like that. Um, so let me I'll just backtrack one second for a little bit of context if you don't remember. for every 6 months.
Um, according to NJAC, we have to report to you um all of our all of our data related to um everything from violence, weapons, vandalism, substance abuse, HIV, both alleged and confirmed. Uh so this uh is actually period 1 um for
2425. This is July 1 through December 31st. My last report to you was the previous 6 months. So just to be clear, the numbers you're about to see are not the most recent six months. They are the six months brought in. So that conceptually makes sense to you. So
overall in this um and a lot of this is just so self-explanatory and people have questions I will try to answer as best as I can without getting into specific instances for confidentiality reasons. Um the numbers pretty much speak for themselves. These are our totals for the
about six months being reported. There are slides. This slide breaks it out by school again all for this period. And then this slide here reflects uh
what we call training and programs. So training really has to do more with strict letter of the law training that we do as a district in terms of the anti-bullying bill rights act. Uh whereas programs there's there's a number of them. I won't read from my my speaker notes here, but just to give people a sense of what they are. These
are, for example, it could be anything that our peer leaders do. This is in the elementary schools, our caring schools, community work. Um, at the high school, this could be our monthly our counselor monthly newsletters. Uh, blue and gold Fridays. Um, six pillars of good character lessons, week of respect.
That's obviously something that we do districtwide. That's a statewide thing as well. No name calling week. um elementary schools, a pink kink out, so red ribbon week and posted contest. So these are all things that fall under programs. Um so that's why the district number for that is zero, but just
understand that a lot of that is actually district-wide things just happening in So if I could say my one contribution to this rather dull presentation is that I move from bar graphs to line graphs to show over time. That is my Mr. Slap my
one piece of math knowledge that I probably remembered from. So I got my doctorate philosophy. Anyway, so if you look over time from 2018 to now um obviously you're going to see a lot of major patterns with this with the pandemic and then the rebound from that. But if I could just kind of pause to
look at the the overall incidents. Uh this really paints a picture of the rest of the presentation which is that we are really really doing just a nice job. at number 14. Um it's only vested by the number when we were in the midst of the pandemic and we weren't even here. So that really
I think speaks speaks. Um so and and again you know people ask like you know well why is that a lot of this knowing that we good and continuing that work. So, for example, a lot of work in Del schools on ice statements, a lot of um lessons being done by the ABS's going
into the classrooms. Uh because of the schedule change at PB, for example, uh we're able to deliver our HIV lessons before the end of the first marking period. So, they learn about what HIV is and what it is not. HIV for example versus social conflict. A lot of people,
kids included, and some adults tend to conflate the two. So, that was a very important push. Um, and then in the high school, we've done a lot of work with partnering with the state with our our sack, Miss Basselone, going into classes as well. So, breaking these down just on each of
the metrics here. Um, again, I won't belabor every point here. Um, we've had, and again, I'm putting things out in the universe that I hope are good things that that won't come back uh to bite me, but zero zero uh reports in violence for this period, down from four. Sorry. Yep.
For violence. Does that include life? staff fight uh not staff student fighting. Yes. That okay because there was no fight for um through and this just so to be clear
this is uh comparing the data from the same period from these. So for example period one um from 23 24 period 1 22. Thank you. Yep.
Um, oh, none that I know of. Do we have to report that? I think we pro. Well, to the police, I would imagine we report that. So, just with some of these graphs that get a little crazy, just note the the scale on the uh on the y- axis. I'm
really on a roll here. Um, again, it's either zero or two. So, so we were down to zero. So, vandalism for for example, is that somebody scrolling in the bathroom, something like that. So, that that was zero throughout for this period.
