Are you here because you need to take a picture for your class or are you coming to speak? Okay, just checking. We had some people stay for like two hours. We just want to make sure you're not one of them. >> [clears throat] >> Can I have a motion to open public
session and resume order of business? >> So moved. >> Second. >> All in favor? >> Any nays or abstensions? >> Uh please stand for the pledge of allegiance. To the flag of the stands nation,
indivisible, liberty, all. >> Can I have a motion under board policy 0164 to approve Miss Tanya Leman's virtual attendance and participation in the public meeting tonight? >> Moved. >> Second. >> All in favor? Hi. >> Any or abstensions?
>> All right. Thank you, Tanya. Welcome to the meeting. Uh, can I have a motion to approve the minutes from our October meeting? >> Move. >> Second. >> All in favor? >> Any nays or abstensions?
Okay. Let me know when you're all caught up. Right. All in favor? Yep. All right. Board President's report. Switch over to that. Good evening everyone and thank you for being here tonight. It's great to see the continued engagement of our
families, staff, and community members who support our schools to take the time to be part of these meetings, whether in person or online. Your involvement continues to strengthen our district and the work we do together. Before I begin tonight's remarks, I want to take a moment Oh, whoops. Sorry, I'm on the
wrong I might have to go on this one. Sorry. There we go. So, first I'll start again. I apologize. I clicked on the wrong one. Good evening everyone and thank you for being here tonight. We we appreciate your time and your continued commitment to our schools and community. As we enter the month of November, I'm
reminded of how important it is to pause and reflect on what our great uh what makes our school grateful and especially during this Thanksgiving season. First, I'm thankful for our students who inspire us every day with their curiosity, determination, and kindness. Their achievements in academics, the arts, and athletics remind us of the
purpose behind every decision we make during this evening. Especially if you went to watch the soccer game this evening and watched that wonderful performance. So, congratulations to them. What was the final score? I don't remember. It was three nothing before I left. >> Four. >> Four nothing. So, congratulations to
them. Semi-finals going on to the finals. I also want to express my gratitude for our dedicated teachers, staff, and administrators. Their unwavering professionalism, creativity, and compassion shape the daily experiences of our students. We are fortunate to have individuals who consistently go above and beyond to
nurture both academic growth and personal development. To our families and community members, thank you for your trust and your collaboration. Your involvement strengthens our schools and reinforces our shared commitment to providing the best possible education environment for the students of Robin.
I finally want to acknowledge my fellow board members. Your dedication to thoughtful governance and responsible oversight is invaluable. We may not always agree on every detail, but we are united in our responsibility to serve this district with integrity and care. As we proceed with tonight's agenda,
let's carry forward that spirit of gratitude that defines the time of year. Together, we continue to build a district that reflects our community's values and aspirations. I wish everyone a restful and thankful Thanksgiving. Thank you again for being here tonight. and thank you for all you do for our
schools and students. And now uh superintendent report, Dr. Piso. >> Thank you, Mr. President. We have um I have um we we do have the revenue pre um projection presentation listed, but we're going to go with our speakers
first. We have many excellent speakers here today. So, first I'd like to uh to hand it over to our Robinsville High School Executive Council. >> Thank you. Um for our rundown of Robinsville High School, National Honor
Society is running a Thanksgiving food drive in preparation for the holiday. Um executive council decided to make the fundraiser count for Clash of Classes points to help sort of implement the fundraising. Um there will be the fourth annual
dodgeball tournament uh which has become a tradition the day before Thanksgiving break. Uh the majority of Robinsville uh students come together and participate in this friendly annual competition. Um and just this evening our boys uh soccer
team has advanced to the group three state championship with the 40 win against Senica and they have won the sectional title for four years straight. Our future plans are to continue to plan our winter pep rally. There's games, the
spirit week, and class dances, which are all things that we plan to foster school spirit. For Ponro Middle School, the eighth grade leadership group is sponsoring a food drive for the Robbinsville food pantry. Advisory teachers are tracking donations so that the advisory class donating the most
items get PBSIS points for the entire advisory. Their students are focusing on being thankful and compassionate. So every day in advisory, students will write simple yet heartful letter letters to the following people in this schedule. Tuesday is a letter to someone
at home. Wednesday is someone that works at Pond Road. Thursday is a friend. Friday is a classmate that they don't know well. And Monday is someone who will receive the donations from the food pantry. And these will be included included in the donations on the 25th.
Um, this week on Friday, the fifth graders will host their annual wax museum. This event is always a fan favorite and features some of their youngest learners, showing off their creativity and knowledge involving of some of the most influential people throughout history in areas of
education, politics, sports, science, and society as a whole. This month of school counselors are focusing on a community contributors for [snorts] the student of the month program. A community contributor is helpful, respectful and considerate considerate
of others. They step up to make positive contributions to the school community and beyond. We will host a breakfast for the student of the month honores for the last three month for the last three months during the first week of December. >> For Sharon Elementary School this month,
they are celebrating gratitude. So Sharon staff and Sharon families are invited to share a note of gratitude and appreciation. Those notes are then shared with staff. As of today, they have received over 75 notes of gratitude. They are also pleased to announce that
they are offering another after school opportunity for their fourth graders. They will have an opportunity to participate in a Spanish club. Information will be shared with fourth graders families this week. Sharon Student Council and the Sharon PTA are teaming up to support the Robinsville
Food Pantry for a holiday food drive November 17th to December 12th. A donation box will be in the Sharon school lobby. Some items in need are peanut butter and jelly, canned fruit, mac and cheese, cookie mix, flour, and sugar. [snorts] >> Um, also the fourth graders uh
successfully completed their NJSLA testing uh the adaptive fall field test. Um, and students and staff did a wonderful job. Um, Sharon, student council would also like to thank Dr. Pizzo for attending their student council meeting this month. Uh, we
learned we loved learning more about Dr. Pizzo's leadership journey. Thank you. >> All right. Great job. Thank you. Next up, we have our uh PTSA presentation. Hello, my name is Key Jacabowski and I
am on the executive committee of the Sharon and Pond PTAs. Um, the updates for Sharon PTA. The Sharon PTA is currently having a fun pasta fundraiser until November 22nd. There are tons of fun pasta shapes to choose from. Make
dinner time at your house fun and support the PTA at the same time. We are once again partnering with Pond and the high school PTA to adopt 120 kids this holiday season through Homefront. There are less than eight kids left to be
adopted. If you are interested, please email Robinsville Homefront atgmail by November 20th. We are also collecting new onwrapped toys as well as winter accessories through December 1st. Bins are are at all three schools lobbies.
Our restaurant social this month is at Masimos. It was yesterday and again tomorrow 11:119. Dine in, take out or delivery. Mention Sharon PTA and 15% will go back to the PTA. The PTA is
working with our fourth grade student council and having a holiday food drive. Donations can be dropped off at Sharon school lobby until December 12th. And lastly, our craft fair will be on Saturday, December 6th, 10:00 a.m. to 3:00 p.m. at the Robbinsville High
School Commons. This year, we will have over 70 vendors. That is double what we had last year. Thank you for all the continued support. Now, on to Pond PTA. Our Box Tops for Education program has already reached over half of its yearly
goal. With Thanksgiving around the corner, we encourage everyone to download the app and choose one of the Robbinsville schools to donate their box tops. It's easy, free, and available on many products you're already purchasing. We have partnered with Sharon and
Robbinsville High School for the annual adopted child holiday toy drive. There's still time to register and donate toys and warm winter clothing. We are starting to plan our first annual Ponds Got Talent talent show with the Pondro Middle School administration.
This will be a talent show for students that is a fundraiser for the PTA. We're looking to host this sometime in February. We'll have more details next month. And now to the high school PTSA
for the reflections program. We have six Robbinsville High School students registered. Submission instructions have been sent to the families. Their pieces will be collected by November 16th and then move on to judging. We have an upcoming restaurant social at Habit
Burger next Wednesday, November 26th from noon until 8:00 p.m. So, as you are prepare, as you are prepping for Thanksgiving, take a break and grab some burgers to benefit the PTSA. Our save the pro pro, excuse me, our
save the postp prom raffle for the class of 2026 concluded in October. We've received close to $4,000, but will continue fundraising for the senior class postp prom event through a crowdfunding effort on Giving Tuesday.
We are also partnering together with the Sharon and Pawn PTAs for the Homefront adopted child. If you are interested, be on the lookout for the flyer that has been distributed. There are dropboxes in each school for donations. Also, for the holidays, we are having a
spirit wear push. Robinsville hoodies, sweats, hats, and blankets make great holiday gifts. So, check out our website to place an order. Thank you and happy Thanksgiving. >> Right. Thank you. Okay. Next. Next up, we have our our union leadership. Are
you going to come up together or are we going >> Okay, two excellent leaders. Thank you. >> Good evening, me members of the board. Dr. Piso, thanks for having Tom and I tonight um for Pawn Road tomorrow. Pawn
Road Middle School will host the PBSIS activity reward events. Throughout the marking period, teachers have recognized students for demonstrating fair, flexible, accountable, inclusive, and responsible [snorts] behaviors with these reward points.
Students can use these points to obtain items. They can participate in reward events and engage in special activities. For example, fifth and sixth grade students who earn enough points sign up and redeem points so that they can play kickball and also do a craft upgrade.
