I call this order salute flag of the United States of America to republic it stands one nation under God indivisible with liberty and justice for all >> please
>> Mr. B here >> Mr. Espen >> here Mr. Gaka >> here Mrs. Miller Mr. Pender >> here. >> Mr. Peny >> here. >> Mr. Sessburg >> here. >> Mr. Chapman >> Emily present. >> Mr. Cassio >> here. In accordance with the terms of sunshine adequate notice of this meeting was posted in all school buildings the
administration building clerk's office public library three newspapers and tap 2 on January 7th, 2025. Please be advised there's no smoking on school grounds inside or outside at any time. Please silence all electronic devices and pursuant to district policy number 0167. Each statement made by
participants shall be limited to 3 minutes duration and no participant may speak more than once on the same topic. >> Thank you, Mr. Spanti. Supervisor report. >> Thank you, Mr. Casio. Mr. McCann,
we are continuing to highlight the great things happening in our schools. And tonight we have Mr. McCann, principal of Grant School, along with his vice principal, Mr. Steve Wazoric, and uh students from Grant School to discuss Hispanic heritage. Thank you. I want to thank the board and
Dr. Tanty obviously for allowing us to come today and um present. I want to congratulate our students uh for their performance that they they did on October 4th for Hispanic Heritage Celebration. Um I also would like to
thank and congratulate Miss Areola. Uh she teaches Spanish over at Grant School. She does our multicultural club and this is an extension of our multicultural club. But our multicultural cup doesn't start didn't start start until this month. But this was all volunteered that Miss Areola did
and set up with with with the students, you know, to to get them ready all of September to make sure that they were ready for this performance. Uh she did an outstanding job when I was going into the practices of Miss Work. Um again, she she's an asset to the grand
school community and we appreciate everything she did. And today we are going to redo the performance. And it's ironic because it is the last day of Hispanic Heritage Month. So, um, our first performance, the sauna we are going to perform.
>> Okay. Get your step forward. seat. I said it my happy time. So happy dance. So happy dance.
Porta La performance. One more time. We like this. Good night. Hey Daddy my nobody say my
nobody. Apostle Wednesday. And my go. Mumb come around >> so they can shake hands.
that you want to dance. You did a great job. That was great. Great job. Great job. Great job. Great job. Thank you.
Thank you. Thank you. out there. >> Thank you so much. >> Our next presentation this evening is from um our our student representative Rihanna. Brienne is a the junior class president representing the high school. She's very
active in our school community as a member of the girls volleyball team, Spanish honor society, humanitarian club, and the spring track team. Uh I'm sure Brianna has a lot to share with us about what's happening in the high school. >> Thank you. Good morning, Dr. Tany, Miss
Melissa, board president, Mr. Tacio, and members of the board of education. My name is Brianna Labado, and I'm the class of 2027 president. I'm also part of the Spanish honor society humanitarian and environmental clubs that are held at South Lake High School. And I'm also on the girls varsity
volleyball team and spring track team. I'm excited to deliver an update as the happenings at South Lakefield High School since our last board meeting in South in the South Lakefield Tigers dead. Our community has had an incredible start for the new school year of 2025 to 2026. Starting in September,
there was a club fair on the 29th. Students were able to stop by the information center during their intervention to check out various clubs offered at Sento High School. I participated in this event and got myself into multiple more clubs like the ones I mentioned earlier as well as art honors society, faith in action, and
tiger rap. The high school also held a successful ESL family night that night. On the 30th, there was a senior college planning that was well attended by students and parents. Moving along, on October 1st, there was a successful blood drives for students and staff
only, a box bowling assembly where a rapper came to share his experiences through life and how to explain to students how to not let fear control them in this state of our lives, and the amazing homecoming dance at the Graenas and Clark. On October 3rd, the seniors got to enjoy their first senior sunrise
where they got to the school early to watch a sunrise amongst their peers in the field next to the high school. Earlier today, 10th and 11th graders took the PSAT. Students also retook the NJGPA exams this past week as needed and are waiting
their results. On October 28th, 29th, and 30th, high school students will be taking the NJSLA and/or NJGPA adaptive field test. There will be no delayed openings for non-esting students and programming is scheduled for them. In fact, this morning seniors reported to be fitted for their cap and gowns as
well. Tonight there is a virtual basketball meeting and tomorrow is a parent night from Wellspring Counseling Services about rising trends in teenage uses with drugs. There are also upcoming and ongoing events happening in the high school. For example, picture retakes are
available on October 23rd. Also, there is an ongoing food drive non-p perishable food only in some classrooms and throughout the town that will be distributed amongst the families in need in South Laneville. There will be a college and career planning night on November 18th in person at 6 p.m. More
information is to come in the upcoming weeks. On November 20th, students can sign up to attend the H.B.CU College Fair University. HB.CU stands for hyster historically black college universities. It's an instant decision day. Students signed up for this through counseling.
