Good evening everyone. >> Oh, that's okay. We're going to just be one one minute or maybe two. I'll just read the um the announcement.
Um, the Richard Board of Education has been meeting in executive session pursuant to NJSA 10 colon FAT4-12. The minutes of this meeting will be released when the need for confidentiality no longer exists. When
when Mark returns, Rich, we'll do a um roll call when Mark returns. Okay. Thank you. Do I have to read it? All right, we're ready for the roll call. Thank you. >> Okay, roll call. Mr. Donnie, >> here.
>> Miss Andy >> here. >> Miss McCalli. >> Mr. McMoo >> here. >> Miss Broen >> here. >> We have a quum. Please join me in a flag salute. Pledge of >> allegiance. I aliance to the flag of the United
States of to the stand. 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. >> Okay. Um I guess we're going to um recognize our retirement right now. Um Dr. Schwarz, are you gonna
>> We certainly are. And why don't we start with uh Mrs. Murphy? We can start with our first retirement from the high school. >> Foggy still. It's my pleasure to bring up uh teacher of physics uh from Rididgewood High School, Lillian Labowski, 20 years of
service in the district um with her supervisor, Tara Taylor, to say a few words. Come on up to the front. Good evening. After 20 years at Rididgewood High School, Dr. Lillian Labowski is retiring from her position as teacher of
chemistry and physics at the conclusion of the 2526 school year. Throughout her tenure, Dr. Dr. Labowski has demonstrated that she is hardworking and motivated to remain current in content and industry practices to inspire students to enter the science fields.
Her professional career began as a research engineer for Exxon Chemical where she developed two US patents. Her skills from industry transition to the classroom through her work in both chemistry and physics on how to transfer content to engineering design.
She developed the applied engineering club where students have successfully placed in multiple NJ steam tank competitions and Thomas Edison pitch contests with some going on to pursue patents of their own. Dr. Labowski devotes countless hours to students in her classroom and in her club. She is
always encouraging students to apply to additional educational opportunities offered by universities during the summer and to continue in the science fields after high school. Dr. Labowski's devotion to the Rididgewood community also extends to community events as she has been a longtime participant in Super
Science Saturday, organizing multiple student booths to showcase various student presentations of solar cells, 3D printing projects, and their engineering design projects. Dr. Labowski is an innovative and motivated teacher that has created numerous opportunities for students to
engage with science outside the classroom, with many of her students crediting her with their success in college and beyond. Her commitment to the students at Rididgewood High School is truly commendable and she will be greatly missed as a teacher, colleague, mentor, and friend. We wish Dr. Labowski the very best in a well-deserved
retirement. >> Thank you. >> Thank you, Tara. I'm very touched, Mark, Sheila, and all the board members. I would like to take this moment to offer my heartfelt gratitude for the
event Tara already mentioned that inspired me to connect our classroom to the wider community. Super science Saturday at Ridgewood High School. When I began teaching at RHS,
Super Science Saturday showed me how powerful learning can be when students, family, community volunteers, and staff come together. Each year I have watched the founders
Jim Wallace, Sheila and Michael Aaron Flicker and so many other volunteers who devote their time and energy. Super science Saturday brings such a joy
and excitement of science to student of all ages. That share enthusiasm has sustained me throughout my career. As Thomas Edison said, I have never did
a day's work in my life. It was all fun. Teaching has truly felt like that for me. I want to thank everyone has been part of this journey. Your support has
made my work a joy. Thank you. Um, Dr. Labowski, I just um because I've had so much interaction with you over the years, Superside Saturday and others, but I also would be remiss if we didn't congratulate you for the student
achievements that your event team, your your um applied engineering group have succeeded. And just recently the Thomas Edison pitch contest that three or four of your students got first place. Uhhuh.
>> Including one of ours. Yeah. >> Okay. So, you know this it's just wonderful what you've done with that club and it went from what 20 children to 120 or more um working in that club. So, thank you for all you've done for
the high school. >> Yes. Thank you, Dr. Leeski. And I also just say uh you're one of the one of the teachers that my own children know because they come to me on Super Science Saturday and you always take them on a tour of all the inventions from the students. So, but you're there's always so much activity going on in your
classroom and uh you teach in such a such a uh experiential way with the students. Uh I'm just so grateful for you and it's going to be very very hard to find a replacement for you. I'm very proud of ARV and all of your other inventors uh that that that and the work that they've done.
Yeah, it will be it will be a real loss to high school to our district. >> Thank you for your service. >> You're always welcome at Super Science Saturday if you are happen to be around next March. >> And if you wouldn't mind sticking around
for a few minutes, we'll do some photos in a minute. >> Okay, great. That sounds great. Uh our next retiree is here with us from the education center, one of our own. Uh, we're going to invite up Mr. Sahi Moroon to introduce his retirey, Mr.
Richard Hoffman. It is a great honor, though accompanied by a touch of sadness to celebrate Richard Hoffman for his remarkable 27 years of service to the district. As the IT department's longest tenur
member, Richard's career here actually began in the previous century. His journey started at Ridgewood High School in 1999 as the computer technician, eventually leading him to his current role as administrative applications coordinator at the central
office. Throughout his tenure, Rich has truly done it all. His contributions span from direct end user support uh and infrastructure maintenance to managing business applications, databases and critical state reporting from IBM AS400
servers to virtualized and cloud-based applications. He has successfully guided the district through numerous major system migrations and special projects serving as invaluable source of institutional knowledge. His specialized
expertise in areas like school boundary mapping, enrollment projections, and school business operations is truly unique. Richard's dedication has been vi vital to the operations of the human resources, benefits, payroll, and business departments.
Beyond these core teams, nearly every staff member has reached out to him at some point to help with their employee portal, especially after implementation of two-step verification requirement. While we certainly miss his professional
talents, uh we will miss our personal interactions even more. Whether discussing art, history, travel, or skiing, sharing gardening advice, plants, and fresh figs from his garden, swapping stories about our children's
college years, or seeking his dependable guidance on home improvement, Rich has been the constant presence in our lives. So on behalf of the entire department and the district, we thank you and we wish you a wonderful retirement filled
with family and activities you love the most. I want to say thank you to Rididgewood for taking on taking me on as an employee. I came here um in a job transition from
mapping to computers and have been given the opportunity to grow and work not only at the high school but across the district in multiple projects and it's been a wonderful experience of
growing and um I'm glad to have been able to help the district in many areas. Thank you very much. >> You'd like to come up to the board here. We'll do some pictures. Um, so
no, you don't want to do pictures. slow down. >> Okay, sure. >> Uh so, um you want to speak to that? >> Yes. M uh Miss Broen just a just and everyone just a quick note on the agenda. I had a conversation with our student representatives particularly our
outgoing student representatives for whom we are very proud of um Arv Modivala and Grace Kim and uh they would really like an opportunity to be able to have uh some of their family come and Mr. Nyas. So we talked and we decided we're going to move their recognition to June. Normally we don't do that because
it's hard to get seniors to come back in June, but uh we know that Arv and Grace are very uh very committed and we'd love to honor you in June. So if no one objects to that, then we'll uh we'll we'll then I'm going to table that item from the agenda and we'll put it on the June agenda and please please invite your family and loved ones to come.
Okay. >> I won't be here at the June meeting. So thank you so much for your service to uh the board and all of your great reporting. So thank you. Yes. And so here today we have a we have some new introductions that I'm really
excited about. Um so we have our two new student representatives that I'm really excited to introduce to the board uh and bring to everyone's attention. They'll be they'll be recommended by me to be the new uh new members of the board. We have Janson and Anukica Mukatira. Did I
say your names correctly? Yeah. Would you like to just come up and say hi to everybody real quick? Do you mind? You just give yourselves a quick introduction for the board. >> Hi. Oh, hi. My name is Joan S. I'm currently a junior at the high school and I just want to say I'm really excited for the
upcoming school year. Uh, looks like we have big shoes to fill. >> Yeah. I'm Anukica Mccadura. also a junior at Ridwood High School and I'm really excited to work alongside Eli and Violet and Joan for this wonderful opportunity.
>> That's great. >> Well, welcome. Thanks for coming. You guys can feel free to stay for as long as you want. It will probably be a pretty long meeting, so whatever point you want to go home, we do know it's a school night and nobody ever holds that against you. Okay? So, stay for as long as you like, but don't feel bad about
going home. All right? >> Thank you. Thank you. >> Well, welcome. We look forward to working with you next year. >> Um, student reports. Yeah. >> Hello.
>> So, starting off with uh at the high school in school um going back all the way to April 14th, some of Mr. Krons architecture students competed in the New Jersey architecture week women's steam intercolastic high school
architecture tower challenge. The following week um the high school hosted Holocaust speaker uh Gerald Zachs for the second consecutive year and he is a second generation Holocaust survivor who has dedicated himself to preserving and
sharing his parents' remarkable story of survival. The same week, students in Mr. Song's accounting two class traveled to the ed center to connect what they were learning in the classroom to the real world. The high school also hosted its
fourth annual sustainability day where 60 students helped present different ways that the students and staff could be more environmentally friendly. Raywood High School has been paired with BU Camp St. Marie, a French high school outside of Lily, Northern France, since
2017, and eight students recently had the amazing opportunity to live the real French life this past spring break through our very own French exchange program. The following week, the week of May 1st, in Miss John and Miss Dar's English nine
class, students participated in a Shakespearean rap battle. A fun way to teach students about the family rivalry in Romeo and Juliet. Our forensic science students got an inside look at realworld investigations when a retired
special DEA agent visited the classroom. That agent having years of experience in the field shared fascinating stories from real cases that he worked on um with the class. The same week, students in Miss Joseph's genetics and biotechnology class explored the
connection between art and science through micro pepining using colored water and reaction plates. Last night on May 17th at the Brick House in Wyoff, the jazz band performed jazz on the wood. if any of you got to see it. And
then tomorrow night on May 19th will be the spring orchestra concert at Westside Presbyterian Church at 7:30. And then I also wanted to add today the AP environmental students went on a field trip, me and Ana, um to Stoke State
Forest and and we participated in a variety of activities such as boating, fishing, hiking. So, it was a fun way to connect with nature coming off of AP exams. And now, Arl will do clubs and athletics.
>> Thanks, Violet. Um, starting on starting with clubs on May 21st. Sorry, not May 21st, April 21st. Nine RHS students represented Rididgewood at the final 2025-26 meeting of the Bergen County Equity Think Tank at Bremapoke
College where they presented their research on the eighth and 9th grade transition alongside students from different 15 different Bergen County districts. I think Eli was actually there and he wants to add to it. >> Good evening. Uh Jan Jan and I are part of this group. We work with Mr. F. Uh
the week before we visited both of the middle schools. We met with administrators uh all the eighth grade and a bunch of eighth grade students to discuss the eighth to nth grade transition and we put that research together and presented it at this tank along with these other schools who
presented their stuff. We plan to continue pursuing this as we go forward into next year. This is the third or fourth year of the program. On the week of the 24th, junior Yuna Kim alongside with seniors Ki Song and Juang Lee started the Oak Tree Initiative in
which they are visiting schools to teach students about the impact of invasive species on local ecosystems and the importance of planting native species. As part of the program, students districtwide are planting acorns that will grow into oak trees. Also that week, Project Interact members
volunteered at Easter in the park in Vaness Square, assisted with a stop and shop food drive and donation sorting at RHS, and collected toiletry items for donation to the Bergen volunteer medical initiative. Uh, as part of sustainability day that Violet touched on, the NHS ra the National Honor
Society raised awareness about ways people can help protect endangered species and also raised $100 to donate to the World Parrot Trust Fund, an organization dedicated to preserving natural habitats. On the 23rd, the RHS Exchange Club, a club that was recently
founded to bridge a partisan divide and facilitate civil discourse, hosted a debate at unit lunch on Thursday in the Little Theater. The debate was set on working towards answers rather than mindless arguing. And the turnout was huge. About 125 students attended,
showing just how much RHS students care about civil discourse. The next exchange uh the next exchange debate is day after tomorrow, and I'll actually be debating it, which I look forward to. On the 27th, the Latin 2 freshman Sir Tommen team won the state championship at the
New Jersey Junior Classical League convention. On the 29th, the marching band was selected to represent New Jersey in the Salute to Independence parade in Philadelphia. They're one of 50 marching bands in total. Um, and it's celebrating the 250th annivers
anniversary of our country and it's on July 3rd. On the 29th, Small Ensembles hosted a concert in the campus center and that's just one of the amazing many amazing music programs that we have at RHS. And I also know that the wind and vocal ensemble is also set to have a
performance on Memorial Day. On the 29th, two RHS students made history. Anna Dixon and Christina Weiss Fenning won ICDC, which is the DECA International event. This is a remarkable first place finish for Rididgewood and it's one that hasn't
happened in 19 years. They won in the buying and merchandising operations research event in which they were actually wrote a paper on bookends in Rididgewood uh which is super cool. On the third 30th, Mayor Paul Vajanos visited model congress during unit
lunch. He discussed the importance of civic participation as well as his experience as someone who has lived a life in public service. Moving to May on the week of the 1st, Unifi had its first annual prom. It was in the campus center where they enjoyed music, dancing, and sweet treats. Unified sports club
members also joined prep students at the Move the Spectrum event at West Orange High School last week. Uh they participated in a bunch of cool field day activities including tugof-war, relay races, and golf, creating a fun-filled day celebrating inclusion. On the 7th, four RHS students, Ava Fontis,
Jason Lee, Anderson Joseph, and Will Burton were selected out of over a hundred submissions from the tri-state region to perform at Alice Truly Hall at Lincoln Center in New York City. This is the 19th time since 1998 that an RHS percussion group has been selected by
the Chamber Music Society under the direction of Mr. F. Uh, I know we talked about this a little bit already. um May 13th, the applied engineering team uh was able to win the Thomas Edison pitch contest. But I think it's important to kind of hammer it in because this is the
retirement of Dr. Labowski and this is a club that means not just so much to me, um but to a lot of students and I think that not only finding a person to, you know, replace Dr. Lowski and continue leading that club, um but also making
sure that the spirit of of innovation that that club embodies stays within Rididgewood. Um, I just want to add that in addition to winning first place this past week at the Thomas Edison event, two other applied engineering teams will be competing at the New Jersey Steam
Tank Final Round on Thursday, which is a separate competition. On the 15th, the Wishes for Warriors Club hosted a yoga fundraiser at RHS to raise money for children fighting cancer at Hackinack Meridian Hospital. Um, the new Oh, sorry, that was the week of the
15th. The new players also did a production of McBth that opened on the 14th and ended on the 18th. I actually went to see that production. It was amazing. It was a testament to the hard work and creativity of dozens of RHS students both both on and off the stage.
Uh moving to athletics, this part is much shorter. Uh crew on the 19th claimed third place overall in the PSA Horvat Trophy boys sculling Series. That's the team's best finish since 2022. They also more recently claimed
seven medals at the 2026 Mid-Atlantic Riata on the weekend of May 12th. Moving to golf on May 5th, the boys went to the North Group four sectional uh and placed fourth and the girls also qualified and placed ninth at their sectional. Moving
to girls lacrosse, on the 18th of April, they beat the number one Chadam, the number one seed Chadam. And then they also beat the number one seed Oakn Null. Um, so now they're the number one seed and they on the the 10th they repeated
as Bergen County champions which is our 19th girls lacrosse county title with a 13-6 victory over IHA. Flag football is also currently 12-0 and ranked number one in Jersey um as they have been for the last couple of years. And lastly
with tennis, yesterday on the 17th, boys tennis team junior Ethan Rosenberg placed in his division um of the Berkeley County tournament at first place and freshman Sebastian Steti made it to the final. The boys tennis team placed second overall in counties and
are now looking ahead to sectionals. That concludes our report. Thank you guys so much. very much. >> Okay. Uh I will now um move to comments from the public. So if there's anyone here in the audience who'd like to make
a comment, please come to the microphone. Um your name and the municipality you live in. If there is no one here, um just check on the if there are any hands raised. There doesn't appear to be um anyone uh
for public comment now. Uh we will have another uh comment period at the end of the meeting. Uh thank you. All right. Um presentations. Dr. Shores. Oh, no. If you if you want to move it
around that, that's fine. I >> Yeah, that was >> I wasn't aware we had that conversation. We'll just uh we'll move the um >> the agenda around for a moment and we will let uh >> I'll make a recommendation. Yeah, Miss Broen. All right. So, uh Mr. Matthews,
if we can just make a recommendation. And I know that we happen to have I want to express gratitude for Mr. Matthew Gian Ficaro who's uh with GM Ficaro Architects and Engineers who was kind enough to come here today. And I know the reason he's here is to be able to respond and support any questions folks might have about the bid. Uh so one of
our members was kind enough to recognize that may perhaps we want to have those questions now so you don't have to stay for what is probably going to be a pretty long meeting about a lot of other topics. So out of respect for your time uh uh perhaps we can have those questions now. So, uh, so if we if we
don't mind, um, Miss Broen, if you find it fitting, we we do have two bid acceptances on the agenda here tonight. So, uh, I would just be, um, uh, in case board members had any questions about those bid acceptances. Um, this would be perhaps we want to just ask those
question just, uh, invite Mr. Gian Ficaro to, uh, answer any questions we might have. Now, Mr. Donn, you have some questions. All right, Mr. Garo, if you could join us, that'd be great. Uh, Mr. Mr. Smith, if you want to join as well, we have Damen Smith, who's our supervisor, manager of facilities here. You feel free as well.
>> After that, we'll have the science presentation. Thank you. >> So, are the So, the bids in question are the um the furnace rooms and also the furnace
rooms. I'm sorry, just talking. furnace rooms at Ridge and Glenn and the other is the the uh redoing the tennis courts at the high school. Are those the two bids you had questions on? >> Yes. >> Okay. Just wanted to make sure.
>> So, thank you for coming here and u you'll I have a questions and I didn't want you to be mad at for two reasons that wait and questions. So that's why I recommended that let's not make them wait. Um so the questions are uh more
not on the on the qualifications from the architectural perspective or the work that you are doing or the work that you're recommending because I always have very high regard on that. I've worked with you in the past. My questions are more um on the bid
process, how long the bids were open and what could we have done to get better pricing on that because the pricing is always an issue uh with the projects that we are doing. So if you can tell us more about um for both of these bits when were they published? What was the
process of any um walkthroughs any changes that happened during that bid process? How much time was given to the contractors for changes and then um how much time was given after those changes for the final bid process for both one
by one. Sure. >> As both of them >> for both of them. >> Um, first of all, I appreciate you moving me up in the agenda. Thank you. Um, so the the district sent out
advertisements uh for the the bid advertisements on the 20st and 29th of March, I believe. Just bear with me for
one minute. Is it in here? These are the awards or the letters of recommendation. Yeah, the the advertisements went out um the 21st and the 29th of March. Um so
they were sent out to the record. So I believe they were published that those days are the day or two after uh we had a pre well we had pre- bid meetings they were both on April 6th the tennis court was at 3:00 furnace rooms were at 4:00
that day so just to clarify so one was on 21st one was on 29th correct and the 29th one was so pre-bid was they were both on the 6th of April >> so which was on 29th I apologize. Bear with me one second. I
could tell you I shut the up. >> Can I help you? >> The >> I think the tennis court was >> the furnace room went out on the 29th. The tennis courts went out on the 21st. So, so just just for everybody's
awareness when you're voting, right? So, furnace room, we have only two bids. We the bid went out on 29th, the walkth through was on 6th. So, the contractors had one week to find out about that this project and
come in for the walk through if they wanted to do a walk through. Correct. >> That's accurate. I mean, we we always tell them that. Well, first of all, the the pre- bids are not mandatory, as I'm sure you're aware, >> right? If somebody if I'm bidding on a
project for over a million two and I don't have a lot of room for margin because I'm competing in a in a like a multi- bid project. So, I would want to be as competitive as I want. So, I can't just bid without actually looking at the
>> We always recommend going to the preids. Absolutely. >> Okay. Uh, and I'm sorry, just to finish your question, uh, so the pre- bids were on the 6th, uh, addendums went out on the 17th, and then we open bids on the 28th.
