Good, good, good, goodness. Okay. Uh, pledge of allegiance. I pledge allegiance to the flag of the United States of America to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
>> Roll call, please. >> Mrs. Batalado, >> Mr. Pico, Mr. Valardo, Mr. Yagnum, >> Mrs. Herald, Mrs. Sharpstein, we have a quorum. This is to advise the general public and to instruct that it be recorded in the minutes that in compliance with chapter
231 of the public laws of 1975 entitled the open public meetings act Stanh Hope Board of Education located at 24 Valley Road Stanh Hope New Jersey has caused this notice to be posted at the office of the Stanh Hope Board of Education mailed to the New Jersey Herald the municipal clerk of the burrow of Stanh
Hope the Stanh Hope Post Office and posted at the Valley Road School and on the Stanh Hope public schools website setting forth the time date and location of the meeting. The Stanh Hope School District in partnership with the community commits to provide a quality comprehensive education for all learners
with equal emphasis on academic excellence and citizenship through values, respect, and service. Our vision is to inspire and cultivate a community of innovative, curious, compassionate, and globally minded learners equipped with knowledge, problem solving skills, and the ability to persevere to make a positive impact on society and shape a
better future. Okay, presentations. All right, I'm actually going to get up for this one so I can see the screen. >> That's fine. No, you stay I'll just I'll pull over next to Mr. >> I'm in the middle here.
>> Good evening everybody. Um, it is that time of year again. We are tasked with uh analyzing our >> or we are tasked with analyzing our state test uh data and information uh
from the New Jersey student learning assessment which was taken last year uh spring of 25 in the area of language arts math and science uh as well as the dynamic dynamic learning maps DLM for students who have significant learning disabilities. Uh and last month or
August, can't remember which one, uh I reported on our assessments for our multi- uh language learners. Um so just a brief reminder of the assessment programs that our students engage in each year. Uh last year they took the NJSLA in English language arts uh in
grades 3 through 11 throughout the state. Uh mathematics in grade three through eight and then end of course assessments in algebra 1, geometry, and algebra 2. Uh NJSLA science administration takes place in grades five, grade 8, and grade 11. Uh and the
DLM, as I mentioned, is designed for students who do not take the NJSA NJSLA because they have significant learning disabilities. And the assessment for uh English language learners uh is known as as the WEDA assessment.
Um this year uh the state of New Jersey is launching a new assessment platform uh and a new um assessment model. Uh they'll be moving towards an adaptive assessment model in the areas of uh language arts and mathematics. Uh this
is uh this roll out is taking place this fall. Our students will participate in a field test. uh window is October 27th through November 14th but not the 4th, 6th, 7th and 11th which gives us a really really tight window. Um and we
will not be receiving any results or information from the field test. This field test uh is its purpose is to provide information and data to the state uh that will allow them um to to more efficiently implement the actual test in the spring. Um, but I also do
believe that they're they're working on um establishing benchmarks so that they can more uh clearly and accurately compare this year's test data to previous year's test data. Uh, science is not going to be an adaptive assessment. It'll remain the same as
it's been. Uh, so what does adaptive mean? Um, it's a computer adaptive test. uh the students responses to the earlier items in the test will determine the difficulty of the subsequent items. Uh it adapts in real time. So if a student
is uh answering questions incorrectly uh the the questions that they receive after that will be of lesser challenge. As students continually answer questions correctly, the level of challenge the the the level of difficulty will continue to increase. uh as opposed to
the previous tests where students receive the same test bank of questions regardless of their ability and how they were doing on the assessment. Um so the the benefits uh more precise measurement of students level uh because the questions are targeted to their ability
rather than everybody taking the same uh uh test with the same questions. Uh it's also potential and a lot of the studies show that it reduces student frustration and disengagement. Uh since it uh items could either be too easy or too difficult for the student. If the items are too easy, students, you know, may
become disengaged. If uh items are too difficult, students may give up quickly because they're frustrated. Um the new delivery delivery platform um will be used and technology uh coordinators and testing coordinators have all been trained or at least are in the initial
stages of training. Our staff will be trained next uh this coming Monday on how to administer the assessment using the new platform. Again, field test is coming up within the next couple weeks. Questions so far before I dive into our own data? This is a pretty significant
change for the state. Um, it's exciting, but it does come with a lot of questions. >> I was gonna say, do you have any concerns? Just because this came up at the the educational commission board meeting also. >> Do I have concerns? Yeah, >> I don't necessarily have concerns with
the shift to an adaptive assessment. I I think >> I think that's timely. The the roll out um, >> let me choose my words uh, wisely. >> Sorry, maybe I shouldn't have said this in open forum. the roll out was not appropriate for districts to be able to
uh be anywhere close to prepared uh to administer this assessment okay this fall. So that was that was a similar sentiment that the >> that said uh we we had multiple opportunities to deliver um uh training for our staff and how to use the
platform except our testing coordinator and technology coordinator didn't have an opportunity to see the platform until about a week ago. Uh and they're still familiarizing themselves with an assessment that we have to roll out in a couple weeks. Uh we first learned we as
in school administrators uh that they would be shifting to an adaptive assessment for this school year in August. Um in my opinion uh >> that's >> we should have been given all of this information in August and field testing
now for a 2027 implementation not a 2026. One of the the big the rush again I'm speaking transparently here. Uh what the big rush is that the contract the state's contract with Pearson Education expired. Um so a new testing platform
needed to be developed. Uh however I would also argue that they've known that that contract is going to be expiring for several years now. >> So >> sorry I didn't hold back. >> Do you know if the testing platform the state's using is the same as they used for SATs because that's also an adaptive
test. I I am not sure. >> I don't think it's the same unfortunate then it would prepare kids for when they have to take SATs. >> Uh I can tell you firsthand I haven't seen the platform yet. Um I haven't been in it. I haven't been trained. Uh I
haven't had the ability to be trained because our coordinators are are still training themselves. So, um that said, the other the other challenges that that I think that we're going to face are issues with comparability. Uh school accountability is measured um largely by
our performance on state assessments uh specifically comparing to previous assessments. Student growth as it should be uh is a significant um score that we receive on QAC which we will be going through again next year. Um, so I personally think that it's going to be
difficult to compare student assessments on the uh scores on the first year of an adaptive assessment versus their scores uh on the previous assessment. That said, that's going to be a question regardless of whether we're implementing this new test this year or next year or
the year after. There's always that transition period. Um my only concern is how districts may or may not be penalized uh based on on the comparison on um uh accountability assessments such as QAC. Um so but we'll see. Um the
field tests again, we're not going to get any information on how our kids did. So it's not like once the kids take the field test, we can regroup uh and then better prepare them um for the spring assessment because again, we're not going to get any feedback on that. So those are the potential challenges that
I that I see. Um so moving forwards but also backwards to last year's assessment. Uh so this is all uh information that you've seen before. Um the NJSLA NJSLA performance levels for math and language arts are scored on on uh a fivepoint scale. Five exceeding
grade level expectations and four meeting grade level expectations. So when you see my proficiency numbers as as I move through this slideshow um that is the combination of students achieving level four and five. So if I say we're
50% proficient that means that 50% of our kids scored level four or five. Okay. Uh for science there is a four-point scale. Uh three being proficient, four being advanced proficient. The percentage of students who took the
assessment language arts last year was 100% which pretty much compares to the previous year which was 99.5%. One student did not take the assessment. Same thing for math. Same thing for science. All of our kids took the
assessment. Um some of you might ask, well why is this even something that you want to build into the presentation? Uh well there's two reasons for that. Number one, it's a QAC requirement. So, if I don't have it in here, we'll lose points when they come in next year. And secondly, uh for those of you who who
who may have children who are older or have been familiar with the rollout process of the NJSLA initially, uh there was a huge population of districts uh who where parents were opting their children out of the test. Uh there were some years where we had anywhere from 10
to 20 kids whose parents wrote a letter uh stating that they didn't want their children participating in the standardized assessment. uh districts can't then force a child to take an assessment that their their parents opt them out of. Um I believe at the time it was it was largely political. Um but
that seems to have um dissipated at least in our area. Students are taking the assessment. Um and uh I'm I'm grateful that they are because it's a better representation of how our students are doing and progressing. So here's a language arts comparison.