All this information was sent to the families and students and guardians. Students and guardians are strongly encouraged to check their emails daily. Moving on to the recap of the season record so far for our sports teams. Starting with the varsity boys football team. The team is coming close to the
end of their season with their record being 3 to four, making them second in their league. Thursday, October 16th is senior night for the band cheerleaders and football players. The game starts at 6:00 p.m. However, senior festivities will get started around 5:15 to 5:30
p.m. Girls volleyball varsity has a 12 to 7 winning streak. We just had our senior night last Thursday, October 9th. It was a major success as we made baskets and raffles to donate to breast cancer awareness and it was pink. We took the victory against JFK and had a huge bake sale to help support our team.
The boys soccer team had their senior night Tuesday, October 14th against Northfield. are the boys are approaching GMC's and hoping to claim more victories. For cross country, GMC's are on the 5th in November. The boys and girls are both trying to get top five in the GMC's. The
boys team is undefeated this year and they're trying to win the fifth division in a row. The girls field hockey team had a really good win against East Brunswick, which is their biggest rival, and they finally beat them after many years. Our girls won seven games in a row and their senior night is October 18th at 2:30 p.m. The girls soccer team
has had an amazing comeback since last year, winning important games and improving their record 3 to 3. They had just had their senior night last Friday the 10th. Today, we are hoping they have a win as of their first round of GMC invitationals. Finally, the girls gymnastic team is
doing great with new routines and having their senior night coming up soon. Our girls have been doing different fundraisers to support their team around the school. It It has been an exciting start to the school year and the students at South Plainfield High School continue to show incredible school spirit, talents, and accomplishments.
Thank you for giving our students the opportunities to keep improving academically and athletically and more. I am proud to represent our amazing high school, but more importantly, the growing community we have been able to create and keep thriving upon. Thank you for your time and overall support. I
hope you all have a nice evening. Go Tigers. You meant the thing. Thank you. Great job. We have another presentation um from one of our teachers who brought a special friend with them. So, I don't know if you want do you want to do it from there? Do you want to stand up? You
want to go to the podium? So, let me introduce uh to you. Our presentation this evening is from Kathy Simpson. Miss Simpson is a Miss Simpson is a fourth grade teacher at Roosevelt School. Miss Simpson is here to introduce the newest addition to the South Planefield School family. Brody Brody is a therapy dog in
training. Uh Brody was rescued from the Mamaria uh animal rescue in Hillsboro, New Jersey. And Brody is Brody has an absolutely wonderful disposition and is a perfect pet to support the emotional needs of our students. Just going to go here. So I have his um stats.
>> Brody is Yes. That's right. >> I don't even know. You even know what we got with Brody. >> Brody is a miniature poodle who is 4 months old and he has a backstory. So, I'll let Kathy uh uh share his
backstory. But Brody will be beginning his uh his therapy lessons after he finishes his last round of um so he'll be fully vaccinated. I think you said that was on the 20 the 21st, right? 22nd. On the 22nd, he'll be uh fully vaccinated. Brody will be in district on
all the days the school is open during the school year as well as visiting with our ESY students over the summer. Brody will remain uh in Mrs. Simpson's classroom during the day unless he's scheduled to visit other schools to participate in various activities or needs to get to work to support students who are having a difficult time due to
stress or trauma. Mrs. Simpson was the perfect choice as Brody's handler as her two daughters Bridget and Kelly are also faculty members in the district ensuring that Brody will be a part of the South Plainfield School District for many many years to come. So Kathy I know you fell in love so why don't you tell us a
little about Brody my Okay so I want to thank the board of education Dr. um this is an honor. Um the opportunity that you have given my family goes beyond. I've been in the district for 34
years and um I wouldn't be in any other district but South Lefield School District. It I grew up here. My children went to school here. I went to school here. And I'm making history right now
having the first therapy dog. Um, so thank you for that opportunity. I really, really appreciate you trusting me and my two daughters. Brody started out with um a hard life. He came from a
farm out in Amish country in Lancaster and he was pretty much just thrown in a barn and um he pretty much fended for himself. Um very little food. Um when Dr. Ty first on. You could tell he
looked malnourished and uh it's been two weeks now and he eats like you wouldn't believe. He he's loving life. Um he has made my life nicer, my daughters, and I'll tell you, I bring him into
Roosevelt at the end of the day when none of the kids are there and some of the staff is still there. And just to see the staff light up. So, it's not just for the kids, it's for the staff, it's for all of you.