And this should be interesting where they're going to create slime and duct tape wallets. Seventh and eighth grade students earn enough points sign up to use their points for extra outdoor recess and also to make a delicious dessert. Students have the opportunities to redeem their points for various items
throughout the PBS store which is located um right when you walk in on the left hand side in the showcase. And finally, PBS rewards events will continue throughout the school year, providing opportunity, ongoing opportunities um to earn fair points and
redeem, you know, points towards exciting experiences throughout the school. Thank you. Um I'm I'm also here to share uh Sharon administration's uh update about a new uh literary literacy program uh Boomer Book Pals. Uh Sharon School is excited
to launch a new literacy initiative called Boomer Book Pals. Uh Boomer Book Pals is an intergenerational literacy program that partners senior citizens from the Robbinsville Senior Center with Sharon School Student Council members for shared reading sessions. Modeled after the successful Grandpows program
developed by the Princeton Center for Modern Aging, this initiative fosters meaningful crossgenerational relationships while supporting students literacy development and strengthening community ties. Uh the program goals include enhancing literacy, uh foster
intergenerational connections, and promotes community engagement. Uh the benefits uh for students and seniors. For students, it increased uh reading proficiency, vocabulary, and comprehension. uh growth in social emotional skills and empathy and greater
motivation and enjoyment in reading for seniors. Uh it's meaningful social interaction that reduces isolation, a renewed sense of purpose through contributing to student learning. Boomer Book Pals strengthens literacy, builds relationships, and reinforces Robinsville's commitment to community
partnership and whole child development. uh at the high school. Uh exciting news, and I know it's been said twice, but we just came in from our boys soccer team, winning uh the state uh semi-final and advancing to the state championship, which they will play on Saturday at Franklin High School at 10:00 a.m. Uh
they just uh beat Senica High School 4 nothing. And it is their fourth consecutive year being in that game, and it'll be their third state championship game in four years, uh which is a remarkable feat for any athletic program. I also want to share that our cheerleading team competed in the CBC
showcase on Sunday, November 9th and basically won the whole thing. Um, first place for all music, best uh, choreography and overall grand champion. Um, this is the competition that they work for all year long. Uh, we're very proud of Coach Kenny, Coach Tedto, and
the team. If you've ever if you've never been to that event, it is quite quite a scene over there at West Windsor North. It is a lot. It's awesome, but it's a lot. Um, and congratulations to our cheerleading team. Uh, our fall drama just had their three performances this past weekend on Thursday, Friday, and
Saturday. They put on the drama The Outsiders. Uh, the wonderful cast and crew had been working since August to bring this story to life. Uh, they did a masterful job and it was a successful three nights in our auditorium. U part of our um initiative for our school this
year is is uh AI and AI um kind of education. and the RS AI committee has continued its work throughout the school. Uh members of the team have presented at each of our faculty meetings this year as well as uh the opening PD days in September. Uh they have been sharing strategies on how to
use AI in the classroom for staff and students as well as using resources to detect uh detect its use. The RHS stoplight system and language has been used in every classroom with students and parents and has helped with defining the role of AI in our classrooms as a tool as well as when it's appropriate.
Counselor Um, our also our counseling department uh just wanted us to send out a reminder that the counseling department will be hosting raising healthy children paranite at Robbinsville High School on Wednesday, November 19th at 7 p.m. in person in the auditorium. We are pleased
to welcome George Scott, family therapist, longtime friend of the Robinsville School District and author of the recently published Millie the House, Helping Duck. Mr. Scott has supported and guided our district through difficult moments and healing and we are grateful to have him return to share his expertise. He will provide
insight, understanding, and guidance for adults who are raising and supporting healthy children. George will offer insight, understanding, and guidance for adults who are raising and supporting healthy children. Throughout childhood, adolescence, and young adulthood, parents often worry about their child's well-being. At times, it may be
difficult to identify exactly what feels off. Yet parents may observe concerning behaviors such as disrespect, defiance, lying, chronic headaches or stomach aches, isolation, or declining school performance. Many caregivers wonder wonder whether these behaviors are typical parts of development or signs of
something deeper. Again, this is uh on Wednesday, November 19th, uh 7 p.m. healthy children parent night at Robbinsville High School. Thank you very much. >> All right. Thank you. And next we have our REA leadership. Thank you.
>> We just wanted to provide you um with an update with what some of our members and some of our clubs have been doing throughout the district. Um the Pawnro Middle School kindness club visited the preschool on 11:14 to read fall harvest books and hand out homemade crafts. This was an amazing opportunity to foster relationships between the youngest
children in our building and the big kids. To see some of our eighth grade boys in the floor acting out stories while the three-year-olds were giggling was a wonderful sight for them to see. Uh the Robbinsville Model UN team performed exceptionally well at the November conference in Connecticut, earning 12 of the 29 awards, competing
against more than 400 students from across the Northeast. RHS delegates showcase outstanding skill preparation and diplomacy. Uh just a heads up with our winner band concert for grades 5 to 12. It'll be happening Sunday, December 7th um at the high school from 1 to 4:30. And the Challenge 24 math club
finished up at Sharon School this week and crowned a new champion. Challenge 24 is a mental math game where players use four numbers on a card using addition, subtraction, multiplication, division to always combine those numbers to get to the answer of 24. Um, it strengthens math skills like problem solving and computational fluency and is a fun
engaging way. The game builds confidence, critical thinking, and number sense through a competitive format that encourages patience, repetition, and the exploration of different strategies. Um, just want to offer a congrats to Kish from Mrs. Panzo's class, our new champion. And we had three runners up. Nidia from Mrs.
Panzo's class, Siobhan from Mrs. Albani's class, and Epha from Mrs. Kegler's class. And the plan is to run this again uh for about 10 weeks in the spring as well. The Computer Science Honor Society of Robinsville High School has an update on uh their community initiatives. Over the
past year, our students have conducted multiple technology workshops at the Robbinsville Senior Center, helping seniors navigate digital tools and devices. This year, they are continuing the effort with a monthly tech help desk held every second Wednesday from 1:30 to
3 p.m. running through March. Their most recent session on November 12th received an excellent response with seniors appreciating the in-person support on devices, email, apps, and internet use. These initiatives help seniors gain confidence with technology and provide
our students with meaningful opportunities to serve, mentor, and develop communication skills. They look forward to continuing this program in the months ahead. A huge shout out to all of the students in the honor society for an incredible service to the community. And the Robbinsville High School World
Language Honor Society is hosting a family game night for their annual winter fun night on Tuesday, December 9th from 6:00 to 8:00 p.m. They will welcome families to come play games from around the world. From India's Paci to Cuba's Domino's, you can go from country
to country learning about and playing fun family games. This event is free for all Robinsville families. There will be water and baked goods for sale as well. We hope to see you and for a fun night. Special thanks to the REA for their PEP grant for helping the sponsor to sponsor
this event. Thank you. Have a good night. >> Thank you. >> I really like this this part of of our meeting when we have we have leaders come up uh and and also have our our student leaders come up. I I think it's
so important as a district that there are so many different leaders and there's uh everyone is an important piece of what we do. We're coming up on some challenging times. We we distributed this presentation prior so I know people are are aware of this but um
we can do anything together and um that's why that's why it's so important for us to have our our the voices of our leaders heard and to respect the great work that goes on in our classrooms every day by our phenomenal teachers.
Couple of um of updates before I get to the presentation. I did uh I did promise that we would always do an update on the crematorium. So, I did speak with our our township leaders uh in regards to the update. Um I'm cautiously optimistic
in regards to them coming up with an outcome uh that would be favorable to our community. Um I think we have the right people on it. Um I I really uh commend them for their leadership in this area and so many others. Uh, and I
I'm hoping that we have some more to report soon. I don't want to get in in front of them, but like I said, I um I I know that they've put a lot of work into this and and I do think that um this is going again cautiously optimistic, but I do think that we could get a result that
will work for us. Okay, on to our presentation. I have here uh in this first slide talking about the three-year revenue plan. I'm going to go in a lot of different directions on this. I just think that three years is really um what
you should focus on. We've spent u I think in um in New Jersey and many schools it's a budgets are a year-to-year proposition. We need to get beyond that. You you can't run an organization such as ours u year-toear and you can't cut your way to success.
Uh so there there really uh needs to be a long-term plan and what why this first slide's a little bit different. Uh what what I have on this first slide is I show that where the biggest piece of our revenue comes from. Uh we are levy reliant. Uh our local contribution is is
77% of our resources for uh 25 26 and it's always going to be in about that range. We do um have the uh state aid and some other aids lumped together. Uh but we do know that that state aid is likely to be uh decreased could be
decreased substantially. But we we do have uh we are looking at it being a minor decrease. And keep in mind when you're uh when expenses are increasing and revenue is decreasing, it's really a double hit for us. So it it so much of
this does roll back to us. Even if we were to get an increase in state aid, considering it's so small a percentage, that increase would not be enough to really take on the challenges that we have in front of us. I also have a little graphic. I don't like to make light of things and and I hope it's not
taken that way. Um, but often, uh, you hear the term about kicking the can down the road. Uh, we're in a position, as we're going to present today, that that's not an option for us. we're at the point where um we we need to make some decisions in regards to how we go
forward. Um and again, this is this is based on uh this is based on an analysis that goes back over a year looking at this, working with some of our great leaders here. Um this is the situation we're in and and we need to confront it. This is not something that u that we can
punt on. So that's the uh rationale for for that piece of the slide. Now, now getting right into this as we go forward. Um, first thing you need to do anytime you're you have a problem and oh, I just wanted to mention for anyone who's on the live stream watching at
home, uh, if uh, you're not going to be able to see the the presentation, but we did have that in um, we did provide that to the public so you can follow along from home for anybody who's watching the live stream. Um on this now the second
slide uh we've talked about not assessing to the cap. So we look back many years and the total amount of revenue that we've lost by not assessing to the cap is uh over $10.6 million.