So, as you can see from the top down, we have our language arts scores from 2023 down to 2024 and then most recently 2025. Um, just to briefly summarize, and I'll give you a minute to take a look at them, um, and ask any questions that you
might have. Uh, language arts as a whole is a strength of ours. Um, we significantly outperform, uh, the state in almost every grade level. Uh for last year, you can see the one grade level that we uh did not outperform the state
on. Uh it was a 1% difference. I'd say that we were on par with the state. And as you see as we progress uh and look at the math scores, you will see a trend in that specific grade level. Uh that seems to be an area uh that that we need to
focus on uh and help support those students and and close some learning gaps because they didn't do very well on the math assessment either. Um, >> could this be a potential? Sorry, I'm particularly interested because that's my daughter's grade. >> Um, I'm just curious because, you know, we saw firsthand. Is this still like
fallout from COVID and some of the basics that they should have learned during those years when they were remote or part-time as opposed to full-time? >> It's possible. I wouldn't dismiss it. Um, but the reason that I wouldn't necessarily just point to that is
because the entire state was was impacted by the pandemic, right? And if they're specifically being impacted, >> um, my questions would be why wouldn't the rest of the state be impacted? >> Uh, and what did we do differently with that grade level here in Valley Road
School that maybe districts did differently throughout the state? If you look from left to right in the state column, the scores are are pretty consistent, right? you're you're scoring in the mid50s. Um, and then if you look from left to right, you know, to ours, we we have grade level scoring as high
as 79%. >> Um, so whatever it it is with the cohort, uh, it's something that we we certainly need to uh to figure out. That doesn't mean that all students scored poorly. It just means that, you know, >> as a group, >> as a group, slightly less than half of
the students didn't reach that level four or five. Um, one thing that I'm particularly proud of, if you look all the way to the left at grade three, and you see, um, our grade three scores from 2023, we scored less, uh, more than 20%
lower than the state average. Um, we did a deep dive in the evidence statements that year. Uh, and we identified that it was the writing uh, was a huge issue for our students. Um, but then they were going to fourth grade and they were scoring in the mid to high 70s. And the
question was why? Uh I truly believe that the issue was that we didn't have the kids typing on the computers enough. So when they were doing most of their writing throughout the school year at that time, it was handwritten. Well, remember this is an all 100% online
assessment. Um so once we integrated the computer more on a daily basis and we had the kids writing, you know, essays and responses electronically, uh we saw that gap significantly close. uh and we're hopeful that that will continue to grow from there. Any other questions on
language arts before I move forward? Uh here are proficiency rates for our subgroups. Um so I only have four subgroups. These are the main subgroups that are that are mainly represented in our school. Uh I didn't um I didn't
include others because if we don't have 10 students in the subgroup, we cannot report on the data. As you can see for the ML section for 25, I didn't have 10 students that took the language arts assessment. Therefore, I can't report on the data. Um, what I reported on last
year in 2024 is that our subgroups improved in every single category um from 2023. And I'm happy to report that our 2025 subgroup scores are all improved over 2024. So, we're seeing two
years worth of of improvement for our economically disadvantaged students, our special education students, our Hispanic and Latino students. Um, and you'll see for language arts a slight increase for our ML students. Questions? And that's that's not
accidental. I think that that a lot of that has to do with the extracurricular programs, the high impact tutoring uh that we applied for and and were granted over the last couple years. It allowed us to target students who were at risk. Um and and I think that these scores are
a result of that. So here are our math scores. Um as you can see uh we have pockets of great success. Um 2025 especially uh our grade four and five scores are outstanding
significantly outperforming the state. Um, you know, we've we've had discussions, I'd say over the last 12 to to 18 months about concerns uh that I have, not just uh from a scoring perspective in our middle school math
department, but from an engagement perspective. Um, we've already made significant changes, which you'll see in a later slide, uh, moving to a double block of math this year, which I' I've personally seen and and I'm so excited about. uh students having opportunities
to talk about math and discuss and and work through critical thinking um situations more so than they ever have because as a former math teacher I understood the struggle of rushing through a 40-minute period because you need to cover every standard before the test. Uh so I'm super excited about
that. Super excited about the new staff that we brought in. Um overall, although I'm not thrilled with the scores that we're seeing, um at our at our middle school math specifically, uh they're not poor. Uh they're they're mostly on par with the state. If you look at the grade
eight score, that's deceiving. I bring that up every year because half of our eighth grade students are taking algebra. Those actually happen to be the higher performing eighth grade students, which leaves us with our lower performing eighth grade students taking the eighth grade assessment. It kind of skews the scores. Um, on the flip side
of that, although you'll see us in the green for algebra, which means we outperformed the state, I'm I'm not happy with the fact that only 50% of our students uh achieve proficiency in algebra. Um, years ago, and for several years in a row, we were routinely
scoring 100% in that category. And that's the way that I expect it to be moving forward. Uh, and I'm hoping that over the next two to three years, we'll see that improvement um with all the changes that we've made in our our math program. questions on our math scores
>> more of a comment like a common pattern with this in English where if you track for the three years it doesn't seem like the students like the fluctuation for the most part they get better as they go along but it's always
the same grades that are we'll say having issues >> so it goes down to That's sound weird like teachers or curriculum like is there more proactive measure those
teachers could be taking to ensure >> in those grade levels that >> that's a great question. So all of those things are are reviewed and discussed. We just had uh received so although we received student individual student scores about a month month and a half
ago, we didn't get the compiled data yet uh until a couple weeks ago. Takes time to obviously review that. So in addition to the information you're seeing here, we also get what they refer to as evidence statements. So it breaks down every single standard um in every single
grade level subject uh that students received questions on. And it tell you tells you for each standard how you performed as compared to the state. Um it allows our teachers to really dive into the questions that you just asked.
