Thank you. Welcome to this public meeting of the Princeton Board of Education. The board is an elected, unpaid group of 10 citizens who set policy and make decisions on educational, financial, and personnel matters for the Princeton public schools on behalf of all residents. We are always pleased when members of the
community attend our meetings. The board and the school district operate under applicable New Jersey laws and under regulations of the New Jersey State Board of Education. Each meeting includes an opportunity for those attending to comment on items on the public agenda or other matters of interest to them. The board reserves a
right to limit the time allotted for public participation. Law limits discussion of individual personnel and confidential matters. We hope our meetings provide useful opportunities for communication between the board and the community. Thank you for attending. As required under the open public
meetings act NJSA 1046, adequate notice was given for calling this meeting. It was authorized by the board of education and forward it to the municipal clerk, Princeton packet and the times on January 9th, 2025 and distributed to the schools and others on the standard distribution list. The
board reserves the right to enter into executive session during all meetings of the board of education. Board policy 0168 recording devices requires that we inform those attending this in-person meeting. The proceedings are being recorded. The meeting is being livereamed. Notice on the votes pertaining to
sending district. The representative of the sending district who is not here tonight is authorized to vote on such matters that affect sending district students or affect the governance of the principal public schools as more specifically designed in NJSA 18A 388.1. Sending district votes pertaining to
personnel. Actions refer to high school central administration districtwide staff only. Votes otherwise are considered abstensions. In the event that NJSA 18A388.1 is amended, that law shall take precedence over this bylaw. Thank you, Mr. Harris. Would you please
call the role? Death Mckendle here. Beth Baron here. Adam Beerman here. Debbie Bronco here. Mara Francheski here. Susan Caner here. Ariel here. We have quum. Okay. Thank you, Mr. Harris. Um, moving
on. Could I get a motion for the adoption of the minutes for July 15, 2025? Ari second. Debbie. Dr. Kendall. Yes. Bon. Yes. Hannah Beerman. Yes. Debbie Brownfeld. Yes.
Mara Francheski. Yes. Susan Caner. Yes. Ariel. Yes. Motion carings. Thank you, Mr. Harris. Um, so welcome everyone to our August meeting. Uh, even though it's summer, a lot of things happening in the district. Uh, I believe
new teachers reported this week. Um, and so things are underway uh, as we get ready for the first day of school on September 2nd. And that is all I have. I will turn it over to you, Mr. Dr. Sorry, Dr. I was going to say Mr. Superintendent, Dr. Lassusa,
whatever you want to call me. Thank you, Miss Kendall. Uh, and as you said, I just have a few items under under my report. The first is that we are inching closer to the beginning of the school year. So, our new staff did join us right in this room yesterday. Uh, Dr. Ciso Stence uh has led a program this
whole week for them so that they become integrated into the schools. Uh, they'll be around uh the rest of this week and our entire administrative team was here to welcome them uh yesterday. So, we're excited about that. And of course, the rest of our staff joins us on Tuesday of next week. And the balance of that week
uh has been planned and and orchestrated by Dr. 2. So, we're excited to see everyone back back in black on Tuesday. Uh as that has been happening, of course, uh construction is advancing throughout the school district and uh the athletic con complex is coming
along. We should be on the turf, I think, pretty soon. uh within a week or tomorrow, as soon as tomorrow potentially. Uh the track resurfacing uh will not quite be completed in terms of the new painting of the lines uh for another month probably, but uh we don't
need the track uh until the winter and spring track season. So, uh it it will be we can walk on the track, but we don't need them lined need it lined, excuse me. Uh so, we're excited about all the all the work and all the excitement that is coming our way, especially next week. Um, and uh, the
rest of my report really centers just on a couple of presentations. Uh, the first one I will take care of. Um, and I don't know if we usually get up and look at the screen or how we situate ourselves, but Well, you're have to move over and I will get up. Okay. So, I'll move over
and Yeah. Well, this will be this will be easy enough. So this is uh as a reminder uh there's a requirement uh from the department of education that we uh just report out uh twice yearly on HIV incidents and other matters that are
entered into what's called the student safety data system. Used to be called the electronic violence and vandalism system. Uh so it's changed. Uh but this is really just a hold over item from the last school year to clean up uh our
second report that was due. So you can just see uh this is the template we've been using. These are the balance of incidents that uh took place last year uh for violence. Almost all of those really have to do with kids who were pushing and shoving each other or
getting into uh a fight or a scrape in the cafeteria uh at the middle school or high school primarily. And then we have our HIV investigations and the ones that are substantiated. And as you note, just generally speaking, and this has been true, I think of many districts in New