um that is uh both not applying uh to the to the full uh cap and also then not uh capturing the bank cap. Uh so this is this is the um the result is
where we are today. So um what this equates to is if you look at at adequacy how we're evaluated [snorts] we are actually uh 6.6 six uh million dollars below adequacy. Now, this is all based on 22 23 numbers. This
is too important for us to do offer projections. So, we went to the last time that we had uh rock solid numbers that we could we could give you. Um so, I'm going to kind of give you some caveats on on some of the projections, but I wanted the the hard numbers to be
uh here in front of us. Um that works out to a uh 10.8% below adequacy. Now that doesn't really mean much of anything in a vacuum. So I think you really need to compare and looking at some of our neighboring districts. Um I
had before referred to um the difference in funding between us uh West Windsor and Princeton. So I'm going to keep that that consistent. We do have other districts that we compare and we do have all the districts in Mercer County linked onto this presentation. But in
2023 while we were 10 10.8 8% below adequacy. Um Princeton was actually 27.9% above which equated to over $18 million um above adequacy. So you could see that
there's a a huge difference between us and uh them. West Windsor was $32 million above adequacy and that's at 21.7% above. Now I we want now projecting forward because we want to be as as transparent
as we can about this. We did have a public question that passed a couple of years back. Um so that 6.6 is not is no longer 6.6 that did come down a bit but what we did there is we did it was really looking at it objectively from
coming in with fresh eyes looking at what this was. It was a it was to get through the year maybe two years. it was not something that was correcting the problem. We were dealing with the symptom. We weren't dealing with the problem. So if you were to look at what our uh below adequacy number is now
after that public question, it's over 5 million and growing fast because understand that you know this is this is a we do have a structural deficit with our budget. So this will grow each year. So um and we're about 10% below adequacy
now. And in the meantime, you know, some of our competing districts have been have been moving forward and uh the gap is getting uh larger. Now, what was the result of these of this shortfall in regards to some of the
funding we had? um over um this the first budget I did and um and prior to that where we had um where we had some major cuts over two different years we decreased over 30.5 uh teachers and uh you know did have a
resulting increase in class size. This is talent that we need here with our with our students. This is um no district uh even a district much larger than us can can lose over 30 of their
best professionals. Uh some of the other results of these cuts was we had programs reduced. We did have um high school Italian uh was hit. We did have the theater program that was eliminated. That was in my
first budget that I that I did as uh in my current role. uh career ex exploration and uh virtual enterprise was a was another hit. Um there's also a lot of programs not offered that our neighboring districts are offering uh dance, music, and um an arts area. Um I
I've spoken about this since I came here that it's so important to really address the needs of the whole child. children. Um, each will make their own path and and that's why we need to have these options. And not having these options in a in in a township that does so many
great things for dance. We have so many uh so many outside groups that do such great things, but to not have that here um it's an issue. Some other uh areas um that we had cuts with was uh curriculum coaches, jump start, summer programming
and we also did have did decrease a little bit on administrators but to me the focus is always on teachers. Um administration obviously that that hurts us in regards to making sure we maximize what we're doing. Uh but nothing is more important than having an outstanding
teacher in front of every classroom and to have that classroom be um have the correct amount of students in it and to make sure that we have a a a a rich uh diversity of options for our students. Um so often there are programs that we
uh can't offer and um that is uh you know that's unfortunate for for our students. Okay. Okay, I wanted to break this down in into a um into a line graph and really show where we are. Um if you look
at this, you could see where we are. Every year we're we need to match revenues and expenses. However we do it, uh you'll see a little dip last year. Um that was because we um we eliminated 11 positions. So that's why you have that
that dip there that we were able to match revenues and expenses with that slight downturn. Um, going forward, we're looking at a deficit for this next budget that we're we're currently starting to work on. Uh, for 2627, we're looking at a deficit of just under $2.2
million. staying on the path with no changes. If we just stay within the cap, don't do anything in regards to securing any kind of additional revenues, that deficit will balloon to uh to over $4.5 million
for the next year. And I have a little those two arrows there. Those two arrows um um those those next two years um you know are obviously a challenge. And we've talked about that third year uh being the year where you see again you
see a decrease there. The reason why you see a decrease there is that's when we have the debt service for some of the the capital work falling off. Um so a substantial amount of funding is dropping off and at that point we do need to again take care of our plant. So
there will need to be investments there. Um but there will um we're not looking at going out as much. So there that could be a transition year for us, but we need to really get through these these two key years coming up.
Okay. Now, again, we're looking at we're looking at what are we do what are we doing in regards to uh to expenses here. Um so if we again if we're on the same path we're on now uh everything else be being consistent
this is what we need to do to match revenues and expenses. Now this this is some really difficult things to look at but this is the actual these these are the actual challenges we have and the and the what we think is
the uh the best solution uh with really I wouldn't say limited options I would really say no options because we're we're going directly into studentf facing uh issues with these cuts Now,
the way we have this this structured is if we were to eliminate all sports, which would obviously be tragic, uh, middle school, high school, and all clubs. That gets us about halfway to
where we need to go. Halfway. We're not the same school district without those activities. We have such a a dynamic group of students here that have such great potential.
It would completely change the district. Um it also impacts on on this being is a great town to live in to move into to buy a house. It changes all those dynamics. But that's the way we would need to
close this because we don't have we don't have room to be able to carry anything else forward. Like I said, we are at the end of the road in regards to what we can what we can absorb. Um some of the other items that we would look to do uh for 2627
would be eliminate the uh balance of the courtesy busing. We would also look at through declining enrollment. we would look at at having some riffs in regards to teachers and an administrator. Now, um I think with this
first year, we would be able to through retirements, we would be able to move people around and with the um with the retirements and through attrition, we would be able to um keep the people we have, but we would we would have to do some juggling to do
this. Um uh and we do see also there would be a potential for some class size uh some class increases um as we would be going very very tight in regards to um what we would be doing uh in regards to uh the enrollment declining. We do
have a projected uh dip. It's it's not substantial. So it will be you will see some ripples through the district in regards to some some uh areas where the uh where the class size would be uh above the uh 25 students or so that
we're at at the uh elementary level. Now even if we uh even um doing all of this um we're still in a hole for the next year. So um honestly uh what we looked at doing is prioritizing keeping our
programs together. I think academics comes first. Although I think sports are so important. We take such pride in just out there today with with what with our great soccer team. Uh you know attending some of our sporting events. Uh but ultimately we need to preserve what
we're doing academically. And if we were to make those cuts to the to the sports and the clubs, it would allow us to keep our academic programs largely intact. Uh like I said, there would be impacts, but largely intact um
up until the 2728 budget. Now, in 2728 at that point, we would be looking at decreasing about 25 teachers. Uh we would also be hitting uh administration
again. Um we would also um I know there's some angst in the community about the library media specialist that we have two and three schools and we would love to have a library media specialist in each school. Well, technically you only need one for the
district. So that would be a cut that would need to go there. And I hate to point out individual positions, but this is this is where we are. Um we're also looking at in in 2728 with these um 21
teachers. I can't even at this point we're doing an analysis to figure where we can cut. We don't have those 21 teachers that aren't defined. I can't tell you where they're going to come from. We're going to need to have some some massive class
size increases. uh we're going um to need to uh adversely affect some other things. Um specials in the elementary schools, they're not required. I think they're vital. Technically, they're not
required. So, that could be hit. Our program offerings at the high school that that could be hit. So, we would be looking at elimination of programs. But what can we hit uh and still have our children be able
to uh achieve their graduation requirements? Well, we're actually going and doing an analysis of just what we can do, just how basic basic can be. Um and it it's going to need to be pretty uh pretty drastic for that. And keep in
mind, one of the issues that we had before today that we had spoken to spoken about in previous meetings was um the electives that we would like to to add to the high schools. We had talked about a career path plan. Um we
had talked about things that we'd like to expand. We did expand a foreign language program last year. um on the path we're on that that foreign language program is going to go away and and the already um limited offerings that we
have in the high school that would become get much worse. So, um, these cuts and you can see we have some of the numbers there on the bottom that we don't go dollar for dollar because this is something that we're working on in real time, but just
to get even get close, you could see these these are the cuts. And you could flip it any way you want, but either way, you end up with, you know, decreasing 30 teachers on top of the 30 teachers we already lost. Either way, sports programs, middle school, high
school, clubs are all gone. What I did on this slide is I combined what the cuts are together so that we could see over the course of two years. Um we obviously use our best judgment to determine what is cut in each year with input from from the leaders we work
with. Uh but the total cuts between these two years is represented by this slide. And you could see school districts, we're not we're we're not manufacturing. We're we're the pe we're in the people business. And the uh
our primary uh costs are driven by salary and benefits. And our biggest group who are earning salary and benefits are teachers. So the only way you close a 4.5 million
gap is to hit teachers. So you see that blue line that 2.6 that's looking at the teacher reductions and we did break down the savings you see with the sports is about 1.1 and you see the lower numbers that gets into the
middle school sports and also the uh the club. So you see it's a just an absolutely staggering amount that we're looking at there. Okay. And what I um exhibit here is
if we were to go and look at that of those those cuts and you could question how we looked at and how we prioritized. Regardless of how you prioritize, if you close the gap by um looking at just the expense side of the equation,
you're still going to have a gap for the following year. So either way, this two-year reduction, um however, whether it whether there's a piece there that should be deferred to the second year, at the end of the second year, um and in the second year,
both um items uh will be hit. uh both uh regardless of how you prioritize. So I thought that was important to mention because um I I use the term a bit. Uh we have a structural deficit. If you look at the the cap, the cap is meant to be
punitive. Okay? Our expenses grow at more than 2% a year. So that's why this will keep repeating. That's the reason why we can't just every couple of years do it um just try to um uh try to fill through cuts or try to fill through a
you through a a minor infusion. It's it's not going to um to solve the um the problem long term. And um it it's also to keep in mind when we talk about we said before the um
the revenue 77% of our revenue is um is from the local contribution. 2% of 70 uh of the 77% it's not of 100%. So we're actually we're actually raising it less than 2%. And if you look at what our
costs are and I I look at the bills that I'm paying at home and you're you're paying at home, um costs are going up uh faster than that. And um our major cost drivers are going up faster than that. What I what I wanted to mention here is
I mentioned cuts for two years, but I didn't mention what we do um for the year after or beyond. Obviously, that's the year where there's more variables involved because we do have debt service falling off. But what would be left to cut if we continued on this path of trying to cut
our way to uh to matching revenues to expenses? U we would be looking at um areas of um outsourcing, but you can only do that during times of negotiation. So that would be uh dependent upon the length of
the contract negotiated. Uh but that's something that would be uh would come up somewhere down the line. We would be looking at things that would impact on security and I I look at the world we live in today. Um that's not some place you cut corners. Um but but
that's that's where we would be. Uh AVID is a beautiful program that that that is uh you know for for for students uh you know reaching another segment of students that that um could could use um some special attention in regards to uh
uh to really meeting their needs. I think it's a great great program um that we would have to uh we'd have to look at eliminating even though it's not a big number. Um every dollar would count. Um, and this this hurt me uh deeply this one even putting this on the list. Cut a
mental health specialist. We currently have four. I could only bring myself to put one on the list. Honestly, we would probably need to cut more than one. And in reality, we need more than four, not less.