Where are our weaknesses? Where are our strengths? Um what do we have to consider in terms of a scope and sequence? Uh specifically with math, are we getting to topics that we're struggling with too late, right, or too early in the year? are we covering them
and then we're just not retaining them. Um we have uh today our was the first day that our math consultant came in um works with our teachers three days out of the year and most of what she did today she worked with our fourth through 8th grade math teachers was dive into the data dive into the scope and
sequence and see exactly where the weaknesses are and then develop strategies to to address those while also you know maintaining the strengths that they had. Um, so to answer your question, yes, specific teachers, it's always something that we look at. I'll
tell you that, you know, we've we change teachers periodically. Um, for whatever reason, we see a lot of the same pockets in certain grade levels and, you know, it's different teachers sometimes. Uh what I feel comfortable about is for
example if you look at grade three and even for language arts we're about on par with the state but what we're seeing is those students are still getting those prerequisite skills because if they weren't they wouldn't be able to score in the in the teens to 20s above
the state as they progress into four and five. Right? our if it was a third grade teacher issue, our fourth and fifth grade teachers would be forced to really catch these kids up and and they'd be playing catch-up and they wouldn't be to be able to perform where they're at. Um, so to answer your question, it was a
long-winded response. Uh, we're looking at everything uh and and we're considering every every possible opportunity to improve these scores, make sure our kids are more prepared for next year. >> No, I think it's appropriate to have a long-winded response for this. And I was
going to mention one thing where, you know, I hope there's open communication amongst the teachers like timing. It's funny you mentioned that, you know, are they are they reviewing these at different times that might make it staggered because you're right. If they weren't learning it, then effectively
the next year they'd be stagnant, if not worse. But there's usually growth here. So for me, it was about timing. >> So thank you for mentioning that. you know, hopefully they do they communicate about their lessons plans amongst the grades. Um, >> of course, we have vertical and
horizontal articulation uh not just throughout the school year. Um, inservice training days. You know, Monday was an inservice training day. We had uh SAS come out. That's the the the company that we use our math resources from. Spent the day with our math
teachers showing them what's available to them, showing them how to use the the program. Um, there's a lot that's going into our math program right now. Um, and I think that that although I still feel as though our kids are scoring proficiently and doing okay, uh, I know
that we can do better. I know we can perform better and we're going to do everything that we can to build them back up. >> Thank you. >> Any other questions before we move on? Okay, here are our subgroups for math. As you
can see, uh improvement over the previous year across the board. Very excited about that. Specifically, our economically disadvantaged students. That's that's an area that you see across the state. That's significantly low. They score significantly lower than um yeah, our non-economically
disadvantaged students. Uh so, it's great to see this year even language arts was at 50%. Here's our grade level proficiency for science. Um the science tests, as you can see, based on the state level and our local
level are significantly low, especially in 8th grade. Um there are lots of concerns about this assessment and and why, you know, kids throughout the state for several years now are scoring less than 20% proficient. Um I have my own
concerns about the assessment and how it's being assessed. Um, and and part of that is because I I also have opportunities now for the last 11 years to see the science instruction that's happening at the middle school level, that's happening at the fourth and fifth
grade level. Uh, you know, and and based on the eye test, right, based on conversations with kids, they're engaged. It's standards driven. Um, the kids are interested in the topic. uh why we can't jump above 18% in eighth grade.
Honestly, you know, I'm not sure. But what I do know is um I'm not just going to ignore it. We're working with a couple other districts who are uh gathering data from throughout the county uh to see which districts have scored the best, which areas they've scored the best. uh and we're going to
come together and and have like a little roundt uh discussion about best practices and and what we can do to share these best practices throughout the county. Um you know, our scores for fifth grade are outstanding. Um so we'll we'll see what comes of uh what comes of
this over the next couple years, but we're committed to to getting both both fifth and eighth grade scores um as high as we can. Questions? All right, here's a subgroup data. This one's a little more challenging because there's just not that many kids in these
subgroups because you're only looking at two different grade levels. Whereas for language arts and math, you were looking at five five different grade levels. Three, six different grade levels. So, the other thing that I like to do is
follow our cohorts, right? So, you got to see our grade level scores over the over several years. Um, I like to look at our cohorts and see how they do. So, for example, um, and on this first slide, you'll see the what how they scored in grade three and then how they
scored in grade four. And to just give you perspective, these are our current fifth grade students. So, for language arts, you'll see that these students were 2% behind the state proficiency level in grade three. In grade four, they were 25% above the state
proficiency level, demonstrating 23% growth. In math, they were 8% above uh the state in grade three, 18% in grade four in last year's assessment, showing 10% growth. This is our current sixth
grade. As you can see, very high achieving in in grade four in language arts at 24%. still very high achieving in grade five at 13%. But because they didn't uh widen the gap between in a positive way between themselves and the
state, you see uh 11% decline um from one year to the next. Um in math, however, you see in grade four they scored 20% above the state, 23% above the state in grade five with a 3% growth percentage.