>> So the if the pre-bid was on 6th and addendums went out on 17th, then were they emailed? Were they how are like was it after a certain date when the packages are picked and the add items are only sent to those people and how
are they sent? The they're sent via email. We get read receipts on all all of the emails that we send out. We send them all to all the plan holders. So the way we do it in our
office, uh you we do charge for the the plans and specifications. It's a nominal $20, but the reason we do that is so that we know who has the plans and specifications.
The construction services will pick up so that any of these contractors who's subscribed to them can see that the project is out there. It's been advertised. But we'll only give those services the plans and the technical specifications. We don't give them the
upfront that has the actual bid proposal because we don't know who's necessarily who's picking up through the services. We force everyone to pick them up from our office. This way we know who all of the potential biders are and we send the addendum out to everyone who holding the
plan. So by six did we know how many uh for the at the pre uh bid meeting or the walkth through how many contractors were interested in this project? >> Amen. Amen. Let me let me jump in real quick. Sorry. >> So prior to the bid so the the whole
project was $1.1 million. So prior to the bid we tried to get this work to GDS and GDS number was was too high >> for the furnace. >> Yeah. So, let's just stay within budget. We started with the with the with the contractor on site. This number came in at $1.5 million. We had our committee
meetings said, "This is too much money. We're going to go out to bid now." And that's when we went out to bid because we did try to do it in house with the existing general contractor. Just to give you some information regarding like where we were, how we ended up getting to a bid process. >> Thank you. >> All right. So, um, how many were at the
pre-bid meeting >> for the tennis courts? I want to say there were three or four contractors. I apologize. I don't have the plan holders list in front of me. So I don't know how many ultimately picked up. >> Okay.
>> Well, actually I actually I can tell you that because >> but picking up is different than pre-bid. Pre-bid was an inerson meeting, right? So Mr. Smith may know somebody would in the district should know how many were >> like we would know by then how many are really interested. I I >> uh I mean I will say I I I understand
that like I said I always recommend to contractors that I always hope that they come to the the pre-bid. I will say that in recent times for whatever reason everyone is busy or whatnot. >> So >> we have contractors all the time who
don't attend the pre-bid who do end up bidding. >> So on that point Dr. originally your plan was not to do these large projects in summer because the contractors are busy and because the pricing is high and um do these type of
projects at the after hours and nonsummer. So um with that spirit, what is the rationale for the um Glenn and Ridge um furnace room renovation
projects to be done in summer or at this time if we only had two bids at 1.2 million or $1.3 million. So what is like why can't we not go back for a more appropriate time when more than three four five biders are actually bidding
and we can get a competitive pricing to do the work when it's less busy. >> Yeah. >> I think the the the original thought process was I'm sorry to to the extent that that was directed to me I I advocated with the last project that we did in the offseason because it was
classroom by classroom. So that was something where we could do we could open up a classroom. We're doing that's what we've been doing. we can open up one classroom after school, do the whole project overnight, have it patched back up effectively. So, that project was conducive to the PM shift, and that got
us a better time. As a first of all, my my uh my specialization is not the bidding process, but having gone out to bid many times, I've just found generally that the timing of the bid does matter. So, the sooner we get out to bid, usually the better comp the better prices we get. I think we have to
have our our kind of eyes wide open and be cautious if we're bidding at a more competitive time because, you know, if people are already committed, they're going to give us higher prices. So, that's where what I've that's when I come to our architects and engineers and try to get a sense of explaining why the
price is the way that it is and whether it's a fair price. When we find ourselves in a circumstance where we're bidding, this is not a late bid, but it's not an early bid. So, so on that this is not a project that came in as a capital project for this budget or a
project at the last minute. We started land and ridge projects two two and a half years ago. We always knew that once the um boilers are in place once the air conditioning is in place we will renovate these rooms for faculty rooms or or repurpose these rooms. Mhm.
>> So the specs and the bid process could have been done in advance or with enough time that if we don't get right bids, we can go out and do the bids again. There's absolutely no reason why it's coming at the last minute that if we don't approve now, then we will lose the
summer opportunity. And even if we lose the summer opportunity, if it start if these two rooms open in October or November, it doesn't matter like those are not being used right now. We are just making new rooms, right? So what why are we not going back for a better
pricing for these? >> Well, like you just mentioned the I think the original thought and hope would be to give the the two rooms the furnace rooms back to the faculty and
and the students and and you know the the occupants of the building. the hope and currently still the hope would be to give them back to them for the start of the school year. Um you're correct in that the furnace rooms are not currently
or once the systems are turned over really aren't being used. Um theoretically we could extend the work period into the school year but you know we did take the faculty room at Ridge and the the principal's office at Glenn.
So the hope would be to turn them back over, you know, for the start of school. So why could we not start it earlier, right? What's what's the reason for just two bids? Or let me ask it a different way. What's the complication
about this project that we only got two bids? Why why is it this complicated project? >> It is a bit of a complicated project. Um once once the and and I really only say that in once the rooms are abaded and
they're cleared out. Uh the the biggest part of the project really is you walk into the room you walk into these two furnace rooms and you're walking on planking and you're actually about 8 feet above the concrete slab. Um, you could walk
into the furnace box itself and go down a ladder and there's about 5 ft of duct work, an intermediate slab, and then about 3 ft of void space. And it's a big open void underneath there. Um once all of this once all the equipment and
everything gets removed, the planking will come up, the duct work will come out, that intermediate slab will come out. They'll have to jackhammer that out. And then we're actually going to fill that 8 ft with stone. And once we fill that with stone and compact it, we're going to pour a concrete slab at
that same level, which is level with the corridor. Um, and then at that point it's finish work putting up walls, ceilings, lights, flooring. And all of this finish work is interior finish work. I I was able to see in the specs
the Glen School one is uh 100% interior. There are two rooms that joining, right? There are no windows to it. There's no exterior wall. >> Ridge is a landlocked room that has no exterior walls. a small little door opening to the
outside, but uh Glenn, there is some there's an exterior wall. So, that wall needs to be removed and we're going to block and brick and put windows in, >> but there are no no roof there's no roof work there. >> No roof work, >> just patching for any pipes that will be going out.
>> Same with plumbing. It's just removal of couple of pipes or removal of or adding a drain. It's primarily >> yeah, >> um flooring and >> flooring, beat rock, ceilings, lights is
a little more plumbing because there's a toilet room, >> right? And that's $1.29 million for two rooms >> uh for the two spaces combined. Yes. And uh and what in the in the resolution it
says not to exceed 1.37. So is that a number that is given to the contractor as a that you can come back with a change order but not up to that what like what I have not seen these not cost not to exceed numbers being
published if these are internal in the public resolution or is this part of the uh award being awarded? >> I'm sorry I don't have the resolution. >> It's part of the award. Yes, the award is one two for K&D contractors and then
the other $90,000 is for their architecture and engineering fees. >> That's the 1397. >> What's the architecture engineering fee? How much is that? >> Yes. What? $90,000? Yeah. 90,797%.
>> Okay. So cost to exceed is is that? So you don't see any way how this could have been done sooner or differently to get more than two bids for sheetrock flooring demolition and electric work. Well, as far as I mean you you mean
going out for the bid process, you don't mean the physical construction. Are you talk are you asking could we have started the construction sooner or really just >> just the process because you have a lot of experience in this field >> and for the horse HVAC you were able to
get five or six bits >> right so what what was different with these two projects that was different with hos that how did you handle that differently I I would say mechanical work is more complicated with more specialized compared to demolition and
uh sheetrock at Flooring Work. >> I'm going to go back to the original point. We talked about this going back months ago. We thought that G uh GDS or GDS, we thought GDS would do the work. >> So, we we were proposing to work to GDS and then they they backed out of it. No,
they gave us a quote. It's too much money. It put us over our 11.1 million threshold for the whole grant. So, that's when we had to say, "Okay, we can't use guys." Why? We went back to him a few times to see if they can give us a better price and then we said, "Okay, we got to go out to bid now." But we were thinking that GDS would do the
work. That's why we got behind the eightball with this with this uh RP process. >> But what's the what's the deadline? Why can we not go for another bid and get better pricing? Well, if we want the work to start this summer,
we're we're we're quickly approaching the summer at this point. Um I mean, uh Mr. Matthews is correct. We did reach out to the HVAC contractor to see if we could do that work as a change order to their contract. Unfortunately, his price
came in. he would have exceeded the 20% aotment for his that we could have gone above with a a change order for his contract. Um so at that point we we decided to go out to bid. I mean as far as you know so I mean we we got the two
bids I guess you could say with the GDS quote we you know we had a third quote there but um as far as the bids themselves I understand what you're saying we got two bids. Um the the low bid
I I would say for the work that's involved. I think part of the the issue the part of the reason why we only receive two bids is the complicated nature of the of the job. I know it seems that finished work it's not
it's not overly complicated but there is a lot of demolition involved like I said the coming in with the 8 ft of stone pouring the slab it's it's not quite as you know it's not as simple as renovating a classroom or a toilet room
there is okay it is a complicated >> Thank you and on the on the tennis court uh you mentioned the bid went out on from 21st March. >> Yes. >> Uh pre-bid meeting was 6th and but the
core samples were done on 10th and the core sample certification was done on 14th and then um clarification went out on 17th with specifying that there's no turf or track involved. So
um the initial biders who came in based on the notice notification of March 22nd or March 21st do you think we would have received different set of bidders if they knew that it's purely just a concrete slab work not a track work not
a turf work? >> Uh I I don't think we would have gotten a different set of biders. Um they really the the change in the addendum was um explaining the overall thickness of
the the cross-section of the the courts and it was really removing the the bid to go over top the courts because at that point once we knew what that was we we would no longer recommend doing
>> so the initial bid uh request or bid notification or work notification did not specify any related to tennis courts involving track or turf work. The original notification did include the
original set of plans and docu the documents included the portion of bid for the asphalt and included the portion for the concrete if we wanted to go with that post tension system. >> Not as for the turf and track.
The clarification dated 17 is for turf and track that there's no turf and track work involved. Why did we have to mention that? The well the the pre-qualification the classification that we request is for tennis courts
courts and and track uh right tracks. >> So it's it's a bundle of one. It's all it's one classification >> right. So if we are requesting classification or contractors who are authorized to work on track and turf and
then we are issuing a clarification that there's no turf or track work involved here. It's purely demolition of existing concrete to 10 in down and then a new concrete slab. That can to me that can change the scope
of contractors who are willing to bid on that project. And and now we are sending that notification only to those contractors who had already bid who had that specialized skill for track and turf.
Well, the qu the the classification that we were requesting didn't change through the addendum. I it I believe it was See if I have the addendum in front of me. Yeah, the addendum says there's this is the there's no track or turf work.
All of that needs to be removed and it's purely a concrete work and to me that can open up a lot more contractors. >> Matt, can I ask you a question? >> Yeah. You want me to answer his question? I think it goes towards the
reason why I'm asking it now is I think it to do it is it the same qualifications to do a tennis court as opposed to just like a parking lot? >> No, we did >> two different things, right? I think what what you're seeing in the addendum I'm I'm sorry to to interrupt
you. >> Sorry. >> There was in the list of technical specifications we have specifications for earthwork, storm water, drainage, asphalt, stone, fencing, curbing. There was a section in
that list of spec sections that was for it was section 02925 synthetic turf for synthetic turf and synthetic track. So that one particular section in this list of technical
specifications that in the addendum we said you can omit that that spec section. But as far as as far as the scope of the project, the classification that we were requesting that the the biders hold, all of that was the same
from the original notice. There was one section in the technical specifications that was it was not needed for this project. And what is the classification that was
missing for the bidder that was $130,000 lower than the bid that we are awarding? >> They didn't possess the 060 classification which is tennis courts, basketball courts, and tracks. >> And um do we believe they had a
subcontractor, but they did they failed to provide the certification? they were going to work with a >> they didn't list any subcontractor in their bid. They list an electrician because we requested it, but they did not list a specialty contractor who has
that classification. So, but if we had almost like a 20% price difference in those scenarios, don't we go back and ask for a clarification? Is there a law that prohibits that? Hey, uh there's no um certification listed. Can you provide
us that certification? I I'll answer from my experience and from what I know. I I would just say that I'm not a licensed attorney. So, this is a bit of a a legal
question, but um that would be considered a material defect. We there are certain forms and and items that we can go back and check or ask them for some supplemental documents, but if they don't possess the classification
that and we could even actually look it up on the DPMC website and we could see that they don't possess the classification that we're requesting. >> Yeah, the attorney said it was nonresponsive. That was the that's what the we we spoke about this. the the attorney says by not
having the classifications that they were being non-responsive. >> Okay. >> And and just so and the reason that we requested the 060 classification is because we didn't want to just put it out to GC's or general contractor because
um like M. McCale said, a tennis court is a specialty project. There are certain tolerances and and you know to this to a tennis court that we don't necessarily want someone who
is just a general site contractor who maybe does parking. >> So last question on that from my side. So what was the rationale for doing the core sampling towards the middle of the bid process or after the walkthroughs on on 10th and
14th of April if we had known about this project for a while and we were going out for the bid like what prompted uh why did we not do it earlier or what prompted us to do that around that time
in the middle of that? Well, once we were given the official go-ahad to bid out the project, I reached out to testing lab um we needed to get a proposal from them. We got their proposal. Um you know, we needed to
issue a purchase order to them and then it was scheduling. So there was a little bit of time period that it took for that process, but as soon as we were given the go-ahad, we reached out to the test. So essentially by the in both of these
projects our final um requirements were defined by 17 right and we gave them until 28 >> that's when the addendums went out. Yes. But so we were still working on the scope and the what needs to be done f
from the scope perspective and the one addendum mentioned that there is um asbestous about removal in the Glenn and ridge project but that's not part of this project. So that probably came up as a question from a contractor that do
we need to remove it or not. And so who is doing that? If if we are saying that the district is doing that, how is that happening and what's the budget for that? >> That would go through your environmental specialist or your environmental professional uh environ
um they have from my understanding they've gotten quotes for that work. um whether we whether we can go through quotes or a cooperative or bidding process. But that that would all be separate through your environmentalist
would put out you know either uh solicit quotes or bid and that would be the intention is for that to be done separately through a licensed abatement contractor >> and that's a pipe asbestous or what type of asbestous? Uh there's pipe
insulation. There's uh the breaching the insulation around the breaching the exhaust breaching of the furnaces uh is positive and there's a there's uh speesus material and some of the transite panel. So if we award this bid today and if we don't have the other
work done in time then um are we committing any uh start date to these guys by the when we have to now that projects become a priority for us that hey those guys will be coming in on July 1st. So you have to now award this project before this date at whatever
price it comes in. >> The this the furnace room the renovations has a start and a completion date. What what's the date for that? >> I believe it's the the 29th of June and
the completion date I believe we said was August 21st. So if they have to start it on 29th of June, this is our May meeting. We'll have next meeting in on June. So at that meeting again if whatever project comes up for asbestous
as a bitment if that price is good or not good, we'll be just told that okay this is the meeting you have to approve it. If you don't, then it cannot be done before July June 29th, right? And how would that even happen within just 10 days?
Well, part of the intention of the the renovation portion of the project is for them to come in, start the demolition, and then actually leave for about a week for the abatement to occur. So, >> so demolition will happen before
asbestous removal, >> minor demolition just to part of the the scope of the asbestous is to take up some of the steel plating uh and on the floor. So the contractor it it's in
their scope part of their contract to clear out the room any equipment that's on the floor so that you know the air compressor water heater so that the abatement contractor could come in and remove whatever they need to remove as part of the abatement. >> Thank you.
>> And can you can you just remind me like what the ultimate goal of those two rooms are for us and then how many square feet are they? >> Sure. uh in Ridge the space that we took for the boiler room as part of the HVAC upgrades was the faculty lounge faculty
room. So the scope for Ridge is to create a new faculty room. Uh there's also the majority of the space is going to be for the faculty room. We are also fitting a separate office in that space as well. Um, so it will be an office and
then a new faculty room. At Glenn, we use the principal's office for the new boiler room. So in Glenn, we are creating a new conference room, a new office, and a toilet room, a single-use
toilet room. >> How many square feet or total combined? >> Trying to think off the top of my head. Um, Glenn is a little bit smaller than Ridge.
I would say they're both a little under 1,000 square feet. >> So, how much? >> Six 6 to 700 square f feet. >> 1500 total. So, that's costing us about 870 square
foot roughly. >> That's so just curious. I mean, have we looked into alternatives? I mean, what if we left that space and then just added an extension to the building? That could be a lot cheaper. For example,
repurposing. >> What? That's less than,000 combined, right? >> I'm sorry. >> You said less than,000 square feet combined. >> No, I would say they're both they're both each about 600 to 700 ft. >> I use 1500.
>> Okay. But still, that's if it's 1.3 divide by 1500, $870 is very expensive per square foot sort of building or renovations. >> And it's all laminate cabinetry, >> um, laminate type uh, countertops.
>> I I realize it's because it's a complex situation, right, with the flooring. That's probably where the cost is coming in, >> right? >> But do we have to do that or can we ex just add on or repurpose some other space? As far as adding on goes, uh, Ridge,
you're really you really don't have an ex you you don't you're in the corner of the building. You're surrounded on both sides. And even outside of that space is the upper asphalt basketball courts
area. Um, and then at Glenn, you do have an exterior wall, but just outside of that is the asphalt path that comes behind the building to that rear entrance. Um, so your space is a little limited as far as specific to your
question of adding on space. Um, >> I mean, an asphalt walkway could be, right? >> Yes. But the there's a classroom where the furnace room is now. The entrance it's kind of at the corner. The
end the rear entrance of the building is here and then the classroom on the other side of that corridor. You you really would only between the furnace room and the corridor. You really only have that 10 ft of corridor space
for at least the first 15t of it maybe. Then it's open after that. >> Question on the tennis courts. Did we consider the possibility that a a GC just does the demolition and excavation and then a specialty contractor like you
mentioned that knows tennis courts comes in for a fresh new install. If we just bundle it all together that maybe that's what's driving the price up. A GC could have bid on the project, but they would have had to list a specialty
contractor as a subcontractor. That would have been permitted in the bid for someone who does not have the 06. But if they listed a sub, >> we could have potentially issued two bids, right? One for demolition removal and then one for new.
>> I don't think there would have been a cost savings to that. you would have had two contractors coming in and and you could have you would have opened yourself up to fingerpointing if we put in the in the GC's bid to remove so much
material and maybe he missed something or maybe he gets down to a certain depth and there's something unexpected now the next the next guy comes in the site isn't prepped properly
who's responsible for what? I wouldn't recommend going that route personally. I think I think you're opening yourself up for conflict in between the two of them. >> And Matt, um, thank you for being patient and answering all the questions.
>> Of course, from the from the work perspective, your work has always been very professional and detailed. >> Sure. >> And, uh, so thank you for that. further questions. Thank you very much. >> We'll now go to our uh science presentation.
