Oh, your mic on. I'm going to reserve most of my comments for the strategic plan update. I'm so pleased that we have so many people here to share their stories tonight. We have students, we have staff. So, really looking forward to that. Um, one other
thing I just want to highlight on May, Friday, May 2nd, we had our Hall of Fame induction and Carol of our board members very involved in making that happen. Um, it was it was really a very nice well attended event and I actually I
shared speech with everyone because there's some really fun facts in there about Hills. So, it was really nice to we honored teams, we honored the board of education, we honored some individuals and the brought entouragees with them. So, it was really really
nicely attended. It was a lovely evening. So, thank you to the whole committee, Terry McConnell and everyone else on this. There was a power outage about a week ago. I think they might have something. We apologize for anyone watching the live stream of this. We had
a power outage a couple of weeks ago that we think is affecting the microphones. Uh so if after the meeting though if you go on YouTube there is closed captioning available in case you miss any of our conversation. Thank you. I want to first
congratulate the county school association vice president. People may notice that Susan is not here. Few years
ago had resigned. Mr. Just couple things to couple things we had agenda 879 items. And then on the D section we have 17,
18, and 19 day. All the information. Our honorable mention. Congratulations who competed in the 16 and over division. Tied for first place on the balance. and set a new state record with a score of
9.525. She finished in third place in the allaround. Gabriella competed in the 15 and under division. She placed first in the vault with a score of 9.250, second place on the balance with a score of 9.150 and managed a second place finish in the allaround.
Continuing on with our student achievements, um alumna is cool is a facing history in ourselves. New York City who accepted her award on now for our school events. Watch Regional High School is thrilled to announce the
resounding success of its jazz cafe concert held on May 1st, 2025. The evening offered a delightful blend of moods, foods, and exceptional music, captivating attendees with the dynamic performance of the Watchon Hills Jazz Ensemble directed by Mr. Christopher
Wyatt. Their program featured a diverse selection of jazz compositions, including energetic showcasing the incredible musicianship of the student performers, including a notable vocal solo. Adding to the evening's unique atmosphere was a special acoustic set by
watching Hill's very own rock band, Solstice, provide providing a wonderful contrast and highlighting the diverse musical talents within the school. The jazz cafe a testament to the dedication of the students and the strong musical program at watch on was well received by
an enthusiastic audience of students families and community members. The event created a truly memorable evening celebrating the diverse musical artistry at watch. And finally for our athletic update. Last week, 18 Warrior student athletes from the class of 2025 were
honored as we recognized them for spring college signing day as they continue their athletic careers at the collegiate level. The learning comments was filled with proud families, coaches, and friends who attended the ceremony in support of this very impressive accomplishment. It has been an exciting
time for the Warrior teams, and we are proud of their current achievements so far this season. So, starting with baseball, the Hustle Warriors are the 2025 Bird and Division Conference Champs and will enter into the Somerset County Tournament tomorrow, May 14th, hosting
Franklin at 400 p.m. Boys golf placed second in the NJSIAA tournament, which propelled them into the meet of champions on Monday, May 12th. Boys tennis had earned the Skyland Conference rated division championship for the 2025 season. For
softball, the Lady Warriors earned conference champs for the road division and are heading into the county semi-finals tomorrow, the 14th, hosting Bound Brook at 400 p.m. Girls golf earned the title of the 2025 conference
champions division. Senior season led the way in taking first place at the NJSIAA North Jersey Group A tournament. Boys volleyball will host Warriors in the Skyland Cup tournament on May on Thursday, May 15th at 400 p.m. in gym
56. And finally, spring track will compete at the NJSIA sectional championship. Meet at Ridge High School on Friday, May 16th with a 3M start time. And that is all. Thank you. Thank you. Appreciate it. Next up, plan
update on progress. Dr. Jo. Stop by here to make sure yourself. We have some cookies by our food service and we have some treats uh made by our culinary arts program. So,
please help yourself. Uh so we have a number of uh students and staff members in addition to our strategic plan co-chairs here tonight to just give a little update on progress on our four strategic plan goals. This is actually the culmination of a five-year
strategic plan. And we're not going to go through the entire five years tonight. um just some of the highlights, some of the more recent highlights uh and you know what the plan has really grown into. I would like to say we envisioned all of this when we developed the plan.
I think we had a pretty good idea of the direction we wanted to go. Uh but in terms of what the actualization of the plan ended up becoming, that certainly evolved over the years. Um, I know Bob was on the the planning team for both
strategic plans and you know the one of the I guess the beauties of the strategic plan is it we develop overarching goals as well as our our action plans that drive the work and really keep us all coordinated and help
us steer district resources and priorities, our professional development. It's, you know, obviously a part of our budgeting process. Um, but it also evolves and grows as the needs as we continue to to reassess the needs of the district each year. And that's
all part of our model of continuous improvement. It's constantly, you know, reassessing, establishing what our goals are, um, making progress towards those, evaluating our progress, and then reassessing the needs of the district and making adjustments where we need to. And that's why each year in the fall and
the spring, we're presenting on our progress. The fall focus is more on the the individual departments goals and their work towards the the strategic plan goals. And then our spring meeting is usually where we have students um actually speak about authentic experiences that are a direct result of
the priorities we've established in the strategic plan. These are our four goals which I think everyone is very familiar with by now. social emotional growth and wellness, pathways to educational success for all, imagination, creativity, innovation, critical thinking, and diversity, equity, and
inclusion. And so what we've done is the co-chairs will will come up and speak a little bit about just some of the highlights of each of the goals, and then we have uh a group of students and or staff members that are just going to speak about some sort of artifact or
authentic experience related to that particular goal. So you could get a little bit better flavor of how that goal um is actualized within watch hills. So without further ado, I am going to introduce uh those who are here to speak on our first strategic plan
goal. Jason Sabino and Patricia Tobin are the co-chairs for that particular goal. And Mr. Sabino is here with some of his colleagues tonight. one of our school counselors, Lauren Saget, our one of our student assistance counselors, Kevin Rice, who al also happens to be our educational services professional of
the year to attend breakfast with him last week. And he did forget his TR tonight. And Dr. Dr. Susie Malar, who um is part of our Ruckers uh behavioral health initiative that we brought into
the the district, and I think they're going to um really speak about the integration and coordination of those services and how it helps support our students. Okay. And if each group when you come up, would it just mind introducing the next group to come up? Great. Thank you.
