here. >> Here. >> Um, please join me in a flag salute and pledge of allegiance. I pledge to the flag of the United States of America and to the republic
for which it stands indivisible with liberty and justice for all. >> The Ridgewood Board of Education has been meeting in executive session pursuant to NJSA 10 col4-12. The minutes of this meeting will be
released when the need for confidentiality no longer exists. Pursuant to the 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. Um, we we do not have the choir tonight uh to sing. Um and I guess we will go to our student representative report.
>> Yes, unfortunately we have a a little breakout of illness among some of our choir members and they did not have a sufficient number to be able to join us. So there they are missed. We wish them good health and recovery. We'd love to hear from our students. And actually, while you're figuring out
the microphone, um, I'll would like to formally congratulate Grace. We learned recently that Grace is going to represent New Jersey, the United States Senate Youth Panel. So, congratulations. And, uh, one of two representing New Jersey. Correct. So,
that is quite the honor. Uh, as I mentioned last time, I had a chance to be a part of that selection process some many years ago. And you know, as you can everyone can imagine, it is some of the the the most brightest and accomplishment I'm sorry, the brightest and most accomplished students that that
that you can imagine across the state apply. So for Grace to win was just is such a such a testament to her good work and we're so proud of you, Grace. Thank you for uh for for bringing such honor to Ridgewood. >> And without further ado, you now you guys get to do the presentation. Your mic's not working. It's not, but I think
the B Oh, perfect. >> Thank you. And uh thank you, Dr. Schwarz. Good evening, everyone. Uh I'm gonna just start by talking about some of the things happening at the high school. Uh going back to November 19th, we had the RHS orchestra concert in the
campus center, followed on the 20th by the seventh and eighth grade uh honor band concert. So, this is a cool program that happens where seventh and eighth grade students from both middle schools go to the high school over a couple days to work with uh Mr. Luckenville, Mr.
Hos, and some advanced high school band students to work on playing some high school level pieces. And then on the 20th, they had their performance. I actually did this when I was in eth grade. And it's a really great program for students to excel at band. I not
being one of them, but also a great chance to learn your way around the high school and what life is like there. On the 21st, we had the ac capella performance in the little theater. And on the 25th, we had the sharing of the arts performance. This is when unified
club members assisted a performance of The Greatest Showman in the campus center starring Ridgewood Prep students among a few others. I believe on the 26th of Excuse me, on the 26th of November, the Maroon Awards were given out to students
recognized for making extraordinary positive changes, committing random acts of kindness, and consistently doing the right thing without expecting recognition. These were students who have from all over the high school doing different things in different classes
who their teachers nominated them for being extraordinarily kind. So, it's a really impressive thing for them. Uh, moving in, we had a nice Thanksgiving break, which is a great chance to spend some time with family, recharge our batteries as we move into this next
three-w weekek sprint until Christmas break. Um, starting on the 1st of December, uh, juniors, students, and parents began meeting with their guidance counselors to talk about college. I know I hide mine last week, and the whole process can seem very
scary, but these meetings provide a good first step to start answering those nagging questions. On the 3rd of December was the eighth grade parent meeting at the high school. Parents heard from administrators as they learned about what life will look like for their children at the high school.
Notably, this year, the parents actually moved around the school in different small groups. So, on top of learning all of the information, they actually start to learn their way around the school. So, when they have to go to back to school night next year, they might have a sense of how to get from point A to point B. But, we'll find out. On the 4th
was the marching band end of the year banquet. They reflected on their first season in open competition and had a nice night. On the 9th of December uh will be the HSA meeting for freshman parents learning about the special
programs. Uh as a member of Amstead, proud member of Amstead, I should add, these programs are something very special that happen at the high school. They're really great groups of kids and it's it's an incredible opportunity. Um
the 10th will be the band winter c band winter concert in the campus center. Uh this will actually include 16 county band members which is the most of any school in the county. So we really have some great artists here at the high
school. Um the 13th the 11th through the 13th will be the new players production of Lunch Bunch. This will be a unique production where the audience I believe will actually sit on the stage and I believe they will also be given some sort of food that goes along with the
performance. So it should be very exciting. Um the 17th there will is the choir concert and finally on the 19th will be the mini new players which is where elementary school students from all over the district actually go to the
high school and work with the high school new players to put something together. So that wraps up everything for the year and I'll hand it over to Grace. >> Yes, thank you. So first off, thank you Dr. Schwarz. Um, the US Senate Youth Program is an extremely incredible
opportunity and I'm so grateful to have been chosen and it's only because of the Ridgewood community including our teachers, administrators, and students that I was even able to apply. Um, so going back to the sports and the clubs for the report on the 15th, five RHS
students competed in the 2025 Congressional App Challenge where they presented their apps to a panel of judges as well as Congressman Josh Gottheimr for seniors. Allaria, Gaku, Giant, and Ryan developed the StepSync app. Um, while Ian worked on the allergy
tracker app, winners will be announced this month and have the opportunity to showcase their apps uh for Congress and the national tech community, which is really exciting. Um, yes. So, on the 18th, eight members of the RHS girls soccer team were selected as 2020 um
five all league honores. And on that note, um, on the 27th, 13 members of the RHS boy soccer team were selected for the all league awards and four for the all county awards. So, congratulations to them. On the 24 on the 21st, RHS DECA
students visited um the Somerville Treps Club to act as guest adviserss and judges for their advertising competition. So, if you didn't know, Treps, an abbreviation for entrepreneurs, is a project-based learning program that teaches kids from grades um five to
eight how to start their own businesses. And the culminating event is the Treps Marketplace, which is held at the schools, where the entire school community comes out to enjoy um the students work. On the 26th, the RHS girls cross country team placed fourth at the Nike Cross regions, setting a
Bergen County record. Um and then on the first new players concert cast lists were announced. Um for those who don't know, Eli mentioned new players, but what makes concert um quite special is that seniors act as directors for their own shows and groups of three and then
there's more involvement from regular students as all who audition. Um especially those who are untalented like me are able to participate. And I'm excited to announce that I am jo I joined the Charlie Brown cast so you can see how untalented I am next month. Um,
but I'm sure our lovely directors will be able to cover that up well. Um, on the 4th, um, like Eli mentioned, the marching band had their end of the year banquet and it was held at the Tides Estate in North Haldden. Um, they had an award ceremony for both sections as well
as individual awards. They also had their senior ceremony and announced field captains for next year. As for some winter sports updates, first off with swimming, we actually had our first meet today against Ferlon at the Rigid YMCA and I was able to um have it was my
first meet serving as team captain and we luckily ended with wins on both the boys and the girls side. Um I'd like to say that we destroyed Feralon. Um and then as for ice hockey, they had their first meets of the season on Friday, December 5th against um Paic Tech and
Sunday, December 7th against Ramipo. Both resulted in wins resulting in a 2- record for their season so far. And their next game is against West Milford on Friday the 12th. As for basketball, both boys and girls team have their first meet against Pose Tech on Friday
the 19th. And that's it for the updates of our student board of ed report. That's great. Thank you guys so much. >> Grace, when do you go to Washington? >> Uh, yes. So, I will be in Washington from March 7th to March 14th. And it's this whole affair and the um Department
of Education that organizes it really jam-packed our schedule. We're going to meet with senators. We're going to meet with policy makers. We're going to Capitol Hill. We're going to the White House. Um, and we are going to meet all of these really important officials that I've spent years reading about on the news. So, it's really exciting and I'm really grateful that I've been able to
I'm going to be able to partake in this. >> That's great because maybe in April at our board meeting, you might um let us know all about it. >> Yeah. And how it was. That would be interesting to hear your perspective. It's an interesting time in Washington.
So, I think you'll um probably learn a lot and experience much. So, uh it's great. I'm wondering if we could have a picture with the board just in celebration. So, if we'd go to our repeat board with you. >> Yes. I just wish I fish um did my hair
better before, but >> you look beautiful. And that's All right, we will move um the comments from the public, but I want to uh bring to your attention that we've added an extra um comment period after the
special education report in case you have any comments or questions. I'm not sure all questions can be answered uh tonight depending upon the question, but we would get back to you if if there isn't an answer. Okay. So, uh there's public comment now and then there'll be
public comment again after the special education uh report and then there'll be public comment again at the end of our meeting. So, we'll have three comment periods uh which is sort of unusual for us, but So just uh four minutes um and please um
your name and um where you live your community where you live the min. >> Absolutely. So uh good evening everyone. My name is Eva Paputagi Smith. I'm the mother of one Rididgewood public school graduate and of one junior in the
Rididgewood High School. Um myself and a number of us are here rolling in deep. We are a tight community. Um to discuss Ridgewood Crew, a non NJSIA sport which spans the middle schools and the high school in our district. The
sport is quietly producing extraordinary results for our students and that's what we want to talk about this evening. In recent years, our rowers have earned admission to the Naval Academy, Cornell, Dartmouth, Georgetown, Boston College,
and Princeton, amongst other prestigious university. Notably, our last two validictorians of Rididgewood High School have been crew members. These students excel beyond rowing. Several have attended Boy State. Many have
become Eagle Scouts. their active and challenging pursuits outside of rowing um like band and they consistently give back to the community. Conversely, despite these accomplishments, Crew is also uniquely
inclusive. Success comes from dedication and hard work rather than simply natural athletic ability alone. Students with neurological and physical challenges can participate meaningfully. something few other sports can give back to the
community. My own son exemplifies this. He began his Rididgewood public school career in the Red Rise program. He is now a freshman at George Washington University on a presidential scholarship
rowing and is about to publish research on the role of sports impacts on students with autism. Expanding on Rididgewood's crew inclusivity, the program consists of both boys and girls teams with a total
of 43 high school students and 26 BF and George Washington middle school students. RHS athletes play a crucial role in assisting with coaching and mentoring middle schoolers, creating a
very tight-knit community. The mental health benefits of this are extraordinary. In an age of screen addiction, loneliness, and anxiety, Crew provides outdoor engagement, team connection, and
stress relief through physical challenge, immersion in nature, and strong relationships. The inclusive nature means that students of all abilities can find success and belonging. Crew develops the whole
student. The discipline transfers to academic success, leadership, and community service, evidenced by our student coaches, Boy State attendees, Eagle Scouts, and prestigious college placements. We're fortunate to have this
rare sport in our district. However, despite its proven benefits, we need clarity from you, the board, on middle school engagement, on funding processes, on appropriate student outreach so we
can operate confidently within the district's parameters. We have bought two of our senior rowers here today. I'm going to hand the mic over them to talk about their personal experiences and what they have gotten out of the program. Thank you for your time.
>> Hello everyone. I'm Matthew Mumji. I'm incredibly excited to be here to speak on the rowing team today. And I really want to speak about how incredible our coaching and team is. Uh this winter we're going to have three rowers attend
the uh youth national uh training camp in California this year to contest for placements on the national team. Uh this isn't just like a thing an average cruise team does. We have an incredible team here at Ridgewood who's led by
amazing coaches and it's been really amazing rowing on this team. I've seen rower after rower come onto this team without the leadership skills, the teamwork skills that they now have thanks to this team. And it's really incredible. So we really need to invest in this team because so many of our
leaders both in and out of the classroom are coming from this. So, thank you so much. >> Hi. So, my name is Michael Scop. Uh, I just wanted to talk about how rowing has affected me as a person. Honestly, it's completely changed the way I see myself.
It's it's run I've never really seen myself as an athletic type of kid. I tried sports like soccer or like volleyball and it it just never really or basketball. It never I never thought of myself as an athletic or competitive kid.
But because I just I felt like I was too big to like do a sport. I never felt like agile or quick to participate in these types of sports. But crew has been able has allowed me to put an be an
outlet has been an outlet for these endeavors. And it's the time constraints have c have improved my time management skills. They've taught me honestly discipline. I never really thought about like physical discipline and how
important that is in shaping your life or how it just rewrites the way you think or just like how you go about your day. I think it's a crew as a whole is a great way to for people that don't really see themselves as an athletic
type of person to just try these to get a feeling for the discipline that comes from these athletic endeavors. then I think it's very important to keep these keep this program running and yeah thank you
going to finish up here. So building on this foundation further, our incredible program has built a strong legacy over the past 21 years. Throughout its history, Crew has continually achieved new milestones, reflecting the dedication of our phenomenal coaching
staff, athletes, and parents. 2025 specifically was a special year for us. The team won its first international medal at the Royal Canadian Henley Competition. Three of our skulling boats secured a top 11 finish at the world's
largest riata, which is the head of the Charles in Boston, where more than 11,000 athletes compete over a 3-day period. Eight Ridgewood boats, or close to half of the high school team, qualified for and represented
Rididgewood crew at nationals in June of 2025, which consisted of not just Scholastic competitors, but of well-funded private clubs. The team received a number of nominations, including the best skulling team in New Jersey and the top skulling
team at the Scholastic Rowing Nationals. Overall, in 2025, the team earned 82 individual boat medals, which is a 34% increase over what was earned in 2024, which was a wonderful year for us. as well. We have
also made it a priority to create and expand mentorship and training opportunities for RHS students to foster greater engagement with middle school students. From a personal perspective, having one son in the middle school program and another as a senior at the
high school on the high school team has highlighted the value of this structure. It is truly rewarding for young athletes to have an older high school team member who can give advice, share tips on technique, or assist in other meaningful ways. In addition to rowing, our high
school students are actively encouraged to participate in the operational aspects of the program. Some volunteer as outreach and IT experts while others develop communication and leadership skills serving as board liaons. There are also opportunities for
students to gain insight into the logistics that keep the program running smoothly. These roles are designed to help our rowers grow physically and mentally while also allowing them to acquire practical real world skills that
extend beyond the sport. Ridgewood Crew Foundation has been funding the costs of daily operations and capital expenditures of the crew program since inception. The parents formed a nonprofit organization with funding sources consisting of fees from
Richwood families and fundraising activities used to cover the costs of coaching, transportation, boat house rental, uniforms, competition related expenses, and other categories. The nonprofit organization owns boats and other equipment, which is extremely
expensive as you can imagine. Similar to other sports such as cheer and skiing, crew is not governed by the New Jersey State Interscolastic Athletic Association as only 42 high schools in the state offer crew programs. This status has resulted in inconsistent
application of rules within our district and unfortunately Ridgewood Crew has often found itself at a disadvantage compared to other programs. Our team does not receive meaningful financial support from the school district. an issue which we highlighted
to the board of ed in the school in the spring of 2025 but have not been able to make progress on since. Unfortunately, additionally, we're facing increasing difficulty in our outreach efforts to introduce middle school students to the
program. We're also required to comply with regulations that are not consistently applied to other non NJSIA sports within the district. These factors have made it more challenging to operate and maintain the program effectively. As everyone here
recognizes, the long-term success of any organization depends on having clear guidelines, consistent application of rules, and open lines of communication among all stakeholders. Without these foundational pillars, it becomes
impossible to ensure the sustained value of the program. While we recognize the complexity of the situation, particularly as the program spans multiple schools, we respectfully request that the board facilitate a meeting between relevant decision makers
and Richwood crew. The goal would be to collaborate collaboratively develop an operational framework that will satisfy both the district requirements and the needs of the program while ensuring that crew is treated equitably with other nonjsia
sports. We're looking for a partnership to continue benefiting those that matter most, our kids. Thank you very much for your time. Hi, I'm Megan Beerley and I just wanted to bring some highlights from the CPAG
um before we have our um talk. Um people have heard me talking about literacy for several years now and we are having some really great movement. I think um one of our local community groups, Read for Ridgewood, was able to meet with Mr.
Ross and Dr. Galante last Friday and learn more about some of the initiatives going on in the district and we're really excited to to continue those conversations. Um, and the CPAC also has a literacy information meeting tomorrow that is part one of two. There'll be a
second one in February. And I just wanted to highlight too that that is not just for our special education community, but when we're talking about literacy, it affects all kids in our community. So, our general ed, special ed, and our gifted and talented and how we teach reading affects everything they
learn the rest of the way. So, I invite anybody to join us. There will be a link to join that tomorrow. It comes out like while we're here. Um, they get that link for us to log in. It'll also be recorded and on our website um following. And
then I'm looking forward to the presentation tonight. And I had one question I wanted to just see if we could get more clarity whether it can be answered tonight or um follow up with information for parents. I'm receiving some questions about the renaming of the
course levels from general ed to college prep to college or I'm guessing it's college prep um enhanced or enriched um with the CP to CPE. Um so some of the specific questions were around like if
um has there been any changes made to the course content, rigor preerequisites, grading practices or graduation requirements um with these changes? Um is there like what is the intended
benefit um of this change for students particularly in terms of college admissions, transcript clarity and access to different levels of coursework? how will the families and students be informed? Um, and just also asking if it's like aligning to, and I did talk to some people from other
districts. It sounds like this is happening in some other districts, too. So, just questioning is this aligning to college prep language um used by other districts and colleges and is there any substantial like redesign? So, just asking for more clarity on what that
means. And specifically for our special education community, we make plans for for classes and how we prepare kids for the following years um early. And so understanding whether this is a true change in level and rigor and primarily or primarily a relabeling um is
important for our families so we can make informed course selection and and plans as we plan for next year. Thanks. public comment. Uh, now would you like to speak? Maybe Mr. Ross could address some of the questions on
the U ret. >> Sure. Sure. So, first of all, thanks for thanks to everyone for uh who is here tonight to speak. Thank you first and foremost to those who are representatives of Ridgewood crew. Um I want to commend uh Matthew and Michael.
Did I get your names correctly? Thank you guys so much for being here. We always love hearing student voice as well. So, thank you for representing crew and taking the time to speak to us. We really appreciate it. You guys did a great job. Uh with respect to the request, we've actually have been speaking quite a bit about crew over this last year. uh the finance committee
particularly has been uh very interested in conducting an analysis of what our financial equipments are to the various programs that we have in the district. So we've had some communication. So this is actually exactly the time where we're really digging deep into those analyses. So uh there are a couple we've received
some requests from a few programs who are in a situation where they're not necessarily rece they're not being certainly not fully funded and at different funding levels. So uh we are I've been charged actually with the finance committee of bringing them a recommendation with respect to taking a little bit more of a formula based
approach. I think this one of the speakers referenced uh uh concern about there not being the same treatment. Um and one of the things that we want to do is make sure that we have some sort of a fair standards and rules that that can be applied fairly. So uh part of that will mean actually involving reaching
out and actually having a conversation. So, in the next month or so, so between now and early January, we'll reach out and we will definitely put together a meeting specifically with crew to be able to talk about um just and I know that there are some other uh other ways the district can help you that I know
there we've had some some try to figure out how to do those things and do them correctly and do them fairly. So, we can bring up those items there as well. Be happy to talk to you and and actually, if you wouldn't mind before you leave, if you could give your information to Mr. Matthews then uh then he can help set up that meeting and I'd be happy to
attend as well. >> A question. >> Sure. >> So Dr. Schz, I had a question. So the second speaker mentioned um other than funding, she mentioned outreach. So there were some difficulties in outreach and regulations and the first speaker
also mentioned something about middle school and communication. So So there are so both of them mentioned two issues other than funding. So, can we get some clarity or unless you already know what those issues are other than funding? So, funding is one. What are the other issues?