Tara Taylor, thank you for being patient. >> Would you like me to stick around? Uh Oh, Uh good evening. So I'm here tonight to present the science curriculum and program review. So just to review what happens in a
five-year curriculum cycle. During the first year, which was this year 2526, you go through the program review, research, and recommendation phase where you're looking at different uh curriculum options, best practices in the content area, looking at other districts and student achievement
results to see what is out there and collecting feedback from staff, parents, and students so that you can form your department goals to move forward. Uh the next phase is curriculum writing and implementation which for us would be this beginning this summer of 26 where
committees of teachers will implement what we came what came out of our study and then you monitor the effectiveness and revising of what was done over the next two-year period. And then the year the fifth year is preparing for your next study. So you begin to start
identifying where you may want to go through this analysis process. just to explain year one a little bit more clearly. So we evaluated the current 612 science sequence. We researched all the current science program offerings with those of
surrounding and comparable districts. We explored different textbooks and resources that were currently up for renewal and evaluated other resources that we currently use um to determine if we're going to keep them or switch out to something more um more current. We re continually review our student
achievement data both from an NJSLA state perspective but also in district common assessment data and internal data to provide feedback on what curriculum we should be moving forward with. And then we end with collecting survey data from teachers, students and parents.
So standards guiding the study. Um we are currently up for revisions of the state standards. We were expecting to have them be released and they have not yet come out. So, they aren't supposed to be released by September of 26. Um, communication from the NJ Department of Education and their science supervisor
that the changes are extremely minimal and it's really just a little bit of language changes. So, it's not going to change content. It's not going to change sequencing. Um, it'll be very similar to when we had like, you know, climate change put in. It's just going to be a few language pieces. So, it's nothing that we won't be able to address uh
easily with those changes. It's not as big as when you know the next generation science standards came in and then became our student learning standards. Where there were some changes as in with the state graduation requirements. Um what is not changing with their graduation requirements is that the New
Jersey student learning standards for science are still following their current model which is all standards for all students when it comes to graduation requirements. So we are currently meeting that with our current graduation requirements. Um what they did add in was they increased some flexibility in
how you can cover those standards. So currently we use you know our four core biochemics and environmental science to meet all of those standards. They've they've increased some flexibility where a district could use integrated science programs. It helps a little bit with
some of the staffing shortages that science is feeling uh particularly more difficultly than other subject areas because integrated science can be taught by some more certifications. So, it's offering that up for schools that are really struggling to fill positions um to give them another option to meet
student graduation requirements. So, at this point, there are going to be no changes to what we currently have listed as our graduation requirements because we're not facing those shortages. Science best practices remain the same. Continue embedding data analysis, engineering practices, and real world
application of content into our regular curriculum and lessons. And then continue the integration of interdisciplinary content with ELA and math into science through the use of increasedformational text and math applications. So starting with our middle school
program, uh our current science sequence is integrated spiraling and inquiry based curriculum in the six through eight grade band. It was initially based off the Carolina STC framework which came into the district probably about 14 15 years ago just before I uh came to the district and we kind of stuck with
that throughout um due to the amount of work it takes to really overhaul and do a full a full curriculum program. So if you look at our sixth, seventh, and eighth grade, you'll see that in each grade band, you're going to see physical, you're going to see um earth sciences, and you're going to see life
sciences. So students will touch on that through the three grades. We also currently um as of this year 2526 have one elective, which is environmental science. It's offered in grade six and is a quarter course. This was added in during the previous study to address the climate change portion that was added to
our state standards. So we didn't have to revise the entire SEC framework. Current program at the high school. Here's a list of our science graduation requirements. Currently, what the state lists is that biology is mandatory and then you would have to take three uh two
of the remaining three core courses because remember the state motto is all standards for all students. So we do embed some of the Earth standards into some of the other content areas so that by the time they graduate they should have seen all of them. So we offer a few
different levels uh of rigor in our biochem physics and then we have two different levels in environmental science. We currently maintain a maximum of 24 students in all of our science classes which follows NSA recommendation OSHA duty care and the current lab
standard. In addition to our core courses, we also offer three science specialty programs. Our Rididgewood Academy for Healthcare Professions, Engineering Program for Innovation and Creativity, the EPIC program. Those are both three-year programs. And then the Career Pathways in Medicine or CPM program, which is a
college prep level version of our RAP program, is a two-year program. And then we also have a variety of different science electives which include every science AP course that is available to be um to be offered and a series of college prep and honors level science
electives. In addition, we're still maintaining um the rate of about depending on the year it's about 70 to 80% but last year was 60 76% of our students do take a fourth year science and we could drill down even more. We have some who take five, six, seven
sciences as they go. So enhancement since the previous study. Um our last five-year study was in 2021 when we were hybrid. So we did not make giant uh moves and we had just gone through a big shift with the previous five-year study and moving towards the next generation science standards. So,
one of the core science sequence changes which we just made this year um leading up to this because we realized it was a very important change for students. So, it's part of the study but it did go into effect in fall for this coming recommendation year. We moved environmental science from 9th grade to
an 11th and 12th grade course. And the reason that we did this was that it supports the eighth to nth grade transition for students and that all students who enter the high school will start in some level of biology as opposed to some students starting in environmental science and others starting in biology. So everybody starts
in some level of rigor of biology as a freshman. And it also then creates an additional college prep science elective option where currently we only have one which is forensic science CP and then we have some students who move up from CP and go and take an honors elective. But this offers an additional college prep
elective option for 11th and 12th grade students. We also um added the addition of biology honors in 9th grade. Uh we work very hard to remain consistent with our math program. So we had biology advanced. We changed that to biology honors. So this will all go into effect
with the incoming school year of 2627. Changes uh for our science special programs coming out of our five-year study in 21. uh we recommended the need for an engineering program. It had actually come up in our previous five-year study back in 2016, but we
weren't able to do that for staffing because that was when the bubble was going through. So, as the bubble moved through, we were able to offer Epic. So, that program did go into effect during this past five-year study and this is the first graduating class. So, the class of 26 is the first to go through the series of three courses.
>> Is that just general engineering or is it a specific focus area? So they go through different courses for engineering. They use 3D printers and then they do like a prototyping project their senior year. So uh one of the changes we made in our
RAP program was um we transitioned our AP seminar rap course which was a standalone offered during the 70minute period and now it is embedded in the English 11 AP seminar wrap course. So they take it concurrently. One reason that we looked at this was based on
student feedback that we had received was that their junior schedule is just way too crowded. So, we were trying to free up a free period for students, give them a little bit of extra time and increase some flexibility in our own schedule. And then it also allowed indirectly um for students to then
receive AP credit for their 11th grade English class since they are cohorted in English and they can't take the um other AP English courses. And then outside of the classroom, um, we have been the recipient for the past three years on the new Department of
Education climate change grants in 23 24, 24,25, and 25 26. This has allowed for expansion on our sustainability day programs. Um, AP environmental science student projects. Um, students are actually be able to develop them. We've
been able to fund those projects. Um, biking initiatives. Um, we've, you know, done a lot of a lot of work with that. We paid for the trip that they went on today. So we were able to do that um for them. So collecting feedback from our 6 to 12
parents, guardians, students, and our staff. So looking at middle school survey results, overwhelmingly the students uh are agreeing that they enjoy their middle school experience. They feel they've been challenged. They're satisfied with the lab equipment that
they have access to. and and the majority of them do in feel that the science that they have taken has increased their interest in future science courses. Looking at middle school parents, they agree with their children and that most of them feel that their child enjoys the science program. They feel they've been
successful. Numbers go down a little bit in whether they feel that they're appropriately challenged and if they're satisfied with the curriculum, which we'll address moving forward. So to summarize, when you look at the open comment portions of the survey, what we're seeing from both students and
parents that they have expressed the desire for increased rigor in their science courses with a specific focus on 8th grade in order to facilitate the tradition transition to high school. So that 8th to 9th grade is a bigger jump than we would really like to see. So um that was an overwhelming comment that
was coming up on both of those surveys, student and parents. Students would also like to see an addition of science electives that focus on more specific content as opposed to what the state requires us to to do. So there were a variety and this is just picking a few of them. They they did tend to stray
more towards the life sciences but animal sciences, human biology, medicine, but most of them were life science but there was a wide variety of uh topics that were thrown out. And then parents would like to see a decrease of computer-based work in favor of additional hands-on activities. and there were a lot of different comments
about positive experiences that they've had in the classroom and that was on both surveys. Looking at surveys for the high school again uh the large majority have enjoyed their high school experience. They feel they've been appropriately challenged in science lab and equipment is again
highly rated and they feel that they have been successful in the science courses that they have taken. And the parents also uh agree, the large majority feeling that they their child enjoys, they've been successful, they've been challenged, and that they're
satisfied with the variety of options that are offered at the high school level. Looking at the comment section, um the majority of students were very happy with the variety of courses that were offered. They also had, you know, expressed some additional specialized electives, astronomy, animal sciences,
medicine. Um, you know, as as space allows and how, you know, student scheduling and choice comes into play. You know, we're always open to making changes, assuming that there's space in the teaching schedule. Both students and parents also overwhelmingly agree that they would
like to see an increase in rigor, specifically in our honors level coursework, in order to prepare students for AP coursework. Um the next two comments kind of relate. So again going back to the technology usage. Um parents were sharing some concern of the amount of time like technology use that's in the classrooms
in favor of more hands-on. Um and the students they really seem to enjoy a lot of the hands-on on activities that are there the real world connections and student engagement. So they also I'm a strong proponent of hands-on learning as well with support from technology. So that was you know good to see. And then
there are some uh concerns regarding the core sequence with environmental science being offered freshman year, but that's already been addressed through this scheduling year. So incoming freshman will all be scheduled for biology. Staff survey results. Um overwhelmingly, you know, they they have a positive view
of the program. High levels of interest in science. I would hope they're teaching it. So that's good. uh science education is a priority in the district and they do feel that um they're engaged by their content, they're happy with our program and that they feel that we have all the resources and access to the
resources in order to be leaders in science education. Looking at their comments again, we see that rigor coming back into play. So both middle and high school teachers want to see an increase in rigor in both grade bands. Um they've also expressed um high levels of satisfaction with the
availability of lab equipment and supplies. Um we're we're able to we have a cycle so we're able to replenish everything that we need so that we can remain current with our equipment um and offer that for our labs. Um a few teachers had some suggestions offering additional science course options. Um so
those are things that we kind of take into consideration moving moving forward in the next five years. And really the transition for middle school teachers is looking at those two transition years, fifth to sixth grade and eighth to nth grade. They would like some more increased opportunities to explore both of those. We did do it through part of
some of the observational process this year and it was very positive feedback. So we're going to explore a little bit more next year. >> Well, the transition. >> Yeah. So one of the um examples so we are piloting and using some alternative
observations um through the state they had offered for highly effective teachers to be able to go through different alternative observation options. One of them is a peer observation. So for example I had a sixth grade teacher and a fifth grade teacher observe each other and the feedback was was great. It was a very
positive experience for both teachers. Um they went into it with the idea of what are we doing well? What are we not doing well? also they were being critical of each other and how could we improve the entire process and strengthen that transition. Um so we do are looking to explore that more fully
in both gradient in both transition years. So overall uh recommendations for the next five years 26 through 2030 in middle school uh the curriculum program that we are moving towards is open sed.
It's got all green rating from ED reports which means that it checks all the boxes as far as being aligned to the NJSLA standards. It's supported by the NSTA. It's got the badges through through them. It maintains what we value which is the inquirybased spiraling
curriculum. What you'll notice if you I know it's a little tiny up there, but when if you were really to look at the content, you'll see that while it does still spiral, and they do color code it nicely for you to see that it's still life, physical, and earth in all of the three grade levels. um you know so you
will see that you do see that through that that remains though the content will shift a little bit between sixth, seventh and eth. So some things that are currently taught in sixth grade may now move to eighth grade and so on. This transition uh is going to take place over a three-year period. So this year
we have started uh training our sixth grade. They've we've taken our middle school teachers. They've visited Livingston which has been implementing this program for four years now. So they've gone through a full middle school cycle with it. Um and we're planning to implement for the first year in sixth grade next year with seventh
grade to follow in 2728 and eighth grade to follow in 2829. In addition to the change in our core sequence, uh one thing that moving to this program has allowed is that environmental science sixth grade quarter course is now going to be
embedded in our core middle school sequence. So, we don't need to use that space for an elective. And we do want to address some of those wants that students have in middle school to take something that's not just driven by state standards that is fun and is more of an elective course for students. So,
in the next few years, we're hoping to as we work through the middle school schedule and some changes that are taking place there, propose another course for science that's an elective for our our probably our seventh or eighth grade students. Okay. At the high school, uh, we're
going to continue to research and evaluate any course options for high school students. One thing I saw throughout the survey was AP anatomy and physiology. We have already proposed and wanted to offer that. It is kind of dead in the water a little bit with AP college board. Um, they stalled it in
the middle of the process. It stalled. So, it's just waiting, but should it open up, we are prepared to run it. Um, again, you know, we we want to offer all of the AP sciences that are available to us, but that right now, and again, it came up through the survey, so I wanted to make sure that I address that. We are
going to continue to explore dual enrollment opportunities for students to earn college credit while they're taking our courses and continue to evaluate, refine, and clearly communicate our science course recommendation process. Uh it's a strong feeling of mine and a strong feeling of the department that we
do want to encourage students to take higher level courses to gain access to honors and AP courses. And in order to do that, you really do have to bring the skills and scaffold them throughout our different levels of rigor so that if you're a CP student moving to honors, the gap is a little bit smaller. So
you're still going to have some additional work to do, but you're going to have some foundational skills for the next level taught in the one that you're currently in. And then we're going to continue to evaluate and make adjustments to all of our science specialty programs in order to improve the student experience. There's
obviously going to be a focus on EPIC as it's the very first one. It's the newest one, so it's got the mo most room to to grow. And then overall recommendations for the 612 science department continue to increase professional development opportunities to remain current. uh
continue to provide additional opportunities for teacher collaboration and articulation with a real focus on those fifth to sixth and eighth to 9th transition years and then continue to collaborate with surrounding school district science supervisors. So I'm an very active member in our NJ Stella group and that's where we all keep up to
date with everything that's happening in the state and with each other and start identifying what's working among similar districts. And then we increase communication with the community about the program pathways and opportunities that we have available in our within our
district. >> I just have a few. Um, thank you first of all that was really comprehensive and for someone who's not a science person, it really explained it. Um, and uh, you're doing some great work and you and the entire staff. So, I want to thank you for that. Um, there were just two
things um that jumped out at me a little bit. The one is um I've actually been hearing a lot of conversation about a general desire of parents, particularly of the younger ones, um and even through high school, to get the kids away from the technology and back to the hands-on.
And um you know, there's a there's a balance with anything. I guess my question for you is have you identified what challenges there might be to increasing hands-on experience um uh that we could then maybe address. Is it
scheduling? Is it money? Is it do you you know that's a broad question I know. So one of the things some of the technology has made available to us. So some of the things that we use for a lab component in technology we have gizmos which is an online lab component. We use FET simulations. That's another the
pretty much the two primary ones. There's a few others, but we use those quite frequently. They allow us access to labs that you really can't do in a high school setting. So, safety of staff and students always has to remain paramount. So, sometimes if you can do a simulation, you're able to experience something you would not be able to do in
a regular setting in a high school. Yes. So, and there is a balance. Um, I also think sometimes when you're doing a simulation, it's a little bit easier to get if you're trying to really convey the concept, you have less lab error in a simulation. So, it sometimes makes it
a little bit easier for a student to see that. Um, I often, you know, recommend and many teachers do this where if you're doing a gizmo, you're going to have a hands-on lab that kind of complements it. So, there's going to be more student error, and that's where some of the lab report and analysis questions comes in when you're doing it
hands-on because there's a lot of setup that you're doing. Um, so it is it definitely has to be a balance in how much you're you're doing, but I know that teachers are trying to move away from the Chromebooks. Um, I know a lot of students like to take notes on the Chromebooks and do things like that. So,
trying to shift some of that as well and address student needs for that is also something that we have to to balance. question was um I was it was great to see the overall satisfaction levels of the parents, the students and the
teachers about the science curriculum. I think that speaks volumes, right? The one thing I saw was um I was particularly I was looking at the question about do the teachers feel that they have the resources, right, to to really do what they want to do and 85%
30% really agreed, right? 50% agreed. And my question is do have you been getting suggestions or do you have any suggestions as to what we could do to bring that percentage up? Like what do they want? >> They just want more time. >> Time. So it's time. So it's okay. That was my question.
>> Yes. So we so since um you know we had the bubble moved through, we did have a scheduling change. They used to have a double lab for every class. Now we only offer double labs for AP classes which is why we have the extended period in the middle. So they did lose a portion of teaching time. Um that does impact
some of the depth and some of the creativity that you can use because you're teaching the same amount in a shorter time frame. So um so that is something that a lot of teachers who were already in district when we had the old schedule that is something that we we currently see and every year I look
at the schedule to see would it work? Would it work? Would it work? And it's just we're just too big. So uh to go back to that would be we need we need about four more teachers. >> No. Okay. Got it. Thank you. That was very helpful. Thank you very much for everything you've done. Thank
>> Thank you for such a good presentation. It was very comprehensive and it's good to see the continuity of opinions and and with parents and students and teachers all pleased with this. I noticed you said you're starting a new
I guess um what's right is it new textbooks that you're going to be bringing in starting sixth grade 26 27 and then rolling out 7th and 8th grade. So are there physical textbooks online textbooks or what is that? It's a it's a
online program with a matching lab kit hands-on program. So the textbooks are online. It's kind of like a Google classroom course that's built and then you have all of the lab activities that go with it. It is very inquiry based. It
is very focused on skills. So that is something that we did want to take a look at. So their writing skills, their data analysis skills, it is all built into it. and the framework, if you were to look at the order of those courses and the content that is taught, you have
to teach it in that order because embedded in every unit and in each grade level, there are skills that will then transition to grade seven and grade eight. Um, so we're really focusing on that foundational skill portion so that when they get to the high school, you we will hopefully see an increase in
student writing and student data analysis and have it be more cohesive um with all the students coming in with that same. >> So are these the curriculum the material online is that a subscriptionbased or is there a oneshot fee? I mean how is that
going to >> it's free it's free offer through the state. I'm so sorry. What? >> It's free. So that opens ed is free. >> It's free. >> The kit now the kits are not. So um supplemental are purchasing the kits for
the teachers for just the first year that they're doing it because everything comes together. So you know when when you're when you're teaching and you have to like oh my gosh I need all these different things and order it. It's very hard to find all those pieces in something that's so scripted. So, for the first year, we are buying the kits
for every teacher and then we'll just order it through our regular supplemental ordering process from years after. Um, but the actual curriculum itself, the platform, it it's a Google classroom and it's free. >> Lab materials are consumables
there. There's consumable and non-consumable or equipment pieces, but we would be able to purchase that just through our normal ed data process. >> And so, the students would be doing their lab reports and everything online. Um it's a little bit of both. It's a mix. So um as we were visiting
Livingston and talking to some other districts who use open sed they do they're going to keep their science notebook which is hands-on paper but there are some like discussion boards and things like that that they could do online have a series of videos and things all those components. I know that
a lot of being a teacher myself, a lot of times we find supplemental videos and other materials to supplement what we have, but this program gives you a lot of that. It gives you a lot of that. I mean, there is going to be room for some supplementation. We're going to be
looking at those opportunities more going into the second year of implementation. So, for the first year, we're sticking with the exact curriculum as written. Um, it's also, you know, the first year takes your takes the longest. So, you really don't have a lot of room to figure out where you're going to put additional pieces. So, they're going to
identify like, oh, we could shorten this. We could add this to strengthen it. And that'll be more of a year two and year three process because I know that parents are say I do think having a computer
computer involved learning is important in high school. I have a daughter who just completed her first year in college and I was shocked how in their school everybody's required to have one online class every semester
and that was hard for my daughter to adapt to to have so many things online and I found out that in Florida it's required of every student in high school to have one class per year online and
they're moving that's their philosophy to do that. And I know that many times our parents are concerned about so so much screen time. And I think being a middle school teacher, I do think there is a transition that needs to happen for middle school students to be independent
and to do things. And the old having a a hard coverver book is a crutch in some way to the parents and that's how they learned. But I do think that going forward having online materials and having to use and find what they need
and all of those things is important, but it is going to be online, not physical books. Okay. >> So, I mean, they're still going to have their physical science notebooks that they've been using for years. So, it's like you'll have the worksheet for the activity that'll get printed out. They'll do their labs and their hands-on
labs, and then they're going to maintain a book or or a binder. the teachers are kind of going back and forth which style they want to do. So I think they're kind of piloting a few different ones to do the same thing and then we'll compare coming out of uh the first year of implementation. Um but while yes, you're
obtaining the worksheets and stuff online, it's not like you're just learning on the computer. It's not driven. It's not that's what I'm sorry I didn't mean to imply that. No, it's teacher driven. But I just think being used to relying on online resources is
not relying but using them to supplement their learning or to find something out. It is an important skill. I I do see colleges and universities I don't like that paying tuition all this online things but I do think that is the way
many careers and other real world experiences. Unfortunately, I'm hesitant for the elementary, but I do see high school and then middle school is preparation, you know, for high school. But thank you so much. I think that I
know the other science program and I remember when that was implemented, but I think this looks very reasonable and follows along with some of the successes that I think people found in the previous, you know, segments and things. Thank you so much. You're welcome.