Thank you, Superintendent JW. Thank you to the board. Thanks for everybody who's here tonight. Um, as Dr. J had mentioned, uh, happy to be here tonight to represent the first strategic plan goal which is related to social emotional growth and
wellness. So, uh, this evening we're addressing a vital part of Wong Hill strategic plan uh, ensuring the well-being of students which directly support their learning and growth. Um, some national context on teen well-being. There's plenty of data out
there from national organizations like the American Psychological Association, Centers for Disease Control amongst many others that continue to highlight a significant need for more emotional and social support for teenagers across the US. As parents, faculty, and community
members here tonight, we know they face pressures with school, friendships, figuring out who they are, and many reporting feeling lonely due to uh in connections, less in person connections, and more to increase time online. So,
uh, as many as two and five teens report the need for more support, um, for matters ranging from typical academic guidance to significant mental health concerns. Here at Wong Hills, we're seeing our students actively seeking
support with over 12,000 visits to our school counseling offices this year. again for the range of supports that I mentioned. Uh this highlight this this high engagement is a real compliment to the professional school counseling uh team we have here and other support
staff in our building indicating the trust and the connection they've built with our students. It also aligns with our goal of providing a safe and caring environment for our students here. Tonight we're fortunate to have some of our dedicated professionals share their expertise. I know you heard
enough of me on this topic in other evenings, so I'm glad to let you hear from these other professionals working with students every day. Um, they will explain their roles within our multi-tered system of support model and how their proactive work addresses the emotional, social, and academic needs of
our students. So, without further ado, I'd like to ask Miss Lauren Saget, school counselor, to start us off. Good evening. So, I'm here to talk about the tier one support as a school counselor. So, I'm going to give you a little background about school counselors, um, our academic backgrounds, and I'm going to talk a
little bit about what we do with our students. Um, so all of our school counselors, we hold master's degrees in counseling. Um, and that includes coursework in areas like psychological development, ethics, research, program development, career counseling,
multicultural counseling, working with community agencies. Additionally, counselors are required to complete clinical hours in a school setting. At WHRHS, we are extremely fortunate to have counselors who, in addition to that
required training, have related experience in areas that really put us in a position to better serve our students and to grow and learn from one another. Such experience includes additional clinical training in mental health counseling. Um, we have a
counselor with a second master's degree in English, with experience in the field of publishing, uh, counselors with experience with special education certification, ABA certification, middle school teaching experience, um, as well as work in
selective college admissions, career counseling, and college level academic adisement. So that really allows us again to help learn from one another, feed from one another and help our students to grow um as we meet with them. So we meet with students um in
groups conducting lessons that are aligned with best practices with the American School Counselor Association for example with our first year students. We do strength exploration with sophomores. We do career exploration. those start as lessons, but then of course with our individual case
loads, we're able to continue with those lessons as we meet with students individually. Um, and those individual meetings can be anything from a student coming down to talk with us about a concern that they are having as Mr. Sabino said, whether that's something
with a friend or something that's going on in their lives. Um, it could be grade concerns, whether we're noticing a concern in their grades and we're pulling them down or they're concerned about their grades or a parent has been reached out about a concern about grades. And then we listen to what they're saying. We hear the struggles
that they're having. And then we help to connect them with resources that can help, whether that's connecting them with math lab, writing lab, a peer tutor. Um, and we also help them to self- advocate a lot of times too to have those conversations with students
about what their strengths are, what they're struggling with, and what their challenges are. Uh, we help students with time management. That can be a lot sometimes for students that are either transitioning from the middle schools or students who are transitioning from other schools or students in general who
are trying to get accustomed to high school. Um so we do a lot of work with them on that as well as scheduling um helping them to select elective courses helping them to learn balance in their lives balancing their course schedule in school with outside obligations and also keeping in mind
what their postsecary plans are in terms of what they're going to be doing after they leave watch on hills. So there are we also then key them into personal growth opportunities that can be aligned with those um goals that they have through extracurricular clubs or other
opportunities um in school or with other summer programs etc. We also do a lot of work with students when it does come come time for the college application process and helping them to identify schools or programs that are going to be uh in line with their goals and a good match for them, places where they're
going to be able to be successful um and continue to grow and learn. And that happens with students as well as their families having small meetings and really helping them to key them into their resources for that that very important search process. Um, while each
component that I've discussed up to this point really helps students with their academic and personal growth, they also help us to keep an eye on the students mental health. And that is something that is very important to us that really permeates every single meeting that we
have with the student. So a student can come in and they might be coming in to talk about a class that they have or a grade concern that they have or sometimes they're coming in to share information about, you know, something that just happens in their lives that they're excited about. But because we
are all curious as counselors, we keep that conversation going and we always have an eye on, you know, what how is the student presenting? And if we think that something isn't right, and that can be something in their body language, or
it could be something verbal, non-verbal, it could be a something that maybe a teacher is reporting about a student. Um, then we're going to dig in a little further and we're going to ask more questions. And sometimes once we get into those conversations, we might say, "Hey, you know
