Good evening all. Um the Ridgewood Board of Education has been meeting in executive session pursuant to NJSA 10 col4-12. the um the minutes of this meeting will be released when the need for confidentiality no longer exists.
Uh could I have a roll call? >> Mr. Donnie >> here. >> Miss Handy >> here. >> Miss McM >> here. Please join me in a flag salute pledge
of allegiance to the flag of the United States nation. Just do >> pursuant to the uh requirements of the open public meetings act advanced notice has been given to the star ledger the record and the clerk of the village of
Ridgewood. In addition notices were posted in the office of the board secretary and in all school buildings. So welcome everyone and me just get to the front. Um we have um
presentations and a student rep students rep will want to start us off. >> Okay. So I'm going to be updating um on the past over a month because we haven't had a meeting in a while. Um but starting with the week of December 12th
to the 19th, um on the 9th, RHS teachers Stephanie Jaganti and Amy Mason presented about AI in the World Language Classroom at the annual convention um of ACCFL, which stands for American Council
of Teachers of Foreign Language. Also on the 9th, students in the RHS prep class took part in the Ridgewood Libraryies Book Club to Go program. Students read The Wild Robot, compared the book with the movie, and worked on activities to help them understand the story, which
helped them build reading skills, and enjoy a shared learning experience. CPM, which is a medical course at the high school, welcomed Crystal Burmano, a PAC, for a physician assistant presentation. Attorney K. Rush um a mom of a student
at Richard High School visited the forensic science and criminal law class to speak about the constitution in the classroom and she discussed several of the cases students have been studying and answered all of their questions. Um the same week RHS celebrated spirit week
and some of the themes included channel your flannel, festive family holiday, long winter nap, holiday sweater day and school spirit where they where we wore RHS maroon gear. Um, and then at the end of the day, Friday, we had a pep rally, which was fun. Um, the guidance
department hosted a representative from the Universal Technical Institute at RHS on December 15th, um, who met with students to discuss career pathways and life after high school. Um, on December 23rd, the guidance department hosted
their annual alumni panel for seniors featuring recent Richard High School graduates who shared their college experience. And then on January 7th, Richard High School came in 12th on Nich's top 20 best high schools for athletes. Um, and we're one of the very
few public high schools to make it in the top 20. So, that was a good accomplishment. And then the forensic science class dove deep into study and began exploring blood spat spatter patterns in a very interesting lab. Um,
and then on the 8th was the RHS winter dance performance. Um, and basically seniors get the chance to have a dance class instead of gym class. Um, and so they have a recital um, each semester. So it will happen again at the end of
semester 2. And then Richard High School local scholarship due date was January 12th. So seniors were finishing those up over break and turning them in. And then we had no school um, on the 19th for Martin Luther King Day. And midterms
were January 23rd to the 28th. And that date was actually pushed forward a day because of the snow day. Um so today was the last day of midterms which was very relieving and um we have lots of sports updates for our thanks. The swim team had senior night
in a meet against Tennifly on December 17th and both the boys and girls won that night. The boys also won the county championship while Connor Hong and Josie Marino stole records this past week. Uh on the 27th, Brendan Kraza was named the
Big North Conference swimmer of the week. On December 9th, DECA hosted a fun night where they built gingerbread houses and prepared for the district competition. On December 22nd, they hosted a no cook night at Chick-fil-A, raising money for the club. And on January 13th, they competed in the
regional competition at Ramipo University. and they had an astonishing 61 qualifiers who will compete in the state DECA competition this March. On December 11th, RHS girls maroon striker Lily Granite and center back Gabby Win were honored at the all county banquet
receiving first team allcount honors. On the 16th, five boys cross country athletes Dean Aley, Remy Cho, Brandon Spino, Alexander Brown, and Jack Barca were recognized with postseason honors as well. On the 12th, the RHS Maroon mentors, led by Coach Stroker, visited
GW. They helped eighth graders navigate their way through the remainder of their middle school year and gave them insights and wisdom as to how to actualize their experience at Rididgewood High School. On the 17th, the Maroon mentors visited uh BF as well. On December 13th, RHS football
senior Jack Saladino was honored by the Super Football Conference and the New York Jets at Metife Stadium as Ridgewood's Steve Degre Deg Gregorio Youngman of the year award winner, which recognized his contributions to his school and community on and off the
athletic field. Between December 11th and the 14th, the RHS new players had a really unique show called Lunch Bunch. The venue was a specifically built intimate seating configuration in the little theater and people in the audience were actually invited on stage during the performance.
The new players also had their concert shows which are studentrun performances from January 15th to the 18th and their next show any will be in March. On December 15th, RHS singers hosted the GW and BF courses. The middle school
students visited and sang with the RHS chorus at the annual coral day event. Students heard from three high school cores, all of the a capella groups, and were able to work and sing together while learning from their older peers. On December 23rd, the wrestling team had
their senior night with a meet against Glenrock, which they won. They have a 4-3 record now and their next meet is tomorrow against Bergen Catholic at 6 p.m. RHS Green Club was also quite active throughout December and now they've spent the past month planting
and touching up wild flowers by the bus shelter next to RHS. It'll be very exciting to see them bloom in April. So that's all of December. Let's move on to January. On January 3rd, sophomores Hunter Wiom and Riley Lubkman and juniors Katherine Keading and Mave
Scheler ran the 4x800 meter with the fourth fastest time in Bergen County history. The team was invited to run the prestigious Milrose Games coming up on February 1st. On the 17th, the girls track and field team was named the 2026
Indoor League Championships uh champions, and this is their eighth straight indoor league title. The Applied Engineering Club has 16 teams this year who are competing in the regional New Jersey steam tank challenge and Thomas Edison pitch contest which
started and was ongoing throughout January. These teams are designing projects that address real world issues like declining coral reef health, food shortages, and waste mismanagement. The maroon and white exhibit reception took place on January 8th, showcasing an
impressive range of student work from digital art to painting and drawing. On January 9th, the RHS literary magazine club published a collection of student pros, poetry, and visual art featuring work created from the fall through the present school year. The addition
includes 12 pieces from students across grade levels and is available to read on the RHS weekly view website. The boys hockey season is off to an excellent start with a 13-2 record. On January 9th, captain AJ Laro passed 93
goals, 68 assists, and 161 points, setting an all-time scoring record for the Ridgewood Ice Hockey program. On the 10th, AJ's younger brother, Will Laro, was voted new North Jersey male athlete of the week. He's the first Rididgewood ice hockey player to earn that honor
from the record. As of three days ago, the team stood at number eight in the New Jersey Hockey Power Rankings, and their next game is tomorrow against Kennelon. On January 11th, RHS Cheer had their first competition of the season and brought home first place. They were also
division champion champions at the Patriot Pride competition three days ago. On January 16th, both our varsity men and varsity women ski team secured first place finishes at the Mount Peter season opener. Basketball season is also
going well with the girls being 10 and four and the boys being 12 and three. On January 17th, both teams participated in Coaches verse cancer and healing through sports games at Rididgewood High School, supporting Ryan Nozzleman, a fourth grader at Ridge who was recently
diagnosed with cancer this past summer. And on the 20th, the Rididgewood crew team brought home double gold from the 2026 Ironman URG Classic along with four additional top 10 finishes out of more than 600 rowers from 22 clubs. Also on
the 20th, junior Ethan Dowling was nominated for the New Jersey Scholar Program, a huge academic honor that brings together 39 students across New Jersey for five weeks of research and creative exploration. On the 23rd was the first ever
Rididgewood girls hockey ice hockey game which they won decisively 14 to4. Um 11 students from Rididgewood were recently accepted to perform as members of the 2026 Region 1 North Jersey Wind Ensemble and Symphonic Band. Their concert is on
Sunday, February 1st at 3 p.m. at Paripony Hills High School. Also on February 1st, the AC cappellas and maroon men will be performing at the ICSA midatlantic quarterfile quarterfinals. Tickets are available for purchase at varsityvocals.com.
That concludes the report. Thank you. >> We're busy, right? Thank you very much. >> Okay, I'll open up for comments from the public. I don't Great. Um, we ask that you just give us your name and your
municipality and, uh, be mindful of the four minutes. Um, and microphone is yours. All right. Um, I wrote my name in, so we're good. My name is Jean Whitehead, and I live in
Rivwood. And, as you can see, I'm wearing my winter jacket and hat. And that's a weird thing to do inside, but something I had to do this morning while giving a presentation in my daughter's classroom. I was not alone in this. Half the class had on either a parka or a
fleece. Again, I want to remind you all that we were inside. I understand that the heating's being fixed at Ridge. I appreciate that the heating is being fixed, but the heating is not a new issue. This problem has been there for
many years and is just now getting solved. Keywords being getting solved. As the heating system doesn't have an estimated finish date until fall 2026, that means another winter where kids have to wear jackets inside while
attempting to learn. Members of this community have pleaded for a fix since it started, and only band-aids have been offered to particularly cold classrooms in the form of a small air conditioning unit that does dual heating and cooling and an even smaller space heater. By the
time those two appliances are turned on and running in the morning, room doesn't get to a comfortable temperature until 2:00. At that point, the kids are almost ready to go home. According to New Jersey Public Occupational Safety and Health Guidelines, the target range is
from 68 to 79 degrees Fahrenheit with a minimum threshold of 63 degrees. I don't know the exact temperature in my daughter's classroom, but it's pushing that minimum boundary. I'm not here tonight to ask you to fix the problem because that's already happening. I'm here tonight to highlight the fact that
this was a facilities issue brought to your attention within the 2015 facility assessment report. That was 10 years ago. After years of no movement, the district's architect presented to the board on February 25th, 2019. A list of
critical projects within Rididgewood Public Schools and Ridg's Hback was highlighted due to equipment being critically past their useful life. Due to years of analysis paralysis, students and staff have had to suffer because administrators and board of education
members couldn't agree on the best way forward. Years of discussions meant delays with higher costs and year upon year of students learning in subpar temperatures. The ROD grants that were eventually utilized to help pay for the current HVAC overall over overhaul were brought to your attention not under the
current BA, not the previous BA, but the previous previous BA. What I'm here tonight to ask from you all is to please remember that the students and staff are a priority and every delayed decision you make directly affects their experience not just in the future but
right now. Thanks for your time. >> Thank you. Anyone else here? I will turn to see if anybody is uh wanting to speak remotely. We do have a second comment period
towards the end of the meeting. >> Okay. Not seeing any uh hands raised, I'll close public comment and uh Dr. Schwarz will do uh go to presentations. First, I just like to acknowledge our speaker. Thanks for raising attention and awareness. We are definitely in a
tight spot with the buildings but before the heat gets fully turned on. So that is at our attention. We'll be looking at that. See if there's any additional thick fixes that we can do to improve the temperature in those rooms. Thank you for that and we're sorry that the conditions are still so subpar. Um for anybody who's not familiar, we've had
quite a bit of turnover here as was alluded by the speaker. So uh we are working on fixes. Uh I will say that personally this is my third year in the district and from the second I walked in the door the entire board uh was talking about the importance of prioritizing
ridging Glenn for permanent fixes. So uh I commend you for that and but I know nothing's going to be fully satisfying until that's all turned on and done. But thank you. Uh we have a couple presentations here tonight that we're very excited to share. Um after much
anticipation um we have uh a really interesting and exciting conversation around the Rididgewood Enrichment program which will satisfy uh the needs of our students who are commonly referred to and referred to by the state as gifted and talented. Uh we are we're
purposefully uh avoiding that term because we don't want to give off we don't want to we don't want to label certain kids as gifted and other kids as inherently not gifted. the focus is on elevating the thinking and the and enriching the entire school community. So, uh I'm not going to steal any thunder here. Uh Mr. I want to as Mr.
Ross comes up and prepares to present. Um I want to thank we have some of our educators who are focused on uh developing the program with him that are joining us. And uh I just want to say that uh there has been a remarkable amount of work and research and site
visits and energy spent uh in designing a program that will uh that will truly meet the needs of all students and really elevate the the the enrich the experiences of all students while ensuring that we're also providing really the approp appropriately meeting the needs of our real real extreme
outliers in terms of uh their academic interests and capacity. and um while also making sure that all students are benefiting. And there's also I I know some treatment to twice exceptional students, students who may be may experience may need this level of
enrichment but also may deal with a disability as well. So we look forward to the presentation. Thank you for being here. And without further ado, I will turn it over to Miss I'll say before I do that, if if you're interested in sticking around, we also have a district goal update presentation. We are going I we we have had some conversations about
keeping our our our presentations relatively succinct. So I'm not going to pressure you to be overly succinct because I know there's been a lot of anticipation around here. >> Thank you very much. Good night. >> But at the same time, please feel free to be efficient in your presentation
because I'm sure the board members will have some questions for you. >> Yes. Do remember the rule. We want to start and end the meeting on the same day. We're gonna we're going to do our we're going to do our best to finish this week. Um, thank you. And I and and
rather than give a very lengthy introduction, I want to give just two thank yous. Um, I started in this role a little over a year ago. Uh, it was January 13 of 2025 and I spent probably the next six months to eight months making direct eye contact with all of
you across the room saying, "Don't worry, you know, this program is coming. We're hiring people." If you remember, every budget conversation involves some iteration of me saying and there will be three new teachers, right? Well, these are the three new teachers who are here tonight and it's really a celebration of of that. And so, I want to thank all of
you for making that a priority and budgeting for that and making that a reality. So, thank you to the board. I also want to extend thanks to our three teachers, Athena Maxwell, Victoria Fitzpatrick, and Jessica Fishbane for coming on board and doing such an incredible job. Their work has been
absolutely phenomenal. As Dr. Dr. Schwarz alluded to a moment ago. They have been visiting sites. They have been digging into materials. Uh they have been meeting our kids and our parents and we're just so lucky to have them on our staff. So, I just want to say thank you. I'm really proud to be your supervisor and you're doing an incredible job. So, thank you. Take it
away. >> Well, thank you for here tonight. We're excited to talk about uh some of the work we've been doing and answer any questions that you might have. So uh we have our K through five program which the three of us uh have been managing
over the last few months and then there are an additional number of staff uh who are managing over at both GW and BF. Um and some of our goals um have were already predetermined before we even took on the role. Um this is again been
a very long time coming. So uh we are trying to meet the state criteria and also of course make things robust and uh rigorous for our deserving population. Um we have developed a identifica
identification matrix and identification criteria. Uh we've been meeting weekly, bi-weekly, daily um to go over make sure we are using best practices. make sure uh we have the highest standards. Um observing within the classroom, speaking
to all of our colleagues, making sure we get a sense of the student population at each school and understand each school's specific goals uh specific to their population. Um and creating materials uh for use uh internally in the classroom,
whole school, you name it. Um a little bit better. >> Yeah. Um to follow up a little bit more about that, I think what has kind of been repeated over and over in the meetings that we've had in meetings across district and meetings outside of district was that the um ability of the
students in Ridgewood. And I think I I want to reference a little bit of what we were able to hear. Um there are so many wonderful opportunities that are already built into this curriculum. Whether you're talking in kindergarten through grade five through the middle school or at the highest level at the high school, it's very clear that um
this community and thanks to your support, there's so um the value of education is very high and the level of enrichment here is almost um beyond um and I can speak from coming out of district um it is it is above and beyond
what I have anticipated it being. Um, and that goes from the extracurriculars to what I see the classroom teachers and how they deliver instruction within the room, within the curriculum itself, um, to the after-school programs that they're able to put forth for the students. There are so many
opportunities for that. So, it takes our job and actually makes it a little more challenging because we do recognize that there's always a way to level up and to push yourself a little bit further forward. So, we found ourselves looking outside. We were able to meet with Donna Rishman um who came in and helped us run
a professional development for the teachers earlier this year to talk about ways that you can incorporate gameplay or other enrichment techniques and also to consult with us on some of the best practices and how we were developing our identification process and our tiered level of instruction because it's true
here that the students perform at an exceptional level. Um, so as in a in a broad way to talk a little bit about the data we've been able to collect, the cognitive abilities of the students in Ridgewood are above what we would see nationally across the board. Um, all the
grade levels that we've been able to teach. So when we start talking about how do we identify students in many cases there are students in a classroom that are already surrounded by peers who think in a similar way and that similar way is already elevated um at a high
level when you compare them to age-based peers. When we take a look a little bit further and started digging into our process and saying, "Okay, what is it like across our local percentile, that's where we start to highlight the needs of those outliers within this already high
performing population?" And then how do we meet those um which brings us into our multi-tiered system of support? Um there are a lot of um pieces within Ridgewood within the special education system that really
foster that learning in a tiered way for students either by providing support in the classroom, small groups, a teacher that might push in and then also in the rare case that a student cannot have their needs met in the classroom, some pull out supports. So we're really
trying to round out that pyramid by saying like we are the opposite side of this looking in the exact same way. What supports can we foster within the general education classroom to meet the needs of most of the learners? And then as we see students who might have a
targeted area of strength, how can we continue to build towards supporting them and then identifying equally those outliers and how we can work with them. >> So for tier one, that larger section for all the students, we're looking at a way
to enrich everyone. So we've already started looking at what is being done, which is a lot. Um and we've started to see what are some ways that we could enrich even more. So there were some um small so some of the things that we've
been doing um is that we're going to be pushing into grades K through two and that will be for whole class enrichment for um higher level uh learning skills. So divergent thinking convergent where um we present it as stories and
different act fun puzzles and activities that all students get to participate in. The goal is that we start this really young so that as they get older we can push in and um not as often but as a on as needed basis. Um students are already
getting steam Spanish art. There's lots of different enrichment already built in to the program. We've also created something called the Spark Studio where students can visit at home to find enrichment opportunities in all different areas. And the spark of the
month is actually something cool that we're starting where entire school can we we pose a challenge and there's many different possibilities and then we can see all the different ways that the students think and um can solve that
challenge. There's also um enrichment clubs that there's the trips program which is really cool in the fifth grade that's um that they're already doing and different opportunities such as theater and chess things like that. Yeah. Um, so that this slide is a little
bit about that pets program that I was talking about. There's hold class lessons with those engaging stories and there's also small groups that are taken um during that time as well to um deepen their understanding. So you could see the kindergarten through grade two, the
different types of thinking that we will focus on. Um here are some things that we've already done in the classroom. Um in the fall we came to do some different challenges. There's engineering challenges. There's that working memory. Um where students get to collaborate and
you know deepen their understanding of different topics and in different fun ways. Um yep. So that's a little spark studio. We already talked about that. I'm not going to take time to do that. And then if you just want to show the spark of the month. Um yeah. So this is for
February. what we were thinking of um students doing a little balente creation. So, we can't wait to see what everyone is able to um do and and share. All right. So tier 2 services um are a more targeted approach for students who
you would consider your highf flyers, high achievers, uh students who are really excelling in the classroom um but can get all of their needs met with um their curriculum and all of the opportunities that exist in the classroom. Um so this is where we would push in to work with those students in
small groups and that's a much more fluid um determination. So there might be some students who are excelling just in one area or in one particular unit. Uh maybe a teacher is at the end of the unit and there's a small group of students who have mastered the content.