>> Well, I want to Well, we need to I want to make sure I understand all of them, but I know we had an issue a while back with like um like the like uh printing and mailing and of uh of of distributions and things. >> Okay. And then so that's outreach and and uh but then they also mentioned
about something related to middle school and then was regulation. those >> more information. >> Yeah, we'll get more information. Would you like to Would you like to share? >> Is it on? >> Right. Um, first of all, thank you very
much, um, Dr. Schwarz um and the rest of the board. Um so I think what we tried to do um as far as this particular meeting is we wanted to give a broad overview. You are correct.
Uh we are asking for help in clearing out a number of different issues including when I say outreach I think we're talking about kind of marketing advertising um uh to the middle school students. Um
the crew program is new. This is not something that they've had familiar familiarity with or introduction to at the elementary school level. uh we have over the last um probably 18 months or so um faced
challenges in uh being able to reach uh these students in the same way that we have previously. So I think we're looking for guidance on kind of how to streamline uh that process and make it more efficient so that you know everybody benefits. Again the um I think
the ultimate beneficiaries here are the kids and I'm going to let our VP of marketing So, you know, normally, um, we have public comment and then, you know, we'll address it and if we're going to, um, Dr. Schwarz will meet with you and and
really fine-tune what it is that you're asking and then bring that back to the board if that's okay. >> I think that that's perfect. Yeah. this was the >> because I I you know there there seems to be a lot of strands here and so it um
let's let's get that detail but let's do it at a a meeting where you can act you know questions can be asked and there can be a better dialogue this is public comment and so it's not a dialogue rich >> our only ask was for that exact meeting so if there's consensus that we'll have
that meeting Mr. Matthews, we have your information. Then we are on the same page and we give you your mutant. >> Great. Thank you. Just to add, I'll add as well. I mean, just as Dr. Schwarz said, I mean, I think when you reached out and a few other programs reached out, there's actually been a lot of work behind the scenes happening already. Um,
so we've actually been working on like a full analysis of all the sports programs, costs to the students, cost to the families, etc. So, there's been a lot of work happening behind the scenes already. Um but we are setting you know kind of what that policy looks like so
it's equitable to all the programs of course so yeah we will definitely be in touch and figure out more details although I think I mean crew is is also going to be in a unique situation because there's a lot of capital uh costs involved right very unlike a lot of other programs so that's something we
have to keep in mind as well >> but let's have that conversation and that's a you know a start >> look forward to it thank you so much Just I'm I'm sorry. The second woman who spoke, you didn't say your name and I just
>> Thank you. That's all. I just wanted to make sure we had everybody's name on the record so we know who it is. Thank you so much. >> Thank you so much. >> Okay. >> And then also just I would just thank Mrs. Beerley for joining. Thank you for your kind words. And um and I know that we're actually I think we're going to talk a little bit about this topic in the curriculum portion. Correct. About
the course loving and the program of studies. All right. Is there anything you want to say now or you think you're good to for the So, Mr. Ross is going to can provide a little bit of an update for those who are here and listening and uh and interested in that answer now. All right, there we are. Hi, Miss
Beerley. Uh thanks so much for those questions and just to your point, Mrs. really uh the re the the process of renaming those courses is a renaming process. So uh so the general class there was some confusion about whether or not the general class was a college prep class and it is indeed a college
prep class. So we want to make sure that those kids are getting college prep credit as it were. Uh and uh so there would be no need for anyone to alter their planning for the subsequent school year. And we'll get we'll get into this a little bit more later. >> Yeah. And we're we're generally
my guidance to the administrative team and what we do is I do think as much as in education we love our acronyms and fancy words. We do it is important that we use language that is commonly understood and college prep is pretty broadly understood within communities as as as what all students should at
minimum receive. >> Thanks everybody. >> So thank you for that. Um we will now go um each year the board of um we actually had skipped a year because of the um we
had done it we we move the election so there's a little confusion there but um each year basically we do a self-evaluation um and tonight we're would like to welcome our uh New Jersey school boards
association field U Melissa Del Roso, right? Yeah. Did I say that right? Yeah. And so you're new to Yes. Well, welcome, right? And um all the
board members, I did send out the evaluation, so you hopefully got a chance to look at it. And uh Melissa's promised to be brief and to the point, but we'll go through that a little bit if there are any questions. Okay.
Thank you so much. Can you hear me? Okay. Okay. Um, so you have the uh compiled results of the board self-evaluation and um it's very detailed. I'm going to go over a quick summary. If you have any
questions, please don't hesitate to um to just let me know and we can stop. But um first of all, I want to say it was a great board self-evaluation. Anything um 3 point or higher is considered to be a well
functioning board and all of your scores were well above 3.0. So I commend you on that and I also commend you on completing the board self-evaluation. The importance of that is significant for um a well functioning board and
that's how you can tell that you work cohesively by the score but also the fact that as a board you do an evaluation for your superintendent and then that obviously trickles down where your um teachers are all evaluated and your staff etc. So taking the time to do
a board self-evaluation shows the importance that you place on that and the fact that you actually walk the talk. Um so I want to commend you on that and um let's get into it. Um so the first section is on your
vision, mission and goals. Um and the the top of it is our board is committed to a shared vision of our district's uh future. The mission and goals to move our district forward that are focused on student achievement, guide district strategies, and reflect community
values. Your overall score was 3.5 out of four. And also just to uh explain there were four out of five board members that completed the board self-evaluation. So you have a significant majority in doing it. Okay.
So overall the score was 3.5 out of four. There were six different areas that you scored and uh the strengths came out that you're clearly aligned on vision, mission and goals and students as are center of those and the challenges or opportunities are to
continue to enthusiastically support and budget for the work defined in your vision 2030. Um so your strategic plan as I understand it. Um and let's see. So the next one, the next section is on
policy and policy is our board governs through policies that reflect local values, principles and guide the direction and priorities of the district. There were six categories that you scored yourselves on and that was a total score
of 3.6 out of four. Um the strengths where the board is policy oriented and uses policies as framework for district governance and the challenges or opportunities are it's challenging challenging to ensure that older policies reflect current practices
and values in light of changing circumstances. Um there was a full agreement on this that everybody believed that you were proficient and exemplary or or exemplary in it which is great. And um I just want to say as to the opportunity or challenge um just as
far as keeping your policies up to date, you should kind of have a calendar review, which you may have um to just make sure that you're checking the ones that you don't normally see. So you can set up some sort of um I'm going to assume that you have a committee for that, right? So you can set it up in your committee. A lot of boards are more
reactive. So you want to avoid that because you know the new ones that come across or the hot topic ones and you want to make sure you're looking at everything and just making sure that they're current and you can always just update without a lot of um review. Okay, so the third category
um and by the way policy is the probably the most important thing that you do as a board because that is your structure that runs the district. So um it's great to see such a high score on that. um accountability for student achievement. Our board supports a rigorous and coherent system of curriculum,
instruction, and assessment and prioritizes continuous growth for each student's academic success and well-being. Um once again, good score. Out of eight categories, it was 3.3 out of four. um on a scale of eight
categories that you reviewed. Your strengths were that you're focused on using data to highlight student proficiencies and areas in need of improvement, including breakdown. And your challenges or opportunities is managing the budget and financial needs while addressing students changing needs. Obviously, that's something that
all the districts are facing, right? The financial um difficulties there. to your next category, governance, team relationships, and accountability. This had 16 different um
areas that you reviewed yourself on, and the overall score was 3.8 out of four. Um the strengths on the board as a whole, the board as a whole works well together. Committees are operating effectively. um your challenges or opportunities are
avoiding micromanagement and continue to work efficiently without preconceived notions and with enhanced respects to make timely decisions, participate in board training to build relationships and learn together. This is your highest scoring category which again is
excellent 3.8. Um the one thing is it also in the 16 different things that you were uh rating yourselves on the one category uh in all of those that was below a three was participate in board training and retreats to build
relationships and learn together which of course make me very happy because um I would love to come in and help you with any of that. So it's an easy fix. I understand your time is limited and and everything else, but please feel free to reach out to me and we can add in any um
training and we can customize any training if there's a topic that you're working on or something like that. So, that's a that's easy. I guess that's the point I'm trying to get. So, that's a good one. Um let's see. That moves us on to section five, resource management and
oversight. Um overall score there out of eight different categories you looked at was a 3.3 out of four. Your strengths are aligned on strong uh fiscal policy management and working well together to solve problems when issues arise and the
challenges or opportunities improve acting on long-term facilities plan in phases. Aging facilities present continuing challenge. Again that goes to the financial piece. So it's not surprising. Um um the next category is community
leadership. Um our board recognizes public education's impact on the community and understands how strong connections uh sorry mean everyone is invested in successful schools. Once again great score 3.5 out of four. There were nine
categories that you rated yourself on. The strengths were support and encourage multiple means of communication and community engagement. and the challenges or opportunities is anonymous social media. Um encourage different community cohorts to engage proactively and um
collaborate. So I'm sure that you gained a lot of connection with your community by doing your strategic plan and um obviously I encourage you to continue with that because that's exactly what you need to do. Keep keep those community stakeholders um in in involved
and connected with you. Okay. So we go to the next one. This is always now I did mention before there the section was the highest. We don't usually count individuals. The last one individual members contribution to the board team. That's always the
highest because everybody's self-rating themselves in this category and I must say every board member knows that they're the best board member. Um so that that always comes out high. Exactly. >> Exactly. Um so again the score was 3.8 out of four. Um, and again, I love that
the high scores are are in this because it does show that your pride in what you do and as you should because as we all know, it's a volunteer job. It's very hard work. I was on my board for nine years on my local board and I always say that my skin is about two inches thick
after doing that job, right? We have like elephant skin. Um, because it's a hard job. Um, but I also say I love that you have the students and the enthusiasm and um, you know, all those pieces is what makes this such a rewarding position. So on the individual members
contributions again you scored 3.8 out of four. The strengths are confidence and trust in board which is based on your scores and the challenges is possible training focus review and understand evaluate the financial reports. So there was a lot of feedback on that needing some support with the
financial reports including the annual audit to ensure that educational dollars are used in efficient and effective manner again which is a great area to focus on. Um you also put into the um evaluation something that New Jersey
school board has added uh which is new is your board goals. So, I'm going to try to uh condense it to move it along, but your first goal is um the board of ed will continue to foster public participation, collaboration, open communication with all stakeholders
um this year with a specific emphasis on our special education community. So, the entire um the the outcome of that was three board members believe it was achieved and uh one was satisfactory
in progress. No, I did that backwards. Sorry. One fully was achieved three satisfactory progress. Um, so that is a goal that you're still working towards. Uh, the second one is settle the RAA contract. That was a unanimous achieved. The third one was support and monitor
the district's work to implement the strategic plans, goals, and action plans. Um, that was satisfactory progress and it was unanimous. So, there's a little bit of work still involved in that. Uh, the fourth goal is
work with the superintendent to develop the 2025 20 I'm sorry 2526 school budget that meets the needs of our students in the district and is mindful of the property tax impact again satisfactory
uh achieved on that one unanimously one last one continue investigating and identifying flood mitigation solutions for our high school fields in collaboration with the village and that one overall all was satisfactory progress as the majority with one person
believing one outlier of little or no progress. Uh which I'm sure is probably a pretty complex uh board goal. Um now I'm going to read these really quick because these are important. What did you consider to be the board's greatest
strengths that we can build from? And and it was open feedback on that. And these are important because they're just good to hear. show sincere respect for each other's perspective, opinions, and allow other members to speak honestly without interruptions. Members listen to
community comments and actively utilize ideas. The board is effective and efficient in its work. Good team working structure, great admin team and good working emotions and cadence. High functioning, intelligent, committed, proactive and diverse group. We are a
diverse group. Each member brings unique skills, perspectives, approaches, relationships, and sensitivities to the work that we do. We should work to understand these differences more clearly and to actively leverage them to further the mission of vision 2030 and to benefit the district as a whole. That
is fantastic to see. That is your feedback of what you believe this board to be. Um and I have to say it is wonderful to see uh in a in a in a time when there are many uh boards you know having some divides or some significant
divides and pulling in a lot of political uh arguments into a nonpartisan board. This is very very nice to see. So congratulations on that. And then what governance areas will we need to focus on to further our work as
an effective board? uh continue to be aware and mindful of the financial impact of recent state and federal changes. Emphasize creativity and discussion in problem solving and continuing with training, communication, and transparency in decision-making. Continue to refine the committee's work and continue to focus on measurable
progress of students. Again, great points. Um so, overall, fantastic board self-evaluation and just watching the way your meetings run, I would say you're right on with with your own board self-evaluation. Thank you very much.
>> Does anybody have any questions? >> Any questions? >> I'm not surprised. >> That was great. Thank you. And thank you for the the summary. That was really well done. Thank you. We appreciate it. And I can already >> the hope here is that we would do the
evaluation through the evaluation. Then in January, uh we begin to do the board goals, >> right? and and I can already see some uh goals that we are are already have identified in our challenges. So, >> right and that that's the main point of
this and it helps get you on on course. Um, so I hope that everybody has my business card as well. So, as you I'm sure know as your field service representative, if you have any questions or need anything I can do to help support you, please don't hesitate to give me a call. you can call me
individually and then you can let me know as a board if you'd like me to come in for any training or anything along those lines. So, thank you. >> Thank you. >> Actually, just one question. You're Bergen County representative. Did you come from Trenton for this meeting? >> No, I actually live in Old Tapan, but I will be going down there tomorrow morning.
>> So, I go like once or twice a week. Yeah. >> Thank you so much. Thank you. >> Thank you for coming. >> Okay. Um uh Dr. Schwarz will move on to our presentation on special education state of the schools. Dr. Fenwick um and I
believe you're being joined, right? Um are you or not? You're doing it yourself. Oh. Oh, okay. So, thanks. So, thank you so much, Mrs. Broen and uh and I want to thank uh thank everybody involved with this
presentation. Dr. Fenwick definitely uh took a lead in developing the presentation, but I know that Mrs. Corless really helped with a lot of the design. Uh Mrs. Pavone, Mrs. Denudis, uh lot lots of folks within the special education uh team were part of this. Our
data specialists, our IT specialists were all helping out with it as well. So, for those who are not really familiar with this with this process, um oh, I also have to thank our friends at CPAG because we've had a lot of nice conversations uh that have been the been the impetus for a lot of this work. So, thank you for that.
Um, this is not a presentation for anyone who's watching who isn't familiar with with uh with what we've been doing as a district. This is not a presentation that is typically done in school districts. Um, about a year and a half ago, we gave our first state of the schools address. That is something that
I I' I've done for many years as a superintendent. There are a few other districts who do state state of the schools addresses, but um I just felt I' I've just came to feel that um one of the most important things that I can do as a superintendent is to help provide a window in and some clarity regarding how
we're doing on behalf of our kids. And I generally find that people may disagree on plenty of strategies for how to do things right for kids, but I don't think anybody really has an issue with the fact that we want to do well by students. And we need to measure our
progress and we need to keep track of how things are going. No measurement is perfect. No analysis is going to say it all, but we make the attempt because it's we want to give people a common basis for discussion. So we did that with the state of the schools address.
And then in response um we had a we have a special education advisory group and we had a group of special education parents who had a lot of specific questions about special education. And while in our state of the schools address we focused quite a bit on special education as one of the groups
uh one of the one of this uh subgroups that we look at when we disagregate our data. There wasn't really there were many questions that were unique to special education that came as a came after the fact. So, we actually had a meeting with our uh
our special education parent advisory group where we gave the actual state of the schools address, but we focused on the special education side. And there were many really interesting questions and conversations. And we decided that you know what, it would make a lot of sense to take these questions and put
together a presentation that's specifically for special education because special education is a very complicated uh system of programs. Um, it is heavily regulated and governed by federal law and state law and and it's also incredibly important both as a
matter of uh of of principle and ethics and um and just a part of our just in in in terms of offering a comprehensive program. So last year's presentation involved a wide variety of analyses, a little overkill probably, but we wanted
to try to do our best to be responsive to the many questions that were out there and a lot of those were financial or financially oriented as well because people were concerned um about how finances impact special education because special education programs do represent a sizable portion of our budget.
