7:00 and we'll call this meeting to order. Mr. Gibbs, please read the statement of compliance. >> In compliance with the open public meeting act, public law 1975, chapters 231, notice of this meeting has been properly advertised in the daily record in suburban trends. His agenda has been
posted at the appropriate locations and a copy has been filed with Pquanic Tension clerk. >> Thank you. Please call the role. >> Mr. Bloomer is absent. Mr. Sesi will be late. Uh Mrs. Espazito >> here. >> Mr. Giten >> here. >> Miss Ao >> here.
>> Mr. Mcweeny >> here. >> Mr. Mahalik >> here. >> Mr. Senic >> here. And Mrs. Shen >> here. >> We have a quorum. >> Thank you. Live, please stand for the flag salute. All right. Good evening everyone. Welcome to our February 2nd workshop
meeting. Tonight, the board will receive a presentation from Dr. O'Keefe on our SSDs or student safety data system programs and from Mr. Foglio and Miss Bronco on our special education programs. Additionally, the board has
invited representatives from CPAC to speak tonight. CPAC stands for Special Education Parents Advisory Committee and this group is a tremendous resource for special education parents. The board is therefore very happy to have them present tonight and hopefully reach a family that might need support. On
Friday night, myself and others attended the Knock Dave's rehearsal and it was a great experience. The atmosphere was electric and the students performance were outstanding. Thank you to all the students and also to the staff that arranged that event and made it such a special night.
Next, the board has set dates for the PTPSA to negotiate their next contract with the first meeting being convened on 210, 2026. And last, the board would like to express our heartfelt condolences to Mr. Bloomer on the recent loss of his
father. That's it for me and I'll pass the mic along to Dr. Poris. Thank you, Mr. Senic. Um, likewise, I appreciate that we have uh members of our admin team to present tonight. Um, I have a very brief report as well. First
off, happy Groundhog Day to all who celebrate. I'm not aware whether the rodent saw its shadow. Um, he did. Is that good news? Well, that one just went sideways for me. He went there pretty quick.
I know. On a on a on a happier note. Um, so we uh in regards to our prek and sensory playground um or inclusive playground. So, we're working on finalizing our submission to pursue the $75,000 local recreation improvement grant. Um, our group will be meeting on Thursday to review to make sure we have
everything all set up. We received tremendous support from the town council which is very much appreciated. I like the teamwork as well as from our board. We're also looking at other funding sources and of all things and I imagine Miss Moresy will like this. I have a call out to the Jets. Uh, we'll be
talking tomorrow about possible involvement there as well. And in the spirit of good taste, I will keep my football allegiances quiet during that conversation as much as possible. A quick snow day update. As you may have heard, we got a lot of snow this past weekend. Um, so we did use a snow day on
Monday. We still have three left in the bank, which hopefully will make our way to the spring with that, but it is pretty remarkable considering how many storms we've had so far this this winter. Um, the delayed opening we had on Tuesday doesn't count toward anything. Um, so we're still in in great shape and hopefully we'll stay that way.
Uh last week I attended the third and final session of the significant disproportionality training at Ruckers Newark. Um I'd like to thank Apple Maps for taking me on the most absurd route ever and making me late which was very very disquing for me. Um Mrs. Vans was
an excellent therapist when I got there and I was clearly disregulated about my tardiness but nevertheless uh but it's the sessions been very good and we actually have a followup tomorrow uh in the office hours with Dr. Fergus who's hosted the events and has been a good resource for us. Also, I'm happy to hear
the report from Mr. Senic that the Noctivives rehearsal show was was a hit and I look forward to this Friday seeing the Army band show with both the PV and PTHs bands who will be playing in this very building at 7 p.m. Uh, next week
I'll be attending the zoning board meeting on Monday. Um, and then on a more exciting note, I will be attending a cyber security session on Wednesday at PTHS. um we happen to have a connection um with someone who is an expert in the field who's actually spoken I believe at
the White House five times. So five more times than I have. Uh but we're really excited. So this is something we're able to secure for students in the Ascend Academy. Um and I'm I'm excited to hear what he has to say. Um and then next week I will be um away for a couple days
for the AASA conference. That'll be Thursday through Saturday of next week. So, I will be around for the Super Bowl on Sunday. Um, and I will I promised Mrs. Vansol I will conduct my no snow dance so that she doesn't have to worry about making any calls for the 12th or
13th. So, good luck with Yes, good luck with that, my friend. Um, I'll just conclude by saying go Patriots. And with that, I will pass the well seed the floor to Dr. O'Keefe. Is this thing on? There we go. Okay.
Good evening everyone. This is the um twice annual SSDS reporting. It's a little bit confusing because this is not the most recent 6 months. This is the second most recent sixth month. So, it's important to just note that the data to that I'll be sharing tonight um as it
shows is the last school year. Um, nonetheless, it's it's all mostly very positive data. And I'm I was on a call this morning with all of the anti-bullying specialists in the district and all the vice principles in the district and I said I don't want to put this out in the universe because if I say it, you know, it might come back
to bite me, but I I'm feeling and I think we are all feeling very good about this uh that the data that is just a quick by way of introduction. I won't read ever obviously everyone has a copy of this presentation but the definitions are very um explicit. So for example, uh
tobacco does not fall under substance abuse. You'll notice that that is omitted there for a reason that it's reported somewhere else. Um the other piece is that when we talk about HIVs here, we are only talking about HIVs that are confirmed. However, in the slide deck, I have uh as with past
practice included um alleged HIVs. Um just a couple other nuances. You know, weapons, spoiler alert, the number is zero luckily, but that counts for both possession, distribution, and the use of. So, um, I include all of this just for for clarification because there
are some things that are purposely not included in this reporting because they go elsewhere. So, again, uh, good picture. Three instances of violence, zero weapons, zero vandalism, four instances of sub substance abuse, um, which I'll get into a little bit later with the granular
graphs, three confirmed HIVs, and six restraints seclusions. Again, this is the latter half of the 2425 school year. You can see these reporting by school. Just let that data sink in for people to
just take a look at. Then the subsequent slides break these down a little bit more. Um, with respect to trainings and programs, people might notice that there zeros for the district. It's important to note that um obviously there's a prepoundonderance of trainings and programs going on at the building level but all of our district level training typically happens in the
beginning of the school year when we when we train not only new staff but we reorient all of our returning staff as just part of our HIV policy and our code of conduct and things like that. The distinction between trainings and programs, it's perhaps a little bit
self-explanatory, but training is when you're training the trainer to deliver a program. Sometimes you're allowed to double dip when you do an entry for these things, sometimes you're not. Um, you might notice also there's a there seems to be a big disparity in the actual numbers that's being reported here. I want to stress though that there
is a continuity of actual programming that's going on at the classroom level. Um, one of our goals as a on the ABC but ABCABS team is to start really calibrating what we're counting as both a training and a program because in our conversations we all do at the
elementary level for example caring schools communities um at the secondary level counselors go into classrooms so there's a lot of continuity building to building even though there's some variation with these numbers and these and programs also include
things like uh no name calling week red ribbon week six pillars character, things like that. I can give other examples if people are interested. So, um, my math teacher from some grade level once told me that if you're showing data over time, you use a line graph. So, there you go. There's my
elementary math, Miss Vancickle. There you go. Uh, so again, the shape of this graph is kind of the shape of all the subsequent graphs I'm going to show. We saw kind of a precoid higher level. Obviously, we know what happened in the latter half of the 2019 2020 school year. And then we also know that we had
a postcoid sort of spike in overall incidences. The good picture though is you'll see at the end of the script that we really are in in in a very good place with a lot of things. And again, this is total incident is the blue. Uh what's in red does not get reported uh to the
state in this form. So this is longitudinal data on acts of uh violence which let me go back to my other slide here. This is uh assault, fight, kidnapping, robbery, extortion, sexual assault, sexual contact, threat, simple or
criminal. So, um again, we can see from where we've been in the last couple years, pretty much as a district, we're we're we're doing pretty good there. Um incidents of vandalism, um we had a very good end to the last school year. Um we've had a couple minor incidents in
the most recent six months. It's obviously not reflected in this data. Um, I can't really speak to that right now in this forum, but for for this data, we we did a a really nice job at the end of last school year. And this is all just school property, obviously.