>> Yeah, thank you. This was great. I think you did a really good job touching on the actual things happening especially at the high school in the science program and it felt very down to earth. Two questions. Um you mentioned the middle school program. The new one is
free. Is there any costsaving in subscriptions that we're now not going to have to subscribe to or textbooks that were replacing? So there was nothing that we were using before because we had some hard copy books from the Carolina STC that had come in. Um
and those materials were also we had access to those that teachers were using in Google classroom. Um subscriptions that we're keeping as supplement supplementing forformational text. We're still keeping Rocket Lit. Okay. Which is like an adaptive um >> informationational text for science. So,
we're still using that um to supplement open sed um from from a reading standpoint. >> And are there any changes in resources at the high school level or is this just the middle school? >> Uh resources the high school we only had um by a few textbooks and an AP
textbook. It what it's a little different at the high school level. You're not purchasing like a program and you're not looking at it at the whole grade band. You're looking at it more effective. >> Thank you. No, thank you for the presentation. And I when I was requesting the other one to bump up, I thought it was Dr. Short's
presentation. So, I didn't realize that I delayed you. So, sorry about that. >> You're forgiven. >> But it's it's a good presentation. Thank you. Um, and just before we miss Taylor, thank you so much. Thanks for all your leadership within science. I've had I've had the opportunity to see Mrs. Taylor work with her science teachers, too.
who's done a great job in very very evidence-based conversations but also like you know not being overly obsessed with the test scores but but very much about the authentic learning and and you lead a great group. So thank you for that and thank you to all your teachers who've been involved in the process. Um
you know I Eli I appreciate your questions. I was wondering just real quick because this is something that touches our students so closely is is I'm curious as to what your responses are. you guys have been through quite a few science classes, right? Some of the conversations we're having too are about limiting the amount of uh like trying to
give more hands-on experiences and a little less tech. And I would just love if you if you had any if you had any thoughts if you could share them with us about you know how you're feeling about like what their science experience has been so far and and the and especially the role of technology. Mrs. Handy just put it very well like you have to prepare kids for the world of work. So
you have to end college you have to be able to feel very comfortable using technology but times have changed like 10 years ago kids didn't have as much access to technology so we had to push more in school so I'm just curious as to like where what you see the role of technology and and where do you see like
your science experience so far? Um, something I was thinking about as you were talking was last year in my chemistry class we used Gizmo often. Um, and it was like simulations, but we did it alongside labs like back in the room
like lab tables. So, I think it was helpful because like you were saying like sometimes you don't get the results that you're supposed to. So, it's nice having like the resource and I think it is used responsibly. Like I don't think it's well in my experience I don't think
it was overused. So I think what we were what I experienced it was positive like having the um online resources. >> Thank you Vio. >> Yeah I think it's also important to add that the gizmo and the online resources should be used in conjunction with
hands-on learning. And I think that's kind of what we touched on. Um because I I believe that like especially in a physics class, um seeing somebody else do something online or or seeing it be simulated um might it it gets you the
idea. It gets you the formula, but if you're not the one actually doing it yourself, you're not going to be able to absorb and be able to understand the why behind how you get to that conclusion. And so I think online labs are good in terms of reducing error in like what the
lab is. Um but the physical labs that I've as somebody who's taken physics for two years um I I personally believe in the value of of hands-on learning and and that's why we have the lab period in the first place. We give that extra time
because we understand that yes, hands-on learning is a drain on class time and a drain on on resources because how much it it costs to like get lab materials for every single lab. It's like super expensive. Um, but ultimately I think it's it's worth it to be able to be
doing it in the classroom. >> Thank you, Arf. >> Sorry, I had one other thing. Um, this year in my bio class, it was helpful. Um, we'd have like guided sheets to do like alongside our online. So, it was kind of nice having like guiding
questions because it would ask you something or make you question something that you wouldn't otherwise. So, sometimes like the resource was very helpful. Um, yes, as a student, I have to say I really appreciated Miss Hy's comments like from her experience as a teacher,
not only having the online resources, but also like that in person. Even a year ago when I was taking physics as a junior, I still remember Mr. VT when we were learning about angular momentum. He sat on like a spinning chair and then he was like spinning with his arms out and then spinning with his arms in and he
moved much faster and like a year out like I still remember that lesson. And so I think like those kinds of experiences really bring value into ch a childlike learning experience. >> I'll just I'll add something else from BT's class. Anyone who knows me knows
that I'm like I I can only read on paper. I don't like reading on screen stuff, but I think there are crucial computer skills that kids aren't learning. We in AP physics this year had to spend time like teaching kids how to run a regression in Google Sheets and
like to find that equation and like that's a skill that I think most students maybe should have coming into that class. Maybe they should do it in middle school or in ninth or tth grade. So I there's some computer skills that when we move away from it, we might be
losing out on these tech literacy that is so crucial and that we will need later on in our lives. So I think that's important to consider in this conversation. >> Yeah, that's great. Thank you guys so much. And I will say we'll talk about this a little bit in the district goal presentation too, but you know there's a
general rule of thumb. I think what it comes down to is in so far as you need technology to do a specific thing. And in so far as technology enhances the learning experience, then it's useful, but when in doubt, we should try to make sure we prioritize a kind of analog physical experience the best we possibly
can. So I think your anecdotes support that. So thank you guys and we'd love to hear a little bit more when we get into the district goal reports. Miss Taylor, you've been wonderful and patient. Thank you so much. >> I have a question. >> Oh, Mrs. Broen, please. think well you know I'm always one for balance and um
and science is technology rich the career careers so we do have to have that particular balance where students have that opportunity to learn because when you get to college it's more there's more intensity in in the use of
technology and certainly in some of the careers. So it's that balancing all the time. But my question really has to do with um the state tests. We we struggle with that and and the standards and the
state tests as I understand it. They're they're not adaptives unlike the language arts and math have changed to. So, um, these these adjustments you're making to the curriculum now and moving, you know,
something you'd learned in sixth grade now to eighth grade. Um, and I know those tests are given every year. They're they're what, fourth, eighth, and and 11th, right? So, do you are you looking at those
state tests and what's being asked as you make these adjustments to the curriculum? >> Yes. So, this um program is actually recommended by the state. This is one of the state recommended curriculum programs. Um it also is one of the reasons why we're doing a three-year phase in because our topics are not
always in we're not in the same order as open sed. So if we made six, seven, and eight all open sed next year, we would have students that are currently in the six eight grade band miss topics as they were moving through. So we do have to phase it in. Now some of the teachers
want to pilot units because some topics are staying in the same grade and they are probably going to start like playing around and trying to do that before it's their true implementation year. But we do have to phase it in to make sure that every student when they get to the eighth grade test has done all of the
topics >> moving forwards. >> And in the high school, are you making any adjustments based upon the results of the state testing that >> I mean our our participation rate isn't fantastic for the science test
specifically which makes it really hard. Um and also the data we receive from the state is very has a lot of gaps. So we while we do want to have good test grades, we also are focusing more on how our students are doing in our classes. How we do a lot of in district
comparison with our common assessments that we have. We compare with other districts on how they're doing and we're looking at how students are doing moving forward when they leave us. So are they do they feel prepared for college? >> And that's one of the metrics that I use and like how we're how we're doing. It's not just the state test.
>> Right. Right. Yeah. Well, I'm not a proponent of the state test, but I just it's reality. That's obviously a goal, but um I think you know students going on over half of our students want to major in science so when they leave high
school. So that's a win to me. >> Do we we have no metric at this point to sort of track students on how they do in in in college? >> Nothing formal. Um we do receive a lot of feedback in emails. The teachers give the emails and I always say share them
with me because their feedback is very valuable and we get them even from students that are four, five, six years out >> still emailing back saying how valuable it was what they what they learned here. So that's something that I truly value. >> Yeah. Thank you very much.
>> Okay. >> Okay. Um, we have another update which is the end of the year district goal update. Uh, Dr. Schwarz and I probably the stack I that's
>> so yes, we have uh we have our district goal uh report. Um, I wouldn't hold it against anybody if they want to use a restroom or anything uh as we're been going at this for a long time. So if you want to take a break, that's fine. I'll give a little introduction in the meantime. Um we have uh a process each
year where we set district goals. District goals uh are set with uh between both the board and the and and myself. Um I of course work with the administration. We work with we work we we rely on data that we have from prior years uh the state of the schools
address uh and all the different various analyses that we have to help design and set forth a set of district goals. The board then approves the goals uh for each school year and then those goals become the guiding uh the guiding objectives of the
district. We usually set some pretty big ambitious goals and then have many sub goals underneath those and we try to memorialize everything that we know is of community interest, board member interest, administrative priority into those goals. Since we've completed the
uh district goal um I'm sorry, since we completed the vision 2030 uh uh strategic plan, we've been using our district goals to effectively lay out how the plan is going to work. And so each year uh and well really this year
was the first year that we basically built out five goals along with the five pillars of the strategic plan. And uh and then we break out our administrative team. Each team, each of my direct reports or five of my direct reports takes specific goals. They work with a
committee of administrators uh on decide on on um pursuing the sub goals and the overarching goal and then they of course work with their teachers on the v on various topics. We might form subcommittees of the committees and uh and over the course of the year we try to make progress. Uh and I I'm really
proud of the work that we've been doing this year. We've been using the same process in prior years even though this is the first year of aligning our goals to vision 2030. So this effectively represents the first year of vision 2030 that we're really reporting on here. Um I want to thank the district goal
leaders. We have uh Oh, I'm I'm cutting in and out again all of a sudden. I'm not sure why. We have Mrs. Jamie Murphy who is assistant superintendent for secondary education and personnel. And Mrs. Murphy uh is uh very grateful to
have her. She took the red eye in from Alaska and uh still made it in here tonight. So, thanks for being here. She led great work for journey on the journey of a graduate priority or pillar. We also have uh Mrs. I'm sorry, Dr. Michelle Benwick who is our assistant superintendent for elementary
education as well as uh special programs. And so, she is she took our bal our balanced climate and culture uh goal. Mr. Mr. Matthews, our business administrator, took goal three, which is all about finance and facilities. And then we had goal four, which is our
programs, pathways, and proficiencies, which was Mr. Ross. And our fifth goal, it was led by Mrs. Christine Corless, and it's all about engagement. I play a role in all of the groups to some extent. Uh certain groups uh just because the nature of the priorities require a little bit more of my
attention. other groups uh are kind of operate a little bit more a little bit more directly. Um but all of these goals I think are a strong representation uh all these goals and these goals effort go efforts uh represent uh the good work
that the that the community and that the board that the that the the team team are doing. Uh we will go we'll present this here. I'll present this again at the next superintendent coffee in June and then again uh we'll do the state of the schools address which really this is really about the work that we've done
the state of the schools address is about the measurements that we've taken and that's really a conversation about how can we line up then all the efforts we've made with how things are going and then with those two pictures this is what we've done this is what we can see
then we set our course our next course of action where are we going from here and we have to be in this constant state of readjustment to be able to be in a state of continuous improvement. So, Miss Corass has the presentation up. Um, there's a lot here. We're not going to you don't have to read every single
slide, but I would like uh each me each uh each uh committee leader, each goal leader to take a few minutes to just walk through some of the major initiatives within each goal. Uh board members, as you're listening, if you want to take some notes, we certainly want to have this be a participative conversation. Same thing with our
students. Please, by all means, take some notes. We'll have some dialogue. I know it's already a little late. Again, I think this is going to be a long conversation, so I don't think it's fine if everybody needs to grab some bread, use the restroom, get some water, whatever you need to do. Uh, and we'll certainly try to try to work through things. Um, I I think we'll try to air
I'm going to guide my team. I'm going to say everyone, let's air on the side of being a little bit on the being a little brief. Uh, that we'll try to keep this conversation moving. And then uh and then the board members of course they've had access to uh to a draft of the presentation which not much not too much
has changed from what the draft that was pre pre-released to the board and then the final tweaks that we've we've we've made to it. So they should have a very strong gist of what's in the presentation. So let's we'll we'll we'll move pretty efficiently and then anywhere that the board members want to dig in, students want to dig in, we can
do that. Sound good? All right. So I'll just go ahead and kick us off a little bit here. Um go ahead Miss Goros. So uh effectively this is the final goal report. Um and this is uh this is where we discuss progress related to the vision 2030 plan. Um and uh basically
what we're trying to do here is through all these different meetings is we're trying to show integration and alignment between the district goals, the strategic plan, the budget development process, the state of the schools address, the annual uh education special education review, and then our program evaluations, one of which we saw tonight, which was our science program
evaluation. So this is the color coding system that we set up a couple years back uh to try to kind of visualize what what's in play, what's in process, what's initialized, what's begun, uh what might be tabled. Um almost everything you're
going to see is in process. In prior years, we had a little bit more diversity. Midyear, we see a little more diversity in in what we show here. There are a few things that are established, but because we're pursuing multi-year goals, most of the things that are in play right now, efforts that we're making, it's hard to say that they're
established. Some of them may never really be established. They're just ongoing efforts that we'll make. Uh, but there is a couple items, I think, that are initialized. There's a couple that are established. Um, but but uh but I think that's that speaks to the fact that this is a multi-year effort with
vision 2030. So, I'm not going to read the goals here, but we pasted in a representation of each of the goals. So, you can see that there we have a guiding question here that really explains kind of why we're doing what we're doing. Uh, in this case, it's the the journey of a
graduate. So, we're asking how will the journey of a graduate paradigm be operationalized to guide our programs and practices. So, we have a goal statement there. And then we have all these different strategies with some bolding so they kind of can jump out at you whether it be K to2 school counseling whether it be uh um a visual
identity for the for the journey etc. So without further ado I'm going to pass this on to Mrs. Murphy who can walk us through uh the the the efforts of the journey of a graduate group which we also just for to kind of save some words we're also just referring to as the journey.