There were a lot of things that I think we were able to just kind of demonstrate in in response to some of the questions last year that I that when I was con uh overseeing the process and working with Dr. Fenwick, I I personally felt like we didn't necessarily have to focus on as much this year. Um, in fact, there's a
pretty considerable amount of financial analysis that we're going to continue to focus on. But I I but one of the problems, an ethical dilemma that I find myself in when we talk about special education matters is that we often talk about cost. And we have to talk about
cost because we have to be good financial stewards of the district. But I I think we need to be sensitive as a district. I think just ethically in general in education, we have to be careful that that we that while we do have to talk about funding to make sure that our programs are funded well. I mean, we heard a we heard a call from
the crew program for for equitable funding. We also have to be careful that we don't allow conversations around any programs to be equated that the decisions that we make are all about money as well. And the reality is that I I know I can speak for this board. I've been working with you all long enough. I know that you're all deeply committed to
providing excellent services for all student groups, especially special education. So, we decided to not focus in this particular presentation too much on the financial component because we wanted to focus on what really matters to students. We are going to move some of those financial analyses to our
budgetary analyses. I'm not sure if they'll make it if they'll actually be a part of the budget presentation, but we'll certainly look at them considerably here on our side of things. Um well and and I I'm generally involved uh with with the the state as well and trying to advocate for for uh good good support from the state for for the
funding that we need. But today we really want to focus on a couple of matters that we think are worth monitoring and tracking. And anybody who's watching and has has interest or concerns around these that uh or just feels interested in making sure that we're delivering really excellent services in special education, I invite
you to to participate and listen. And if there are analyses or things that we think that we should track on a regular basis, love to hear those things. Um, and if we find if we can reach agreement that it is something that's worth tracking and it's it's a it's it's a benefit, then we'll do that. So, uh, I'm going to let Dr. Fenwick and the team go
through some of it. But one of the things that I wanted to point out uh just on the on the onset of this presentation is that we sometimes hear folks asking questions and understandably so about uh our classification rate and the extent to
which students are classified in our district and what classification rates mean and should our classification rate rate be higher, should it be lower, should it be at the state level, should it be different than the state level? and uh and our state classification rate is on the lower side and we've taken a
dive into that. We're actually going to show a lot of that data because we think it's really actually important to look at. Um, but I wanted to just speak philosophically because I do know working in different school districts and working with different school administrators that they sometimes have different philosophies within special education and we very distinctly have a
philosophy here and I think I think law and science and research supports this philosophy that our approach with all programs and services are that students should receive the supports that they need absolutely to be successful but they shouldn't receive an abundance support beyond what they need and the
and the efforts of all of our programs and all of especially our support programs are are to make sure that our students are working everinccreasingly toward independence and towards being able to thrive with as few supports as
possible. Um and then obviously the best expression of that would be students who are at like a high school level taking very rigorous classes and not needing supports. But all along the way students have find themselves in different phases of life. They find themselves with different sets of disabilities. Um they find themselves with different challenges. And so we have to meet them
where they are, but the goal of the program is to get them to a place where they are thriving, they're performing at grade level or beyond, and that they're not needing services. So we do continually evaluate student progress. And when students are thriving and successful, we do exit them out of special education. And that's a
victorious thing. That's a wonderful thing. That's not that's not something to stigmatize. Now, if our data reflected or or indicated, and we're continuing to analyze this as well. our data reflects or indicates that we are exiting students from special education and yet they're not successful, they're not thriving. Well, that would be
problematic. So, our goal is to find metrics and to find ways of looking at at at at um at how students are doing within special education, understanding that it's that it's a it's a changing population. We're we're we're we're identifying students and uh new and fresh on a regular basis. We're exiting
students on a regular basis. Um, and so we have to keep that in consideration when we look at the various metrics. But I think that we're I think that what we have here is good and it's thoughtprovoking. Um, but I I don't but this is an iterative process and we are regularly talking about what are the
most important metrics to monitor to ensure that we're making good on the commitments that I just shared that we have. So without further ado, um, Dr. Fenwick, if you wouldn't mind. >> Thank you Dr. Schwarz.
Get this going. So sorry. Nothing. Here it comes. Okay, great. All right. It's always a little nerve-wracking when you don't see it. PowerPoint go up right away. All righty.
So, welcome to our presentation on the current state of special education. Last year, we provided data encompassing all facets of special education for our district from the 2018 uh9 school year to current 2024. And this year, we'll
revisit where we concluded last year, examine how far uh we've started this year uh thus far, and then focus on more up-to-date trend data. I am joined this evening uh I am Michelle Fenwick, assistant
superintendent. I am joined with uh by Alicia Pavone, director of special programs, and Amanda Senutis, secondary uh 18 to 21 uh supervisor. Uh Janelle Ni could not be here due to emergent child care needs, but um we she she's here
with us. Um the presentation itself has benefited from the input of numerous contributors including our SPO administrative team, lead administrators, uh administrative assistants, special education staff, families, our beloved CPAG, members of
the IT team, and our communication officer, uh Miss Christine Coralus all have contributed greatly. The most significant contributors are our students who remain at the heart of this vital work. And it is with gratitude to our superintendent Mark Schwarz and the board trustees for focusing on such a
commitment to special education. Okay. So, the objectives tonight are um goals of our presentation are to establish a shared foundation of knowledge regarding special ed programs in public school with an emphasis on our current district pol policies and
practices. Uh provide an analysis of current trend data for the past three years and outline key points and next steps for special education. We always begin with the mission statement of our uh special programs
office which is to model dignity and empathy while providing support to students with special needs in recognizing and using their abilities, skills and strengths to foster independence and success as lifelong learners and productive members of an
inclusive community. Last year's key takeaways and next steps had included improvements that occurred from the 201718 school year to the last year which had shown many progress uh points in district special education
programs um given that breath of time but also with noted need for ongoing service refinement. Uh for stu student experience, special education students reported generally positive experiences where some indicators of our surveys
showed better responses than general education peers. But we also noted opportunity to expand on both student and parent surveys and focus groups to gain more experiences and feedback and academic performance. We had stable IEP
growth on the NJSLA, but with noted achievement gaps warranting targeted attention in ELA and math and with a notation of need for MS uh MTSS multi-tered support system implementation and strengthening the
alignment with general education uh that would support and improve our special education efforts. So, our priorities kicking off of last year were as follows. Aligning general ed education instruction and assessment
uh with special education with general education instruction and assessment and improving accommodations and monitoring through professional development support. Uh expanding and supporting the services of INRS and MTSS.
uh broadening that pre-intervention program and inclusion efforts, strengthening family partnerships, uh establishing more structured communication with parents and community and collaboration with our CPAD and strategic alignment and annual
review, reassessing the direction that we were taking with the board of education, aligning our objectives with the district's new strategic plan, and performing an annual re review of the state of special education. And that's where we are today.
So the 202526 school year initiated with the following. We began with enhancing our parent survey and focus groups having feedback forms embedded directly into our IEP meeting invitations both pre and post meeting. And those feedback forms
have been implemented. And in addition to that, focus groups were formed for three different groups, students, staff, and parents uh community. Um a special ed pre-monitoring committee was formed
uh to proactively review the IEPs both in process and in product uh randomly for quality assurance and continuous improvement. So, we're we're meeting regularly to accomplish that need. Um, prior to the monitoring cycle, which
we're still a few years away from, pre-implementation of bill S3982. Um, last year we had spoken about the um new IEP meeting requirements. Um, Dr. Schwarz was a part went down and spoke on behalf of uh some of this new
legislation. Um it is effective July 1st, 2026, but we are adopting it early to um a look at how well we're able to meet the needs of the the bill, but also that it includes 10-day advanced parent
notification with an agenda, performance levels, and program description. And it is with the intended outcome to support more meaningful parent participation in the IEP process. And because that was an important um uh part of our goals, we
thought early implementation would allow us greater opportunity for that. Um and the fourth being that New Jersey DOE had um applications and so the district applied and was elected to participate
in two important state initiatives. one being the LE learning action group and the other the NJDOE data 360 and both allow us access to important research, expert guidance, peer district collaboration with a f uh intended focus
on improving inclusive a uh practices for all students. So, it's been a pretty promising start to the school year. There's three or four groups and each group has about five to seven school
districts. So it's smaller, right? And they're mixed in person in >> Do you want us to repeat that? >> Each group has about five to seven districts made up of say two to three members per district and there are three
different sessions like three different group one, group two, group three and they are mixed. So one month it's in say Trenton, the other virtual for both. It is it's amazing. You know, I've been doing this type of work for many many
years and I am so excited by by the state of uh the department of ed uh for New Jersey. these are places that they just never afforded us the opportunity to speak to other districts and have those, you know, focused attention. So,
brava to them because uh it's been a long time coming and we certainly can benefit. We all can benefit from one another. So, it's nice that they've taken the opportunity to do that. So, I just wanted to make sure that we connected our work back to um the the
strategic plan. Uh the board of ed's commitment to special education is demonstrated by making this 20 24-25 annual review a core goal in the district goals in the board goals and um this focus ensures we continuously attend to and improve our special
education programming to support all students and furthermore inclusive education is threaded uh integrated across all pillars of vision 2030 framework equitable access balanced culture and climate, specialized programs and pathways, family
engagement, collaborative leadership and communication. The comprehensive approach ensures every student is provided what they need for educational excellence based on their own unique journey of a graduate. Utilizing the most recent three years of
data provides a clearer perspective than merely examining the cumulative data from last year and supplementing it with this year's figures. So a three-year trend trend data analysis just made more sense for what we were trying to accomplish. And this visual is just a reminder that
we have multiple systems of special education oversight that addresses the requirements set by IDEIDA for all public schools here in New Jersey. Continually reporting, analyzing, and revising of of our data and our um
targets occurs both as requirements as well as opportunities for the district to improve upon its special ed practices. So the first data set that we'll be looking at is referral and classification data and we begin with just an orientation to
what is a special education referral which is a formal request for child study team evaluation to determine if a student is eligible for special education services. Who can refer? Um, anyone can refer parents, guardians, school staff, uh,
guidance through the INRS process, PERS, which is a a partic unique preschool team, preschool INRS team or through early intervention, moving from uh, birth to three programming into preschool programming. And it's
important to know that um, individual source counts can exceed total referral counts because multiple people may be involved in a single student referral. So you could have a a parent who is has a concern behaviorally and a teacher might have a concern academically and you might have so you might have two
referrals but it's one student just so you're aware of how the data might look different. So that looks at three years of referrals and um the lightest number
is the earliest year and then the darkest uh maroon goes to the 2425 school year. Um the three-year trend is uh identifies a shift in our referral sources. So, parent referrals declined
from 70 to 55 to 51%. Um, indicating less parental requests over time where the INRS referrals increased from 22% to 26% to 30% indicating more active intervention
services. Um, staff referrals which are similar to INRS increased 3 to 11 to 12. um teacher referrals were stable and the early intervention referrals were stable. So that overall pattern shift, a
shift from parent driven to educational professional uh driven referrals indicates improved INRS implementation, better organization, better understanding through staff training and just an overall more proactive staff uh
proactive support towards the process. The trend suggests early inter early identification of students needs through both parent and professional challen uh channels is um is um the majority and it's uh productive
>> question. Yes, >> just because I don't know how it works. How does a child get into INRS? >> Like is that something that comes from the teacher, the parent? typ typically teachers make that INRS
referral but if a parent does identify a concern it could go through the INRS process as well. >> Okay. But usually it's the so the so okay that's what I wanted to understand. So it's kind of like a for lack of a better word like a professional path there where the teacher is identifying
going into INS and then the >> So what that's telling us is there's more um the process is working to go through INRS and that parents are also recognizing that there there is this process that we can work through
pre-intervention strategies trial them look at the effectiveness of a pre-intervention in GenEd and if that if it is tried and it is found useful, then we stay in those early tier approaches of supporting a child in general ed.
They don't have to come and be evaluated for more support if no if no long if no additional support is needed. >> Understood. >> And and it shows that that at least we are orienting oursel to this good process. >> Thank you.
>> Thank you. So now we look at referral volume which is you know um how many of these referrals do we have and we do have a dip in the 23 24 school year. Um but what I would say is this is a relatively
stable number. It's about 100% of referrals per year every year roughly with a little dip in in the 23 24 school year. More more interesting is referral outcomes. So here you have um referrals
that are in three different categories. Either the referral was not accepted for evaluation for which could be for a number of reasons. Um the uh evaluation was uh
uh conducted and an IEP was implemented after the evaluation uh or the we evaluated but the IEP was not implemented. either the parent didn't agree or you know um decided they have the information but no thank you. Um there could be some other reasons why
the IEP was not implemented. But here now when you look at the IEPs implemented look at the higher percentages. The acceptance rate for special education evaluations improved over time
from 90 to 95% over the three years. most accepted referrals resulted in IEP implementation. The green section with a smaller portion evaluated but not requiring an IEP orange. The number of rejected referrals red decreased
significantly from 22 to 23 and 23 to 24 suggesting possible better screening and more appropriate referrals that are being made through the INRS process. >> More question if I may just and again for clarification. So that orange could
reflect a determination that an IEP should be implemented but a parent refusal or a determination that an IEP is not necessary. Okay, thanks. So moving into classification rate. What is classification rate? It refers to the
percentage of students identified as meeting eligibility for special education and which could be under 14 different categories. There's different eligibility criteria under all of those categories. There's a strong and clear emphasis on accurate identification in
order to be able to provide FAPE, which is a free and appropriate public education, um, with specialized instruction in the LR, which is the least restrictive environment for our classification rate. We have a total
decline in the three years of 0.88 percentage points. What that means is the classification rate represents a proportion of our total student population identified as requiring special education services. Uh 12.81%
that gradual less than 1% decline indicates fewer students are classified relative to our overall enrollment. It is important to note the decline is occurring alongside improved referral quality. that the acceptance rates have increased from 90 to 95%. It also
reflects which we'll see in a different slide um students successfully exiting special education services and it demonstrates strengthening student support before needing special education a prevention focused approach. >> Can I can I clarify?
>> Yes. >> So that 12.81% 8 1% number that >> that includes uh just extra time and every every way and shape uh as IEP can be right. It's not
>> so because before I got on the board I did hear some parents say or in some chatter that um we have close to 15% of special ed students and as Dr. short was saying earlier that some like that there's a perception that they cost more
but there are type of special eds or or classification of special ed that doesn't really cost more to the district it's just some extra accommodation to the students not necessarily adding staff or adding special services for them >> if you know one student with an IEP you
know one student with an IEP and they can be vastly different in the needs and the costs and the programming and the professional development and the amount of support student uh staff that need to be around that student and the um
instruments and technology that needs to be around that student and each one of those factors um in and of themselves uh you know can create a different different needs, different costs, different programming. So yes, it it vastly um can be
different. And then there's 14 different classifying uh categories. So, a child who um is eligible for services say under an autism uh category um there are other supports that might be needed um and probably usually less for a student
who is classified eligible under a specific learning disability where most of their needs could be met in the general education setting um with supports and then only if needed move to a more restrictive setting to get additional support. So do we do we
differentiate between how many of these 12.81% are part of general education setting and how many require a special >> Yes. We'll we'll talk about that moving forward. Yes. >> So this is a continuation of last year's slide where we looked at well who are
the what are the top classification categories and that has not changed. We still have these uh top five of the 14 categories. Um other health impaired classification shows a slight increase
while specific learning disability shows a gradual decrease over the three-year period. Autism, communication impairment, and eligible for speech language services all remain relatively stable with mineral minimal fluctuation. The trend here suggests a shift in how
disabilities are being identified and classified with more students qualifying under health related categories rather than learning disabilities. And I think you know in our community at large you see additional diagnoses of medically
related um learning difficulties like ADHD, like anxiety when it comes to um the school setting where it might be difficult to um continue to learn when you have those uh
obstacles uh like uh attention deficit or anxiety in in the way of your learning. >> Yes, >> you can see I have the question. Yeah. So, um >> I just want to clarify. I think I know the answer, but a student with a 504 is
not classified. Is that correct? >> They would be under a category of receiving a 504 accommodation plan. accommodation. And the difference is significant because when we classify a
student with say a medically related OI other health impaired um classification, it is because that medical medically related um disability is impacting to such a high level that that child needs
a um a specialized instruction, a something special in they are in in their education that is unique and they are um it's specialized programming where as if the child only needs
accommodations through a 504 plan they remain in general education and the accommodations might be extended time >> right >> being close to um the the learning so preferential seating of some kind um
getting an additional copy of notes which a lot of those things might be seen as just best teaching practices and I would say maybe would be best as accommodations for all but sometimes they extend beyond that all and that's when a 504 is truly necessary and those
accommodations serve that that student best. So the students with only a 504 are not reflected >> correct >> on this. Okay. >> Correct. >> That's kind of where I was going. But >> but they're still general education. >> They're so they're not considered part
of the special programs umbrella. >> No, that's why um taking them out of our charge when we had now a director of guidance um made a lot of sense because I think that was confused for a lot of time. >> It was. And I I mean I try so hard to
keep up with it and understand and I appreciate that clarification very much. >> And also interesting and important to note, you don't you know when we sunset on the journey of a graduate um and our time here is done. There is no IEP out
in the world. There is no specialized instruction out in the world for, you know, our students. They go out and they might get accommodations at work. They might get accommodations at their college. Um, but those accommodations are looked at, you know, uh, based on
their their health impairment and the accommodations that they might need. Um, but no one takes the documents that we've been working um, hard to perfect over time knowing our students um, and knowing our programming once we're done
here, we're done here. And, um, so the the 504 does carry with them. So if they need those accommodations, it is helpful for them to get them there. >> But the if a student has a 504, they're not under the special education purview.
>> Correct. >> Not at all. >> So they're 504s are handled through the guidance counselors. >> Correct. >> Through guidance. Not with special ed. >> Not through special ed. >> Also, it's it it is not um it has no oversight. 504s have no oversight from
the Department of Education. It's a civil rights I mean they they have um some oversight but it's limited because it is the office of civil rights um that oversees not the department of education >> but adults can have 504s in their workplace as you just described that
that car often carries out of a classroom into their regular life. So adults and teachers have 504s within our district and they're not handled. >> Yes. Um, Dr. Fenick, what is SWD?
>> I'm sorry. S SWD students with disabilities. >> So, I don't think the sum of these five categories is 100. >> I'm sorry. It wouldn't be 100. >> Why?
>> Because it's only the top five out of the 14. I just pulled the top five. >> Okay. >> Yeah. Thank you. Yes. Yes. Our classification rate includes our students um who are out of district um and our assessment data
includes our students who are out of district as well. So even though a student might um no longer attend our district and is um their least restrictive environment is an outof district separate placement um and we might not have the same amount of
oversight in the curriculum or how the lessons are taught their scores on state testing their participation in state testing still is reflected on the district. So here we have um entry and exit data.
And what this slide is uh looking at is um specifically new implementations or entries that dipped uh from 95 to 73 and then surged back to 96. Um while exits, declassifications gradually increased
from 41 to 57 over the same three years. And the dip here aligns with the overall referral volume dip that we talked about in previous slide. The rising exit trend suggests improved student outcomes and successful interventions leading to more
students no longer requiring special ed services. This is a really important slide for us. >> Um >> yes, >> this does not include graduates, right? No, I mean every year it would have students who
graduate and exit, but we always have students coming in and students going out, >> right? But if we have 96 students coming in, 57 exiting from the program but still in the district. But if on this chart if we also show
graduating with disabilities, so students with disabilities who graduated, >> yeah, >> that would probably clearly reflect that what's the residual like how many are still in the program. >> Yeah, we I can pull that for you if you want to look. Otherwise this will this gives an impression that that number is
increasing which is not because you may have graduating it I'm hypothes that's a hypothesis right there may >> absolutely pull that so that we can shed a better light >> okay >> okay very good Yes. Yes. And um you know I think it's
you know it's wonderful when we do see that because um then when students are able to graduate without that support. I think that they also there there's also a feeling of accomplishment when they're ready to go out into um the next phase
of their life, college, career, uh military, that you know they're on par with their their counterparts. >> If I can sure the the exit data is students that are specifically returned to general
education, so not the graduating numbers. That was my point that if we also included graduate then impression would be different from this slide. >> Thank you. Thank you for looking up. Uh Alicia has all of our Excel spreadsheets
for each of these slides nearby. So that's helpful. I haven't had haven't had that kind of help before. >> Thank you. So we take a we take a turn that we didn't go into in the last year's presentation into incident data.