um substance abuse. So um just a note about substance abuse and just vandalism in general. I think one of the things we really have to credit I think especially here at the high school but also at PV and the elementary schools is the work of our security team. Uh so when you combine the idea of having smart pass and our security team
I mean I'm mostly here at high school and on the days where I'm carrying a radio for example they if the vape detector goes off in bathroom it goes off on their phone security radio boys 300 and and it's like it's it's done. So even if it's a false alarm for example I think the the realization that kids now
have is that they're on the clock for smart pass that can't hide um that you're you're starting to see that kind of m momentum um built So, I did want to give a shout out to the to the security team for that. Uh, weapons, we're fortunate to be in a
place where I can say we had zero. Uh, HIV confirmed again showing showing uh in a positive way. I know the graph is going down, but that's positive. Obviously, down from five this same time last year and uh two down from six. So, one of the things also if you kind of notice the
the rebound that we had after CO and now the the dip a lot of that I think has to do with education not just of kids and and staff members uh through our uh GCN videos but our parents as well understanding what HIV is versus what social conflict is. So that kind of
momentum is starting to build and I think that the the trust in the process and the investigative process as well as the ability of principles to be able to decide to initiate or not in initiate an investigation has also been been uh uh helped longitudinal data data on removals. Uh
this is suspension expulsion um out of school suspension that is things like that. Um obviously this is going to usually be concentrated in the high school but the the news is still good. eight down from 13. Um, seclusions and restraints. Again, note the uh axis uh the the scale of the
axis there on the y- axis. Again, it's it's rather small. The the graph makes it looks pretty tremendous, but um without getting too much specific, sometimes that just has to do with a certain cohort of students, things like that.
And that is actually my last slide, so I don't know if that was two and a half minutes, but I'm happy to What's that? That it felt like it. Happy to take any questions. Again, I'm not sure we'll have all the specific answers. Again, this is kind of just the
general district-wide data, but I can um So, I noticed like the trend obviously was going in a downward direction. Do you know uh because it was the previous six months, do you have any idea if the next six months were as good of a trend? So, yes. So the the ABS's, the anti-building specialists in each
building, they have to have their data in like this data had to be in six months ago. But as the incidents come in, they put that data into their home room. Uh so when I was putting this together, I happened to look at period 2 and it's seems to be pretty much on the same the same track because if it
wasn't, I would tell you that not to get too but yeah. So I I don't expect an answer and I don't even know if you'll have an answer. So I'm going to look at Dr. support us a little bit too. Um, it's great that hits have gone down. Do we know if social conflict has also gone down?
So, one of one of the things that I will say is, you know, we had a question about violence, for example. Unfortunately, now the violence we know takes place more on the phone and social media than it does physically, right? Um, so you know that this does not track that necessarily, but I think that the
fact that the actual alleged numbers are going down as well as the confirmed numbers going down, it's a positive. Is this or what we doing? Is it a panacea for everything? Absolutely not. But I I think some of this is captured because and as somebody who has to sign off and summarize all the HIV investigations,
you know, I would note if that was um spiking, for example, but a lot of what I'm seeing is actually things that are happening in school and not on the phones, which is I mean, it's not good, but it's not bad necessarily. And that's something we can look into of reported
incidents. Obviously, we can only focus on what's reported to us and there's a lot going on that never makes its way to us, but I'd be curious to see the trend there. Yeah, because I mean, as people more educated on what actually is a HIV, people might be not coming to complain about a HIV, but there may be just other
things we're doing. We we do we do well principles, assistant principles, for example, if there's something reported at the carnival or something like that where it's clearly manifesting in some way in school. It might not meet the criteria for HIB, but it does fall within our purview to at least look into it and see
what it is, right? So, and again, that that's not you're not going to see that here necessarily. So, Thank you, Dr. O'Keefe. Uh, Mr. Gibbs, do you have a report? Yes. Uh, good evening. As previously mentioned, on tonight's agenda is the
approval for the purchase of 494 Newark Pumpton Turnpike for the new board office. The lease on the current board office will be up on February 1st, 2026. On Wednesday, June 18th, I attended the annual audit workshop in preparation for our annual audit with our auditors. The
2024 2025 audit has started and is anticipated that the fieldwork will be completed by the end of October 2025 with a submission date of December 15th to the state. On Thursday, June 19th, I attended a PIP, which is a personal