Well, good evening everyone. Thank you, Dr. Shores. Um, I'm gonna try to force my voice. My hearing is a little bit off this evening. So, I'm gonna if I'm low, let me know because I can't really gauge my own volume at this point. Um, but I want to start off. I I first I want to
recognize that there's been a lot of work that has happened this year with Journey um by the core group of district administrators that have been really doing the work. And a lot of the time the work is happening in little cohorts. We have goals. We have we have regular meetings but um I just want to recognize
Chris Mcola Mulla sorry Tara Taylor Lee Parad um both of who are here this evening um Allison Costco Shauna Stovville Danielle Wood um and Jen Perry who have really been core of the work
that's been going on and you'll see a lot of the representation of them in this work and they're the ones that are really carrying this um and making it happen uh throughout every school. So at this point in time, we actually have like subcommittees of the committee. So
we have work going on at each school level, meaning elementary, middle, secondary. Um there's core work that's going on at at the district level. There's curriculum work that's happening. And so I'm going to highlight some of the things because as you can see there's a lot of actions right now
that will um continue and carry into lead into the pending actions and continue and carry into next year as we go into year two of implementation. So um one of the things that we're continuing to work on is really
having the the larger district understand what the competencies are. So the the the six competencies have been established and the details of those competencies are were established during the vision 2030 um work that we did for the strategic plan. But we're working now on establishing a districtwide
calendar um that will will hopefully roll out this year. So that will be that's something that's being worked on currently and and starting to be established so we can differentiate focus at each grade level. What part of what competency will be delved into at each grade level? Right. Um so that's a
big piece of the work moving forward. Some of the highlights from counseling this year. Um one of the big highlights is this exposure to the post-secary pathways which I know there's been a lot of communications out there a lot of opportunities for students students to see all of the options they have
available to them post high school. Um in addition this roll out of option two um more option two options into next school year. Um which has been a big piece of that. a lot of the mental health and wellness programming that is is has happened and will continue to
happen into next year. Um and and just more alignment whilst counseling K12 uh I you know we're going to continue to develop additional survey questions um to really assess the growth of journey. I think that will be something that hopefully we'll be able to incorporate
into the state of the school survey for next year. for branding. Um, we've been working with the engagement action team. We recently, this has just really started to be in process within the last month
or two. Um, really as we're we're looking at some of what we can expect as far as a timeline of when branding will roll out. That's what we're establishing now. Looking at some ideas, uh, so that there will be a district representation of what journey is. um so that it will
be recognizable to students to staff um and will be something that becomes embedded in community that is part of RHS and I I think that Christine will probably talk a little bit more about that when she talks about the engagement work the heart of the work where a lot of the
work has happened this year is really in the aligning of academics culture extracurricular extracurricular athletics and leadership um so we have developed a timeline for summer work and for imple implementation of transition year journey cumulative projects at
grades 5 8 and we're saying 11 12 because we're in discussions about options for high school to either do it towards the end of junior year and the summer between junior and senior year um and senior year itself um and where that will embed in different courses that
already exist where things like this already happen or where this will be alternative projects that students can choose. Uh we've also continued our visits with peer districts um to continue to get ideas and see and and we have more um more of our team will be
going to visit districts um in June. We have and budgeted for summer curriculum work to support that competency alignment. So we've already built into our curriculum programming atlas uh the competencies themselves. So
they're there and they'll be you'll start to see them tagged in our curriculum documents where the competencies exist. Um so that work will happen along with our regular curriculum writing that goes on every summer. Um and will be part of what teachers that are working on curriculum writing will
be expected to do as part of their process. We met with high school students. Eli mentioned that we had this meeting and one of the things we talked to them about were their portfolio experiences at the middle school level when they were in middle school um because we're
discussing how this portfolio expand something that follows students where their journey projects will be. So, their input was really helpful because it made us understand how this can be worthwhile, what was good about portfolios when they were in middle school and what wasn't. Um, and how to
kind of make it different at sixth versus seventh versus 8th because what they needed in sixth grade was not what they needed grade. So the their student voice and we'll continue to meet with them and get feedback especially as we start to talk a little bit more about the high school capstones where you know we want to make sure that this is not
another thing that students have to do but it becomes part of their holistic experience um and it's not another another obligation. And um we've started to develop common journey competency rubrics. And one of the cool
things that we're working on is we're going to develop Gemini gems as tools to assist teachers with the integration of learning competencies into their lesson plans. So again, we're not trying to create another level of work for teachers. Also, we want to make sure
that we're creating tools that make Journey and what we expect for Journey to be and utilized in classrooms uh so that it's not another layer of work for for teachers either. We're also going to be continuing to
refine comp the competency rubrics as we move into next year. And then again, we've we've done a lot of the work for um really identifying underengaged students as part of our MTSS processes. Um we are continuing to
establish more tiered supports and another part of this will be again those additional survey questions so that we can better assess where students are. Um I think this the questions that exist obviously the school survey are great but now that we work we need to target exactly on
how what we have done is actually impacting students and get direct feedback about some of those things to know what do we need to do and how do we need to shift and adjust. I'll go next. Um we're moving into district goal number two, balanced culture and climate. Um that I want to
um first acknowledge uh Jen Perry, our director of guidance, Alicia Pavone, director and the other supervisors, Miss Nianis from special programs, and Dan Kilde, our supervisor of wellness, as well as uh HR members. These uh lead people are
all great contributors to the work under balanced culture and climate. um and and make up the majority of our BCC team. Uh yes, thank you. So
to strengthen resilience, we're continuing to embed executive functioning supports within the MTSS across all levels. And I know Mr. Ross will be speaking more to MTSS. We're uh sustaining this momentum with high impact student events such as the kind
minds social and emotional regulation workshops uh which just occurred this spring. We're building a culture of resilience experiences such as the mental health and wellness fair at RHS uh which helped which helps students
build personal connections with wellness uh agencies and celebrate their proactive approach to mental health. Um, our partnership with Westber and Mental Health has expanded with uh the intern placements uh into integrated programs
like the middle school lunch and learns um regarding uh emphasis on things like digital wellness and social media usage. Um, and another example of executive functioning, a virtual presentation was held recently in May, uh, which provided
families and staff because I saw some staff people on there as well, um, with practical strategies to support student development, climate, and uh, student voice. We're moving towards datadriven responses to student climate, notably through the
elementary code of conduct review team and early warning system teams uh reviewing strategies and supports around attendance. Uh the middle school inclusion mental health fair is being held uh May 28th at BF middle school which is another concrete example about
how the district is translating survey findings into build building specific action plans for engagement. Um student engagement is a major focus fostering uh unique community building events like the week of respect uh the seeing eye
dog visits and additionally uh as a recently discussed very recently discussed at the board meeting uh additional therapeutic dog residencies now uh which include a third of the elementary buildings both middle schools and the high school. Um, we've adopted
the new student grievance procedure policy and the district will next collaborate with the building level administrators and staff to ensure clear communication of the policy to parents and students uh rolling out soon. The leadership uh will move forward in
monitoring implementation in the uh upcoming year and establish formal feedback loops uh to evaluate its accessibility, consistency and the overall outcomes of its use. Um to support staff wellness alongside student wellness, we will continue to integrate
professional development like the culture of caring sessions through the West Bergen uh connection. And this my last one. Um we are seeing strong vertical alignment in our transition planning to ensure day
one uh in a new building is seamless for students moving between preK to K 5 5 to 6 8 to 9. Um key examples of the bridge include the eighth grade wellness groups uh held in March and the me mental performance and competence building
sessions with uh Kate Marino that were held in May. Um, we're also bolstering peer support networks uh such as the Maroon mentors who travel uh to middle schools to help younger students navigate the transitional questions. Social cohesion is further recognized um
beyond maroon awards to also include community service connection fair and the unsung hero award presentations. And finally, oh well, I'll just keep talking. Uh, we're ex with regard to special education,
we're exceeding the benchmarks in special education, achieving a 98% um IEP meeting compliance with all stakeholders present. If you're there, it's much more meaningful engagement. Um, we formalized the transition community- based instruction, CBI
partnerships with an updated bridge program and greater collaborations with the village on internships. Uh, specific examples of expanded post-secondary planning include gap year programming and trade exploration and additional career exploration which really does
help our students with uh, IEPs and 504s. And looking ahead, we are scaling our additional executive functioning questionnaires. Um, and prior to that, uh, doing a administrative group read on, uh, smart
but scattered, um, which will then help us, uh, develop and use of the questionnaires to refine student goals and ensure clinical precision of our supports. Thank you. I heard Brian.
So, we're we're on district goal number three, which is uh infrastructure, facilities, and finance. And uh I'd like to take thank my entire team, the business team, and thank um the uh IT team as well as well as the uh facilities team. So for starters, the
new facilities team, which is about a year old, um it's been a sustained collaboration with um ACB, which a new custodial company. It's been weekly meeting where we problem solve and troubleshoot issues throughout the district. We've met every week except
for holidays. We invite principles, assistant superintendents. We uh meet with the head custodian and go through the work orders that are happening in the building for the for the week and for for the month. We're tracking the work orders that are being generated versus work orders that are being
approved and uh we're monitoring you know high activity school versus low activity schools and trying to find out why a certain store has so many work versus another school. So those are constantly being monitored. There's a lot of dialogue back and forth between
principles and us. We invite vendors to these meetings to find out to make sure that we're getting what we deserve as far as contracts that we have in place. So it's a it's a sustained of collaboration that's going on. We also have the monthly joint review committee
meetings. Had one last week that's attended by uh Rogan, Maui. Uh we also have the Manello company there reporting out about what's happening with the fields and the grounds. Um we've also been pressed with um Miss
Broen regarding 2627 getting more updates on cost savings for things that we are doing in house. So those those are things that are pending regarding next year and obviously um we're managing our resources because we did with our director facilities but we feel
that uh we've streamlined some things and that we really haven't missed a beat regarding what's happening in terms of the structure and scope of work and all demands that are being placed on facilities. master facilities plan has been in
process obviously. Um we use this tool to have meetings over the committee. We've had uh long meetings with the architect, the engineers uh looking at the capital budget uh project plans for
2627 and beyond. Um we've had conversation regarding uh potential referendums um using this document and also we are looking at um LGA LGA audit um to look at the possibility of
addressing some energy efficiencies while we look at uh doing big projects through a referendum. So this is a tool that's constantly being utilized and looked at and discussed in committee meetings um throughout the year and we
have more meetings coming up back uh we have a meeting coming up on 529 to talk more about the ease of possibilities that things that we're thinking of doing is running on vip in parallel with possible referendum. So we'll get back to you as we find out more how we're
going to move forward with that. Sorry. Security needs um real quick is um we're looking at the SRO's. We're looking at the projects regarding like ballards and stuff like that. It's all coming off of
the um assessment that we have from the uh the architect. So, those are constantly being looked at and uh reunification plan initial initial with the RB RPD and OEM with um Mr. Mike Rangy
2026 2027 budget development that's been established budget was adopted on May 4th. Um right now what we're doing is we're coming back to departments coming back to the schools putting their budgets back in front of them confirming
what's been what is in your budget after the adoption because obviously when we had our budget meetings during the course of the year we were back into their budgets making changes taking notes documenting things that are happening but it's a way of confirming back to the to the budget leaders what's
in their budget. So, not not just adopting a budget and putting into a CSI. Everybody now knows what's actually in their budget going forward, pushing them to now put in requisitions. Um, with the um reduction of staff and AP,
we're trying to tell them how better to do their requisitions next year so we can reduce the amount of bills we have to pay, reduce the amount of requisitions we have to put through and POS. So, we're trying to streamline the whole operation regarding uh being just more efficient in terms of how we do
purchasing and requisitions and AP and bill paying and things of that sort. We're actually putting another layer on AP to make sure that we're reviewing all the bills before they before it gets to the bills list. So, we're adding a layer of u quality control that
vendor management is ongoing literally every day. We're talking to people, looking at contracts, making recommendations, changing billing statements. Um, also we're looking at doing like u all of our TNM stuff to put out the bid. So, more and more bids are
going to go out. For instance, like um today we're we're put out for the elevator contract. We have an elevator contract because I can't maintain all the different types of equipment that we have in in the district. So, we're trying to get more OEM people to maintain elevators and then have more generic companies maintain our nonOEM
equipment. So, we're looking at that as part of a process improvement regarding vendor management. Um, negotiating terms with existing vendors like Manello regarding the extra money we spent for the snow. So, they came back and did a
little negotiation. We saving $2,000. Everything Everything counts. So meeting with Pmptonian finding out how we can get better deals from Pmptonian regarding their ordering of of food and uh risk management and benefit
broker and obviously we're going to be having a meeting with the the health benefit broker to go through claims to look at what our options are going forward as far as health benefits. So those things are coming down the road. rising fixed cost that was addressed
with the health benefit broker and a new benefits that we have $1.6 million. We're going to engage our our our consultant DSO look at doing an ESIP parallel with um the referendum and we're also now adding monthly
meetings with the business office and HR going through PCR. PCR got a little got a little loose. Want to make sure that we tighten it up. We're making some recommendations regarding like at a board meeting we should have the budget amount plus what's being hired at. We're just showing the account code and what
we're hiring people at. We want to see what's the actual budget number for that person. What are we hiring that person at so that you know we can make sure that we're keeping our we're staying within the budget as opposed to just putting a number up there. We're not quite sure whether it's budget over or budget under. So we're going to meet
with a HR think we have a meeting on Thursday but but those things are coming up. uh initialized was the uh enterprise resource planning um based on the numbers we kind of table that and look
at we'll look at that for 2728 that's been tabled and on a cyber security um front um Mr. Sir, he's completing evaluation and setting of improvement goals regarding cyber security.
And that's it for goal number three. Okay, everybody. Good evening. We are 60% of the way there. We're going to make it. Um, okay. District four programs, pathways, and proficiencies, aka aka academics. um you're going to hear some overlap and some uh
intentional redundancies built in because all of these things work together and that's that's really the purpose of this and the point of this. So the first bullet there or the first I'm the first uh goal is u KPIs. So that's essentially how how do we measure what we do and how do we know whether or
not it is effective in supporting students. So we've done a lot of data analysis. You're going to see that on the um June 15th or at the June 15th board of education meeting in the state of the schools address. Um right now we're taking a look at various metrics and trying to figure out what's the best
way to tell this story, the most userfriendly way to tell this story. So uh we have the state test scores, we have link it, we have all sorts of data. So we're going to try to shape that for you so you just have a picture of where we are and where we think we're headed and you can make those judgments for yourself. Second goal is integrated
systems for student success. uh you heard about MTSS uh in both um Miss Murphy's and Dr. Fenwick's uh sections. Um so we're trying to really support make sure that we support all students and building structures across the district that that ensure student
success at all levels. So just you know an upcoming highlight is our is our endofear INRS meetings. So, we bring together the teams on the east side and the west side of the of the district and we make sure that those teams are prepared to receive those students next year and they know how to serve the
needs of those kids. We also and I want to give a shout out to Alicia Pavone, the director of special programs for being such an incredible thought partner and and uh constant ally. Uh we have been touring the district. We've come we have our last uh session tomorrow at
Glenn. uh we have been meeting with any teacher, any staff member who's willing to just walk in, sit down, talk to us about what's going on in special education and we've really been able to zoom out and look at all education and it's been an incredibly meaningful series of sessions and we're going to do
that again next year and perhaps expand the scope uh because it's been a great dialogue that we've opened with all of our teachers that's giving us great information about where we are, what's working well, what we think we need to tweak. You heard a lot about journey from from Miss Murphy. Uh we are uh very
much immersed in that work now of integrating the standards into the curriculum. Uh establishing committees uh you know just giving our staff members a better sense of what this will look like and how we can foster it in our students. Uh you've heard me talk ad nauseium
about the uh the K8 gifted and talented program, but um it's been a very successful year in that in the sense that we have brought this from from concept to execution and it's happening in in um all of our K8 schools right now. We just recently um identified the
students, the rising eighth graders who will receive tier three pullout services in the fall. And we just we are in the process of finishing the grade two testing. So we'll have those kids identified and notified uh for for the fall as well. Um we've also had conversations across the district with
all the HSAs u great conversations and so um so it's been you know a year of great progress but we are now into the part of the year where we are evaluating the program and looking at the feedback from students and parents and then making tweaks for next year. So we're actually going to do that on the May
26th professional development day. And then finally, AI. You know, if you if you flash back a year, we've had, you know, we have had so many conversations about AI, and they've been uh so deep and and robust and and designed to help the people you see here at at the table who are kind of living in this world
now. Um, but now I think we are zooming out and you've heard it tonight. You heard saw it in the in the parent responses to the science work. Um, we are seeing it in parent conversations. We're seeing it in uh news articles and opinion articles. just taking to
charging us with what we already knew. We need to take a look at that balance of technology. How and why are we deploying technology and what is the effective way to balance something like those online resources with those hands-on experiences. So that's going to
be a major area of focus going forward, which then of course encompasses AI and all of the work that we'll be doing with AI. That's my super lightning round. Thank you. Okay, I'm going to bring it home. So, district goal number five is
engagement. And engagement in um how we've attacked it has had two aspects. One is communicating out everything you just heard. Um putting it out there so people understand it and putting it out there so that we can continue to engage and give people progress on where we are. But it's also the bigger
engagement, the communications between the district and the community, the district and the students, the districts and the parents. Um, so that we can improve on those communications so that parents know that and and our students know that we are
sharing all of this information not just about vision 2030 and our goals, but everything that affects their day-to-day life and their academic world. So, um I do have a core team here of um David By, Stacy Wiznooki, and Lauren Carr who are
kind of my my anchors here. But this is you'll see as I go through the goals and the status. I've got sub teams all over the place. So, we've got focus groups, we've got community groups, we've got parent groups, we've got student groups, and we did the kind of a phase one, and we're getting ready to start a phase two
with um a communication status and survey of the community. So, we'll get into that. The communications plan, um, it's built off of the existing one, but there have been a a ton of changes that we've drafted. We're working our way through that. That's really what my core team is doing with me. So, that will
present a new communications plan for the district um that is in process and we're actually going to wait for some of the feedback from the survey um before we finalize that up and present it. Uh, the 2030 brand kit is underway. Um,
we've started working with um the logos and the branding we already have, but how do we tie that into vision 2030 and have them complement each other so that uh the messaging comes through whatever imagery we use to convey the journey.
Um, so we're working very closely with the journey team. We just kind of started that. We met about two meetings ago. Um, and we got some feedback and we've had some communications back and forth. and then uh integration with routine publications. So this is how do we communicate where we are and what's
established through our agendas through our newsletter. So you'll notice now on every agenda and on every newsletter we have the mission there and we'll start communicating out more and more pieces as we go through and everybody's goals start to solidify.
Um we did finish the focus focus groups on branding which was at every school and at the district level. We had community involvement. Um very very interesting conversations but those are in place and ready to roll out on a digital level. Um we can roll them
out in any way but really the vast bulk of this branding will be at the digital level. the website, the newsletters, the letter head, that kind of a thing to start to get this new uh look out there that is associated with not only the
vision 2030 but the whole communications process. Um we are starting I just uh started to put together the focus groups for the communication plan. We took all of this to draft my core team and I uh the communication plan updates and now I
put out a call um just literally last week to the community to say who would like to be a part of this effort from the community side. Um I'm working very closely with federated um and they have some people who are extremely interested in participating in this effort as well.
So they've already reached out um despite my call they they reached out immediately. um parentfriendly curriculum resources. Mr. Ross and I started that earlier this year, but we're going to continue that as things change. Um, one of the things
that you will hopefully have noticed on the website is we did develop an entire gifted and talented section on the website to answer anybody's questions related to that. Um, it does have quite a number of hits. Uh, you can always tell when the Kogat results come out because then that spikes. So, I've been
tracking that and it's been actually very interesting to follow. Um, and we'll continue to do that as more things roll out. Um, I'm also working with it's curriculum related but maybe not specific to coursework, but I'm working with Miss Perry and we are um
centralizing our counseling and guidance section. So, it'll be on the main site with then connections from every school so that people will understand how it goes all the way from K to 12. our counseling and guidance. Um
I'm also working with Miss Perry and team as well as our alumni organization on the alumni database and engagement. So I've been working with them obviously on the speakers we've been have coming in which have um been growing over time. I think the first one people were kind of like what is this? But they're
starting to get it. We have another one this week uh Katie Conchlin who works with the soccer league. So it's going to be it'll be interesting to see how many we get there. Um, but we're going to continue that into next year. So, I'm actually working, just a little PR, I'm
working on a story to pitch to the paper so that we can get a little more attention on how wonderful our alumni are supporting our students and our programs to show them what they can do when they leave. Uh, the strategic planning dashboard. Uh we went through numerous conversations
and and ideas and we kind of landed on a a look that looks similar to this how we're reporting out to you now. We're just going to use a multicolored system that will kind of show the progress from a red which means it hasn't been started yet all the way to the blue which will
be established. So that will be coming hopefully by fall. Um it's just been a matter of how detailed of a level we go down to with the sub bullets. It got quite large. So now I'm playing with um which ones we want to make sure we have on here and which ones can be kind of
rounded up, but um we at least have the the format coming soon. Website accessibility. Um proud to say it's established, but it's always an ongoing effort and we got a little bit of a reprieve from the federal government. We actually have an extra year to meet standards for those who
didn't know. Um we're actually also holding as part of our PD day with Mr. Ross' support, our website, I call them my website secretaries, but they're my administrative assistants at every school who do website updates as well as
the CST team um and people from here in the ED center will be going through an ADA compliance training so that they understand the who, what, when, why, where, and especially the how. Um staff engagement is in process. The
monthly memo from Dr. Schwarz continues. He's been holding his office hours at the schools. Um they've been doing the the tours with the director of curriculum and director of special programs. We've got uh quick reference guides in development. Um I'm
actually working with our website provider to create an intranet. I didn't like the beta. Be totally honest. We're kind of going back to the drawing board a little bit. But that will enable us to keep all staff information on the website but behind a firewall so that we
don't have to worry about the community seeing every little thing that we need our staff to see. Um so right now a lot of the schools have Google sites. Um we're going to kind of play off what works better but try to get everything onto the site to give them kind of a one-stop shopping and also enable them
to link out to the stuff that we are sharing with the community. So working on the intranet and I think I'm going to hand off to Dr. Schwarz. >> Thank you team. Uh that was uh thorough and uh somewhat efficient. So well done.