This was um a request that that was born out of one of our focus groups um because they thought that it you know there is this question regarding incidents versus discipline and when they've seen um the public reporting of
discipline data they they parents of children with IEPs were saying it didn't feel like it was correct it didn't feel like it was connecting to them about what they knew about incidents because um in the realm of special education, we have um you know a proportionate amount
of incidents that happen as part of our our regular educating of students with disabilities. So there was a a particular interest in looking at incidences when they occur as expressions of a student's disability, not violations of code of conduct. Um
and the distinction in this case of behaviors call these behaviors call for therapeutic intervention rather than code of conduct violation that would result in disciplinary action. So when we look at students that have um a disability that you know um and
behaviors are seen, we look at that manifestation of disability. Typically, it's it's identified as either self harm or harm to others. And that's characteristic of the disability due to neurologic dysregulation or sensory overload or trauma. And those
responses are reactive. They're communicative or they're symptomatic of distress. And they're not deliberate choices. Again, they they require therapeutic and behavioral interventions. That's very different from intentional conduct where behaviors are driven by a conscious intent to
inflict harm or break rules. Um the actions are voluntary, planned, or demonstrated an understanding of cause and effect. And those may often result in disciplinary consequences. So, you know, the example is an autism
student uh having a a a sensory meltdown uh due to overload versus starting a fight during recess. Now, you can kind of picture those two different paths. It is important to note that when incidences result in a need for
restraint be prior to restraint, our our staff are trained um to look at deescalation first. Um, we only use restraint when a student poses an immediate risk to harming themselves or others. Once um all deescalation efforts
have failed and no alternatives are uh are identified that would ensure safety. Um every time we use restraint um it must be documented. It must be reviewed by an administrator and the behavioral team. Parents are notified within 48
hours. And uh we use uh enhanced prevention strategies and post protocols to see what we could do differently. Students have behavioral plans. They have behavioral assessments. Um we take the um approach of looking at a child
who is disregulated very seriously. >> Ask you a question. >> Yes. Um, and you may not have the answer right off the top of your head, but I'm thinking about um, you know, when you when you have a a decision that needs to be made from a someone in authority, is it a manifestation of disability or is
it intentional conduct? Because I I believe that in certain instances, it may not always be super clear, right? Not often it's not clear. All right. So, right. My my question is, do we do specific professional development or training for uh specifically our gened
teachers and our aids uh and our, you know, everyone that interacts with our kids in the general population so that they are at least a little bit better equipped to understand what might be a manifestation of disability
um versus an intentional code of conduct. In addition to doing that, we've also spent I've I've partnered with uh Jamie and her team for a lot of additional trainings that go on with our substitutes and our Tara educators so
that we don't want anyone to misunderstand when a child is disregulated the actions that we're taking because it could look quite different than the average. It can look a little scary. um you know you're seeing someone who's in need of something and someone is coming over to
support them um but that might not always be interpreted that way. So we want to make sure that everyone in the environment also it's only human nature to want to help and sometimes adding more people can add more stress to the student. So we we again in debrief we
talk a lot to to the other people to say um what is needed and and what isn't needed but certainly we talk about >> but we also proactively address it. >> Absolutely. >> So okay thank you so much. >> Sure. >> I'll try to stop and >> No, you keep going. Um it's more fun
than me just reading for sure. Um so this slide is just the New Jersey um special ed guidelines on restraint. Um again just to orient this forward and um anyone who is in attendance uh listening to the presentation, New Jersey has a um
you know a robust set of legal and procedural requirements for using restraint specific to special education and it has very strict limitations. Restraint is only allowed in emergencies when there's imminent danger. It must be executed by um fully trained staff. Um,
as I mentioned, parents must receive immediate verbal and written notification uh within 48 hours. Prone restraint uh requires prior written cons uh consent from a physician. Um, and seclusion is last resort for after all other methods have failed. Um, it's
important to note we in Ridgewood have never used prone position and we do not have seclusion space in our district. That might be known as the old time timeout rooms. We don't have those. So if a child has significant difficulties
being regulated and needs those things in order to be safe, um it's typically a decision to move them to a more restrictive setting. These regulations are ensure controlled use of of um safety and proper training
through communication with families. Um our district adheres to all of these regulations. So looking at the data, what I did was rather than give you the three-year trend, I collected three years of total incidents. Um, and then I looked at the
the number was 123 of these incidences where we needed to um resulting in a hold. And when you looked at the number, you said, "Oh, that's a pretty big number." Then you look at the top three students that are responsible for those
incidences and you see boy there's um you know the number then has a different meaning. In 2023 the top three students were responsible for 73% of the incidences 16 out of 22. the se uh
second year top three students accounted for 65% of the act uh incidences and in 2425 the top three students contributed to 57% of the incidences. So, it's a small group of of students with intensive behavioral needs that account
for the majority of these types of incidences. And it's, you know, we have expanded our ERRI program during the same time span. We went from an uh e um an emotional regulation impairment program at the elementary and then moved one uh also
established one at the middle school. So, you can see why the number of incidences has increased. Um again for students who surpass our program capabilities we arrange specialized out of district placements tailored to these needs and
of the nine students represented here eight of those students had needed to be moved. We were not able to maintain them in our programs because of the high level. So again we have um the major areas of staff training are deescalation
strategies, identifying early warning signs, adjusting our environment and fostering relationships and uh preventing incidences prior to them occurring. Um positive behavioral supports, implementing functionbased
interventions that target the root cause and teaching alter alternative behaviors and safety care training. Again, that formalized training only as an a last result um requires annual reertification of specific staff and is applied um only
when we are ensuring safety. Moving on to least restrictive environment data. Um again the least restrictive environment LR is a legal obligation to ensure that students with disabilities are educated alongside their non-disabled peers to the maximum
extent possible. This is a um general ed LRE legend and what this is a visual representation of is the continuum of placement options arranged from least to most restricted. So when you're looking at the left, um
80% or more of the school day being met in general education is the least restrictive placement for a student with disabilities. And then moving out, you see in the blue pull out resource or a partial self-contained day. Uh the
orange yellow is less than 40% of the day. So your um student is staying basically full day in a self-contained special education with then moving out maybe for specials and other peer-related options but not academic typically. And then the reds being out
of district placement in a private school or a placement in a residential program or hospital setting or home. If you're home and you're not uh exposed or participating with your peers, that is considered also the most restrictive
space. So thinking of those colors and you know where you are in the continuum, this um slide indicates least restrictive um performance data over the three-year trend with looking at
Rididgewood, our district, compared to the state and compared to the national. So you have, if you were to look at just Rididgewood, the first in each of those sections, you would see Ridgewood um
increasing from approximately 50% to 57% to 68% of students with disabilities being educated in the least restrictive environment, more than 80% of their day in general education.
The New Jersey state appears around 45% and the national average spans between 65 and 70 uh 67%. Ridgewood has improved and now exceeds both state and is approaching the national averages.
>> What's the source of national averages? >> Sorry, >> what's the source of national data? >> The source of national data. Um I can get that for you. I don't have it on this slide. So um we received we took this data from
the DOE website. So it identifies the national data. So this is directly from the N uh NJ DOE data. >> So NJ DOE has national data >> of course. >> Yes. >> This exact chart.
>> Okay. >> Yes. Um so if you're looking at the the blue sections um which is 40 to 79% that um moderate percentage um for students
we've had moved to more restrictive setting. And then you look at the orange and red, the most restrictive. If you look at the top of each of our years, you're not seeing
uh a reduction in separate settings. And that is uh problematic for us because um you'll see on other slides it is a place where we'll need to build some actionable next steps. So this is also on the state website.
This is um an LRE metric um that looks at our special ed public reporting through the state performance progress indicator. Um here we have um there's an in there's a number of indicators and I've spoken about them in the past. I
pulled this one out specific for L. Um it looks at three different um areas. The schoolaged LE where we're greater than 80% that schoolaged where we're in self-contained settings below 40% and
then the schoolaged where students are in separate separate programs or separate schools. And what you're seeing at the top in green for the all three years is we're exceeding the NJDOE target where just like in the previous slide you could see our green was
growing beyond the state that more of our students are being educated in the gened setting than the state target. um our are our 40 less than 40% of the day students
you see in 2020 20 uh 21 22 22 and 23 we met the target but in um 23 24 we exceeded it because the the state target is 14.5% and we were at 14.91%.
What that's saying is we have um um as you know because you've um allowed uh special programs to grow self-contained programming, our number is high, but we're also trying to keep out of separate schools and separate programs.
And when you look at our that final number where students are being educated in separate programs, we still need to be building our self-contained programs because our data is too high in all three years. It is it is telling us um
we're we're sending students out to separate private schools, programs, hospitals um at a higher rate than the state target is continually. Again, this is showing us that we have still have more work to do.
Questions. Yeah. >> Yeah. >> The state says a lot of things. Yes. Um, you said that in public. >> Yes. Yes. >> It it it
>> it is a it is a delicate balance, right? Because if we if we then added more specialized programming, maybe we would meet that one, but then the the next one might tip over a tiny bit. It's it's it's very delicate. And you have to remember this is every school district. So there are K8s that certainly can't
have the vast programming that uh a K12 this size can have. So you know uh how how are their percentages? One or two students can pull them way off or you know in one direction or another. So you know the metrics themselves can be
problematic. Um, but I would imagine other high performing districts. I can I can run those numbers and just take a look. >> Yeah. >> Mhm. Yeah. >> Yeah. You know, it it it's a great
question. Um, you know, only recently has the the state always sends us this data every year and only recently has it asked us um to do what we've been doing intrinsically, looking at the trends. Um, so now that we're looking at the trends, what you don't want to see is
numbers um gaps widening at at significant numbers. And I don't see that here. I see us being pretty, you know, when you looked at the slide prior, it's um you know, our our numbers for for that are pretty much the same
year after year uh for the the red. Um so, you know, well, national goes from anywhere from the best states to states that might not have a robust special education. So, by default, everyone is included. So
>> yeah, it's it's a it's a tricky one also to look at. Yes, Mr. Donnie. >> So Dr. Fenwick, the previous slide was 22 23 and 24 >> and this one is 21 22 23 are they
comparing different school years? >> The the state hadn't given us the next um measure. They didn't give us the 2425. So this is all the numbers that you used are for for this year, >> right? This one May of each year,
>> right? >> Are they trying to say that with these numbers that the districts are giving up and setting their children out? Is that what they're trying to discourage saying I we can't do it? And >> I think that they you know the targets
are always moving, right? So you know you don't see much movement in what that target is. I think they want six less than six and a half% over the three years time. So that that number hasn't changed. Um so they what they're trying to say is the number of students who
should require that level of support that that most restrictive setting should be a lower percent. And I think you you know >> but what Sheila >> you have you have who you have >> right that's what Mrs. program was saying you don't know who's coming.
>> Yes. So you >> and again who comes to Ridgewood for these quality programs, the amount of supports that we will offer to a child who truly needs those supports, you know, it's it's a bigger the numbers
represent a much bigger conversation. >> Exactly. So when just to just to continue along with that um it's interesting because when you're talking about numbers and then you're talking about humans there is no should be they are right you have who you have you are
who you are and we owe them to the best that we can give them. Um, but just at some point, you know, you you started, I think you introduced this by saying, well, you know, we do have a bit of a a concern because we're so far above what this goal is that we're given by the
state, >> assuming one way or the other what you think about the goal and that number. >> At some point, is it worth it for us to really look at not the percentages, but the numbers and the humans behind? because like you said there's a much
bigger story um you know how many how many students what are their needs we may have some students with extraordinary needs we know that therefore that explains our 9.1 you know or whatever it is which I think is useful maybe not necessary in a
presentation like this but I think in terms of when we're talking about our budget when we're talking about what programs do we need to grow what space do we need how you know in addition obviously to how do we who are we hiring? Right. Yeah. And how do we take care of these students,
>> right? So there's there are humans behind this. >> Yes. >> Which which I know you know very well, but I feel like it's worth fleshing that out at least conceptually here and then, you know, for all the good work that you do behind the scenes. >> Yeah. It it it's important work that has to be done. they have we have to uh
attend to this and and you know look at multiple measures regarding who's out why are they out um did they go out prior to a time when we had a strong program you know unfortunately in the world of special ed while we can bring uh gened stu students in our programs
closer and closer to gened it is very difficult to do the transition from an out of district program and return successfully to uh our public schools we do it um we do it very carefully. We do it and we invest a great amount of time
and attention and care. Um but that it it's not always easy to do. >> Of course not. Okay. Thank you. >> Sure. >> So these um next two slides um are looking at our proficiency. Now
recognizing last um month Mr. Ross focused on overall performance in statewide assessments. So that's not what we're looking at right now. Um these two slides are instead looking at um how our students with disabilities perform given their percentage of time
in GENED as it pertains to LE. So here the um we're just looking at ELA. Um the students who are educated more than 80% of their day had a 50.5 proficiency rate. And then you look at the next
group um blue is lesser and uh yellow is even less. and um you know separate um settings. It has a higher percentage number but that is because there's only uh it's two out of eight of the students
that were there. So um but you see less uh of an ability to perform based on and that makes sense right your students who are in gened should be uh able to take the test and be proficient in the state testing.
Correct. Similarly for math, you see that the proficiency for gened um has a higher proficiency rate and an even more significant gap for the students who are in um pull out resource
or sep, you know, separated out for uh a greater majority of their day. and then a more flat difference between the students that are in um that uh self-contained program or out of district. Um, so it it it begs a few
questions regarding um our special ed math um which we had already suggested we needed to look at last year and we did spend uh significant time looking at our math specialed curriculum over this past summer to begin the process. Um but
our you know the questions we want to we should be asking are you know do our students with disabilities have greater math disabilities? Um, are these students being provided a parallel instruction aligned with grade level content or are the student students
receiving more of a targeted remediation uh where they're at? Um, and that could be problematic if they're not being given the full compliment. Um, would moving them to a um co-eing model result in a improved performance? We don't know
just by looking at this, but um eventually um Mr. Ross and and this team will be partnering together to look at our co-eing. Um and we're hopeful that by the spring we can add on to this
conversation with more um direct look at our co-eing and the effectiveness of our co-eing. >> Is this K to 12? >> This is >> this is stated from K to 12. >> Yes. Yes. >> So this Okay. Right. I know seniors and juniors don't have
>> Oh. And now I'm sorry. regulation. >> Oh yeah. Yeah, for sure. >> Yeah. Yeah, we already have. Yes. >> Um, so now we're moving into survey and
focus group data. So, as I mentioned at the beginning, we have embedded feedback forms in the IEP meeting um invitations so we can gather family input before and after the meeting, capturing parent perspective at
key decision-making times. We've also initiated focus groups in those um three areas, community member and parents, staff and students to improve upon our understanding and listen more to to better understand um how our processes
and our programs are being interpreted um and communicated and to inform on our initiatives. And the forms are linked here for anyone who's interested in seeing what those forms are. So the preIEP data of the survey assessed parent knowledge in two
key areas. Understanding their child's needs and and then familiarity with the IEP process across elementary and secondary levels. So we looked at child's needs and the IEP process and found a similar distribution with two
reports. Um elementary had heavily concentrated and moderate knowledge with 14 responses and five with limited. Um and secondary was more varied with strong con concentration and moderate but also 12 reporting strong knowledge
and zero limited. Um so secondary parents reported a higher confidence in the IEP process um compared to their elementary parents. So um a key concern was there was a limited response rate to that survey and that was acknowledged
during our focus group uh discussions meaning the results may not fully represent the entire population. the the data suggests secondary parents um feel more experienced with the IEP process and that could be likely to their participating in more years of the IEP
process um or just knowing their child and their academic needs um because they've um had their children longer on the planet again here in post survey results confidence in understanding the IEP
process was collected and the overall confidence level the strong understanding in green um most parents felt generally confident with strong understanding um there was a moderate understanding um the blue section and then a somewhat or limited understanding
in the orange section uh 30% having that level of confidence so half of the parents responding a strong understanding of the IEP process uh after meetings while other half expressed varying degrees of uncertainty. The combined 50% of only
somewhat or moderate suggests opportunities to improve upon the parent comprehension during the IEP meetings. And again, it's limited because we started this 2526 data and we only have, you know, that many um results thus far.
We finished this was a fall uh, you know, compilation. And so we're hoping as the year goes on we'll have more data points to be able to discuss this. >> We broke it. >> Yeah. So this this next slide we broke down some of the aspects
and um what we found were the highest rated aspects which we consider to be strengths were the opportunity to provide input. parents felt that they were valued and heard during the meeting, that um collaboration between school and staff and parents was strong
um and that there was communication from the team that information was effectively conveyed. But those lower rated aspects which we find to be areas for improvement was um identified in understanding their children's goals and
services where there was only moderate satisfaction suggesting parents need clearer explanations of programs and services and the organization and structure of the meeting which was one of the lowest rated aspects indicating meetings may feel rushed if there's not
a solid agenda. it might feel a disconnect, which again goes back to the bill that's supporting providing an agenda and providing more, you know, structure. Um, I don't think we're alone in in parents feeling that way at some
of their meetings. So, it's a good place for us to to realize we can make gains in that area. >> That um in the post IEP surveys that uh you're getting more uh consistent participation and parents are more forthcoming. Yeah, you know,
>> the data we're getting is more useful. >> Yes. And I, you know, I think that as we build with the focus group because the fo the focus group, we're going to get to the focus group information, but um spoiler alert, people don't always feel um a lot of trust. And so when they've
been asked to fill out these surveys, even though we can say it's anonymous, they will still feel until I can be really assured that my my feedback won't come back to me as a family or my child. I think there's this worry and um you
know, we we have to continually impress upon people. If we don't understand the problem, we can't fix it. So, if we think we're doing if we think we're doing an a pretty good job of organizing and explaining the process and no one
tells us that we aren't, >> we're going to continue to do it that way. So, um I am feeling more optimistic as we're having more of these focus groups that putting down surveys and sitting and listening is going to make the biggest impact. And then and then
once we have that, we can maybe return to a structured survey. But, you know, it's it's part of the big picture. So, here's here's the focus group uh takeaways. We found four critical priorities for each of the focus groups
and this one is parent and community. Um the first point being um that trust is foundational. The parents uh emphasized the need for trust building through informal communication, demonstrating care and creating collaborative rather than adversarial meeting environments.