injury protection insurance meeting for the school district's workers comp policy, and the actual 202425 assessment is down by 3% from the original assessment, which will help in reducing the premium. The resurfacing and striping of the
parking lot at SJ will begin tomorrow, June 24th, and should be completed, weather permitting, uh by July 2nd. And finally, this is just a reminder uh for those board members planning on attending the New Jersey School Boards Conference in Atlantic City in October
to please confirm the dates of attendance. Thank you. Okay, at this point I'm going to open it up in public comment on agenda items only. Remember the public may speak once for a match period of 5 minutes 5:00 in this portion of the meeting. But the
public may speak on any agenda item only during their five minutes. And if they do raise a question, direct it to the board president. State your name and sign in before we begin. Thank you. Fit in and SLF PTA. Um we wanted to thank the board um for
considering the MOA and the salary guides tonight. Um, we especially would like to thank the team, the board of education's team, uh, President Senic, Mrs. Shenton, Mr. Bloomer, um, also the board attorney, Mrs. Margesy. Um, the
entire process was really characterized by um, what I believe was a very genuine feeling of respect. Um, I concur with everything that Mr. Sanic said about um the uh the feeling that we were all on
really the same side in in a very odd way. It's not usually, you know, um what characterizes this process. Um but having done it a long time um I think it's important for the board and also for the public who may um you know watch
and and want to be updated about this. It's important for the public to know um how cordial and um cooperative um both sides I felt were. I can tell you um my team felt very much heard always and
while we certainly couldn't always agree on lots of things um there was never a time that we did not feel like the board's team was willing to listen and um and hear us and that is really greatly appreciated and it's something I can report back to my members and and
start the year off um knowing that we have this agreement and and how that process process unfold it. Um, Mr. Slaf, would you like to say anything? Just that there there's a lot of trust at this point between the PTA and the board and although I'm, like I said, I'm
retired. I'm not going to be here doing this. Hopefully, it's going to continue. It's going to carry on. I think we laid a lot of really good groundwork this last time around. And as long as it stays this way, Eddie, we're going to have a great working relationship or you guys will have a great working
relationship. you know, I'll sit back and watch. But, you know, uh again, we appreciate the the professionalism and the camaraderie that we had uh actually going through this process. Uh I've been doing this I've been negotiating
think 21 years. Um and this was by far to me the most productive u negotiations that we had. And I don't I want to say it was the makeup of the people, but I really do think like Miss Finnen said, um, you heard us, we heard
you, we were willing to work together and we came out with something. I think neither side loved, but both sides were happy with. So, thank you. Thank you very much. That's a great way to put it. Neither side, you know, gets everything they want, but everybody gets
exactly what they need. But that's what a negotiation is. and keeping the the mindset that it's all for the students and what's for their best benefit. I think we've all kept that in mind and whenever we did reach some kind of an impass, we kind of focused on that instead and went to that point. And
yeah, it was a great negotiation. I don't know, Michentton, you want to say anything? I I agree. I mean, I don't know what else to add. Um, I feel so this is my third go through this. It's gotten better every every time like
significantly. So I I totally agree with Fster's laugh. It was and it's been it was say great experience because being here till 11 o'clock at nights isn't so great but it was incredibly collaborative and um I agree we were one team on different
sides of the table. Okay. Uh moving on to approval of the minutes. I'm going to ask Mr. Shares to please move the minutes. I would like to move the minutes from May 27th, 2025 and June 9th, 2025.
Second. Any question or discussion? Mr. Gibbs, please call the RO. Mr. Bloomer is absent. Mr. Sesi, yes. Mr. Gon, yes. Mr. Ko, yes. Mweeny, yes. Excuse Mr. Pompeo. Yes. Mrs. Chen,
yes. Mrs. Espazito, yes. Yes. And Mr. Sen. Yes. Motion carries. Okay. Up next is approval of our action items. And first up is PMC. And I'm going to ask Miss Shenton to move the items under PMC. Yes. I would like to move 68-25 North Boulevard.
Okay, Mr. Gibbs, please call the role. Mr. Bloomer, it's absent. Mr. Sesi, yes. Mr. Giddon, yes. MOO, yes. Mr. Mcweeny, yes. Mr. Pompeo, yes. Mr. Chanton, yes. Mrs. Espazito, yes. And Mr. Sen, yes.
Motion carries. All right. Congratulations. And another good one in the books. All right. Thank you. All right. Moving on to the next uh section, CIS. I'm going to ask Mrs. veto to move CIS. I'm going to remind all the board members as well that if you're uh
planning on going to the NJSBA conference in the fall, you're under CIS 9325. So, you can't approve your own sub. I'd like to move CIS 93-25 through CIF 99.
Question or discussion? Mr. Gibbs, please call the RO. Mr. Bloomer, it's absent. Mr. sesi. Uh, yes to all except CIS-94-25 as it pertains to me. Uh, sorry, 9325.
I could be Mr. Gib. Uh, yes to all except on 93-25 where it pertains to myself. Mr. Gale, yes. To all except CIS-93-25 as it pertains to myself. Mr. Mcweeny.