our current seventh graders uh in grade five um 1% above the state in grade six 1% below the state. I'd argue considering we don't even have that many students that that's pretty a pretty negligible number. They're pretty much on par with the state. Um but
mathematically speaking, it demonstrates a 2% um uh decline in uh from the growth metric in math. In grade five, they were 18% above state proficiency uh and then fell in sixth grade to 1% below uh the
state expectation with a 19% decline. Grade eight language arts uh 2% growth from one year to the next and 3% growth from one year to the next in math. Um again uh remember that uh these are our current eighth graders. Um, students in
grade six were 4% above state. Students in grade seven, 7% almost negligible. I mean, you're talking a one student difference. Uh, and we do have students coming in and out each year. Uh, students who are currently up at the high school is ninth graders for
language arts showed a 9% growth from one year to the next. Um, the math in eighth grade is difficult uh only because we have students taking two completely different tests. The eighth grade math assessment is a much different test than the algebra assessment. Um, even still and even with
with um my concerns about only half of our kids uh passing the algebra assessment, we still demonstrate a 9% growth from the the prior year. Uh, DLM, unfortunately, we only had three students take this assessment, so
I can't report out on on DM results. Um, but as I discussed, these are designed for students uh who have significant disabilities and who are unable to take the traditional NJ uh SLA. We went through this in August when I
received the results initially. Uh these are the levels of our English language learners. Um we had four students that scored uh at or above four and a half uh which allows them to exit the program with teacher recommendation. uh and we
had 18 total students tested last year. Unlike uh basic proficiency levels on the NJSLA, a level one doesn't necessarily mean that the students don't understand the content. Most of those students literally entered the United
States within the last six months uh of taking this assessment. That simply means that they have zero knowledge of the English language. Uh but we do have a good number of students who progress through levels one uh up through four and eventually five.
Questions before I move on. All right. So, so my takeaways from this year's assessment. Again, language arts scores are positive. They have been for some time. Our reading and writing workshop model I do believe is extremely successful. It engages kids. They love
to read. Uh um Dr. Dr. Nazinski and I uh brought the reading and writing workshop in 11 12 years ago when we started here. Uh and and the greatest contributor to that success is opportunities for professional development. Um our
teachers are experts in in this area. Uh and I don't see any reason why we wouldn't continue to follow the program. Uh we also have every single one of our reading teachers and special ed teachers trained in Orton Gillingham. It is a comprehensive weekl long training and
the board contributed significant amount of money over the last 11 years to get all of our people trained in Sussex County. It's unheard of to have as many people trained as we do. It's a multiensory approach uh to phonics instruction. Um we deliver it K3 into
all of our reading classes. uh but we also use it as um a way to remediate students who are falling behind as a as a pull out in small group uh related service. Um math scores in elementary continue to be strong. Um but again as as I've
mentioned middle school scores are on the decline for the last few years. Um and our proficiency rates for language arts and math for our subgroups uh have increased over the last two testing periods. uh things that we're currently working
on. Again, um now that we have we're implementing our double block in middle school math, students have the opportunity to develop a deeper understanding of concepts. Uh and I do believe that that'll lead to greater retention of content and skills over the next couple years. Um new personnel in
that area, I do believe um are increasing student engagement. They're offering opportunities for critical thinking that maybe our students hadn't seen uh in a little while. Um, and again, we brought in our our math consultant again, not only for the summer, but she's here today, tomorrow,
and Friday, working directly with our math teachers all the way from kindergarten through grade 8. And then, uh, continuing using relevant data to identify students in need of intervention through our RTI program. Um, it's a very fluid process. Students
may be identified because of a weakness in a specific skill. They receive tier one and then two and then three support and then once it's determined that the students have achieved mastery in that skill, then they return back to the genad class and they don't receive services. So, it's not a lifetime
sentence to be uh put into our RTI program. The goal is is to dismiss them from the program once they've achieved mastery of the identified skill. That's it. I'm sorry. That's the longest presentation of the year. >> Anybody have questions?
Are there any academic standards that are measured on a national level? Like where does New Jersey fall into? >> So the the NAPE testing uh is a national assessment um that's done every few years. Uh districts are randomly chosen
throughout the years to be assessed. Uh and it does provide comparison data uh of different states. Um, New Jersey always falls within the top three to five every single time that they do it. Um, you know, most recently I think we
were in the top two uh performance-wise uh in the state or I'm sorry, in the nation. Um, you know, so we're we're certainly very critical of our state level and local scores and we're pushing to be better. Um, but from a nationwide
perspective, New Jersey schools are are always near the top. [Music] >> I know that there's nothing that we can do with regard to the roll out of the new test format, but just curious, how many days of actual instruction time are
the students and the teachers then losing because we have to now test in the fall and then do the actual test in the spring. believe each student in grades uh four through eight, third grade is not being tested because the students are testing in the area of
their previous previous grade level. Um I believe it's a day and a half uh that they'll be taking the test. >> Okay. Thank you. [Music] >> Okay. All right. Thanks everybody.
Okay, >> that brings us to correspondence. Were there any questions on the three items of correspondence? We spoke a little bit about the uh agriculture review last time um and the special education I think >> and committees.