That consistency matters. Families want equitable experiences across all schools through coordinated communication, clear calendaring, and standardizing the process to ensure uniformity regardless of the building that their child attends. From data to action, parents
stressed moving beyond simply collecting data uh to implementing meaningful changes based on parent and staff feedback, demonstrating a responsiveness to the community input and systemic support. Families called for comprehensive support systems that
address the needs of families, students, and teachers throughout the entire special education journey from identification through transition. The student focus group um priorities that emerged were that engagement
matters. Students emphasized that how teachers present their material is as important as what they teach um with present present uh presenting style and interacting methods driving students interest in learning. that belonging is
essential, that students need to know the people in their classes to feel comfortable participating there and engaging. Uh highlighting the importance of social connections for academic success that every student needs someone. Not all students with disabilities have a
trusted adult at their school who understands them, revealing a gap in relational support that leaves some students feeling isolated or misunderstood. if you feel isolated and misunderstood and you're not going to trust the process of getting help and we
need them to strongly um feel that trust to get help. >> I think that's very important as a teacher. >> Yeah. >> That concerns me because I know the teachers care. >> Yes. >> And the students don't feel that. I don't know.
>> I'm just concerned about perception is reality though, isn't it? >> No, it's so true. But if a kid doesn't feel there's someone they can go to, then they're that just concerns me a lot. >> It's one of our strongest mental health
um identifiers, too. So, we really have a responsibility to hit this one hard to make sure that >> staff, students, guidance counselors, child study team, administrators, it it doesn't have to be the the person
you think it is. It can be the gym teacher. It can be the person in the cafeteria. But everyone needs one person >> and one person who can speak to you for at least eight minutes. >> I in in another stance, every child in the school probably needs that one
person. Yes. >> And I know a different attempts, but I do think and I know that you're addressing these things, but as a parent and as a teacher, former I just think that's so important. And please don't overlook that >> because that's so important that the kid
has somebody. I know my own children have had people that they could go to. I was a little jealous at times. No, but I just think that's so important. Whatever it may, whoever it may be, my own youngest child called the art teacher
art mom. So I get it. I get it. Hi. >> Can I just quickly ask h how do you as a student's perspective like just briefly how do you go about addressing that? Just out of curiosity. >> I think that you know we've we've
partnered with the Lighthouse Initiative too because they're an organization in Ridgewood that speaks to making sure every person has a person. So, I think you first start with the conversation of just posting the question and making sure it's out there in all of the
schools. Do you have a person? Who do you go to for help? Who do you go to when you're having a great day? Who do you go to when you're having a tough day? Just to start people being reflective of it. And then you ask the harder questions. Are you having a hard time finding someone? Sometimes people
do. You have to normal normalize it too. Sometimes I might be struggling in a day and I go and find my friend and um do you know or if you're having trouble and that friend isn't here anymore. I heard I heard your friend moved, you know, who
else can you go to? And you have to ask the question when things are going well because no one will think of these things when they're not going well. And so it it's important work. And you know, Miss Handy, as you're speaking, you know, this this speaks to the pillar
that I am, you know, in charge of in balance culture and climate and and and wellness. So we will be looking at this very carefully and a culture of respect. Students need support developing their own communication skills, addressing bias um as they often feel excluded from
oh and they often feel excluded from IEP meetings and not being treated as full participants in their own decision making. So we have to make sure that we're including them and that they are uh full uh consumers to the process of and and uh the programs of support that
we offer to them. >> Protocol for like at a certain age or where it's it's assumed that the child will be present unless the parent objects or something like that. >> It it is a requirement when the child
will turn 14. Okay. uh in in that acade that IEP year. So even if your IEP is, you know, the child is 13, but they will turn 14, we're supposed to begin then. Okay? And at that point, we may not have them there for the full meeting, but we
might have them there for, you know, interests, uh, curricular activities. We're we're providing these levels of support, um, and testing accommodations. Does this sound like things that will be helpful to you? Um, I think those are
the parts that we start with, but by the time they are 16 or older, they really should be there for the the entire process. And it should be student centered. They should be the the loudest and
longest voice in the room. and staff. Um our focus group with staff um identified uh capacity concerns identifying high volume case loads and workloads that require attention and additional resources to maintain quality
services indicating staff at times feel stretched thin and unable to provide optimal support. Um so we need to look at their mental wellness as well. um collaborative learning, general education and special education staff need to share professional development
and common planning time to bridge knowledge gaps. That's something that you know u Mr. Ross and um Miss Pavone have been working together um and all of the additional counterparts um to ensure emphasizing cross-disciplinary collaboration for
effective inclusion that trust is critical. Parents and families need transparent systems that build trust through authentic communication and mutual respect. Suggesting current communication structures may feel adversar uh adversarial or unsafe for
them as well. So again, taking it down, identifying it, and then breaking down those barriers. And systemic staff require time to implement new practices, consistent onboarding procedures, examination of current systems like grading to ensure coherent sustainable
approaches that are districtwide that support both educators and students effectively. All right, we're almost there, guys. Key takeaways and next steps. So what does all this data tell us? Um
the key takeaways are stability and predictability. Referral referrals have stabilized to approximately 100 per year with 95% acceptance rate demonstrating consistent and predictable identification processes that ensure appropriate students are being referred
for evaluation. that we have strong inclusion performance with students spending 80% of their time in general education at a higher um and demonstrating higher proficiency um showing a correlation between inclusion placement and academic
um attainment strengthening professional identification. Parent initiated referrals has decreased. Why? While INRS referrals have increased, demonstrating professional identification systems are becoming more regular, more proactive,
and effective, reducing the burden on families to initiate the referral process. Um, building authentic partnerships. While there are the beginnings to authentic transparency um and communication, we are only in the very
initial steps and we continue to be begin uh we continue to meet with parent community and staff and student focus groups. Doing so is essential for building those stronger partnerships and building trust. Um exit success declassifications have
increased demonstrating successful student progress and effective service delivery. um and areas of growth. Again, that separate placement at um exceeding the state target um means that continued analysis of student performance data and
individual growth um oh and individual growth through progress monitoring is essential for all of our students. So those takeaways then translate to what are our priority areas and key next steps moving forward from this date of
presentation. So um the district has identified um strategic priorities to advance special ed services. First to expand our inclusive practices by increasing um co-eing and in-class support um to also reduce separate uh
placements um to align with the state target if we are able to explore sufficiently the reasons for that and understand the cause. um strengthening our communication systems is paramount. Um it will begin through implementation
of uh S3982. um but that we further need to enhance our parent uh education and our parent um communications to improve the IEP process, building capacity and trust by addressing staff um needs and through
collaborative professional development, sharing planning time and transparency, leveraging that those state partnerships by applying the learning from New Jersey DOE LRE and the data 360 learning action group to expand on our opport
opportunities for growth, continue datadriven improvement by using the focus group feedback and pre and post uh IEP surveys to guide continuous improvement um in the parent area and to monitor student progress and success and
to maintain the successful programs that we have put in place in district um like our um our ABA programming, PEL uh prep uh our structured literacy, our behavioral support, and our transition
services at staff as they have all demonstrated positive outcomes. We did it. Okay. I have a question going back about the incident data. >> Yes. Is that data including students that are
out of district placement or is that only our in district? That's in district. That's our in district data. >> Um, were those incidences in self-contained classes or general ed
classes? Do you have a a balance of when that >> I I looked carefully at the top um students who showed the largest uh number of incidences and those were all in self-contained programs >> because that can be very disruptive to
learning. and then also balance the general ed children's perception of special ed kids >> if they're in their classroom and they're disruptive. So it's not really that it's more and okay >> we have a responsibility to educate in
the least restrictive environment and so we will trial students in those settings when they still have um a behavioral component to their disability and we do that with the support of trained aids. We do that with support of
training the teacher. Um and if we're successful, the child is able to participate in that program. But if we are unable through uh functional functional behavioral analysis and a structured behavior plan to reduce if
we're unable to do that, um students may move back to a more restrictive setting, but we it's a responsibility to continue to trial that. >> Okay. Thank you. Sure. Sure. just wanted to thank you um for the
presentation. Thank your entire team. Uh I think that a lot of the questions that I've had that have been posed to me um by parents and community members and that I've had myself for the past couple years, you know, we've had a lot of conversations about special ed and um
some of them not always great and some of them great. And um a lot of those, you know, what's going on type questions have been answered or at least you've started answering them, right? And um I I do want to congratulate you on that because it's a lot. You did a lot of
digging. There's a lot of data here that you looked at, but there's also a lot of hard conversations that were have in focus groups. And you know, one of my questions was what is the staff feeling? You know, is the staff are they feeling are there do we have enough of them? you
know, like is there, you know, there's there's a lot that goes into it. And I think that um you've started really opening that conversation up and presenting it to us in a way that we can understand it and then take that and utilize it when we make our policies and our budget decisions. So, and I want to
thank you for that. And um there was a I wrote it down. Uh you talked about um demonstrating responsiveness, right? And I just want to tell you that this presentation is a good start. it's, you know, you're demonstrating response by what you did. So, um, there's quite a
bit of, um, we have our areas of growth. I think you've identified them very well, but, um, I just wanted to congratulate all of you. There's a lot of work that went in on this and and I know it means that there's more to come. >> Well, we we owe it on behalf of our students and we Yes. everyone who
everyone who touches special ed really does love what they do and wake up every day uh accepting the challenge and you know I'm I we are in such a good place in this district um and and the partnering that we're doing in the
general ed arena and being in in my role to be able to do that um this is an exceptional time in in the career just to be able to be here. So thank you Um I just wanted to point out that what's changed um over the last number
of years is unified and how how that helps to if you can normalize um a student's um relationship with with the school with peers. So maybe in your next presentation you might take a look at
how many students are participating um and and if if there's a way to gauge what is that is it been meaningful for them for the students to participate in those and I know that um CPAG has done a
great job with their sensory friendly >> uh dinners uh and raising awareness of of needs that maybe um the general community didn't understand or know. So,
um I think that also has an impact on on the um experience in the district for our >> I would love to include that data and and and look deeply into that and uh and and give more uh more data review to
steps too. I think that both both deserve additional time in in our review. >> Right. Thank you. >> But thank you very much. This is great. um you know reading it um without the commentary was h but this is very good when I when you put all the um
information with the data. So thank you for that. >> Thank you so much. >> Okay, as um promised um we're going to open uh for public comments um regarding special education state of the schools.
>> Dr. Femick, you might want to stay nearby case. So, some of the comments come up >> and um you know, we'll we'll take the comments. I think what we'll do is we'll try not to I don't know if we'll have many. You have um one hand, but we'll try to hear
the comments first and then address them afterwards rather than have a dialogue because that doesn't usually end up working so well. Um but the microphone is open. >> Hi, Megan Beerley again. Um that was a
lot of information. So thank you. Um and I really want to thank Oh, it's not on. >> Okay. Um thank the board like and please Mary now she disappeared. uh never like apologize for asking these questions
because it really helps us parents who feel so isolated often to see that you're asking questions and wanting to truly understand um you know what numbers are counted and what what doesn't count and how the process works. Um it helps us to to feel that trust and
build that trust that you're working towards developing systems that are going to work for our kids. Um, one of the things with the parent surveys, um, I wanted to comment on was that I was getting feedback, um, that when we read
those were questioned so much about our kids already and the way those those feedback questions are, it really feels like how well do you know, how well did you understand? and there's not an option to give feedback on the process
or do we because oftentimes especially when you get to those middle school and high school we know a whole lot and um and some of us are experts um in the same areas and being able to comment on how that team process is with
appropriate instruction and making sure our children's needs are met with like researchbased and evidence-based um programs. it would be really important. I think there's a lot more we could do in the surveys because there's more parents want to say. Um, and I
think we're definitely making some gains with the CPAG. And let me just say that all my comments are my own right now because I didn't have time to do that while being engaged and listening to it all. So, all of these are my own, but I do think as a CPAG that we're making um great gains to try to build some of that
communication and improve on that and it's it's definitely steps forward. Um, but we still have a lot of work to do and that trust is not there yet. Um, and I think that'll take administrators from the school which we're working on, but
also with the board that when parents come and talk and things that it it really feels that there's change that happens afterwards and follow through. Um, I wanted to also comment on like some of the students and out of district just
highlighting some of the things from what I see with different districts I work with and things that when we're looking at those out of district placements, when you live in a town that is so well resourced and we live in an area that is so well resourced with private services, I think that that number may be higher. If you were living
in southern Jersey, you're not gonna it's like a resource desert with some of this. you're not going to have as many kids in a private placement because there isn't one within a drivable distance to send them to, especially if you're looking at dyslexia. Um, and even that in and of itself, the disability of
dyslexia is considered like a disability of entitlement. To get that evaluation privately with the diagnosis of dyslexia requires a private neurosychological evaluation, which often costs upwards of $5,000. Not everybody can get that
diagnosis. So when we see those numbers, when you live in a community with resources and you live in an area with so many expert resources around, I think those numbers tend to be higher. >> Um that's my perception, personal, professional, not seai. Um the data to
action, I think I was really glad to see that in there. Um, but I just want to like while the teacher feedback and collaboration with parents is all really good, in my experience, I think we have a lot of that well, but we don't have the measurable data that let parents sit
at the table as an equal member. Um, so I still I'm hopeful like some of the literacy conversations we're having that data I think will be embedded in some of that. Um, I think we still need some focus there. And lastly, I just wanted
to say when parents are advocating um in this space and speaking, I hope that the district and the teachers that don't always get to be part of those conversations know that from the CPAG and for me personally um with the support I offer to parents that we are
advocating that the teachers have what they need because we can't do as parents, we cannot do anything for our kids without these amazing teachers in the classrooms that spend all day with them. So we are advocating for them too and I no Mary's not Mary had um at our
last CPAG meeting opened uh shared some things that they were doing and supporting training for teachers with certain things and I wanted to thank the board for that support too. >> Thank you. So well said Megan. Thank you.
Um, you're on the board. >> Hi everyone. I'm Laura McKenna. I'm a resident of Bridgewood and um I'm talking today um under my personal um capacity as a resident and a former
parent. Um so um thank you so much um Dr. Fenrich for that amazing presentation and thank you to the school board for asking great questions. This was um you know just a very informative evening. Um but as always I have
questions um because that's who I am. So Ridgewood um's classification rate um was I believe it was 12.82%. Um a simple Google search um pulls up the DOE classification rate um by town
in New Jersey. And so again, Rididgewoods was 12 maybe 13% rounded off. Uh Tennifly their classification rate is 19.53%. Northern Valley is 17%.
Oakland is 24.25%. Madison school district is 21.52%. Um, our numbers are really different from other towns in New Jersey. And I still don't have an like a strong idea
of why. Um, and is this a good thing? I don't I'm still don't have concrete um evidence proof, you know, even anecdotal stories that makes me feel
comfortable with our much lower number. Um I'm also a little saddened by um the um testing rate of the children who are mostly mainstreamed, 80% mainstream with an IEP. That means are are those kids
they're they're in those mainstream classrooms and their rate of passing the ELA um state exam was 50% and 40% for math. I I think we can do a little better with that. Um, in terms of parent
feedback, um, these open forums, these parent forums, who who's who's on these forums and how were they chosen? Um, were they handpicked? Was there an opportunity for
anybody to participate in this forums? How about parents of recent graduates? Um, I think that there that sort of input could be very valuable. Um the kinds of questions, yes. Um do parents understand
how an IEP process works? Super important questions. Other questions could be um did do you feel like you were in conflict with the child study team? Did you feel like you needed to reach out for professional help uh from a professional to navigate those
conflicts? Um were the transition goals set? You know, at age 14, every child with an IEP has to have a transition plan. Are they going to go to college? Are they going to go to work? How well are they prepared for those goals when they do graduate? Um, were
the goals in the IP um measurable and quantitative? There there's a lot of different questions I I really would love to hear from the parents on. And you know, my last um question was about seclusion and restraint because that's kind of a just a huge concern for me.
Well, we don't have seclusion rooms in our school. Do we have areas of classrooms where seclusion happens? Where kids are put in a corner of a room? Does that happen? Um but those are
all just pretty minor questions I had on the overall presentation. Um, I think we're doing great guns and I'm really proud of how Ridgewood is uh taking care of uh the special needs community which
I've been closely associated with for a long time. So, thank you very much. Okay, seeing no more um uh public comment, I'll close. I I don't know if you um would like to respond to anything now or
>> Thank you. Well, I'd like to say thank you to uh Megan Beerley for a staying listening to the whole thing u and for your feedback because I think partnering with CPAC and I think that the the focus groups are going to not only provide us
with the feedback that we need but really work with us to get to the next steps like revising surveys when we feel we're comfortable in getting the information through a survey. But I feel like some of the suggestions in our last focus
group were as creative as creating uh for the board uh creating um videos that oriented uh families to the process. What you could expect just the fact that you're going to walk into a room and there's probably going to be the teacher
joined with the child study team person. There's there could be about seven or more people in the room. you know, here we've done this a million times, but for the parent who it's only their first or second time, it could be, you know, take you off kilter and so
giving them that sort of orientation. So, these are really great ideas that we can work together and partner with CPAG and I'm optimistic about that. Um, with regards to the varied classification rate, we presented on it in that way last year. So, I kind of stayed away
from trying to compare us two because um there are districts that are below us, there are districts that are above us, really looking at what the state number is, but also looking at um the the proponents of inclusive practice. Uh so
our partnering with allin for inclusion can give us that data on the importance of inclusion and and um the many wise behind it. When I hear districts that have a 24% classification rate, that's almost one
in in every four students has an IEP. Um I have to think that they are overprescribed at some level. um it it asks more it it begs more questions and when I see our number being below the state average um from all of the research that I've looked at for a good
inclusive uh education it's it's showing that our students are being effective in a gened setting um uh without specialized instruction and that's what we want to be seeing for all of our students to the best of their ability.
um the questions that she thought might be uh beneficial questions I'm happy to include in our next round of focus groups. So I will ask them. Um with regards to who's invited, we have sent out numerous um communications out
through uh special programs that anyone who would like to be a part of any of our focus groups um is encouraged to join. We have the dates publicly out there. Um and we will continue to invite anyone. Um with regards to recent
graduates, um there is surveys that come from the state, but we can also include our own personalized um surveys uh to match that information because they don't grab the same cohort every year. It goes through cycles of three to five
years. So we can definitely do that on a more regular basis to get that feedback. And I uh the questions regarding seclusion and restraint. Whether or not it's a corner or a set room, we are not permitted um to have seclusion. We're
not approved for it. We would never um con consider that a best practice. Um it would be unsafe and we do not work in a space that puts our children or our staff in an unsafe place. And I think those are all of her questions. Thank
you. >> Thank you. Dr. Schwarz, you have anything to add? >> Yeah. >> My apologies, my microphone wasn't on. Um just want to say thank you to everybody for for for uh for being a part of uh thank you for the questions.