Substance abuse, as I said, this excludes nicotine, um, but it does include, uh, vape paraphernalia, marijuana, um, all the usual suspects with with substance abuse. Um, this has been really, I think, specifically up here at the high school, big credit to uh, Jen Basselon and members of our
counseling team who's really done a good job of sort of preventative education, especially when our uh, eighth graders come into the high school. They've really kind of looked at how they don't just give them a one-off, how they kind of have a consistent message um, through their high school experience.
this I I didn't know how to make that blue line appear without giving negative numbers because you can't have negative weapons. But I guess it's a it's a good problem to have um as as far as weapons go. This is something I think that we we you know have caused to celebrate and this
is our our data on HIV confirmed. Um in speaking to the counselors, the vice principles, the abs's everybody who's kind of has their hands on the pulse of of these matters. uh the sense is that the the dialogues that we're having with kids when we use the terminology HIV and we really explain what that means is
really starting to have an impact. We're being very transparent with students uh and parents about what an HIV is and is not uh that social uh conflict does not necessarily mean in HIV. Um that we shouldn't be weaponizing HIV investigations, all of this. So there's been, I think, a lot of education just
in at least the short time that I've been here and I can't take credit for that necessarily. Uh but what about an HIV is it is not. Um, and though that's not the I would say the prime reason for this, um, I think just the being back in school has a big piece of it. I I do think this is uh an indication that
we're on the right track. Same thing with with HIV alleged. Again, this is not reported in the SSDs system. Um, and and again, the you'll notice the shape of the graph is is very similar. Um, we do have discretion, principles, I should say, have discretion on HIVs that
they can determine whether to investigate or not. That was something that was added in in the law. Um that's different from when it originally came out in 2012. Um but we tend to investigate everything pretty thoroughly with the understanding that just because something is alleged doesn't mean that
we don't administer a consequence or education. In many cases we we do both even if it is not a confirmed HIV. Here's our longitudinal data on removals. A pretty sharp uh decline specifically um up here at the high
school. And again, just a caution with this last graph. I think this is the last one. Um, notice the the y-axis scale there. It's a little bit smaller. Um, so I know the shape of the graph is a little bit different than the others, but we're also talking about very small numbers of students. And um, often times when we
just have one, two, or three, it can obviously throw off the the shape of the graph. Um, don't want to get too specific with this because that can bleed into the privacy area. Um, but overall as a district when you look at our entire population, still pretty minimal. Um, and I believe that is it.
I'm happy to try to answer questions if people have. If there's specifics, I can probably talk with generalities, but if people have specific questions about specific uh buildings or cases, I'm happy to look into that. >> I have a question about this slide. Generalities. So when we talk about the
six, those are individual incidents, correct? >> Correct. Yeah. Thank you. >> Yep. Please do. Miss Helina Bronco, ladies and gentlemen. >> So, I'm just looking at this number and one thing that we meet, Chris and I meet monthly with the BCBAS and we do talk
about any students that are in through referral and just our programs and supports and so forth. Um, two things that I think about when I see this data in for this past 22 or 24 25 school year that transports also count and we have
to although you might not be physically restraining a student, you still have to document when you're transporting a student. So, anytime you're putting your hands on a child, even if you're just taking them from point A to point B in a safe manner, you still and there are safe way safe ways to to transport a
child, but that needs to be documented. So maybe the next time we can look at that specifically because I think some those six probably I don't mean I don't know the number but I would say probably a good chunk of that is just transports >> probably. So, and then another thing that I
thought of is that we've been um looking into a program card you called Ukaro that we're going to be implementing too in a lot of our programs um for students that do have aggressive tendencies. Uh and these are just like mats and things like that and we're going to train the
staff how to use them properly and also have that as a resource because obviously restraining a child is last resort and you never want to go to that. Unfortunately, there are times where it leads where it needs a child needs to be safe and they're they're causing harms on themselves or others, but this UKOR
program also. So, I think if I were to kind of look at this and I'm curious to see what the future will look like once we implement that as well. >> It's pretty good. You brought a ringer with you. >> I did. I had to spice this up somehow. So, thank you everybody. Appreciate it.
Right. It gives us a great segue um into our presentation on um student services. And I know Miss Bronco and Mr. Proglio have um changed the format a little bit over what we've done in previous years. So, I'm excited for them to share this.
Floor is yours. All right. Hello everyone. Um Chris Boglio um and Helena Bronco Gonzalez. Now it's becoming more official every day. Uh we are the directors of student services for the district. And one of the things that I wanted to do tonight was switch it up a little bit. Um
because when we we live in town, both of us, we're practically neighbors. Um we didn't know this before I worked here, but anyhow, um we often get the question like, "Oh, you work at the school district. What do you do?" And I'm like, "Oh, I'm the director of student services." "Well, what is that?" And so
it's not just special ed, it is a whole host of other things that we do. So in tonight's presentation, we're covering special ed. Of course, we'll give some updates in that. And then a couple other things of note um that do fall under our purview um that we just thought might be, you know, pertinent to um give you
guys an update on. Um so the other piece is at the end, CPAC actually emailed us very late tonight and said they weren't able to come. Work conflict or anything. So they will not be able to attend. Uh but we did include some resources for them and we'll send out some stuff. Uh
so anyhow, uh I named this uh the state of student services. Um a bunch of things that we're going to talk about this evening. Uh a lot of our key initiatives we're going to go through. So there's a quick list there. Um and each slide is kind of pegged off of that uh itinerary. Um so we're going to go through each one.
Um recently this school year, we moved off of our previous um college and career readiness platform. Um many of you know it as Navvian. We moved to score. Uh that is our new platform. It has a much more modern userfriendly interface. Uh we started with our seniors in the beginning of the school
year. Um with our applications recently they added in common app into the school year. So that was something new um that was part of score that would really benefited our move. Um the other piece that I must mention with SCORE is uh their customer service um is
phenomenal. um I email them and I'll often get an email back or phone call back within you know not only minutes but hours um whereas our previous platform I could go three months before hearing back from a request made for them and oftent times with multiple reminders. Um so that alone you know
when you're working with a company uh customer service was uh second to none with uh this platform. Um but we've had really good feedback from our um you know our families and our students. the college piece when students are filling out their applications, it scores them. So, they really try to lean on that idea
of um like a reach, a target, and um a safety school. Um so, that will give them a grade. So, they'll say like, "Okay, you need to add a couple more schools in this area." Um so, it really gives the students a lot of feedback there. Um so, it's been a great addition to our
high school guidance department. Um I want to mention Genesis real quick. As you all know that Genesis is going to be our new uh CIS platform, our student information system. The piece that we keep hearing about not only with scheduling because that's all important. Um people keep asking us about our IEPs
and 504s, will they be housed in Genesis? Um as of right now, the answer is no. Um they will still remain in real time. So with parents receiving, you know, notifications of IEP meetings or 504s or updates or progress reporting, a lot of that will still occur in real
time. Um for right now um we're still evaluating whether or not we want to move to another platform. Uh but right now we're comfortable in real time. It's somewhere that we are, you know, families are comfortable with it. We didn't want to change too much at once. Uh Genesis did recently come out with a
IEP platform. Um but this is their first year, so we wanted to get let them get some ground, see what they're, you know, bringing up to us. Um and then we'll we'll investigate what the best platform for our district is to move forward. Uh so Genesis um we're starting trainings
coming up for everybody the counselors um I'm going to talk briefly about scheduling uh all these things are moving forward. >> Um Hela do you want to talk about the new law? >> Sure. >> So there is this new law that came out
uh PL 2025C 107. Um Danielle I'm sure you're familiar. Um, and so this is really just a new law that it really just allows for more collaboration and more parental involvement. So we already have started to implement this law.
There is um so the way it works and a letter was sent out to all families is that a couple of days three days to be exact two days couldn't remember two two days prior to the uh annual IEP meeting uh parents are going to be receiving the
present levels uh and then also who's in attendance of the meeting and so forth. Uh there is a component to the law that requires us to mail yes mail this information. So, we are uh in the process of working that out. The law
doesn't have it's not we do not have to fully implement this until July of 2026, but like I said, we've already started talking to our case managers about starting the email component. Uh Mr. Our doctor uh Portoris had shared at a
recent recent administrative meeting that uh we sent out a communication survey and email was shared by families to be the first mode of want you know communication. Uh however we do have to follow this law. Um so until they decide
that we don't have to mail things um we will have to start that process. Um, yep. I think >> yes. So, the mail piece is really the the sticking point right now. Um, the state is reviewing their previous requests. They didn't want this to be a
burden to the districts. However, um, without thinking ahead about what that does to a district and even where mail goes. Uh, we're learning now that mail doesn't necessarily stay within all towns. Um, we are pretty fortunate. I think here in Puanak, I think our mail
stays here when it's sent here. Uh there's towns across the state because of the anthrax scare years ago that their mail will be sent across the state to larger facilities for sorting and then sent back. So mail can really be uh somewhat of a wild card for us. Um so
we're reviewing that and then also how do you want to manage the the tracking of that and the proving that you did mail things ahead of time to to families. Um but the law doesn't go in effect till July one but we are already on top of it getting our families to share um share out the information and
that uh PLA if you don't know acronym I should have put it up there that's the present levels of academic achievement and functional performance um those are the reports that come directly from the teachers so that's their firsthand experience working with students with IEPs what their um experience has been and where students are you know falling
short and then where their successes lie um so that's what the the PL is and so this whole idea was to parents had a heads up um like Helena said before an IEP meeting of what was going to be presented. So, I mean, we're all on board for that. Um just we don't love the mail idea.