Uh, yes. to all except 25 Mr. B. Yes to all Mr. Chen. Um yes to all except the 925. That's what it means to myself. Mrs. Esposito.
Yes to all I have 93-25 wherever it means to me and Mr. Senic. Yes to all except 93-25 where it pertains to me. Motion carries. Okay. Sorry, Mr. Gibbs. I know you so
office, but when's the absolute drop dead for that? I would say the end of July. End of July. All right, moving over to FFA. Uh, the FFA committee did have a meeting. Um, and before I ask Mr. Pompeo to move the
items under FFA, I'm going to ask Miss Ao to just give a summary of that meeting. Sure. Thank you, President Senk. So on Friday, June 20th, myself, Miss M, with Mr. Bloomer, Mr. Senk, Dr. Poris, and Mr. Thomas Trouser from Solutions Architecture met to discuss the latest updates regarding the
property at 494 Newton Turnpike and also 7 industrial. The meeting was prompted by updated buildout estimates provided by Solutions Architecture. The committee wanted to review and further evaluate all options available to us. A key focus of the conversation was the conservative
cost estimus for converting 494 Nord pump and turnpike into a functional business office, excuse me, port office, including ADA compliant upgrades and modifications to square off the building's footprint and achieve the desired space. Significant portions of the discussion revolved around potential
electrical upgrades, possible septic system enhancements, and the feasibility of connecting to PV's current sewer line. However, many of the responses from solutions lacked detail, primarily because the building's final blueprint has not yet been tailored. This left the committee with additional questions
about the accuracy of the current cost estimates. The committee expressed concern that the total projected cost for even modest upgrades seemed excessively high and difficult to justify, especially given the number of unknowns. One proposal suggested limiting ro renovations to the first
floor, making the second floor nonADA compliant, and using it solely for storage in order to keep the renovation within a $2 million budget. However, the committee ultimately uh bounced around a lot of ideas and said, "If we're going to do this, let's do it right." Renovating a space that would be no
larger than our current board office with limited storage didn't seem a wise use of funds. That said, the committee strongly recommends the purchase of Newark 9494 and Newark Compton turnpike, citing several key reasons. First of all, its location. It's unlikely we'll find another property so close to our
schools and situated on the town's main thoroughfare at a similar cost. Second is the flexibility the property offers as we continue to explore the best path forward. A major factor strengthening this recommendation is new information Mr. Gibbs shared uh late last week. Um,
we are now able to lease the current space at the post office on a short-term basis. While rent costs are still being discussed, this development provides us with more time to plan. Mr. Shouter was given a punch list of follow-up items. Uh, you know, Brian forwarded that to everyone, but really Brian and I just
got those what, like two hours before the board meeting. So, um, there's a lot still there to explore. Um, and I think we're going to anticipate further updates later this week. Uh ultimately the committee continues to explore all of the options that 494 Newer Compton
turnpike uh has to offer including but not limited to a full demolition and construction of a new twostory facility potentially housing two or three pre classrooms in addition to the board office. In summary the committee is the right property and offers a
viable path to accomplishing our goals. Thank you. Right. Thank you Miss Ao. Just to add to what uh Mr. said, I want to just summarize the email that I got from Solutions at 6:34 p.m. Uh so basically uh
Solutions did look at three additional options. One was a one-story renovation of the existing property which would result in approximately a 2200 square ft facility. Uh the second is a expanded
one-story renovation instead of 2200 2600 square f feet. And then the third option they looked at was totally knocking the building down with a brand new one-story 2600 ft² facility. Um the prices ranged for that from high 2
million 2.6 2.7 to about $4 million for those three options. Um I believe that as Miss Ao said the uh the committee discussion was revolved around a lot around the level of how conservative the
estimates were. Um so I think that the estimates are conservative. Uh in addition to that, uh solutions also did look at the potential to put a prek there and unfortunately does not think it would be something that would be able to be done because of the fact that it's
on uh two dead end streets. So there's really no turnaround opportunity there. So just on that fact alone, he doesn't think that that'd be something there. Um so that's really the gist of the email. But again, since we're talking about it, and I know that I got it late, but I wanted everyone to have the information
that I have. So, that's the email. Mr. Pompeo, would you please move the items under FFA? I'd like to move FFA 193-25 through FFA-224-25.