Uh, curriculum impacts in regards to what we can do uh for our teachers. Uh, professional development reductions. Uh again, we we're we're getting into uh into more uh electives and more uh uh more special areas that we would be
eliminating. Again, getting close to just providing the bare minimum for our students. Uh we also even list a special ed position. I don't I that's not very realistic for us to be able to do that as compliance issues there, but but we did want to uh to include every area
that we could include. Now, what I want want to do here is I wanted to, you know, flip back to where we are in regards to our neighboring districts. for 2526 school taxes for Robinsville
was uh $6,900 roughly a little bit over that uh as compared to um what you see on these other districts. Now, these are districts that, and this is uh my opportunity to shout out to our great teachers, to our great our great great
administrators. Um we're able to um to provide an outstanding education, but we're doing it a fraction of the uh the cost of these other districts. And again, I like to have, you know, a a fair comparison.
So, I look at at West Windsor and Princeton, and as you can see, um how much the uh the difference is there between uh between their tax, what what they're providing for their schools and what we do here. Schools aren't aren't
cheap. I'm not saying that this is inexpensive. Obviously the rate that we're paying I I fully understand uh that um this can be difficult but uh for we we need to provide for our kids what these other districts are providing as
well. We need to be competitive with them. We need to uh you know preserve what we have with our teaching ranks to make sure that we can continue to do the things that we're doing. I know it doesn't make it easy on the taxpayers. Um but this is the arena in which we're
in. We have to operate with it within this uh arena. And as you could see as a u percentage we broke out. Um I I had cited this before about the 35% I think I cited 19%. Um you know this is now a year later. You see those percentages
have gone up a little bit. It's almost 36% and over 20% now in regards to those two uh two different um different uh levels of um of taxes in in
those those districts. Um I also wanted to see now now we have abs have we have more schools in Mercer County than I have listed here. I did this so that it would be able to be uh clearly seen on the presentation, but I do have a link
here as a hyperlink to all of the districts in Mercer County. Um I would just say that with some of the districts, the funding with some of the larger districts is a little bit different. I don't know if it's I I would say it's not an applesto apples comparison, but we do have that information there for you to to look at
to make your own decision and to you know, please call uh Mr. McCree or myself um you know about any questions that you would have you know obviously the microphone's going to be open tonight um but uh also if uh we're
always here to take calls I take the calls of every single person we we answer every single email and again sorry to come here with this with this difficult news but there is some good news that I can share we have
the right team here to fix this and if we pull together, this is a great community, we can get to a better place working together. Can't promise it'll be easy. It won't. But I do believe that if we if we work
together, we make some difficult decisions, we can we can be everything that that we can be. I think we've we've been a a very good district. I think that pulling together we can be a great district and
um sorry not to not have better news. I encourage people to call I encourage people to uh at home or the people here um to review the information. We will be sending out this PowerPoint uh in
multiple ways. I did share it with some people today. We did obviously put it out with the board information, but we will be uh we will be sharing that widely and all the information that we have in regards to good news, bad news,
um general updates, we're going to be as transparent as we can. Uh but I didn't I I felt that we were at a time now where we just needed to present what's what we're encountering. And um that's my
report for tonight. Thank you Dr. Piso. Any any questions for Dr. Piso? Like probably four questions. So go one by one. Um if you go back to the chart number three or the slide number three, um I see there is an
explanation for why the expenses dipped because we did make a cut but you know the revenue also dipped. I thought you know we are actually exercising 2% cap. So don't understand why the revenue dipped uh in 2025 and 26. >> Okay. I think well sorry I have the
microphone. We did have some uh decrease in aid. Um uh Mr. McCree you want is there uh maybe you could fill us in on some of the more details? >> Sure. We have to put out the budget but we had
some cuts and changes revenue switched. >> Yeah. Because I think I think there was probably 300k which was cut. So I was trying to understand why there is why there is so much of a dip because the dip is too much. Um so the the other question is why does the
expenses fall in 2028 29 you know if you're seeing increase a steady increase of you know transportation cost or steady increase in medical benefits cost I don't understand why it actually falls back it should be either the same trajectory or it has to plateau in some
in in some aspects >> that's where the falls off. Is that where the debt? >> Yeah, that's the you're talking about about >> is it is it a depth? >> Yeah. No, that's where the >> where the debt comes off. And that's the reason why I circled it is because you know there's some variables there. Um I
don't know if we can adequately what decisions we make uh o over the next six months or so will really will then clear up what our options are there. But I I really think we have really kind of a two-step approach is looking at the two years but understanding that there are
some challenges and some opportunities in that year. >> Cool. And and there is I believe there is also another cliff. Correct. I think there are two bonds coming up. One is one is in 2028 and the other one is in 2033 if I'm not wrong. Can you confirm that? Is that correct? Okay. Cool. >> The other debt is a little further out
and it's uh it's about a million. >> Okay. >> I think about five of the six million is coming off. >> Okay. Great. The last one on the revenue um I was trying to dig through some law stipulation regarding using facility rental for our operational costs. I
didn't find any laws you know stipulation which actually restricts us from using facility rental money towards our operational cost. So um not to be answered today but I would like to understand you know a little more detail as to why we can't do that. >> Yes, it's uh there's no law against it.
It's just bad practice >> in in in what terms in a sense is that if you do it you're taking facilities rentals >> to fill in a budget gap instead of using operating money. Um and if something happens to your facilities rentals,
you're trapped, which is what happened to us during COVID. >> Got it. >> And then the money was used not on facilities rentals and upkeep. It was used to pay for staffing. Um and then our facilities started falling apart. our rental rates were dropping. That's why we went
>> and maintained everything and fixed it up. So now we went from $150,000 in rentals to 300,000 in rentals. >> And we're plugging that money back into fixing the facilities and and and so now you have a going concern and maintaining
your facilities as opposed to well, let's wait for something else to to fix it. That's why so I don't want to go further into it, but that's what we say it's bad practice and good practice of what you can and cannot do. >> If I could also add on to that, you know, like Mr. McCree says, um, you
know, 300,000 I think we're we're aggressive with the rentals. We could maybe do a little more. That's still not going to get us to where we need to be. Obviously, every dollar counts. Um but you know we're able to rent because we have desirable facilities and um a lot
of the things that that we're able to do is you know really you know enhancing what we're doing and uh um so so I think you know sometimes you invest to do it and and if we would if we were raising uh you know $2 million a year in
you know in in these rentals I I think I would change positions on this but but for 300,000 I think it's working well in regards to maintaining the plant uh and is not going to be the prime mover in regards to moving us forward on the other issues. So to jump on that red
before and afterare program it, you know, it was making a great deal of money before COVID. They would take money from that into the operational account. CO changed things up. They were in a debt. We're now back into a better position. So we are budgeting 50,000 to
come from them into the operating budget. So you can fluctuate that. But once again, there's risks. But if the red program has too much money sitting there, it can you can't do much with it. it has to stay in the red program or you charge them rent. So once again as Dr.
Pisa said if we had millions of dollars in facilities rentals sitting there that it would be a different story at that point. >> Even then I would just recommend a one time a one time use only not a recurring budget item. >> Got it. and and the last one and I know you know
we were actually not only looking at the budget we were also looking at ideas of what can be done on the revenue stream and I know there was a good presentation Nick you did probably a few months back and I think it'll be good for us to actually resurrect that during the business committee for us to keep discussing of all the ideas but thank
you for this appreciate >> can I ask just one thing I'm not sure if you have the answer to it or not, but how much of that projected deficit is our enrollment trends versus like those
fixed costs? Like is our enrollment consistently going down? >> I can take it. So, we've got some preliminary numbers on the ASSA. We'll be presenting next month on that. Uh the report is delayed. A to say is a is a
document for application for state school aid. Basically the state takes this information of how many students you have, how many free and reduced, how many special needs and they figure out your state aid formula. It is struck on October 15th every year. So we have more than a decade of data on this. We're going down every year about 70 students
and it is again so we have the smallest class entering kindergarten once again. Every year it's going down. So um with that we'll take a look at it next month. We use that in the budget planning of how many teachers we can reduce and so forth. But to your report, my reports
sir, it is accounted for in the loss. >> Um, so from my seat and if you're watching this at home, you cannot see the faces of the students here at the audience. So I wanted to talk about that
a little bit. is that when we said we were cutting teachers, sports, and activities, your faces dropped. And I can only imagine what everybody else will feel when they hear this news. Whether you are a teacher or an administrator or someone who loves this
school, getting sports to where it is currently is not an easy feat. Cutting them and then thinking, "Oh, maybe we wait two years and now we have the debt fall off." you're not going to have the same
sports team. You It takes years to develop these programs. So, my question to you is um when do the students really hear about this? You know, I I know that we're putting it
out in board docs and like when is this what besides these students here who get to experience and and understand this because they've been invited here for a presentation. When do we really have the rest of this population find this out? >> I said we're going to be be putting this
this information out widely. I do I do anticipate that, you know, from the students here today and from some of our our concerned parents. I'm sure this will be we going to the uh the students. I think what we I think what we need to do is we need to go and look at options
to avoid this worst case scenario. But we need to be realistic and and you know talking about like sports teams going away and then coming back. Uh those those high school years for our students, they don't get those years
back. Um we only get one chance at students. That's why everything we do is of such urgency because once once they leave, we we lost our opportunity. >> Yeah. I I mean I've been to football
games. I've been to I was at the game tonight and watching the students with the passion that they have for the skill that they've honed to get to this premium level is would be devastating. I mean, they they relish in it, right? They love it. That's probably
a big part of what drives them and keeps them motivated for coming to school and the education that they're that they're seeking. I I can't imagine our district not having them. So, um I I think if there's a means to Amanda's point,
maybe, you know, maybe at the high school level to at least when you engage when we engage the executive, you know, committee, it might be good to educate them on this because they come here, they're very intelligent. They they provide us with a background. They they
should understand what's going to be affecting them so that way they can disseminate it to their fellow students. Yes, I we we are going to get the information out and I think the most important people in our school district are ultimately our students and so yes,
we need to get that out and I will be meeting with with different uh different student leaders. We mentioned I I met with our our student leaders over at Sharon Elementary the other day and um yeah, I our our students are are really
phenomenal. And um yeah, I I do think that uh that they they need to have a piece of their future. And we're we're also developing surveys in regards to what we're looking to do going forward. And such a big part of that is information that we'll survey from
students. We also are working on student voice where we have our assistant superintendent for curriculum uh on the 21st going out and uh and getting information from students. and we not only need to get information out to students, but I think they they need to