That's where we would come in and work to extend that learning with that small group of students. Um this is also a great opportunity for students who want to do some more challenging competitions like knowetic math, math counts, the uh science,
history and geography bees. We can work with those students who are already taking advantage of those opportunities and we can uh work with them to help them succeed there as well. And then the tier three services are reserved for those students who have been identified as needing intervention
services. So this is where our uh matrix has identified kids in the top 5% across multiple measures. So we are looking at uh the universal screener that we gave uh this fall and recently uh called the
Kogat test. We're looking at their existing achievement test scores and we're also looking at observable measures of giftedness in the classroom. Um, and those students are pulled out of class weekly, once a week to work with the rep teacher um, in a sort of uh,
individualized curriculum. They are going to be um, playing to their strengths, really deep diving into the things that interest them and um, extending what they are already learning. This is not uh, an acceleration program. We are not looking
to advance uh, students beyond much beyond their grade level. Um but we are looking to go deeper into uh what already exists and what they are passionate about um to see how far they can take it. Um we collaborate with the teacher to see what they're working on
in class so we can extend that way as well. And then we have our twice exceptional. >> Um so those tiered services um are available to all. Um, and we've also taken a little bit of time to make sure
that we recognize that there are some students who can be considered twice exceptional. um and that when it comes to these cases, there might be alternative measures that we need to take a look at in order to make sure that one, we're meeting their needs where they are, and two, we're making
sure that they don't have um a specific way where maybe their um giftedness is masking a disability or their disability is masking their giftedness and we're creating a pathway um that opens the door for these students to have additional
opportunities. One piece of that is through the cognitive ability assessment which is designed to help provide opportunity not to demonstrate high academic achievement but cognitive potential. So this test does um provide
opportunities in the area of verbal quantitative as well as non-verbal batteries with the non-verbal battery being a real natural area where some students who are twice exceptional seem to excel because some of their difficulties in the areas of math or
language are not applicable when they're taking um uh that battery assessment. Um, we've considered this in creating what will be our program manual that is going to be posted shortly. Um, as well as the program matrix and considered
having a modified eligibility threshold and then a case-byase basis as far as how those students are um, administered tests or provided opportunities um, whether it is inside the classroom or outside. That way we're
meeting their needs as well. Um and that leads to an additional piece um which is yes we're providing services in kindergarten through 2 grade but there are going to be times where that push in whole group instruction in the area of
um deeper thinking or um the way their brains develop. We might still see some students in that age level be recognized as outliers. So we do not want to disregard that in kindergarten through 2 grade there occasionally might be a
student whose needs cannot be met under the typical constraints of the classroom. Um and we have protocol built in that helps us identify those students and then provides services ahead of the formal matrix which begins with the
pull-up program in grade three. So this provides them an opportunity to have their needs met at that time as well as flag them for indicators of giftedness. Again, we're looking at not labeling a student gifted, but saying based on these tests right now, we want to meet
them where they are and we see some indicators in the area of giftedness. Um so we have completed KOAT testing in grades um three through seven. uh seven is still working through their testing
window but that most of them have been completed and we anticipate that information to go out further. Um our program manual will be published. We are looking to be as transparent as possible and I do think I want to speak for all of us and thanking all of you for taking this time. We feel very strong and
passionate um that this is a group of learners who do deserve to have services. Um and I I mean it this program um here specifically in Ridgewood is really designed to help provide opportunities for all. Um and we
thank you for all your time this afternoon. >> Thank you very much. Um there might be some questions from the board. I I just wanted just to follow up is the Koget test is that just once or is that an annual? Do you do you give that annual?
>> Yeah. So, um it will traditionally be given at the end of second grade and at the end of fifth grade. >> Okay. So, going forward. >> Yes. >> Okay. Great. Thank you. >> Um Mary, did you have some questions? So, thank you for that. I do I have I have some questions for you just so that
I can understand it a little bit better. Um, I thought the presentation was great and I appreciate um the way you've articulated um the entire the entire thing. So that you know I think that often when we think gifted and talented
we think about a small group of kids pushing them out and I appreciate the effort to acknowledge that every you know every child is gifted in their own way and to provide those um enrichment services beyond what we already provide to every child to the extent that
they're ready for it and interested in it. So I I just wanted to start with that. Thank you. Um I'm excited about this. I had a just a couple of questions. Um I might jump around a little bit with the co just to follow up with what Sheila said. The Kogat testing
is end of second grade, end of fifth grade. Um are the kids re so they're not tested annually? I I thought at one point there it was there was this sense that you know a child might be determined you
know eligible for maybe not tier two but tier three. I think we're probably talking about tier three when we get to the KOAT scores. Correct. So tier three, um would that then change? Do they have to kind of reach a certain level to continue from third grade to fourth
grade to fifth grade or is it just kind of once you're once you're in so to speak? And I know that's probably not the best way to put it, but you understand what I'm saying that then they stay within those eligible for tier three from third grade till fifth grade until they're tested again. Is that correct?
>> Okay. So it's it's kind of it's like a three-year they're doing in threeear chunks. >> To add to that, the fifth grade test is the end of fifth grade. So that's really gearing up for middle school. So that's identifying for grades six through eight, >> right? Okay. Okay. So it's like the two
chunks. Okay. So that that was one question I had. Thank you. Um I thought I saw when we're talking about tier three um a reference to uh instead of an IEP and IDP plan, right? which I didn't write individual development plan. I'm
guessing was that the D I don't remember what it was. Um so will there be is that going to be handled um or maybe you haven't gotten to this point yet. I might I might be jumping ahead a little bit, but um is that going to be handled kind of akin to an IEP meeting where the
parents are coming in and there's a very specific plan um and you know that'll be kind of followed up on on a regular basis. Is that the way it's going to be handled? So like something that's done in our special programs but not part of special program. >> Correct. Correct. It's very similar.
We've actually had IDPs existing. Uh yes. And so this is just a continuation of that. So the parents are part of that planning process as is the classroom teacher. >> Okay. Okay. um >> having I just want to add students who
had been identified as needing an IDP or had had an IDP in the past aren't necessarily um going to be tier three identified, >> right? They still have the the co testing in the matrix still starting because we have so much more data now.
We are looking at a much fuller picture. Um, so we are still using the same kind of document that we are going to collaborate with the parents and the teachers on. Um, but it's not a guarantee that if you had an IDP in the past, that means you'll have one in the future.
>> Understood. I was I was also just trying to understand what the process would be for those for those kits. >> Sure. Um my other let's see uh one of the other questions I had um and I just want to make sure that I understand it and you reference to when
we're in tier three right um you're taking these kids and they're completing their coursework and you're you're taking them deeper to the extent that they're interested and they have the ability to do so but it's not an acceleration beyond grade level which I understand and then I thought about for
example math okay and I just want you to explain it to me so if grade level math uh fourth grade is complex division or whatever you call it it's been a long time since I've done that right and you have a child who is interested and able
to go way down the road of math is that not necessarily an acceleration beyond grade level >> I think we just want to make it clear that we're going to use those skills that that student has to uh to to go deeper for different applications of
that skill. Maybe we use those skills to build something or to invent something or to collaborate on something. Um the goal is not to give um you know the end of fifth grade math test or the end of seventh grade math test and see how you do on it. Um because you know when the
child gets now to those later grades we don't want there to be you know nowhere to go >> right which I understand I understand that's why I was just trying to understand you know uh with certain subjects I can understand it better but when because I don't have an understanding of how math is taught for
example I wouldn't know how you would expand and go deeper with math without going to what I would understand to be algebra or you know whatever it is so that's what I was trying to understand >> a lot applied mathematics. So if you're looking in like graphing or statistics
and analysis, those are great ways that we can take a lower level math skill. So for example, fractions um when you take uh data of found an interesting piece about how many NFL teams consume um peanut butter and jelly sandwiches, how much they have. Um they're really analyzing data, but they're applying it
with a skill that is being taught in the classroom. So it's a higher level application of something that's being used in the classroom where then they could um create inferences or it can spark a further discussion. So I think when we meet with these students especially in the pull out and pull pull out program um it is going to be
partially to provide them opportunities to take the skills that they have and apply them in a larger fashion. So maybe that's finding a real audience, maybe it's engaging with the curriculum that the district has and designing different ways that students can apply or utilize it. Um maybe it's an outward an outreach
program where they're able to go out and um apply some of these skills with Thomas Edison pitch contest or some of these other great um programs that exist in New Jersey that we can access for for free or for a reasonable um entry like providing those opportunities and then
with tier 2 when we see students who are performing above the curriculum even if it's a student who comes out for tier three services they might still need a little bit of support when it comes to that math. So collaborating with the math teacher to provide them some additional resources that can go deeper
without necessarily taking the gap and widening widening it all the time. >> Okay. Thank you. That's that's that's very helpful. And um I did have a question about tier 2 because I was trying to understand you talked about pushing in not being an educator. I'm assuming that means literally going into
the class, right? Okay. So for for all those people like me who don't always know exactly what that means, but um I think when you're at the tier 2 level um you're pushing in and at that point you're identifying small groups within
the classroom uh based on motivation, interest, ability perform academic performance um teacher teacher recommendations um maybe it's a particular student. He keeps coming. I said I did everything on Spark Studio and like I want to do more
and I say okay let's see if we can come into MAPA and implement things but that's also a great place where we're working um to help further develop the teachers professionally to provide them some resources so that you know we are three people in in multiple buildings so
that when we're not there some of those things can be implemented in the classroom so we're using our time a little bit for collaboration um in that way as well >> because you're going to have a lot of students I I appreciate I appreciate it. It's it's a lot. It's it it requires a lot of dedication and commitment to individuals and um that's something we
all agree is important and so I just I just want to thank you for your commitment to it and your clear enthusiasm and thank you Mr. Ross for that. Thanks for answering all my questions. >> I have some questions. Um how are you going to identify students who are new
to the district who move here or things like that? Because that was my life. I moved around my father's job many and I was always the new kid and I feel for them. So do you have a plan for that?
Um so we we did consider that. Um as far as students who are coming into the district who might be new um many of those times they come with their scores from other places. So, one of the indicators that we'll be able to pretty easily access would be their NJSLA
scores for students who are above grade three. Um, and if we're seeing indicators in that area that this student is incredibly high achieving or maybe they had participated in their G&T program in the other district, that will flag us directly. Um there are opportunities both with the Kogat and
then the Sages exam when the Kogat is not available that can act as a um another screener um for admittance. So this in the fall when students or if they whenever they came they would look in the classroom teacher I suspect might
identify someone that maybe didn't have the opportunity to have a G&T program in their elementary schools. Um, I know you all are elementary school focused staff, but what's I see here in tier 2 a lot of opportunities that already exist for
middle school. So, are there other things I you know the the math counts and the bees spelling geography and what what else is going on in the middle school? How do you push in there or is there push in? What do you what's
happening in the middle school? And is the high school going to be addressing this because there isn't somebody there. Is this going to be a student would then find themselves being able to take AP classes or is that how you see that being?
>> So so the high school because of the variety of options and pathways it's kind of you know and and this choices available to students it becomes almost more self-evident uh you know for those kids to pursue those paths. In the middle school uh we have a slightly different structure. So at GW we have
one teacher who will teach who will work with students in sixth, seven and eight. And then at BF we have three teachers, a sixth grade teacher, a seventh grade teacher and an eighth grade teacher. >> So why are there three in one? >> Just a it was just the decision on the principal's part just to say like this is an easier way to staff it or a more
effective way to staff it in her building. So it's the same number of students will be served. It's just you know I'm the sixth grade teacher and so I'll be >> Are those teachers teaching something else? >> Yes. Yes, they are. So they're teaching on something else in a different subject area. Correct. But picking up groups to
do this because GW has more students, right? So they would need three, you know, they should have, >> but they will still have a pull out program or and that's starting in grade six, which will be starting in February. Uh and then grade seven's pullout program will really start in the fall.
So, it'll be technically a grade 8 program, but we're just in the process of identifying students for that program right now >> because there are other programs out there that might be challenging for middle school students, you know, and I guess that's something that the program isn't limited. No,
>> this No, there there really are no limits and and really we've been building this plane as we fly it, as the saying goes. And so, we're constantly looking to to find new opportunities, uh, you know, for this program. I can see AI being a tremendous opportunity for middle school I mean for everyone
but for middle school students thinking of prompts and everything else they would have the verbal skills and the skills you know to do that to come up and certainly in high school as well. So I know that we have the AP but I just feel a AI is so important. I've been
involved in this in a long time for some time. I was a former teacher at GW. That's my bias. You don't know that. But um I just know that AI in so many ways for our students need to be really active and and aware of what's going on
because we don't want to be have them left behind. They have everything else, but that's a new thing that's kind of scary. I >> I think the single most exciting thing about this program is the idea that it is not limited. And you know, you see the brains over there. They're the drivers, you know, and so so that's
what's so great about this. It's kids who are going to be kind of pushing us forward and just raising the level of discourse all around the district. >> This is wonderful. I thank you. It's very, you know, detailed. And when I started in the district 25 years ago, I
was given a similar mission. Do gifted and talented for all sixth graders as an elective. and you really have taken it. You know, I worked with other schools that had it, but you've really done a wonderful job. And I can see some of the things I did 25 years ago were pretty
good. They still are around. So, I feel very good about that. And I have a huge collection of Tinker Toys because I I graduated from marshmallows because they melted and ants came. So, that's a problem in the older building. So, I
have one of the largest collections of ticker toys, buying them all on eBay 20 years ago. So, if you do find the need for them, I just when I retired, I just couldn't throw them out. So, they're in my garage boxes and bins of Tinker Toys. >> Yes.
>> So, I would be happy to have them being used because there's so many things with those better than mar but marshmallows are good for short term, but the kids don't want to lose what they make. So, big pictures. Thank you. Thank you. >> So, um, thank you for the presentation
and welcome to Rididgewood. Um, I've been here seven, eight years. I've never seen 31 people on on the presentation. So, so there's definitely a lot of interest in this presentation. A lot of families in Redwood were waiting for you guys to be on board and get started. So,
we are all very excited about this. Um, just a few questions. Um you mentioned um building specific um clubs and activities. So based on what you have seen so far um so if there are building
specific enrichment activities that are within some elementary buildings um are there any limitations that we cannot bring that uh to all the buildings and make it uniform? >> Right. Absolutely. That's the best part about having this team. So they're split
across schools so they can kind of cross-pollinate best practices across the district. So yes, we can absolutely begin to replicate that all over the district. >> Right. So so far have you identified what are those building specific clubs that you mentioned that are exciting that are good and how what's the plan to
bring them to other buildings? We talk every day and we're always trying to see like what are you doing and we we do want to combine things and we have lots of ideas of different types of we were talking about the academic bowl possibly bringing um an academic uh well kind of like a quiz bowl for all students in the
elementary school and having instead of having to go get compete against other districts we could just have it um across the six building. we have enough students where we could have our own competitions. Um there's writing competitions we can do. Um that spark of the month is something that we could also incorporate with all because we're
all doing it. So between those six schools. So our goal is we're really united in what we're doing and we're the goal is to bring lots of opportunities like that to >> Yeah, that is great. That that is uh really great the inter school
competitions within our district and bringing new programs. I think I was referring to one of the slides that you had which mentioned that we already have building specific plants. >> Yeah. >> So what are those that are specific to buildings and how can we bring those to
other buildings? >> Um well I I'm thinking things like the TRS program I think do all schools do it? I'm not really sure. I think there >> there are a few things that are outside of our purview. um that are are
determined by a a building specific um availability needs, staffing, um things of that nature. You know, we will certainly advocate for all opportunities to be the same across the board, but as far as existing clubs go, um I think there I mean, maybe Brian, you could
talk a little bit more about this, but >> I don't have a great answer for you, Mr. Donnie. What I can tell you is that u your point is well taken that there really shouldn't be something happening in school X that's not also available to the students in school Y. And so that's >> and I'm not going outside the presentation. I'm just limit >> No, no, no, no, no. Agree. Agree 100%.
And that's the best. >> It was highlighted in the presentation. >> Correct. Correct. 100%. Uh and you know um just to reiterate the the point that they made here, this team meets weekly and actually daily probably at this point, right? Texting. Um and so u they're really committed to ensuring a
consistency of experience across the district for our students. >> Okay. Um thank you. And so the local competition was my next point which you already addressed that uh that will not be just like competitions outside the district but we can build in within
schools. Then um in my prior experience whenever we had any uh pullout program or any program that identified students for anything extra
there have always been questions about whether that process were fair and transparent or not. Right. So you had mentioned that you are doing you did a universal screener and some cognitive ability testing. Um
how are we making sure that that notification goes to all the parents before these tests are done or did a notification go to everybody or was >> yes we've been sending out many notifications about you know coat upcoming there's no need to study for it that sort of thing.
>> Okay. And if somebody was on vacation that day or could not make it >> and we we do makeups. >> We do makeup. >> Yes. Absolutely. So no one's shut out. >> Okay. And um are we giving um specific cognitive ability test to students that
teachers are identifying or are we giving it to everybody? >> Everyone. Everyone. >> Yes. Because that was my experience in in my the prior district where I live. One of my neighbors asked us that hey why was your daughter given a gift at the test? So
this is we are giving every we're testing everyone. This program is for every >> Okay. So that's that's great. So that that is always something to make sure that the information goes to all the students or all all the parents and not
every parent may be actively involved especially in the elementary schools because a lot of the parents for elementary school parents may be in the beginning of their careers and maybe working extra time or maybe working in
say city or may not be active in school in HSAs or volunteering. So those parents should not be uh at a at a harm, right? They they should get the equal opportunity. They their child children should get equal opportunity.