Jersey, there was a a real depression or suppression of disciplinary incidents during the pandemic. Students were uh much more compliant. Maybe it was because they were wearing masks or they were practicing distancing or they uh just were not interacting with one
another as much. And then after the pandemic, I think all of us saw a spike in kids being kids again and engaging in uh age appropriate misbehavior. And uh now that we're a few years out, uh we're starting to kind of come back down the other side of the mountain or the slope
and students are um of course behaving in a in a in a way that's appropriate. And I will just mention that when you have roughly 4,000 students in a school district, practically uh the number of incidents that you see up on the screen are really minuscule uh in the overall
grand scheme of things, especially when you multiply the 4,000 students by 180 days of school to recognize how many minutes they're actually in our charge. Uh so that takes care of that requisite report. Um this year we will uh do the
next report probably in the January February time frame for the first half of the 25 26 school year and then I will aim to have the second report take place in June uh recognizing that there could be one week of school remaining that that might spill over with one or two
incidents but usually we can capture just about everything by the end of June. And with that, um, if there are no questions, uh, I'm happy to take them if there are, but if there aren't, then I'm going to turn it over to Dr. Tu, uh, who can talk about the recent state testing
results that re we received. And for all state testing results that we receive, we're required by the Department of Education to report out on them publicly within 60 days of their receipt, which is why we're doing it at this meeting because if we wait until September 30th, which is the date of our next meeting,
we would not technically be in compliance with the DOE rule. Great. Good evening, every Cass. There we go. Great. Um, welcome. Uh, it's really exciting time to be in Princeton starting off the new school
year. uh meeting new staff and we get to share some great news tonight um with our testing data. Um a lot of families will ask what about NJSLA or our AP testing report. That is our bigger testing report because the NJSLA uh scores have not been finalized. We received that report from the state in
the next week or so as long as the indiv as well as the individual school reports. So I will be sending out a communication to families in the next few weeks about uh that and then we will be doing that testing testing presentation in a month or so. Uh Andrew if you don't mind advancing to the next slide. Okay. So what is NJPA? So this is
our 11th grade graduation assessment. It covers language arts and math. Um we do this report every year and this testing every year. It covers ELA standards in grade 10 and then algebra 1 and geometry. Um as I shared with the board and the board update last week, New
Jersey has decided to change the NJ GPA and NJSLA next year. They tell us mid August. Thank you DOE. Um so uh we will be communicating with this with families but you heard it here first. Um we will be doing adaptive testing which means you know based if you answer a question
if you get it wrong it will give you a different type of question than if you answered that first question correctly. Um and it is more geared to and personalized for that student. So that's exciting. Um what we're not excited about is we have to do some field testing uh this fall which is very hectic and then we'll be doing the
regular round of testing in the spring. So, we will be doing a regular NJ GPA in the fall for students who did not pass um last spring. And then starting in November, we will be doing adaptive field testing for NJSLA and next spring adaptive the new form for NJSLA and
NJGPA. Um, as those come up, we will remind you and inform the community about what we know as soon as we know it. All right, we're going to go to the next slide. Um, so this is a graduation requirement. They students have to sit for this. This is not a test that you can refuse. If they do not um pass the
assessment, they can retake it or they could pass it through um ACT, SAT, PSAT scores or they can do a portfolio. Uh with these new test adoption um format with the NJ GPA and NJSLA um that's going to be interesting for graduation
requirements. So that's going to be another change uh for future classes and cohorts coming through Princeton High School. Um once again, as soon as we know more information, we will be communicating it to the community. So, how did we do? So, uh once again,
these numbers are rounded. Uh so, we don't want to like, you know, get down to the tents into the weeds of things. So, it doesn't look like we went up much in ELA, but before we were like at 91.7, now we're at 92.4. So, we did grow in ELA even though it doesn't look like we've grown and stayed static and we
went up two percentage points in math. These are not statistically significant gains, but you know what? We will take it. We're moving in the right direction, which is fantastic. And then comparison to the state average. So the state stayed pretty much stagnant in ELA uh achievement from last
year to this year. They went up about 3% in math from last year to this year. You see our scores compared to the state average significantly higher. And as I just shared, we stayed pretty steady with ELA, but we went up two percentage points in math, which almost mirrors what happened at the state level.