what? I'm always happy to be here as a resource for you, but it might be a good idea for you to speak with one of our student assistance counselors." And so, I'm going to have Mr. and talk a little bit about the work that he does with students as a staff. Thank
you. I made a little cheat sheet, but I'll try to um Yes. as as Miss said, you know, we are often the the second tier, if you will. Um, and oftentimes we will get students referred to us by their school counselor. Um, it could be though also, and I'll touch on this a little
more from a parent, from a teacher, um, from another student, from a friend, a coach. It could be from any angle where we're we're, you know, getting a student's name, if you will, or that student's coming directly to us. Our role kind of as as that second tier is, um, it does require, if you will, a little bit more in terms of
qualifications. Um so as a student assistance counselor myself and Justina Misella who's wonderful she's she's my counterpart um beyond the masters in counseling and and the reason that comes with that uh sack student assistance counselor requires another graduate school courses that kind of dig a little
deeper into substance use psych family connections family systems um and also an internship with SAC which I done many years ago but our role um in terms of like as as Miss
Saget said, uh kind of that next level. If if the impacts uh that the student is is feeling from whatever is going on in their lives is impacting them more, which again maybe the first signs or grades or something they seem a little more um reclusive in class, whatever it may
be, a coach may feel like, you know, they're missing practice. So whatever it is, um it's impacting their life at kind of a level that seems like maybe one of us stepping in could try to help gauge, you know, what's best for that student in the time being. Um and that could mean a lot of different things depending
on that student or that scenario. Um and while we I mean I know for myself and and Miss Misella too is new this year, but it's already the case. We maintain relationships with our students, you know, through four years. A lot of students graduated this year. I've known since nth grade on some level. um anonymous when they leave. But, you
know, our our intent is to try to have somewhat of a short-term focus with our students where we work with them for a bit and then, you know, in theory, I don't say pass them back to to Miss Saget, if you will, but kind of, you know, back down to that tier in terms of day-to-day support. Um, but, you know,
it again depends on the student's needs. Um, and our intent is to help that student find out, you know, what what's going on? What's the basis for this? Does your parent know, you know, should we involve parents and try to bridge the gap? Maybe maybe there's not an awareness at home enough even, you know,
we're trying to bridge the gap with those with parents. Uh maybe it's also involves academics on some level. So, we're involving the teacher, whatever the case may be. Our intent is to try to help help them help themselves problem solve, build resilience, you know, a growth mindset. Um you know, there I
have a poster in my room that's from a long time ago, but I've always liked it. It says, "You can't stop the waves, but you can learn to surf." And I think that's somewhat as we want to try to keep teach our students to serve as they're going through these formative years. You know, how how to approach a problem, how to deal with challenges as they come their way. Um we we tell our
students when we visit them, you know, we know we don't have magic wands in our office that just fix life's problems because that's not how it works. We want to try to work with them to problem solve and figure out what they can do for themselves and what we or others can do for them, too. That may mean referring them out with the cooperation of parents for some type of outside
support, uh therapist, some significant um type of outside support maybe for a few months. It varies student to student. Um but yeah, again, it it depends student by student. Um but but our intent is to help them get to a place where, you know,
um what's going on and challenging them reduces over time. Um that being said, we also want to approach our role in a proactive way. And so yes, we do get students that come to us, parents that reach out to us, teachers that refer us students, Miss SAG and the other school
counselors refer refer students to us. But I myself and Mazella also um we visit all the health classes. We do presentations with them. So you know, every every grade has their health classes in one marking period. We visit that. We have presentations very interactive. We want to get our names and faces out there, explain our role so
students feel more comfortable reaching out to us on their own and and also maybe even bringing a friend. Um we do parent evening events which uh plug real quick. We have Miss Misella help put this together tomorrow night and then the following Wednesday. It's a two-parter. It's called Teen Speak
through Power Somerset. Um that if you go on the W weekly, that's something people can still sign up for, but it's essentially um um this outside organization is to try to help student parents, you know, communicate more in a healthy way with their students, especially during these trying times,
these trying years of teenage years when sometimes communication is a challenge. So, that's coming up again on the Warrior Weekly. Uh teens speak tomorrow night and Wednesday night. But, you know, our our role and again, shout out to Active Minds, Julian over there. Um our club, we try to also that's kind of
interconnected with our role is to help break the stigma of mental health so students don't feel maybe as embarrassed to reach out and say, "I'm having a really rough week. You know, I need to talk about it." Uh can can you talk to me about that? That being said, so our role is, you know, it varies student by student. Sometimes it's individual,
sometimes it's group. Um but speaking of tiers of support, you know, in terms of what what's next, if if if there is a concern that's heightened in terms of a crisis, um which very well might be a concern where we're speaking with student or maybe this first, they meet
with us. if we're concerned and things are at a higher level of concern potentially suicide, self harm. Um, which I will say, you know, part of our role is to feel comfortable talking about these types of terms and and concerns. Uh, which isn't easy for everyone. So, so also that's part of our
role is to try to, you know, explain that to people, help help break the stigma. Um but if our if the concerns rise to a point where where u we feel like our role is not you know significant enough our level we may then reach out to we are very fortunate to
have Ruter's clinicians uh Dr. Mar is here uh to help kind of step it up to the next level where they are, you know, in-house. Countless times they they have helped us with our students and then that's another level they can help find the right level of support whether it's
through Ruters or potentially outside of school as well. So, uh yeah, it's a team and I'm happy to be a part of it and I'll pass it along to you. Okay. Good evening. Thank you so much for having me here today. Um as said I'm Dr.