know just what the challenges are as well. So, yes, uh Mr. President, we will be we will be uh addressing that. >> Along the same lines, um I mean, I think for all of us hearing this information is probably really concerning,
especially for the students that are here. And I guess looking at slide number four where we have the projected cuts, I would I would ask like thinking about our three-year forecast like which of these do you think you know and I and often people
might say that there are like scare tactics or we're trying to project out something that is not going to happen. But which of these things do you think are fixed if actions are not taken? and then which would be like variable for
discussion. >> These are the actual cuts that we're figuring out. Um this is and that's the reason for my my little graphic with the the kicking the can down the road. Um this is not a matter of well don't cut this, don't cut that. It's a matter of
we need to match revenues to expenses. And if you were to look at what the alternatives are, we do have that sheet later on which shows the alternatives for 28 uh to 30 in uh for those next uh couple of years going forward. And I
don't think those options are any better. Um so I I don't >> I don't see any way around this. I don't think that this is uh there's there's a path of avoidance at this point. So, you know, in terms of that, if we're surveying students and families, I would
just caution that we're not surveying them based off of, you know, if these are the fixed cuts, then we're not promising anything that we can't in the future deliver if actions are not taken. Um, my other question is a little bit
different and along a different line. So last year the state provided us with an opportunity as a district to be able to vote beyond the 2% and the SGLA allowances. And I guess my question is you know what do we think is the
likelihood that that opportunity would happen again in terms of the state? I to me I I think looking at that is is a gamble and I would never gamble w with with anything related to the needs of
our students. Uh it could come to pass. We don't there's there's nothing guaranteed on that. I think it is it it is possible maybe even likely. Uh but I but I do think that um that that we need to look at at every alternative um now
and and at every day prior to that and and that would be something any projected plan going forward would obviously be based on uh on our existing uh strategic plan and the input that we
get from our our community members and and the six different levels where we have the surveys. everyone from our students uh across the board and then we'll have to uh develop a plan um that could be considered by the board and as to whether we could um go forward and
look to uh go more widely uh with that. So that would that would be um our responsibility to come up with uh what possible paths may be. >> Um so we review this information in our
committee. So, I'm trying to ask questions that I think might be going through some of your heads and what I would think of as a a parent outside the district, right? One of the questions that I think may be in people's head is
could we pay for our sports? Could we pay >> um could we pay for courtesy busing? Could we pay more in clubs and activities? And I've asked this question and I am going to tell you that when you
think of sports and and you you pay $186 for you know fall soccer that is not covering all of the cost of sports. There's liability, there's coaches, there's turf maintenance, there's all sorts of things that need to be covered
that $186 doesn't even touch. >> And now do that for your your students that have play three sports. So my question, it's not very rhetorical, but how much would it cost if if a person
wanted to pay for their fall football, for example, is it now it's $250 or is it $3,000 per student? >> I think the uh depending on the sport, I would lean towards the 3,000, but obviously there's going to be a drastic
range. We could we could look at at sports here, $1.1 million. Um we that would have to be split up amongst the uh fuel and keep in mind one of the things we did to close the uh the budget deficit last year was to vastly increase
fees. Uh the fees went up uh drastically and while there were some caps um it was a large number and that is still only paying a fraction of what most of these sports cost actually cost the district. The the other piece to that is if we
eliminate some sports and not others, we get into title nine issues because we have to have equitable representation of all different sports um so that students can participate. And so there's also that component. So we could not for
instance have just the football team and not have other sports that um other students can participate in. And what if we cut the sports and then we have a student who receives free and reduced lunch? >> We would have to pay for that student
to play that sport and therefore it is also not equitable >> to have people play sports. Yet you can't afford it. >> And now we're you're thinking about, oh my gosh, if I'm paying for one child for one sport $3,000
three times per year, that's $9,000. What happens when you have four? >> There's there's a parent here. I know she has four kids in this school district. She just spoke and she has four kids and they play every sport imaginable. That's $20,000.
>> There's so many challenges, you know, between, you know, Title N requirements, the um the equity issue, which is >> to me, you know, that not every parent is is going to have the ability to to pay that. And it's
>> um we did look at at what options we would have if we were to look at that type of model and um we we can't find a way to make it work. I I don't think we realistically could put forward a plan that could be actionable. >> And we've talked about sports, but we
haven't touched on clubs, which are just as valuable. I think we would all agree. um every opportunity that our students have both curricular and extracurricular are really important I think to who they are. Um so thoroughly agree with with your
assessment in regards to the importance of clubs. Uh we do already have clubs that are being are being funded outside of the district. Uh I I do think you're again you're getting into some equity issues. Uh so there there may be at a at
a very substantial cost uh a way of of of getting outside funding for some of these, but again um the amount of clubs we have um securing funding for all of them and and again you you you're going to have a lot of uh
a lot of deserving students who are going to be left behind under that model as well. Although it is maybe not as challenging as sports, but it would it would still be challenging in its own right. Um, this is a lot of daunting news. I know we've talked about this committee. I know a lot of people are hearing this
the first time and it's a shock to the system. Going back to slide three, I think just to help people kind of process this. It says effective 7126. you have effective 7127 is the expectation for those who may be viewing either an audience or online is
that when a drop dead decision has to be made or has to be made prior to that on our path forward. >> I didn't catch I'm sorry I didn't catch everything. >> You have the effective date uh 7126 on slide three for the two columns. >> Is that four?
>> Oh, sorry. Four. Sorry about that. Is that the date people should keep in mind that a decision has to be made or does that have to be made prior? Just so people have an idea. >> Oh, the the effective dates. Well, that would be the uh you know looking at the budgetary years. >> Okay, that's what that's about.
>> So just Dr. Just to be even clearer. So we would be making decisions as a board March April of 26 to go into effect July of that year. And then that it's it's always the budget time which is March and April. >> Yeah. And that's what I want. when it goes into
>> I want people have an understanding that we don't have until July to make a decision. >> No, it's it's coming up very rapidly. >> Yes. >> It's typically due in March, middle of March. So, you're going to have to have a special board meeting. We'll have a public discussion on it. Uh it's the
preliminary budget or the tenative budget. Typically that sticks. I mean by that is you have to have all your decisions in by then it goes to the county for approval and then the next month submit the final. There's very few changes in between unless there's something drastically wrong or there's a
major budget cut or or more discussion but we have to get working on now to create that budget and so forth. The other big thing is when is the state aid figures come out? Uh it's at the end of February. So that gives us very tight turnaround. We've been notified from the last budget that we had that expect
another 3% cut next year, which is in our analysis here. So, another $300,000 cut. Um, of note, I know people talk about maybe we'll get more money. We're receiving about $10 million from the state and they they said they should only be giving us5 million. We were
fortunate that they came out a new with a new rule law that they can't cut more than 3%. If not, they would have slashed 5 million from our budget. So what are the odds of them? Maybe the state will get more money. I want you to think about that as double
giving us. So the state would have double their state aid budget by 12 billion for us just to break even the state. So I want you to discussion point that Dr. Po pointed out, our funds really come from the local tax levy, the local township and
that's that's what we can rely upon, not the state. just want to say that, you know, obviously we look at at all the different scenarios and I don't want to get caught up on that on that scenario and just how bad it could get in regards to the state and what they believe
should be the appropriate funding for us. Um it's uh again it's the biggest part of that puzzle is is really we can't look look out beyond our borders for um for for
help. Um it could be um I think it'll be uh a reduction in state aid. I think it'll be moderate. Uh but regardless um there they're not going to be the means for us to address our needs.
>> Yeah. I think I think in summary this is not a spend problem. This is a revenue problem. Clearly with what I'm seeing. >> Yes. you know, we in the board and of course in the administration, we will do our best, be it um be it advocacy with
our state officials or having discussions with our town officials, we would do all that to ensure that we don't cut anything. But I don't think that we are in that particular state given what I saw today. I think this is
a very very serious situation for us to be rallying around with the community members. Certainly there is a lot more help that we need to sustain this and without any change I don't think we would actually be able to do much at all.
>> Yeah. Well, I and I think that you know you know I I don't want to discount the things that we can do. I think we've done a lot with with raising revenue. I think there are some things with partnerships that we could do that we'll explore as we go forward which is part of the solution. it's not going to be
the prime rule of but um every dollar counts and you know I I commend you on on on the many ideas that you that you bring forward and and the guidance that we get from the entire board um and and that'll always be a piece but you know
it's it's not going to be the uh the primary piece but we're not going to step away from our obligation to maximize uh every avenue that we have and every partnership that we can enter. >> Yeah. and and not to patronize further and I know Nick always comes up with magic [laughter]
and I'm very sure he's also out of all the magic wands now for us to be taking this very very seriously but thank you for all the hard work you know you guys do appreciate it >> yeah I was actually going to say that same thing for like people who are kind
of hearing this for the first time maybe we need to remind them of the different types of revenue that you tried to do maybe just put it up there to them again so that they're aware of it cuz they may not I mean they're looking at this and they're like you know should I be
selling my house kind of thing. So maybe we should be telling them about the things that we've tried to do to generate revenue. >> Yeah. And I think you know we I I know uh Mr. crease has done many many different presentations but I think that there's uh obviously you know we we get
we get you know stuck with what we're doing that you know you know as an administrator um we get we're so entrenched in our world but uh we need to keep pushing out and get this information out. So while we've done presentations I think there's a lot more we can do and we're going to keep getting that that information out. I
said we want to be as transparent as we can with with what we're doing, what the options are, and a and how we derived that at this information today. Thank you. >> So, Mr. McCree, you you defined the budget timing, right? We have to submit
the, you know, submit the budget to the county and and all that timeline. Can we remind everyone, I think Barbara brought up the the initiative that the DOE allowed for this year, what that timing was in relation to your approvals? If I recall correctly, that came out end
of March, beginning of April, and you had two weeks to turn it around. >> Yeah. It was at the last minute. >> It was at the last minute. And they there was no notice. It was here you go. You have a shot. At that point, we could have went for a little over five million because that was we were below adequacy
at the time. Um we took try to take action on it. Did not come through. Uh we had a great presentation of what we could do with those funds or even half those funds, not the whole amount. Um there is no it's not written into law. We have no guidance that it's going to be offered again. Um we hope it will but
we can't really bank on that. You would still have to create a budget with the cuts. That's what you had to do and then put in for the adjustment and the county and the state had to approve. It wasn't it was automatic. They had to go through a process. What did you you
know? So you still have to assume a budget that works within your constraints. Dr. says, "Your revenues must match your expenses. Balance budget." >> Thank you for the reminder. Any other questions for Dr. Po or Nick?