So as part of the requirements for the reporting out uh we have to talk about subgroups and achievement levels across different um races and ethnicities as well as programming. Um so in this slide here it's hard to read but we will be posting this on the website tomorrow.
It'll be ready to go for families to see and for the board to see. And this is a breakdown of ethnicities. Um so you see that there's an opportunity gap particularly for our black and Hispanic students. Um so but if you go to the next slide and you advance now these are different cohorts of students but it
compares 23 24 to 24 25 and you see that across um the demographics we have grown um with the stu in those two demographic categories still not where we need to be and as we talk about supporting MTSS multi-tered systems of support and
instruction how can we continue to meet students needs you see that um students who are um labeled under multiple races also dipped a a little bit. Okay. Now here as gender are stu as so students who identify as female or male are females grew a little bit our males
dipped a little bit. Question so graduation right a larger percent of students are graduating than so what what does this really tell us? So what this tells us is
only for NJGPA. So students can say that they're graduation ready if they do not pass the NJBA and still graduate with us if they pass another assessment or they do a portfolio. This is just for NJ GPA. And so do we is this a required test or
can kids opt out? No, they cannot opt out. They have to sit for this to be considered for graduation. But they only sit for it if they haven't taken the SATs or the No, they still have to sit for this. Yes. So, so this represents how many students? All of them. All of them. Yeah.
Yes. That's why the scores are high because you'll see when we get our NGSLA science, when so many kids opt out, what happens to our science scores? They tank. Okay. Now, this is by program. So, um ESL, which is where represented EL there, uh students who receive lunch
assistance, section 504, special ed, general education. You'll notice that um for our ESL program, there's not a like a teal color or like a lighter blue color on there. That's because the data is suppressed. We had less than 10 students last year, MLS, who took the assessment. So that's why you don't have
a comparison in 23 24 for that category. So what I like seeing is growth, right? Once again, these are different cohorts of students, but overall we're seeing increases in achievement. Where we're not seeing it, as you can note very quickly, is special education. Um but that's why I have this lovely partner here, our new assistant superintendent,
Margarita, and working in how do we tie gen ed um supports with special ed supports and make sure that we're offering a rigorous program um across our our courses and our schools. Um so next steps uh so for students who did not um are not considered graduation
ready yet with NJGPA um that's where we really uh collaborate and coordinate with the high school administration to ensure that we are finding these alternate assessment scores. Um already we know that there's about uh 15 to 20 kids who already had the PSAT score they
needed to graduate. So they're already out of the bucket. Um, if not, they're put into what's known as like an English plus or a math plus class, receive small groupoup support with a teacher, and then they do a portfolio assessment. They will also be offered the ACUPPLACER assessment in December to cross that
finish line. And we had a great success with that last year, particularly with our multilingual learners in December. Um, and that is kudos to our teachers and and our students for working so hard to cross that finish line. Um, and then we always look at trends. uh we don't get a lot of information um from the
state regarding like specifics um but when we look at general uh text evidence and and data that's really what we're looking at we really want to work with students on comparing and contrasting information using multimedia sources which is a great skill to have um for math it's a lot of basic geometry
modeling and reasoning and then overall and like I just said you know talking about with Margarita here in gened and in special ed really making sure that we are providing um scaffolding and supports in our classrooms and best the best tier one instruction possible to
support diverse learning needs. That's why when a lot of times I'm sending board updates to you, we're talking about sending administrators to universal design for learning PD. Um having staff participate in that. So, how are we creating welcoming and accessible learning environments for all
students to meet them where they are? So, I'm gonna shift over to access testing, but does the board have any questions about NJGPA before I move? Yes, DNA. Thanks for um so do you think uh so the kids have to take this test? Yes.