>> And so one of the things we're doing is going on tour next. Uh we're going to all the HSAs. Uh we're starting on February 6th. I think that's Trebel and BF will be going. And so just kind of spreading the message of this program. What is it? how does it work? We're going to continue to just keep reaching out to everyone in every way that we
can. >> Perfect. And um I think my last point is um acceleration or the math whether you were talking about the grade level math versus acceleration. So there my experience and
I think what happens is a lot of the time parents think that my child is doing extra or my child should is second grader and they should be doing fourth grade math or fifth grade math. that they can keep up with that in the elementary school, middle school, but then what do you do by the time they're
in high school? If they have completed the curriculum that we are offering to them by 9th grade or 10th grade, then they they'll have to go to community college to take their classes and then they're social they're not socially interacting with our uh students, their
their classmates. And so maybe and and sometimes in the elementary schools they are able to do higher grade math because they've been doing kumon or some other things at the on the side. So they may appear that they are doing advanced math
or advanced reading but that's just because they have practiced more. It's not that they are really um gifted or or a lot of the times the students may be in the first second third grade the age difference can be big right an April born student versus October born student
so instead of giving them a higher level math maybe the better idea I think you are already doing is use that skill for alternative development for for application of that robotics or programming or something something applied right so using those skills if
we can use those for some other activities that excite them and that is they are learning something extra instead of learning something earlier. Right? So one approach is teaching something earlier but then you'll be cutting them off from their
social circle later on versus teaching something extra which is something that will be coming in next year. They don't need to learn early. We can teach them something extra. That's just I don't know if that's the right philosophy, but that's just some suggestion. >> Absolutely, 100%. That is we are 100% on
board with that. Um I think I we would also be remiss if we didn't also mention that part of what we want to um underline for for all of the students um but especially for those in this pullout program is the idea of learning how not
to immediately succeed at what they're given. These students are very used to always knowing what to do and always knowing the answer and sometimes when they are presented with new information that's challenging they reject that and so I don't I'm not
interested in that and I don't want to do that. Um and that perseverance part of it is a really important skill. Um, and we want to make sure that those students do get opportunities to be presented with challenges um, and and
deeper thinking that they might not immediately know how to solve and be able to work through that and not give up. >> First of all, thank you guys. It's super exciting program will be very helpful. I have two quick questions. You mentioned
the chunks between testing. Is there a way for students to then get in maybe between those tests based on okay based on student or teacher racks and stuff? >> So it's not just that there's a chance there's an obligation. We we have a we
have an obligation to identify these students per the strength strengthening gifted and talented act. >> I also noticed a lot of the examples that you gave were engineering or STEMbased. Could you give examples? I know the slide mentioned stuff about the
arts and steam and also the humanities. How is that being worked into this too? That's a great question and and I think a lot of this area um often relies on math abilities, high math abilities, high science abilities, but there's a
lot of space in here to talk about how do you encourage a student to have an authentic audience and give a speech and and find um their area of passion and then deliver it in a way um for um an audience of their peers, an audience of adults like a group of you um and be
able to communicate so that they're better suited to do something like this as they grow up. Um so opportunities can be built in with um reading instruction, with writing instruction to also provide enhancements or enrichment opportunities for students to go deeper, maybe to
tackle some more complex topics. Um as the uh book publishing industry has gotten bigger and it's easier to do like there are opportunities for highlevel readers to access things that are still appropriate for them um within their age. So I think those are ways that we can both work with classroom teachers or
find ways outside of the classroom maybe in a pullout to provide opportunities and art. >> Yeah, I well I just want to it's a great question and there are absolutely incredibly gifted musicians and creative thinkers and artists um in our
population. Um, I think the reason that we focus so much on math and ELA is because we are asking to pull students out of their academic day and we need to make sure that they have the academic ability to miss that much class and not
uh have gaps in their education. So, um this is where we also rely on our colleagues to alert us to some of those students. So if the art teacher or the music teacher are seeing somebody extremely outperforming um we can absolutely target those students and work with them and find opportunities
for them so that they can take that skill and that talent deeper. Um but yeah that's a great question. >> What what about like uh social studies or like earthbased sciences? Is that going to be worked into this too? >> It's all on the table and again a lot of it comes down to student interest. So,
you know, if if grade three Eli wants to write a rock opera, that's possible. You know, that's that's what's so great about having a team like this. Everything is really on the table. >> That's very exciting. Thank you guys. >> Um I'm going to just I think wrap up maybe with a final question and then um
we're going to open up for some public comment uh related to just gifted and talented. It won't be a dialogue. we'll just um hear the comments and then at the end of everyone commenting if there's some reflection on that or or or
response that would be helpful otherwise this will be a preview for your um h um HSA meetings but my my final question was the twice exceptional child um may
not show in a Kogat test. They may but maybe not. And so what other um criteria would you be using to identify a child who's um is excelling in in some aspect?
>> So I think first um opening up a dialogue with the child study team and the teacher is something that's very important because having a collaborative effort between all of us um these are experts who've followed this child for a long time and they're new to us at least at this point. Um the Kogat test does
provide a little bit more of an open door for students who are twice exceptional in some ways, but it doesn't work for everybody. Um so when those cases are here, um we would rely a little more firmly on some of those observational skills. So the Renouli
scales for observational behaviors of the gifted there's a there's a very long uh title there. Um but the Renzuli scales are a great way for um observable behaviors in the areas of leadership, creativity, um task um adherence, things
of those nature that in gifted students are things that you generally see. Um furthermore, consulting with alternate testing that may have happened. Um that would all be done on a case-byase basis, but it is certainly not disqualified for
a student. um there is a further conversation that I think we're open to having to make sure that they're identified and then also the services meet their needs as well. >> Great. Um thank you. Um this is a program I've been very excited about and
um I lived through the potential program um many many years ago uh which um tried to address this and then we had budget cuts and you know ch things changed. So, it's great to see this um program built again and and thank you for that. So, we
we have an incredible number of people um for our board meeting tonight. And so, I will open up for public comment just about um the gifted and talented at this time and then we'll we'll end the meeting with our final public comment.
But this is just an added one. It's not on the agenda, but um you know, there's great interest in this. Um, so we'll listen to the comments and then we can respond afterwards would be the best way and not to have a dialogue
because we we are conscious of our time too and your time. So, so I'll open up for um comment um here in this room and then we'll go to remote if there is anyone there and ask that you just give
your name and your um municipality and um ask your question, make a comment and please be mindful of the time. Thank you. >> Hi, thanks. Uh my name is Sean Sepan. I'm from Ridgewood uh Sville District. Um excited to hear about the prayers. So
very glad and thankful for all the work they everyone has done to get this to this point. Um excited to see like more people involved in this. So I want hopefully it's inclusive as possible. So I has some questions on there. Uh I was wondering if there's a cap on how many kids are going to be in this. Uh obviously like hopefully like I know
there's like a limit. There's like some matrix and qualification so hopefully as many people that qualify can get in. Um I had a concern also about more like asynchronous development that kids have like in I saw based on the matrix it seemed like um there's a lot of weight towards testing and a lot of weight
towards being good at both math and reading. I know there's like a lot of kids out there who maybe are really good at one and not as good as the other. And so based on like a simple reading of the matrix they you know they may miss like some of these kids who maybe except to get that at one thing they but not the
other may miss out. So, I was more curious if um like how that would be addressed, especially again because you're waiting to test a lot as opposed to the teacher input. Um and the last point, I did see one side there about the outlier process. Uh so, I was
curious and that was addresses needs. Uh so, I was more curious to hear about that. Obviously, there's a I guess it's not a common question, but that that's something I'll be curious to know about. Thank you. Hi, I'm Megan Beerley and um I'm also
the pre co-president of the CPAG. So, I wanted to just ask a few more questions about the 2E, but I'm speaking in my my personal um voice tonight. And I'm also thinking that some of the things in the manual are probably going to answer some
of my questions with more detail. So looking forward to seeing that and um for parents having that in their hands as well. Um wanted to thank the BOE for their support and the district for all of their efforts and work in this initiative. I know it's been a long time coming and a lot of work behind the
scenes um from the three of your four of you and whoever else is working with you. um this population of students um and services in addition to special ed I have extensive experience in because in my previous district we uh just based on
location we had a population of 30% of our students were gifted and talented we had run pilot programs in the state um to try to be as inclusive as we could because gie um doing that many we would have had to hire 10 more school psychologists
um just to do the testing. So um I've got quite a bit of experience and then partnering that with my special education experience. Um I'm getting a lot of questions from from parents and trying to support as we navigate through
this. But looking at the information that has come out, I just want to make sure for our twoe kids that we're looking at data points that are ensuring we're considering the unique learning profiles of these students. Um, and you mentioned some of that in your presentation, but the way the um I don't
know what you're the rubric or the the the matrix that you're um going on, there's just a heavy it seems like from what I could see with the very brief information I was given um that there's a heavy reliance on computer-based assessments. And so hoping that for our
twoe kids um that uh and you mentioned it in the presentation too that uh the individual presentation may mask uh these twice exceptional neurodeiversity some of those behaviors or presentation may mask their abilities. So, it's
obvious you're aware of that, but making sure that um behaviors, lack of engagement or that presentation in the classroom, um in addition to the performance on computer-based testing, um that may result in underestimated
abilities or low expectations, which also may be present because of the behaviors in the classroom that um that we're really considering those with all of the different areas of criteria. Um, and that children who are twice
exceptional often have a lot of frustration or disengagement behaviors. Um, and we need to consider those and really be like, I know it's a heavy lift because I did it. Um, but some of these may need to be a case by case and really digging into those. So, I'm curious to
see when when that manual is available or the outline of the the book you're offering um how how that's going to be addressed because I think a lot of parents are very concerned with just the initial um the roll out of this of my
kid's not going to do very well or my kid you know and some of the behaviors that we see are related to underestimation or lack of interest due to thinking above what's being provided at grade level. >> Thank you. Thank you. Okay, I'll go to uh remote
hand. >> Hi. >> Hi. >> Uh yes. Hi. Uh my name is Ningu Yang. Um my kids go to school in a orchard. Uh so I have a question is you mentioned about IDP I know is well traditionally it
existed is more um of course enrichment but also continent acceleration. So I wonder if this IDP is going to be like a coexistence with this pull out program and if there's basically basic is if there's a pathway leading to like a
content acceleration as well and also I want to understand like how kids are identified for IDP because as you know like a someone mentions there are some like twice exceptional kids who don't really appear you know to be qu to
qualify for this program in class. Okay, we're just um you know, we'll try to um see themes and answer questions um at the end of public comment. So, thank you. Um next, I can't read the name.
Can you read the second name? Sue Joy, you're on with the board. >> Hi, can you hear me? >> Yes, thank you. >> Sorry. Yeah, logging. >> Yeah, this is no worries. You read it just fine.
>> Okay. uh Mugdam Karji uh from Orchard and I really appreciate all the effort that has gone into creating such a robust and robust gifted you know or as you call it the enrichment program a really thoughtful and sessant
presentation and I would like to give a shout out to Mrs. Fitzpatrick because she's been great in already answering some of the questions I had. My question is really very simple. U could you help us understand how the district you know
basically plans to sorry that's my boys at the background. Apologize for the background noise. basically um how the district plans to establish a baseline and measure the program's impact overtime uh especially given the students are tested being tested only in
third and fifth grade right and not retested annually um and also as a part of this like students who miss out in the third grade I know you touched upon in the presentation but you know I'm assuming they will only do better but
for the fifth graders uh that rating goes on till the end of middle school but how are you testing the impact of the overall program and for these students like what metrics do you plan to use and I don't need the
answer right now but I just like to understand it better gradually in the course of time thank you so much >> thank you >> an Burton Walsh, you're on with the board. >> Hi, good evening everybody. I wanted to
say thank you so much to the board and Dr. Schwarz and Mr. Ross and the new staff for all the work that you've put into this program. I agree with Mr. Donnie that, you know, many people have been looking forward to this for a very long time. So, I greatly appreciate it.
And it it really seems that so many aspects of of this program have been have been thought about and and worked on um including that you know academically advanced students are can become very used to having things come
easily to them and that can lead to like a certain rigidity of thinking and a fear of failure and so you know it seems that that's very much being taken into account and I think that's where divergent thinking comes. comes in which can benefit you know those students and
all students. Um and I would love to hear more about diver divergent thinking in in in any future presentation because I think that there are many benefits of it and that a lot of our K to2 curriculum is focused on convergent thinking you know getting the right
answer as opposed to exploring all of the possibilities. Um, I once heard a 5-year-old student after a day of kindergarten in would say, "School is a place where people go to learn things except me because I know everything."
And that was a 5-year-old and obviously completely untrue. And I think promoting divergent thinking, problem solving, going deeper into subjects will, you know, go a long way towards towards addressing that and getting kids who are
advanced academically at a young age to learn humility and to develop a work ethic. I think that's so important. Um and then on that point as well or rather a separate point a separate aspect of this is the challenge of finding age
appropriate texts for higher level readers who are very young and so I appreciate that that's also being taken into account. Um I just have one comment and that's about nomenclature and this was addressed. Um
I totally agree with Ms. M Kelly and saying that, you know, giftedness, that term can just, you know, promote a certain amount of, you know, push back and hostility by some because naturally all children are gifts and all children
have certain gifts and we're really only talking or we're mainly talking about, you know, academic kids who are academically advanced or have that capability. So I am trying to find ways to you know advocate at the
state level for a change in nomenclature and I know that the New Jersey statute uses the term gifted and I'm hoping that to see that change at some point but um I want to say thank you again and then one other consideration
and I this might have been addressed I just wanted to make sure it's being addressed is to make sure that the assessment process um takes into account bias and eliminates bias in assessing children. Thank you so much.
>> Thank you. >> I think the last name is Bond. >> You're on with the >> Hi. Uh I'm Hi, thank you. Uh I'm Gana Bond and uh my kid is in Somerville Elementary. Uh
thank you for the presentation. I've been looking forward to the implementation of the program. Uh my kiddo is Tui and um my question is how will um how do you plan on addressing
the um socialization aspect of these kids because most of them I can tell you that my son interacts much more frequently and much better with other kids who are interested in the same um
topics and subjects. at the same level. So, um I saw that there are some um uh clubs at the high school level and perhaps a little bit at the middle school level, but at an elementary
school level, it's not really feasible for kids to like go to clubs after school um because, you know, they need their parents to um shuttle them everywhere. And uh so um do you plan on
uh like recommending clubs to parents or uh recommending parents to form I don't know play groups at elementary schools or some other way of um promoting more social skills for
these kids or socialization opportunities for these kids. Thank you. >> Thank you. Okay, seeing no further hands. Oh, absolutely. >> Hi. Um, thank you.
Yes, perfect. Um, hi everyone. Uh, my name is Yolanda Rer. I have um two kids in in Willard. Uh and I have a few questions. And first of all, I wanted to thank everybody. This is a tremendous amount of work. You know, testing alone that has been rolled out is absolutely
incredible. Thank you. Um so I I have a few um I guess specific comments, but there there are more questions. So it would be great if uh we could get answers to that at some point. Um so a lot of uh items that
have been uh mentioned uh and from enrichment standpoint have an um competition component to them. Uh but at the same time um there's evidence that uh gifted at one vice exceptional kids already have heightened levels of
anxiety. Right. So is that being taken into consideration and how will that be um monitored like you know if if a child is being consistently offered to participate in a competition they're not necessarily
emotionally ready for and they don't have the language to say no because this is what is being offered. um what what how would you address that?
How would you monitor for that? And um I just want to make sure that the opportunities non non-competitive opportunities and competitive opportunities are balanced. So if somebody doesn't want to do competitions, they still have them. Um
so that that was uh first thing. Um second thing um there there has been quite extensive discussion here and and you know everywhere else that um there is um socially negative aspects of acceleration which you know it's it's
fair right you you don't want to have uh kids be outside of their uh peer group for many reasons. Um at the same time according to the National Association of Gifted Children more research supports academic acceleration than any other
intervention. So, uh my question is if you you get children like let's say you you get children they qualify for you know uh whatever tier um they're in but they are where where they are right they
are much higher um than the grade level they're currently in um how will you determine that the programming that is being offered to them is being challenging at a at an appropriate level and what is being considered as an
option where the the gap is just too high and the interests for for that child like create a gap that's even higher. Um so that's that's the second point and the third
one is kind of related to that. So for these outlier children that have like such a great gap and and you know some sometimes uh to to the point of uh some of the earlier commenters it's due to you know being very studious and and getting a lot of tutoring but sometimes
it's natural right sometimes the children are simply driven and they have specific topics and and they do a lot of research on their own so their knowledge level um is is is pretty high. Um so it There is a possibility that you
know the their level of ability uh for that area and related areas is um extensively higher than their grade level that it would be difficult and challenging to offer enrichment like go depth at grade level that wouldn't kind
of like bring them down and still keep keep them excited. So for uh instances like that um are there any um considerations given to mentorship opportunities with um higher level teachers or experts
in in the area of interest. So you know somebody is very very much into coding and is coding at a very high level and high has high abilities otherwise um you know is it possible for them to
communicate with high school teachers and get feedback from >> um that's all I have. >> Thank you. So, um, thank you for, uh, everyone who did, um, uh, have comments or questions.