Mar. I'm the program director for school and community based programs. So I oversee the schoolbased program here at Washon Hills. We are thrilled to have had this partnership for the last four years. Our team is comprised of two clinicians, one full-time and one part-time clinician. And we call the
program here the records light program. And our philosophy really is that emotional wellness leads to academic success. So how can we really support the emotional wellness of the students to help them be more successful here? Um, we really love that. The benefit of having clinicians in the building is
that it really improves the collaboration. We really get to work closely with teachers, counselors, child study team, the staff. So, it really is a team approach. It's not like an outpatient provider in the community that's in their silo. We really get to work collaboratively with the whole team, the parent, the child, and all the
individuals involved. Um so as a tier three support a lot of the things that we do are really working on providing um on removing the barriers for our youth to be able to access mental health supports. So as Mr. Ray said that might be connecting a family with resources if
they happen to need a higher level of support or connecting them here to one of our clinicians. So the types of services they might receive could be individual therapy who do group therapy and we're also able to do risk assessments which I think is such an important component of what our
clinicians can do. So if a um student is reporting suicidal homicidal ideiations um experiencing psychotic symptoms we're actually able to screen them on site in the school which really removes that stigma. the families not needing to take them to a hospital, which can be really
scary or overwhelming, or to a screening center, which can also be very overwhelming. So, it's in a safe space where they're in a a space that they're very comfortable with, and they're being passed over to us by their school counselor, by the staff, by the tribe study team. So, it's a really nice um
handoff where there's a lot of significant collaboration. And then the other perk is that we can then provide them with that recommendation to that higher level of care. So, if a child needs a higher level for um them to feel safe and supported. At that point, we can actually make that
connection. So, we'll connect them directly to um through RERS. We have an inpatient unit, we have our partial program, and we also have connections with other community providers. So, we really work closely on connecting them with all of those resources. Um outside of that tier three support, we really
also work collaboratively on building capacity within the school on supporting the adults that work with the kids. So we're also involved in doing some faculty trainings as well as some parent trainings. Um and a big part of what we're doing is we're looking at data every year regarding what are the
concerns that our kids are facing. Um so last year as we pulled the data we're really seeing that kids are struggling with anxiety, depression as Mr. Sabino mentioned that difficulty with peer relationships. So each year we come together and we say these are the concerns that were highlighted this year. What programming can be put into
place to ensure that our kids needs are being met? So, we really focused on um providing supports to reduce anxiety, reduce stress for our students this year, as well as managing that social stress that they're experiencing. So, we did a group where we were able to um really support them with some of those
social concerns that they have. So, we don't focus it strictly on that tier three. We really kind of work on how can we also build capacity by giving tools to the adults that are supporting our youth. Um I think that's the main point that I
wanted to cover. Um We're so grateful to be here and I'll pass it back to Missina. Thank you, Susie. Thank you so much. So, I just want to take a moment to thank our team of school counseling staff who were here and and Dr. Mer for coming out tonight to uh provide a
little bit more insight into the work that they're doing each day to support students here at Watch Hills. Um again our we have a comprehensive school counseling program here that is crucial and dedicated to fostering support for students here at Wong Hills. Uh I am
pleased to next present up for the next strategic triangle Mr. Steven Sir and Miss Aminder. Come on up. Good evening. Good evening. Okay. So, our
um as Dr. Jwit said earlier, our uh a lot of our strategic plan has been accomplished in the last year. So, this year we're really focusing in on our peer outreach program and we have a lot of students involved with that.
So um basically the peer out the peer outreach program combines uh different groups of students that that actually uh you know get involved with the different programs and basically
um the students actually help each other in accomplishing the goals that they're they're trying to accomplish. So I know uh Mr. Wiki has um some students here tonight that are going to be speaking and she's also
gonna overview the the peer outreach program. Yep. So, last year I had the privilege of teaching the peer outreach class which was amazing with our senior and postgrad students and this year one second. Do you want to advance to the next slide because that has some of the photos and the information. Sure.
And uh this year we had the privilege of offering it to our ninth grade students and we're going to hear a little bit more Gman and her students about their experience. Um, and what's really great is I learned everything about peer outreach from Miss Gman. So, I'm so glad
that you'll get to hear from her as I had the chance to share my experience along with my students last year and some of my students from last year are here this year. So, um you'll get to hear from them and see how they've grown and how um it changes from various
teachers, various students and also now subjects. So, we're looking to expand. We're hoping that we can um continue this with um other subject areas, but this year we really got to highlight the arts. And I I think you're going to hear some really great things from our students, and it's been wonderful to see
their projects. Um along with that, we are so happy this year that we were able to expand our career internship program. Um I know when I started as the transition coordinator a few years back, I only had two students on my roster. I'm so happy to share that we have about
16 for next year. And um I just want to thank our counselors and case managers because we've been meeting with students. Um this is their junior year getting ready for senior year and just hearing their career goals is um it's so wonderful. They're really excited to get
out there into the community and um you know I just want to highlight some of the places because I know that was um one of the areas we were concerned about is you know how do we get the outreach to our community? our community really responded to us. Um, not only are we in the sending districts, but we're beyond
there in Bridgewater and New Providence. Um, we're even expanding from just the, you know, typical retail and restaurants into assisted living um, establishments and um, every time I do my site visits, people are so excited to talk about our
students here at Latin Hills and how they're doing so great and they say, "Please remember us for next year." So, we're creating these lists. We're getting the word out for our students and again we are just so proud of what we were able to accomplish and to help them achieve their goals with career
internship. So should we bring Miss Yeah, Miss Ketchman if you would like to come up with your team. You can share some of your experience. And the students also asked us how come the board members didn't put their cell phones in the cell phone pocket tonight.