Do you think they put their best effort? Um for this one, I think so. Yes, I do because I think there's a carrot at the end of it of now I don't have to participate if I don't have a score in another assessment in a portfolio or take a class or what have you. Kids I
think want to graduate, right? Well, no, but I wonder if they have it already, right? Right. They have like an or do they just fill in all these? I just wonder. Yeah. I I mean, we could ask kids. I I'm not really sure, but overall, I think kids try to take it seriously because
they know and and our scores show that, right? That a large, especially for ELA, 92% of our students are are passing it. Yep. It's a good question. Okay. So, what is the access assessment? So, this is another state required assessment for reading, writing, speaking, listening
for students solely in the English as a second language program. It's mostly administered online. There's an allowance for students who are in kindergarten to have it done on paper, which makes sense developmentally. Um, and even multilingual learners who decline ESL services and who like they
could arrive and register on Thursday and access testing starts on Friday are required to participate um in access. Um, we use multiple measures to determine uh students proficiency, but the goal for the state and through this assessment is to score a 4.5 out of six
to determine if students exit the program. um if they're not at that 4.5 cutoff, they remain in the program for another school year. And this is one where we're going to talk about a lot of suppression because across a grade level, there may be less than 10 students. And I am not legally able to
put those numbers up here and present them in public because it would u you know cause issues of privacy. So there's a lot of colors on the screen. Um so let's also Yes, thank you Andrew for making a little bit bigger. So you see here is broken off uh into
three-year trends and you can see that uh GK through G5 stands for grade kindergarten through grade 5 then 6 to 8 9 to 12 and then all grades. I'm just going to call your attention to where the cursor is where the all grades are. So there are six levels um in access
testing and you really want to be in levels four through six which is that light green to the darker green to the darkest green. Right? It's very hard to really look at this data and get a lot of information from it. And there's a reason for that. It's because kids come
to us with varying levels of language when they arrive for an ESL program. So some years we might have students who have a form a lot of formal education for whatever country they came from. They might already have a lot of English background and they're coming in and they're exiting within six months and
they're out of the program. And we have other students who are maybe younger, don't have as much English or is known as slice students with limited or interrupted formal education and they might be in the program longer. So there's not really a goal for the district to say we want less kids in
ESL, right? Like what we need to track as a district is how long a student is in the program and what other supports are warranted. So what we don't want is a student in ESL for four years and then we're saying they need special education services. I'm going to call Margarita.
And that might be the case. There might be a learning disability, but at the same time, what is the instruction happening in the ESL classes and in the Jed classes to meet their language needs? Because the first thing we always ask is, is a learning issue or is it a language issue? And as a district, we
need to do work better work on that and answering that question. You can go to that next slide. Okay. Once again, lots of data. So I this is just the numbers for the colors that you just saw. These are things that we have to report out as a district and
um you can see the levels uh entering all the way to reaching and we exit students between that expanding and bridging. So between level four and level five, that's where you want to see the numbers. And you can see that like if you just look at the GK through G5 bands, like we're pretty consistent in
that four to five six range of across three years that there's not much difference in percentages. And we also have to note that when we're talking about 10 kids, seven kids, six kids, there's a lot of variability um when we're thinking about these things.