>> Um scheduling. Uh this is uh the hot time of year uh where everybody's putting in their requests for electives and we're doing the recommendation processes um both at the middle school and the high school. Um so the scheduling process is starting right now. Um we are looking at you know
sectioning for special ed. We're looking at, you know, class sections for, you know, all of our other courses and starting to build the schedule. The schedule will be, you know, initially built right now in real time and then as we get closer to the roll out of um Genesis, we'll transfer everything over
and have the schedule be um in Genesis. >> Uh so, special education programs, uh so we are fortunate enough to have a lot of different programs to meet all our different needs within the district. So at North Boulevard, we do have our preschool disabilities program. We continue to have our multiple
disabilities program K through five and of course uh pull out OCR and ICR programming. Hillview we have our our learn learning language learning and disabilities program also K to 5 uh along with the OCR and ICR and SJG has
our ERRI program. Our internal name for that is CL still kind of stuck. So collaborative learning environment a lot of acronyms. Uh so right now the program is K to4 uh and then we are looking into uh uh creating an additional section for
next school year uh which will also continue to be housed at SJG. We're not really sure yet what the breakup will be as far as grades, but it's likely to be a K2 or K3 and then four five uh is what we're looking at. And then the the middle school and the high school, uh the middle school also has our MD
program 6 to 8, our LLD program, OCR and ICR. And then the high school has our LLD program. And I think Chris is going to talk a little bit about our MD program that's going to be transitioning up from the middle to the high school. >> And just for anyone that doesn't uh know, the OCR, the resource class,
that's our small group setting. That's up to 12 students. And then our ICR is that that model where you see two teachers in the room. Um so that's the inclusion uh classes. Um for next year, we are looking to add our MD course um at the high school. Uh we are doing
interviews um in the near future to you know put a teacher in that space. We've had several applications so we're excited to get that process started. Uh we've already been meeting with our behaviorists and other specialists around the district on what the space looks like, what resources we need um and just to get ready for those kiddos
to come up here. Um last year we did start with our ESY program. We moved it from North Boulevard uh for our secondary students to the high school. Um, and part of that, um, was because of these MD students getting so close to high school. We wanted to start that transition, uh, sooner than later, so
that they're familiar with the building, with the space, they get to meet Mr. Hazler. Um, they he spends half his day there, I think, during the ESY. Um, because those kids are great. So, uh, we did start that program here to kind of bridge that gap. And we have large furniture for those larger kids, unlike,
uh, our friends at North Bullard. Uh, one of the things that I wanted to point out which I'm really excited about, um, we've heard a lot about the ascend program and ourmies and all the work Mr. Cop is doing with that program. Um, another piece of his role has been the workbased learning program. He and
Mr. Cfield have really taken a hold of this program here and expanded upon it. Uh, previously students would, you know, come to school for half a day and then they would leave for work and work kind of just existed. Um and then Mr. Cop and Mr. Cfield got together uh this school
year and really expanded on the educational opportunities um that encompass work-based learning. They brought in uh guest speakers uh even former alumni to present um the lessons that they put together have been phenomenal. Um I think I should probably sit in some of them because I don't know
if I understand my paycheck the way he's teaching it. Um he talks about taxes being kept. He's talking about, you know, what it looks like to receive a paycheck and all these deductions and why doesn't why don't I get the gross pay all at once. Like what does that mean? Um and then they're looking at resume building. They're looking at interview skills. Um they're really
growing the uh program. Uh the community partnerships piece is um one of the areas that I'm really excited about. Um you know, Mr. Cop brought to me this this idea for a sticker um to partner with businesses around the community to give them a little logo in the window that says I'm a partner with Pquanic
Township High School Workbased learning. And so an opportunity for kids to work there. Um Ed has really just run away with this and uh it's been um a really phenomenal growth piece um for us here at the high school and numbers are looking to grow even more next year. So
we're really excited about that. uh SAT prep course uh is going on right now as we speak. Um this has been the second year of this. So I wanted to give a quick update. Um from last year, the data showed that over 60% of students that took the course and took the SAT
following the course um increase their score. Uh some students increase their score up to 130 points after taking the course. Clearly, we can't guarantee higher scores. It really depends on the work the students are putting in. Uh but they've done a phenomenal job. This year we started a little sooner and I think
that has really helped out the attendance. Um I looked at the attendance even tonight and we're way above where we were at this point last year. Um so our classes have been really um you know static as far as numbers are concerned. Uh we opened it up to just
about 50 52 kids um to the program. Um so we've grown it a little bit. We've got new books for them um and they've been attending at a regular um clip. So it's been a really positive experience. Uh, we did recently have a guest speaker in the ELA class recently and they raved
about that gentleman. Um, I know he's a Patriots fan, but he really put that aside, focused on the material at hand and, uh, worked out really nicely. Um, yeah. So, Dr. Poris, thank you for that. >> Uh, so this is the preschool inclusion update. Uh I think it's on the agenda to
speak a little bit more in detail later on, but for the next coming school year, uh we currently have six classrooms at North Boulevard. Uh four are preschool disabilities classrooms and two are preschool integrated, which means they're comprised of special and uh ed
uh regular ed students, students without disabilities. So starting next year, we're going to kind of swap that. So we're still going to continue to have two preschool disabilities classrooms. we're going to allow to have uh now four uh preschool integrated classrooms. So, this is going to be really great. Uh
this will give opportunities. It promotes more inclusion, peer modeling, and just uh allowing students to still, you know, academically grow socially and emotionally um but with uh typical age peers. So, we're really excited about this.
And then just to wrap up this evening, uh we did include a couple of uh resources here. The special education code, um the prize manual, that's your parental rights and special education. Um the law that is uh changing as of July 1, and the transition to preschool integrated classes, and then we also
included perform care there, which is another resource for families that looking for some assistance from home. And then this is our CPAC. Uh as we know, special education parent advocacy um committee uh some districts call it a
group u but this committee uh was supposed to present tonight. Unfortunately, they're not here, but they do a phenomenal job. We uh as directors meet with them monthly uh to get updates from them. They meet with the community uh of parents and report back to us and then we share resources
and uh programs around the county even where they're you know looking at transition services and other things of that nature. Um it's been a really positive experience. We really do enjoy that when they come back to us and they report about their experiences with our counselors, with our case managers, and
it's all been really, really positive. And then Helena and I just, you know, jump for joy to report back to our staff uh the job that they're doing and and the feedback we're getting from families. So, it's been a really positive experience. >> And I was just going to say if anybody uh any parent wants more information, uh
we can certainly direct you to one of our CPAC parents. and they are also looking for somebody for SGG. So, if there's any parents out there that want to join the CPAC, um, please let us know. >> That's it. Thank you so much.
>> I have a quick question. Um, and I don't know how I know this or where I heard it, but Genesis, um, are they I heard that they're going to be giving practice SAT tests in there that they got hold of
SAT tests and they're going to be >> I have I have not heard that. Uh, I'll certainly look into it with Mr. Sheay. Uh, we are just starting our roll out of it. So I know that um our tech department has worked diligently over the last you know several weeks on just the data transfer. Uh that has been a
bear the way real time reports data out and the way we receive it for for Genesis that's been kind of the holdup right now. So they're working really hard on getting us moving with that. Uh so a lot of the training hasn't happened yet. So uh if I do find out about an SAT you know prep opportunity with Genesis
I'll you know report back. But um as of now I haven't heard anything. >> Yeah. Yeah. Oops. Any other questions? >> Google Google launched free SAT practice
test for students via Gemini. That's Yeah, that's >> my husband shared it with my daughter and I. Yeah, that's that's I knew I had saw it somewhere. >> One's a band and one's not. Okay. >> Okay.
>> Different I think. >> Perfect. Thank you. >> So, thank you so much. Um just just my feedback on um IEP direct. So, I I use IEP direct. I actually really like it. I don't know what real time looks like for IEPs. I do know what it looks like for
504, so I'm assuming. But IEP direct or frontline has uh the IEP is listed on the parent portal in Genesis. So they can access everything through Genesis. So it is a little bit easier of a a
streamline for parents. Um also IEP Direct has process tracking which I don't know if real time has. So you literally can't move on in an IEP if you haven't completed steps beforehand. So like you can't create a draft if you
haven't held the um eligibility or received the consent. So it's like it it is really it is worth looking to. It is a lot but it it is connected to Genesis if that makes it just just my um my two cents. Um new law how are you guys
presenting? How are you getting parent feedback? Like do you remember the whole question thing they have to provide or you can provide answers ahead of time or the emailing or >> Yeah, you have to send it in the mail. >> Well, we do have >> ridiculous. Yes. >> So, right now we are email. >> Okay.