Um so for takeaways and next steps as I said before these uh the district goals um you know they have resulted in a lot of action. So I know a lot we tend to focus on in the board meetings kind of things that are the topics at theour uh and anything that's particularly
something of concern to the public but in the background a lot of really great work has continued uh within the administrative team to move forward on our vision 2030. Uh so future goals have to be continuously aligned to vision 2030. Um appro we have to improve the
alignment and supports across the district in an ongoing way. So I'm trying to keep the word simple here but basically we're talking about our multi-tered system of support process. We have to keep high expectations for everybody. We have to make sure that we're working together but everyone has to be supported. Engaging the community is critical. It's
critical in any community but especially in a community like Rididgewood. Uh we also have to continue to identify areas for improvement. And that's really what state of the schools have addressed is all all about. This is sort of where we, you know, pat ourselves on the back for all the things that we've been moving forward with and and the accomplishments
that we've made in terms of tasks. But that's where we're going to see, you know, what the impact of those efforts have been. Uh we actually just had our second meeting today. Uh we'll have we have a third meeting scheduled and we'll have uh that's going to be taken care of on June June 15th. The last thing that I
threw on here as a as a as a D because I do think it is important is I just want to be really sure that we are acknowledging fully, we talked about it earlier, the extent to which um technology and screens have become more than just uh uh something that's a part of our lives. They've actually moved
from being things that are helpful tools to fairly innocuous distractions to being things that are highly refined at hijacking our brains. And I just want to be really mindful that it's not just about this technology being used in a superfluous way. It's
also is technology being are we being are we not being careful enough with technology to the point that even when kids are supposed to be doing the work they're supposed to be doing, are they doing other things and messing around in the background? Our our four student leaison who are here with us. I know you all are very diligent students. I'm sure
that when you have a task that you have to participate in on your screen, you're for the most part very focused on that task on your screen. But uh but I'm sure that some of your peers are maybe not so focused or maybe not so good at self-regulation and maybe not as able to
avoid the temptation to have something going on in the background. You know, some of our students, we do have an we do have a bring your own device policy is alongside of our Chromebook policy. I know that when students have like let's say for example they have they have a they have a u a MacBook you can have your messages up right then and there.
So there there is there is a tremendous amount of opportunity for distraction and distraction inhibits learning. Distraction is not good for our our well-being. Uh distraction uh prevents our brain from getting entering into flow state. It also could contribute to
chronic anxiety if we're constantly getting pinged all the time. So these are things that we have to figure out. uh Mr. Mour hune was here. We've been talking about you know how hard can we lock down this system or are there advanced technologies that can like kind of provide some some increased structure
around around around our students computers like maybe voluntarily putting on software that will help block things out. Um, but the reality is that we have to be mindful that um, just like a just like a like a knife, I keep using this analogy, like a knife is an incredibly
important tool to human beings, it's also incredibly dangerous and we wouldn't just go handing a knife to a small child uh, without a lot of training, a lot of thought about the potential dangers. So, I think that has to be a theme and I know I think many of our community agree.
>> I will just sorry to interrupt. It's I think important to remember when we talk about the distractions that come from screens. Even before we had technology in the classroom, students would find a way to do other things during class, right? You you're reading a comic book
in the book like like there are other ways. And I think it's important just to remember that it's not all of a sudden students became distracted as soon as they got screens and that as we adapt it might change in that way. Oh, I think an important No,
>> I think I think it's important. Yes, kids have always found themselves distracted. Just like with cheating, kids have always cheated, right? We're never going to stop never going to stop distraction. We're never going to stop cheating. I do think though that it's important to draw a line in the sand and recognize though that the way that I don't think any comic book or anything had the ability to hijack our brains
quite the way that these ubiquitous screens that have So, I'm calling it a screen, but like basically it's like a little mini supercomput that can do anything and everything. And it's very hard for for it's very hard to monitor that. And again, if you're coming in with a pretty decent state of pretty
good state of self self-regulation, like you're you're going to be pretty okay. I I mean, I was I taught in the uh in the 2000s, and at the time, uh I I taught I found that bringing technology into the classroom was a great way to get kids engaged because they didn't have as much
access to technology. So, if I used I I was if I used a learning management system like Google Classroom, which there was only a few back then. Um, and I found one and I used it with my kids. They were they loved it because it was so novel and so new. Right now it's ubiquitous. We have it everywhere and
it's there all the time. And back then if they pulled up the software, the computers weren't sophisticated enough to be doing lots of different things, nor were they. So if they were on they were on that, they weren't on that. And then we had some monitoring, screen monitoring things, and I could see what they were doing. We have some of that now, but the sophistication being able
to get around those things wasn't as as pervasive. And there's always kids looking out the window and not being focused in class for sure. Daydreaming. I don't know if I does anyone daydream anymore. Is that like probably not right? That used to be an issue, right? Kids just stare off into space and daydream. And now I it's not really the
case. Um so my point my my point is though that that's the uh the the the ability that this has to ping us as opposed to us seeking something else out for distraction is something that I do think is somewhat new. And I and I think
that that it bears a little bit of additional extra attention, but it doesn't mean that we're just going to say, "All right, we're going back to analog." I think you mentioned a regression analysis. I don't think anybody thinks it's necessarily important for us to all be regularly hand plotting regression analyses, hand
calculating and handplotting regression analyses. That would be rather cumbersome. >> Yeah. And just uh just to support that, Dr. I mean usually schools are a little bit lagards in following societal trends
just because it's bureaucratic organization and you know a little bit government big group and takes time to move and change uh and so so like you said a long time ago when people started having technology uh out there then the classroom started integrating classroom
started following uh and now when you look around I mean you see the opposite right I mean you see social media fasts technology techology fasts. Uh people putting their phones away. Uh people becoming more aware of the harms of that. People becoming more aware of you know the energy consumption the AI uh
wave is having on on us and uh people starting to limit their towns or states thinking of limiting you know data center spaces and and energy consumption towards that. So there is definitely a shift the other way and so I agree with you. I mean it is important for us to be
uh in step with that or in lock step with that and not falling behind as we start to move up again not going back to the stone ages but being conscious of all the negatives and harm as well. This is not the time to get into a big discussion but
I really have a hard time accepting the fact that students can bring MacBooks in lie of Chromebooks. I'm a Mac person always have been. I prefer it to the keyboard to the ease of my typing everything. Unfortunately,
sorry Mr. Chromebook. A Mac is to me so more comfortable, user friendly, but I know it's full of distractions that you just described about you get your text, you get everything there. And I really think that my opinion right now could be
switch is to bring everybody back and say this is a learning tool. It's not a social media option. And suff suffer and use it. I use this when we're here. I'm suffering, but I am focused and I don't get distracted with anything else
popping up and I put my phone upside down. And I do I do have a pro problem with my own family and other children using really nice devices. You got to you got to suffer and focus on this and that's just the way it is. Use that at
home. Use it there. But at school, I saw it. You know, we did not allow that in the middle school, but back in somewhat the day, once they got their own devices, the minute they walked into a classroom, they would quickly come from room to room, sit there and try in the
la in the next three minutes just to open up their screen and start playing the game. They had two minutes and they were just addicted. And so I do have concerns for middle school when they do not bring their own devices, the other uses that they've been able to figure
out, get around the software blocking programs, you know, monitoring programs. But I don't know, to me, the jury is still out. If you can use those wonderful MacBooks in school, >> I'll keep it quick because I know it's late, but two points and I'll let Grace
add in. First, I agree at the middle school level, you should be using Chromebooks. I think at the high school level, the perfect example would be my AP research project. When you're doing a lot of research, I have more tabs open than my Chromebook can support it. It it I could not do what I need to do. And
then the regression analysis beyond just what you can do in Google Sheets. There isn't a mechanism to run those programs on a Chromebook. So, either I'm not able to do that work while in school during a free period or during class time and I have to only be able to do that at home
to do any real research on that project or I need to be able to use my own computer. I also think during free periods and stuff, I should have the ability to check my own personal email, right? especially as I get in as we get into the college admission process and
stuff. The ability to work on personal projects during my free time is I think an important part of being a high school student and the freedom that comes with that as we mature. Grace, I'll let you. >> Yeah, I mean I totally agree with what's been said, but I also have to play a bit
of a devil's advocate on the same ecosystem of MacBooks. I currently am using an iPad with imagine keyboard right now and they're just like you said in like the middle school I agree like u learning should be on just the Chromebook but especially in high school when we're taking all these like AP
courses that require so much more knowledge and learning that kind of like handwritten notes like I'm saying like my notes definitely don't look like this anymore as they did in September but I'm able to add different colors add images from the textbook that I certainly couldn't do with a simple Chromebook and notebook and uh pen and so I would
certainly say that The ability to style this and write it down on these type of platforms provided by iPads and not Chromebooks has definitely helped my personal learning experience and I know that in the beginning of the school year my multivariable calculus class almost like two kids had iPads and right now
like Arab is also in that class like the entire couple of front rows like all have iPads because they all agree that this type of learning really enhances their experience. If I could just add really fast, this conversation is the one that we will be having. We're going to be bringing
together students, teachers, parents, you know. Right. Right. And that that's a big part of the work that's coming. >> I don't know if you noticed me over here writing on my iPad if Notability is one of my favorite apps, which I don't know if you use that one, but that's a
integrates PDFs really well. >> What do the teacher um I don't want to put anybody on the spot. Do teachers use MacBooks and >> they have more powerful Windows computers that are given to them by the school. So that's >> so they are using Windows Dell rather than a >> but they don't use this right here
>> and even those Chromebooks I believe are more powerful. >> Okay. Okay. Yeah. Also I know that my econ teacher u Mr. Dawson um economics is a lot about like writing and drawing graphs and so he uses an iPad and that I think helps our like learning
experience. But you know, so and then if we get into cell phones, like right next year, we're going to have to by law have a cell phone band, but then you're going to have your iPad or your MacBook with which is basically just a giant cell phone, except it's not
a cell phone. It's just a wireless device. I don't know. It's funny. It's it's a it's it's a is a is a hard world to navigate, right? But anyway, thank you all. Thank you all for the for the great uh the great updates. Uh any other questions or anything from the comments from the board?
Well, then I think that concludes our report. Thanks everybody for robust conversation. We'll just say one one last thing they about this whole technology. Every time I have these conversations with either parents now hearing the
students and staff, you know, it's incumbent on us to really teach how to be how to use the this technology as a tool and not a distraction. And that really has to be a priority
all the way through kindergarten and and middle school. the I don't say we have to use them all the time, but we we can't be ignorant to the fact that this is the future that we're
letting the kids out of our schools into. There's not a job that's not going to require technology. So, how do you monitor it? How do you regulate the use of it? How do you not get into that
scrolling through Facebook or Instagram or whatever you're going to do? Those are the kinds of skills I think we really need to be cognizant of in teaching kids that this is a tool and
let's use it wisely. And that's my disconnect to I don't like the whole issue of banning things. Well, there are things we should ban, but technology, but banning just becomes
like this forbidden fruit kind of thing. Why can't I use it and and what's the good of it? So, I don't know. There's there's this again always this balancing of our, you know, what do we want from
our kids? good mental health, resourcefulness, creativity, but there also has to be this knowledge of these machines that are getting more powerful. So, I don't know. It's it's a big question, I think. So, I'm not there
yet to ban, but >> Okay, >> Mr. Ross is gonna help us solve this. So, thank you, Mr. Ross. Appreciate that. >> In minutes, we we're we're good. Settle it. >> Okay. So, we're gonna go on. Um, oh, do you have a report?
>> Please. No. >> No. >> No. I would just say Superintendent Coffee is I believe the 11th. Where's Mrs. Is that correct? June 11th is the next Superintendent Coffee. Please join us. We love to have you all there. That's my report. >> Thank you.
Okay. So, we are going to uh we have some board committee reports. Um I don't know Mary if you have anything um uh more on facilities. We spent some time on. >> Yeah, very briefly I promise. Um we went over the big things already which is
good. Um just uh you know just people might note that um you know we have a resolution to increase the amount of the contract for Manel and um that was something that was vetted pretty thoroughly um by the business office
first by finance and by by uh facilities and it's really because of the you know tremendous snow. We uh the original contract, you know, we figured, well, 40 inches of snow, who gets 40 inches of snow in a year? Well, we got 43, I think it was, or actually more, sorry, 52. Um,
and, uh, a tremendous amount of work went into that, which means a tremendous amount of money needs to be spent to support the people that did that work. Um, and as Mr. Matthews mentioned, our business office went and uh, got some um, concessions to that bill as well.
But I I did think it was worth mentioning. The other thing is that we have a resolution tonight to amend slightly our long range facilities plan to include for the replacement of some water lines um I think it's to Willard
and uh GW um as required by the state um because they're uh made of lead and we need to replace them. It's not a huge amount of money and it should be covered. We've applied for a grant to cover it 100% but in order to qualify for the grant we have to amend the long
range facilities plan to indicate that that's something that we wanted to do. So tonight is the first step towards getting reimbursement of those monies. Um unless anyone has any questions those were the Yes. >> Yes. So thank you for that. Uh for the Manila contract is it a one-time extra
snow removal payment or is that an annual uh recurring increase in their It's a one time it's a one-time uh payment and it's based on actual work like >> So shouldn't it be worded like that that it's a one time additional payment for
snow instead of saying that >> the contract only annual right? >> No it's a three-year contract right? two or three year contract. >> Okay. >> Right. Smart. >> So, but it's just a one year one time.
Okay. >> One time expensive on >> on Manelo. Um when we originally awarded them the contract, the owner stood there about a year ago and they said they have walked the field. They are confident they can fix the BF field. So what have
they done so far on that? Because we did increase their pricing overall field contract a lot compared to what we were paying to Aramark almost doubled it. Right. So what has Manelo done in year and a half to they had the whole season
last year to fix the BF field. Have they done anything specific there? >> So I I >> Yeah. Yeah, I'll answer. I mean, their their their contract wasn't to fix the field. It was to do maintenance uh
pruning and and mulch insulation and fall service and um you know, reed and and water stuff like that. >> Yeah, that's part of the that's part of the bringing it back, reeding and mulching. commitment was based on
>> the plan to do all the maintenance on the field that the field will look a lot better and grass look a lot better once it grows. >> Yes. >> So their contract was for services. >> So on that regard, yes, I agree. So I'm not when I say fix I say fix the grass
on that field. I'm not ask expecting them to rebuild the field, >> right? But on that part, um I can I can go back and look at that meeting and bring it back to you exactly the comments that they made, but they did make big commitments when they were
awarded this. >> So, right, >> you're right. And it's a work in progress. I can tell you this that some of some of what happened was that um there were seating and things that were put down and then we had timers that were working on sprinklers that weren't working because we didn't have the
proper Wi-Fi and the timers were too old and so we had to replace all the timers. Some of that work is in this. So that was part of it. There's also, and I can't find it now in this meeting, but they gave us a list, but Rich, there's an email from Manel to you, which where
they gave us the concession of $22,000 off of the um the increased amount and also a list of five or six things that they did that they say, you know, were not included in the contract that Yeah. >> they weren't paid for. >> Do you have that?
>> I don't have that handy right now. >> Yeah, I don't have it handy. 22,000 was a reduction off of the total price of all the work that they did regarding the snow removal and stuff like that because there are some hallways that were very very expensive. We spent $16,000 on
hallways and we spent $160,000 on 13 in above the the 40 in. So >> So but a lot of that snow removal when on the days when state of emergency was declared that should be reimburseable, right? >> So yeah, you know, thank you for saying that. We submitted we submitted FEMA
grant $26,000 not a grant >> we submitted through FEMA $26,000. >> So a follow up on that that at the time of Sandy not Sandy um whatever storm we had three years ago what when
no yeah so two years ago when high school fields were flooded and we had to spend a lot of money there. Yeah. So that one we submitted a FEMA reimbursement request and at the last meeting or the meeting before I requested to check with the village if we received it.
>> It took about >> 3 years ago. >> I don't know. >> Can you check that? Because unless you say I I should request somebody else. >> You know what he's talking about? Um Mr. Matthews, it was before your time here, right?
>> Um and we can check with the village, but I was told that we might we might see FEMA reimbursement in what 10 15 years. >> Oh no, it takes two three years. It takes >> two three years. >> Yeah, two three years. >> Okay. Well, your lips got
>> I got Hurricane Sandy money about eight years after Hurricane Sandy. >> Okay, but but can we check? All I'm asking is brought up about two meetings ago. >> Can we just check? >> I'm just want to make sure like So what am I checking for? I'm sorry. the the
status of FEMA request reimbursement request for the um I think we spent $250,000 or something at that time because high school fields were flooded. So all the turf both turfs were fixed. There was a
lot of flood damage about 3 years ago. >> It was a 23 24 school year. It was over the winter. >> Yeah. Because we had damage in fall and then we had damage in spring. So continuation like there were two floods and all of our insurance went up the flood insurance at that time. So we did
submit FEMA reimbursement request at that time also. >> Got it. >> The other uh cost involved uh with Manila was the removal of poison ivy that was growing um around the fence line um at Glenn School.
>> Poison Ivy came out to $2,000. the after the storm was 7,000 the others was 2,000 for the storm in July and then the irrigation repairs for the BF for the smart time was $30,000 >> and there was one more question when we
have Manilo and BF um was there any greenhouse at BF that was removed recently >> any greenhouse structure at BF not familiar with that to be honest with you >> it looked like it was damaged or something
>> oh down by Glenn Avenue. >> They're they're talking about the uh the repairs that Manila needed to do it. >> Okay. Yes. Yes. Yes. So that's um >> Yes, there are repairs that have that have been ongoing. That's not part of this right here.
>> Okay. So did we like are they going to do it when when the repairs will be done? >> Most of it is done. I I can get a report to get an update, but most of it is done. >> Okay. Thank you. The other thing that I thought was very shocking but understandably when you when they plowed the snow you
piled it up and I'm sure we all experienced this in our there was no place for people to park and and parking is very limited in all of our schools. So they had to remove the snow from the parking lots. They cleared it out but
then it kept growing and growing and it didn't melt fast enough. So that was an extra cost when I was at a meeting or something and you explained that to me and that's very legitimate and kept parked in the parking lot. You can't have the snow taking up 10 spots.
>> So the high school we've lost about 24 21st spaces and we got a call um people say they want to have those spaces because they couldn't afford they couldn't have school. They didn't have those spaces. So the first time we had them come in after the fact after they
did the snow removal. The second time because the snow was the forecast was the same. We told them ahead of time, go ahead and do the hallway. We didn't we didn't we didn't wait. >> I don't think he had much choice. And this this was an unusual winter. I don't
think any of us anticipated a 53. >> Um just one more thing. We are negotiating with them now another contract under the same snow circumstances we'll pay a lot less. So we had to do some checking with the U OC
but we can now u tell them to give us a new number based on the schedule and the same snowfall for 2627 will be paying less money >> and what happens if it doesn't snow that much? >> Well it's it's a schedule. It's a whole schedule based if it doesn't snow based
on the inches. We have a number based on a number of inches and we use >> so we don't pay it if it doesn't No. >> Right. Yes. >> We're not committed to it. >> It's like you pay X number of dollars for the first five, you know. So then it's it's pay issue is >> So here it is 0 to two inches. There's a
number two to five up to 40 in. >> Oh, thank you. >> Okay. Let me just mention, sorry, just because it's good news, which is that on tonight's agenda is um that we are going to be hopefully approving the the bid award for um the HVAC at HOS, right,
which came in under budget at $387,000. So that's that's good news. >> That is good news. >> Okay. Uh policy that would be Yes, >> we have a lot coming up. I won't go into it right now. You'll see it under administration. There are two policies
and under new under items for discussion. So, there's a lot to discuss. I won't take up any time. We'll need it later. >> Great. And uh communications. Uh did you want to say anything? Um
>> oh, everything that Chris Smith Corus was saying was what we talked about and we really have accomplished a lot. I don't think people understand that flyers that the public asks us to disseminate to our
families and community members through those different various things have to comply to um policy 9120 if my memory serves may correct that says it has to say this is not an official board of ed
activity to protect us and you know indemnify us for some wording or something about it. So I it takes a lot of work to do that >> and also that the number of engagements on our social media and websites is in
continuing to increase. >> So it's really amazing that people are getting it and they're finding out their information especially um during the budget season. We saw a lot of contacts. They're getting information. >> Great. Okay, we'll go to consent items.