And then I'm going to have Andrew skip through the next couple of slides because once again this is a code requirement but it compares the grade levels across the elementary school. So Andrew if you just don't mind going to like kindergarten I guess just or grade one that's perfect. So you can see 23 24
25 at community park kindergarten less than 10 less than 10 less than 10. And then you see not available for all of that because everything has to be suppressed. But by statute, I have to report this out to our community, even if it is suppressed. So, I'm not going to waste the board's precious time going
through the next six slides that look very similar to this. Okay. Then, we also have to report out on subgroup, which is the first one is ethnicity and race. So, you see that it goes from Asian, black, Hispanic, multiple races, and white across the bottom. Um, so you
can kind of see some trends right off the bat. If you look at the center, it looks like um our Hispanic uh students in the ML program have a lot more orange and yellow um compared to some of our other students from um different um origins. So once again, as we're teasing things out through our student
achievement committee, Lauren Samra has been coming and talking about disproportionality. This is on our radar. It's on student services radar. Um and these are the com continuous conversations that we're having. The next one should be gender. So you
see across a few years once again there's not much difference in trend um across the bands for gender. Yes, Debbie. So they have to put a gender. Is that how it's reading? Uh so that's a great question. Uh no
they can put X but for this there was no one or it's suppressed. Yeah, that's a great question. Okay. And then program once again, um, students who receive lunch assistance, sections 504 and special education. Um,
I want to call out once, it's hard because you don't know how many kids, but if you look at special ed for our access students, look at the colors. There's no orange or yellow on there. It's like a dark a light or dark green and then a a light light green. And so that's what we want to see. We want to see less of that yellow and orange. So
that's good. So, you know, where at our areas of strength and areas for growth because that's really what we need to be working on and that is sort of the focus of of what we're here for tonight. So, the areas of strength when we look at our ESL program um and how do we prep uh prepare kids for taking a test like
this, a small group instruction, we have a strong co-eing model for ELA at the middle school. We are working on developing a stronger one for like our content areas like science and social studies. Uh we are expanding course offerings at the high school. We developed ESL curriculum this summer
that's on the board agenda tonight. And um we're really excited because we are also having a new K5 ELA program that's starting in a couple of weeks. And one of the benefits of this program is that they have a piece called Prologue which exposes students who are in the ESL
program uh to language and vocabulary and all kinds of knowledge building before they learn it in the GED classroom. So they have a bridge to learning and it what there what's happening in that intervention is supporting the work in the gened classroom. So there's connectivity there that has not previously existed. Uh
areas for growth. Um we really want to make sure that we're supporting our students um throughout the school week both outside the school day and within the school day making them a part of our learning community. uh working with our liaison for ongoing parental support for underresourced families and uh
definitely definitely I'll saying this the fifth time now strengthening our tier one gened instruction for MLS um we are working with Dr. Solange Lopes Murphy from TCJ and she's going to be doing a three-part PD series for our co-eing ESL pairs at the middle and the
high school this fall. Uh so we're really excited for that about how do we have language goals in our classes and how do we support students to um if whether they just arrived here or they're about to exit the program um how do they feel like a welcome part of the classroom and receive the supports that
they need and then next step so implementing this new curriculum and PD and making sure that our MTSS process is really being thoughtful about supporting our multilingual learners and as I just mentioned those community leaison and all of these wonderful organizations
that we have in the community for that two-way communication to make sure that we're supporting the needs there. We're not assuming the needs, but that we are actually working with families to understand what they need and how. Um, I want to give Margarita a shout out again. She's planning a night in
September. I'll let you talk about more about that um for Spanish speaking families um about how to learn about 504s and IEPs and MTSS and things like that. Um, once again, really trying to make that bridge between home and school. Okay. And now, before I turn it over to
Margarita for the dynamic learning maps, are there any questions about the access testing? No. Okay. Thank you. Thank you, Dr. Tu. So we received our data for dynamic learning maps which is
an alternative assessment for our students that have um significant disabilities and uh require some intensive academic interventions and cannot participate in the NJSLA. Um the results are based on a very small population approximately less than 10
students and it's individualized per the students um needs. Um so the results basically show that our strongest performance are in grade six ELA and math at 60%. Um moderate outcomes in grade eight at 50% and grade 11 at 33%.