We'll get to that. Just a reminder that if something comes to mind as you think about what you've heard tonight, the superintendent's coffee on February 19th, 7:00, there'll be a continuation of this conversation. Dr. Schwarz will
be uh, doing that. I'm I suspect uh, Mr. Ross will be there as well as our other um administrators. So um you you know you heard you heard some things. Maybe would you like to respond? Um not putting you on the spot but just sort of
um you'll probably get these um questions at your HSA meetings as well or similar. >> Yeah. >> Yes. Just some very broad strokes. I mean first of all I just want to say thank you to everybody. I mean that this level of participation is just fabulous. And so thank you to everybody who's here tonight and who is who is at home. we we
thank you for for joining us. Um and you know we were aware that the level of interest and passion would be very very high and so so that's great to see u it's a great conversation and uh I won't be able to go through everything tonight but I just want to touch on a couple of
quick points. Number one uh I think you know what I'm hearing is a kind of general concern about kids and how they will be interacting with other kids and how they will be challenged and that sort of thing. And I want to remind everybody that this is a highly highly individualized process. And so we're
meeting kids where they are. Uh we're meeting kids if they are anxious. We're meeting kids if they are advanced in a particular subject. We're meeting kids with particular interests that that that they they just, you know, they just love to to to to dabble in u on their own
time. So these people here are really great at getting to know kids and what makes them tick and and how to show them uh and we were talking before about this concept of acceleration versus um I don't know of extension might be the might be the better word. Um you know I
I tend to talk about it in terms of where the stuff that they get taught every day where it lives in the world how it lives in the world. How does math come to life? how does math come off the page and you know work in your house and
in a business and on the street and in space that sort of thing. And so that's that's what we talk about when we're really talking about extending these learning opportunities. I know that I'm I'm kind of doing a lightning round here. Um I know that there's a lot of um interest and perhaps even concern that
we might miss a 2e student or a student with, you know, some some needs that aren't as obvious as others. But again, I would just say, you know, we have these teachers here, but they're not the only person. We have child study teams, we have classroom teachers, we have school psychologists and counselors. And
so, we're getting all of these different angles on on these kids. And so, um, I really don't think that, you know, anyone is going to be missed. Uh, and and we're really going to do what's best for for all of our kids. Um, did you does anybody have anything that you
wanted to add? Anything particular? Um I I just wanted to really quickly touch on uh one of the first questions was asking if there was a cap. Just um uh logistically uh we're always going to be looking at the top five percent uh of students based on our matrix. So that
number of of who is in that top 5% is going to change every year. Um but there's not going to be um necessarily a cap on the amount of students who are uh within that group. Uh certainly and um yeah just you know that that number that
that threshold or that cut off for what the top 5% is is also going to change every year um and some years it might be higher some years it might be lower. So that's I think also important to keep in mind um as you look at the cutoff scores each year to say well last year Johnny
got in to this you know it was identified and then this year my my son had the same scores but they're but they're not um because because it's based on the current population because it it's based on immediate uh age peers. So that's that's how that works.
Um I think the only other thing um that I'd like to touch base on and row Jessica if you have one um socialization kind of came up a few times. So um with regard to the pull out service um those when appropriate may be crossgrade um
and that would allow students who might have um specific interests or other abilities to interact with other kids who might be performing at a similar age. And this is a way of really fostering those peer relationships with students who might not have those peers naturally. Um, and I think that also
goes um what Mr. Ross said about um us meeting where they are. So being able to encourage them to thrive. It might not be a it might not be a competition. It's not for everyone. Um it could be a convocation, a way to demonstrate your abilities where you are not looking um
for a particular score. you're not you're just um achieving depth or breath or performing um based on something you're interested in. Um I think that's >> Thank you. >> I and I would just add before we say
just before we say any final words that uh I know Mr. Ross and I were both writing furiously while everyone was was sharing those comments and questions and I just want to thank everybody who came out to be a part of the presentation. Thank you. Uh, thank you Mrs. Broen for allowing the extra public comment
because those were excellent questions and I know we've talked through many of them but I think it's going to be a great exercise to go back and go through all these together. So I look forward to doing that with all of you and please do come to the coffee. We'd love to we'll extend this conversation further there and provide we'll make sure we we
prepare some followup at the coffee on February 19th. >> Hey, thank you very much. It was a little longer than you might have expected, but we really appreciate your time and look forward. Yeah, look forward to the good work that's happening.
Okay, we have another uh presentation and that's our uh district goal update. This is uh related to vision um 2030 and Dr. Shores Just allow me one second to pull up my presentation. And again, thank you
everybody for coming tonight. Really appreciate you. >> Oh, you're going to do it. Great. Thank you. All right. And again, commendations around on the progress that's been made on the rep program. Looking forward, obviously, this is a work in progress.
We welcome everybody's feedback and uh we look forward to continuing to move forward with all those things. Uh our next presentation um is uh an update on the district goals. Um this is a little bit I think this can actually be a little more
efficient than it's been in the past. We spent last year building the vision 2030 and so we are operationalizing that vision by building our annual district goals around the most most strategic next steps um to to approach that
vision. So the district goals are are largely developed in concert with all the administrative team. We look at survey data. We look at the the state of the schools addresses. We look at a variety of data points. a lot of survey results and then we of course we look at
vision 2030 and we develop strategies uh to uh strategies that we incorporated and memorialized in the 2526 district goals. I have deputized five of my direct reports to be in charge of each pillar of these goals. And so I am going
to be uh providing handing the mic off to them as they get to each each of their sections and they'll share with you the progress that they've made with their teams. But we'll go ahead and I'll do the uh first couple slides where we set out our objectives here. frozen screen. Sorry everybody.
>> Well, from what I recall, uh, our objective side basically stated that we're sharing this update. And as I alluded to before, much of the our goal of the presentation is also to really integrate all the different components of uh that we do each year from our state of the schools address to the
special education review to our NJSLA presentations to our district goal presentations. Ideally, what we want to do here with these district goals, we want to create a a point of integration of all of the different thing integration and alignment of all of our district efforts.
I don't want to proceed too far because I uh I don't want to get ahead of the public as as people might be trying to follow along. There we go. Oh, I didn't add the budget. Of course, obviously everything has to align to budget.
So, just so everyone understands the color coding, we developed this this uh this model a little while ago to just try to make it a little easier on the eyes, a little bit of a quicker read. So, uh, the tables that you're going to see are developed and derived from, uh, there's going to be, uh, on the left of
each left side of each column, there's going to be a title, uh, rel that relates to a strategy. So, for every strategy within each goal, there's just going to be a row within a column. And then we've taken the initiative to color code those so you can get a sense as to if anything has been has been established and put in place or if
things are more in process or if we've only begun preliminary activities or maybe it hasn't even been initialized or maybe it's been placed on hold. The reality is that every idea and every strategy we have sometime isn't all necessarily going to work and so sometimes if we realize that something is not going the direction we want it to
we might put on hold. I don't think we have any of those. Um, so I've also memorialized embedded in the presentation, I don't actually expect anybody to read this, but just for the ease of consumption after the fact, I wanted everyone in the presentation to have the actual uh language that was
board approved in the fall by the board of education. So the first goal is the journey of a graduate. And then this is what the goal table looks like. Uh, Mrs. Murphy, our assistant superintendent for secondary education human resources, is our champion for uh district goal number one, which is a nice nice euphemism for
the cheap worker in charge of uh but she is she is leading quite a quite a bit quite a few efforts and uh and again just to just to illustrate the uh activity which is journey competencies aligns if you go back one slide
it aligns with number one. So journey competencies okay so go back to the column please. Thank you, Miss Corass. And this one's coded blue because it's established. I just want to be clear, established doesn't mean done. Established just means that this is a new practice that we have we have
established and now it is a part of practice. So, it's not a box that we've checked. It's hey, we've we've made our migration to practice and now we're constantly using, implementing, and refining. So, that said, Miss Murphy, do you mind walking us through district
goal one, journey of a graduate? >> Absolutely. It' be my pleasure. So um with ref reference to the established journey competencies, we really completed um that portion of the work towards the end of last school year and into the beginning of this school year. And what the continued work is going to
be is really just continuing to articulate those competencies in a way that they become part of what we do here in the fabric of Bridgewood. Um and that is where we're working on embedding into curriculum and counseling processes. If anyone goes onto our Atlas documents, you'll start to see we have a area
that's called journey. Um so those will you'll start to see those uh being populated with the various competencies and that's the work that's ongoing um and will continue into this summer. Um and we have our supervisors are working on that and we are working with we will be working with teachers over the summer
to continue that work. Um I would say we've made quite quite a lot of progress with our K12 counseling integration. Um, tomorrow there will be a service fair at the high school. It is our first service fair. Um, and uh, Jen Perry and the counseling department there has worked
together to make this uh, happen at the high school this year. Um, and that's going to increase student exposure to those community service opportunities um, that exist. And and that's part of the core of what the competencies are is to to encourage that kind of interaction
of our students with the world in which they live in. Um, we're also expanding our post-secary pathways. We're having um additional opportunities for students to learn about all the different options that are available to them after after high school. And we've also added option
two. So, you'll see in some of the uh curriculum documents that were approved earlier this school year for next year, we have some option twos that we did not have before. So again, other opportunities for seniors and juniors and other students um as they progress through their high school career to get
learning through a non-traditional group essentially. And then we're also having additional guest speakers again representing the diverse pathways um the alumni panel um and you know other speakers from different uh industries
such as UTI that was were there earlier this year and there will be additional speakers throughout the school year. So again, one of the ways that we want to work is also to measure how this is happening. So some of the pending actions here are to develop those additional survey questions so we could see what feedback is from students
especially and to help us inform next steps in these areas. So hopefully we'll see some of that during the uh state of the schools towards the end of this school year. Um and also to continue to expand this alignment from the high school down into middle and elementary.
Branding for the journey has really not yet begun. Um we our our next steps are actually to meet with the engagement team. Um since I know Christine will be talking about this a little bit, but there needed to be the branding some of the branding efforts for general branding for the district had to be
completed before we could walk into this next step. But next we will be working with them to roll out a timeline to phase out the journey branding specifically um into the district so that people become more familiar with what these competencies are. We also are continuing to align
academics culture extracurricular athletics um and leadership um and actually just in the rep presentation you heard how focus will be for students to develop that perseverance. So this work is not just happening exclusively here with the group that's working on
journey. What you'll see is that all of these aspects are really rolling out through the work we're doing across vision 2030. So um every every single program the rep program MTSS as we talk
about all of those these competencies are being embedded into all of that work. We've also began planning for the summer work um and making recommendations for the budgetary process for for what we will need in order to support additional specific work through next year. Um we're also
looking at developing a pilot and developing and piloting a mentor program to align journey competencies so that we have students working with alumni or other members of the community. Um especially as we get into the high school level. uh we are looking at integrating journey competencies
directly into curriculum documents which I mentioned earlier and we are also establishing work groups at each school and across grade bands to support implementation. Um and we will also be meeting with students to identify and map journey competencies within extracurricular activities. So those are
actions that are upcoming. And then the system for identifying under engaged students again this is part of the work that we're doing across areas. So we're already establishing systematic practices across school. It is a work in progress, but that work is happening
currently. Um we're establishing cross school meetings to review student progress at regular intervals. Um so across all different areas and we're bringing schools together, especially at transition grades to ensure that those communications are happening and information about students is being
passed from elementary school to middle school to high school. um so that we don't lose any of the supports that are necessary for kids as they move through their journey here. Um and we're also establishing additional tiered supports to identify and provide academic,
social, emotional, and behavioral interventions for all students. And again, we're going to continue to develop these additional survey questions. I'll be working with the engagement team to make sure that we have questions that specifically focus on these areas so that we can get data back at the end of this year from how
the work that we're already doing is impacting students experience like that. >> So district goal two balance culture and climate. The guiding question here is how can the district align school climate and culture to vision 2030 and
journey of a graduate. Um the goal statement here is that we will develop uh inclusive and developmentally appropriate support systems that ensure student belonging and strengthen faculty connections and provide sufficient resources to promote journeys attributes
among all students. So here uh this slide shows our current progress on the first four initiatives under goal two. Uh first key performance indicators for balance culture and climate are now established. Uh we developed comprehensive KPI for framework
specifically for a balanced culture and climate goal and we're analyzing survey data what new survey information we might want to add um and other uh baseline metrics. The next step there is to design data collection systems that will help us track those indicators uh
as a baseline and then going forward. Second, our culture of resilience initiative is in progre process. Uh we have some intramurals actively running in our schools and our executive functioning support programs are operational. We've implemented
programming focused on building resistance such as uh the Westber and lunch and learn and inclusion of Westber and interns at our elementary levels which provide valuable me mentorship and support our younger students. Additionally, we're focusing on
exploring post-secondary planning as Jamie mentioned um through those trade school presentations and gap year program and career speaker series um which will help envision diverse pathways uh beyond high school which has been a missing piece. Uh moving forward,
we're evaluating options for additional intramurals. Uh we did a baseline of uh what's available at middle school with basketball, volleyball, floor hockey, and pickle ball. uh when when there's appropriate space for those um high
school has uh skiing, snowboarding, ultimate frisbee, sailing, bad mitten, and unified goes year round. Um but could we have more is still uh something that we're working on. So we
will continue that search. Um we have as I mentioned have executive functioning uh curriculum but establishing formalized uh executive functioning curriculum and making sure that it has horizontal and vertical articulation um
districtwide is next step. Um at the high school level, we're increasing that student uh counselor contact time and moving to rep priators CA counselor commitments to uh ensuring students have stronger access to guidance and support.
Third, we've initiated our work in culture and climate uh areas for improvement. We've identified priority areas through survey analysis and established stakeholder focus groups to dive deeper into specific concerns. We're analyzing the equity and perception data by student and staff
subgroups. Uh reviewing chronic absenteeism data uh by student subgroups and we've established early warning systems for attendance concerns. We're also tracking uh weekly high school attendance uh report trends. Our pending
actions include uh creating specific action plans for fairness engagement and respect initiatives, developing surveys that align with our priorities and climate indicators, and launching professional development on culturally responsive practices. So these initiatives represent
significant progress towards creating a more inclusive, supportive, and responsive school climate. So now if we go to Oh, you're already there. Sorry. So the next one is student grievance procedures are currently in pro process.
We've uh completed second reading of policy uh 5710 and are moving towards adoption. Pending actions include reviewing this policy with building level administrators, staff, parents and students to ensure everyone understands the process for raising and addressing
concerns. Uh regarding pure support networks, we have not yet begun formally this initiative though in planning stages for initial steps. Our pending actions are comprehensive to build an audit uh of school current pure support
structures uh within building staff identify and sustainable networks as needed. Um we are also looking to reinforce existing uh networks as uh what's working well. We want to continue what's working well in the school transition planning initiative is in
process with significant work already underway. We've made significant increase in bridging the communication to support the transition particularly for 504 transitions, um IEP transitions, and something we just uh completed uh
just a week ago, um INRS transitions, uh going from elementary to middle, but we'll also be doing middle to high. Um these are really important um regularly set meetings to have proper um
articulation. Um, you go from elementary and having just a few people understanding a student and you have a much bigger uh support network that needs to be informed by all of the things that were helpful and and will support the student when we move
forward. Um, so for middle to high school transitions, we're reviewing the timeline. We're examining induction of new arrivals in Ridgewood, developing timelines and reviewing special education components including 504 multilingual uh learners SEAL and choice
exceptional. Finally, in special education programming initiative is always in process. We are maintaining ongoing coordination with CPAG uh engaging in state and federal advocacy regarding IEP process and the 15 to 21
yearear-old uh transition to adulthood programs. We're examining child study team practices, implementing unified electives uh and analyzing special education trends and outcomes. Our pending actions include completing comprehensive child study team
enhancement plan and implementing recommendations achieving 80% IEP meeting compliance with state standards and uh establishing a systematic MTSS implementation across all schools. Um together these initiatives demonstrate
our comprehensive approach to improving climate culture and support among all grade levels. Thank you. Okay, I have district goal number three. Guiding question is how will we demonstrate stewardship of our property programs in division 2030 while facing
resource constraints. Uh first activity is new facilities team. Uh that team was at full staff on July 1st. Uh currently the team is having weekly meetings at all the schools with the principles, the uh head custodians, the manager of custodial services. We've invited other
other stakeholders to come to those meetings to um bring forth any concerns they have regarding any uh issues regarding facilities. So we'll continue to monitor uh the team and provide uh provide them professional development to enhance their overall skills. The uh
master facilities plan is in process right now. Uh the architect uh facilities assessment has been completed. We've uh met with the facilities team um and the committee and gone through the entire uh assessment of all the facility um items that were
brought forth before the uh committee. And right now we're just starting to uh put together a short and long-term strategy to improve overall facilities and provide a capital plan and a three-year plan regarding um the facilities uh assessment. Um identify security needs that's in
process right now. Security improvements have been identified and are under consideration in the master facilities plan. Uh that's in process. Athletic field space uh that is in process. Superintendent reviewing community interest concerns regarding
official turf. Uh master facilities plan process considers cost of maintaining and improving fields. A joint fields policy review committee is finalizing an updated shared use file C that should be rolled out at the next uh fields meeting
on on next week. The 2026 2027 budget development process is in place. The budget calendar has been submitted to the board members. The board has approved the budget hearing and adoption dates. Budget defense meetings are ongoing right now for the district which should be completed by the middle of
next week. uh plans to have our first special budget hearing on um our budget committee meeting on next Thursday. Uh we have three meetings planned in the month of February, February 5th, uh the 19th and the 12th.