Thank you. uh regular and routine um attendance at conferences. I think we're going to have a a change on that. >> Yeah, quick adjustment. Uh we had three members of business office attending the uh upcoming ASBO conference. Uh in the name of cost savings, we're going to
just have Mr. Matthews attend. So uh Mr. Matthews, can you please let the record reflect and thank you to your team for the cost savings, >> sir? Okay. Um, Rojo, >> there's a motion.
>> Oh, sorry. Yes. I make a motion. Attend conference with that one. Ch. >> I second it. >> Okay. Motion by Miss Broen, second by Miss Andy uh with a change to just have Mr. Maders attend the conference in Atlantic City on June 6th through July
to June 5th. Um, Mr. Donnie. >> Yes. >> Miss Sandy. Yes, >> mi. >> Yes, >> mmood. >> Yes, >> M. Broen. >> Yes. >> Motion pass. >> Thank you.
um administration. Um we are um there is a change to the district calendar um that we will vote upon um and that will be that on November 3rd which is uh
a general election day the district would be closed and we would use one emergency day um to uh out of the three that we have in the in the calendar. So um and then there is the first reading
on some revised policies and the uh school bus evacuation drill report >> regarding the policy um 8611. This says subscription busing. We have to pass this policy because it allows us to
consider subscription busing. It does not bind us. It does not list a price but we have to agree in advance that this is something that we need to do. So that is what that is about and the regulation gets into further details
regarding subscription busing again in broad strokes and it does give particular things. It's comes as first ser you know first come first served. There will be financial hardship considerations
and um and some other criteria. Nothing specific that binds us either way or gives a cost amount. It's sort of part of the permissions and the understanding how this is going to be implemented to
make it fair and equitable to anybody who's interested in subscription busing if it is offered at some place. Great. So, we I think the policy committee recommends Mr. Donnie. Yes, we recommend that these be passed.
>> Okay. Would someone like to move administration? Someone like to second? >> I'll second it. I'll second it. >> Moved by Miss McCalli, seconded by Miss Andy. Questions?
Roll call. Mr. Donnie abstain. Miss Handy, >> yes. >> Miss McCalli, >> yes. >> Mr. McMove, >> yes. >> Miss Broen, >> yes. >> Or yes.
>> Curriculum and instruction. Um, approve of field trips. I move curriculum instruction. >> I'll second by Miss. >> There is a correction on the field trips. >> Yes.
>> Okay. So the ridge the van swan trip is on May 20th not May 28th. And for RHS uh the crew trip to Tennessee the first day should be May 21st.
>> So I take back my motion and I make a motion with those corrections. May I have a second? Second >> motion by Miss Broen, second by Mr. McMood. Questions hearing none. Okay. Rollani. >> Yes.
>> Sandy. >> Yes. >> Yes. >> Mr. L. >> Yes. >> Move. Yes. Mrogan. >> Yes. >> Motion passed by zero. >> Human resources. I know there are some additions to that and there are two
other retirements on our um I'm just going to see where they are are two ret two other retirements that are on the oh uh yes right uh social studies teacher at the
Rididgewood High School 37 7 years of service. Wow. And uh Aaron Manion, a secretary um at Somerville and with six years of experience as six years of service to the district. >> This program, can I just do a quick
audible on one of these two on those resignations while you're there? >> Absolutely. >> Uh Dr. Labowski, who we recently honored tonight, um she her years of service is actually 20 years. There's an error here. So if we can just let the record reflect that she has 20 years of service with the district.
>> That's Dr. Labowski. >> Dr. Labowski. Correct. >> Thank you. >> All right. I think there were some other um changes too before we move forward on that. So for the RAA staff renewal for
2627 school year which is D2 on attachment D for um try to go in order here for Megan Balante the total at the end of that so it's it
has her correct base and her correct doctoral statement but the total is not adding on the spread did not add on spreadsheet. So her total salary should be 148 136 >> again.
Uh Lorna Oats the same thing did not total out. So her total salary on that last column should be $220,760. Janelle Ni
should be principal slashs supervisor as her assignment and her location should be Glenn School. And we're also going to strike Lee Parad from this backup as she is being appointed formally this evening on this
agenda as the supervisor of ELA for 612 and that supersedes this renewal. She's not being renewed. just be a hired in that role. Okay. Um I move human resources. Would someone like to second those with those
changes um given by Miss Mrs. Murphy? I'll second it. Any questions? hearing none. Roll call. Stonnie. >> Yes. >> Miss Sandy. >> Yes. >> Mr. Callie.
>> So, I'm a Yes. But I want to I'm I'm abstaining from uh V-d so human resources dash >> V as in Victor. So, under appointments >> uh just lunch remain appointments. I'm
just abstaining >> just from that. Yes. Everything else. >> Which one are you saying? Lunch lunch lunch room eight appointments. >> Okay. >> Yes. >> Mroen. >> Yes.
>> Got five affirmative one abstension on B-D. And once again uh we do wish you Jamie much much luck. I want to vote no and certainly uh Danielle would too but I
guess I can't. But thank you for all your good work. Um, okay. So, we are just getting through this many pages. Finance. Um, and I will just read into the record uh the donations. Bridgewood Alpine Race
Team uh for 5,133,000 uh dollars eight cents to be used to pay for bus transportation to practice in competitions. Elena Albano and Friends of Christian Daffron, $200 a gift in kind of a birdhouse for Rididgewood High
School. Shopright of Wyoff for $300, a gift in kind, for lunch during the mental health and wellness fair for Rididgewood High School. Uh, Rididgewood Board of Education, Rididgewood High School student activity account, $622.20
to be used to pay for chaperrons for the eighth grade social game night on April 10th, 2026. Federated Home and School Association, $2,750 to be used for supplies for teacher
recognition program honores. Ridgewood High School Girls Lacrosse um for $1,154 and also for $2,33 to be used to pay for a charter bus for
the lacrosse game in Cole Springs Harbor. and transportations to and from the airport uh for the trip uh for the spring training trip to Florida. And the Rididgewood uh oh and again Ridgewood High School girls lacrosse for
$746 to be used to pay for a charter bus for the lacrosse game in Greenwich, Connecticut. Ridgewood High School boys lacrosse um for $1,41144 to be used to pay for transportation to
the team building trip at Ruckers University. Ridgewood High School Home and School Association for $8,5 a gift in kind of repairs of a Verdine uh concerto uh digital carolon. It's
It's the bell in the tower at the at the um at the high school. So, yay for that. We'll all be waking up to that sound sometime, right? Anna Serno, uh for $1,500, a gift in kind of art supplies
for Richard High School. Travel HSA $1,000 uh and again another 500 and another thousand to pay for field trip to Tennifly Nature Center for the second grade. A gift in kind of an author visit
and a gift in kind of a field trip to the schoolhouse museum for the third grade. Travel and Willard Home and School Association for $51,894. a gift in kind of an awning for the outdoor lunchon lunchroom at Willard uh
Elementary School. And then we have uh three donations for um scholarships. So we do um thank everyone for their contribution. >> I just have a question. This Oh
>> yeah, I have a question that why is um student activity account considered a donation? high school student activity account that usually gets flagged in our audits for it's our account, right? It's a board of ed account.
So why is that considered a donation? >> The student activity account give us other donations for cameras and things like that. Haven't we? Yeah, I think so. But um I don't know, >> Mr. Matthew, my my understanding of this
is that student activities can't pay someone out of student activities. Is that correct? >> That is correct. So, so the student activities accounts has to donate to us that we can pay the shops much. Yeah. Um, so we've uh I move finance. Would
anybody like to second that? Just moving this donate except restricted donations or are you moving the entire finance? >> I am moving the entire finance. >> Okay, let me give you the data.
So if you're committing to all these bus routes and because before knowing whether we will have enough subscription busing or if we will have to cancel any of the bus routes, are we going to be locked in with these contracts?
The answer generally speaking would be no. If there's no need for a bus route, you can cancel the bus route. There's, you know, there's no participation. There's no wrership. But these are the routes that should be in place for 2627 based on the operation we have in 2526.
Some have come with no increase, >> but some of those are identified as possible cartesy busing y >> or subscription busing. And if we don't proceed with that or if we don't have enough subscription interest and if we have to cancel it we can we can we can
cancel the routes. Yes. >> And there will be no penalties for that. >> So this is okay. So if we use all of these routes then we are paying that um Is there anything else? >> No, I think I am ready to vote.
>> You're ready to vote? Okay, great. Thank you. >> Well, call Bastani. >> I'm a no on 12 and yes for everything else. >> H Andy. >> Yes.
>> So, fin E finance 12. effect. >> That's an agreement. >> Special ed agreement. >> Yes. >> So that's a no and everything else is yes. >> Yes. >> Uh Miss McCalli. >> Mr. Mcmood. >> Yes. >> Mrogan.
>> Yes. >> Have five yes. One no on E12. >> Okay. Uh resolutions and motions not including consent agendas. Uh we can take them one at a time or it um go
through and just uh >> yeah it's a non non not on consent. So can we take them one at a time? >> We can if you'd like. >> Thank you. >> So the first is approval long range facility plan amendment. May I have a motion?
I second it. Is there any discussion on that? This is the pipe that Mary uh this is the water pipe um which is going to be covered by a grant hopefully. >> So go ahead and we'll vote. >> Yes.
>> Miss Handy. >> Yes. >> Mi >> yes. >> Mmode. >> Yes. Mrogan. >> Yes. >> I have affirmative. Motion pass. >> B. Approval increase in vendor contract for Manela Landscape Industries LLC for
grounds ma management services. Um, I move this. Would someone like to second it? >> Mr. McCalli. Moved by Mr. Robin. Second by Mr. McCall. Question. Roll. Mr. Donnie.
>> No. Miss Andy. >> Yes. >> Mr. McCalli? >> Yes. >> Mr. Mcmood? >> Yes. >> Miss Broy? >> Yes. >> Or yes. Or no. Motion pass. >> C. Opening of bids and award of contract furnace room renovations at Ridge
Elementary School and Glenn School. I move this >> roll call. Missy, >> no. >> Miss Handy, >> yes. >> Mr. McCalli, >> yes. >> Mr. McMain. Uh, >> Miss Broen,
>> yes. >> Have three yes, one no, one abstension. D. Opening of bids and award of contract for the tennis court renovations at the Rididgewood High School. >> I second
moved >> by Miss McCalli, second by Miss Broen. Question roll call. Mr. Donnie, >> no. Miss Handy, >> yes. Mr. >> McCall, >> yes. M >> McMen,
>> yes. Four yes, one no. That should pass. >> Okay. Approval of bills. I'm going to uh because um Right. Yeah. Um because of um of the
doctrine of necessity on our legal bills. I'm going to read this resolution into the record and then um we'll um move the uh Mr. Donna, you you um did the bills, but I'll read this first and
then we'll go through that. Okay. So, doctrine of necessity. Whereas the school ethics act NJSA 18A 4-21 was enacted by the New Jersey state legislature to ensure and preserve
public confidence in board school board members and school administrators and to provide specific ethical standards to guide their conduct. And whereas throughout the state, questions have arisen regarding how a board should invoke the doctrine of necessity when a
quorum of the board of education cannot be reached due to disqualifying conflicts of interest in board members on a matter required to be voted upon. And whereas the school ethics commission provided guidance in public advisory
opinion A 03 03-9 on April 1st, 1998. And whereas the opinions set forth that when it is necessary for a board to invoke the doctrine of necessity, the board should state publicly that it is
doing so, the reason that such action is necessary and the specific nature of the conflicts of interest. And whereas the commission by resolution dated February 25th, 2003 further declared the standard and
required a board of education invoking the doctrine of necessity to adopt a resolution setting forth that they are invoking the doctrine, the reason for doing so and the specific specific nature
nature of the conflicts of interest. And whereas the commission further directed board of educations that invoke the doctrine to read the resolution at a regularly scheduled public meeting, post it where the board posts regular public notices for a period of 30 days after
passage and provide a copy of the executed resolution to the commissioner. And whereas the board wishes to invoke the doctrine of necessity for the purposes of voting on approval of bills for payment related to legal services
rendered by the law firm of Clearary Gio Alfairi Jacobs LLC in relation to pending school ethics commission matters. And whereas the board attorney has reviewed the state regulations and the advisory
decisions of the commission and determined that existing conflicts prohibit four board members uh from voting on these matters and whereas these board members conflicts are as follows.
Sheila Broen. Miss Broen is a party to matters pending before the school ethics commission and therefore would be prohibited from participating in all issues related to those matters including but not limited to approval of
legal service fees for services rendered rendered related to those matters. Muhammad Mahmood Mr. Mammud is a party to matters pending before the school ethics commission and therefore would be prohibited from participating in all
issues related to those matters including but not limited to approval of legal fees for services rendered related to those matters. Sir Rob Donnie Mr. Donnie is a party to matters pending before the school of commission and
therefore would be prohibited from participating in all issues related to those matters including but not limited to approval of legal fees for services rendered related to those matters. Mary Macaui Mrs. Ms. Macalli is a party to
matters pending before the school ethics commission and therefore would be prohibited from participating in all issues related to those matters including but not limited to approval of legal fees for services rendered related
to those matters. Now therefore, be it resolved by the Rigid Board of Education, County of Bergen, State of New Jersey, as follows, that the four mentioned members are prohibited from participating in any discussion and vote
on matters related to currently pending school ethics commission matters, including but not limited to payment for legal services related to the defense of these claims because of the conflict outlined above. Two, that the board
therefore invokes the doctrine of necessity in order to allow the full board full body of the board to vote only on the approval of bills and claims related to the following. Payment for legal services related to school ethics
commission docket number C33-25. Yeah. Moen versus Broen. Three, that this resolution shall be read at a regular scheduled meeting at the board and be posted on the board's website. And four, that a copy of this
resolution shall be forwarded to the school ethics commission. Now therefore be it further resolved that the action taken pursuant to this invocation shall be deemed valid notwithstanding the aforementioned conflicts and the waiver
of said conflicts shall not extend beyond the scope addressed within the resolution. So Mr. Donnie would you like to move the bills? >> Yes. I have reviewed the bills and I move them for the board's approval.
Oh, we have to vote on this. Oh, I'm sorry. >> Okay, >> we have to vote on the doctors. I did that last time. So, may I uh >> second? >> I'm sorry. So, we we'll hold on the bills for a minute.
Um would somebody like to move this resolution? >> Someone like to second it? I'll second it. Um, now we'll vote on it. >> Okay. For document necessity, it was moved by Miss McCalli, seconded by Miss
Handy. Um, roll call. Mr. Donnie, >> yes. >> M. Handy? >> Yes. >> Mcci? >> Yes. >> Mr. McMood? >> Yes. >> Miss Broen? >> Yes. >> Motion pass. So I'll now move the bills.
>> Someone like to second those >> seconded by Mr. M. >> I am going to abstain from bills 121175 and 1212 32. >> One 2 one 175.
>> Yes. And one two one two 32. Okay. Roll call. Mr. Donnie, >> yes. >> Miss Handy, >> yes. >> Miss Malli, >> yes. >> Mm. >> Yes. >> Miss Broen, >> yes. With those abstensions.
>> Okay. So, we have five. Yes. Abstensions. Motion pass. >> Okay. Board member announcements. Just want to extend congratulations. I it was mentioned in the student report,
but um I saw Jasmine Wood yesterday. Last night I was able to go with me. It was phenomenal. Um and uh not just well the student talent but also the opportunity that these kids get to work every year for a
year with professional musician who referred to uh Rididgewood as a premier performing arts program. Uh Bill Dempsey was his name. >> It was fantastic. And I also was able to see McBth and also awesome fantastic uh
just congratulations to all our students on everything they do. But I did have personal experience for those shout out to those kids. >> That's great. Um I just for the public who who might be listening um our June 8th board of
education meeting is we're meet we'll open the meeting in public but we really are not uh we're going into executive session after that. So there will not be a full board meeting. Our board meeting for June really will be the the 15th
which will be the public meeting where um uh Dr. Schwarz is going to be doing the the state of the school um report. Um I want to bring up a couple of things I read this week. I just thought they were really interesting. Um there's a
bill um A 5086 and its companion bill in the Senate is S4282. Both were introduced on the last week on the 14th of May by um and Assembly
Andrew um Assemblyman Andrew Andrew McCertie announced a comprehensive new le leg legislation aimed at one of the hidden drivers of rising property taxes in New Jersey. And um recent reports by
the state treasurer have indicated that both the municipal worker and the public school employee plans face spiraling costs that will likely lead to collapse in the absence of any state action. So it's it's really about the the state
health plans. I know we're not part of it, but something in that bill could um impede our flexibility. So the property he's calling uh his bill the property tax relief act. Uh it's a comprehensive reform proposal for the
state health benefits plan and the state educators health benefits plan. The legislation contains three parts that will collectively work to stabilize costs while protecting highquality health care for covered employees. The
first prong would help reign in costs for a sele for a set of routine high volume medical procedures by capping the prices charged um by providers at a reference price tiered to the federal
Medicare rates. So that's sort of an interesting thing. Other states have done that and seen savings according to the um what I had read. The second prong is the one that um might u impede our
any movement for us. The second prong would prevent the state plans from being revolving doors of public for uh public employees switching between the um state health plans and private plans or self
insurance. So, as we have um when we were talking about moving, the question always comes up, well, if we move out of the state plan, >> right, >> may we go back? This bill would would cause um uh require reasonable
three-year waiting period for employers to leave or return to the plan. So, that would be a huge change. So it the flexibility we had this year if this bill were to pass
would not be there in the future. So >> I failed to understand how that helps districts that take a proactive approach to to right help themselves. >> The proposal say >> I know that's okay. the proposal, this is what they say, would help stabilize
the base of the plans and therefore control costs because I think what you you find is and I'm just thinking about it is who stays in this uh state plans would be districts or municipalities if
you're looking at both um who have high um right high claim rates because no one else will bid on those contracts and so it would be hard to move out. So when you have expensive claims and all of you
know and um you're the reality is that those prices are going to go up on those on those plans. So to stabilize it I can understand the reasoning it doesn't work for us because we want the flexibility
but I understand the rationale behind it. Not saying it's right, just understand it. The third prong addresses the governance governance stalemate of the state plans by statutes. These state insurance plans have been controlled for years by committees that are not at a
consistent that are that that are at a consistent stalemate and unable to coordinate plan changes to address the evolving landscape. So, it's sort of interesting. Might we ought to watch that and see what happens. And the the
second um interesting thing and I had emailed Brian uh Mr. Ross about this because I thought it was really interesting which is the the change in the tests that our students just took
the NJSLAS. So there are a couple of changes and I'll just go back and then and then ask um Mr. Ross to to sort of opine on them. One is this adapt the their adaptive tests where students move move through
them. If a student taking the NJSLA math exam answers several qu questions incorrectly, the test um may ask a less difficult question moving forward. So it
unlike the previous NJSLA where you everybody's taking the same test, same questions, this adapts to the students. So the question be for me becomes well are we how do we how do you compare that
and then the answer in the article was about well it's just based on the standards but it the rigor I'm wondering about that. So I was going to ask you to opine on that. The other um change in it um was that the science tests are not
going to be changed, which probably would have been better if they were. Um and um the other was on the writing. Oh. Oh, and the length of the test, right? It um so there are
150 minutes. That's longer than they had been, right? um in two 70 minute sections both for language arts and for math. And the third chain, well, it's not a change, but I just thought it was interesting and I didn't know about it. Artificial
intelligence, it's all over the place, right? Will be used to score the student writing on the new test. AI was also used to score the previous version of the tests that were created by Pearson, but this new one is the AI
system will be used um to grade students extended writing answers. Um if a student's written response is identified as unusual or borderline, it will be flagged for human review. Um
and and I was wondering what does that really mean? Um and and how did they how did they figure out you know what how what's that basis right who's borderline what's that so
how they did it is the um the artificial intelligence were trained using scores generated by human scores on practice tests that were given to students in October November so those those practice tests that our students
had to take you wrote your essay and then they fed that into AI and now when you take your test now AI is grading it but if there's some something strange on it um then it's flagged. I I I just
think that's sort of interesting and a little scary but um that would be my personal opinion. And how much did the test cost? Guess just guess. No, I'm sorry. $58.7
million um for developing the tests and and um and to give it to for this year um administration and next year's
>> just to add on to that having taken the test it is one of the worst and least intuitive >> act like exams you could possibly like there were multiple buttons to go to the next question, but sometimes only one of
the buttons would work. It it compared to the tests that we've taken in the past or compared to other standardized tests, AP exams, SATs, it really isn't up to that level in any regard. I will
also say as a student taking an adaptive test, it is more difficult and I think it's I we don't want to teach to the test too much, but it is something that we should maybe be conscious about in that when you're aware that the difficulty of the questions you're
getting is determined by how you did on previous questions, it can make it more difficult as you're taking the test because you're not you get a question that seems easier and you're not sure if you got the last one wrong like it can be complicated in that way. It's not that straightforward and it's not clear
how adaptive is it it is. Is it every question? Is it every four questions? So, as we move forward into this new system, I think that's something we should be conscious about to help students and to make sure that it's a decent experience taking the test and
it's not too stressful. >> You should submit your comments to the Department of Education. I'm not joking. You should like you're you're the user, right? Submit your comments. Let them know. >> But you want to let the students know, don't get stressed if they get too hard or don't get stressed if it's going to
be this because they don't because people want to read too much into it. >> Yeah. Well, it's natural. I Yeah. So, they're not gonna >> push it over to you because I I just I just found the article and you know I I'm it's no secret here that I've not
been a fan of all this all the state testing. I'm a fan of Lincoln and the things that we're doing here, but I'm not always a fan of that because the data doesn't come very soon and all all the other things that are problems of it. But that said, almost $60 million.