Um grades three to five they did not meet targeted levels at that in that area. But um it's not surprising considering the needs of the students and the purpose of the dynamic learning maps. Um but with that being said, we
are always focused on progressing and providing intensive interventions to ensure that all of our students are accessing curriculum and the supports necessary and we will continue to do so and I will also continue to partner with the department of curriculum and
instruction. Um and I just wanted to comment on Dr. Tu's um reference regarding uh our Spanish speaking families. We are going to be having a night uh September 25th. Further information will be provided where I will be having a uh nonprofit attorney
that's going to present on different resources with 504s, IEPs, and MTSS. Do you have any questions regarding the dynamic learning maps? What is the purpose of what is the purpose of it? So the purpose is to hold accountability that all students are
treated equitably and whether you do have a significant learning uh need, you're still required and should be sitting to participate and engage academically and instructionally and access instruction just as your peers do. So I think we have more than 10 kids who
are severely disabled. So are they able to opt out? So it's not opting out. It means those students have had instruction and intervention that have allowed them to participate in NJSL. So it's either NJSLA or DLM.
Do we have only 10 kids currently? Yes. Yes. Yes. But what about out of district kids? So most of them participate in DM as well. Um currently that number is representative in the data.
So they're in there. Yes. Okay. But we do have out of district students that participate in NJSLA and that process is set up for them to receive that um that part um in whatever location they are in group together with everyone else.
And I Yeah, that I just wanted to add to that. So the same thing with NJGPA. Our district is responsible to ensure that those students if they do not pass NJGPA that we send instructors there or that they do a portfolio and we help oversee that process at the out of district site.
Thank you. Thank you. Thank you. Thank you. Thank you. Um, so moving on now, uh, we have public forum. There's no one here from the public. Um, well, there's one person. Would you Is
there anything you'd like to keep it? We're trying to keep it interesting and moving. And we will have cake next week. Yeah, that was a big girl. So okay so for the harassment, intimidation, bullying, are those just
part of the consent? So we can go through that uh the report that Dr. Lusa provided uh as well as the uh school self- assessment anti-bullying bill of rights. And now we're going on to our board committee highlights. And we are going to start with Beth is putting her
glasses on. So long-term planning with Beth. Okay. Long-term planning met on August 5th at 1 p.m. Um we talked about the progress uh of the 2025 referendum projects. Um the execution of those projects, specifically the CP uh Little Brook and PMS uh renovations and
expansion because we did some of the other projects already this summer. The HVAC is already underway. And in that in our committee in LTP we really look at the things that are kind of coming in in the future. Um and so we talked about that uh process and we talked specifically about those schools and we
are targeting having bids out in November and we are working with the town on the conditional use application site plan reviews as we've talked about in the past. We're looking to get that all accomplished so that we can get the bids out in November. So we heard from our architects and discuss those things. Yep. And we're grateful to the to the uh
members of the town council who are uh assisting us in those endeavors in ex expediting that review. And we appreciate the the cooperation very much as those tariffs are looming. Thank you. That's it. Oh, our next meeting is uh the September 11th at 1 p.m.
Okay. Thanks, Beth. Uh are you keeping your glasses on? I can do policy right away. Oh, let's do it. Okay. Yeah. All right. Since my glasses are on. um policy met August 19th at 9:00 am uh we it was our first kind of meeting together as a new
a new group um and we talked a lot about a process and we are uh beginning work on a new stress estimate policy guide we had some we on our agenda tonight is one of the first it's just a simple procedural thing um we will have more of those policies that we work through in
the next couple months um and we talked about other internal processes including goal setting um and other things that we do on an annual basis So, our next meeting in policy is September 9th at 9:00 a.m. Thank you very much. Uh, moving on to operations with Susan Caner.