>> Okay. Thank you, Dr. Po. >> Thank you. >> Uh, assistant superintendent report, Mr. McCree. >> Thank you very much, everybody. Um, so, uh, we spoke about the wellness committee. Um, I'd like to bring up uh the assistant business administrator,
Miss Felicia Korea, to speak. Um, we wanted to talk more about what is the wellness committee? What does it do? Overall, before she starts, I want to say this is a district committee, not a board level committee. So, the district would run it, it would report to Dr.
Piso for recommendations and assignments and changes and then get rolled out that way. Um she's got a quick presentation uh about the history of it, what it is and and um what we can do with it. >> Oh
okay. So our um wellness committee is governed by our local wellness policy 8505 which is supporting students wellness through nutrition, physical activity, other schoolbased student all other school-based activities that promote
student wellness including mental health, social emotional learning. We meet four times per year. Um we've already met once in October. So we have October, January, March and April. And um we'll actually be meeting one extra
time this year as changing um coordinators and the uh link to the website is to the policy is on the slides which are available. Uh so the wellness committee promotes
wellness activities. um all these activities promoting nutrition, physical activity, um stress management and they're putting together the committee is putting together a wellness week
which has not been done districtwide before. It's been done I think at Sharon Sharon only. Um, and it's actually going to coincide with the week of the young child, which is a preschool nutritional, and that's going to be April 13 through 17,
right? Um, so obviously one of the main focuses on nutrition standards. Um, the policy is supposed to help m um ensure that we're meeting national school lunch program requirements. So there's an example just examples of
competitive foods or different things that can be offered. Um one of the other things that are uh included is encouraging parent participation. So one of the components of parent participation is um
making lunches that meet the national school lunch standard. I went too quick. So, why does this policy exist? Um, due to rising obesity rates, in 2010, they passed the Healthy Hunger-Free Kids Act, um, which
basically makes this federally mandatory. the key roles at the school level. Um we have school principles who are or our wellness coordinator however they designate um which is kind of our overseers
and then the teachers and staff they're um more implementation implementing any activities and initiatives that we've designated. uh the food service director ensures our compliance with federal uh nutrition standards and then of course
our PE teachers and coaches. I think it's more obvious they're in charge of the physical education component whether it be suggestions implementation or whatever it may be. So we have the key roles at district
level. Um obviously our wonderful superintendent is the um overall leadership. Uh then you have the committee and nutrition services works with works with this committee. I would kind of say that that's probably
in order of um you know hierarchy. So nutrition promotion uh this is part of the policy that's mandated um that includes appropriate signage uh age appropriate in the cafeteria. I'm sure
um you've probably seen them if you've been to the schools. Most schools have them. um taste testing events. Every once in a while, Armark does do they like to bring in new snacks and stuff. They will be age appropriate. They will include allergy-free items as
well. Um and then of course family engagement which will be through our newsletters, websites, events also um parent participation on the committee as well. Uh now most of the promotions will be
done uh under the guidance of the wellness committee but by the food service company. Um this is again the education. Um the children need to have at least one nutrition education presentation per
year and whether it be in the classroom or group assembly. And they won't be the same from school to school. obviously because they'll all need to be age appropriate. Uh physical activity, these are just
some examples. Um also things like field day can um be implemented here or even in fundraising. um not just healthy snacks, which is one thing I talk about even for fundraising, but also um you
could do things like a walk-athon. Just more um examples as you see when I say age appropriate that the high school suggestions are a little bit different. Um like I see um one of the possible suggestions is encouraging because we are a walking district, but encouraging
that physical activity And then so at the end of the year the each individual wellness coordinator so school wellness coordinator so that's on the school level um will provide a report of all of their findings what
they've done for the year what they felt was successful uh what they felt they could have improved on uh and then that will be all once they submit all the reports the district coordinator being myself at this time will compile that
into one um annual report districtwide and then it'll be available for everybody online. and it will be available publicly very much it >> questions >> any questions >> on the committee right now have have
parents or community members been added yet or >> one >> one we have one and what the total number is is it two >> two um obviously in the policy it states that we can only make policy changes like before September So um definitely
for next year we would like to have one from each school. >> Okay. Thank you. >> Thank you. Thank you. >> Just want to point out thank you. >> Appreciate it. Thank you. So just point out that these policies are written by a policy company. So
>> they've listed out here's what it is and you use it as a model and then you're going to adjust over time. So one of the big things we noticed was it said two why two? We have three schools. So that's where there was a discussion about making one assignment per school and getting holistic picture of the
whole entire district that way. >> Is is there anything stopping us from adding that now against the policy that says two, we can add three if we wanted to do it now ahead of that or is it is it hard? >> I would defer to the attorney on that one spot. Yeah. Well, for the um for the
policy, it says that we'd have up to two parents, but I know we talked about adding one potentially in the future, but we have to amend the policy. Is there anything stopping us now from having a third parent on there? >> Certainly not. But is this first?
>> So, you would want to adjust policy through the twostep process. >> Okay. Nothing stopping us, but you would You would want to do that. It's recommended to have it first. >> Specifically two here. >> Yes. >> So then you want to have three. Okay. Just want to make sure hard.
>> So I'm assuming you have to go back to policy put for a reading. >> It's a substantive change in policy. >> Okay. So two steps means two board meetings. When is the next meeting? I think you said January or >> so December 10th.
>> So maybe third meeting you'll have. >> Okay. I just Yeah. Again, just wanted to see if they're holding us back. Okay. Thank you, Mr. K. Mr. McCree. Any other items? >> No. Thank you, sir. Board committee reports.
Believe Ed policy is up first. Uh Dr. Ghoul. >> Sure. Uh the November ed policy meeting took place on November 10th in Dr. Piso's office with Dr. Piso, Miss DeFazio, Miss Hill D'Angelo, myself, and Miss Tenery in attendance. The committee
met to review curriculum initiatives, assessment updates, and district policies. Miss DeFazio provided updates on the RHS grade books, including recent revisions and the communication that was shared with teaching staff and families to ensure clarity and consistency.
Additional curriculum updates included linkit assessment data such as the NJSLA summary results, the five-year achievement trends, and the DM scores, as well as planning for the district-wide student voice workshops on November 21st.
Dr. Piso also reviewed several policies and regulations related to instructional resources and public complaints. The group discussed the new policy and regulation P2535 and regulation 2535
aligned with the freedom to read act along with revised um policy 2530 and regulation 2530 on resource materials and policy 9130 and regulation 9130 concerning public complaints. These
items were reviewed to ensure alignment with current state requirements and district procedures. The next ed policy meeting is scheduled for December 9th at 6 pm. >> Thank you, Dr. Gold. Any questions or comments for ED policy?
>> One question. You know, what triggers some of these particular policy changes because you know the policy P1930 which is related to um community compliance and grieviances. I see a lot of changes there. Just just trying to understand what triggers that. Is it just a regulation by the state which
actually triggers that or something that we we actually do? >> Yeah, this we have our um our policy recommendations come from uh Strauss Esme. So it was based on their guidance the uh the changes that were recommended.
>> Thank you. >> And while we're on policy we pulled up the wellness policy says at least two parents. So I don't think we need to amend anything. says at least. >> So, it can it can be whenever. Okay. Just wanted to read that. We
clarified that. Um, any questions or comments? Nope. Uh, personnel. Is is someone going to read it for Miss Bandut? Thank you, Anthony. >> No problem. The personnel committee met
on November 10th of this year at 5:00 PM in Dr. Piso's office and via Zoom. The meeting was chaired by uh board member Nadia Bandukta. Committee members in attendance included Dr. Barbara Gold and myself along with superintendent Patrick
Pis. Additional attendees included assistant superintendents Christy DeFazio and Nick McCree as well as HR manager Lisa Tremor. The meeting covered several key updates and discussions. Miss Tremor opens with a review of personnel appointments for November
followed by joint update for Miss Tremor and Dr. Pisarn the assistant principal vac vacancy. The filing of the assistant principal position is vital to year end task professional staff observations and effective management of daily student activities. Miss McCree didn't provide
information on an SLP extension shared an update on ongoing work with HR consultant. Additional information was shared on Friday with the committee regarding our utilization of the HR consultant. Miss McCree also delivered a negotiations update and relative timeline.
One action item was identified. Approval of the November 18th, 2025 Google Sheets entry. Our next meeting is scheduled for December 9th of this year at 5:00 pm. >> Thank you, Mr. Ray. Any questions or comments for personnel?
>> Okay. Uh business, Dr. Pierro, >> the business committee met on November 13th. Uh we reviewed several facility updates. The interior door replacement at the high school is now complete. Um Pawn Road LED lighting project is filed with the state and awaiting selection
and funding for New Jersey clean energy grant. The district-owned solar system at Sharon was restored to an operational state on November 13th and will be automatically notified whenever the system is down. Uh summer project updates confirm substantial completion of the high school Wandor installation,
wrap up with the HVAC grant work at Sharon and Pond and preparations for the preK bathroom project at Pond for the summer of 26. On the finance side, we reviewed the bills list through February. The committee approved adding Vanguard as a 403b provider and reviewed early budget impact scenarios for the
coming year. and food service received an update on the wellness committee and support support the use of $100 per school and positive re reinforcement vouchers for programs like our PBSIS and student recognitions. Grant activity remains strong with reimbursement requests under the ROD grant will soon
be submitted. EV charger grants are being pursued for all three schools and the committee approved donations supporting the Raven Regiment, the Young Investors Club and related school activities. Security updates include the completion of vape detector installations at the high school, upgraded clocks and speakers at Sharon,
and powering new security strobes at front entrances. In technology, we talked about the replacement of 25 computers in the high school programming lab, and that is now complete. Uh the next business meeting will be on December 11th at 5:00.