Vendor management that's in process. We are having periodic meetings with key vendors reviewing the contract and performance requirements to the contract to find ways to reduce the budget without reducing services to support a tight fiscal budget. We'll
continue to monitor expiring contracts and go for competitive bidding to ensure that we are getting the best for our taxpayer dollars. Solutions for rising fixed cost. Uh I would probably say that's probably established. Health insurance program has been evaluated and that's been
completed. We made a change to the health and dental insurance plan, health benefits, uh new plan started on uh January 1st, 2026 and dental should uh start on March 1st of 2026. The energy audit is now underway. We have received
the uh information back from the local government energy audit. So we should be able to put put forth a plan uh within the next 60 to 90 days. updated resource planning that's in process. Um we're identifying and evaluating various ERP systems. We've
had the meetings with the various different companies to look at something for the future. Uh probably looking at 2627 or 2728 cyber security evaluation that's in process. We've identified cyber security framework self assessment assessing
current practices against framework exploring student data privacy consortia. And that's that's it. >> Okay. Goal number four. We have five key areas and you're going to hear some overlap. Think of the Olympic rings in the intersection. Um some overlap with
Miss Murphy and with Dr. Fenwick. Um first we've established our key progress indicators and that's everything from proficiency rates in mathematics and ELA to the number of alumni events we're holding in a given year. Uh the percentage of our staff that's been trained on AI modules. Um so we have
those metrics established. Uh we're also currently piloting uh several data analytics software systems to just kind of give us a leg up on deeper analyses that want to be able to do. So we're looking into that right now. Our second area is our integrated system for
student success aka MTSS which you've heard a lot about over the course of the year. So that's been rolling out quite nicely over uh this school year. Our principles and our supervisors have led building specific professional development sessions. uh they've been analyzing data. Uh we have created
uniform data reporting and recordkeeping systems and we're constantly tweaking those to make sure that everyone is is uh communicating in the same way um with with the same information. Um you've also heard a little bit about our INRS transition meetings and that's a key component of this area as well to ensure
that those procedures and supports are in place for our kids as they move from elementary to middle and middle to high. Um so we're going to continue to analyze that data. Uh we're also going to be running very soon um Miss Pavone and I are going to be running special education focus groups for staff just to
touch base with staff, figure out where they are, what they need, where they where they see us going next. You've heard a lot about journey, so I won't uh belabor journey too much except to say that there's some great some great site visits that have been done uh and some uh you know preliminary integration of
journey competencies into curriculum documents. And so that's the next phase of the work that we'll be doing in the summer. Uh you heard also tonight about K8 uh G&T so I won't belabor that but just you know obviously that's in process. Uh teachers have delivered professional
development. We've tested grades or students in grades three to seven. We're kicking off the tier three pullout program next week which is February. Uh and we're going to be continuing the tier one and tier 2 work throughout the rest of this year. And then finally AI. Uh we've you uh you actually heard from
our students talking a little bit earlier about a couple of their teachers who presented at a conference which is really big news. Uh and we've had um our staff members attend the Northern Valley AI literacy summit and they turnkeyed that to their colleagues and and our teachers throughout the district have
been using um AI at age appropriate safe ways. Uh and we going to continue doing that with our AI workg group and just looking into best practices and the best tools that are available to our students and teachers. Okay. Um, district five is uh district
goal number five is engagement. So, as Mr. Ross said, we're like the Olympic rings all tied together and engagement is going to communicate out how everybody else did everything they were doing. Um, so it's how will we optimize community engagement in RPS's vision
2030. So in process is the communications plan with the new vision. We have a new comm a need for a new communications plan. The last one is several years old. I think it was completed about a year before I joined the district. So that's in process. went through the old plan,
compared it to the new vision goals and the new engagement goals and the new journey goals and um in process of updating some of that. Now um we're going to create a survey to the community as we do with any communications plan. I think most of you
know we did put in a lot of new communications processes over the last few years. We're going to see how the public likes those and the staff likes those. Are they working? Are they doing what they were intended to do? uh we'll then write the plan uh later this spring and into the summer and hopefully begin
to implement the new process in September of 26. The vision 2030 brand kit is also in process. It was started right from the beginning. Uh we've been creating new brand and logos for the district as well as all of the schools. We are actually
really close. We provided every school with what I call a tear sheet which has their specific logos as well as shows them the entire district together so they can kind of see the how they go together. Currently our logos I'm sure you realize are very disjointed from a
clip art raccoon to a very beautifully designed panther. So now they all have a same very high level graphic look style um and some new changes coming with the R as well. The R will be there but it's going to look a little different. Um so
we'll be sharing that soon. Uh, as part of that brand kit, we'll also have the style and branding guide and the ADA compliant section, which everyone I believe knows that by April of this year, we have to be by the federal government mandates 100% ADA compliant
with any digital communications. That's a big big goal. Um, so what do we have left to do is obviously complete all that, create complimentary branding for the journey. Um, so that's the next step in this branding thing. Once we've got
our district brand and logos kind of set, we can now develop the actual branding that will go with the journey piece, which is going to be really exciting, I think. Um, in terms of integration with routine publications, this has been started. Uh, the new
mission is included on all district level communications, agendas, newsletters, the website, you'll see it on we are maroon, etc. trying to get that out there and have people understand what our new mission is. And then next will come the develop roll out of the plan for the new
branding. Uh focus groups for branding. It's established um the we only have one piece left and that's to share with all of them what the final outcome was. Um we've had multiple meetings with every group. It included students, staff and community members including alumni as
well as parents, HSA, etc. um focus groups for the communication plan has not yet begun. That'll come after the distribution of the survey andor in tandem with it. We'll start to talk to them to see what they like, don't like. Um, I kind of started this
already only because when we put the new communications processes that are in place now and some of those for ease of reference are our weekly enem. Um, I did have focus groups with all of the parents and staff at that time to
come up with that plan. Now, we're going to see with the focus groups if it if it's doing what we intended it to do. So, we'll distribute the survey and we'll schedule the focus groups coming soon. Parentfriendly curriculum resources. This is also in process. We did start
some of this. If you were to look on the academics page of the website under curriculum and instruction, you'll see that we have the kindergarten, first grade through fifth grade quick reference guides for our curriculum. Um, we've tried to make it easier to get to the proper places in Rubicon. Um, and
we're going to keep sharing and posting Ridgewood Enrichment Program comprehensive program manual that's going to be coming very soon. Uh, we've got some new enrichment program pages designed and ready to go live as well. Uh, the next big thing I'm actually
working with, uh, Jen Perry of our guidance and we're working together with the alumni to start the database and to improve engagement. It's something I had been working on. Um, and it's been a great relationship to develop. She came
in with the same one of the same goals. So, we just decided it made sense to team up and do it together. Um, so we're hoping to begin that. We have started discussions with them, but we haven't actually started the actual creation because there's a lot of technology types of issues we need to resolve
before we actually start gathering the data. We do have some of that on the alumni site currently. strategic planning dashboard is in process. I drafted KPIs for all the strategic plan pillars and then said to them, I did my best guess, but now I
need your expertise. They've all gone in and refined theirs. Um, and I've completed mine. We need to finalize all of them across the pillars. That will then enable us to create and maintain a dashboard to track the progress of the vision. Uh, talking to a couple
different people about different ways to display that. The hard part about a dashboard always is how do you get that update in there regularly in a way that's not going to eat a person's entire day from putting in numbers. So, we're working on that.
Website accessibility definitely established. Uh when I joined the district with the website we had, we were at a 40% ADA compliance rating. We're now at an 88.2. I'm aiming for 100. We're not there. It's going to be really difficult, but you always got to aim for that perfect
score. Um so by state standards we have met those federal standards we actually have met those as well but it goes up and down so it's a constant it's constant reminder and part of the style and branding guide will help us with that when people I've given out quick reference guides to all staff as well as
to the HSA and federated um but we'll just keep reminding because people change um and we'll just the flyers are also becoming compliant it's a lot of it's a lot of mental transition Uh staff engagement is also in progress.
Um we've created an internally monthly memo from the ed center to all the district staff that Dr. Shores um sends out. I help him send that out hopefully. Um we've created quick reference guides for staff. Those some are still in development, some are there. Um working
on a staff intranet solution with APAG, our website provider. um as part of their customer advisory board, I suggested we create an internet where we could have information that we don't necessarily want to be public facing, but would help our staff. Um so we're
working on that as a potential solution. We also have some staff specific web pages we've put in place most recently because of the health insurance changes. I've created a health insurance page on the website with links to all of the documents provided by Etna and Alamo as
well as calculators for all the different plans, dental as well as medical. Um, it's been highly visited, so I know it's working. Um, and then we're also looking at things like the Libra software pilot to boost staff engagement with district personnel. Um,
pending actions include the the creation of the internet. Hopefully, that will work. and things that come out of the communications plan focus groups. Um there may be some surprises, we don't know, but we're definitely going to take that into account and continuation of things such as the monthly memo, we are
maroon, um weekly e-news, etc. So, a lot of writing going on. >> Great work. >> Thank you so much everybody. So, just in closing in key takeaways and next steps. Um so,
I'm pleased to report that all elements of the 2526 goal plan goals that we've as we've memorialized them all remain relevant. We haven't had to table or discontinue any efforts. Our progress toward 2526 goals in vision 2030 do appear on track. We haven't had any
major setbacks. Um and uh and our budget 2627 budget the these these uh efforts are memorialized all throughout the budget. So we'll provide additional updates uh in the in the coming spring. We'll do obviously a district budget presentation in the coming months. The
state of the schools address will be uh and the district goal final report will be more towards the end of this spring. So that would be more in the May June time frame. Again for the budget presentation remember we are giving a tentative budget presentation prior to the board's vote on March 9th. So again
anyone who's interested in what's in the budget, what's not in the budget, those kinds of questions, we're going to try to have this conversation very early this year. It's going to be a squeeze. We we're going to we're going to do our best to be put to basically have all of our key conversations at that time. So, if you're interested in being a part of
the budget at a time where we still have discretionary decision-m ability, please come to that. But I want to just uh before we break out, I'm sure there'll be some questions. I just want to commend uh each each of the the the five district gold leaders. You've all done a
great job of organizing efforts. Um, I have a strong sense of your ownership over each of your areas. Um, I've really enjoyed being a part of many of uh, many areas within all of your goals and it was especially pleasant for me to be able to see all the overlap between your
efforts and and the coordination that you're doing even among yourselves. And of course, we have uh, uh, the entire administrative team are part of your goal teams. So kudos to them, all of our supervisors and principles and other administrative staff that we have. It really is a collaborative effort and uh
although unfortunately because of just the restrictions on time we have our meetings during the day or we can't release our staff too often for these types of things, we do use their survey results, our principles frequently and our principles and supervisors frequently bring topics back to their staff and then they relay that
information back to us. So although they can't always be there in person, um we are taking their feedback and their considerations into into our considerations as we move forward with these strategies and plans. >> I think that is our last slide. Is that correct?
>> Great. So uh certainly we're all available for any questions or comments. >> So any does anyone have any uh questions? No. Okay. Great job everyone. uh lots of really wonderful work. This has been a
meeting full of uh great work I thought with uh G&T and now um all that's happening with our our vision 2030. So thank you for all the work that you're doing. Yeah. Um I didn't do the students have any
questions? No. Okay. Thank you. Okay. We're gonna um Oh, Dr. Schwarz, did you have anything else you'd like to uh report out on? >> I would just round things out with with my superintendent report just by thanking everybody for their support and
cooperation and work ethic with when it came to the snow. I know it's always disjointed. It's it's always inconvenient for some folks when we have to cancel school. I have to give a special uh expression of appreciation to our partners uh with the village, particularly the emergency management
team. We had a couple meetings over the weekend. Uh we had really fun really I I was really grateful that we were able to get so many folks on a Zoom call and be able to really sh compare notes, talk about weather, talk about our concerns about the teams there. There's going to be with storms that are so ongoing, it
can be very hard to manage because there's no time to rest. You can't leave snow and wait for it to finish and then try to clean it up. Trucks will get stuck. You just can't push that much snow. So all throughout the storm, the trucks were running. Um and as it was then on um on Sunday night at some point
they just had to uh they just had to give the uh give the teams a break. So Manela who's our partner our our our landscaping partner they also were working around the clock doing that work and then our teams came in our custodial teams came in on Monday morning and began that cleanup process. So it was a
it was a lot of work. Uh it was uncertain throughout the day how it was all going to go. As everyone saw it was a really amazing amount of snow. Definitely something definitely one that will stand out in my memory. But really appreciate everybody's flexibility. I also want to express appreciation to all the community members. I came in uh on
Monday on Tuesday morning, excuse me, before we had we did the uh the early we did the delayed opening so that way we could have a little extra time to prep sidewalks and get everything ready. And I have to say I was I there were a couple of concerning spots. We knew that. That's why we sent the messaging
out. Miss Corlo did a nice job. Keep everybody posted. But uh but I was on the whole so impressed with the whole the whole village of Ridgewood and the amount just how clear sidewalks were with that much snow and how many how many intersections had the right
cutouts. So there were definitely a couple spots that were concerning. I know that they were being reported to the village and then they had um they had code enforcement out reminding people of their responsibilities, but it was pretty all things considered, it was pretty impressive what what how the town managed all that snow, how the village
managed all the snow and and and and that everybody was able to get get to school and and relative safety. So, just my my appreciation for everybody and their flexibility. Remember, we're down to one emergency day. That's it. One left. Um and remember and
if we don't use that one though we get an extra day over over May. So I also want to express appreciation for everyone and understanding that while at the same time you know we do have to call school sometimes we don't just call school at any time because we have to make up those days somewhere at some point. So we are going to have to start
adding adding days other places in the calendar if we exceed that one. So, let's cross our fingers and hopefully we hopefully we don't have uh we have zero or one more days to use and it not more than that as much as snow is fun. I also want to report that we had the QAC team.
So, that is the county office of the department of education. They came here today uh today. They were with us all day. Uh they it is part of the every three-year review that we get from the department of education. It's when they basically check for all of our compliance. So the county superintendent
was here along with uh with the leads for their ed specialists and their business specialists and it was a very I want to commend the team again very organized day had a it was a very positive experience uh we we turn it we we always treat it positively it's very hard to to nail everything and and get
it perfect. So we are always open to feedback but the general feedback that we got was was was positive. So kudos to the team and hopefully we won't see those results until the summer. So, we have to be patient. There's a lot of uh a lot of state reported data that goes into our scoring, but um but seemed like
seemed like good indication. And then finally, just want to be clear that we have uh we're we're in the thick of budget. So, we're keep we're going to continue moving forward. Uh again, want to commend everybody in administration incl and especially the business office. This has been a very organized budget
process. I've been sitting in I've been very busy because I've been sitting in all the meetings and uh but there is really thoughtful conversation. We're finding lots of efficiencies. We're reallocating uh the responsibilities for budgeting for certain items. We're trying to make sure that everyone who is decision-m authority over an area has
that item in their budget. It was there was a pretty remarkable amount of things that people had in their budgets that they really didn't have any actual decision-making authority over. So, we've cleaned up a lot of that. And then finally, I just want to point out to everybody that we have do have the coffee as Mrs. Broen mentioned on
February 19th. Please do join us. Uh we've been having great attendance. So, I'm grateful for that. It's so nice. We We've been having great coffee attendance, great uh great great board meeting attendance. So, we appreciate everyone's engagement and uh we hope to see you at the superintendent coffee on February 19th. I think that's you heard
enough for me at this point. >> That's great. Thank you. Um and that was 15 inches of snow that we had. I just heard the um village council say that last night. Uh, so um, no easy thing, no easy tests, the piles of snow, but it's
I thought been pretty well organized. So, and thank you to our team for getting it done, Joe. Thank you. Yeah. Yeah. Um, so uh we'll go to uh board committee reports. There's not a finance uh they didn't have a finance meeting
for this meeting. Um, I would like to um that we we usually do have the board members meet about the budget. So hopefully in February time will be set aside for board members to come in and I
I'm sure the finance committee will be looking at it. but for the other board members not on finance to have that opportunity to to look at the preliminary budget, give a little input, understand the process a little bit. So um that's um you know we can schedule
those um as >> can I say something? >> Absolutely. >> So right now we scheduled a uh a budget meeting for February the 5th with the going through the audit review on the 5th. We scheduled a special budget meeting on February the 19th as well.
Our regular finance meeting for the board meeting in February is February 19th. We having a problem with that date right now. February 12th, right? So I can schedule a third special meeting for the budget in the month of February for the other people who are not on the budget committed.
>> Yeah, it'll have to have two there three of us. So, >> right. So, I'll schedule a third meeting regarding the budget for those who are not on finance. >> Right. Yeah. it just again just a preliminary review. I know you won't have the um state numbers, but again
>> I think that's helpful as then we go into March and you get those numbers and we we we have a feel for for where it's going and some of the um things you might be recommending. >> So we have two right now. We'll schedule a third and then we may have the fourth meeting for the regular finance meeting
for the month of February. Okay. So can you just clarify what what are the two meetings that you already have? >> So right now there's two meetings just for the budget in the month of February February 5th February 19th. >> Th those are not public board meetings. Those are just
>> just for the finance committee. >> Yeah. >> Mhm. >> Okay. So but if you schedule one more meeting with three board members cannot be in that. >> No. >> So you need two more meetings. >> So we'll schedule two more meetings for the month of February. >> Okay. So, we'll have five meetings.
That's fine. Not a problem. Okay. >> All right. >> We'll we'll schedule five meetings. Not a problem. >> Okay. Um so, uh board committee reports. Um I'll just go to curriculum and this is really short. You saw what we did in
curriculum today. Curriculum uh was really the whole meeting was about G&T. There were other things on the agenda but we did not really get to those um and we spent the hour that we had um and
we have some sarab that some issues we didn't talk about because we knew that those are of uh interest to you and so that will be at our next um uh curriculum meeting. >> Great. >> Okay. >> Thank you.
um on facilities. Uh we Mary and I um and uh our architects and the team began just to look at the um heat map we call it of projects. Uh lots of questions
came up. is preliminary, but um on Friday, we're really going to dig dig uh not this, I'm sorry, next Friday, uh do a a deeper dive into that so that we fulfill what we are talking about in the
vision uh 2030 having um identified um capital projects for uh next three years I think is what we were were aiming at. Of course, this is all preliminary and it will go will all be discussed with
the board members, all of the board members so that we're all on on uh the same page and all have the same information. Um and that's it. pol policy policy um policy met um on today's
agenda we have the um one of the things that was referred to in the vision presentation um was the policy 5710 student grievances and that's up for um second reading today and in our char one of the charges
that we have for the policy meeting is to review so many of the policies haven't been changed for 25 years or so and they need updated the um the grievance I don't have the date on that one when that was last done but we have
um the second one the second reading is for example religious and we've added cultural holidays and that last was updated 2009 so there are a lot they're important uh and then we have a first
reading about using the use of the playground, athletic facilities, and school property. And we had to update some very basic things there just to make it current for now. We have to add ebikes. You know, there's so many different policies. As we look at the
different policies, we realize that there are new challenges and important things that have to be addressed. So today we have two for second reading and one for the first reading and dis and discussion on the um the use of the
playgrounds but we've been very busy and we're meeting I think in about two weeks. >> Great. >> Thank you. >> Okay. So we will >> I had some questions. Sure. Um >> so um one of the questions I have is on
the facilities meeting. Um did you guys discuss uh the projects that will go on the budget uh for next year's capital project? >> We we have not. >> Okay. >> We will be identifying those. So >> do we know um the uh capital
um reserve that we are going to use? How much money we have for these projects? >> We were waiting for the budget but right now we have about $7.2 million. >> So we're doing the audit review on Thursday. So I really rather wait till after the order review was done and then we could talk about what's going to go
into capital for 2627. >> Okay. And the other one was um so on the December facilities agenda um there was an item for um re discussion or review
again for the BF field and that meeting did not happen. Um so I was on the facilities committee at that time but that meeting never happened. So, I'm just going to put my questions to the facilities committee now so you can
review whenever that uh topic comes up. And uh Mr. Matthews, I I'm requesting to uh Rich, I'm requesting to add my comments in the minutes um instead of just saying that this was discussed. So
the requests that I'm making to the facilities committee whenever this topic comes back again because I it was on the December meeting agenda. The December meeting did not happen then January I don't see that I I don't know if do you discuss that but I don't see that on the agenda. So um the there are four or five
points that I had brought up earlier and I think uh but at that time it was dropped. So whenever you discuss that topic again um I think uh facilities committee should consider these and we can then come back and discuss them in
public uh or I can ask whatever was your uh discussion and uh decision on that. So one is um in February 2025 New Jersey D came up with new
groundwater quality standards. So this was a new law or new regulations for groundwater quality standards and that specifically mentions uh leeching of PAS uh into groundwater and preventing that.