How is this test really helping us? I'm just saying. So my my my blanket answer to all of your questions is I don't know. Uh but but really all jokes aside, I mean you raised about seven distinct
issues and I think we're going to be uncovering more. Um so just to try to tackle a few of them in in you you know succinctly. Um I'll start with this with the this idea that we want it to be apple to apples right and and what you are seeing instead is a series of apples
to oranges comparison. So, for example, you know, the the ELA and the math, right, are adaptive. The science is not. And you heard Miss Taylor talking about even prior to this, the difference in information that we would get back from the state. We would not get evidence statements from the state of New Jersey
that we could use to then uh, you know, kind of uh drive our curriculum forward and say that, you know, this is an area that we really want to hit where we got that information in math and ELA is incredibly helpful. U, so they're treating those tests differently. uh you
know the next apples to apples problem or or or lack thereof apples to apples problem is that you know what you know what Eli is talking about here I mean we we we know that all of these qu most of these questions are within a curriculum
grade band for example the fifth grade test only scores the fifth grade items however what they did was include sixth grade items on the fifth grade test and you know uh same thing happened with the third grade test there were kids who decimals questions even though that was
not that's not in the third grade curriculum that is contributing to student stress. So now imagine taking an adaptive test in your head is the idea that if I get one wrong you or or excuse me in your head is the idea that if I get a harder question I
got it right or if I got an easier question maybe I got it wrong whatever is easier in your mind and now you're faced with a question that wasn't even something you learned. So that's an added stressor to all of this. Um, so they're embedding field test items within this test at different places in
the test. And even in the frameworks that we got, it would say things like you'll get 41 questions or 44 questions. One of the things I've heard I haven't been able to necessarily prove yet is that on some of the reading sections or tests, kids felt like, you know, they were told they were going to get about 37 questions. They got to the end and
surprise, there was a brand new reading passage and seven more questions. U so, so there are all sorts of things that are cropping up. And so I'm in touch with some of the supervisors of curriculum, directors of curriculum throughout the county and everyone is having the same experience. And on the math in particular where kids are being
tested on items above grade level, not necessarily held accountable, not scored for those, but they're facing those items. Uh the you know there's been kind of this uproar and there's actually an open letter that it's being developed by u you know math educators that's going to go to the state. So there is going to
be a response to this, but the short answer to again all your questions is we just don't know what this data will look like. We certainly can't compare it to previous tests because it's completely different animals. So so this baseline is is it's it potentially very skewed uh
and so we're not really sure. >> Just curious because you're I'm listening to you and I think and so how does this how does this improve the education of the kids? At the end of the day, the question we always ask is how does this help the kids one way or the other? Is has anyone given you a
rationale? This sounds to me like it it >> we haven't heard we haven't heard a clear answer to that yet. It is possible that over the course of a couple of runs through this test, a couple of years, it will develop further, but they've got interface issues that we're hearing about. They're they're running these
items that are not just necessarily grade level items. So, um it's really hard to speak to as we are just finishing this first round of it. We'll have to see what they generate and give us. >> I know we all took testing when we were younger, but I understand the last 25 or so, 30 years, you had the No Child Left
Behind >> which mandated national, right? >> And to make sure that all schools were meeting their right >> and so it sort of morphed into all sorts of things. >> We still have targets that we have to hit, you know, we get those restate
reports. Uh but again uh because this is brand new I have no idea what that data was >> has always done they we've always been looked at as a state that always has achieved very high >> right >> and then Mickey Sher was talking about the second grade something is lower than
Mississippi she was commenting about some test scores >> reading yeah reading so I do you know but I do think it stems but that's still in effect right no child left behind >> well no it's a little it's es essa I always mix up my Yeah. Yeah. But it's
uh Yeah. So I I forget, but it's where we are now, but it's it's it's an outgrowth of that. It's the same kind of thinking. But um to your point, too, this is this is my plug for the K5 bookworms. Uh you know, when you when you take a look at some of these other states that have gone toward more explicit instruction, uh you know,
they're seeing better results in in certain states, in certain regions. What we're going to be training our teachers on in uh 10 days or so, less than or a week, I'm sorry. um is that more explicit systematic style of instruction. So that we hope will drive
better results and better learning outcomes for kids because again we want to focus on the fact that it's not about the test scores. The tests just give us a give us a picture of where kids are individually and then as a group level so that we can you know tweak our instruction to meet their needs. So it's not about the tests, it's about how we
serve our students needs. I would imag you know for a long time it was about the growth of a student right and so you would track them through their test scores but as as the state keeps changing these tests um then you don't have that
>> and we were having this conversation earlier today thinking about the state of the schools and how we can again better tell that story over the last couple of years but you're going to have now this brand new baseline year which we probably can't do too much with in in in the subsequent state of the schools
the 27th state of the school So, we will still monitor student progress. We'll just look at different ways we can do that. And then by 28, we can hope to perhaps have a better picture of what all of this testing means of where we are, where our students are. >> Interesting. Well, thank you.
>> Thank you. >> The state pays for that 58 million. They don't bill us, do they? >> Oh, every penny. No, no, no. It's No, the states do it. >> The state does it. We pay for it. Same pants, different pockets. >> Our state taxes pay for that. >> Oh, yeah. I know we pay for it, but we're not direct builds for
>> No, >> our portion >> not today. >> Um, okay. Then, um, with discussion items, I I just, you know, take this opportunity because we're, uh, five months into the year, uh, just to, um,
review our board goals. So, um, our board goals, just to remind you what they were, um, the board of education working with Dr. Shores and Mr. Matthews, the facility team, and the architects and engineering firm will
review and prioritize the capital project needs of the district and develop a three to fiveyear plan to fund and complete the prioritized projects. We have started on that work. We have spent February doing it um and March
twice in February. Okay. Um but it is a work in progress. That is for sure. Um hopefully we'll make some more progress over the summer on that. >> Are those meetings considered facility meetings? >> Pardon me. >> Are those meetings considered facility team meetings?
>> Are there minutes to them? >> Yeah. >> Yeah. As far as I know of fe the February meeting. No, we we didn't take minutes of those meetings. >> You didn't take them? You didn't take minutes of February meetings? >> The two February meetings we had for five hours. >> Yeah.
>> Yeah. We didn't we didn't take minutes. We took notes. We didn't take minutes. >> Oh, okay. We reported out on it though, but Okay. >> Yeah. Yeah. >> Okay. >> We should we should be taking minutes at those perspective. Mhm.
>> Uh the second is the board of education working with Dr. Shores and Mr. Matthews will develop and approve a budget for 2627 that meets the needs of our students and the district um funds the priorities set forth in vision 2030 and is mindful of the
property tax impact. We have a we have we have a budget we've approved. Right. Um number three is the board of education and Dr. Schwarz working with the village will continue to identify and implement flood mitigation solutions
for the high school fields. A clean a clear flood contingency plan will be developed and articulated that identif that identifies fields available on which our high school athletic teams can play and continue their session seasons
with minimal disruption. We've been lucky without floods, but we still is we still need um and that is one thing we've asked you to do, Dr. Schwarz, as as we move forward. And
four, the board of education will continue to support and monitor progress made on implementation of vision 2030. Did that tonight. And five, the board of education working with Dr. shores board council and Strauss Esme will review
policies that have not been reviewed in the past five or more years and modify as necessary or required by law. I know you're going to be working on that and I believe that uh Lucy has um sort of
identified uh policies that have not been uh reviewed in some time, right? And you'll and the policy committee will get that list. So, just wanted to that's where we are. We'll look at it again in the fall.
Um, uh, discussion items. I don't know if anybody has any questions on the revised or new um, abol or abolished policies. This is all from stress EME as I read through it, right? His their recommendations. Are there any
questions? Okay, not seeing any. Um, we have no minutes to accept any other business. >> The only question I had was I received a text from somebody with a screenshot that um
for the for Mr. Pazuto's uh membrance for the Pizuto way. We have um a QR code where we are collecting the money and it's it has RPSJ us. So is that being collected as part of
the board of education or is that a private organization uh that's collecting the money and what would be the usage of that money? We did follow did follow up on that. Um it is a it is the school school's collecting funds for and it's a little misleading.
You read the way that the flyer is read. It sounds like there's some organization that's collecting it like the uh >> something pathway like the memorial pathway. It's missing an article. It should say like the the memorial pathway, meaning that there it's a brick
sponsorship program. So people are actually I shouldn't say that I know that it's brick sponsorship program, but it's there's a donation to actually build this actual pathway. So the high school is taking donations to bring an artist >> is
that the mural on the on the brick wall? >> Do you have >> or is it something different? Can you can you fill in the details here? >> I know it does. >> So, if you look at the postcard, I didn't do the flyer. The flyer was done
by the high school, but there is a postcard that has a black background that is done by me and it does have the article the the before the pathway. The mural is just one piece of the whole thing. Um, the committee has several parts of this. So one is the renaming or
I should say co-naming of Herman's Place to be Hairman's Place Pazuda Way. So it'll have a double name that's being worked on with the village which is wonderful. That doesn't really cost us anything. Second piece is the mural which has been primarily paid for by donations from the Rididgewood Education
Foundation and some other um private donations we've gotten as well. The third piece is the actual roadway where they want to have a brick section that says Pazuda Way in the brick. So if you look at the image on the card, that's
actually what they're trying to create and that's what those donations are for. Um the whole road needs to be paved. It's kind of been pushed off due to budget and stuff. So they thought this was a good timing to make this plan go into effect before that road got paved.
So that the middle would be brick spelling out Pazuda way and the rest would be paved. >> Is that is that a village road or is that us that we you're dealing with? >> It's our road. >> It's our road. >> That's our road in front in front of the school.
>> Yeah. In between the school and the field. Hairman's place is our road >> and >> well not the two houses that are on >> No, not the two houses. Just between. Correct. So that's why if you look I mean I know the picture is only so far but that Pazudo way with the brick is only in front of the field.
>> I I'd be this is just me but have we looked at um the traffic on her and if you brick it will it will it will it last? I mean we've got trucks going up and down and and um plows. So just wondering if brick is
your best choice there. >> I'm saying brick. That's what the image was. I'm not exactly sure all of that has been >> stamping of you know >> so if high school is collecting the money should we create a resolution or
something to provide them a proper um proper uh vehicle to collect the money or like how are they collecting the money? Yeah, I know the HSA is involved. I don't know exactly though about the accounting part, but the HSA is working
with us. >> Yeah. >> Okay. >> So, we I think we need a little bit more information just just to clarify it and I I would just ask that whoever's thinking about this is really looking at the composition. Will brick really be
the best thing to put on a road surface? >> And I'm not opposed to any of the like donations or collections or all of that. I'm just trying to clarify that if there is need of we we should provide a proper cover for that that and it should properly acroper
channel. >> There's it's got to be through proper channel. It's got to be looked at in terms of how the brick will hold up. That's another really great point. This the first time I saw this was what shows Corless put up an example. We really didn't have the detailed meetings especially with facilities about that
specific portion of it. I've I've been aware of the mural and uh >> yeah the mural >> and I do know that they have spoken to the town a couple times. So I don't think any firm decisions have been made of exactly how it will spell out or if it will be brick or >> Well, I'm just I'm just thinking in
terms of like what's the plan for maintaining it? Absolutely. >> The cost of maintaining it. I mean, let's say we have a bad snowstorm, they're going through with plows, gets all chewed up. Now, you know, we all, you know, the community val the whole point of this is to memorialize
Pizutoo. Well, >> and there's also planned additions and some of this money I think is targeted for that. so much. Um the mural is one piece, but they're doing a whole project with sayings from Basil and um so that also requires funding, but there's
there's a lot of elements. >> Perhaps we could do like we could replace a portion of the sidewalk >> where you're not going to be having like the same place. >> Yeah. The initial plan way back when was a kind of like a rock >> Yeah. >> with plaques on it. And um I had concerns with that as did a few other
people because I felt like a a rock at the end with plaques on it was going to be distracting for drivers pulling into her and we didn't want to complicate that entrance way anymore. So it's kind of been evolving over time for sure. >> I I >> maybe it's a paper that's not maybe it's not bricks maybe it's papers but
>> or something. >> Exactly. Yeah. >> I can just say that just as the implementation is multifaceted the the fundraising is too. I know the inter mural flag football game to raise money for that is now pushed to the 11th. So
it's not there's not just one group. There's HSAs, REF, it's multifaceted in how the money and the communities coming together to support this cause. So there's not one singular pathway for that.
>> Great. Okay. Well, let's get a little bit more information. Good point. Thank you bringing that to our attention. Um, uh, comments from the public. Um, there's no public here and we have a hand raised and I cannot see the name.
>> Joshua. >> Joshua. >> Okay. >> You are on the board now. >> Hi. Can you hear me? >> Yes. >> Okay. Uh, I don't know if I can turn my video on or not. Is it disabled?
in and you can hear me still. >> Yes. Yes. Your name your name and the municipality you >> live in and you have we'll start the clock again. Four minutes. >> My name is Josh Learner. I live in Ridgewood. I'm in the Orchard School
District specifically. Um recently a decision came to my attention. uh our principal at Orchard, Mary Ferry, hosted a meeting Friday with uh parents of affected students um that
the uh number of sections for rising second graders would be reduced uh from three to two for next year at Orchard. Uh I was pretty surprised and frankly uh incredibly disappointed by that decision
to reduce the number of sections from uh three to two. Um I hope everybody in that room would agree with me and please let me know if you don't. But I'm really hoping we're all in agreement that that decision is not one in the best interest of the students. It's actually a
decision I think we'd all agree is is bad for the students. Um, and is a decision being made, I I assume, with nothing but cost in mind, um, and and cost savings. I'd like to understand a little bit more of what went into that decision. Um, particularly from my
vantage point of we have all the infrastructure, the resources established at Orchard for three classes per grade. My understanding is that's been the case for probably a decade and this will be a very rare exception dropping down to two. Um, and so it's hard for me to understand how this is
truly saving money. If it is saving money, how much money is it saving and how how could it be saving money would be good to know. And then I'd love to know, you know, how this came to be, what alternatives were considered before it came to this. Um, and and I'd love to know if there's something that can be
done to change this decision. Uh, the meeting with parents was just held on Friday. Um, I was hoping it was held in time for um potential actions to be taken to change this. notwithstanding what I understand is the budget you guys have for next year. So that's why I'm here and uh and that's my comment.
>> Thank you. >> Not seeing any other hands, I will close a public comment. Um Dr. Schwarz, do you have any um response or do you need time to take a look at that? >> Sure, I can. I I'd take some time to take a look at that. I I believe I'm
familiar with the case that's being referenced. So, thank you for joining, Mr. Learner. Thanks for your concerns. We do monitor uh our classrooms, our elementary class sections pretty closely. Uh you know, we do value having smaller class sizes, but there is a point at which class sizes get so small that we're really at a point of
diminishing returns and we're actually operating in an inefficient way. So, uh I can't speak to all the specifics of the compositions of your grades. I'll take a we'll take a second look over there. I know uh we have Dr. Fenwick here. Dr. Fenwick will take a look and have a conversation tomorrow and get
back to Mr. Learner. Yeah. Okay. All right. So, do Dr. Fenwick's aware. So, we'll so we'll reach out and send a confirmation to you. We'll review it as a matter of courtesy and get back to you regarding that. Mr. Learner, uh just generally speaking, you asked the question of how much money is saved. um you know the re
the cost of a teacher plus benefits salary uh can easily be $100,000 or more depending on how the the uh the years of experience of the individual teacher. Um and so across all of our elementary schools uh we have to be judicious and make sure that we are kind of staying
around our class size target which is right around 20 students of 22 students or so depending on the age of the of of the students. So, uh, so that that that is along the lines of what we're trying to accomplish. Um, but we'll we'll certainly take a look and see if there's any additional concerns and talk with
Mr. Furry again and get back to you. >> Great. Thank you. I see another hand came up. Uh, it would it be the will of the board to Okay. Um, great. I will open public comment back up because I just see but I again can't see
the name. >> Didn't hear from anyone. >> Danny, you're on with the um board now. >> Hello. Good evening. Can you hear me? >> Yes. Thank you. >> Thank you. Uh I I noticed on the agenda and the budget that was passed for the
busing, I'm calling in regards to the W uh W9 route and I noticed that there's no Willard on there. So, I'm just, you know, we the last few weeks or months, we've been hearing a lot of there's discussion about W9 in particular. Um,
and there's more to come, but I didn't really hear anything about it. So, has there been an update on that? Thank you. >> Thank you for asking. >> Right now, there are no more hands up. Um did you have an um at this point I
know that you met with the the town but you're not um you're still looking at all >> I don't have anything concrete to share but we did have a productive meeting with the village and the police department today and the business office as well. So uh we expect to have some information for everyone very shortly. Um please sit tight. Thank you for
following up. Very much on our radar and a big point of our our time today. Thank you. Closing public comment and um I move to go into executive session pursuant to NJSA
104-12 um and regarding personnel and the minutes of that meeting will be released when the need for confidentiality no longer exists. May I have a second? All in favor? Okay. Good night everyone.