>> Thank you, Dr. Po. Any questions or comments for business? Okay. Uh community relations, Mr. Nan, >> thank you. The community relations committee met on November 13, 2025. Um, all the committee members were present. The committee reviewed an ebike
ordinance regulate regulating ebike operations within the township. Uh, with McCar's leading the discussion. The impact on our district students was discussed and evaluated. Superintendent Dr. Pizzer then presented a draft of the upcoming board meeting PowerPoint for November 2025. Priorities were discussed
and the plans moving forward were also discussed. Dr. Mr. Pizzer also provided an update on the grow your own program outlining its current status and development since the last meeting. The next meeting is scheduled for December 11, 2025. Thank you, Mr. Nan. Any questions or
comments? All right. Any less on reports. Not seeing any. Sorry, my iPad is going slow. I'll just take the agenda. Public comment time be allocated for public comment at
this meeting. Members of the public wishing to address the board of education on agenda items must state their name, municipality, and the group, if any, they represent. A member of the public shall not be permitted to speak until he or she is recognized by the presiding officer. In accordance with district policy 0167, each comment shall
be limited to three minutes. No participant may speak more than once. No dialogue between a speaker and the board or superintendent shall exceed the threeminut time limit herein. Live streaming of the public I'm sorry, live streaming of the meetings shall be for viewing only. The public will not have the ability to participate in public
session comments unless they are physically present at the meeting. Although the board encourages public comment, the presiding officer can interrupt, warn, and or terminate a a participant's statement, question, or inquiry when it is too lengthy and may also interrupt and warn a participant when the state or when the statement
question or inquiry is abusive, obscene, or may be defamatory. Moreover, the presiding officer can request any person to leave the meeting when that person does not observe reasonable decorum. Adherence to the protocol established by the New Jersey School Board Association, the board will use this public comment period as an opportunity to listen to
the residing the resident concerns, but not to debate issues or to enter into a question and answer session. Issues raised by board by members of the public may require review and investigation and may or may not be responded to by the board or superintendent during the meeting. All comments will be considered
and a response will be forthcoming if and when appropriate. >> Can I have a motion to open public comment for 30 minutes? Second. >> All in favor? >> Any nays or extensions? >> All right. Uh, public comment is open for agenda items only.
Mahara Robinsville resident and [clears throat] I have few questions about the budget presentation. Um, one thing I want to clarify is like our school district district has been facing this budget issues year over year for several years.
>> Sorry, Mr. Mahes. Is this for approval? This is for agenda items only in section to be approved. >> Oh, okay. >> Um, do you have anything else? I don't want to It's for stuff that they're going to approve. >> Budget is not part of the agenda. Yes. >> No, there's it's not for not for
approval. Oh, it's only for items that we're going to approve. You go to a, you know, the section that says for the superintendent to approve. And this is for everybody in the public as well because we we have this a lot. So, it's not just you, Mr. >> Um, you know, when we say for for
approval, it's not just that we discussed it. It's actually for approval that we're taking a motion talk about and actually approve something to take action. And then after that's done, we have a second public comment where you can talk about anything you want. even if it's not school related, but we like it to be
school related. So that's why we give two opportunities. By law, we can just we can just give one, but we do it twice just to be a little more transparent. Once before we make take action on an item just so we can hear public comment and then the second time alart for
anything else. So at this moment, is there anybody for any public comment on agenda items only? something we're going to approve upon in the section that we talk about um section uh is it I J and K.
>> Yeah, I J K. >> Seeing none hearing none. President have a motion to close public comment on agenda items. >> Move. >> Second. >> All in favor? >> Any or abstensions? >> Okay. Resolutions. The superintendent
recommends that the board of education approve the following personnel, education policy, and business action items. Do I have a motion to approve? >> No. >> Move. >> Do I have Do I have any discussion?
>> No. Roll call, please. Spenda. >> Dr. Gould? >> Yes. >> Sylvo? >> Yes. >> Howard? >> Yes. Mr. London, >> yes. >> Mr. >> Yes.
>> Yes. >> Yes. >> Motion passes unanimously. >> Thank you. Um, is there any old business? Any new business? Do we a presentation?
>> Are you here for pictures for school or just No, you're presenting. >> Speak. >> They want to speak. Okay. So, you're you'll have an opportunity in about two minutes. >> Oh, for the public comment section. Yeah. Okay. That's coming up right now.
Yeah. So, for public comment, that's coming up. >> All right. Any old business? >> No. >> I had a question on the grading. Is that a old business or a new business? I'm sorry. >> Let's do new business. We're there now. That's perfect. >> Cool. Now, I and and again, I don't need
an answer on this one. And I think there is a lot of confusion around the grading which was actually rolled out. Um I'm trying to dig myself in understanding how the grading is done. Um I do understand that there was a communication to the community and to
the parents and to the kids around how the grading will be done. So it'll be good for us to actually explain that a bit more with some examples. I do understand there is both objectivity and subjectivity for the grading but it'll be good from a transparency perspective to explain that with examples so that
it's there is some clarity because I still feel when I talk to some community members they have some confusion and questions. Again, not expecting an answer now, but it'll be good for us to follow up communication. >> I'm going to ask uh Mr. Fazio to address
that. >> Sure. So, happy to address that. Um, last year, just to give um, everyone an account of what occurred last year, the district went underwent um, a gradebook revamp where our department, specifically at Pondro Middle School as
well as Robinsville High School, um, went through a year-long process of revamping gradebooks through submitting gradebook proposals. So they had the opportunity to work within their departments um with data instructional coaches as well as with the curriculum team and building administration to
really just get our courses realigned, our departments realigned. Um and as we work towards streamlining assessments, consider those components as well too. Um and really the goal behind it was so that students in similar courses and content areas will have the same
experience regardless of the teacher that they have. Um, so we wanted to ensure that practice and again that proposal process took over a year last year to really get underway this year and that was with the intent that the grade books would be set in place day
one of school starting this current school year. Um, so we stuck to that timeline and this September we implemented the gradebooks um, which was a pretty um, it was a great process for us all to go through um, and really making sure that we were streamlining
and moving towards weighted categories. Um, we at the high school were functioning on a total point system. Um, so we moved to weighted categories again to ensure that consistency and streamline that across the board. Um so some areas um as we went through this
gradebook proposal process and we launched in the fall um you know there were some areas that we had to make adjustments to. So um as we were going through the grade books um some things that we quickly adjusted for only some courses was really narrowing down those
assessment categories. So some of them were split. For example, an assessment category could be um summitative assessments as well as formative assessments. And we tied those together to give a better pool of opportunities for student growth and academic progress if you have those two assessment
categories counting together um in one weighted category. So again, this didn't impact changes across every course and content area. Um it was for some courses and content which was communicated for those that were impacted. Um and spec
specifically at the high school um the syllabus were changed for each course that was impacted and communicated um by teachers to students as well as from building administration. So that was the parent square uh messaging that all parents impacted and students should have received.
>> Thank you. Are there any feedback positive feedback and negative feedback? because I I hear a lot of negative feedback around you know kids saying hey my grade was at A+ now it is dropped to A or I I was at A dropped to B. >> Yes. So you know you do have mixed feedback at times. This is a new
implementation. Um and we understand there's some growing pains that come with that. It's it's our goal to always be transparent in communication um support our teachers throughout this process as well as students and families. Um so we've had ongoing conversations with families um as well
as teaching staff. Administration is heavily involved in this as well too. Um you know there there are some growing pains with some implementation um at no fault to anyone just a matter of change taking place. Um but for the most part um you know we're really trying to
ensure that like I said consistency is the key and that it's equitable across the board and I feel very confident that moving forward that is something that we have achieved through this process. Um when it comes to our AP courses um they are pretty much in line with what we
have been doing as a past practice. um our teachers do a fantastic job of really trying to maintain that rigor in those courses and it's not to just challenge our students but it's to better prepare them for the future. Um so that's where we really stand with that philosophy there and again our
teachers have been fantastic with the shift um moving forward and again I understand it's difficult change um you know it is hard to go through that we're here to support answer any questions you know you can always reach out to the curriculum department at any time >> thank you Mr. Mr. F just one more
question I may have missed it. What was the change when and how was the change communicated to the parents let's say at the high school of the change coming? Was that something that was set out in advance or was that something that was set in the syllabus when the class start started for the year? >> So typically when changes are made like this we wanted to ensure that these
changes were implemented day one of starting out the school year. So this is not something that we would have broadcasted with a plan because we didn't have that plan set in place mid school year while we were going through these gradebook proposals. So as we go through um with staff members updating syllabi um for the upcoming school year
that is communicated. So day one when a student enters into the classroom they have that information clearly outlined. Um and as I stated although um it may seem as if you can do a total point system and just calculating what that looks like but even point systems have changed within these weighted
categories. Um, so I understand that some may be calculating those weighted categories based on the prior point system, but it still doesn't add up to the values of what has previously been practiced. So I think that's a common misconception in itself. But again, growing pains. We're moving through this
process with everyone together and here to help. >> Thank you. >> I have a two-part question. Um I could the first one just to kind of level set would you mind giving like a quick high level overview of definition of weighted
category. Second part because I know you had mentioned this took a year to implement and there are growing pains associated with it during this implementation are there any uh grade adjustments being done. So, say for instance, if a student were to get a particular grade and say I don't know if you're grading on a bell curve of some
sort, is there an adjustment within the classroom and how does that affect students on both sides of that? >> Sure. So, adjustments are made really at the teachers discretion um based on bell curves and if by any chance there are extra credit opportunities, that's really at the autonomy of the teacher
within that course to really determine that. um and they do for the most part it's in alignment with what a practice is with the curriculum department and the courses in general. Like I said, we want everyone's every student to have the same type of experience. So, as we streamline assessments, um now that we
have assessments that are cohesive across specific courses, we want to ensure that what one teacher is doing um still having that autonomy is grading still adequately in alignment with each other. Um so that's the answer part two of that question. Um, part one of that,
we used to have a calculated total point system across the board. So, uh, assignments, for example, would just have different point values, but all pretty much lumped into the same grading kind of grade book. Uh, with weighted categories, we were able to define areas and provide specific weights,
percentiles to those categories. So, for example, you could break down categories by um instructional practice could be a percentage with points within that category. You could have assessments with points within that category. Um, and you can have whatever the department
sees fit outside of that as additional categories. Um, for example, communication skills is a category within our world language department. So, it's very diverse across the courses. We wanted our teachers to have that autonomy to be able to develop that within these gradebook proposals, but again going through that alignment
piece. So, still have points within categories, just those categories are weighted at a certain percentile. Thank you. >> Any other new business? >> I think it might be helpful in the future if we could um have a short like
presentation or just um some examples from the different departments of how they might break things down and what their decisions were um so that it's a little bit more concrete for everyone to see >> and maybe like the research behind it. I
mean if you are a teacher you kind of um do have a understanding of why we wait formative and summitive categories in a certain way. Um but that's not maybe everybody who knows that but um when you're a teacher you know that formative and summitative we're looking at do you
understand this picture as a whole and individual assignments don't always give that to us. your class participation and coming prepared is not going to tell us that you're prepared for the material. So maybe the research base behind why we
wait things in a certain way. Of course and again there's a lot we are fully aware there's a lot more work that has to be done behind this. You know this is literally launch this is year one for us. Um so this is marking period one. Um we we truly believe that you know the
communication that we are sending out we want to be as transparent as possible but there's always room for growth. So, we're always open to those um opinions and any level of comments or concerns of how we can kind of advance moving forward um as we plan again for upcoming marketing periods.