And um he's just unbelievable. He came uh he was unfortunately flea infested. That's why the back of him is shaved. Uh but that's all growing back in. No fleas, thank God. Um he goes for his final immunizations
um next Wednesday and then we start training. So, that should be fun. Um, I'm also, this is something that I just came up with the other day. I am going to start writing a book that's
going to be called Brody the Therapy Dog on a children's book. So, I'm going to have my class on board with me and we're going to write this book together. >> So, exciting. >> Yes. >> Thank you. >> Kathy, can I ask you how excited are
your uh are your kids in the class? So yesterday I put together the I call it the condo for the dog. It's in the middle of my classroom and um I have a co-teer, Mrs. Hunan, and her and I were
thinking, well, where should we put the dog? We don't want to put the dog like behind my desk. We'll put it in the middle of the room. And we have like a a play pen that has like acrylic windows and a door. Um it has carpeting in it. It has a bed. Um, and then we're going
to put a crate behind my desk in case he needs to just rest. So, I sat the kids down and I said, "Guess what? We're making history. This class right here is going to be the first class ever in the Southfield School District to have a
therapy dog." And if you could have saw the the kids expression, like you actually saw children just like sigh with their shoulders up and their shoulders going down.
Everybody, whether they know it or not, needs a dog like this. They need someone to read to, to talk to, just to snuggle with, to hold with. We all need that. So, this is going to be benefiting a lot of people. And um
congratulations to South Mainville School District for making this decision. This is wonderful. >> Thank you, Kathy. Can we I've already met Brody, but can the rest of us meet? >> Of course. >> So, he has a shirt that I had to buy him.
>> I ate the homework. >> So, I had I had to I'm going to let him off leash so he can go to all of you. >> Go ahead. We're going with mom. Yeah. >> Come on. This way. >> Look at him strutting on the runway. >> Oh, yeah.
>> You've only had him two weeks. >> Yes. >> Not you. >> Not much bigger. >> Not much bigger. >> No, I didn't see >> this. Sorry. Sorry. >> Hi, Broy. >> He's adorable. How long is the train?
>> Hey, you look great. >> Great. They look beautiful tonight. >> All right. Beautiful. >> Oh my gosh. >> Yeah. I'll take a shirt off. >> Biscuit in his pocket. >> Doesn't he look because he's got some
meat on >> smell? Is that a biscuit in your pocket? >> I smell brandy. You smell brandy. >> Yes, you do. You drink it again. What a good boy. >> And his favorite dog is a German Shepherd.
>> Huh? I'm so happy the kids were so excited. >> I I'm so happy. Thank you so much. >> Are you Will you bring it to another school? >> So, luckily it's not a classroom. >> No way, man. They just love our so she can bring it together.
>> So, it actually really worked out. Simpson family was perfect. My other daughter um teaches third grade at Roosevelt and I literally live behind Roosevelt. Um, >> so during the summer I mean I do
it back 39 years of us. That >> was my fault. >> Oh, there you go. >> I hope he doesn't miss the bell. >> Brody made a run for it. >> Take a peek at it. up.
>> We have uh one more presentation. Uh it's on data, but I know the board would like to uh have a couple of words with >> data board comments. Mr. Chap, I just want to compliment you on uh on
your presentation and your report. you know, the high school representatives that come up here and sit, you guys do an unbelievable job of presenting your information. You didn't stutter. You didn't stammer. I don't know if you practiced or rehearsed. It doesn't make
a difference, right? If you did, because you're supposed to. Um, but you killed it. You did a great job. You're a great representation of what South Planefield High School is all about. And I want to thank you very much for coming here and uh giving the presentation tonight. >> Great job. Thank you.