>> And parents are emailing back with like their concerns or questions. >> And we always send in the meeting notice. So, the requirement, right, we have to send a meeting notice to parents. So, a lot of that information was already in the meeting notice. So the only thing that wasn't was the present levels and obviously that has to
come from the teachers as Chris said that's all the information in that current point in time about their child. So that information is now the only addition to that. That's really and then obviously having to possibly mail this. Um so >> it's the hardest part is getting the
information from the teachers ahead of time. >> Yeah. >> Yeah. Yeah, and our staff, we've been working with our child study team um a lot this year with trying to up the up their timelines, giving notice to teachers that they need to get it. And then also, we've been getting the message out to teachers. Our special
education teachers, this is like second nature for them. Um some of our gened teachers, uh we're working with them to make sure that they understand the timelines as well. Uh so we've been doing department meetings, we've been doing faculty meetings, we've sent out correspondents through the principles. Uh so we've been, you know, getting the message out. So, um, yeah, it's nice
that we have the opportunity to build this before July 1, and I've heard earlier in the school year, they only gave us till July 1 because they missed a deadline. >> And so, we got ourselves a a year to work on it because the state missed a step. But, >> I know that there's a lot of work being
done about possibly revising it and with the with the parent who started this whole thing. So, hopefully that the mailing component will >> That's what we're hoping. Yeah, because it's kind of crazy. It's also costly. >> And there's no guarantee that it's going
to get there in time from that. >> Yes. >> Um you the the new MD class, will that go to 18 or to 21? >> So, this will just be for the four years of high school and then an 18 to 21 program is something we'll consider when we get kids to that age. Uh we used to
have an 18 to 21 program, but then we didn't have students to fill it. Uh so that's why it has gone away for now. Um but it's something we'll reconsider when we have students that uh require that. >> Okay. So I'm assuming there will be life skills component and like a trans um maybe some job training or not yet.
>> Life skills uh CBI uh we'll look at building that um into the community. Uh job coaching, all of those things. And obviously those also fill the 18 to 21 program when we get to that point. So we'll start to trickle it in um you know as they get older you know through
freshman, sophomore, junior, senior year. Um, so it'll be fairly light on the ninth grade side. Um, but there's a lot of transition into the high school. Um, but our room that we have has a a kitchen. They have opportunities to cook and, you know, make food and and and do those types of things, laundry even. So
if there is life skills that we want to work on that we find they might be deficient and maybe they do laundry at home now. We don't need to work on that. Uh, but we do have the capability to work on things like that if we need to. Uh, along with their academics as well. So we still work on their goals and objectives from the IEPs. um and you know push forward with with all those
skills. >> That's awesome. I'm really excited. And I I know um because Olivia was speaking to me about she was trying to get into the adapted PE as her cycle, but obviously she can't with allied health, but she was very upset. So I know um
they are from what I'm gathering the kids are looking forward to helping out as much as they can. So I I'm really excited about this. >> Yeah, we're pretty excited. We talked about that today, the unified PE opportunity. So that's where our students from the MD course will be working alongside their gened peers. Um
we've had and it's run as an elective for our you know gened kids. Um that will be an elective course where they sign up for it. And we've had a lot of interest. We had I think just we just started the process. We had about 24 kids you know express interest in it. But we are going to put together um an interview process and a rubric to make
sure we choose the right kids to make sure they know what they're signing up for that that they're going to be invested in it. Um, we don't want to overload with gened kids and then they're going to click off in different areas. We want it to really be an inclusive setting with our, you know, genotypical peers and our MD students.
Um, I mean, they're great kids and once you give them a chance, it's, uh, really a nice thing. So, um, we weren't sure how it was going to be received when we initially thought, you know, to run this, uh, but the, you know, expression of interest has been great. >> Awesome. And I'm I'm super excited about
the, um, preschool integration increase. I I'm really That's awesome. Um and I just want to thank you guys for the SAT prep course. Um it's fantastic. I appreciate all the hard work. Um that was definitely community the community something the community and I know some parents were really looking for me
included. So thank you for that. >> And we collected all the data. So I have all the data in a spreadsheet of all the students that registered all of their PSAT scores and then anyone that has taken an SAT already. I have those scores all colle you know collected. And so we'll evaluate the data after we've completed the course. So, um, the one
piece I forgot to mention, it was on the slide, is that, uh, the snow day, we snowed out one day. Um, so we did add it to March the 2nd. So, uh, we finalized that tonight. Both teachers are available, buildings available. Uh, so we're going to run the additional class on the tail end on March 2nd. So, one
additional Monday, and that still gives us time before that u March administration at the SAT, which seems to be the more popular one in recent years. We're also running another one in May. Um but there is a a march in May administration of SAT available. Um and Miss Blau runs that. So if you have any
questions certainly reach out to her. Uh so we are going to look at that data. If there is an you know increase or you know or if it's working uh we talked to the teachers a lot about if they wanted to change anything from last year to this year and the one thing they wanted to focus is change one thing and that was just the timing. So run it a little earlier. So right after Christmas break
we started to run the program right away. And like I said this has been great this year so far. Kids are showing up. um attendance kind of really trailed off when we ran it the last time um towards the end. Um still got a lot of good efforts and good scores out of it, but um attendance trailed off and the
classes were designed in a way that were um graduated every day. So we building upon the class before it. Um so the teachers have been wonderful. Mr. Chery and Miss uh Butrin are, you know, fantastic educators. They're passionate about it and it shows in their teachings
each night. I al sorry can I also say like this is one area where we're using our title one funds because we're only allowed to use title one funds for 6 to 12. So this is one of those places that um I think it's a really good use of the funds because it's hard to use it in the
high school. So, just say no. >> And one thing I'll just chime in about too about having the SAT course is that's it's a really important culture shift as well. Um, to be able to get our our students in the greater community to understand that there is importance
added to preparation for the assessment. Um, I know this is something we focused on many years ago when I was teaching here and and and we saw the results, saw the outcomes. Um and to your point, Mr. Foggo, absolutely need the kids in the
classes learning, participating. Um so even the the course the courses for the night I covered, I think that was the second night of the program, but the the attendance was phenomenal. I was really happy to see that and um I'm excited to hear that continue and this is something I I would definitely like to see grow as
well. Um so now if we've got 50, let's see what we can do with that number. We know there's a demand. We know there's an interest. Let's capitalize on that. And it's something it certainly helps the school district in terms of the numbers that are reported out. But more importantly, it helps our kids. Um it
helps them be able to make more decisions about where they'd like to attend college. So, um I'm I'm really happy about that. And just um one one thing too about the mailing of the present levels. Um, I think it's great that we're reporting the present levels out to families full two days in
advance, but the the mailing part, um, I my my contact down in Trenton, um, said as much that they didn't think it through. Um, which I hate to say it with a lot of legislation that's passed regarding education. They haven't thought it through. And and there are
actually two major organizations, three actually, who are located in Trenton whom they could ask and say, "Hey, what are the logistics of this?" But but mailing I mean it's it's absurd but um according to what we're being told that that part of it will will be eliminated
because it's an operations nuisance. It's an expense and it's just in this era it's it's it it's not needed. So but very much appreciate the presentation as well. The shout out was well received too. My fragile ego gets boosted a little bit more every time and I I
appreciate that. I got I got one last question. Um so on the first slide and I I was remiss I didn't write down the name of the tool but the tool that you were talking about that um students can use to help with college kind of like
college assessment like >> it's called scorec o >> okay store >> score >> score. At which level do students get access to that? like do we have ninth graders looking at it and so they can say oh I need to do
better in XYZ if I really want to go to the school is it when our kids are getting ready to sort of apply for colleges that they're using it how how are we >> yeah so there's different features uh for each grade level um and I mean the most important clearly is the seniors as
they're applying to schools and and looking at that but there's other questionnaires and career you know interest surveys and things of that nature um available in that we have a training tomorrow for our middle school staff Um, so our middle school counselors meet with students in eighth grade and start the process. Um, so
that's actually they're being trained on the, you know, the onboarding of it tomorrow. Um, so towards the end of the school year, the eighth graders will be meeting with their counselors as part of that that routine. Um, and then with our high school um, classes this year was very new. So students only really heard
about it or got online um, at their meetings with their counselors. So the senior meetings with their counselors start right in September. um clearly hugely important. Uh and then we start looking at the other classes. The junior class would be next. I think we look at freshman before sophomore. Sophomore is that weird year that just kind of gets
bumped. Um but the freshman will will get it and then the sophomores. Um so they'll all be, you know, introduced to the platform uh through their counselors. Emails will go out to parents if they haven't already. Uh but it's a you know, onboarding throughout the school year for for the high school right now. And then next year it'll just
be part of the routine for everybody. Great. >> Thank you. And >> one last thing too, we we'll see if we can get that presentation loaded onto the website. I know it was done through Canva. I'm not so familiar with that platform, but um we'll find a way to get that posted so that if people want to access this information, they can do so.