I am the vice principal in charge of the cell phone infraction. So you'll be hearing from me later. Come on up, guys. Good evening, board members. I'm Tara Gman. I co-e the peer outreach arts class with Susan Huff, who unfortunately
couldn't make it tonight, but we are pleased to have three wonderful students here, Sam, Taylor, and Helena, who will be sharing their experiences and insights um about our peer outreach class. So is going to start off. Hi everyone. We are pleased to share
insights regarding our student participating in the peer outreach arts class where they engage collaboratively both for the students in the program and for our school community as a whole. This program has significantly contributed to creating an inclusive
environment within our school. Students have embraced the opportunity to work alongside their peers with special needs, demonstrating empathy and understanding that transcends the classroom walls. Through collaboration, our students are not only enhancing their
artistic abilities, but also developing crucial life skills such as teamwork, communication, and problem solving. These experiences prepare them for future challenges in diverse settings. The interactions between peer mentors and special needs students have led to
the formation of meaningful relationships. This has fostered a sense of belonging and acceptance, allowing all students to thrive in a supportive atmosphere. The peer outreach arts class has not only enriched the students involved, but has also had a profound
impact on our wider school community. The positive attitudes and behaviors exhibited by these students contribute to a culture of kindness and respect which benefits everyone. The peer outreach arts class is a testament to the power of collaboration and the
importance of inclus inclusive education. We encourage continued support for such initiatives as they play a vital role in shaping compassionate well-rounded individuals who are prepared to contribute positively to society.
Mrs. Huff and Mrs. Sketchman invited us to reflect on our time together in this class. They asked us to share some of our favorite memories, what we learned, and what we thought of the class itself. Here are some comments from our classmates about peer outreach. One student said, "My favorite memory in class was creating the bulletin boards
with a few other classmates in the class. Being able to collaborate and have fun with classmates while giving a creative idea that advocates for inclusivity was really fun. Another student said, "This class was truly my favorite class. I enjoyed spending time with the peer outreach students each
day. This class feels like family. All the students and teachers care for one another so much. This class has impacted me personally by understanding the importance of learning from each and every person and how it's important to listen to one another and always be there for each other no matter what. This class has made me love working with
students, especially those who need my help. I'm going to miss this class so much and seeing all the children as I feel we have grown into a familyike relationship. I've also learned so much about disabilities and while not all disabilities are visible to the eye, it's important to always be considerate and caring of others. While in college,
I will not be majoring in anything relating to working with children. But I hope to have the opportunities to take classes just like peer outreach as it was truly the most special part of my day and my favorite class. I loved each and every one of the children and all the activities that we did.
Another student stated, "This class has impacted me a lot by understanding how to be supportive for others. You never know what some when someone's having a bad day or is going through a difficult time. And this class has given me the chance to take the time out of my day to stop and socialize with others to check
in with not only others thoughts and emotions, but also with my own feelings." Another student said that this class helped me grow with my relationship with my peers. I enjoyed becoming friends with them through class, the care club, and because of my positive experiences, I joined the flag football team. Another student said,
"This class has been one of my favorite high school. It has confirmed that I want to work in a field with people with disabilities when I am older and has taught me a lot about the field. Lastly, an important thing I learned is that we are all the same in many ways. We all require the same amount of kindness. We
all require connection and friends. We are all special in our own ways. I've grown to realize how much my freshman peers and how special my life has been this year because of them. Thank you so much for listening. Hope you have a great Thank you.
Um, is Thiago gonna come up? No. Oh, that's right. My bad. Oh, hold on. Strategic plan goal number three. We have Mr. Maluso and Mr. Fire. So, the uh exciting news uh from this year's the design lab was opened up in
January. A lot of excitement and immediately used by the robotic team and some classes started having some sessions in there throughout the year utilizing space and equipment. Um if you get a chance to visit the space, you'll see it's very very busy right now with
new equipment and a lot of different designs being uh implemented by both product and engineering courses and product lead. Uh Mr. Flacker will speak a little bit about the curriculum work we have done around design thinking for next year and how we're planning to
utilize space in the future years. Thank you. So I'm happy to share a few more updates. on our work towards uh goal three uh which is uh ensuring that all students engage in enriched innovative learning experiences that build creativity, critical thinking and
global awareness. This year we made a lot of progress. Uh we've developed a new course that was that we'll run next year is called the foundations of creative design. Uh we'll utilize the design lab for for that course. Uh we've
also trained uh provided training for the teachers who are going to be running that course so that they're ready to foster inquiry and innovation right from day one. In addition to that training, we've also had over 30 teachers across the
district participate in uh design thinking and ethical design workshops. uh th those sessions were many of them uh attended follow-up sessions where we focused on integrating those strategies into their instruction. This work is
already beginning to take shaping and um shape our classroom experiences in very meaningful ways. To highlight that impact, I'd like to introduce one of our French teachers, Miss Alicia Bose. Uh she's going uh she's been applying the principles of ethical design in her
class and She'll share how that approach has been helping her students think more deeply and creatively about the world around them. So, good evening everyone. Um, I'm really excited this evening to talk about the great work our students have been doing in the French one classroom,
which is really exciting to know. Um, again, I've been invited to share with you what this looks like in our French classroom. So, we're going to be talking about imagination, creativity, innovation, and critical thinking. and and again what it looks like, what those activities our students have been working
on. And so this evening uh these students that are going to be sharing their experiences uh they cover activities on the topic of school life. So they talk talked about the topic of school life and so this is all relating to the franophhone world. And so where
we bring in those practices, perspectives and products from the franophhone world, all those Frenchspeaking countries. So, not just France but other other French-speaking countries around the world. And all of these activities were designed based on that theatic that theatic unit uh the
school life unit. It's worth noting that these are level one students. So, these are all students that they might have had background in middle school or before they came to our building, but they all started this year in September. So, I say this just to keep in perspective um in the perspective of the
growth that they've made up until May, right? Our school year hasn't wrapped up yet, but within those those short months that have right brought us to May um these are French one students. And so, these are students that are building sentences, they're building vocabulary from day one where you can learn to say
bonjour, right? And so, we're building languages. And so, um, just to keep that in perspective as to the type of activity that they are working on in our class. So, Jolie Williams is going to be talking to you about this evening a research project that our students
worked on where they had to renovate a school. It was called Renov Mon. And they had to renovate a school by researching first a franophone country that they had the choice of and they had to bring into that project um practices, right? um products and also perspectives
from that that country that they research Velasquez is going to be sharing with us an activity um in which the students had to present solutions to the rising cost of school supplies for Parisian families. So these are all families that are families in need. Um we watched a report and then the students did some building activities in