>> Anybody else? >> Brianna, thank you so much for being here. As Doug said, you were incredible. Um, class of 2027 president. So, you have some time before you graduate. Um, but the sky's is the limit. You're just
going to do incredible things and we are excited to be a part of your story as as South Planefield and we can't wait to see what you accomplish in life. Brody, welcome to the district. Um, that's all I'm going to say on that. Um,
to I know Grant School isn't here. U, Mr. McMahon, Mr. Resort, amazing job. Um, to you all in the culture that you have at Grant School right now. I know Miss Ariel is gone, but she's doing incredible things. She was my teacher back in the day, and she's still doing
uh amazing things with her classes. Um the the students were phenomenal. Um and Mr. McCann, you said a uh today marks the end of uh Hispanic Heritage Month, but let us not forget Hispanic Heritage
and let's celebrate and appreciate it every single day. That's all. Anybody else? >> Well done. And your parents should be graduating. All right. Thank you. >> Thank you so much. So, we have another presentation. Um,
>> now I might sneak with you. Unless you want to hear Mary's presentation, >> she's going to give it. >> Our final presentation for this evening is from Assistant Superintendent Mary Mlesca presentation on New Jersey student learning assessments, the WEDA,
uh, the AS access for L's, the DMs, and the advanced placement uh, report. So, Miss Alaska, >> thank you so much. Um, board members, you have the extended version of the presentation in your hands. This is the presentation that will be posted online.
However, I have a short presentation for this evening. Thank you so much, Mr. Skull. Um, all right. So, for our presentation goals tonight, I'm going over four assessments, uh, which makes this so long. I swear by law I have to do this.
So here we go. I will define and explain the scoring parameters for each of the assessments, report on our scores, contextualize scores with comparative data, disagregate subgroup performance, and identify actionable steps to enhance student learning and performance. So the first thing I'll talk about is the
NJSLA. Tested areas for this are English language arts grades 3 through 9, mathematics grades 3 through 8, algebra 1, algebra 2, and geometry, and then science grades 5, 8, and 11. It scored on one through five. And the percentages I'm going to talk about are only for
levels four and five for students who met or exceeded um the passing expectation. Uh the next slide here, it's number five for everyone um on the board. Our NJSLA language arts scores for grades three and four. They're
broken down here by each elementary school, Franklin, Riley, Kennedy, Roosevelt, as well as a comparison with the state. Um, as you can see the state, the orange bar is mixed in here because we're doing this as a school rather than um grade level across the district. So,
looking from left to right, I do want to point out that we have incredible growth from grades three through grades four. And I'll talk a little bit more about cohort data as we move forward. Our next slide for language arts grades 5 through 9, we have our percentages
broken down by grade. And you can see on the right hand side the cluster of scores are actually for um the grades across New Jersey. So a little different than the chart before. I'm going to take a moment to highlight the elementary cohort scores. So I
understand that looking at the state scores, looking at our scores, they're not as high as one would want. And I see that and my office sees that and we're taking a lot of steps to remedy this. But what I would like to highlight is that our students are making incredible
growth. And if you look from grades three last year to grade four this year, uh just for Franklin 36% passing up to a 57%, Riley was 30 to 65. Kennedy a 50 to 55, Roosevelt 43 to 48. Um and across
New Jersey it was a 44 to a 54. So we are really making amazing strides. that continues for the language arts secondary cohort. I'm not going to read all of the scores. Um, we do have some work to do. Uh, grades 8 to nine, that transition to the high school is a
little tough. Um, as well as five to six. I think that shift from the elementary mindset into a middle school mentality, even though it's the same building, it's a transition that we're working on. The next slide for everyone here is number 12 for all of you. So, same framework as before. We're looking
at New Jersey student learning standards for uh excuse me, assistant for mathematics grades three and four to have Franklin Riley, Kennedy, Roosevelt in New Jersey. Uh for as I said this year's grades three and grade four. Our next slide you can see broken down as it
was before. US South Plainfield on the left hand side, New Jersey on the right hand side. Now this specifically goes not only grades five, six, seven, and eight but our end of course assessments for algebra 1 and geometry. Now, algebra 1 is always an interesting area because,
as you can see, moving from grade eight to algebra 1 is a it's a huge jump going 26% to 40%. When we look at cohort data, you'll see that even more. So, just something to take note of. Algebra 1 is when our students have their first split
in terms of uh tracking for mathematics. So we have general eighth grade students taking math 8 and then students taking algebra one. Again our cohort data at the elementary level is primarily positive students are moving in an upwards trajectory. Franklin from 51% to