Second. Uh, question of discussion. Uh, Mr. Mr. Sen, when you say that the and the committee says that it's a conservative estimate on is that conservative on the low it's a low they think it's no high or it's high no I I
do construction for a living it's very high very high and I think that it comes from the perspective of the architect doesn't want to give us an estimate that we can't afford. So he he's trying to protect us so that we say we can do this
then he knows we can do it because if we have that much money we can probably do that and then um I don't want to really go into specifics but there's just items in the estimate that I just don't be as high as they're projected to be but again it's from a perspective of being
high on the conservative side protective board so that we don't get into something else I'm looking at this from the perspective of property the value of it. Once we have the property, knowing that we can so they'll
stay at the current floor office where they want to upgrade, we can decide what to do with that property and we can certainly build. That's the only money that we can spend. There won't be a prek there. going to be tenants there, but there also will be
the um the obligation to handle tenants and deal with any obligations that come up from that as well. Bless you. In addition to that, location to me is if you were going to pick location, it would either be right in the center of sunset or it be right on this side of
sunset, whatever. And you know, land's the one thing that God's not making any more of. So, just I'm glad Greg asked that too. That was something I I I've been speaking quite a bit with Tom the architect about it and goes back to is if you come in
under it's okay but if you go back to a board and say oh yeah we're going to need more objective um he's he said he is able to better closer understanding of what's what's there
so I'm just is it a definite that we cannot use it for preschool school or is that just a possibility? Like he does not think we can use school. Looking at the email to me, I'd say you can't use the preschool. And to build on what Brian said too, the
fact of the matter is that we would have to direct traffic into a fairly small parking lot that we would be building up front and it would likely back up on a pump and turn bike. So, there are there are safety issues associated with that. And it's just unfortunate that being
bookended by the two dead end streets prevents you having a way that people can can loop around. I mean, that's essentially what he's saying. He's saying that it would back up the cars onto newer pump turn and potentially create a safety issue. So, there's nothing that says that we can't do it. It's just that it doesn't seem
like it's best practice and might create complications. Maybe there's a way we could figure that out. But that's what he's saying. I definitely I appreciate that. I understand that. It's just my concern is that I feel like last time um in terms
of the thought of the preschool going into that other building we were looking at, we were all gung-ho. It was possible and then all of a sudden it wasn't. So I just have not as much faith in this. Um we probably can't. I would like a
definite I mean either way Jackie did state that if we gave a deposit we could get the deposit back if we chose not to do it. That is what she stated in our last meeting. But again is that I want something that is
definite. We definitely can't do that. Yes or no? Well I I think from this perspective he's saying that it's from what I'm interpreting it's not likely. Whereas the other way it's like so so that it's possible but he's saying it's
not likely. It's not that he's saying it's possible but then we find out that it's you know the other way around where like it can only get better from what he's saying. The other the other way it's it got worse because he said definitely and then it turned out no it couldn't. This case he's saying start
out thinking you can't and maybe you can. So if anything the current situation it's going to improve if any if if it goes anywhere. So, how do we how do we confirm that whether we do it or not? Do they need to look more into it? Do we need to ask for more? Like,
what are we doing? They'd have to do a design. Okay. But that's going to take time. Okay. And on a sunnier preschool, I will be attending a webinar tomorrow at 2:00 to find out more about uh availability for funding. I know Mr. Gibbs is going
to be there as well. Are we up for funding for uh I I would say no based on everything I've seen from the state, but we're we're going to attend it and find out what we can. And we were allowed to send questions or concerns in advance. And that was mine is I I need to know um
they won't they won't answer your questions unless you send it in advance. So I put it out there that um my interest is solely in finding out when funding will be available at our tier. See if I get an answer. But thank you. Okay, Mr. Gibbs, please call the role.
Mr. Bloomeritz, absent. Um, Mr. Sesi, yes. M. Mr. Gon, yes. M. Ao, yes. Mr. Mcweeny, yes. Mr. Pompeo, yes. Mrs. Shanton, yes. Mrs. Espazito, yes. And Mr. Sandic, yes. Motion carries. We'd
like to thank Stop and Shop uh Pompton Plains, New Jersey for their generous donation to the senior breakfast as well as the Golden Panther Football Club for their generous donation for the 22 Ryell football helmets.
Thanks, Mr. Pompeo. Moving on to other, I'm going to ask Mr. Gon to please move other. I'd like to make a motion to move other O-13-25. Second, please. Okay, I think I'm gonna give it to Esp. Sorry, car.