>> Yeah. Okay. Questions, comments, concerns. >> Okay. Hearing none. Back to you. Superintendent report. >> Okay. We had uh one student serve one day of inschool suspension since our last meeting. Uh zero HIV
investigations. uh Patriot Field Day, which is an opportunity for our eighth graders to go up to the high school uh engage with Netcom and Byron students uh and work with Lenipe Valley juniors through um almost a field day atmosphere where they
compete in a variety of sports and activities. Another great success. Can't thank Lenipe Valley enough for providing this opportunity for our kids to go up um and just kind of get a feel and and develop relationships and familiarity with kids that they're going to be going to school next year with next year. not
just at their own grade level, but upper classmen as well. Um, uh, Mrs. Frank, uh, facilitated yet again a successful flu clinic here at the school. I believe she had over 50, uh, Stanh Hope resident, staff, and students, um, come
and and get their flu shot. And, uh, I have no reason to believe it isn't something that we want to continue to do for future years. uh avenues in motion uh supported our walk to school day efforts last Friday, October 10th. Uh they come um they come
with a gauge to to to measure the pollution in the air, have some stickers and giveaways for the kids. Uh we set up meeting points uh for our students to to meet volunteers uh and walk safely to school on this day. Very very well attended. Uh, avenues of mo motion is a
tremendous organization that provides free programming outside of walk to school day. Uh, programming for first graders and also for fourth graders on how to safely navigate our community. Um, you know, biking on the street, um, walking throughout uh, crosswalks. Um,
and as a small community like ours are, you know, as our kids get older, we want them to have the freedom, right, to to travel independently and to to do things um, on their own. Uh so they they provide opportunities for them to learn how to do it safely. Uh wanted to extend
a special thanks to uh Mr. Moscatello uh and Mr. Pico for volunteering to to take some student groups up on Walk to School Day. Um really appreciate it. Uh it's it's hard for you know parents and other volunteers to get there. Um it's it's uh
it's great to know that there are board members, former board members, those in the community who are willing to lend a a helping hand. Uh teachers inservice like I said yesterday I'm sorry Monday uh was very busy. We brought in SAVs for math uh training. Uh we did our yearly
mandatory dyslexia training for our staff. Uh I provided a little bit of training on on the use of artificial intelligence to uh streamline and improve teacher efficiency. Uh and we did some curriculum development. Uh also
veterans recognition program. uh believe you have your formal invitation in front of you. Uh it's going to take place on November 5th. Uh you are all invited. I don't need a yes or a no right now, but if you are able to attend, I'd greatly appreciate uh you letting me know. Um
first year without doing this doing this without Kathy Yonai, who's been doing it since, you know, facilitating and planning this since before I was here. Uh so definitely a little bit nervous. Uh Nancy Lashure, my new administrative assistant, is doing a really nice job, but you don't know what you don't know
until it's not there. Uh so a lot of people are also helping out and pitching in and I do expect that it's going to be a wonderful event. Um our we ultimately decided on an eighth grade field trip um after some uh
surveying and support from the board. uh the uh based on the survey results, we are going to move forward with a trip to Washington DC on May 27th and 29th. Um just to kind of summarize and recap some of the discussion that we've had. It's a
very small group. This eighth grade group is our last really small group for a while and we need to ensure that we get 22 students uh in order to to make the trip happen. Uh we did some preliminary surveying. Uh we um looked for some concerns of the parents about
the trip in general, about the location of the trip, and the overall concern is the finances, especially because it's such a small group. It is an expensive trip. It's going to be an expensive trip. Um and I think that uh for some uh we've alleviated some concerns. Our
eighth grade adviserss are going to be doing a heavy push on fundraising this year to hopefully limit the the expense. The HSA is contributing $100 for every student um for the trip and uh we do anticipate it's going to be um hopefully
attended by 22 or more uh and and looking forward to the opportunity. Uh and the last uh piece that I have here is uh I am forming a a committee with principal Dataldo um to help us finally develop a policy
on the use of artificial intelligence in our school district uh and a uh an AI plan templ uh which we received a template from Strauss Esme our policy management system. Um, based on my timeline, I expect to have something
prepared for the board to review uh by committees in December. Uh, and I will, uh, keep you updated with with progress and, uh, any other information throughout our November meeting and November committee meetings. But, uh, it's some pretty exciting work, um, that
our teachers are engaging in. uh they've uh small pockets have have been meeting with principal Datalo and and I uh and we're we're finding ways to use it from a professional perspective which is is
improving efficiency and allowing us to spend more time directly with students um than maybe we would have been able to in the past. Next question is how do we incorporate it into student learning? How do we incorporate it into student assessment and do so safely um and in a
in a way that students can maintain academic integrity when they're completing their work? >> That's my report. >> Thank you. Questions? >> Yeah. Will there be any dis in terms of AI? Will any discussions how to help combat some of the issues that we've run into with AI?
>> It's it's going to be all inclusive. Um, you know, I I had the opportunity to speak at the county board meeting um on artificial intelligence uh last week. Um, and I and I took the perspective and and I and I made sure everybody understood that I'm not an expert. I don't claim to be an expert. I'm I'm
figuring this out at a very similar pace uh as our as our teachers are and as so many others are in in the school communities. Um, but there's no denying that it's not going away. Number one, our students are
going to use it whether we allow them to or not. Um, and the only people who are going to be able to teach them how to use it appropriately is us, parents, teachers, school staff. And if if we continue to pretend like
it's it's not a thing or that the students aren't going to use it, they're going to find ways to use it and they're going to find ways to use it inappropriately. Uh, so right now my push um and I'm sure a lot of our our our staff are tired of me talking about it at this point, right? But you know,
things are happening and they're exciting and and I want to foster that discussion. Um, but a lot of the push right now is is to allow our staff to familiarize themselves with platforms, understand what artificial intelligence
is, how it can be used to help them, and then as they develop their familiarity, their comfort, their confidence in using artificial intelligence, now we can at least have a conversation of how do we support students in safe and appropriate use? And furthermore, how can we
incorporate it into our classrooms? Because there are effective ways to use it and there are are ineffective ways to use it. You can put a prompt in and what you receive isn't always correct. If you're not taking the time to actually read what it's producing and analyze its
its effectiveness or its appropriateness, you know, you're you're going to be submitting work that's that's not good. no differently than if you waited till the last minute or didn't study, you know, or cheated off of a neighbor. Um there's there kids are
going to find ways around it, but we need to teach them the most appropriate way to use it. >> Any other questions, comments? >> Um so I have a question just around the the entire AI thing. Um just out of curiosity, what platforms are you using
and are they public platforms? Are they publicly accessible large language models or are you using closed systems just because you know you said they're using them for productivity um so they can spend more time with the students but I'm assuming at some point some of
our student information is going into into these platforms. So in which case you know you want to make sure that we're safeguarded against that. So I'm just curious. >> So again, I don't consider myself an an
expert on data privacy. Um but I rely heavily on people who are experts on data data privacy. Um you know, as I've kind of experimented myself over the last year, uh I I started by using chat GPT, right? Why? It's the only it's the
only thing I knew of at the time. Um you know, and it was for personal use, right? I wasn't really using it for school or putting any kind of student or staff data into it. Um, but as I really began thinking about this roll out, right, because everything that I do, I want to do slowly. I want to do
methodically. I don't want to rush into anything. Um, I couldn't ask my staff or even recommend that the staff use something like a chat GPT because we don't have it, right? We don't have we have access to it. Um, but there's
there's no data privacy involved with it. Uh, I felt as though if I if I told them that they should rely on it, it should be something that the district's paying for. At $20 a month times 60 staff members, you know, you're looking at hundreds of thousands of dollars, which is just not something.