67 Riley from 42% to 62. Um and then Kennedy and Roosevelt not as strong but we all know we have areas to work on. And then across New Jersey it remained almost the same. So looking at the secondary cohort, um
we're looking at math grades four and five. 56 we had an increase from 34% to 39. 6 to 7 was an increase. 7 to 8. This is that area that's really tough because 8th grade splits to math 8 and algebra 1. So you can see for grade 7 we had
overall passing rate of 37%. When we went to the math 8 assessment, it really dropped. But when you look at the algebra 1 assessment, we were at a 96% passing. Now, in addition to all of the data that I just reviewed here, we do have
subgroup scores broken down by race, gender, and program. And program spans anywhere from IEP to 504, free and reduced lunch. Um, all of that information is online, but I would like everyone to note that we look at all of those components when making our action
plans and addressing student needs. This is just the kind of skimming through the most important details for the board tonight. NJSLA science is offered in grades 5, 8, and 11. Um, our scores are okay for
science. This is a little tough because it tests grade stands. So grade five is really looking at 3 4 5 8 is looking at 6 7 8 and then grade 11 is looking at 9 10 11. So I don't think that science is representative of our students performance across the board in their
subjects. Uh I think that's a consistent perspective. However, these are our science scores for everyone to see. So specifically data trends and action plans. We're focusing on continuing cohort growth. We do that primarily through vertical articulation. We do
grade and course level vertical articulation meetings to facilitate this continued growth. Uh teachers come together across grade spans. So it would be grades three all the way through 12. We have vertical articulation documents that are available online highlighting the areas that students need to work on.
Um what they leave class with like their strongest characteristics versus their weakest focusing on standards and how we can map that vertical right across the grade levels K through 12. We're also evaluating classroom rigor. This is one of the curriculum goals for the school
year. We're doing that by implementing correlation analysis to ensure that instructional resources and scoring practices match state standardized assessment level expectations. What that means is teachers are going to look at students grades in their classes
compared to our district benchmark assessments and other common assessments. We're also going to have teachers participate in anominous scoring during their PLC's. This means that they would not know which student they're scoring. They would all have the same and they would work through scoring
criteria and rubrics. So, the goal for this is to create a more objective view of scoring so that it's a little more true to what is expected for the state assessment. Uh we're also working very hard to support our diverse learners. You'll see
throughout the year we do have teachers being approved for what's called SCOP training. This is a researchbased framework for teaching multilingual learners and it follows our shelter in place instructional model. So we do work to support all different types of learners but that is a specific strategy
for our multilingual learners. Moving forward for access for fellows this is a test for students uh multilingual students. It is their um English language proficiency assessment. Students can score anywhere from a 1 to six through listening, speaking, read,
and writing, oral language literacy, and comprehension. Uh these assessments place students at different levels for English as a second language instruction. When we go through these scores, and it's uh slide 29 for anyone who has a paper copy here, um it's done by
um by student. So for kindergarten we have 26 students and you can see the spread of how many students are going from one through six like emerging to essentially fluent. Now it's hard to talk through trends for access for L's
because it isn't truly a cohort assessment. We don't always have the same kindergarteners taking this test from K through 12. And primarily I'm going to pass through grades 9 through 12 scores. Um, if you look at our multilingual learner population growth,
which is on page 32, you can see that we've had exponential growth through grades K through 4, 5 through 8, 9 through 12, and then um just overall we've gone from 103 students in 2023 up to 236.
So we don't how um students don't necessarily arrive in kindergarten and stay through 12th grade. There's a lot of movement in terms of when students arrive. So in thinking about an action plan or data trends for access for L's.
As I said, it can't really be analyzed as a cohort like other exams due to shifting population size and various school entrance dates. As I talked about before, we'll continue with our sheltered in place instructional strategy and we'll continue training
teachers with Scion. We also have online resources that allow teachers to change Lexile levels. So, if you're a student in grade six, but you might be reading at a grade four level, we do have the ability to shift Lexile levels so that
you could have a text in um a skill area that you're comfortable in. what's comfortable for you and what you can read. So the goal would be to allow students to explore with text that they're comfortable with while pushing them to excel beyond that.