Question or discussion. Mr. Gibbs, please call the RO. Mr. Bloomerit's absent. Mr. Sesi, yes. Mr. Giddon, yes. Miss Ao, yes. Mr. Mcweeny, yes. Mr. Pompeo, yes. Mrs. Shenton. Mrs. Espazito, yes. And Mr. Senic, yes.
Motion carries. All right, that brings us to public comment. There is no public hear, so there can't be any public comment. One goes without the other. Uh, so I'm going to move on to unfinished business. Any board member have any unfinished business? Any new business?
Board member announcements. I got something. Um, so I obviously attended the graduation last week and what I will say is that while there were many
um unhappy people that it got moved inside, it turned out to be fantastic. Uh, you know, we were given lemons and we made some lemonade and that's it. It was a it was a great program. um as you
know the besides the fact that Mr. Hazer almost got waffled. Um but uh and the fire drill. Um and the funny thing is is that it was so dang hot outside that it would probably would
have had more complaints that we had left it outside um and then why didn't you move it inside? But it was it was great. Uh, personally, it was great for me to see my kid uh get out of here.
A long four years for her. So, uh, but congrats to all the graduates and the parents and the teachers and everybody involved. Uh, it was it was a good night. And Brian, you did a nice job, too.
Um, I attended both graduations. They were both just amazing as always. Um I think though people may have been upset that PTHs was inside, the students were not. They were so happy and so excited and that um that's really all that
matters. So awesome job. Yeah. And I just wanted to give a small shout out to um Mr. Hazler and Dr. Poris. I know you guys probably worked very closely together to plan the ceremony. Uh but I thought it was a really really nice thing that um you
know and we have some really brilliant students here and obviously they've gotten tons of recognition but I really loved that um sort of some alternative students were you know the kids on the ambulance corps were recognized our kids going into the service were recognized there was just I mean there's so much to celebrate it was such an amazing class
and I feel like I feel like every kid got a little moment in the sun and it was just it was a really good time and for the record all the Bergen County schools which are all graduate ing this week all got moved inside because of the heat. So, literally like no one's graduating outside, so nobody cares.
I I'll echo what everybody said. The uh the ceremony every year is phenomenal. Um, getting to hand out the diplomas for me is something that just fills me with so much joy when those kids come across the stage and you know I barely know all of them because I'm not a teacher and
but when they walk across that stage I see their face just lit up ear to ear with a gigantic smile and it's genuine and organic. It's just it's it fills me with so much joy. It's it's it's a great feeling. And then also to see the interaction between the students with
their teachers and from an outside perspective that's a genuine interaction and knowing that my student my kids are going to go through and have that same relationship with their teachers. It makes me know that I picked the right place to move to and the right school district to put my kids into Pquanic
Township because stuff like that I don't think happens at every school where a kid launches this principal 8 ft into the air just just genuinely based on joy and a close relationship. So I think it was a great night. Um again what uh Miss Ao said,
Mr. Hazler and Dr. Poris planned a great event. It was tops all the way around. Pey was outstanding too and I love doing it every year. And one thing I'll I'll put out there too just to kind of bring ring together what you guys were saying too and I guess to Sam's point that people were
unhappy about moving inside and I was one of them um even though I'm the one who ultimately made that decision but I was at a workshop and um the keynote speakers focused on how you take an event you add the response that determines the outcome and the event was
that we had to move inside um but the response dictated the outcome and the outcome was absolutely sensational and that that took the effort of everybody. It took the relationships that have been established over a tremendous amount of time and um we saw it all really come to fruition for a really special night. And
so when I mentioned earlier that I think the community I do and the school community is a massive organism includes the board, it includes teachers, includes kids. Um but it was it it was really wonderful. So, from my perspective, it was it was tremendously inspiring. And I'll just admit to that I
rewrote my speech at like 3:30 because I had a an extended metaphor about weathering a storm and how important that is for growing up and I thought that would come across as tonedeaf. So, I uh hopefully be able to use that one next year. But just a wonderful, wonderful event. Thank you really to
everyone. Thanks. Okay, we do have reason to go into executive session. We will discuss the CSA evaluation and student matters. No action will be taken and we will adjourn from there. Our next meeting will be July 21st here at the high school. Is there a motion to go into executive
session? Motion to go and exec. There second. All in favor? I. Any opposed? Good night everyone and enjoy summer. So,