Thank you for the presentation. Uh I I do think that thinking beyond just the nature of the stated concerns and trying to get to the question of what data or what evidence would help inform our perspective on this. So hypotheses are
great because then we can say okay well if we have this hypothesis what information would support the hypothesis or or disprove the hypothesis or at least give us shed some light. So that's really what we're trying to do. So in with respect to um like classification rates for example is a great example you
know continuing to look into you know what would be evidence that we are overclassifying or that we are underclassifying. These are the kind of iterative questions I think are really helpful and I think we just keep asking because I don't think there is a necessarily a right answer. So but I commend the data. It's helpful
especially when you see things like when our our lived experience you can see it in the data. So for example in that data about uh mainstream access to the mainstream classroom how the students who are not don't have access to mainstream classroom seems to be staying
rather large for us or maybe even getting bigger. But we know that we are continuing to expand programmatic offerings for students who are in specialized programs. Right. It's that's going to it it it it it demonstrates that that metric that the state uses
which I believe is federally required is a metric that it's not necessar it's not the whole story and it's definitely not universally a good thing right so so but but but that representation helps us as
a community to process that complexity so thank Thanks so much. Thanks so much. Well, I mean, we've been talking a lot today and my superintendent report was primarily going to be just a once around the table because we were going to talk about vision 2030. So, I'll ask everybody to just keep their their their update on
vision 2030 relatively short because we'll do this at each meeting. Um, but uh I would just say the big big announcement I have is just that I had to reschedule the superintendent coffee. So if you had it on your calendar for this Thursday, I'm just going to move it to next Thursday. Just have a personal conflict that I just need to rectify. So please just mark your calendars and
please join us next Thursday. Uh and in the meantime uh we have uh we uh as part of the vision 2030, we said that we wanted to provide regular updates at each meeting. So, I'm just going to ask uh around the table our folks who are taking a lead on um on each of those
pillars if they could give us a like a brief update. So, Miss Murphy, pillar one uh go and district goal one which relates to journey of a graduate, please. >> Sure. Um we've had uh a few opportunities for staff this year uh both in the fall and now we're planning
for the spring for professional development to get staff familiar with what Journey of a Graduate is. um Dr. Murphy came and and did a session in the fall with our high school students and uh high school students, high school staff um regarding um what Journey of a
Graduate is and and and what and and where we're headed on on this uh progression over the next few years. In addition, we have some uh visits planned to other districts. Um we'll actually be going with a group uh to Rutherford tomorrow afternoon. They're in their
third year of implementation. Um, and so it'll give us some idea of like what are the challenges that they've come up across up against, what are how are they moving, etc. And then we I think actually on Wednesday we're we're going over to visit Ramsey which has been um
probably one of the originators in the state of New Jersey of of doing a portrait of a gra of graduate work. Um, and they're in their I don't know second or third review reiteration um growth of that program. So, um, it's been, I
think, a little over 10 years that, uh, Ramsay has has represented that. So, we're really in the process of looking to grow, um, and learn from others that have already done this work and yet still keep our own unique, um, traditional,
um, spin on what we do here, um, and make sure that journey of a graduate is definitely owned by by us as a district um, and us as a community as a whole. Um, in addition, we're working through the budget process now and and trying to figure out determine what we'll need to
budget in order to leave room for the work and the the curriculum works ex uh that we'll need to do over the summer. Um we'll be working with Brian to figure that out and and working with the supervisors to determine who we will need so that we can more start to more
clearly identify um what is journey of a graduate what's already existing and and some of the documents that we're in the process of working on now. >> Thank you so much. And district goal two was Dr. Fenwick. She's already talked about a few of it but if you could round out the edges.
>> Keep going. uh balanced culture and climate. Uh we've been developing our framework for measuring and improving uh resilience and well-being across the preschool through grade 12 uh centered on inclusion as a foundational principle. Um the work's closely aligned
with uh Jaime's work on portrait of a graduate um proficiencies particularly uh collaboration, adaptability and empathy um that ensures all students can access programs, pathways and proficiencies. Brian's and engagement
opportunities essential to their unique uh educational journey. So the initial priorities that we worked on um at this phase thus far have been uh attendance and engagement uh our team tracking chronic absenteeism rates um and
participation in uh on the other side uh extracurricular and wellness programs uh that you know correlate with regular attendance and meaningful engagement. So, we're t just beginning to take a look at that. Um, inclusive attendance um supports all students regardless of
ability, background, and circumstance. You allows us equity for access of learning. um standardizing those attendance messages. Um integrating attendance protocols as into the registration process and
implementing systemic INRS triggers when students are missing uh a percentage of school days um with a culturally responsive outreach um and uh preparing in January a campaign with materials and visual reminders in weekly family
communications in accessible formats. Um our phase two was looking at behavior and discipline. Um we're tracking office discipline referrals, suspensions, and bullying, harassment. Um as a key proficiency indicator as the priority.
Um if we see stronger self-regulation, um it it would be recognized in lower behavioral incidents. So um that's our next uh step in doing that. that we're streamlining incident reporting and clarifying what gets in Skyward and what
doesn't so that we have a good set of data um creating flowcharts to guide the timing and triggers um and uh use INRS as a formal response pathway for behavioral concerns. So that's where we are right now. We're going to um move
our priority three um with MTSS consistency working with uh Brian's uh programs path pathways and proficiencies but also working on mental uh well-being with uh Jen Perry uh the director of guidance and uh Dan Kild who's uh
supervisor of wellness. So those are the areas for my group. Thank you. all this you're collecting the state as you're doing all this and you're collecting the data um will this be part of the state of the
schools address will it be part of the go when does that get reported out you know your your data >> well I we'll have different I think we'll have a a platform to show progress of the strategic plan so some of it is
just um activities that we've done But then other things will be real artifacts. >> Yeah. And I would say that you know there's there is a lot of this is trying to come up with potential like we tal the district goals call for us identifying certain key progress
indicators or KPIs. So that kind of fits into the umbrella we measure what matters, right? So we're not exactly sure how useful the all these data points are going to be. What we're really looking for are like leading indicators, like things that can trigger us to be to say like for example, attendance. Like that's a leading
indicator. Like if if a child's missing school, it it's not going to show up in their academics right away, but downstream it will have an effect. But if we can find these leading indicators that that that can they can raise basically be an early warning system, then we can get on that. So to the extent that it's helpful to report those
in the state of the schools address, we may very well do that. But really what we're talking about is trying to figure out what those what those metrics are that we can monitor in real time to try to get ahead of problems for kids. >> Great. Thanks. >> Thank you, Dr. Fenwick. Uh Mr. Matthews,
can you give us a quick uh one minute or less summary of all the stuff you're doing? >> I see I can do that. >> So under under key strategies, our first key strategy was uh implement monitor and adjustment facilities team structure. So what we've done is implemented a standard work schedule for
labor and material to ensure we were maximizing our spend uh prior to the strategy. There's no system in place to monitor how much guys are spending in terms of time and material on work orders. They were just given work orders and sent out to do the work order with
no kind of a accountability in terms of the time that they were spending on the job and material. So that is uh being put that that has been put in place for the trades. We've also formalized a snow plan. We didn't have a formal snow plan and we're formalizing like the weekend
on call uh between Joe, Damian, and myself. Um, another key strategy was to monitor and seek solutions related to rising fixed costs such as healthc care benefits, premium, and utility costs. Completed our due diligence with the
health and prescription uh resolution that was passed at the last meeting that that will save the district over a million dollars. We are currently working on dental as well, which would be an additional $450,000 in savings if we were to um accept that resolution.
Another strategy was to evaluate best-in-class enterprise resource planning ERP systems and assess the benefits of migrating to a new system. We've had multiple meetings with Oracle and Genesis to look at changing from our current ERP system which is outdated to
a more robust system which is um 21st century and will make our day-to-day operation a lot more um user friendly. Uh another and final strategy that I'm going to give for tonight is to manager to manage and monitor new vendor
performance using a newly developed vendor management system. Um, basically what we're doing is with certain vendors, not all, weekly meetings with key vendors, Monell, ACB to be specific, monitoring forms of the requirements and with regards to the contract management, having bi-weekly meetings with other
vendors such as supply management, meaning spruce. So, those are some of the things that we're doing in terms of strategies to um reach the goal statement in regards to infrastructure, facilities, and finance.
>> Thank you so much, Mr. Matthews and programs, pathways, and proficiencies. Mr. Ross, >> thank you, Dr. Schwarz. Um, so as you've heard, there's a lot of overlap. You've already heard a little bit about MTSS and journey of a graduate. Um, so I'll just talk very briefly about gifted and talented. Um, so we are making huge
progress. We're we're almost nearing a a finish line as it were. Uh, we have uh grades four and five taking Kogat testing next week. We have grade seven taking it the week of January 12th. I have the fabled manual in hand here with
with you know comments and and that I'm kind of tearing apart right now. Uh so we're working on the manual and some letters that are going to go out to the families of students um who will be part of the pull out program. So all of this is really coming to a head and I'm hopeful that after the reorg meeting perhaps in late January for that first
board meeting that we can do a presentation here to the board. So that's that's what we're aiming for. Fantic. Thank you. And we also have Miss Corass who is uh in charge of our engagement strategy. >> Hello everybody. Um so we've been
helping everybody communicate out their pieces which is a huge part of the engagement pillar. Um but we're also doing things like communicating out the mission and vision. So you'll see the new mission is on the agendas. It's also on all the faculty agendas. We're putting on any important documentations. It's of course on the website. So, we're
starting to get make sure that that gets out there in terms of ensuring everybody knows the new mission and the new vision. Um, in addition, we're in the final stages of our branding effort and that is part of the bigger effort of uniting the district so that we have one brand. Even though every school will
have its own identity, we will all work together as one district. Um, and that was a big piece of our first goal. Um, we're also looking how to support the other pillars. We are helping get the letters out, but um we're letting everybody know that we all need to work
together so the communications across the entire strategic plan are consistent and have the same tone, information, consistency, etc. accuracy. Um we're also working uh with the village that was another big piece of the engagement pillar is to strengthen the community
relations and community activities. uh have a meeting with the alumni relations group on a regular basis. Now, we actually started based on communications we were getting in. We were getting in requests from former graduates and I'm talking even as far back as the class of
1959 to have a way to communicate when somebody maybe has been deceased or lost or to honor those. So, the alumni actually just um unveiled their memorial wall on their website and we're going to continue to work with them to communicate back and forth and get our
alumni in touch with them as necessary. Also have a meeting with the village next week on uh ebike safety. So, we're looking at the safety of our students and they're looking at it both for students and for the village. So, we're working together on some of those initiatives as well. Finally, to tie it
all together so that we know where everybody is, uh, speaking with several vendors as well as looking at our own internal processes to see how we can give everybody a dashboard or on where we all are and what percentage of each goal and sub goal have been completed.
So, we've just started talking to we talked to three different vendors, but we're also looking internally to see if there's something easy but effective that we can do inside as well. Thank you, Miss Corless. Okay, that'll that'll be my superintendent report. Thank you,
everybody. >> And great job, team. >> Okay, committee reports. We only have two committee meeting finance. Is there anything you want to share about finance? Um
>> the only other thing so we're discussing right the dental that'll be on the agenda and we'll discuss that at the time but the only other thing I just want to call um everyone's attention to is it's also on the agenda tonight is the um Ptonian is introducing
um another type of uh offering for our students which is minimally processed. So the price point is going to be a little bit higher. It's going to be be between 750 and 950. Um but the idea is to um increase the choices for the
parents and the students of meals um that really issue processed foods. So uh that's an improvement and it's something that they work really hard on and uh and then we'll talk about the the dental later. Is there a plan to um sort of
track that maybe um in finance um after it gets started maybe two months, three months down the road to what's the feedback or um what's the sales of those meals? They they seem sort of expensive,
but I guess it's a parent choice. Um >> and something that we did something that we did express what we had some conversation about was just also how we present this because there's some concerns about equity concerns. Um students on pre- reduced lunch eligible would would be would still be able to
access these meals. We also wanted to just be mindful of the fact that um like we didn't want to create stigma around those who are h not having them. and the way that they're kind of being pitched by Palmonian, it sort of puts them at a level of like, well, they're scratch prepared. It's almost like they're like
we're assigning some prestige to them. Um, in my experience, I don't think that these are necessarily going to be meals that all kids are going to want to eat because um they look more like home-cooked meals um than as opposed to like sometimes the flashy things that kids look forward to like like chicken
cutlets and things and Yeah. So, so um but that said, I think that we can also just be really neutral in our branding about it. So, for example, I think we discussed the idea of like um changing the branding to something to the effect of just minimally processed as opposed to trying to make it sound like and
again in fairness to Ponttonian, they're like they're mark they're into they think about marketing so they're trying to market it as like oh well they're scratch prepared but I think in our community we we can be a some sometimes folks can get a little carried away or be a little sensitive to things that sound elitist and so uh so I think to
try to come up with some more neutral language it might be helpful. you like share something? >> Maybe a funny coincidence, but a few weeks ago, uh, principal's advisory met with someone from the food service and that actually came up and that might I'm
not sure that might have been where this precipitated from, but there was uh expressed interest from a few students in having unprocessed or minimally processed options to the one service. So, it's not it it is something that is
coming from the students who are conscious about the food that they're putting into their body. I just thought that was helpful. >> I mean, look, they're responsive to the audience, right? And we have to see whether or not it's it's worthwhile, you know, as we go through. So, I agree with
you. We should track it. >> But thanks for that information, Eli. That's good. Thank you. So one question I had on the finance committee minutes was uh the I think this meeting's minutes I saw uh bank account information or balances where it was
mentioned that maintenance account is x amount and capital amount is account is this x amount are they are those amounts same as what was put in the maintenance reserve at the starting of the year or is that less than that I somehow remember we had $45
million in maintenance reserve and the bank account was 1.8. Did we reduce maintenance this year or did we transfer? >> Mr. Matthews is looking it up for you right now. Right. And the reason I ask is because I
don't remember transferring unless it's part of the transfer report that we didn't explicitly vote for on transferring money out of maintenance. >> We did take money out for for our uh this year's budget out of maintenance. And we don't have the audit report to
know exactly what we're going to put into maintenance. Although we were saying we would put money. >> Yeah. But I'm just looking at the last like when we established the last maintenance reserves, right? So when we did it last year, >> I I think we we did it to max, right?
But I I don't remember any like But do we use money throughout the year from maintenance reserve? In order to balance the budget, we took out money from maintenance um emergency and
>> our ma maintenance uh if I remember correctly, we use some we do use some of it for um some of our custodial if I'm not mistaken.
that should be it should be one time at as part of the making the budget right so >> like last year I I'm pretty sure we had four or five minutes if this year it's only 1.8 day. >> I don't think I don't I don't remember. >> We maxed it because I I remember that whole discussion that we were we were
trying to max it. Some board members did not want to max it and wanted to put more in capital. >> Well, we had two years where we took money out to bal to uh balance the budget. So, we'll just have to uh find out what those uh amounts were. I don't remember. And so, then that it only
mentioned bank accounts for capital and maintenance. Is there a separate pack account for emergency reserve for emergency? >> Okay. >> So busy detail. Yeah. And >> yeah, and I I charge I charge Mr.
Matthews with figuring out what some of those key metrics are that we look at each month so that we could do a little bit more month-to-month accounting, but focus on specific big numbers. Um, and Mr. Matthews actually offered up bringing in the reserves. My main focus was more on what what we've expend what
we've expended what we've encumbered and then what we have remaining unencumbered because as we've just fro we've frozen the budget in anticipation of the rising cost of health care um to try to make sure that we can preserve some surplus at the end of the year. So that was that was the impetus of it. But I think it's
a great question. And I think it's always good maybe we have like some sort of a running accounting of uh of the maintenance and reserve because I I agree that the maintenance and and capital because I agree it's just it's so hard to lose track of the numbers over time. >> Thank you.
>> Okay. Um was that it for financing? >> Uh so curriculum there's a lot of good work going on. Um the curriculum committee heard uh the community schools um and you we're going to be um approving hopefully their their uh
program for the uh spring. Wellness um there's going to be an added class for baking and pastry. I could I could use that, that's for sure. Uh in math um uh they're looking at adding AP uh cyber
security. This will replace the current cyber security um grade 10 uh 10 through 12 class. Um and AP cyber security is still an introductory uh class. Um there
is um AP stats um and they are um doing some um statistics. They're doing some renovations to that class. uh social studies uh adding Latin American history honors. It's a fullear course and it
would allow us to be in compliance with the state requirement for a Latino history uh class for grades offered for grades 11 through 12 and it and it is an honors class. uh in English. Um
there is a fullear course, a grade 12 honors interpretation um in the performing arts um and literature and film. It will be coming back. They're reinvigorating that course for grade 12.
It will be a semester course in honors and an honors level course um in the middle school. Um right now the um um the art classes are only a um quarter
class, right? Uh but they are going to be offering now for middle school, seventh grade a year-long um arts class for those students who might not be wanting to do music in seventh grade but
want and are artistically, you know, just want to explore that. That's uh and I think a a positive um I think that's positive giving our students a variety of experiences. >> So just to clarify that's a like
alternative to soundology. >> No. Well, >> like as an alternative to music and choir and a a further alternative. >> Yes. I doubt if you could do both art or music, but you might you might make the choice to take art because that is what
you feel your passion is. doesn't preclude you from going into music in eighth grade, I would think. Yeah. >> Um and then um for our K5 students in ELA, looking at a program called
Bookworms um and um our staff has really been working very hard at um evaluating this program. They went through um really evaluating a couple of programs but came out and was recommending bookworms. Uh
they've visited uh some other districts and it was um as far as we heard unanimous among all of the uh K5 ELA well I guess every K5 teacher is an ELA teacher right Mr. Ross, is that included
in the program of studies for 2627 that we are approving today or that will come as an? >> No, it's not included yet because uh we haven't actually officially purchased the program and so we're still in process. >> So if there will be an amendment,
>> we would amend. Yes, absolutely. Yeah. >> Okay. >> We might not make that amendment until you know. Yeah. >> We're approving. We are approving this program of studies now. Is there a deadline why to put it now? Uh >> well the program studies for the
elementary level is fairly generic. It doesn't mention program names. It just talks about the skills. So the skills are still appropriate in terms of you know what we are uh representing that we do in the classroom. So that's not going to radically change but we will still update once we have the new program because I think it is important that we
do reflect these evidence-based practices. >> But we're but right now we're doing the programs at a later part in the year. We we would do the textbook approvals and if you purchase bookworms uh and their workbooks and all that it would be in
the textbooks would it not? >> Well, they will be using those books but for next year we're going to get those materials in the hands of the teachers. They can start their professional development work this year. So the kids themselves won't be actually using those books this year. >> But we will be proving that. Right. >> Yes. Of course. Yes. Absolutely. and and
and we're being >> those books are available to or some of them are available in your office or >> Yes, we have them downstairs in the curriculum office second floor >> so that you can take a look at them. >> Yes. And and we're being we're being diligent and in terms of just doing all the programs of studies together, but in
reality the high school master schedule process actually starts basically now. So the program of studies has to be approved now so that students can do their course selections which then can lead to sectioning which then can lead to the master schedule being built. So that's why that's why you're seeing it at this time of the year.