So um have we talked to our environmental uh consultant? So we have an environmental person on on our payroll or or on um like we pay annual fee to them for all the environmental questions. So have they opined on any
impact of um and I think it was NJC 79C. So 79.C um is uh and it's February 2025. So have they opined on any um leeching of PAS
uh into the groundwater um or any impact of that? So that's that is one of my questions. The second one is again from the environmentalist that if have we done any tests at the BF field um of any potential
contamination existing contamination. So my understanding is when we start digging in for a bigger field um then um have we done any spot tests um I know Sheila at one time for some discussion
you had mentioned that there are a lot of places within Rididgewood that were fills in the past so >> it's historic >> historical fills right >> historic dirt >> historic dirt so it's it's okay as long as it's not touched and it's covered But
once we start touching that and once you start excavation then um it becomes a liability and we have to fix that right. So have we done some spot testing within that area to make sure that uh when we start digging nothing comes out. So that that's second
question um >> and are you is it a particular location you're talking about? >> BF >> BF I'm sorry >> BF yeah so this all of these questions are related to BF. >> Thank you. Before you go, your first question was specifically asking an environmental consultant about potential
leeching of PEAS at BF. Should we turf? >> Correct. >> Correct. Okay. I just wanted to make very clear. Okay. Great. >> Yes. So if if we turf >> then then what happens because um we had Yeah. So if the water sits there on the turf and that water goes into the
groundwater, there is a leeching there, right? Um then there was a a village code that was passed about a year and a half ago for storm water management and
groundwater recharge. So um that basically requires that any um large project that is that is being done uh makes provision for recharging the groundwater and collection of storm
water. So how will that work with um because it's a non-porous area for turf and all of that water needs to be collected and then sent back to the groundwater right so there are going to be turf particles uh so have we
considered that um in terms of costing because if we follow the village code so are we exempt from it or do we have to follow that if we have to follow that have we considered the cost of doing that because that's a lot of digging and
collecting all of that water and sending it back to the groundwater and when that all of that storm water is being collected into one collection area then these PAS particles will come with that and then they'll they'll be stored somewhere in a tank to seep into the
groundwater. So both has our architect opine on that cost uh with this village code um for um storm water management and groundwater recharge and environmental consultant have they opine that whether that will leech any pest
into the groundwater or not. Um the next one is um just the timing of the project and usage data. So originally we were working on expanding the BF field. We
had the architect, we had the bids, everything was um almost set to go last July. And then we heard that um the high school football team declined that they will not be playing there. So we don't
need that uh field. So that project was stopped in July of last year. Then what changed? So from the usage data perspective, what has changed since July when we decided as a district that
we don't need to expand that field and now if we are reconsidering that? So what has changed between July and now to reconsider that? And from timing perspective, in July, June, July last year, um we communicated to residents
via email that the district is not considering turf. And um those um district assertions were used by the village um in their approvals for turf
in August 27th with D. And then um the physicians letter came out um that was supplied into us in um December that was a September 18th. So as of August 27th
we were saying that we this district is not planning to turf BF. We stopped our grass field expansion plan and then we asked the physician two weeks after that to opine on turf field. So that it's
just this whole timing it's and and we were saying that we are not doing it and then we in two weeks or 3 weeks we are we started considering that again. So I just wanted to understand that what was the sequence of that decision making that when we went from not doing it to
again planning to do that and then and then when you're considering that in the facilities committee then what data are we using between a grass fields utilization versus a turf field utilization that how many days did we
not play because grass was too wet and not playable And how many days did we not play because turf was too hot and um we were like we could not play on a hot field. So and have we looked at the
master library um for utilization for reservation that how many like what what is the amount of utilization that we have and woo will be using that field. So those are my data related questions that I think we should be answering before we invest that money
on that. um the timing um the football team saying they will not play there and then and since then the original discussion about a year ago the district has made two big decisions related to field one is
we are now spending $50,000 more or $70,000 more I think for insurance of the high school fields for the flood zone right so original concern was that when high school fields flood, we need some space to play
because it takes time to repair them. And um now we have a a pretty good flood insurance. We are spending $70,000 extra per year and we have proactively awarded a contract to a contractor to
repair the field. So that earlier say a year before we used to go out for a bid. We used to find a contractor to repair. Now we have that insurance. We have the money in place. We have a contractor lined up already as a
preemptive bid or a proactive bid. So in the in any flood event, we should be moving pretty fast for repair. That's my understanding. Right. So and and if they said that they are not going to play there so what will be the utilization of
that and the last one is that physicians letter. So, the physicians letter that came out in September, it talks about other districts um using it, but it doesn't I didn't see physicians opinion on on the exact
issues that were raised in the Mount Si letter. And that letter looked more like a letter to justify our existing high school fields because it talks about um geese and flood water on the turf field.
it doesn't talk about building a neutral field at BF. So I had asked some questions to Dr. Schwarz on that as a followup. Um so I just think that was of uh to do or to be discussed at the facilities committee. So if you can discuss that then then we can discuss
that at the public meeting and um so then so that was uh one part on the facilities and I had two more questions for the facilities that were my follow-ups. So one is um the minutes mentioned that we have hired
a solar consultant. So can you highlight that what will that solar consultant be doing? What will be their charge and what will we pay to them? >> That's DCL. >> Yeah, that that's DCL. So right now we
didn't really have a full understanding on how to read the meters. So we actually set up a meeting with DCO Pera ourselves to go through our invoices with what what the readings were on the on the on the on the screens that we're
getting in the schools. So from the from the invoices, we were able to match the invoices with the usage with what was coming up on the screens. And from that, we were able to ascertain that the numbers that we're getting on our invoices were pretty much right on as far as what we're going to pay terror
for for solar. >> So we need a consultant to tell us how to read the invoices. They were also able to affirm the bills and do the reconciliation that we were not able to affirm based on what was being asked of
us at the time. So they were able to do that for us and they were able to u go forward and make sure that you know advise us accordingly as far as how we're going to use the solar contract with the with the panels and stuff like that going forward. So we needed that
expertise because we didn't have it we got rid of it in house. we needed somebody to help guide us in our in our decisions and how we would you know meet with you guys and and know which which direction to go. >> Okay. And um last one on the facilities
um for the Glenn and Rich projects. Have we submitted reimbursements for the money that we have spent so far? >> So we said we were going to do just one. We've changed the course of action. We're going to do one pretty soon because we have we're pretty pretty much
success completed. So, we're going to do two uh requests for our money. >> Okay. >> We changed that from one to two. >> Okay. Thank you. >> You're welcome. >> Great. Thank you. >> Um we'll go to um consent items, regular
and routine issues. First is attendance at conference. Would someone like to move that? I'll move it. >> Thank you. >> Well, no, he turned his mic on. I thought Sir Rob was going to move it. >> I'll move it. >> Okay. And I second.
>> Okay. I got a motion by Miss McCalli. A second by Miss Broen. Okay. Roll call. Mr. Donnie. >> Yes. >> Miss Handy. >> Yes. >> Miss Malli. Mr. McMood. >> Miss Broen. >> Yes. >> Or affirmative.
>> Administration. I move administration. And those are the policies that we were u that Mary Lou was just talking about >> for second reading >> by Miss Froggen, second by Miss Handy. >> Roll call. Mr. Donnie,
>> yes. >> Miss Sandy, >> yes. >> Mr. McCalli, >> yes. >> Mr. McNood, Miss Broen, >> yes. >> For affirmative. >> Curriculum instruction. >> Yeah. I'll second. I have a I have a I
have a quick comment before we proceed. Just want to make a note. We did make a we did make a slight attachment to edit to the attachment just that in one of our conversations with the uh the watchful eye of Miss Mary Louu Handy, we noticed that there was uh one at least one area where the totaling wasn't done
correctly in the total column. So, substantively everything's the same, but uh but there were a couple of minor edits just to the numbers and the totals uh within specifically to the field trips. >> Oh, field trips. Yeah. So
motion by Mr. Kelly second by sorry >> I I'll second I don't >> spoken a roll call Mr. Yes, >> Miss Sandy. >> Sandy. >> Um, Maryland. >> Yes. >> Yes. Miss McCalli.
>> Yes. >> Luck and M. Broen. >> Yes. >> Affirmative. >> Okay. Human resources. We do have three retirements. Um, and I guess it's January. So, uh, people are paying
attention to that. So, uh, we do I I suspect they'll be, uh, they'll come to the, um, board meeting at some point, so we can wish them well. But Lucille Chigalini, uh, and at BF, you you've neglected how many years. Uh, Linda
Diorio, um, who I think is at 25 years maybe, over at Willard, the library, and, uh, uh, Lydia McCoy, uh, grade four at Willard. So, um I'm sure we'll get to see them and they are here until the end
of the school year until till the beginning of uh till I guess till June 30th. So, um we wish them well. All right. Um is and we have an addendum on the um if
you on your on the table um we have two additional appointments for the 2526 school year. Uh, so that would be added to one a um or I a sorry. Yeah. Did you want to say anything?
>> Yeah, there's just some audible corrections. >> Oh, thank you. >> You're welcome. So, under >> gonna go slow, Rich. >> These are these are just revisions. I apologize for this. Um, under two in
human resources, so D2 on page eight at the very bottom. Jennifer Westerbelt. She's an ABA non-certified aid at RHS
being reclassified to an ABA certified aid at RHS. So, just the location needs to be updated. And then I just want to make a note and and apologize to Linda Dioro who's whose last name was just typo a little bit. It
should be a lowercase O. So it should be D I lowerase O R IO. And I'm sorry we missed the years of service also. We'll we'll to add that back in. >> Yeah, I that was always I thought that was always interesting to see that
>> exchange of assignment. Sorry. >> And Jamie um just to reconfirm that Mr. Trent is a replacement. That's not a new position. Correct. >> Correct. It's a replacement for uh Mr. Biri who uh resigned and left the district as of this week.
>> Okay. >> Okay. So, I move human resources. Would anybody like to second >> with the add agenda? >> I second. >> Moved by Miss Broen, second by Sudani. Okay. Roll call. Mr. Donnie. >> Yes.
>> Miss Sandy? >> Yes. >> Mr. Calli? >> Yes. >> Mr. Lmoot. Miss Broy. >> Yes. or from >> okay just getting there a lot again human
resources taking up the agenda lot of work finance like to move finance I move finance thank you second my >> I'll just move the I'll just uh read uh
the restricted donations into the record um and thank them home and school association for $1,368 a gift in kind of library books for the Haw Elementary School home and school association for $20,000
to be used to pay for Haw Elementary School field trips RHS Alpine Race Team 91 $15 to be used to pay the salary for the alpine race head coach. Travel HSA
$650 an inind donation for a school assembly penguin pointers. Will uh Will will Willard Home and School Association $5,685 to be used to purchase a 15x 20 foot red
oak tree for Willard Elementary School. Somerville Home and School Association $10,185 a gift in kind for preparation services for renovation. Um it's really
renovation of a room that will be used for um I think it's a dressing room and something for their drama club uh for their students. Uh and that so it's not renovating the whole elementary school.
That could be misleading that. Yes. Right. Um but other than that um are there any questions on finance? >> The question is why is community school listed in finance when it's usually
covered under uh curriculum? >> What's the question again? >> Oh why is the community school under finance and not under curric curriculum? Yeah, because these consent agendas are based on committee meetings, right? So committee agreed that's the consent and
that's how the agenda is developed >> and community school is generally unless it's being discussed in both places. >> I I'm I'm moving governance at community school to finance. Okay. >> On the basis of the fact that it really it was only moved because we had questions about programs a couple years
ago. It was moved into curriculum. Mr. Ross really has no oversight over uh over community school. It's really a business function. >> Okay. >> So that so I'd like to keep it there if I'm of course I'm open to other suggestions, but that makes more sense to me. >> No, that's fine. The the my only
question is I had a lot of questions about how those programs are being picked and how uh the fairness of uh anybody being able to participate in those programs. >> Well, I'm actually I'm actually moving it to both finance and policy. >> Okay. So, we're going to be discussing that entail in policy.
>> As long as there's some follow up on that. >> Yeah, no doubt. There's a commission. >> We got a lot to report. >> Okay. So, um I >> I think we're ready to go ahead and vote on finance. >> Mr. Donnie.
>> Um yes, except E6. I'm abstaining from E6. Okay. Miss Handy, >> yes. >> Calli, >> yes. >> Moonro,
>> yes. Resolutions and motions not included in consent agenda. I think we have a resolution from the executive session. Did we Did you get that? Somebody would like to read that. >> Okay. Yes. Sorry. Yes.
So that will be um it'll be uh section 9B. Sorry to that. Um >> would you like to move it after then after? >> Great. So, um, be it resolved that the Richmond Board of Education after due
hearing of the parents of Do I read the student? I did. Student ID number 815214 hereby affirms the determination of the superintendent of schools as to HIV number 30972
HS 22025. That's the new resolution. With that, I move 11A resolutions approval of a word of contract and the resolution I just read to >> I think we do I do separate so
>> I'm sorry. Okay, >> you're just doing your resolution that you read. >> Okay. So then it's not >> I don't know if it matters, but we'll do this one first. I will move the resolution I just read into the record.
Um I'll move it. I'll second it. Thank you. >> Okay. >> Y siri. >> Yes. >> Sandy. >> Yes. >> Yes. >> Move.
>> Abstain. >> Abstain. Reaffirmative one abstension. >> Okay. So now uh we go to um 11A which we well I guess we don't have a number but that's fine. Um approval of award of contract commercial realtor of record.
Um >> I suspect this was discussed in finance and >> I'm happy to move it. >> I will move 11 A. >> Okay. Second. >> You're moving 11 A.
>> I'm moving moving it. Yes. 11A. >> I'm sorry. >> Yes. >> I'll second it. >> Second. >> So, is this a renewal of that contract or are we awarding it for the first time? >> This is an award for the first time to have a uh commercial realtor
for leasing or property we may want to buy or sell. It's uh it's something that's really needed for like special programs right now regarding some of their needs regarding the their student needs. So it's a it's a brand new did an RFP like three times. We didn't get
anybody the first two times. Third time around we finally got Tarman realy to respond. It was delayed because of paperwork. Finally got their paperwork in and we discussed this in uh finance I think at least two times. >> Yeah. I remember discussing that long
time ago in facilities and I thought we >> well we we had to put it off because the committee because the the agenda was so long for the month of November December we just couldn't put it back on again so it was scratched at the last minute. >> Okay. Yeah. Sometimes we do repeat like every January or July we
>> this is the first time. >> Okay. Thank you. >> I think we had we had um >> so some questions that >> we had questions about it. So, we did not vote on it the first time that we had it on the agenda. >> It was on the agenda, right?
>> It had been on the agenda, but there were questions and we wanted there was some wish for clarification and then it didn't come back on until um now. Yeah. >> Okay. >> Roll call. Miss Donnie, >> yes. >> Miss Handy, >> yes.
>> Mr. McAlly, >> yes. Mmood. >> Mro? >> Yes. or for a move. >> Okay, now we're going to the approval of bills. But before we um have approval of bills, um it is um a walk-on, but we
will um read a resolution uh for a doctrine of necessity. Um and I'm going to read it. This is part of the regulations. We'll read it out loud. It becomes part of the record. It will be posted for 30 days um in the
district's website. I suspect that will be where it will be where it will live and also um a copy will go to the uh school ethics committee commission. So um doctrine of necessity resolution
whereas the school ethics act NJSA18A col2-21 was enacted by the New Jersey state legislature to ensure and preserve public confidence in school board members and school administrators and to
provide specific ethical standards to guide their conduct. And whereas questions have arisen regarding how a board should invoke the doctrine of necessity when a quorum of a board of education cannot be reached due to
disqualifying conflicts of interest of board members on a matter required to be voted upon. And whereas the school ethics commission has provided some guidance in public advisory opinion A03-98
as of April 1st, 1998, but finds that there is a need to repeat and clarify its opinion. And whereas the opinion set forth that when it is necessary for a board to invoke the doctrine of necessity, the board should
state publicly that it is doing so. the reason that such action is necessary and the specific nature of the conflicts of interest and whereas in keeping with the legislative process
as set forth in NJSA 18A col2-22A the school ethics commission views public disclosure of conflicts of interest to be paramount when it is necessary to invoke the doctrine of necessity.
Whereas the state department of education promagated NJAC uh 6A col23A-6.2 which also places standards and restrictions upon the ability of a board member to vote on a particular issue.
And whereas the board is required by law to deliberate and vote upon the board's payment of submitted legal invoices with regard to the legal services the law firm of Clearary Jacobe Alfieri Jacobs
LLC has offered the board. And whereas the board has reviewed the state regulations and advisory decisions of the commission and determined that board member conflicts prohibit four of the total five members from voting on the
payment of submitted legal invoices with regard to the legal services the law firm of Clary Gobe Alfairi uh Jacobs LLC has offered the board. And whereas the board member conflicts and or potential conflicts
identified by the school ethics commission are as followed. Board members Sheila Broen, Muhammad Maha Mahmud, Sarra Donnie, and Mary Mcalli have been named in a school ethics complaint filed by Mr. Kobby
McKeen. According to the school ethics commission, the identification of these individuals is a school ethics complaint in in a school ethics complaint and their required vote to issue payment of legal invoices to Clearary Jacobe
Alieri Jacobs LLC and to resolve the same could give rise to a reasonable perception that the board members could be tempted to depart from their sworn born duty. Whereas the inability of the aforementioned board members to vote as
a result of their conflicts will result in a lack of a quorum necessary to approve the form said payment of legal invoices to the law firm of Clearary Jacobe Alfieri Jacobs LLC. And whereas in order
to deliberate and pos and possibly take action in response to payment of legal invoices to the law firm of Clary Gobe Alfuri Jacobs LLC, the board desires to invoke the doctrine of necessity in accordance with the procedure
established by the school ethics commission. Now therefore, be it resolved by the rigid board of education, county of Bergen, state of New Jersey as follows. one that the aforementioned members are prohibited from participating in voting
for the payment of legal invoices to the law firm of Clary Jacobe Alfuri Jacobs LLC. and two, that the board therefore invokes the doctrine of necessity in order to allow the full body of the board to deliberate and
possibly take action to vote for the payment of legal invoices to the law firm of Clary Gobi Alfairi Jacobs LLC in accordance with state law. And three, that this resolution shall be read at a regular scheduled meeting of
the board and to be posted on the board's website for a minimum of 30 days as well as posted at all school buildings. And four, that a copy of this resolution shall be forwarded to the school ethics commission.