Our next test is dynamic learning assessment. Uh DLM is an assessment for students who um have the most significant cognitive disabilities where general state assessments like NJSLA would not be appropriate even if we had
offered accommodations. This again like the access for ELS, you can't really analyze this as cohort data. So I'm really just presenting um we had a number of test takers uh 14 total across the district taking ELA and math. Uh
this is where they fell. We also had students taking science. However, it was less than 10 students and the state doesn't allow for you to report out on assessments with less than 10. So, as I said before, and this is slide 37 for everyone up here, uh DM is incredibly
specialized and the special services department works directly with teachers to review students individual score reports and adjust classroom support systems as needed. Uh the CST reviews this data to ensure IEPs match with necessary programs. Um as I said before, science
did not have enough of a population to report out. All right, our last assessment for the advanced placement. So, uh we're on slide 39. Our advanced placement assessments, uh they're scored on a scale of 1 through
five. Uh universities do take scores at four or five depending on um what their criteria is. Sometimes they'll take up to three exams. AP exams are taken globally and subject areas with less than 80 students in they did not report out on. So that includes drawing and 2D
art and design. Um we have amazing AP scores. So this is a lovely place to end on. We have um almost every single uh area except for one. We were well over the global
average. So if you look through literature and composition, language and composition, um, Spanish and culture, psychology, like we have almost a 90% in scoring of four and a five on 345, excuse me, on literature and composition, whereas the
global average was a 74%. And you can see that consistently as I move through the rest of the slides for US history, world history, US government, politics, macroeconomics. I mean, even pausing at world history, we had 97.67
school amount of our students. And you can see we had 43 students take that exam. So, we're not just looking at five students scoring incredibly well. We're really looking at a breadth of our student population taking these assessments and really scoring amazingly
well. And you can see the same for seminar research, human geography. Human geography was a new class this year. So, it's a brand new curriculum, brand new everything, brand new test, and they still did incredibly well. Um,
moving to STEM for chemistry, the whole class 100% amazingly well. Um, so I couldn't be prouder of our teachers really across the board, but our advanced placement teachers focus a lot on how to best prepare students. The
last slide for STEM looking at calculus AB, you know, the global average was 64%, ours was 95, calculus BC, 100%, the global average was 79. So this trend just continues at the high school and our scores are getting higher and higher and higher. Each year we've placed on
the AP honor roll. This is the first year they're releasing the scores uh the rankings in January. So I won't have those until then, but I can't imagine we wouldn't be on there for a host of different things. Um just to wrap up, data and trends action plans for AP. I
think the primary reason our teachers do so well. We really spend a lot of time focusing on the actual assessment. They do correlation to see that their grades are matching the same level of rigor as that assessment. And that's really the catalyst as to why we want to start doing correlation data for grades really
from 3 through 12 so that we can ensure the rigor in the classroom matches the rigor on the test and hopefully we can replicate the trends that we see for advanced placement across the district. That's everything. Thank you. >> Thank you, Mary. Mary, I I know how hard
you work putting this presentation together, but I also know how hard you work every day just looking at this this data, analyzing the data, finding different ways that we could um you know, improve instruction. So, I appreciate all you do. Thank you. Do a great job. >> Thank you very much. Uh two quick things
uh as a reminder to the public. Tomorrow is the last day uh that the if you have not put in for free and reduced lunch application but you uh you do uh have been receiving free and reduced uh lunch breakfast and lunch from uh last year and the beginning of this year that ends tomorrow. So tomorrow will be the last
day. So if you haven't um resubmitted an application that is going to expire. So beginning on the 17th you'll uh your uh child will begin to be charged for breakfast and lunch unless you go ahead and put in an application and find out if you qualify again. And the other thing I wanted to remind you is um I
can't believe it's already October 15th. The next meeting we have would be wishing people a happy Thanksgiving. So if it's at all possible and you are able to just try and remember there are some um families in need and if you could possibly um uh help out and support
either the food banks uh that Brianna had talked about here in town, we also have one in the county. So anything that you might be able to do and for our families who may be in need of some of the resources, please reach out to your guidance counselor. All that information is available in the schools and we'll be able to get you in touch with uh with
organizations that would be able to help out. Thank you so much. >> Thank you doctor. Any public comments on agenda items only? >> Seeing none resolution to approve prior board minutes. >> So move
please. >> Mr. B. >> Yes. >> Mr. Espam. >> Yes. >> Mr. Gianakis. >> Yes. >> Mr. Pender. >> Yes. >> Mr. Peny. >> Yes. >> Mr. Celberg. >> Yes. >> Mr. Chapman. >> Yes. Mr. Cassio. >> Yes. Not the curriculum made through age. >> So move
second. >> Second. >> Any discussion? >> Please. >> Mr. B. >> Yes. >> Mr. Est. >> Yes. >> Mr. Chakis? >> Yes. >> Mr. Pender? >> Yes. >> Mr. Peny? >> Yes. >> Mr. Cesleberg? >> Yes. >> Mr. Chapman? >> Yes. >> Mr. Cassio?