class before they had to brainstorm and come up with solutions to how they would address this this issue in the um in the franophhone world. And then Rhyma Jane is going to wrap up and also share with us about handling dilemmas. Um the particular dilemma I gave the students was purchasing school supplies and
values where um I'm not going to Are you going to go into detail more about the dilemma? Yeah. So I'm going to let share that. And so um we had a project there were some in-class activities and then more open-ended where they had to do some writing and speaking using the the vocabulary the grammar and then also
tangle the culture for a thematic unit into those activities. So it was a three-fold uh again working through these activities it really required the students to not just work with the vocabulary and the language the grammar from that point of view but also to interpret right they had big issues that
they were interpreting right and also they had to work together right they had to collaborate and put these ideas together uh while creating those devel developing those creative solutions to some pretty complex problem problems all while keeping their ideas
in the target language. And they did that. It involved not only making connections to the target culture, right? Relating their daily life to what it looks like in this perhaps Persian family's life, but also to relating to their peers, right, and people that that they see in the
building every day. The student solutions, it really conveyed a a very tremendous amount of empathy. I see this not only throughout these activities, but other activities that we have in the classroom. They have a lot of empathy that they share on a daily basis. So, I
wanted also to share a big thank you to our district families who are doing this at home and reinforcing these values at home that we can see they're coming from the home. And I can say that their creative their creativity, it really shined. You guys really had some very creative and unique ideas um in French
that they were able to share and put together so eloquently with their with their language and French. and it's um it's been a really big pleasure to see that the growth over the year and to see what they've the solutions that they've come up with working together. So without further ado, I'm going to introduce
Okay. Um good afternoon everyone. Um I'm Kim. This is Yeah, I'm Jo and that's um and we were here to talk about um what we have learned in French class. Uh we learned with uh respect uh topics
about hospitality, empathy, expanding our creative thinking um expanding um our ethical learning and also how to show compassion for those who in our community and globally. Um so friends with Mambros is the motive learning
another language. Okay. So I'm going to start with what activity I highlighted. One activity that I really enjoyed working on that highlighted the expanding our creative thinking was the creating schedules and creating our ideal
classroom and and designing our schedules beyond feeling sorry. So we designed schedules and we created our ideal classroom. And in this designing schedule is like more than creating time blocks and also our ideal
classroom. And we learned through this we learned managing time manage managing time management and also how you can use different ways to different ways to create a schedule and create your classroom to ways that
it fits your life by using different color coding and visuals such and using different activities you can figure out how to how to model your life in a
way oh my gosh I'm so sorry I'll start from the top one activity that I really enjoyed working on that highlighted expanding our creative thinking was creating schedules and decorating our ideal classes designing schedule was beyond filling time blocks. It's also about
reimagining time management and encouraging creativity. You can color you can use color coding and visuals to show how activities like reading arts, group discussion, group discussions that we did in class can flow throughout the
day. Incorporating brain breaks and creative time like journaling or open projects allows creative creativity to thrive which Madame Bose helps us do in class by doing different speaking activities, different writing activities, different group projects. Like today we did different group
projects on different verbs that we've been learning. And the schedule itself can be interactive with illusions, patterns, and movable components that make it more engaging. Okay. Um so the talk the activity I
worked on um presenting here today um was about families who are in need um with kids who with their families that can't afford school supplies every year. Uh we watched videos, read about these
families and did activities on them. We got to see how other families um and their problems with had to deal with um their economic economic problems um when they couldn't afford school supplies,
how the community helped out and gave school supplies to the kids and their families who needed them. And here um and as uh people in our class are very fortunate to not have to probably go through this. We really took a different
level of understanding how not everyone has what we had have and how it's um not the same for everyone around the world. And we were put in different positions to use our critical thinking skills to
understand how we could help solve these problems. how we could um help others families feel better, always encouraging them and helping them if they're going through tough times. So yeah,
um hi. So I'm going to highlight a project we did on an ethical dilemma. So, our dilemma was based upon whether or not if it's a wrong pricing is bring up for school supplies, whether or not it's ethical or not to tell the employee
um that it was incorrect, especially if there were new accept. Personally, I was surprised by this due to the fact that we don't do ethical performance math in class, especially in the front class. And we also brought in value such as honesty, confidence, integrity, which
was really surprising due to the fact that forces put impact or any emphasis on values which make up our core ethics and everything. Personally, that um ethical dilemma was incredible experience since you don't do
that in many classes and it honestly helped you think better and clear your own values up as well. It helps moral compasses as well as showing what you believe in. Thank you. The the last update I'd just like to
highlight very quickly is uh we also just a few weeks ago held our academic fair which previously was our steam fair. um we've expanded it to include all areas and it was a great successful night. So to speak about goal four I'd
like to introduce Miss Allen and Dr. Le thank you very much for having us here tonight. Thank you for all the student speakers and faculty uh who spoke before. Uh we're going to go on to uh strategic before uh which really is an extension of a lot of what you've heard uh for a lot of different ways about how
we're promoting a culture of inclusion and belonging here. Uh there's variety of evidences of progress on the board but you know just to name a few uh you know we we take learning beyond the classroom. We're not just focused on what happens inside the classroom. We're really uh exploring other opportunities
for students to be engaged and have great experience outside the classrooms. We're trying to combine a uh a togetherness with our middle school. We're going out to our middle schools with our students and trying to create that that easy transition for them as they come into the high school. Uh we're
committed to professional development to uh be able to educate our teachers and continue their progress into being able to speak and communicate and teach every one of the students that comes into our building. We're want to making sure that we're including all our student voices in our future initiatives, including AI,
which is a big one for obvious reasons. Our behavior classes are still going over to our setting districts uh in terms to try to create their learning experiences and improve the learning experiences of others. We've incorporated flex days to really try to improve our ninth graders so that or the
experiences of our ninth graders with our upper classes so that we're really trying to create a culture of belonging within our school. But with all with that being said, the main event is right here. This is going to speak about our
inaugural season or his experience including our inaugural season uh for play unified for flag football. So your floor now. Good evening. My name is Thiago Tier and I am a postgraduate
student here at Warren Kilino High School. This is a big school and I love this school's environment. I was I was happy to join
the athletics program as a freshman. I enjoyed participating in spring track from 9th to 12th grade as well as winter track from 10th to 12th grade. I love to run and I had a
lot of fun running with my teammates and having Mr. Bonitz as my track coach. My best time was 12.13 seconds for the 100 meter dash.