I move the resolution. Do I have a second? I'll second it. Moved by Miss Broen, second by Miss Andy. Questions? Mr. Donnie? >> Yes. >> Miss Handy? >> Yes. >> Mali? >> Yes.
>> Mr. Rogan? >> Yes. >> Or affirmative. >> Okay. Um, >> can I just make a note here? Uh, just noticed that we're off with our numbering. I apologize. There must be something wrong with our our template here. >> The approval of bills should have been
12. So, X III, Roman numerals. >> Thank you. And then that would then all the remaining numbers should be increased by two. So board member announcements should be 13 etc. >> Thank you.
>> Thank you. >> Okay. So, I did review the bills and um so I am moving the bills with the exception of um based on um our our board of
council's advice um I will abstain from any bills that are um from our invoices from Clary Jacobe Alfairi Jacobs LLC uh at this time. So,
but other than that, I move all the other bills. May I have a second? >> Um, >> I think before you move that, I think there was a change here that this is upon the recommendation of the business administrator. >> Oh, yes. Thank you.
>> On the necessity. Yes. >> No, that necessity was different. That's for the board members. But the moving >> You're right. Yes. I didn't I had >> Thank you for catching that, Mr. Donnie. That is correct. >> Thank you. >> Okay. So, move by.
>> Okay. So, it's on the recommendation of the business administrator. >> Seconded by Miss Kelly. >> Miss Handy. >> Yes. >> Mrs. Handy. >> Sorry. >> Okay. Roll. Call. Mr. Donnie. >> Yes. >> Miss Handy. >> Yes. >> Mali.
>> Yes. >> Miss Rogan. >> Yes. with the thing on >> three affirmative one abstension on the >> just on the legal bills. >> Yes, the legal bills >> from uh Clearary Jacobe
>> Alfairy Jacobs LLC. I've memorized that now. >> Okay. Uh board member announcements. >> So I had just two two things. The first is a quick one which is um Jambburye is next week.
>> Uh Jambburye is um for those who don't know it's put on by parents and it's a show at the high school. Uh and they raised a lot of money last year. They raised close to $300,000 all of which goes back to need uh for need-based
scholarships to seniors from RHS. It's an amazing production. It's a tremendous amount of time and talent and resources. And the show is next week and it's next Thursday, Friday and Saturday which is I wrote it down 6th and 7th of February.
So I encourage everyone to buy tickets and they always have this incredible 50/50 where you can get literally $20,000 to win it. So uh it's it's worth >> I think they're going to they did it in three this year. So there's there's a >> maybe not 20 maybe but but still
substantial amount of money. >> Um and anyway it's fun. Uh so uh I just would encourage anyone still watching to to do that. And then um on a sadder note um I just wanted to acknowledge tonight
um last week um there was a an unfortunate death in our community. Um Ann Robinson uh a physician who uh u had was a member of this community. Her children went through RHS. Um, I know
her because an uh really spearheaded with Jeff Nyas and the later start committee the later start initiative at Ridgard High School. She's a pediatrician. She um came up with the the ideal clock, the daily clock which
really educated all of us on the amount how important sleep is for our students and uh how important it is to mental health. And she she really every time she spoke, she spoke elegantly,
intelligently, and articulately. And she advocated not just for later start, but she consistently advocated for our students. And um you know, when we when Later Start was
first initiated, um a friend of mine, Carolyn Hol, who I know people know, said we were all celebrating. She said, "You know, we're a little late to the game. we really stand on the shoulders of the women and the people that worked so hard to get us to this point. And I thought about that when I heard the
unfortunate news of Ann's passing uh way too early and thought that you know we stand on her shoulders not just for later start but for reminding us as a community and as a board of education that we must always listen to the
students and how important the student voice is and um I just she was an extraordinary woman. She gave a lot to this community and I just felt that we needed to acknowledge that gift to all of us. Uh her legacy
lives on. Just have to say. >> Well said, Mary. Yeah, it it is be a hole in the community for all the work she really did and she she did it with such grace, you know, even though sometimes she was frustrated with the
slow movement of it, you didn't she was persistent as she said, an advocate. Yeah, she will be very well missed. >> Um, did you have anything else? Yeah, I I just wanted to commend uh the Martin Luther King uh uh committee uh Glenn
Rock and and Ridgewood for another very successful uh Martin Luther King weekend. uh starting with a um a movie um that really talked about the inequities that we saw as as it moved
through civil rights. Uh you know this is the third in uh installment on uh a movie about the winning the prize. All right. And um it was so well done and so
thoughtful in the conversation that came out of that. And then of course on Monday um a wonderful ceremony with a with a just a great speaker and then um Eli did a um a
PowerPoint presentation I well it was like a film video um and uh with Martin Luther King's words and him speaking and it you know it just rounded out the the morning and it brings you back to really
what matters. And what matters is that we move forward in a in a society where we are recognizing and appreciating everyone their differences, our similarities, and um we we need to do
better. Sometimes I give up hope, but Eli reminded me that we're on a journey and um don't don't give up hope. So, thank you for that. Um Mary, did you have anything? >> No. No. Thank Thank you.
>> Uh sir Rob. >> No. Okay. Um then the discussion item revised policy which is the recreational use of playgrounds, athletic facilities and school property. Um and this is uh
just been updated. Um so this is not the field use policy. This is just about uh playgrounds and our our school property, right? And use of that. Um if there's no questions about it, that will move to
first reading then at the next meeting. Um acceptance of minutes December 8th uh executive session regular and January 5th reorganization meetings. I think we're all there. Um any questions?
If not, um I move uh those um committee minutes, those board maintenance. Um just would someone like to second that? Okay. All in favor? >> I Okay. Um other business. And that's
the board goals. So, um thank you Mary for your help and your editing. Um, I didn't hear from anybody else, but but at our last meeting, we sort of outlined some of the areas. So, I did send this to you. I didn't I didn't hear from
anyone. Uh, that doesn't necessarily mean anything, but um I printed it out again for for people so that you have it. Um, if they're not enough.
Oh. Oh, see I'm still wasting paper. Cutting down trees. One treated. No, just kidding. Not really. Um, so the board goals um as um and I I'll just read them and then if
there's um edits you you all did receive those, right? Uh the first is the board of education working with Dr. Schwarz, Mr. Matthews, the facility team, and the architect and engineering firm will review and prioritize the capital project needs of
the district and develop a three to fiveyear plan to fund and complete the prioritized project. So, we sort of touched on that with um um our it's no easy task um under under facilities and we'll bring this all back
to the board certainly for for discussion, but we were trying to um begin to identify a plan and the projects and then bring it out for discussion among the board and uh certainly with guidance from our
administration. Uh, number two is the board of education working with Dr. Schwarz and Mr. Matthews will develop and approve a budget for 20 26 27 that meets the needs of our students and the district, funds the priorities set forth
in vision 2030 which we just heard um the update on and is mindful of the property tax impact. Three, the board of education and Dr. Dr. Schwarz, you're you're key to this, Dr. Schwarz.
Working with the village will continue to identify and implement flood mitigation solutions for the high school fields. A clear flood contingency plan will be developed and articulated that identifies fields available on which our
high school athletic teams can play and continue their season with minimal disruption. So certainly we're looking towards if there is flooding we we we have articulated it. We know what our steps
are going to be where our teams uh can play. Uh four, the board of education will continue to support and monitor progress made on the implementation of vision 2030. And finally five is the board of
education working with Dr. Shor's board council Strauss Esme will review policies that have not been reviewed in the last five or more years and modified as necessary or required by law.
>> Are there >> Mary Lou? You're ready for number five? >> It's a big job. >> It is. I know. >> And you're joining policy now. So, we'll split it up. >> That's why I'm asking. Are you ready for that one? >> Yeah. And I'm sure there'll be things that will just come at you anyways
because stress espeay is never ending. >> So I have a question on one and three. So I'll go for three first. So on number three um other than what's already done by Dr. Schwarz, do you anticipate
anything else that because there was a clear um contingency plan that was developed by a high school athletics team um and Dr. Schwarz and team earlier uh that lists our ne like the towns neighboring towns
where we are going to rent them and what what will be the sequence where will we go >> is this the Colombia uh project where the flooding >> no the contingency plan right so there was uh Keith Cook and they they already developed a very detailed contingency
plan for uh what happens we already have uh insurance we already have the uh contractor lined up so What else will be done as part of the contingency plan for uh for just for this high school team's
uh play and then for the flood mitigation? What is what are we going to do? What what is in our scope? The way that I see it is that we have to continue to work with the village
because I think the um cleaning out of the brook, you know, the ho the hocusbrook is is key really. I think we saw that at our last um we had all that rain and the the water was just about up
to the bridge or just at the bridge, but we didn't really have flooding. So, you know, to keep that communication open and to make sure that we are um that the village continues to clean it. And I
know that Christine Coralus has um been in communication with a resident who's really been her eyes are on that um stream on a on a regular basis. Right. I believe that she was a key informant.
Yeah. Um and then you know the others are I think we need to keep you know our cameras working? Are they helpful? I mean there are things that we should follow up on. I know we bought the blanket if you will for the field but
didn't end up uh using it but are we going to still use it? Um and Stevensfield there was some discussion of continuing the the fencing and the um wind screen um on and but but the impact
of that was unclear um for residents. So I think there's still some discussions that that need to be finalized and and thought about on the uh mitigation and on the contingency plan. It was really more about do we have a clear plan for
if if our students can't use the field where are they going >> right >> so my my only concern is >> that answers your question >> right so it doesn't because um I'm looking for what will how will we measure whether this goal was met or not
right so if we just say that we have work to do um what will be the measurement for that so if it's cleaning up the brook then we should be listing that we will be cleaning up the brook If we are expecting uh to develop fields within the district as alternative then
we should list that that plan to develop fields within the district when high school field is flooded because if we are just talking about um alternative plans contingency plans they exist. So we need to be very clear in that that how are we going to
measure it and the reason I say that because if this goal is vague last year a lot of work was done by Dr. words and people kept coming back and saying that nothing is being done, nothing is being done, nothing is being done. Right? So we don't want to be in
that same situation again that if we are just putting a big um expectation there that somehow we'll solve the flood issue that is probably not going to happen un until the army corps of engineers come in or maybe with the new village
engineer they they would talk about the D exemptions of building the um yeah like or fixing the erosion like what I always talk about is Can we stop the erosion? So in the name of stopping
the erosion, can we fix some something there? Right. So but last village engineer said that DP would not allow us to touch anything. But we have seen village going to DP and getting exceptions for a lot of things. So if if we are willing to go and if our architects go there and ask for that
then we may be able to get an exception. Right. So we need to try that. So what is I'm just looking for something concrete that will be used to measure this goal. Otherwise, >> I I hear exactly what you're saying and I I agree with you. Um
a lot of this language I was kind of pushing for it very candidly because I understand we cannot control when it floods again. We cannot control that. Okay. we can we can put in a lot of mitigation and I agree with you Dr.
Schwarz and the team has done a lot of work to to move the needle into a place where it is not as devastating in effect as it has been in the past. Okay. Still there is a sense in the community and and I share some of this sense that
every time it rains I'm sitting there texting poor Dr. Schwarz what's it look like? What's going on? and we're watching that camera and the sense that that there's there's going to be a disruption, but I don't know that we
have really um I don't have this I I don't think there's a sense that we have as clear contingency plans as we could. And the reason why I personally wanted to see language like this in these goals was
because I would like to to put it to rest to the extent that we can. Okay. And uh I know we have neighboring towns and I know that but we are to a large extent then um relying on their good graces and what can happen when their
teams are not using the plans. And I'm not so sure that that's sufficient if we're like in the middle of playoff season or whatever it is. I think that um we've come a long way. >> Can I just be clear your contingency? >> Well, was about that there be other
fields available should we not have fields >> where where it's an immediate thing. It's not let's just see if Glenrock can accommodate us on Thursday and if they can't we'll go to Woff. I I I understand that. I think that's a a a good start, but it we know at some point that field
is going to flood again, right, Dr. And so I would like to see something more concrete. >> Can I answer your concern that I I I don't personally I would not personally be in favor of listing specifically what it is that we would consider at this
point in time in these goals. I understand your point about well if you don't have it listed then you can't determine whether you've reached it. But I think that we need to just finish the analysis, finish the conversation, maybe make certain
financial commitments if we have to. Um I don't know and uh which is why I can't put that down here, but there is not a sense that there will not be a significant disruption. Okay, we may have a pre-contracted contractor, but
it's still going to be determined on when they can come and how long that cleanup's going to take. And that could take a month. And a month in the middle of a season that lasts what 12 weeks maybe is third of the season, right? So
it we have to be cognizant of the fact that we have a lot of people and it's not just our our athletes, our band, and the community that rely on our fields. And we need I think a stronger contingency plan. And I would at least like to
completely exhaust the conversation further. um you know before I give it up. I'm just that's >> I I get that. I get that. I'm just not comfortable in voting on unknown, right? It's it's very vague for me because if
I'm voting on a goal, um I'll just not vote for it because to me this is very vague. If there is a specific desire that you're looking for, then spell it out. If there is a specific outcome that you're looking for, then spell that out. So that way all board members can decide
whether they are voting for that specific outcome or not. Right? We we cannot have a vague language that um then goes to another committee where there's more discussion. So if you have a a specific plan then then ask for that >> and I I I know where you're going with
this and I don't have a specific outcome. I promise you that. I just don't think that we have exhausted the discussion and I think that this year the the goal of the board of education is to exhaust the discussion as best we
can considering all solutions and then and talk about it right here. I'm not talking about talking about it in committee where you know there's a fade to come plea. That doesn't happen. Five board members, five votes. Okay? We have the conversation when we have to have the conversation. But I don't think
right now that if we were to have a massive flooding event in March of this year, we would lose lacrosse season. We would lose I don't even know what else any >> flag football >> flag football season. Um we would lose a lot. And I don't know that there's a a
sense that we have enough in place to minimize the disruption. Okay. with what we have right now. >> Have you looked at uh Keith Cooks >> and I'm telling you that the sense from the community and my sense is that it's a good start, but it's not enough. Okay?
Because I can see plenty of opportunities where it's not going to work. If we are relying on the kindness of our neighbors, that only goes so far, okay? And we have a large community that we you know we
have students that we have to support. >> So okay so we are not relying on the neighbor. So your goal is to identify what can be done within Ridgewood. Is that the goal for this? >> I I don't I can either rely you're trying to pin
me down. No, I we can either rely on our neighbors, which is the current plan. >> I want >> or we can expand with >> I I don't No, I I there might be something else that we can do. Okay, maybe we I I don't know. Maybe we rent a field somewhere and pay whatever you pay to rent a field and it sits there until
we need to use it. I'm not saying that that's a good I am not advocating for any one solution at this point in time. I want to be very clear. Okay. But what I am advocating for is more of a discussion and a clearer
sense of what the solution can be so the expectations are clear. There is too much confusion in the community right now. There is too much noise surrounding it and there's not a sense that we are prepared in the event that we lose our fields. So I would like to see us give it one
last shot and work on it. >> Do we need to think about allocating funds give up. We have a discussion. It's a discussion and I I feel like we've gone around and around and we're we're trying. We're I I'm I don't you
know, we get an A+ for trying, but we've not quite nailed it. And I live in fear of the next fear. It might be a little bit >> over melt right. I don't mean to be overstating it, but the reality is that
at our our teams and our band and our school community is at the mercy of the weather and I think we can do better at addressing that. I cannot give you any more specifics. >> So that's that's
the point of the discussion. That's that's why the goal is out there, >> right? >> And that may fall short of what you want to see, but it's >> it's fine. It's fine as long as Dr. Schwarz knows what you're expecting him to do and we don't come back. >> Well, it's us. It's not This is not his goal. >> I I don't understand from this. I'm I'm
just going to not >> We do need We do there. >> No, I know. I know. >> I'll just not vote for this one because I I still I'm not clear. >> I'm not clear on that. So, as long as other four of you are are clear what you're doing, then it's fine. >> But you but you do agree that this is an important topic. Obviously,
>> I agree it's an important topic. What I'm saying is last year this was a goal we we said right that we need to do something >> goal is a little different last goal was focused on remediation and >> oh a contingency plan it was contingency
plan >> but not contingency >> it may not be board goal but it was a it was identified for Dr. wards to work on a maybe it was in part of the district goals in one of those facilities one. So and the facilities committee not not the
facilities committee of the board but the district facility team and the athletics department they did work on the contingency plan. They have a detailed contingency plan that what happens which fields can be rented for what type of sports. So that plan exists
right. Then they also came up with the BF expansion plan and they came up with how can the BF that retaining wall can be moved and it the field can be made larger and then the teams came back and they said that they are not going to play there. So that they don't want it
and and if we are saying that enough was not done that statement is not fair. What's not fair that if that enough wasn't done in the past? >> Yes, but >> there was a lot. >> They did do a lot. >> Yes, that that's what I'm saying.
>> Was it it didn't come to fruition to be an acceptable outcome yet? >> So, what is that expectation that how will we measure this year that this was a this is an acceptable outcome? Is it a a survey to the community? Is it a
survey to some 10 or 15 members that are vocal? like how will we determine that this year this goal was will be successful what is the criteria here >> right but it's also going to be difficult because we really don't know the extent of damage because if it's
slightly flood I mean there's so much moving parts to this that might be hard to give it that definable points yes no this was met because it says it's under I know you I I agree with you we don't want to say
we're working on this and it may be like the heating of Ridge like the woman said today you know it's been on there for 10 years I we don't want that so we do want something to put a fire under this to make it come to fruition but it's kind
of hard because we don't know is it renting Ramapo College a university now I guess fields is it fairly Dickinson do we not rely on our neighbors to be kind but have concrete and what are the cost. So I mean I think
we have >> exactly Sheila and here's the thing if at the end of this year okay we've gone through this entire discussion and uh we've said you know what we'll go to Fairly Dickson or we'll go to Ramolo College and it's you know a gazillion
dollars then we x that off pretty darn quick right because we don't have that in the budget but at least we've had that conversation right and I feel like the conversation needs to be elevated to this general level and that we need
to just put it to bed, okay, with the information we have at the time >> and nothing's off the table for me. >> I'm just telling you. But but the but my sense I my my great sense is that we have not put enough of uh we just
haven't >> and when I say we, I mean the board, okay? I'm not I'm not talking about the administration here at all. Okay? I'm saying that we have to be very clear. This is what we're willing to do. This is what we can do. This is what we can afford. And this is what it's going to be.