>> But um so there's a lot of good work going on in in curriculum and I I'm sure you saw that the in the curriculum minutes. Um so now we'll move to consent items, regular and routine and I move attendance and conferences. May I have a
second? Are there is there any questions about that? Yes. >> Yes. >> Yes. >> Yes. >> Yes.
>> Second is administration. Would someone like to move administration? >> Administration. >> Okay. And you some policies are are um second reading and first reading. >> This was the last meeting. So I think it's good to go.
>> Right. I'll sec I'll second. >> Yes. >> Yes. >> Yes. >> Yes. >> Okay. Curriculum and instruction. And here we are voting on the programs of
studies for K12. Um also the approval of the field trips there. I um and I will I will move that but I did have a thought on the field trips. Yes, I know that. And we'll get that after we move and second it. We'll get
to discussion. Would someone like to second um second on the field trips? I'm wondering um there's an overnight field trip. I believe it's to Italy and it's eight students.
Um anyways, uh this Is it to France? I'm sorry. It's to Europe. >> I think the one Well, the one to France is Okay, I've got a little different. >> I thought we stopped.
>> Well, no. There there's there is a there is a field trip for approval that has to go to France and it has to do with that reciprocal program where last year we hosted several students from France and they stayed with parent you know they stayed with families in the district and then attended school
>> and then it I think this is this is now the the other side of that where several of our kids are going to go over. So, it's not a it's not one of those uh >> it's it's not like a touring trip. It's more part of the French exchange
program. That That was the word I was looking for. Not reciprocal, but it's an exchange thing. And they live with French families and then go to school in in the specific high school. Correct. >> Right. >> Well, thanks for that clarification, Mary. Uh I guess my concern is on
occasion we have these smaller um field trips for a smaller group of students and um again just being budget conscious of um the monies we spend and and we keep saying that eventually you know our
budget gets tighter and tighter. So, um I would just ask that as we are looking um ne not into next year to take a look at where our students are going and are we
are we spending our money wisely on on this um and maybe maybe come up with some um guidelines on it. It's not that these are not valuable. I'm just looking again
at the dollar amount. >> Which line number is that? Or where? When I search for France, I don't see. >> No, it's overnight field trip. It's the second one in. >> I wanted to take what you said though one step further actually because um
I've been we have a lot we have so many great opportunities and we have so many talented students and I'm all for enrichment and I love it. Right. And it's it's where I wish I could, you know, we could say yes to everything. And so we've been fortunate that we're
able to support all these things. But as you were speaking, it it made me think about, >> you know, I wonder if at some point we need to do a similar analysis to what we're doing with the sports teams, you know, where is it equitable? Because sometimes what you see are a lot of
dollars going towards limited or the same club for example, great club but you know or limited dollars you know got dollars going to eight students for a French exchange you know so I think that at some point uh maybe not this year but
eventually we should do >> I think that would be a good idea >> you know an analysis similar to what we're doing I know know how much you love data about so but a you know a a spreadsheet on, you know, how how are we spending those money when it comes to the field trips certainly start at the
high school because that's where the majority of those more expensive trips are. I think it's a worthwhile analysis >> and I'm not saying they're not as you say they're not >> I think they're fantastic >> but realities >> well yeah reality >> and there's also equity right which is
is you know so um I think it's a worthwhile >> yeah thing to >> so I think it's great but do we have do we know when are we completing the sports analysis >> do we know you just reminded me of the sports analysis do we know when are we going planning to complete that
>> I'm hoping it's what we discussed I just referenced it earlier. >> That's that's what we're working. >> Yeah. No, you referenced it that we're working, but do we do we have a goal date target date to complete it? >> Yeah, it's part of this budget process. So, in the next month or two, we want to give you final final recommendation.
>> And to be and to be clear, I'm no go ahead. >> Just just to kind of wrap up some of the points here, >> we have to look closely at everything. This is going to be the tighter one of the tighter budgets we've ever seen. something that I we've I've been observing and not I don't want to be I
don't want to just immediately, you know, I I don't want to pull the rug out from anybody while we're in mid year, but it's becoming clear that we we commit quite a few funds to many to many many extracurriculars that don't even
necessarily show up on our radar when it comes to talking about like sports funings, right? because we look at the sports funding, we're looking at this one kind of set of activities, but there are certain activities, I'm not going to call them out here and now, but some of the field trips are along those where when you look at a per pupil basis, the board is spending a considerable amount
of money. And I don't think that we realize it as much because it just kind of come through as as yeah, drips and drabs in just in, you know, in in our in our recommendations through whether it be through HR, whether it be through field trips. So the I want to be very
clear, the district has a legacy of doing these cool trips, right? So I'm I'm I'm not taking a position that we shouldn't do them, but we need to be realistic in our what we're in and I don't think it's just per pupil. It's also like h how many days and how many
like how what's the duration of that, right? So, for example, when you look at an athletic program, if it services many students over an entire season or a long chunk of time, then like, you know, then then then you're getting a lot more for your dollar. These are these trips when
they're when the district bears so much responsibility for funding them can become disproportionately expensive. You talk about per pupil and per per for the amount of contact time. Oh, yeah. That's all. And that's really
what I'm asking for because I'm just I'm seeing it >> every once in a while the these smaller >> I'm going to call troops. >> Yeah. No, I mean I'm I'm looking at the numbers. I don't know if I I'm okay with that. I mean $5,100 anticipated cost for a students, right? That's our cost.
>> No. Um actually it it's not all of our cost cost because some of the students are paying a portion of it. But part of this is this is I know but that's not what I was explaining for >> you know
>> it's two chaperones bus etc for eight students to go for >> so I mean it's >> yeah analysis >> analysis that's all I'm asking that we look at things >> and the other issue on this
on another topic is the hot is the hockey. I asked about it to Keith Cook. I was not aware that there was I also was mentioned today that there is a crew team not hockey crew crew team for the
middle schools. I never remember seeing any activity listed as a crew team for middle schools. And I know they mentioned today how they want to expand the middle schools. And yet there's a field trip in December. It's local on a
Saturday. And I just asked about when we were talking about equity. There's no busing money put aside. And I know that I know it's not a I know it's not a sport. Could be a club. I'm not really sure what it is. And that I know when my
children were on a team, they didn't like them to get there on their own. they'd like to put them on a bus and there was no reference to a bus here and there's kids at BF and and GW and I didn't know we had a crew team in the middle and I know we want to do more
teams in the in the middle school but I didn't know we had a crew and then I asked Keith Cook and he was not aware of this h it didn't go through athletics it went through more like a club and he wasn't >> that's because they're not And
>> they're not in that, right? They're not >> that. >> Yeah. It's zero cost to us. >> I know. That's one of the issues which is why we have larger conversations with athletics, >> right? Everything else.
>> Okay. So that Thank you for um uh for that um potential review. Uh and now you had some uh >> so yeah the at the last meeting the discrepancy in the honors classes that we're offering for freshmen between the
STEM and humanity side came up and uh over the past whatever month or so I've had numerous conversations and I talked to Dr. Schwarz Mr. Ross I talked to the supervisors at the high school almost a dozen teachers students uh Miss Perry
Mr. And I I want to follow up on that discrepancy because it marks a real philosophical change for the district offering honors classes to freshmen for
I think it's around 20 years from what I heard. The philosophy at the high school has been that we don't offer honor. We don't offer weighted classes to freshmen. I have the school profile here which is the document we send to
colleges. Um actually I can read a little bit. Uh Rididgewood High School uh has an intentional an intentional focus is placed on student well-being, mental health and balance for incoming 9th grade students. All students take college prep level courses with the
exception of students who double accelerate in mathematics. course level options are purposely limited to college prep level courses to allow our nth grade students to transition into high school for a long time. That has been the logic that has been provided by the
district. But there has there is a philosophical other side that we're seeing which is saying that these students are taking more rigorous courses and thus should be rewarded for that. Now I don't claim to know which of these philosophies is right. I think
it's a decision that needs to be made by the supervisors, by Dr. Schwarz, by Mr. Ross, even maybe by the curriculum committee. But what I what what I do believe is that the discrepancy where we are offering honors weighted classes for freshmen on the STEM side versus and not
doing the same on the humanities side will have a real negative impact because if a student decides to take honors weighted classes in only one field because maybe they don't want to overwhelm themselves but or they're just interested in one or the other there
will be real tangible GPA effects where they could get the same grades But just based on the classes that we're offering, they will have a different outcome. And that GPA does have really meaningful effects. It can determine what schools they get into. It can determine what honors programs they get
into. For example, the Rucker honors program takes the top 10% purely based on numbers of the students that get into Ruckers. So, a STEM student at Rididgewood from Rididgewood High School has a better chance of getting in because they were given these
opportunities freshman year that humanity students weren't. It also goes to uh merit aid and scholarships which can be up to tens of thousands of dollars for Rididgewood families based purely on the decision in how we're naming these classes. So again, I don't
know what the correct move is, but there but there really needs to be a discussion on this and I appreciate the conversations that I've had and I think by the next board meeting we can give an answer. I I think the board can expect
an answer to this philosophical debate over whether freshman classes should be weighted or not and then addressing that discrepancy >> that I think you made a very good point about the weightage and it impact on
GPA. Though some of the classes that we were offering the school profile does not reflect correctly because when the school profile says that our fee is that in 9th grade we only college prep courses that is not a correct statement
because we did have advanced biology and advanced classes. Right? So there were students who were getting the advanced classes. So if we are just calling them college prep then that's a disservice to those students because they were getting in the advanced classes they were going
through an advanced curriculum but they were their GPA were from 4.0 Oh, so those students who are getting impacted uh getting hit on their GPA. So now it this change basically makes it equal or
make makes it fair that if somebody is taking an advanced class then they are weighted GPA will be more. Now on your question whether in humanities whether where whether we are offering those classes or not that's a valid point. So
we should be offering those classes but if we are not offering those classes in humanities we should not be impacting the science students who are taking these advanced classes and getting a GPA from 4.0. >> Yes. But there is this real philosophy
where we have said that so in order for a class I and this is from my understanding talking to supervisors and stuff is that in order for a class to be weighted it needs to be a certain level of difficulty above the CP class or
whatever the class is below it to protect both the CP students so that their peer isn't taking a class that's only slightly harder and getting a waiting but also to protect the students in the honors class who are doing something more rigorous and should get waiting for it. So, it's that
philosophical difference where on the humanities side they're saying we don't want to make these classes at an honors level because we don't believe freshmen should be taking an honors level class where on the math side and science side to some extent they're saying that these
classes are difficult enough to warrant an honors waiting. The question really becomes is why are we saying that it's okay for students to take an honors level math class but then not take an honors level history or English class.
>> Right? So, so that's a question for the humanities department. It's not a question for the change that we are currently proposing or that change that was made was to correctly put grading on the classes that are being offered. So those classes are difficult. If somebody
is saying that those classes are not difficult enough, I would like to have a conversation with them that what's their definition of difficult enough compared to a CP class because these are difficult classes compared to a CP class. We have CP classes and some of these students were getting impacted
when they so if you had a student taking environmental science in biology or advanced biology and then both were getting graded at 4.0 O and then when they were applying for RAP program next year they would have uh different level
of GPA so they were getting impacted and then they were getting impacted for their college admission. So these are advanced classes. So I understand the philosophical question that but what has happened with this change we have corrected
the waiting that was incorrect. So it picked if we were saying that we have that philosophy but we were not really implementing it. We were giving harder classes. We had advanced classes and those advanced classes were not correctly weighted. Mr. Ross if correct
me if I'm if I'm saying anything wrong. >> No I I think you're correct. I think in in a sense you're both correct. Uh and so you know just we don't want long-term a disparity of options uh for kids. Um,
but I think we also need to uh be realistic about needing to take a staggered approach to that. And so this is a good first step as well in offering some of those courses. And we do need to have a conversation about whether or not we will be offering parallel courses in in the humanities. And so that's the
conversation that I think we need to have next. And I do though just worry about that staggered approach because there are 400 and something students who are going to be sort of for lack of a better word the victims of that approach
where they are only going to have one of these two options. And in a long-term sense looking at it big picture in the long run it might be right but there are going to be 400 students next year if we don't alter course who are only going to
have one option. And as I've explained, there are real negative implications of that. So I think we we can have further >> I totally that part that they should also have an option. >> So I'm so I'm just going to just to try to move us forward here. So I don't
think that anybody's wrong on this conversation and I think your point is really valid. I think for the sake of right now and the meeting being here and when this conversation came up, I think we need to proceed in approving the program of studies. I'm going to proceed with my recommendation. However, we're going to meet soon. Yeah. And depending on what the outcomes of that meeting
are, we could very well end up with some an additional change to the program of studies. But I want to be clear like it's not like it's not like this conversation is 100% over once the program of studies is approved. Yeah. So so uh but I think I think it's safe to say the conversation will continue. >> Great. Thank you.
>> And and Dr. when you do meet and you reconsider that um I just want to put a point that we have kept a lot of students behind in the name of um keeping uh like not the overall mental health and not putting pressure but if
we don't give enough challenges to students then in real world when they go to colleges or in real life they have to face challenges so we can't be taking >> yeah and I I And I would just I I'll say that um
kids have a right I I believe that kids have a right to various levels of rigor in their courses, right? And we have a minimum level of rigor that all of our students should have access to, but students who are desirous of a more rigorous learning experience should have access to that. And I think what has
happened is that there's been an approach to say, well, we'll provide more a different scope or a different pace, but we're going to kind of call it and keep it at the CP level. I can't speak to to to how that works or what that was intended for. This is the first time I've really cracked this topic here, but I've had this conversation
many times in prior districts as well. So, I'm just I'd like to hear everyone out, get a chance to understand what all the rationale is. I'm sure there are very good reasons why things are the way that they are, but at the end of the day, you know, I I want to make sure that that what we're doing, I do believe in consistency. I'm not afraid to have I
don't think we have to be in lock step at every given moment because if you don't try something new then you can't try something new and I don't think we should have to make everybody dive into something new wholesale but once we've established what's working or what's not working we should change it and if and to your point if it's true for one
disciplinary area and we're and and this and the template's the same in the other why would it not be for the other and that's what we're going to explore >> I just want that be the final vote I mean this is this There's a vote on this, but it doesn't mean you can't amend it. Yeah.
>> Right. But >> I just I just want to say one more thing that um you articulated your point very well. >> Yes. >> Yes. I'm sorry. We've been talking a bunch. I should have said that to you. >> Yeah. So the way you presented you articulated that was very well presented. So So kudos to that.
>> So he stole my line. I just want I just want to say that because the whole thing I wanted to say to you was I wanted to congratulate you for advocating so effectively for you know your fellow students. you're not going to be affected by this, right? So, this is really someone who's thinking broadly and I appreciate that. And I want to
tell you that you made me think about this issue differently. So, uh kudos to you for having the uh perseverance to sit here till 10:30 at night and to be as forceful at 10:40 as you probably
would have been at 7:30. I wouldn't have been. So, but I I just I want to thank you. I want to I want to congratulate you Eli because it's important what you're doing and take that away. >> We don't agree often and we >> even when Sarah it's still good >> we are agreeing on that sir
>> and taking your responsibility as a student representative extremely you know very very well and thinking about things and doing a great job with that as well. >> Thank you. I look forward to our further conversations about this.
>> Um and and also in um our curriculum is um just the academic department name change. I just want to bring that out. It will um change from fine and applied arts to visual and performing arts, which is really what I've been calling
it all along. So surprise. uh just call one thing out before we devote um which is that and I I think it's part there was a lot in curriculum >> but um I wanted to also congratulate uh I guess the guidance department on you
know we now have option two we have um a couple of more uh for students that are maybe not looking for the the more academic course but we have other options for students whose needs really are broader than the traditional academic
uh approach that we hold so dear here in Rididgewood and we have talked for a long time about expanding those options for these kids and we are doing it and I think that's great. So I wanted to congratulate everybody who's involved in that and call it out on this agenda.
>> Okay. So I think we're ready to take a vote. >> So we have a motion. Uh I'd like to that field trip for a separate vote. >> Oh. Um all right. So I I I I think I moved curriculum, right?
>> It was moved by Miss Groen, second by Miss Sandy. >> Yeah, >> because we're moving that France. >> And but we are um the field trip to France will be on a separate boat. >> Just that one. >> Yes. Have concerns.
Okay. Roll call, Mr. Donnie. >> So, I'm a no on C8 and yes on everything else. >> Okay, Miss Handy. >> Yeah. >> No, we're going to do a separate vote on
that. >> That's okay. >> And I Yes, >> yes, M. Kell. >> Yes. >> Smack move. Yes. >> Yes. And now we'll um go to the field trip.
May I have a motion on the field trip? >> Hold on a second. >> Get a second sheet. >> Sorry. Go ahead. >> Okay. First you have four four affirmative um one no on CA I guess and everything else.
>> Yes. >> Is there a motion on field trip? >> I'm I'm asking >> May I have a second on that? >> Second roll call. Mr. Donnie. >> Yes. This Andy >> just on a field trip to France.
>> So that's a yes for the field. >> Yes. >> Stan says that it's >> yes >> if you vote yes. >> If you vote yes >> yes m >> yes. >> Mr. Mcmood >> yes. Uh sorry. No. >> Okay.
Mr. Broen. >> Yes. >> Four affirmative. One no. Motion pass. >> Okay, we'll move on to uh human resources. Um and again, it's the bulk of the agenda.
>> We also have a there are a couple of uh verbal amendments, audible amendments we have to make here. Miss, if Miss Murphy has them. >> Oh, yes. So on um 5B under ski club for BF the name the first
name of the second chaperon on that list should be sun dash q that's s u n g a which gwf ski club
on vb So that's just a first name correction. >> I can give them. I got it. >> Then on 5G, title one, there's a correction to
the account number. >> 5G. So the account number for all of those should be 20-231-100-101-09-100. Okay, >> this will be I'll be corrected when it uh Yes.
>> And then on 5L additional 2526 lunchtime supervision under Willard Elementary School. The first person listed first name is Alyssa, not Amanda.