>> Yeah. >> So, thank you again. >> Mr. Gibbs, you have a report. >> Yes. Good evening. Uh on tonight's board agenda, there's a motion for the approval of the purchase of 330 Chromebooks to be purchased in the 20 2026 2027 school year. More information
will be provided at that the FFA discussion portion of the board meeting. Also on tonight's agenda, there is a motion to approve a contract with the Griffith Shade Company of Nutley, New Jersey for 40 new wind shade windows um for the Hillview School of the amount of
$8,550. with a second quote from Bay Lair of Fords, New Jersey in the amount of $10,31. The new shades will be installed after the new windows are installed during the April break. On January 28th, the December board secretaries report and
supporting documentation was sent to the county office in accordance with state guidelines. The 2026 2022 budget is currently being worked on as we're awaiting news as to state aid figures for the for the school district. I have a county business
administrators meeting this Wednesday, so I'm sure I will hear more about it at that time. The third appraisal for the sale of the board property where the post office reside still has not been completed. According to the post office, they were unable to get response from Mr. Mcernney
with Ner and Associates whom the board approved. The post office wanted the board to select another appraiser out of that list. Instead, I reached out to Mr. Mcnery and found out that he had provided the quote for the services but never heard from the post office. I relayed that information to the post
office and they said that they will contact Mr. Mcernney. A hearing date for the approval of the application for the resoning of the new board office located at 494 Newark Pompton Turnpike is set for next Monday, February 9th.
And finally, I would like to offer my condolences to Mr. Bloomer and his family on the loss of his father. Thank you. >> Thank you. That brings us to our first opportunity for public comment where members may speak on any agenda item for
five minutes. Um I'm going to open this and I'm going to close it because there's nobody here and we're going to move on to approval of the action items. First up is PMC. Mr. Sesi, would you please move the items under PMC? >> I would like to move PMC 135-26 and PMC
136-26. >> Second. Any question or discussion? Mr. Gibbs, please call the role. >> Mr. Blubbert is absent. Mr. Sesi, >> yes. >> Mr. Giddon, >> yes. >> Miss Ikeo, >> yes. >> Mr. Mcweeny, >> yes.
>> Mr. Hock, >> yes. >> Mrs. Shenton, >> yes. >> Mrs. Espazito, >> yes. >> And Mr. Senic, >> yes. >> Motion carries. >> Okay. Next up is CIS. Miss Espazito, please move the items under CIS. I'd like to move CIS-65-26
and CIS-66-26. >> Second. >> 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. Mahalik,
>> yes. >> Mrs. Shenton, >> yes. >> Mrs. Espazito, >> yes. >> And Mr. Senic, >> yes. >> Motion carries. >> Okay, next up is FFA. Uh, Miss AO, please move the item under FFA. >> I'd like to move FFA123-26. >> Second. Question or discussion.
>> Mr. Gibbs, please call the RO. >> Mr. Bloomer's absent. Mr. Sesi, >> yes. >> Mr. Giddon, >> yes. >> Miss Ikeo, >> yes. >> Mr. Mcweeny, >> yes. >> Mr. Hock, >> yes. >> Mrs. Shanton, >> yes. >> Mrs. Espazito, >> yes. >> And Mr. Senk, >> yes.
>> Motion carries. >> All right, that brings us into our workshop. First up is PMC with four discussion items, the school year calendar for 2728. Uh a new supervisor role discussion and two updates on the website and staffing. >> I have a question on the school
calendar. Can we start on Tuesday instead of Wednesday? >> Uh we could, but that would require having uh zero staff professional development uh because contractually we can't start before September 1st. So the first day
we can have them in for PD is September 1st. So we're going to use that for the PD and then we'll have them in for those two days. Continue the PD on Tuesday the 7th and then take it from there. Unless you meant to start on Tuesday the 7th. >> No, but I thought that that had changed
in the contract. >> It changed from the after Labor Day to September 1st. >> Okay. Thanks. Well, that's off to a robust start. Um, but yeah, so we it is a late Labor Day.
Um, with Labor Day being September 6th, um, we are getting in before Labor Day, which is we're doing u for the upcoming school year, which is an even later Labor Day for um, this calendar year. Labor Day is actually uh, September 7th. So, um, we'll get those two days in on
the 2nd and 3rd. Um and then uh students have plenty of opportunities to to rest and recharge before we're back on Wednesday the 8th. And then it's a pretty standard schedule after that. Um including November. Um no no surprises there with timing for the the NJA
conference or the our conferences. Uh Thanksgiving's mildly early but it's a negligible issue there. Um good size to the winter break. Uh we will have a half day on Thursday the 23rd and then school
December schools will be closed on Friday Christmas Eve and then we'll report back on Monday January 3rd. So you get that longer break. Um I know it was appreciated for this school year that we were able to give off on Friday, January 2nd. People tend not to like to
come in on the day after New Year's Day. Um, we do have the latest President's Day possible in February, which is somewhat immaterial. Just means it's February 21st, which actually my mom's birthday. Um, and then we have a leap year, so we actually will have school on
February 29th as well, which actually helps us out um by getting the days in before June. And then we've had conversations in in this room about how um two days in June don't quite equal one day in September. So, we do look to minimize the time in June. Uh looking
ahead to April, um we're able to get um a great timing for for spring break. It's it's a nice long break coming off that long stretch in March. Um and people should be ready to go. Um when they return, it's one more week in April and then you're into May. And May tends
to go by like that. And then exciting note, we have very few school days in June. We only have 11 school days. Um, the last of which is June 15th, which is a Thursday. That is our PTHs graduation. I like the early graduation. Helps our
students get a jump on summer work and it also prevents the number of days we have to be here in June, which tend to be less productive than any other month. So, that's what we're looking at. Any questions about the composition of the calendar, which does have four snow
days, uh, built in. >> I like it. Yeah, I was actually happy to see it starting as early as it does. >> Yeah, and one thing I'll add too, and I I do appreciate the work that went into um getting us able to get in as early as
as we are in September. Um if you're if you're an AP teacher, it is so beneficial to get in as as early as you can because every kid in the country is testing on the same day for those those content areas. and they're all in May. And if you if you report on September
9th or you report on September 1st, you don't get any extra time. And so if we can get in earlier, and I say this as a former AP teacher, it it helps you get your kids as much preparation as possible. And then just from having been a classroom teacher for 14 years, again,
I can tell you um September's wonderful. does get pretty hot sometimes, but um you can get some really good things done and and June just feels June feels labored. Yeah. Yep. >> Do we um anticipate keeping homework
free weekends for Thanksgiving and Memorial Day that that school year as well? >> I I don't even see how that's a question. I mean, yeah, >> I would think that there should be extra homework weekends. >> Well, the the Memorial Day one I think you have a great argument. I think Thanksgiving you have to keep as just
Thanksgiving worthy as possible. So I support I support that. But Memorial Day, yeah, could load on some work, but we're not going to we won't we'll be respectful of that. Right. So that's Yeah. So this is not the calendar for the upcoming school year. This is for the uh year
thereafter. This is something that came out of um an earlier iteration of the board. A lot of people are currently here or part of that board. Um, and the goal was to get these calendars into people's hands as as quickly as possible so they could plan around them for when
they're taking trips or anything else. So hopefully it helps out. Obviously it won't be official until it's approved which would take place at the meeting of the 17th. Okay, next item. And I hate to say a lot of the discussion here is going to be
kind of me flying solo. Um, but the visual performing arts supervisor roles, um, historically it's been listed under the the high school assistant principal being the visual and performing arts supervisor. That's music, art. Um, and
what we're finding is it's you do better if you have what I believe is an official split. The middle school assistant principles have been take picking up the slack for the middle school. Uh, Mr. Raf has expressed interest in doing it not only there, but also at the elementary school. Um, I I I think it's great, something I can fully
support. And, um, by having his supervision there for for the two art teachers and two music teachers at the elementary level gives them a little extra attention, which is great. And it also helps um, pull some responsibility off the plates of the elementary school
principles. So, we'll formally um add it to to their titles that uh, Mrs. Milner will be the 9 through 12 visual performing arts supervisor, Mr. for raffle will be K to8 visual perform art supervisor.