This accomplishment made me feel marvelous. Being able to run with my teammates took a lot of work and effort, but it was
worth it because I gained a lot of friends through my time in track. This year, our school started a new unified flag football team. I felt happy
to join the team with my friends from my classes and met new friends, too. Black football gives me a lot of emotions when playing on the field and scoring touchdowns.
I love to cheer for my friends and have my friends cheer for me. I feel excited to contribute to my team and I'm proud that we won our first game ever against
Roxbury last Thursday. Mr. Tranzano, Mrs. Gman, Mrs. Ared, Mrs. Thumbberg, Miss Clink, and Mrs. He are the best coaches
ever. They teach us great flag football skills. The warm-up drills help us stay focused and give us chance to exercise while having a lot of fun. I feel excited about making new
friends and having the chance to be part of this awesome team. My time at the chess has been rewarding and I am so thankful to my teachers, my
coaches, my friends and my parents for loving me and giving their support. Thank you for letting me share my experience at kills this best school ever. that my grandmother used my cup over my
cup over after that. Um, and that brings us to the end of our presentation. Um, we can stay here for any overall questions or comments or you can refer to the other speakers if you guys care. Thank you to everyone who came to this
evening. I'll turn it back to you. Yes. Thank you. That was great. Really appreciate it. And it's nice when you can see the fruits of our labor to the goals that we set and the accomplishments that are made and some of you may know that we are embarking on
a new strategic plan shortly and look forward to continued updates. So, thank you very much. Thank you to all the students and faculty and everyone that's been involved. I know it's a lot of hard work uh but certainly very productive and it's certainly worthwhile and we
certainly appreciate it. Thank you. Make some food on your way out if you'd like cookies and other treats. Anyone else want? No, I just I just wanted to thank the uh faculty and staff and students that came out tonight. I thought they did a a
tremendous job uh showcasing the various aspects of of the strategic plan. Uh I also appreciated uh Mr. Spino and his group uh going through kind of the multi-ter systems of support sometimes
is a very difficult concept for folks to understand. You got all these buzzwords and acronyms that thrown around. Um but the uh I thought they did an excellent job explaining how that structure works. Tier one is really to address, you know,
all students and and and tier one doesn't just involve the staff that's involved with that. That actually involves all of our staff that everyone is responsible for playing a role in supporting you the the tier one systems. Then you get to tier two, which tends
to, you know, tier one is like 80% of our students. Tier two tends to be that, you know, 15% of our students. And then tier one is 5% of our students. So it it goes in a graduated way. And the whole idea of having those tiered systems is
that we have in place uh the supports necessary that as a student may be experiencing uh some challenges or difficulties uh that we have the capability within the building where they're more comfortable to try to handle most of those situations. Um and
I just I felt it's really important uh to understand and the critical role that that program plays uh across all of our students and that it's not just oh here's the thing that we're doing. It involves all of our faculty, all of our staff understanding the role that they
play in in uh watching out for the uh the best interests of our students. Okay, before we go on to committee, I just want to double down on that. And I've said this so often that we as a board are focused on so much more than
just the classroom with regards to whether it's the sciences, English, history, whatever it is, there's so much more that's going on. We spend a great deal of money, great deal of resources, and we think it's extremely important, and
that's why we dedicate so much see the fruits. This is just tonight, but there's so much more and there's so much so many opportunities for the students that are outside that so-called classroom. Thank you. So, just one other thing I wanted
to add quickly. Um, when when Dr. Jac came here and when I was first elected to this board, we did not have a strategic plan. There was no document to guide us. There was nothing, no strategies, no priorities.
We just kind of went, you know, wherever we went, uh, based on whatever the whims of whoever decided that they had the authority to provide direction, um, you know, that's the way that it goes. When you have a large
institution like like a high school or like a corporation or anything else, the strategic plan really becomes critical to provide the direction for the institution regardless of who's in
charge. Um so the strategic plan is not necessarily meant to um forward a specific agenda for a specific administrator or for a specific board. It is supposed to forward the agenda for
the community. And so the whole idea behind the strategic plan is so that it provides the directionality for the district regardless of what the next board is, regardless of who the next superintendent is, regardless of any of
those things. That sets the course, that sets the direction. And I want to add that I've been involved in a lot of strategic planning from a variety of different institutions, whether they're education, whether they're corporate, whether they're nonprofit, whether
they're association related. And I've seen strategic plans that have been written uh and then they get put on the shelf and then people move on and forget that they even did a strategic plan. Uh so I think that's actually a a tribute to the administration to our faculty and
staff that they have actually worked to really embed the strategic plan into the institution. Mr. SC embeds it into the budgeting process. Um and so really taking it from being a document to a
living philosophy to guide the district is really really critical and I think is um certainly one of the most significant things that has happened during my time on this board and has driven a lot of the transformation uh that we're seeing
on this campus across across the entire organization. So I just wanted to highlight that because of you know being on the board for 12 years to see a thing or two. Uh and I just watching this transformation has been um probably one
of the more fulfilling things that I've been a part of in the 12 years that I've been on this board. So again I just want to congrat congratulate the this board prior boards who had the vision to adopt it. uh the superintendent, the administration for implementing it and the faculty members and the students for
embracing it and moving it forward. It really has transformed this district uh in so many positive ways. Thank you. Couple committee reports this evening. Good evening everyone.