>> Uh, so in in discussion with Mr. Lama, our tech coordinator. I discovered I' I've known now that Gemini is a thing, >> but it's a thing within our own school ecosystem. >> And because it's within our school ecosystem, >> I'm good. As soon as you said it's
within the technology ecosystem, it's within your tech stack and it's within our tenant. That's all I was really. within um the information that we read and that we reviewed, we feel very comfortable that the information within our school ecosystem that we put in is
not going anywhere else. >> And it doesn't integrate with any other outside systems. >> Should not be. >> Okay. >> Other questions, comments? >> Just appreciate how fast you're working on it. Getting the feel
>> it feels really slow. Yeah. >> Um but I I guess much like technology, right? So the last year, you know, we've been discussing this Strauss Esme put a policy uh and plan template out over a little over a year ago. Um and my
recommendation to the board has been let's wait. Let's wait. Let's see. Let's see what happens. Let's see what evolves. Let's see what other districts are doing. I still feel like it's been the appropriate move because at the end of the day, we're an elementary school, right? our kids aren't using this at the
at the same level as students in high school and college. Um, I think our waiting has paid off because it's it's kind of allowed me as as um the lead of the district develop a better understanding so that I can further support our staff. Uh, without that
understanding, you know, I'm I'm kind of leading blindly. And I think that with with some of the applications that we've demonstrated that staff can do, we are I don't want to say slowly, we are now rapidly gaining support from some people
that I honestly didn't know we would get support from. Uh so it's it's exciting. Um I I you know for about I spent about 90 minutes before our meeting um after preparing for the meeting uh trying to work on on a document on on a
rubricbased document that I that we've needed here for some time. I estimate I I excitedly told Cararissa and Nick as as I kind of finished that I think I completed about three to four work weeks worth of work in about 90 minutes this
afternoon. Is it perfect? No. It needs to be reviewed by the staff who's going to use it. You know, we we need to put, you know, if not a committee, a small group of people together to fine-tune it to find the flaws. But you're you're talking 20 different rubrics I put
together in 90 minutes. Um, that's a single application. I can go on about the different things that our staff have been doing over the last couple weeks, but it's it's pretty exciting stuff. Yes, we're moving quickly right now, but it feels like it's taken an eternity to get here. >> I appreciate the effort. passes.
>> Thank you. Um Matt, personnel, curriculum, school, climate, and culture committee updates. >> Forgive me if I forgot my notes, but um we were chosen by the state of New Jersey to be have our special education program monitored. Um and Steve can
speak to that a little bit more in detail. Uh it sounds like we have a lot under control, but based on how they um perform the review and and and provide their their metrics, there might be a couple things that we want to touch up
on or just this but everyone's engaged. Our staff is fantastic. Uh and overall, it's just uh something that we'll get done and continue to add to the plate. Um when we look at the climate and culture, we have a survey. Is it 6th
through 8th or 7th through eth 7th through eth mental health uh survey? Um that is an optin program uh or survey I should say. Um just to kind of gauge the overall uh uh well-beings of our
students in seventh and eighth grade. And uh >> just I'm sorry to interject that's through the department of human services. Yes. >> Uh they're they're collecting data for middle school students. Um and uh it's it's not mandatory. Uh but schools that
participate will receive data from them which we can then use to you know assess and improve um the mental and physical state of students in our school. And then on top of everything else going
on, it's been a busier than normal of resignations and new hieres, which you'll see on the agenda this evening. So, it's been very busy, but the work administration's working hard on filling those spots and doing a great job at it. So, appreciate all that
>> questions, comments on the mental health survey. Just curious, is it optin by the student or opt-in by the family? >> Optin by the family. Uh, and families will also have opportunities to to review the survey, see all of the questions. Uh, we'll make sure that
information goes out several weeks before the kids take it. >> Thank you. >> Business services. >> Uh, not a lot to review. Um, slight notes. There's a slight increase in minimum wage from the state. That'll have little to no impact on uh us here.
A lot of that was pre-planned on our part. Their HVAC's working obviously >> for those >> still not still not everywhere. >> Okay. Well, it's 3° in here >> and uh let me word this carefully. There was
a we'll call it a false incident that caused our door our new door system to be tested out. >> The whole alarm system. whole arm system and you know the information I got back from the administration was just absolutely
excellent to know that the system's working great. There is really minor thing here and there which is just an opportunity to address it now and just the way the administrator administration the teachers the students acted um when
that occurred is it's impressive. So as a parent extremely happy and grateful. It's nice to know our door our door system is working great. >> Like to add to that too and extend thanks to the Stanho Police Department and the prosecutor's office um because
not only did they respond but they responded as if this was a real event because there was no way of them knowing that this wasn't a real event. Stanh Hope response was was within minutes and I received u a call on my cell phone.
Fortunately, a close friend in the prosecutor's office uh was made aware. Um and at the time had 10 county prosecutors on on their way to our school. Uh and I was fortunately able to to stand them down um right away. They were they're at a firearms training
together. Uh all in the same spot and they got the call and they they hopped in their cars and um so to me I have I have total control. I shouldn't say total control. I have control of the infrastructure that we have here in the school from the alarm system, the doors,
the response of our staff, the response of our students. I have no control over the the law enforcement agencies that we rely on. Um, and to see that they took it seriously and they responded appropriately, made me feel uh very comfortable should there ever hopefully
not, but should there ever be an incident in the school. >> Yeah. And thank you for mentioning law enforcement. I forgot them but they also just excellent response all around. So thank you >> questions comments hearing none. Okay
services um so uh the the meeting was a little lightly attended because they were competing with the county meeting the same night. Um but that being said, uh there was two main topics of conversation. One was concerns around
the changes to the state testing and how that was going to affect um some of their their students. And then the other thing is they continue to move forward with looking with the purchase of the building next door which would be in
addition to their existing building. They brought in their architect and they are going through um the process of having the property assessed for the value. Those are the big pieces.
>> Questions? >> All right. I have a question, but this might sound stupid, but was there any way you could ask them to allow the bus drivers to use the bathroom at the school? Because
the bus drivers sometimes for 3 hours they're in the bus taking the kids home and they won't let you go use the facilities, but they they trust you to bring the kids to and from school, but they won't trust you to use the bathroom
facility. >> Um, I can certainly bring it up. Uh, I suspect it has something to do with their safety protocols. I don't, but I can certainly bring it up to their superintendent. >> Okay, >> thank you.