>> Okay. Sorry about that. Okay. >> Yeah. Are there any questions on um HR? >> Is there a motion? >> So, do I have a motion >> that we um approve um section D, human
resources? >> I second it. >> Roll call. Mr. Donnie, >> yes. >> Miss Handy, >> yes. >> Mi, >> yes. >> Mr. It's not like moved. Yes. Mr. Broen. >> Yes. >> I have affirmative.
>> Finance. Um I move finance. I'll second it. >> I have a question. Just a question for Mr. Matthews on that by Miss Handy. >> Yes. Go ahead. Uh >> just uh Mr. Matthews question. I I see the donation from Maroon Soccer Club for
the U 5,000 for the soccer goals at Traval. uh appreciate your your work with them on that field. Are we also in process on the uh the netting uh getting quotes for the netting? >> Yeah. So, we haven't received them yet,
but we are we are working on it. Yes. >> Okay. Let me just read the um restricted donations into the record um and thank them. Education Educational Leadership Foundation of New Jersey, $2,000 to be used to enhance the applied engineering
club invention activity. Maroon Soccer Club, $5,000 gift in kind of soccer goals for Travel Elementary School Field. Beth Hart, $100 of a gift in kind of 200 tulip balls for Travel Elementary
School. Travel HSA $6,600 a gift in kind of uh of the enri for the enrichment program for circus week at trall jamberee $413 a gift in kind of wall-mounted lights in
the BF auditorium ACME $6,625 a gift and kind of gift certificates to combat food insecurity uh that will be used uh for our students in a free and reduced lunch at uh Valley Hospital.
$3,000 to be used for supplies, rentals, and presenters for Super Science Saturday program, which on your calendars put March 7th. Um Travel Home and School Association 1,600 Oh, excuse me, $16,569
a gift in kind of an espresso uh next machine for the Travel Faculty Lounge. Travel HSA $815 a gift in kind of the purchase of a dramatic performing rights license for Travel's Tiger Theater. Travel HSA
$1,466.25 a gift in kind of 225 copies of Mr. Poppers Penguins book for the one school one book program. Again, Treval HSA for $1,695, a gift in kind of a school assembly, Sky
Dome Planetarium, and the Village of Ridgewood for $4,155, a gift in kind for the services of a social norms survey conducted by Dr. Wes Perkins to develop a campaign for substance use prevention. This is a
social norm survey that was given to students in October. um the the uh >> we haven't got the results. >> We have not. >> No, they um probably need to u pay and
then uh Dr. Perkins is is analyzing it. >> Okay. >> Yes, they were we were waiting for this resolution. >> Um we talked about Pmptonian already. Um I love your wording. Thank you for that. Are there any question other questions about finance?
>> Okay, roll call. Mr. Donnie, >> yes. >> Mr. Handy, >> yes. >> Mr. McCall, >> yes. >> Smack move. Yes. Mr. Bro, >> yes. >> I have affirmative. >> Resolutions and motions not included in
consent agenda and A. We'll go to A and then we will have B and C. um which are not on the agenda but we will be talking about but a is additionally naming um here man's uh place uh the zuto's way
and um you can see from the resolution um so this would be similar to over on Monroe where Barry and Fry uh name plaque is underneath uh the street
Right. Um but there will be um as I understand it uh they'll there'll be um plaques and things and a ceremony that will go into effect. The uh the high school has done their due diligence and
having a committee and making this recommendation. At this point it's the board would approve it based on our policy and then of course it would have to go to um the village and have have their buy in village is
aware of this u at least the mayor is I'm not sure if he's spread the word but the village is uh part of the village is aware I gave advanced notice to uh Mr. Casmark as well. >> Are there any questions about that? I
thought we would just do these one by one. >> I just want to say Mr. Bazudo's influence and of involvement in Rididgewood High School is phenomenal. Um, so many people I have met who've
graduated have said things about how Mr. Pazudo was there for them. He was their person. And we talked about that tonight. and he was their person for so many students I I can't even you know
I've just heard so much through so many years um when alumni come back and see me they've anyway but I think this is very fitting he was involved and it's going to be involved with the arts f the arts program celebration in the spring
so I think it's very fitting it's outdoors I think he would love it >> and I think it's very fitting and it's nice to hear. >> The only question I have is >> wonderful correct you're right >> since it's going to be an additional
name with the existing street remaining as is. So how will that be displayed and what will be the well will it be prominent enough? They usually have a when they do with Barry and Fry, they have a Browns another sign below
>> Monroe because it's on Monroe between Ridgewood A and I think Washington place is where they had the Varian Fry because I taught all about Varian Fry. So I always had the kids look at it. It's a brown sign with his name. >> So it will be prominent enough,
>> right? I think they also were doing a bench and they're doing additional things in the commu the high school community >> right but that's a one day event right that event is once in June one year one day >> but for the permanent like year over
year to remember that that will be this will be one plate there right >> yes it will it will be prominent and and it's if you notice it's position's way it's apostrophes s so in the high school they're planning a plaque or sign what
is that way you know being kind to somebody else being that person for for somebody in need whatever and it will be um you know Mr. is really talking to the staff who
worked with him. >> You were there. Were you there? No, you weren't there. >> Yeah. Very special person. He had certainly a big impact when my children were at the high school. So, and he started off as a as the eighth grade um
um enrichment math teacher over at I don't know if he started up, but he was >> but he was also a substitute and then he became the I know. >> Yeah. So, it was great. And then he had the keys. His key ring was amazing. Hundreds of keys. I was on the DC trip
with him numerous times and the phone calls from faculty when we're in DC calling him about this and that and this and that saying, "Oh my gosh, how could he even leave the building?" So his loss is just so so much very special person.
when when he went I think we did not have a super full-time superintendent at that time and Dr. Fenvik was the one who took charge for those two days and it was it was visible
>> that was so hard right before Thanksgiving >> I haven't seen her taking charge and uh it was important that day >> so um I move this approval additionally naming her man's place what
>> second Yes. >> Enthusiastically. Yes. >> Yes. >> Yes. >> Yes. >> So um B um of this uh section um 10B is
approval of the renewal of agreement with Delta Dental Insurance Company. And this would be for the month of January. Um that we would renew it for uh extend
it right that contract into next year. Um would someone like to make a motion? Great. >> Second. >> No. No. So I'm just moving
>> doing the first one which B and then we'll do C. I can. Sure. The Ridgewood Board of Education upon the recommendation of the Superintendent of Schools approves the agreement with Delta Dental Insurance Company. The contract renewal plan is
effective January 1st, 2026 through January 31st, 2026 with an increase in premium of 14.23% for the PO plan and zero increase for the HMO plan.
Sorry, question. Are are they okay that we just do a one month extension? That's >> at the same increase rate. >> Usually that's tied to like a one year or twoear. Just curious if they're going
to come back and say, "Oh, it's a 30% increase for that one month." >> Yeah, they may come back and say, "We want to stick to our original 17%." because we had a contract like agreement with 17. So they may want to they might come. >> Yeah, it I think it'll at least be the 17. It might even be more because it's
at one month >> and 14% was for the whole year in for you. >> Well, let's see what happens. >> Yep. >> The brokers seem very >> But can't we keep it generic? >> I'm sorry.
>> Yeah. Should we could we should we add a wording or adjust it as needed or something to that effect? >> Well, no. If it needs to get adjusted, I think it'll come back to us, right? >> But we'll have to come for a special meeting for that. >> Yeah. >> So, do we want to just remove 14.23?
>> How about can we put estimated with an increase in premium estimated at 14. >> Just put that word estimated there. >> 14 to 17. >> Estimated. Yeah. >> Yeah. Just just go with the word. >> Okay. So with that um with that
adjustment. >> Okay. Okay. So we have it moved and seconded. We've made the adjustment. Um I wait a minute before we move. I'm sorry. I have to ask the question. Yes. >> So you know we spent a lot of time working on the dollars and cents here,
right? And uh to the extent my understanding right is that we're we're paying the 14.23% for the one month. Um and as a result of
that we're foregoing a $40,000 savings, right? That kicks in in February. >> Yeah. >> So in my mind I have that as a cost of doing business which we need to do and I'm fine with that. Um, I guess I don't have in front of me what
that 14 if if it's 14.23% it's x number of dollars, right? But if it's now 17%, I don't know if that 2 and a.5% >> is significant enough to make us have to rethink about that whether or not we want to go back. >> It's not a matter of rethink. It's just a matter of is the resolution valid.
Well, yeah. I I'm I'm less yes, whether the resolution is valid, but also whether or not whether or not we want to and maybe I'm I'm now being too parsimmonious, but whether or not we want to then turn around and say, Edna, start on first. You see what I'm saying?
>> Regardless if anybody signs up, you're saying >> I I think it might just be too difficult. I might be over complicating it, but I >> say just start on the first regardless. >> No, no, but I just want to know how much it's going to cost us. Does that make Am I making sense? >> Yeah. But I think we just
>> And if it if it's negligible, then I you know, you >> I'm having trouble conceiving of any kind of illegal legitimate basis that they would have to just skyrocket our rate for that one month. >> Okay, that's what I was worried about. >> I I mean, I'm not I'm not saying that, but it's just I I think the point of
this is to end the contract as well, right? So that so that and I think January 31st has to be there. We have an actual documented quote at 14.23%. You know, you say you you had a 17 something% for a one-year renewal that
was then negotiated down to sort of price match at 14 something% for a one-year. >> Yeah. So, I was going to say is the but to accommodate for that the estimation would be I think is a fine language because it gives that >> Yeah, that's exactly I'm saying but I'm saying from a financial standpoint I
think this is just cost of business. >> Okay. Okay. >> Yeah. Then I'm okay. But I I had to I had to think it through to make sure that we were being you know we're talking about you know class trips. I also want to think you know this is important. Okay. >> To try to do that in January is ambitious.
>> I agree 100%. And I was not in favor of it initially. So I agree. I just you know I don't want it to cost us $800,000. >> Okay. So uh you you moved it right Mary? >> Oh no no no one's done that. Okay. Not
>> not with the revision. No, we do need to move it with the revision. >> You need to move it again with the revision. >> With the revision, >> I will move it with the revised language. I'm moving. Okay.
Somebody >> I second. >> Mr. Donnie. >> Okay. Roll call. Mr. Donnie. >> Yes. >> Miss Handy. >> Yes. >> M. McCall. >> Yes. >> Mr. McMood. >> Yes. Miss Broen, >> yes.
>> Five affirmative for Delta Dental Renew Agenda with wise language. >> Okay. And now C approval agreement with Etna for dental insurance. Whereas the Richard Board of Education instructed its broker of record, Alamo Insurance
Group Incorporated, to obtain competitive proposals for dental benefits. Whereas Etna provided a competitive bid that matches the increase of the current dental insurance carrier with an increase in premium of
14.23% 23% for the PO plan and 0% increase for the HMO plan from the current dental insurance rates for 2025 with enhanced benefits and additional savings. Whereas Etna's plan designs to
provide equal to or better than benefits from our current carrier, including the following increases in benefits to the PO plan. annual maximum increase to 2,000. Implant coverage renewing
annually at a full annual maximum of 2,000 rather than a lifetime maximum. Carryover maximum increasing to $500 per year to a maximum of $1,500 over three years if they have an annual preventive
screening. And whereas Etna has also agreed to cap to a cap of 6.5% if the district opts to renew the dental insurance for an additional contract year. And whereas Etna will provide a 2%
bundling decrement applied to the medical and prescriptions pre premiums providing additional premium savings to the district of an estimated $468,62. Whereas the contract is effective
February 1st, 2026 through December 31st, 2026. Be it resolved, the Rididgewood Board of Education upon the recommendation of the superintendent of schools approves the agreement with Etna for dental insurance. So it will be bundled with
Etna uh our Etna medical and prescriptions which we already um approved at our last meeting. >> So Rich, in the uh finance committee, we had asked the broker to see if Etna
would honor the same rate for two years. Did we ask them? They say no. Or >> the axe was the axe was 2%. The second year was 6% cap on the second year. The >> 6% >> it was uh it was the >> the broker said >> it was it was to go see if I can get it
back to January 1st, 2026 2%. Which originally the answer was yes. But what happened was over the weekend we went from $1,500 to $2,000 and then they couldn't do then they said they couldn't do it until right before the meeting. So
I I never got a chance to ask for the 2% again after it was changed. >> No, not the 2%. We we want we made an ask of them in the finance committee meeting to go back to Etna and see if they'll give us the same rate for two years a lock two-year lock.
>> I I didn't make that I didn't ask that question. I I didn't understand it. >> And it says here that we're agreeing to a 6.5% cap. So >> they would still negotiate. So we're not >> So it's at 14 the first year. >> I'm talking about what happens in 2027.
>> We wanted to ask >> it's a it's a guaranteed cap. But the the other part of the issue was that over the weekend we were working with the associations is we identified that there was we had a a pretty premium accommodation in the prior. So to match that accommodation, they
we lost our ability to leverage there. So the 6.5% is not a commitment that we're going to pay 6.5%. It's just saying that they're not going to present us anything above 6.5%. >> It just would have been nice if we could see if they could give us the two-year law >> before we agree. I think that you said
they discussed it but because of the >> the implants going like that they couldn't >> because we had to make it that way to have it >> comparable therefore they couldn't do >> what they had asked.
>> Yeah. They brought that up in our session. I I think I don't I think Rich is being a little it wasn't entirely on rich because we put that on the brokers and that was their response was they got us down to 6.5%. Am I am I remembering that correctly in our conversation with >> and and the the representative was there
and he said because it was raised and it wasn't apples to apples any longer they couldn't do it because it was apples to oranges. >> I would like to make a revision to the amendment uh the third to last paragraph to add the word annual front of
additional premium savings. Okay. So you want to make sure that that savings does not go away next year all of a sudden. >> Right. That's supposed to be an annual savings, not a one time saving. >> Yeah. The decoration should it was explained to us to be an annual savings.
>> It's a one-year contract. >> It's a one-year contract. It could be for the year of 2026, >> but it's an I mean, why why wouldn't we put in annual inst >> is still up forward. I don't that amount of money the per second year.
>> It it doesn't it doesn't change the terms. I I think it's fine if you if you're more comfortable putting annual it doesn't it's fine but I do think it we think we did say it needs to say estimated here as well. >> Correct. >> So why don't we why don't we strike the word additional and put in uh estimated
annual >> but we do we know that we know that every every year they're going to give us a 2% >> if that was my understanding. That was my understanding because otherwise plus the dental will be more expensive next year. >> Yeah. Right. >> Yeah. No,
>> I asked that that the dental will be more expensive next year and they said it will you will compensate because >> because how the bundle >> right but the broker explained that just like when you combine your politics together you get an annual statement sorry because you have them together
>> that that very much is my understanding that's why I'm very conf I'm very >> that was that was my understanding >> that's my Oh, okay. That's your understanding of it. >> But my hope my hope is that before that
state will infuse some money in their plan and we might go back. >> Yeah. And then we can then we can renegotiate. >> Exactly. >> Okay. All right. So um >> in the third to last paragraph additional will be annual >> estimated
>> estimated estimated annual Can I just make a recommendation that the annual should be before the 2% because that dollar amount is going to totally >> still going to realize that number every year. >> It's going to depend on rates. We don't know what those >> 68 year.
>> So if you're talking about the bundle, >> it's the percentage not the >> provide an annual >> 2% >> 2% bundling decrement. >> Annual. Yes. 2% >> providing providing an estimated >> estimated >> premium
>> just an annual >> it's an annual 2% >> well that's not estimated it's actually 2% >> so I know but we already have it estimated >> all so so let me let me let me let me let me modify the uh the recommendation
for the record okay so uh so 10 C which by the way this is 11 C just to be clear >> it is 11 >> it's 11 C numbers are up. >> Oh, it is 11. Yeah. >> And approval of bills is only 10.
>> I I know I just noticed that. Yeah. So this is 11 C paragraph five which says reads whereas Etna will provide I'm modifying it to read whereas
Etna will provide an annual 2% bundling decrement applied to the medical and prescription premiums providing strike additional it should read providing an estimated
>> we already have an estimated before >> that was there. >> Oh, >> premium savings to the district. Oh, it says estimated. You're right. Never mind. >> Oh, it does say. >> Yeah. >> So, it should just be >> provide a provide a premium savings to the district of an estimated 468
and change. >> All right. Okay. So now with those changes, Mary, you want to do >> So yes, I move it. >> Mr. Rob,
>> okay, >> I think we're I think we're good to go then. >> Okay, roll call. Mr. Donnie, >> yes. >> Sandy, >> yes. >> Mr. McCalli, >> yes. >> Mr. McMouth, >> yes. >> Mr. Broen, >> yes. >> Five, >> good job. And then just as we're
approaching approval of bills, just to be clear, that should read item 12, not item 10. >> Yes, that's >> okay. Mary Lou, you are Did you review the bills? >> Yes, I did. I move that we accept the bills um for the payment of bills as
listed below. I reviewed them and everything was in order. >> Okay. So, you're moving that? I >> I'm moving that. Yes. Oh shoot. Second my first. >> Sorry.
Yes. Okay. Roll call. Mr. Donnie. >> Yes. >> M. Handy. >> Yes. >> Mr. McCalli. >> Yes. >> Mr. McMove. >> Yes. M. Rogan. >> Yes. >> Five. Affirmative. >> Board member announcements.
it working. >> I'll keep this brief because it's late, but I'm just not sure when our next meeting is. Uh I'm one of the I'm on the Martin Luther King committee of Ridgewood and Glennroth. Uh as usual, we will have our interfaith service on the Monday of Martin Luther King Day. It's a
great event. Uh we also have on the Friday leading up to it a movie screening at the library and a day of service on Saturday giving to uh Ridgerest Senior Home. So we'd love all of you to attend. It's a great
interfaith event uh just right here in Ridgewood to honor such an important man. >> Great. Thank you. Um our next meeting is January 5th. Um, any other announcements? No. I
already I I already said super science Saturdays March 7th. No, put it on your calendar. Uh, discussion items. I hope not. But if there is, hopefully there's not. Okay. Acceptance of minutes. Um, I do
need to recuse myself from um from a portion I guess all uh of the November 17th executive session. Although I was there for part of it, so I'm not really sure how to do it, but I guess I just recuse myself all. Um, so would someone like to move
November 17th executive session and November 17th regular public meeting? >> Those second. >> Okay. Um, all in favor just knowing that I'm recusing myself from November 17th executive session.
>> I other business comments from the public. We've worn out our public in front of us and on our screen >> so strong. Seeing no hands raised, um I
know you'll be so sad at 11:15. I actually want to say I called this because I told my husband I'd see him after 11 today. Um but uh I'd like to um adjourn make motion to adjourn the meeting. May I have a second?
>> All in favor? >> Thank you everybody for sticking with us.