So not exactly the most exciting thing but but I think it's a it's a good uh breakdown of the roles and Mr. Raffle is really excited. So that makes me excited. All right, next up um in regards to our
website um we are looking to move to a new provider. We've had Final Sight for the last four or five years and I will say that Final Sight does does good work. Um, but we wanted to explore whether there was something out there that could better meet the needs of our
of our school community and our district overall. Um we've been having a lot of discussions about communications which is part of one of our district goals for this year which centers on um district communications whether through uh our crisis communication plan or through our
our communication plan. So we wanted to revisit um what's available for different website providers and um we had a couple items that were were really critical. Um, one that I said was a non-negotiable is that they had to
provide um, housing for two-way communication. In other words, if a coach is having communications with um, with players and assistant coaches, um, I want that to be through a platform that we own. Um, and that's something
that API is able to provide and that was a really big selling point um, for me with that one. Um, I also found that Final Site tends to charge you for every little thing. If we want to change the appearance on our website, if you look at our website, the picture is is it's
grossly oversized. To get that shrunk would cost $10,000. Um, which I find completely absurd. I think Mr. Gibbs just lurched back when I said that. So, um, one of the things that we wanted to look at is how fluid could the design be? In other words, how frequently could we change it without charge? APG allows
us to do one overhaul per year. So if annually we wanted to revisit what the website looked like, we could do that. Um we also found that apt to ge more user friendly not only for for users but also for the hosts. Um the interface is
is much more user friendly. It allows for something that we call cope which is click once post everywhere. so that we could put something out on the web, but that also gets integrated into um Instagram and Facebook and for both people still on Twitter um they can get
it there as well. So um we we we like that that that can be more efficiently managed. Um not getting nickel and dimed is a great thing as well. And then as I mentioned before that that two-way messaging program, that's a that's a really big one for me. and that'll also
um interact with our Google classroom space as well. So um it's a to me it's a it's a it's a better product. I've gone to a couple um sessions with API vendors. Um I found that they're very knowledgeable obviously about their
product, but it it speaks for itself. So >> Oh, and their app is much better too. Um that was something I cut you off. Sorry about that. >> No, it's all right. We found in the survey results that people are barely using the app, which tells me that our app probably isn't as good as it should be. Sorry, Sam. >> So, you're telling me that the website
that we have now, every time we want to make an update, we have to pay for it. >> Yeah. >> Like someone retires and we want to take their >> No, nothing as significant as that. But if it's >> formatting and things like that, >> a design change. Yeah. >> Design changes. >> Yep. But I like your incredulous tone
because it matches mine with because I mean some of the things that we want >> I mean we should I think it should be part of a class that the students should be able to go in and change it if they had to. >> Well, it's hosted on their service though, so like they have to change it.
>> Okay. But the new one the new the new the one we're looking to switch to does not have that or they will as well. >> No, they let you do it once a year for free. >> Once a year? >> Yeah. Yeah. So, the individual details we
could change daily. So, like I there's a superintendent page like I I can add things, remove them easy enough. But if I wanted to redesign what that page looked like, >> right? >> They're we got to get ready to write a pretty big check for it. >> It's not like that. Thank you. Okay.
I mean, it seems like just the two-way communication with the coaches, that whole that whole tool being housed in one spot to me seems like a great great great feature. And then the fact that it it's cheaper.
>> So, it's kind of like a no-brainer. Yeah, the cost efficiency was helpful, too, because in some cases, we would be split between a couple different um providers. Um, what I also like is I use school messenger to send out my newsletters. The way APG has it set up,
that messaging system is also embedded in in their system. So, not only would I push it out to the community, but it would also go to the website. So, that would be integrated as as one resource as well. Um, the one thing that we've been working on as well is for um people
to be able to make payments. We're probably going to stick with my school bucks for that, but we want to make sure that whatever fees are charged are minimalized as much as possible, whether it's for single transactions um or for when people make larger deposits.
>> When would this change take place? So, we're going to start the um once this is fully approved um we're going to start the the design and build um through the end of June 30th and then July 1st um this will be fully operational and I'm I'm I'm really excited for it. Um it's
something too I give a lot of credit to Matt Sheay. Um he he's he's willing to explore different options. He's not a this is how we've done it. We're always going to do it this way. Um so I give him credit. This this is going to be a big lift. um he he's initiated a lot of
the conversations here. He's been great about whatever demands I've had and um yeah, we we'll we'll have this thing up and running and I'm I'm looking for a better user experience, just something better overall. I think that I think people in that
survey the website got about I think it was like 49% of people saying that they that was something that they used as a resource. Email was something around 97%. That was I was pleasantly surprised at that. I joked about TwitterX. I think that was 7.2%.
So our our most popular um communication on social media was through Instagram, Facebook was fairly distant second um YouTube and then um Twitter was the caboose on that train. Yeah. X. Yeah.
Yeah. I might just start calling it 10 because the Roman numeral. All right. And then finally, um, we also have something list in there for staffing update. This is something I like to provide every month for the board. Um, Ms. Granhome, who is our new vocal music teacher, started last week at PTHS. She
also brought with her about a foot of snow, but we're not holding her accountable for that. Uh, but we also were able to have Mrs. Voit stay for a while um to provide a transition and um it was great. I was talking to them uh Tuesday of last week and just to see how
easily they they were sharing information and they both they both are are are really excited for the potential of our program. I mean you were able to see some of that shared work um for the Noctivives performance and their rehearsal show. Um so we're really excited. We we welcome her and um we're
looking forward to some great things in years to come. And then something that actually came up um in the presentation that um Mr. Foglio and Miss Bronco Gonzalez talked about was we do have um two staffing needs which have been
posted and we're actively beginning the search process there. One is for the multiple disabilities program teacher at the high school. Um if we have any the early reports from the summer program if we don't get a teacher I think Mr. Hazler will be willing to work with
those kids every day all day. Um they're an awesome group of kids. Um, and I know we're going to get a great teacher for them and they're just going to flourish in this environment. And uh, and then also for the ERRI program at SJG, which is called CLLE, uh, because the the
grade span um, cannot exceed four grade levels in a classroom at a time, um, unless you get a waiver, which we won't get. So, um, we're adding a second teacher for that as well. the elementary level will be um staffing wise it'll be a push because right now we have eight
fifth grades that we're moving out to PV and we're anticipating we're going to bring in seven kindergartens so we will lose an elementary school position um from a staffing control perspective but we're gaining um special ed position so
budgetarily it's a wash my friend um and what I'm really excited about though is we're providing great programs for our kids um two of them have worked incredibly hard to keep as many kids in district as possible and really enhancing our programs and we're we're seeing that. So yeah, that that's that's
my staffing update as well. And if there's any questions on that or any of the other three items, yeah, uh Miss Bon is officially retired. Um so yesterday was her first day of retirement. So obviously her last day of work was Friday the 30th. um that the
state only begins retirements on the first of the month. So, she's official now. >> Yeah, I remembered that when because we voted on it like last year and then it's just it takes a while to come around was the end of December. But yeah, sorry to see her go. >> Can I share um SJG um on their
newsletter, they Mr. Riner without Miss Finnen knowing on the two days that she was out got the first they created a song about her using this really cool program he showed me and then he
conducted the entire school singing this to her complete with students standing and sitting and and it was a tearjerker. It was amazing and it's posted out on his uh weekly newsletter. So, if you get to watch that video, it's amazing.
>> All right, moving on to CIS. Three topics to discuss. Uh, preschool disabled and preschool integrated programs, uh, grade six math and ELA enrichment courses, and then the QAC review, which I understand was a resounding success. >> Bring her up.
>> Mrs. Bronco Gonzalez is going to speak to the preschool. >> That's fine. You want to sit next to you? >> Okay. So, I could be part of the group. >> So, yes. So, as we said uh earlier, what's that? Is there I can't wait. All
right. I'm down. Um so, for the next school year, uh we are going to be transitioning and swapping um our existing uh two preschool disabilities classrooms into preschool integrated classrooms. So, we're really excited about this. Uh, we also uh were eligible
and qualified for a grant. It's called the New Jersey PEP grant. Uh, we applied and got it and it's great. We've been working with a woman who's coming and she's through Monontlair State University and uh she is helping us along with this process. So, it's nice to have like an outsider coming in and
kind of helping us and having these conversations with the team. Um, the preschool team is fully on board with this. It's what's right. It's what's good for kids. So, at the end of the day, they were all on board for it. Um, it doesn't really change much at North Boulevard um because we're using our
existing classrooms, our existing staff. Uh, the only thing that might change, which is actually a good thing, is the staffing ratios like the par profofessional support. Um, so for a lot of these students, you know, we are if we are talking about going into a preschool integrated classroom is uh a
good thing. So, that means that they might not necessarily need a one or a 2:1. they might be okay with maybe a classroom aid or maybe no aid. Um so that's also a good thing. Um but yeah, I think we're really excited for this and it's going to meet the diverse needs of all the kids of all
our preschool program. Um while simultaneously this could also open up more opportunities for other students in the district. We have a very big weight list. So this could also allow for opportunities for other students um to join in without disabilities into our programs. We'll have more spots
hopefully available. Could I ask a question? So would the students transitioning to PSI? Would they be accompanied by AIDS? >> So maybe or maybe not. It depends. So it's all what's in their IEPs? It's it's an individual need. Um however, we are having these conversations right now at
the annual review meetings and uh the team is coming and and making those decisions based on student need. So, not necessarily. Some students might transition and just need a par profofessional like a classroom aid and some students are transitioning without any support because it's not needed at this time.