>> That would bring me to the board president's report. Uh, just a couple points Steve mentioned. Uh, we had our New Jersey school board Sussex County Association meeting uh, last week. Steve presented on AI in schools. Sparta presented on their success, I guess I'll call it, with their cell phone policies
and stepped cell phone policies for um elementary, middle, and high schools and how they implemented that and what steps they took to get uh the community on board with those cell phone policies. There was also a lengthy presentation on all of the legislative activity uh that
had occurred. Um so that was at school boards. Uh Steve and I were both there. There was about 45 people uh across the county in attendance and about 15 people virtual. So just uh keep in mind you can always attend these virtually if you can't make it in person, but they're well worth it. Um
uh workshop is coming up this next week. So anybody going to that uh there is I think well over a hundred different sessions that are happening over those couple of days in Atlantic City. Uh just a ton of information coming out uh for school boards and there is mandated training slots available for anybody who
needs them on Wednesday and or Thursday for gov one two three and four for those who might need them. >> Just keep in mind you have to pre-register. >> Thank you for registering me. >> Yes. Thank you for registering me also. And then um tomorrow night is the first
meeting of the steering committee for all four districts relative to the study for regionalization. um the um folks from Rowan Policy Institute who are doing the study had requested the meeting. They will go over their outline and all of their data
requests and their process with the steering committee. Uh so that's the purpose of the meeting tomorrow night. So I will report out on that at the next meeting and how it goes. Yeah. >> Um they're putting gas line down that road
going in and they're doing it at night. >> Oh boy. Okay. So, I'm not sure depending on when they start. The meeting's at 7, right? >> I think so. Have to check. >> Depending on when they start, we may be able to get in. >> Might not be able not be able to get out.
>> We'll be stuck at school or wherever. Sorry. Wherever we are at school. >> Okay. >> My wife's going to bring me. So, hopefully Steve will bring me home. >> I can give you a ride home. >> Thank you. >> Okay. Thanks, Carmen. We'll make sure that we can get out of there. Uh, so that's tomorrow night. Like I said, it
was at the request of the Rowan Policy Institute and Mr. Ken Green. So, he sent about a 16page document uh full of information that they study routinely and what that will be required of the districts in order to complete the studies, >> but they're not necessarily agreeing to guidelines. They're going to review what
they're suggest suggesting on their end. >> They have a standard template that they do when they do these studies. This is to introduce us to that template, walk us through it, and through all of the data requests that they will need to make of each of the boards of education in order to facilitate the study.
Okay. And I'll certainly share that out after the meeting. You can read it to your heart's content. Um, that would Any more questions for me? All right. That would bring us to public session number one. Seeing no public, we can move past that. Uh, travel and
workshop reports, there were one. Any questions? We'll move quickly because people are frozen. Uh that brings us to minutes for approval. Uh agenda items one and two. Can I have a motion, please? >> Motion. >> Second, please. >> Second.
>> Thank you. Um the regular meeting minutes attachment five and executive session meeting minutes, please. Can I have a voice vote? All in favor say I. >> I. >> Any anys or abstensions? Okay. Thank you. Administrative action items one and
two. Motion, please. >> So moved. >> Second. Thank you. Give everybody a minute to read through those. Okay. Only two items if we're any questions, discussion. >> All right. Roll call vote, please. >> Mrs. Balado? >> Yes.
>> Mr. Pico? Yes. Mr. Valardo? Yes. >> Mr. Yagnim? >> Yes. >> Mrs. Herald? Yes. Mrs. Sharpste? Yes. Motions carry. Thank you. Policy action items one and two. Can I have a motion, please? >> Motion. >> Second, please. >> Second. >> Thank you. Uh, so this is the second reading of the policies and regulations
that are within. Uh, are there questions around those? Anybody need a re-review or a summary? No. Okay. If everybody feels good, roll call vote, please. >> Mrs. Balado. >> Yes. >> Mr. Pico. Yes.
>> Mr. Bardo. Yes. >> Mr. Yogen. >> Yes. >> Mrs. Herald. Yes. >> Mrs. Sharpstein. Yes. Motions carry. >> All right. Education action items one through four. Motion, please. >> Motion. >> Thank you. >> Give everyone a minute.
[Music] [Music] Okay. Items three and four. we did speak about through the meeting which is the trip to DC and the uh mental health and uh service um survey on there. Any
discussion [Music] hearing? None. Can I have a roll call vote, please? >> Mrs. Balado, >> yes. >> Mr. Pico, >> yes. >> Mr. Balardo, yes. >> Mr. Yagnum, yes. >> Mrs. Herald, yes. >> Mrs. Sharpstein, yes. Motions carry. >> Uh personnel action items 1 through 12.
Can I have a motion, please? >> Second. I mean motion. >> Thank you. Second. >> All right. I'll give everybody a minute on this one. And Steve, I don't know if you want to say anything on number five in particular. >> We also added a items 13 and 14. >> Thank you. >> Yes.
>> Yeah. Thank you. Uh I want to bring special attention to number five, the resignation of uh Miss Capola, our guidance counselor. Uh she has has served this district for more than 12 years. uh and has done so uh with with tremendous uh pride in this town and
this community. Um she will be missed. Uh but I I can tell you that uh the decision that she's made to leave is is not because uh of anything that's happened here in the district. uh she's she's pursuing um an opportunity to work in a high school district where she
doesn't have experience um with the possibility of down the road uh exploring possibilities to to be an administrator, a director uh of guidance um through our discussions and and through my own guidance to her. uh you
know you won't have opportunities to fulfill an administrative role and guidance unless you have experience working in a high school setting. Uh so it's it's a positive opportunity for her. It's a loss for us. Um but I feel strongly that uh we'll be able to bring
in um somebody relatively quickly uh that'll be able to engage with the kids and and you know bring us through the rest of the year and beyond. >> Thank you. And then just to see there, number one is so that he has the uh ability to bring those people in. >> Yes. Lots of people. >> Yes. Lots of people
>> hopefully knocking down our doors. >> Excellent. >> I have a question on number seven. >> Yes. >> Is that the correct salary for that position? >> Yes. >> Okay. [Music] Any other discussion?
Okay. Hearing none. Can I have a roll call vote, please? Mrs. Balanado. >> Yes. >> Mr. Pico, >> yes. >> Mr. Valardo, yes. Mr. Yagnum, yes. >> Mrs. Herald, Mrs. Sharpstein, yes. >> Motions carry. >> Thank you. >> Business services action items 1 through 14, addendum item 15. Can I have a
motion, please? >> Motion >> and a second, please. >> Second. >> Thank you. Give everybody a minute. [Music] for the uh comprehensive maintenance plan.