>> Yes. Policy? >> So move. Second. >> Any discussion? Roll call, please. Mr. B. >> Yes. >> Mr. Espen, >> yes. >> Mr. Gus, >> yes. >> Mr. Pender, >> yes. >> Mr. Fy, >> yes. >> Mr. Celberg, >> yes. >> Mr. Chapman, >> yes.
>> Mr. Casio, >> yes. Personnel ID. >> So move. >> Second. >> Would I have a little discussion? >> Any discussion? >> Yeah. I I just um some things were brought to my attention today in regard to the shredding
situation that we have and I wonder if we could just table that discuss it in person in uh executive >> shredding. Remember we talked about scanning and shredding. >> Yeah, shredding is
>> it's in there to do it. Exactly. >> It's on page seven. >> So you want to take >> No, it's actually >> all personnel just No, no, no. >> Or is it D5 through?
>> Yeah, it's >> 5 through 71. >> Yeah. >> No, 5 through 17. >> B5 through 17. >> Yes. >> Okay. You make a motion to take those. >> Make a motion to just pull them.
Make a motion to take those. If you're okay with it, you can just bring it back after >> but the rest will go through. >> Yeah. Okay. Got that? >> Yeah.
>> Mr. Both. >> Yes. Abstain. D37. M. >> Mr. Mr. >> Yes. >> Mr. Gatakus. >> Yes. >> Mr. Pedrick. >> Yes. >> Mr. Peny. >> Yes. >> Mr. Selberg. >> Yes. >> Mr. Chapman. >> Yes. >> Mr. Casio. >> Yes.
>> Finance A through double T. >> So move. Second. >> Any discussion? >> Mr. B. >> Yes. >> Mr. Esman. >> Yes. >> Mr. Giannakis. >> Yes. >> Mr. Pender. >> Yes. >> Mr. Peny. >> Yes. >> Mr. Custleberg. >> Yes. >> Mr. Chapman. >> Yes.
>> Mr. Cassio. Yes. Any public comments? See any board member comments? >> Mr. J, I >> I just want to reiterate what uh Dr. Tans had said before about the pre-induced applications. It is really
an important important important thing for you to do if you think that you might qualify for it. There is no stigma to it. Nobody would be able to recognize who's free, who's reduced, who's paid. It doesn't work like that anymore. So there truly is no stigma and it really
is important because everybody deserves to eat. And if you think that would help your your child at all, please fill those applications out. Even if you're not sure, fill them out. If you did it last year and you don't do it this year, it could expire and you'll be charged for the meals. So please try to get them
in if you can. If you need help with it, I'm sure we have help available somewhere. So please, it's really important to do that >> in all the schools. >> All the schools. Please, please. I and I believe it's in multiple languages too, right? >> So, it's also in multiple languages. Please, it's really important to hear
that though. >> Anybody else, Mr. Per? >> Excellent point. There's no shame in it. I was a free and reduced lunch student myself. Um, but to all of our students who are Halloweens in 2 weeks, please be
safe. Please be uh safe in all your your going out and please abide by curfews and don't be out too late. Anybody else?
All right. Where are we? We're going into executive session at this time. Uh we will discuss personal legal action will be taken when we get out half hour or so. >> Get a motion. >> Move. Second. >> All in favor? >> I
have. Reopen the meeting. Roll, please. >> Mr. B here. >> Mr. Esper here. >> Mr. Gianakis >> here. >> Mr. Fender >> here. >> Mr. Py here. >> Mr. Sleber >> here. >> Mr. Chapman here. >> Mr. Cassio
>> here. Uhing personnel D5 through 17. >> So move. >> Second. >> Any discussion? Roll call, please. >> Mr. B. >> Yes. Mr. >> Rman. Yes. Mr. G. >> Yes. Mr. Bender. Yes. Mr. Py. >> Yes. Mr. Celberg. >> Yes. Mr. Chapman. >> Yes. >> Mr. Cassio.
>> Yes. >> Getting a motion to adjourn the meeting. >> Move. Second. >> All in favor? I. Good night.