Hi, we met on August 7th at 100 p.m. our new time. Um, we received an update um on the referendum projects that are currently being worked upon. And as Dr. Lusa mentioned uh it was a very positive report and those projects include the
detention basin, the track and field, the tennis courts, the bleachers and heating upgrades. We then, as we always do every meeting, discussed sustainability and we received updates on the energy plan being developed by the district uh tree grants um that can
be expected in the fall and the electric school bus grant and the projects toward and the progress that's being made towards towards getting those buses online. We then discussed several topics in building maintenance and there is a transfer on the agenda tonight from
maintenance reserve to support these projects. We also discussed the financial pressures on our transportation budget. In technology, we received a detailed update from Andrew on several rollouts of equipment and upgrades around the district. And
finally, in food services, we discussed uh the new price list and two ovens that have been purchased, one for PHS and one for PMS from our food service funds to help um ensure that our food uh I guess is hot.
Our next meeting, only when it's supposed to be. Only when it's supposed to be. Cool. When it's supposed to be. Our next meeting will be September 18th at 1 p.m. and um it is open to the public on Zoom. Thank you, Susan. Next up is uh Debbie.
Yes. Uh so I have personnel and sack. Uh the personnel committee met on Tuesday, August 5th. The committee reviewed the new job descriptions for the three supervisors of special education and the new job description for a cert a board certified behavior analyst and both are
on the agenda for tonight. The board was updated on a new sta a new staff orientation which Daphna mentioned is running from um August 19th through the 22nd. The board discussed several stipens for the academic year. The board also discussed several other personnel
issues and positions and the board started to review the district organizational chart. Should I just go? Thank you, Debbie. And next up is student achievement with Debbie. I got that, too. Just wanted to give a segue. Thank you. Uh, student achievement
committee met on Thursday, August 7th. The committee discussed AAPL testing results. We also discussed the many curriculum reviews that took place over the summer. Thank you for that. The committee discussed preparation for QAC. We also discussed an overnight um trip
called MSAN which is on the agenda also for tonight. And then the committee went into close session. Our next meeting is Thursday, September 18th. Thanks Debbie. And you also have equity, but equity did not meet. Is that correct? Did not meet. Our next meeting Whoops.
No, hold on. Sorry. Thank you. September 9th. So, our next equity be meeting is 1:00 on um Tuesday, September 9th. Still debating whether it's in person or not. Okay. And um yeah, 1:00, but we'll let you
everybody know that. Okay, great. Thank you. Yes, please join us. Oh, I'm sorry. I thought you someone had a comment. Never mind. All right. Uh moving on now. Thank you everyone for working so hard over the summer in the committees. It's also the members. So, we appreciate it. Work goes on. Uh so
moving on now to and stop me from any questions. Uh personnel J1 retirements. Um we have two people uh who have been with the district a combined uh 54 years retiring. Dr. Steve Carson and uh Liz Lean. Dr. Steve Carson was uh is a
science teacher at uh PMS 7th grade and Lizene was the educational media specialist at Riverside. Um just two really uh fantastic educators and we wish them all the best in their retirement. I do want to say my daughter lifeguard's at CP and uh Dr. Carson was
going down the slide. So he is uh he's having a lot of fun. Yeah. Go ahead. Sure. Um I'd like to take a moment to recognize Dr. Carson for the lasting impact he's made at PMS and on so many students including my own. Um all three of mine had them which is probably sorry
for him. But uh Mr. Carson, we're deeply grateful for your years of service, your wisdom, your patience, and your heart. As you step into retirement, may you find the same joy and discovery that you helped so many of your students find in science. Your service has left a lasting mark, not only in the classroom, but in our lives. On behalf of all your
students, past, present, future, thank you for everything you've done. You've truly made a difference. Congratulations on a well-earned retirement. We wish you all the best and thank you for everything. Thank you, Mono. Very nice. All right. Um, J2 resignation, J3,
appointment, J4, personnel, J5 leave of absence, J6 substitute student placement, J7 curriculum instruction, J8, student services, J9, reappointments revisions. J10, the job descriptions that Debbie mentioned. J11, abolishment of job descriptions. Debbie didn't
mention that, but it's all together. J12, athletic appointments. J13, six period compensation. J14, evaluation forms. Moving on to curriculum and instruction. curriculum revisions 2526. Thank you to Dr. 2 for leading that over the summer. Uh K2 curriculum adoption
2526. Um K3 is the NJSIAA IA and DA NJ membership. And uh K4 is that overnight trip that Debbie mentioned. Moving on now to L1 educational placements of pupils 2526.