I just skimmed over it. Um, but is there any notes on that that might differ over the years? Is that pretty standard? >> It's a standard required document that we have to submit to the state, right? >> Um, it it it requires us to outline a
five fiveyear plan, right? Threeear plan, sorry. Uh, three-year plan of of what's coming up and what we've accomplished. Uh, you know, we're obviously because of everything that we've done over the last few years, we're we're in really good shape. Um, but yeah, it's it's more of a compliance document than anything else.
>> It also drives based off of square footage and what we've done to the building our maintenance reserve numbers at the audit at audit time. So, which we have no increases. So, we'll be holding with the same maintenance reserve cap.
>> Okay. Thank you. >> Does number 15 have to do with the parking lot? >> It does. >> Sweet. >> Speak to that. So, um, we've had discussions now for several months about the the concerns of our school parking lot in terms of of it
being overcrowded and not being able to uh to hold the amount of cars and people that we needed to hold. There's several reasons for this. We have way more staff right now than we've we've had um in in ever uh with almost the need for 40
power professionals in in our school. In addition to all of our teachers and the new teachers and programs that we've brought in, um we're at about 60 to 70 more students uh in this school alone um that we've had over the years. Not to mention the students who are down at
First Impression School whose parents do still have a need to come to our school. uh it's creating traffic issues at arrival and dismissal. Not even so much, you know, in the parking lot itself, but throughout the town, throughout the
community, uh people are having trouble um getting getting in and out of the school area. Uh so really, we've discussed the possibilities of um adding an additional parking lot to the back of the school uh down by the lower field. Um so this is something that we are
going to be pushing aggressively. uh this survey is the the first step to it. Um the initial plan is to fund the project again not knowing what the cost will be. Projects like this do range. A lot of it depends on oil prices at the
time that the project is bid. Um but the initial thought is that we would use capital reserve funds which we have a very healthy balance of. Uh but we'd also explore depending on rates uh long-term lease purchases, lease agreements, and stuff like that. Um but
uh but yeah, the the goal is to add parking behind the school uh while maintaining enough field space so that we can still have a full full-size field for the town soccer programs, lacrosse programs, football programs, etc. I do also think that that parking lot down
there would would be an asset for programs who are using that field. Um because right now they're they're either parking at the front of our campus and walking back or they're p parking along the curb in that cold sack. Uh which I I can't imagine is uh something that that
the residents um would prefer. Uh so as soon as I have more information, I'll share it on a monthly basis, but I do plan to to push this pretty aggressively uh to ensure that if this is something we move forward with that it's ready for the opening of school next September.
>> I just have a question. I don't, it's not exactly like that, but it has to do, I guess, with uh parking. A few parents asked me, why do the uh preschoolers, they could go into the parking lot and
pick up the preschoolers, but they can't get in to pick up their kids after I think it's quarter 2:30 to quarter. >> So, by so by design, we dismiss our preschoolers early. Couple reasons why. Number one, they're three and four years old. Uh, and I'd prefer them not running
through the parking lot while traffic is moving. Uh, and number two, by us releasing those 24 to 26 kids who's they're not old enough to walk. So, every one of those par those kids have either a parent or a family member driving to the school to get them. The
goal is to get those kids out of the school and those parents off of campus so that it allows for additional spaces for other parents to come in. >> The other the other complaint they had was that uh the police officer that's there, he's not consistent with the, you
know, letting people in and let don't let people out. I I don't know how that I couldn't understand what they were saying, but >> I don't have control over that, but to be honest with you, we close it. We close down at uh 240 or 2:45. We dismiss
at 250 and we typically open up the parking lot again at 255 257. Um so you're looking at a 10-minute window where we don't allow any movement and it's 100% for the safety of the kids and and everybody else who's walking through. That was the other thing they
said that uh the preschoolers that's movement with the parents picking the kids up, >> but they're leaving before we close down the parking lot, which is why we dismissed them 20 minutes earlier. >> Let me know exactly what it is so I could go back to the parents. >> Preschool's dismissed at 2:30. Everyone
else is dismissed at 2:50. >> Okay. So, the everyone else is not allowed into the parking lot until 2:50. We we no longer allow parents to come into our parking lot beginning at 2:45. >> Oh, that's right. I'm sorry. I said
>> What I'll tell you though is at 245, there's no parking spaces available anyway. So, even if they were able to come in, there would be nowhere for them >> or even on any of the streets immediately adjacent to >> move on that other parking lot quickly. >> People line up beginning between 2 and 2:15 on the streets
>> to pick up kids by 2:50 if they want to get anywhere near the school. And and again, not minimizing the the the traffic issue that we have, but that's the case in almost every elementary school >> throughout this county and Morris. I live in Morris County. I I you can't
even consider driving anywhere near the elementary school by my house during uh dismissal time. >> I understand, but I'm not the one that has to pick up kids or drop them off. >> Understood. >> Byron is the same way with the with the traffic. So, >> the hope is with with an additional
parking lot out back. Okay. >> Um, >> in all likelihood that would be a staff parking lot, which would free up 75% of the spaces that we have in the front of the building where everybody picking up can get a parking space and they can sit
and they can wait for their child to come out of school. That's the goal. >> I'll let them know. >> Can also act as an additional drop off point >> depending on how Yeah. how we want to. We The reason I have concerns about that
is because that would require double the amount of supervision out back >> um real quick before we move on. Number 13, >> that Winslow Township, South Jersey, >> it is >> okay. >> It's uh in this particular pl student
was placed by by CMO and child protective services uh into a rehabilitation facility. uh we are responsible for the education of the student uh and they attend this school during the day and then return to the residential facility uh for for therapy
and services. >> Thank you. >> Um why RWC of Tom's River? There were no local surveying companies that we could have supported. >> It's a company that uh the architect um our architect partners with. um they've
done surveying in our on our campus before, so they've already had a lot of the information at their disposal. Um so I I think that also allowed us to keep the cost down a little bit. >> Any other discussion? Okay, hearing none. Roll call vote,
please. >> Mrs. Balado, >> yes. >> Mr. Pico, >> yes. >> Mr. Valardo, >> yes. >> Mr. Yagnum, >> yes. >> Mrs. Herald, >> yes. >> Mrs. Sharpstein. Yes. Motions carry. >> Thank you. That brings us to new business. Anybody have any new business
they'd like to bring up? >> No. All right. How about any old business? >> Okay. Hearing none, that would bring us to public session number two. There is no public, so that would bring us to adjournment. Can I have a motion, please? >> Motion. A second. Thank you. Roll call
vote. All in favor say I. I. >> Nos. Abstensions. >> We are adjourned. Thank you.