>> One more thing, would um if a student isn't maybe successful in that kind of environment, would there be a way to transition back or >> I mean, yes, those opportunities will always be available. We have a lot of students that even right now if they're not ready necessarily quite yet to go into preschool integrated, but finding those opportunities in the day so that
they have they can go in there. So, maybe it's not all day. Uh so they might be going in for opening groups. So pre our preschool program uses the tools of the mind curriculum and so there's different parts in the day for example that they can go in there even if it's for 15 minutes even if it's 20 minutes
maybe it's at the end of the day maybe it's the middle of the day snack lunch and all the classrooms are going to mirror very similar schedule so that there'll be opportunities to go in and out of classrooms. >> Okay. Thank you. >> Any questions on that for me? No. This
is a really good thing. So cool. >> Sure. >> She's she wants to stay at the table. Okay. So in terms of um the grade six math and ELA enrich courses um so the uh administrative team some teachers we've
had discussions with supervisors over in the fall and then we met with the board of um education curriculum committee in December and had a conversation with Mr. Mr. Mixmini, Mrs. Spazto, Mr. Seresia, Mr. IC about um us looking at um
having all the students in grade six take the same level ELA and math courses and removing the enriched courses from grade six for a couple of really important reasons. So there would not be enriched sections in grade six math and ELA, but we would begin advanced courses now in grade seven. And the reason why
we've been discussing this is we want to create a more equitable opportunity for all of our students to enter advanced pathways. So the goal is to actually support more students be able to get into advanced work. Currently what we do is in fifth grade we um identify fifth
graders for enriched and sixth and that's really early to identify students for advanced coursework. Um that might be limiting the opportunity um from some other students because we're not able to identify them all in a consistent
manner. So, for example, first the three students are coming from three different elementary um schools into one. They're all coming from a standardsbased grading practice. And in three different schools, that might look slightly different in terms of how teachers are
assessing their standardsbased mastery. So, when they come into sixth grade, it's the first time that they're now all getting graded on a point percentage basis. So in terms of them um it's the so allowing all the students in sixth
grade to have a common assessment a common learning experience that is still going to be enriched and differentiated within those classrooms. We're still going to look to use as part of our um placement system. Do we offering them these honors level assignments that
students can choose to do or not to do? This offers the opportunity to all students to really show their motivation, their readiness um in order to uh let us know that they're really prepared to move into an advanced class in seventh grade. So this just kind of levels the playing field. Um brings them
all allows them to socially get used to the middle school, allows them to academically get used to the middle middle school emotionally. Um and then allows us to utilize various measures seeing them all kind of in the same space to really identify those students that are ready for that advanced work.
Um so as I mentioned, we're definitely looking to offer that enrichment. the ELA and math supervisors are going to work with the teachers directly um about how those different particular assignments will be u molded into those classrooms and we'll they'll talk about that with the the students next year at
the beginning of the year so it's clear and um it's not a reduction in rigor. It's not a reduction in opportunity. We're not restructuring seventh and eighth grade advanced courses. All we're doing is adjusting the sixth grade so that we have the opportunity for
students to more students possibly to enter the advanced in the next grade levels up. So it really does not make a huge change to that program other than making it a little bit more equitable which I'm excited about because I think that's really really important for students coming into the into the middle
school to have that chance. Um and and and focusing on fifth grade as an indicator that sets a kid on a path to algebra 1 is just it's just a little too early. um as well as the ELA. Um there's research to to back it up and uh we're
looking to send out letters to the grade five parents on Wednesday. That's my goal. Um is to get it out to everyone to let them know. I don't think we're going to mail them. Uh I think we'll use email since according to the survey, most
people like email. Um but do you have any questions? We're not tweeting it. Yeah, I think Helena's already blown out our postage budget anyway, so you can't mail them. >> Okay. Um, QAC review. Um, so the
instruction programming review is still currently going on. Um, and I just wanted to just give an update that if you see curriculum coming through in the next couple months, it's because we might be doing some tweaks or updates based on some of the feedback I'm getting from our county um, education
specialist. Um, I just want to let you know that. And part of um, something I want to mention is um, just so you know, all the staff are getting uh, two hours suicide prevention training within the next two half PD days. And these are 2hour sessions. So tomorrow's half PD
day will be for grades 6 to 12. They'll get 2-hour suicide prevention training and um Jen Basselone is leading that and then she's going to run a session that's differentiated for our K to5 staff on March 3rd's half PD day. Um why do I mention that in KAC review? Because we
are required to do that within every five years is to provide a two-hour suicide training from a licensed mental health specialist. So, it is a good thing. Any questions? Okie dokie. >> All right. Thank you. That moves us on
to FFA and there's three items to discuss there. The budgets for the next two years and then the Chromebook purchase for the coming year. >> Yeah. The um 20252026 midyear budget was completed and entered into the state's website on January 20
29th. Uh that budget will accompany the 202627 budget for a comparison. Any questions on that at all or >> No. >> Are we missing $20 million anywhere? >> No. >> Okay, good.
>> We're good. The 2026 2027 budget is on track with the budget calendar as I pre previously stated and we are currently waiting for the state aid numbers to come in um probably within the next 3 to four weeks. I'm no one going to hear more
about that at the county BA meeting this Wednesday. So any questions about that? No. And finally, um, to date, the IT department is looking to lease purchase, uh, 337 Chromebooks for the 2026 2027
school year. The district will purchase the Chromebooks from um, Trefer LLC under TIPS Technology Products and Services, which is under a state contract. Uh there will be a 4-year lease with an America with American
Capital in the amount of $105,728 in payments per year with a $1 buyout at the end of the year four. The contract needs to be set up this year in order for to receive the new Chromebooks and have them ready for the students and staff by the 20 September 2026.
Is anticipated that the Chromebooks will last five years, which will enable the school district to plan for uh year six. um the amount of the adjustment in accordance with the needs of the purchases. Any questions about that? >> So, are we buying them or are we leasing them?
>> It's a lease purchase, meaning at the end we pay a dollar and we own them. >> So, then we're paying the 105 every year. >> Yeah. For four years, >> but then the So, the $373,000 doesn't apply. >> Well, that's it's total less uh not
including the interest. Right. >> Right. So, just throwing it out there, there's there's rumors that Apple is going to release a 12-in MacBook for like $600 to get into this market. If that happens,
is there any way we could change direction to cuz this is like $1,100 a device, >> right? Um, Mr. Sheay is actually working on that now. He this this whole thing may change by February 17th, but he's looking into it for us. Yeah. Thank you.
Yeah. Any other questions? >> No. >> One thing just to put out there too, um, and I promised Matt Shay that I would mention this. Um, we we did a purchase back in 2020. We did a a mass purchase of MacBooks for our staff. Um, which in
any other year would have been an egregious error. You don't purchase all staff devices at the same time. You always do some type of graduated purchase. But that was COVID when we realized that the Chromebooks that we'd equipped our staff to use. Um we're not capable of online providing online
instruction to the extent that we expected especially when we were moving towards that hybrid approach. So um we we do it's it's time to more or less pay the bill in 2025. So if you if you notice um significant purchases for staff devices um we did survey the
staff. Some staffs go with Chromebooks, some want um other types of Windows-based devices, and quite a few still want MacBooks, but um I put us in a tough spot with a decision I made five years ago, which I still stand by. But um just so you're aware, like we're
we're we're working with that as well is what I appreciate of looking for costefficient ways to make sure that we have the best tech available while also not bankrupting the district. And no, we will not have $10 million missing. I know some of the news reports from other
districts have been quite quite troubling. >> Any other questions? >> No. Thank you. >> All right. Last up is policy. There's two items. The statute for internet enabled devices and then the
implications of the new ebike law. >> Uh yeah. So, um, the new ebike law was is is an interesting one. That's number two. Uh, it's actually really strange. Lots of rules around that, like having to have licenses and insurance, and a lot of the kids who are driving, riding
the bikes now won't be able to they won't be able to do it anymore. Um, so I I thought that was a little surprising, but I don't know if Dr. Poris has any additional commentary on that. I >> mean, they're essentially motorcycles. You see them zip around the town.