Uh L2 tuition students children of staff 2526. Uh L3, professional consulting services, L4, behavior therapy associates, and um L5 is an action item. Can I get a motion? Mara second. Ari,
any discussion? No. Well, the action is what we discussed before. Yes. Yep. Okay. D M Kendall? Yes. Beth B? Yes. Adam Beerman? Uh no. Debbie Brownfeld, no.
Laura Francesci, yes. Susan Caner, yes. Ariel, yes. Motion carries. Thank you, Doc. Uh, Mr. Harris. Um, moving on now. Uh, M1 financial reports. Can I get a motion, please? Ari second.
Beth, any discussion? Um, any discussion? Stephanie Kendall abstain. Beth Bren, yes. Adam Beerman, uh, yes. Debbie Brownfeld, yes. Marty Franchesci,
yes. Susan Caner, yes. Har myself, yes. Motion carries. Thank you, Mr. Harris. Um, and can I get a motion for uh M2 NJ SIG resolution? Debbie second. Mara,
any discussion? Okay. Daffany Kendall, abstain. Beth Bon, yes. Adam Berman, uh, yes. Debbie Brownfeld, yes. Mara Francesky, yes. Susan Caner, yes. Ariel, yes. Motion carries.
Thank you, Mr. P. Uh, Mr. Harris. Uh, moving on to M3 change orders. M4 contracts. M5 cooperative purchase agreements. M6 grant application. M7 school breakfast lunch prices 2526. M8 still checks. M9, uh, joint
transportation agreement, East Windsor Regional School District. Uh, M10, registration travel agenda. M11, fire and evacuation drills. Moving on now to our second public comment. Um, there remains only one person. Uh, from the public uh, and we appreciate that you
attended our meeting. Um, do you have any comment? No. No comment. So, moving on now to the consent vote. Can I please have a motion? Ari second. Beth Stephanie Kendall. Yes. Beth Brenon, yes. Adam Beerman, yes.
Debbie Brownfeld, yes. Mara Franchesky, yes. Susan Caner, yes. Ario, yes. Motion carries. Thank you, Mr. Harris. Oh, even with all those test results, uh, 646, which is good for the summer. Go fast. No, no, it was important. It was an
important presentation and we appreciate all the hard work that's going into that those results. Um, so this is uh, you know, the end of summer. It's very sad, but school's already the weather you wouldn't know it with the weather outside. So I'm sad summer's
over, but uh, the school uh, year is already underway. Thank you to Dr. Ciso Stance for how many new employees do we have? Like 40 43. 43. um for shephering them into uh the Princeton public school ecosphere. So great cohort.
Yeah, that's great. Um and you're just not saying that because you hired them all, but they are just a great They are. So we we do wish everyone um a fantastic school year. Our next meeting is on uh September 30th. It's very late this year
uh because Rashashana is on the 23rd. We could always move it to a Wednesday. We'll see um if we have to. Um, stay tuned. And uh, with that, can I get a motion to adjurnn? Mara. Oh, all in favor? I Sorry, just motion. I don't know what
I'm doing. You should get a motion in a second. Oh, can I get a second, Beth? There we go. Yeah, I was already I was already checked out. Yeah, she's like, no, I'm not I'm I'm never like I don't
know. Sometimes my my mouth moves faster than like my brain. No, my brain moves fast. Yes, that's my problem. We're good, right? We're out.