>> And we've we've not quite gotten there because there's been too much >> conversation and too many issues and too many things being convoluted and conflated and mixed up >> because people feel that BF can be a solution whether that's as a turf field as a turf field. >> I know.
>> So that there >> that that's there but that's not what this goal is about. >> No, it's not. Okay. I because I know that that's a you know the point is we just need to finish it. Finish the conversation. Have the expectations of the community be very
very clear and move on. That that's what I would like to see. >> You say give them a whole list of things. This is the costs. Do you want to fund this? Do you want to do this? Do we want this? >> So that so that when it starts raining okay everybody knows exactly what's
going to happen within reason. That's all. >> I'm just That's what I'm trying to tell. >> Okay. And you had a you had a concern about >> So I have a question about number one. And um for number one, I think I've
raised that a few times before and I'll just state that again. Um I know the answers, but I'll just state my opinion. Um I think just like we have a budget for curriculum, just like we have a budget for maintenance, just like we have a budget for
um different line items in our budget, we need a predictable budget every year um for next 20 years and then that rotates back to year 1. that we need a predictable budget every year, whatever that budget is, $3 million every year,
$4 million every year that we would spend on capital. And if we start doing that, that every year there's a question, there is a a certain amount of money that we spend um that just becomes an expectation for the community that our schools spend $4 million a year on
capital improvement. And there's just a question every November uh or every December when they go forward there is one question that this year we are going to work on these five or six projects >> many referendums. >> Yeah. It's standing standing referendum every year and then in 20 years that
that gets paid off and then a new one starts because then it's it's not u an impact on your underlying op budget because any monies that we are using from our operating budget then we are increasing the tax base. But when you
are doing a rotation in 20 years that's paid off and then you borrow it again. So you're not impacting your base budget. You're not increasing the base every year. And it for the facilities committee or team it's a predictable thing that they can plan two years, three years, four years. They can plan
every year that every year they are getting $4 million and community would just get used to that that okay the schools every year plan $4 million of projects. When you're doing that in that chunk, I've looked at the the
recommendations from the architect. They have three year, five year, 10 year uh guidelines. There's nothing that says within this year we need to do more than say $45 million. So if we start spending that now we will meet their guidelines
of their recommendations of of 5 to 10 years and it will be very easy to plan it be it will become manageable instead of planning a huge referendum at one time and then working with different architects. It will be more manageable.
But you're increasing the tax each year. I mean, it rolls off in 20 years. Yes. But >> but in that 20 years, if you're going for $4 million every year, you're you're increasing your tax burden. >> But in 20 years, it's $80 million >> in 20 years. But
>> but that if however you like however you slice that problem we have that more than that amount in the proposal right we have to do that we can't keep postponing those projects so in 20 years
we have to do those projects and a lot of those are not needed now so if you go for a huge referendum um I'll be probably the first one to go on the other side u because I cannot oppose it sitting here and because they
are not needed now. So if something is not needed now just because we want to go out and spend the money at once we if we are preponing them by six years or seven years it doesn't make sense. So we should do them when they are needed. >> So >> well but some of the projects are are
much more than on a $4 million project if you're going to do steam buildings. Well, and not only that, I would argue that um not everything can wait 20 years. I mean, and and I think and I think what everyone is saying here is exactly the purpose of this goal, which
is that f the first thing we have to do is sit down and really, you know, I I I said to Dr. that I almost wanted to um depose uh the architects because I really want to understand what is the basis what is the factual basis for
every recommendation in that report why do we need to do this why do we need to do that and then I want to know exactly how much it's going to cost right and and when I say I that's me as one voting member of the board I think every single one of us here has the right and the
obligation >> it's in the report >> to have that input it's in the It's it's it's not enough what's in the quote. I'll tell you right now, I I from my perspective, it's not enough. So, I want to dig into it and I want to know that answer. And then once we get there, then you start the conversation where what's
important to you may not be important to me, may be more important than Mary. And then we go back and forth with what we want to spend our money on. And that's the conversation that we need to have as a board. And that's the work that needs to be done. And then once you decide that, then you decide how you going to
pay for it. >> Yeah. I'm not even going I'm not even going what's important to me. I'm going based on what professionals have recommended in the report based on what they need in one year, three year, five year. >> Fair enough. >> So based on their recommendation if I'm
proposing if you if you do say three three years four $5 million a year 15 million I don't see recommendation they are recommending more than 15 years and 15 million in three years. >> Okay. But I I understand what you're saying, but the I need to know the basis
of that recommendation. I need to know whether that is based on fact, what's that based on professional judgment, what's based on what the community wants, what's based on, you know, we sit here because of the judgment calls that we make and that we try to exercise. So I think that I will not give that over
to anyone else. That's my vote, my judgment, right? Based on all the information that I can get. So and I think that I just don't think it's as simple as what you're saying. And the point is, I think everyone benefits. The kids sitting here benefit because they're going to learn and they're going to listen. The kids that are in first
grade are going to benefit. The parents, the whole community will benefit from the exercise and the conversation. >> So, you're proposing the architect come here and explain their report. >> Proposing that we have a conversation with the architect and facilities and then if we want to bring it to a larger discussion. Absolutely.
>> Okay. Because you were saying that others will learn. So, >> I want everybody to learn. My my point is that this goal is is really simple, which is that let's figure out what do we need to do, when do we need to do it, how much is it going to cost, and how
are we going to prioritize. That is our obligation as a board of education to do. That's all. >> And and we'll see because there's talk about um the legislature among the legislature. >> Yeah. >> About um
>> funding capital. Now, mostly it looks like it's for the SDA um districts. Uh does look like there's talk about the Renaissance schools and also charter school. I'm missing the conversation
that has to do with the regular operating districts like a a Ridgewood. But in the past when the legislature has begun talking about funding capital, there has often been opportunities for
for Rod grants for uh districts like ours because the legislature knows that there are other districts besides the 31 districts that used to be called the Abbott districts. And also um if you're
a funding charter and renaissance schools, how about all the other schools >> that were built in the you know early 1900s to the mid mid 1900s uh that are now
um needing windows and heating systems and roof repairs and all the things that go into >> this building. So we had we have three different reports. So Rididgewood Board of Education paid three different
architects over the years. We paid um LAN Associates in 2018. We paid um what's the other one that was started with the E in 2015 or 2017. So >> EIA or something.
>> Yeah, EI. So EI EI associates. So they so they did their study in 2016 2017. Lan associates did at 2019 and then recently um Anthony and Matt they did um in 2025. So three different architects
have independently done um site study they have created their list of priorities. Um, a lot of the projects that were recommended by LAN Associates in their 2019 report focused on so there was this $94 million referendum that was
proposed in 2018 2019, right? out of that um there was one specific project for $32 million and then rest of that majority of that was um HVWAC and most of those HVAC projects were either done
using the PACG direct install or ridge and Glenn were recently done using um rod grants uh or so those two were done. The only ones that I think that are remaining is Willard and BF which are the steam building and maybe some are
will. So steam buildings need to be converted into hot water based on those projects. But if you look at that there's not much um difference between those three reports. You can you can definitely talk to them again and figure out how they did that. All I'm saying
based on what I have seen there are a few schools where we need these three three or four heating projects and then there's not there isn't one big project other than those >> and and I >> but BF and GW would be here would be big
projects >> right so so those those are the main big big projects of hat converter >> but but let me say this like none of those architects did any of the architects take a look at what the what we thought were priorities you know you priorities as in a heating system that's
going to die any day versus you know other things that we can term priorities but did they cross reference that to vision 2030 where we specifically talk about programs and things that we want to do no that's our job my point is simply that your position it's valid and
I hear it 100% it's not the only for example I know that I don't know if it's in vision 2030 but I know that Dr. Fenwick has mentioned that there are lots of programs that she would like to do in our special programs we don't have the
room for. Okay. So I don't know what that means. I don't want everyone jumping to conclusions that I'm saying that we should put you know a fourth floor on ridge or anything like that. That's not what I'm saying. I am not saying that. Make very very clear. Okay. But what I am saying is that vision 2030
lays out a very ambitious map for the future to continue the premier school district that we are and that we want to continue to be. And with that comes responsibility to continually look at your facilities, not only keep
them up to date so that kids are not in school today, you know, wearing their parkas because we didn't do that HBAC 5 years ago when perhaps we could have. Okay. But that also if we have a program that we want to do, we can do it
potentially. So all of those things are the the conversations and the exploration and the facts that we need to all consider. You may not feel that you need to do that for your decision-m and that is fine. That is why you have your vote, but I feel like I need to do
that. But also, yeah, I don't know what everybody else thinks, but that's why I think this goal for the board is to put it all out there and do the work >> and then decide where we want to take this district. We spent all that money and time on vision 2030. We just going
to forget about it now. >> No, I don't I don't remember that vision 2030 had any recommendation for facility uh enhancements or adding new facilities. So, we not support the idea. >> I I get that. I get that and I'm not denying on that. I'm just saying that
I'm I'm countering the argument that are we going to forget about that. So there's nothing that was brought in there that I'm ignoring. But even if you come up with something like that, that's a one-time project once in a 10-year project, once in a 5year project, right?
So if you feel there's a need, we can all support that. If there's a need, right? We need something for our students, we can support that. That can be a one-time referendum. What I am saying is we are missing annual facilities planning. Even if you do that
one-time project, even if you identify that okay, we need one big new field, we need one new auditorium, we need one new uh second story somewhere, that's a one-time project once in 10 years, once in once in five years that requirement come can come in. We can talk about
that. That that's a onetime reference. >> But it's not the rotating capital projects that need to be addressed. Yes. So you what you have been saying last year I remember from about this time and now you want to put aside funds to keep
going and always have projects >> every year >> and you can plan >> I'm saying that we have 11 buildings right for 11 buildings we should expect and anticipate every year like village village spends 7 million to 10 million
every year on repairing roads they pick different roads every Right? So because we have x million x miles of roads, so they pick um those roads every year. So they have a budget. So we need to come up with a plan and we cannot come up that with our regular operating budget
just how the school budgeting works unless Dr. Schwarz and Mr. Matthews can come up magically that we can do that. Right? So I'm just proposing a a a solution that we should plan X amount of capital projects every year through a
standard vote which we don't have to market every year. We just say hey this is every year and if you don't do that then we'll we'll raise tax or we'll do some somehow we'll still do that. >> You're saying the funding for this plan would be a series of reoccurring
referendums or this is surplus. We don't have a surplus >> reoccurring. Yeah, we don't have surplus. Right. So that's why it's not predictable. Every year they have to wait for audit report that how much capital how much money will go in capital reserve and based on that they
have to plan the projects next year. So it's always two years delayed the planning, right? But if they know that every year we we every year board of education will support $4 million, $5 million, whatever we come up with for
capital projects, then those can be planned. We have that many projects. The architects have identified >> correct me if I'm wrong, that takes bidding and and and approvals and voting by the public. >> Only if we try to make a huge referendum.
>> Okay. No. And and so if we make a huge referendum, then we need to hire a marketing company and we need to do all of that. If we make it a recurring every year thing that are >> you want to make it a habit so everybody >> it's a habit. Everybody knows it's going to happen >> and we want them to vote for it because
it makes sense. Yes. So we do one big marketing and saying every year we're going to do five or six whatever number we come up with and this why we're selling it to you now in year one but for the next >> next 10 years we'll do that. and then that will be rotated and if we
>> districts do that is this a unique plan because you mentioned it a lot last year and I I was intrigued with it. I thought okay that's pre-planning. You're not always saying caught being caught short, right? You're being proactive. >> And then if we have these one-off projects, those years we just do a
bigger one. >> But so every year you have to >> Yeah. That that you get burn you get burned out. I think >> you get burned out if you are going for a big big one either. It's it's a it's the money that needs to be spent anyway, right? We will get burnt out if we try
to build a referendum is not needed. that I'm guaranteeing that if >> Well, you're assuming it's not >> and I think I think you know what I think I think that where we can I'm maybe hoping end this and bring it to a place is that at least before I can make a judgment
>> for my vote based on what is needed or not, I need more information from the architects, right? And then and then we have but once we really have that list and that sense of what is needed, what is what is you know what is necessary, what is needed, what is a nice to have
all the stuff in the middle. Once we've done that, then we can decide the best way that we want to fund it and we can take into consideration like what you're saying because I hear what you're saying and the value to it. Right. I I'm I'm not even there yet. I'm still trying to figure out other than knowing that we
have steam buildings and buildings that are older than me that need those heating systems need to be put in place. But there are a lot right that there I remember reading about reconfiguring the lobby. >> So that's the first step >> orchard so that when a person comes in
they don't have access to the entire building. Right. >> Okay. So we're don't want to identify all the projects. Um the facility committee um is starting with a pretty long day a week from Friday. Start start
looking at all those. But you're right, you you know, we've got to identify the projects. We got to then look at how you fund it. You have to have good costs and and that begins to um >> But I think this goal is worded okay. It the way that it's the wording I don't
have a problem with the way this is worded. >> Okay. But I think I >> again I I'll just end that with if you're saying that you need to understand with the architect what they have created the list that they have created which I'm fine because that that
is for that goal you will need money they have identified three different firms have have identified right already the projects but for that project you will need money it's a matter of which ones need to be done in year 1 3 years 5 years And I know based on what based on
looking at those reports that it's not a lot of money in those four or five years but if you are looking for some other projects for vision 2030 that I don't know yet. So those we will be discussing. >> So would you vote on these all together
or you want to go one by one? >> All of them. Can we vote on >> Can we vote on them all at once? >> I think we'll have to vote on one on one on uh >> each one at a >> each. Yeah. >> All right. >> Well, okay. So, does that mean we have
to move them? >> No, I I'll I'll be voting no. So, I want a separate vote. >> Okay. So, so then how do we do? We have to move move each goal individually. So, somebody has to move it. Somebody's Okay, I'm happy to move it. I will move
board of education goal number one. Somebody Sheila seconds. It's over here. >> It's a separate piece of paper. >> Got it. >> Mary, not just number one because we're going
to go through all five. >> That is second in the We're going to do each one separately. I'm Malli's moving it. Broen is seconding it. >> Yes. >> Yes.
>> Yes. Yes. >> Yes. >> Yes. >> I move three. No. >> Yes.
>> Yes. >> I move number three. Excuse me. Number four. Sorry, ground. >> I'll second it. >> Yes. >> Yes. >> Yes. >> Yes.
>> Goal five. That's your your bailey way. Well, I'll I'll move goal five about working every week, >> every day. Yes. >> Yes. >> Yes.
>> Yes. >> Okay. All right. Comments from the public. I don't Do we have a public? >> Oh, I do. We do. Mr. Loving, >> I think that's you, boys. I
>> You're on with the board. >> Oh, we have a hand. >> I'll say that again. Good evening, ladies and gentlemen. Happy New Year. >> Happy New Year. Um, I attended the village council meeting in person this week and during the course of that meeting, village manager Keith Kasmark
mentioned uh the new state regulations regarding ebikes, motorized bicycles, scooters, etc. Uh I commented during that meeting that my concern was that parents really need to know about this
since it the laws significantly changed in that you have to be 15 years old now to operate those kind of vehicles and you have to be licensed. And I employed the manager to make sure that he was working with the board of education since I believe most parents read materials that come out from the board
of education more so than they read uh social media posts and email blasts from the police department or the village manager's office. I think he tended to agree with my uh comment and said that he was currently working with the board of education through Miss Corass to
ensure that the message regarding the new ebike law did get out uh to parents and uh of course portion of that law is that people have to be 15y old now and they also have to be licensed and wear a helmet. As I got to thinking about that
today, I realized that whenever I pass by the high school, I see many of these types of vehicles chained to the fence around the athletic field. I guess that's where the kids are storing them while they're in school. And I'm thinking about the liability it may present to the school district if there
are people who are not licensed and who are not of the proper age and who are not wearing the right safety equipment who are bringing these vehicles onto the school property and perhaps having an accident. and the school may be liable in some way, shape or form. So, I am
encouraging you all now to make sure that this new law is communicated to the students and communicated to the parents and that if somebody is bringing one of these vehicles onto school property to lock it up, that you are ensuring that
they are of the right age and that they do possess a license. Otherwise, taxpayers may be shelling out some money if there are accidents or some other unfort unfortunate incident happens. Uh so in summary, uh I'm encouraging you to
participate in the communication to parents and students about these new regulations and to ensure the safety of the students on the property by ensuring that uh anybody who does bring a vehicle onto the property to be locked up is in full compliance with the new
regulations. Thank you very much and have a good evening everyone. >> Thank you. Seeing no other hands raised and no one in the audience, um a close public comment. We are working with a village on the
ebikes and uh there's a quite a bit of um education planned um that I know of. Um and I know that Christine and and Dr. Schwarz have been speaking about it. I think you might have even spoken about it at your last coffee.
>> Uh the topic, not the last coffee, but the coffee before and we put some information in the We Are Maroon, but the the law passing was was relatively recent. So, >> we're uh just going to make sure that we're communicating that out fully and we are aware of vehicles on our property. So, we're in the process of
evaluating what our responsibilities are for ensuring compliance with our students. So, thank you very much for bringing up that very important topic. We are very concerned about student safety. um as well as liability. >> Thank you. Okay. Um yeah.
Okay. Uh we um we won't be coming back after executive session. So um I move to go into executive session. There'll be no action taken. It's reallyformational and it is um
personnel um for the purpose of discussing personnel. So um I move to go into executive session but I will also close the public meeting. We have a second. All in favor?
>> I Okay. Um thank you. And we are back February 26 which is a Thursday again. Right. That's the 26, but you'll get
information from U. Mrs. Corus.