They're flying and then at night when it's when there's no there's no lights on them, you can't even hear them coming up on you. >> Yeah. >> We we we expected that something was going to be coming because there had been a series of accidents involving them because you can alter them to get
them to go 40, 55, sometimes even 70 miles an hour and people were riding on sidewalks. They are not meant to be ridden on sidewalks. and that yeah that that new statute with its 21 pages of definitions not exactly a light read but
I I'm I am surprised at the age limit that they set. Um I was also disheartened. There's this it's good that they want to have a sticker that's a fixed to the bike identifying its um specifications but they actually specifically stated it had to be in the
font of Ariel size N or greater. Um the size N or greater is a good idea, but Ariel really that's what we're doing. But that's that I digress. But yeah, so it's it's a much more involved um process where 15 to 17 year olds can get
licensed and then a 17 to 18 year old has to already have a driver's license. But um from a policy perspective, we haven't heard anything from Strauss about it yet. Can't you can't ride them on school grounds anyway. Um, and if there's something where we have to um
cooperate with the police with them, we we most certainly will. Um, we >> wait. Kids can't ride their bikes, their ebikes to like PV now. >> You can't ride them on campus. You can ride them there. >> There >> and then you can dismount and walk it
>> like a horse and just leave it there like Yeah. >> And you have to clean up after it. Yes. So, um, yes. one one may not ride said ebike on school grounds, >> but now it has all these other laws that
are ludicrous. Just >> give the kid a ticket who's doing 40 on sidewalk >> and not everything. >> But the way it was set up before, we had greater authority over legislative ebikes than did the police. So we could confiscate them. They couldn't. So, what
this is doing is it's actually given the police, dare I say, a fighting chance in in this. And it's I get it, like some families depend on these for kids to be able to to get around. >> Um, >> there's there's again, I'm going off, but there's people who depend on these
things to get to their job and now they're going to have to insure them. And the insurance is going to be ludicrous >> and have a license. >> And what? >> You need a license to write to >> the license. Yeah. They're going to have to get a license. They're going to have
to insure it to do GrubHub as their job. And it's going to be I know. I just >> the Make sure aren't getting hit by him and like falling off going 40 miles an hour. And the people doing GrubHub,
they'll figure it out. They'll probably build it into the right somehow. I think that's that's it for that, right? >> Yep. Yeah, I believe we've thoroughly exhausted the ebike conversation. >> And then the uh um the internet enabled devices. Um Dr. Poris did put a summary,
I think it's already been circulated by email, but it's also in backup of uh the guidance on the internet enabled devices. And then uh a couple days ago, I think Dr. report also circulated around that um stress estimate will have some guidance for us by the end of the
school year or should have some guidance for us by the end of the school year which will be helpful moving forward. >> If I could give a shameless plug just for myself as well. Um on Thursday the Morris County School Boards Association
is having a presentation on safe school environment. One of the topics includes the cell phone ban law and the presenter of that presentation will be yours truly. So if you are interested in attending, I suggest you contact your
Morris County School Board's representative. >> Is it this Thursday? >> Uh 6:30 to or 6:45 to 8:30. Yeah. And it's virtual. >> There's supposed to be guidance by the state
>> there. Yeah, it was released uh two weeks ago. Something to that effect. >> Two weeks ago. >> Yeah, the 15th, I think. Yeah, Mike's got it in his hands. >> The concern is going to be >> the PE the >> the parents get excuses for their kids.
>> Oh, yeah. That's that's the the So, the statute actually, and I'll give you a little preview. The statute provides a series of circumstances where you can get exceptions for students to use internet-based devices during the school day. One of those circumstances being
when a parent secures a medical note demonstrating a need for the child to have a device and be able to use it throughout the school day. I can see that being a really easy way for the door to be open for devices to be in one person's hands versus another and how
that's regulated, but we'll see what Strauss splits out. But right now, that's one of the examples of where I can see it really kind of getting into a problematic area. I mean, the district could potentially say, "We're not accepting that note."
>> That leaves it. It's going to be a whole big thing. >> Yeah. It's I would imagine that it would be viewed a note to that effect would be viewed in the same way that we view any sort of doctor's notes in demonstrating the veracity of the need. Um whether it
be for an accommodation or 504 or anything like that for a student, it would be evaluated in a similar manner. Um, but as sort of a general prohibition, that would not be my recommendation. But obviously, it's going to be done on a case- by case basis.
>> And um, Danielle, you can't write the letter for yourself. >> This is true. It would have to be from a >> and and Jack, you you need not ever apologize for shame shameless plugs. you know who's sitting here. But um I'm I'm
really excited for you for that. I think it's a it's a great audience. It won't be done by 8:30, just so you know. But but um it's a it's a really it's a great platform. I'm glad you have a chance to talk about it. And just quick thing um the discussion about some of the exceptions. It's on page eight of what
the state pushed out. Um and some of one of my notes here is that it's distressingly broad. um because one of the first bullet points to fulfill accommodations providing a students individual individualized educational program and it definitely needs to be
narrowed down much much more from that and um as someone who wears continuous glucose monitor and it's I get reports on my phone which apparently I check 73 times a day not exaggerating a little obsessive about data but um for a medical need that that's really
important um but I I just I just hope that it's not something that is so um so broadly defined that there's a lot of gray area that Yes. that allows it to be um manipulated.
>> Yeah. It'll be like pretty much any other statute that's written where the legislature comes down very heavy-handedly and then you look to see how that sort of gets peeled back in layers in case law, in application, in suggestions. But where it is where it
stands right now is there are I think it's like eight or nine different circumstances that allow you to on a case-byase basis have an exception. Um but it's interesting to see sort of where that will go from now because to me it seems like this was talked about
talked about talked about a lot of districts individually had policies and practices that they had in place and then all of a sudden boom it was there in a a heartbeat. >> Yeah. and and they have a footnote saying boards of education may want to consider including in their policy list
in their policy a list of approved circumstances where there is no reasonable alternative to a student using an internet enabled device for instructional purposes and my note to self was such as so I'm hoping that we get um I think you were saying Brian that there's going to be a follow-up to
this that they do give us these are the these are the list of circumstances that you should consider uh >> yeah from what I read it was supposed to be within 90 days they they issue like full guidance on it. >> Yeah. So, they they rolled they've rolled out a couple of publications over the last few weeks. Um, as far as
regulations as as what relates to the actual statute. I don't know if it's been so formal, but yes, they the 90-day period is when they have to provide something more formal, but they have had a number of publications that have come out. >> Yeah. And just a a couple other just
quick notes. Um I I do not want um to invest in the yonder bags. Um especially since the price of those is about to go up quite a bit. Um quote we got last year was 35,000. I believe that was just for the high school. Um so I I'd like to have something that's a little bit more
trustbased. Um one of the things that they talked about too was having a centralized storage locker or bin um for administration to more or less watch over. There was no chance I would approve of that, especially if we ever had if we had a bomb threat and we had
to evacuate. How are we going to distribute 650 phones efficiently, effectively, and and accurately? So, um I I want to make sure that what we have is something that's um well thought out as well as practiceable and that we can
articulate to families um at the latest in August so that they can understand this is how this policy is going into place. This is this is enforcement. Um, and then we we know we're going to stumble into some issues if somebody's wearing um like I I have a I have a
Garmin watch that I don't know how to use, but like does this qualify as internet enabled? I mean, I get I get updates on Amazon shipments. So, um we we we have to make sure that we have something that's consistent, it's enforceable, and it's reasonable as well. And uh the fact that the state did
come down with something fairly definitive, especially during a lame duck session, was pleasantly surprising, >> but school start time is still just sitting there doing nothing that actually has research to back why the state should change school start time.
And also, we're now not teaching our kids how to properly use phones within the school day or not use them or make the right choices. we're just not even giving them the option. >> You know, it's funny um about what you're saying too. I mean, I think they're so busy trying to figure out the
regionalization and school consolidation, which has been doing nothing for 30 years. But, um John Dwey, the educational philosopher, um about 100 years ago said that America has to operate in either or um as opposed to those those areas in between. He was
talking about education policy in the early 20th century, but could be talking about in the early 21st century as well, but and instead of taking a nuanced approach, which is much harder, um, yeah, we like to go with the
the exchange. All right, that brings us to our second opportunity for public comment. This time the public, if they were here, could speak on any topic they wish, but they're not here. So, I'm going to close that and go right into unfinished business. Any board member have the unfinished business?
Does any board member have any new business? Would anybody like to make an announcement? >> I just want to say that I um got a chance to go with President Senk, not like with him, but I was there. um Friday night at the Noct Taves rehearsal
and it was absolutely mind-blowing. Um so obvious uh how much time and effort went into it. Um a lot of passion and the students gave really really nice speeches at the end about the staff members that helped them get there. It was very moving. Um and I just want to
say great job. >> Anybody else? Okay, we do have we do not have a reason tonight to go into executive session. So therefore, we're going to adjourn. Our next meeting is going to be February 17th here at the high school. Is there a motion to adjurnn?
>> Motion. >> Is there a second? >> Second. >> All in favor? Opposed? You know, nobody said on