>> Any new business? >> Okay. Uh public comment on school items. Can I have a motion to open public comment on school items? I won't read the long disclaimer again. Uh second move. >> So moved. Second. All in favor for 30
minutes, please. >> Uh maybe a little longer to 30. >> We can extend. >> Awesome. >> Thank you. Hi everyone. Mahesh Sha Robbinsville resident. Uh so I have a few questions with respect to the budget
presentation. Um I mean we all are aware that our school district has been facing this budget issues for several years now. Now my question is let's say if we increase if we are successful in increasing the tax this year for example
can you assure community for how long how many years we won't be able we we we can live without increasing the taxes. So that's the first question I have. I can repeat my question if you if you don't understand but okay. Um
my next question is um I think uh Mrs. D'Angelo pointed out like if do you have numbers wherein let's say if we cut out some programs like clubs or sports then and if we have to if parents have to pay out of the pocket what will be the
expense right so that's very important numbers for community to understand because then I can make a decision for my child like whether I should be paying more for a particular like sports or club or I should be paying more taxes because not dollar to dollar is going to
go to the school if I pay taxes. However, in this case, the dollar to dollar will go to my kids progress, right? Uh their skill improvements. So, that number is also very important. Um
yeah. uh one another question that I have with respect to the presentation is uh I don't understand why do we always keep comparing our school district with uh Westminster and Princeton school districts right um let's say if you want
to compare against west why don't you compare other activities that uh students are offered for example uh in west east and Hamilton they are offering orchestras like they have orchestras like our our kids are being offered only band and that too only wind instrument
instruments for example this is just one example and because of that like lot of parents they rely on outside tutoring and they are already paying money for outside ting over there so that's something I think we when we are comparing something like we we should compare everything and uh another thing
I noticed in the budget presentation is we are just comparing absolute numbers with other school districts like uh when it comes to the tax why don't you compare like other parameters for example what is the number of student population the overall population and
the percentage of the property taxes like in Robinsville is one of the highest paying uh we are paying highest property highest percentage of the property taxes in the whole New Jersey right so you should also compare the percentage of the property tax in all the school districts as well we just
looked at the absolute numbers and that's about it um and one another thing I wanted to uh clarify Here is Javda. [clears throat] Just shoot us an email. I think you had more budget questions. Just shoot us an
email about more of your budget questions. Okay. >> Hi, Nin Canon Robbinsville. I have about 10 questions which I know that there is no way in uh less than two minutes and a half I can read them to you and I know
that I do not get um answers in my emails because my emails I don't get anything. So from now on what I have decided that whatever I do whatever it thinks I'm going to go right into Facebook and put it on everyone. So I'm just being a fair warning that everything is going to go up from now
on. I am done playing. Now the very first question that I have is Mr. Piso said that you have to have a three-year plan because yeartoyear for this organization is not workable. But the only question that I have is we only have three schools. What kind of
organization are we talking about? We have only 3,000 students. What organization are we talking about? Next one is is admin um raises going to be freezed because we are not having any money. So admin cannot have a um raise,
right? So what are we going to do with the admin raise? I'm not talking about teachers raise. I'm talking about admin raise. Third question, why are we constantly talking about losing teachers? We don't want losing teachers. We already went through it and it was horrible and we
don't want to go through it again and they are very very lovely and we want to keep them. How about some other losing like some part of the admins and the people who are not in the union? The fourth one is um as he put it in why
or else we are looking at the um uh districts that are having more houses and more money and more students and more schools and all of that. Why when we are checking how good they we are doing in a school we check ourselves
with the lower schools but when we are checking how much money we need we check ourselves with the higher schools. So let's not make apple and oranges and if you're doing it be constant. The next one I have to ask you is um
if we have less students every year. If you are losing 70 students every year, how come our school classes are always going up per number of the students? It should go down. We are losing students. Why are they constantly going up? So it just doesn't make sense. You are not
making sense. And then the guilt trip. Stop putting guilt trips on the parents. If parents don't have money for you to raise it, how are they going to pay you? They are not having it. What are you
going to do? I was told leave New Jersey. It's not going to happen. You cannot leave me out of my house. Next one is the township hall town hall meeting. Why don't we have a town hall meeting? Why don't you bring the
residents in here and have a conversation more than three minutes, please? I again I lost out of my question. Do I just talk? Okay. Hello. >> Yep.
>> Yep. >> Um, good evening members of the board of education. Before I begin, I have a few accompanying materials that I'd like to hand out to aid in my speech. Please feel free to pass them out amongst them yourselves. I have conducted a petition that has garnered more than 300 signatures to gauge students and parent
attitudes towards the new grading system. If you take anything away from this, please take these detailed and impassioned responses as proof that students are struggling and their concerns aren't being adequately addressed. My name is Stella Jen and I am the vice president of the class of 2027. I reside in Robbinsville and I'm
here to represent students who believe they have been negatively impacted by the new grading system and their concerned parents. As I am sure you guys are well aware, grades are of utmost importance to many students and parents in this district. However, this new grading system has resulted in a decline
in students grades in many ways that many would consider unfair. Although the system was aimed at decreasing grade inflation, its unintended outcome has resulted in grades dropping far below what students actually know or can achieve. This means that even those who perform well academically, work hard,
and have a solid understanding of the subject matter, they are getting significantly lower grades. Instead of making grades more accurate, so they are not artificially high, this grading system is making grades artificially low. This artificial lowering of grades is detrimental as a sudden drop in the middle of students high school careers
will likely be perceived by colleges as a drop in performance. This will ultimately lessen the options available to students after graduating high school. The new grading system also discourages daily learning behaviors and teachers who who work hard to build these behaviors. Since homework and class barely impact a student's grades,
many students no longer feel motivated to complete them. This becomes a cycle in which students across the board practice materials learned in class less, become burned out more, have a lower work ethic, and then in turn achieve lower assessment scores. The heavy weight on assessments is resulting
in two outcomes, neither of which are desired outcomes of the new grading system. The first of which is that some teachers feel that they need to assign more assessments to balance out the assessment category since it is so heavily weighted between all of a student's classes. This results in a near constant assessment near constant
assessments making it very difficult, stressful and unrealistic to expect students to keep up with so many assessments. The second of which is that there are some teachers who choose to not assign more assessments instead of opting to keep the amount of assessments the same since it is encouraged but not required to have multiple grades in each grading category. This then results in
having tests and weighted to tests that are weighted too extremely which many students have reported happening. There are instances of a test accounting for 44% of the first marking pure grade with there only being one other quiz besides this test. Having tests this heavily weighted makes it almost impossible for great students to recover after having
even one bad assessment. This decline in grades has ultimately led to a drastic decline in the welfare and mental health of students, especially those expecting to maintain the same grade they have in years prior. I have had multiple student testimonials reporting anxiety, frequent crying, inability to eat, losing sleep,
and feeling too stupid for the new system. Parents say they see some of their kids exhibiting these behaviors, too. >> Thank you. >> It just works. >> Oh, okay. >> Uh, Jacob Grez, student at Robinsville
High School. As all of you probably know, the new weighted grading system has gotten some backlash from many students here at RHS. I know that high schoolers complain about a lot of petty things, but the difference this time is that is having big academic consequences for many of us. The whole point of changing the
grading system and any other changes that are made is supposed to be to benefit the students. However, this is clearly not the case with the new grading system. There were no issues with the previous grading system that had been in place for all of the time I had been at the school previously. It operated how it should. Tests, homework, and classwork all go into the gradebook,
and however many points the assignment is worth determines its weight in the final grade. There are zero issues with this in place. However, at the start of this school year, the grading system was changed in most classes, at least all the important ones, to a category weighted system, meaning tests, classwork, homework, and any other
categories such as participation are all graded differently. And the differences in how much weight these categories carry are enormous. In my pre-calculus math class, for example, assessments are weighted as 80% of the final grade for the marking period, essentially trivializing the efforts by students to work hard on their classwork and
homework since these are only 10% of the grade each. So, the solution would seem to just be to focus more on studying for tests and less for other things. But this fails to take into consideration the individual needs of many of our students here. The reality is many of our students at RHS are very bright individuals, but simply not that good at
test taking, which I'm sure plenty of you can relate to. We need to tell these students that it's okay and they can still do well and grow even if they don't ace every test, not that it's the only thing that matters for their grade and that makes them lesser than other students who are naturally better at test taking. I'm no exception to this. As someone with ADHD,
both studying for and taking test and quizzes can be very difficult. Even I have put hours into trying to get the best result. Even though tests are certainly an important indicator of how well a student is doing and should still be a key part of their grade, it is on individual projects and assignments where students individuality and creativity show things that every school
should try to foster in their students. If we truly want to make decisions about whatever benefits our student body best, we should do so by consulting the students, not administrators, on what is best for them. Over 300 students from across different grades at RHS and Pond have signed a petition to revert back to the old grading system. So I ask all of
you to consider the opinions of all these students as well and then decide what's best for them. Thank you. Any additional public comment? Can I have a motion to close public comment and adjourn the meeting? Have a second.
>> All in favor? >> Thank you. Have a good evening everyone.