Um, oh, happy belated Mother's Day all the moms and caregivers. Without us, the world would stop spreading. So, good job. Thank you. Keep it up. Good luck. Uh, the education committee, we met May
6, 2025 at 3:30 via a zoom. Uh, in attendance for Missa, Mrs. Potter, Dr. Jwitt, Miss Caro, Mrs. Failen, Dr. Mr. Spino and Mr. Dlesio. Uh we have
three topics. The first GPA calculation. Um Dr. Labera informed us that the administration is looking to change the way unlevelled courses uh for example orchestra, chorus, Spanish one, etc. are weighted in the
calculation of a student's weighted GPA. Currently, while CPA and honors level courses all have weights associated with them, unlevel courses do not. Thus, the weight of the unlevelled courses is below that of a CP level
course. The recommendation is to give unleveled and CP courses the same weight in the weighted GPA calculation going forward. Uh the committee discussed the change and agreed with the recommendation and the student handbook will be updated with the change. Uh the
next topic was excused um absence with reason. Dr. Lero explained that there has been some confusion with the dermat with the terminology. There is and I just
uh with the terminology categorizing absences excused absences are the state approved absences of which there are seven categories and do not count towards a student's attendance not a school's overall average daily
attendance rate. Uh for example college visit, religious holiday. While a student being absent due to illness is a valid reason for an absence, it is not an excused absence by the state's definition. Therefore, in order to
clarify this with students and parents, we are suggesting a change in how we code these types of absences to absence with reason. This indicates the absence is not due to truency but still counts towards a student's overall attendance
record. Uh the committee discussion sued regarding excused versus unexcused absences and asked that it be made clear in the student handbook and communicated to the students and parents in advance. The last topic was um
assessments. Uh we got a preview of the NJSLA math and ELA results. Mr. Dlesio, he spoke to the committee on the results of the NJSLA assessments in math and ELA for 9th grade students. uh he enlisted
AI to analyze the data for the past three years from the year 2122 through 2324 for Washington Hills Regional High School and our comp districts. Both our math and ELA performance have shown
significant growth both overall and compared to the comp districts. He explained that the increase was achieved through staff assignment changes, making students and teachers aware of items that would be on the test and middle
school articulation of these areas. Mr. Dlesio thanked the IT department for their help with the online testing and the building and grounds department for their help with the desk setup. He even had a picture of the testing, how they
set up the new furniture. It was lovely. Um, and so we thank him for that. He made it very understandable and comprehensible. And summer reading, uh, the summer reading list, sorry, I lied. The summer reading list has been
finalized. The same procedures are in effect as last year with only one change. The schoolwide read was removed. Uh, Miss Failen discussed the book selection for each grade level. Our meeting adjourned at 4:27 p.m.
questions. No one. I was watching our students reactions as you were going through some of those things. I think they're devastated that the schoolwide library was gone. Juliana, one thing I I do want to um just
emphasize is that and Lisa, you did a great job. Thank you relaying all that. Um the just for when we're talking about the attendance, we're not changing the way anything counts. It's just the terminology just to make it clear because it was causing some confusion
since we were using excused to mean two different types of absences. So it's not changing our calculation. It's just excused will be used solely for the the um ones that are have fit the meet the criteria for excused by the state and
don't actually count towards rhetorical attendance. Um and absence with reason is what will be used for absences with a valid reason, but they all still count towards attendance. And I you said that I just want to make sure everyone's clear that it's not changing anything else. I also do want to I should have
said this earlier um but I I want to commend Mr. for the work he does on testing. He has it down to a science in terms of how to run it. And thanks to the way he runs it with Anthony Maluso and the rest of our administrative team, we are able to still have school. We do not have to
have delayed openings for everyone else on those days. So instruction is able to continue um with the exception of the students in testing. And Mark Snowden, our new director of operations, did a fantastic job as well making sure that there were no facility disruptions. Um,
you know, as you know, we have fire alarms go off at inopportune times and and construction going on. And so he coordinated very closely with Mr. Dellesio to make sure that none of those things were occurred during the testing period. So I I cannot uh thank them
enough for how smoothly they um oversee that so that we can actually still run school for the rest of the students. So that's all. When are we going to get the formal results presentation? Oh, you want to you're already excited for the next
August, September, um, and October. Um, well, we don't have the results yet, so stay tuned, but I anticipate you should be. So, I Dr. J and and maybe Dr. can address
this as well. Help me understand how there's a waiting of grades that is lower than CP. So, this is something that we we noticed and we didn't want to wait any longer to fix it, which is why
we asked education committee, are you okay with us just doing this? It's something that just has been um so we have our our unweighted GPA and our weighted GPA. And for whatever reason, and this has just been the way
it's been, I have no good reason to explain why. And I think it was purely and this is another terminology piece because they're not unweighted courses, they're unlevelled courses. But what that translated into was then when a weighted
GPA was calculated, a weight assignment was given to a CP level, an A level, and an honors level, they forgot about the courses that don't have a level in front of them. So they were in their own column and when when factored into the weighted GPA, there was no weight
associated with them. So they actually, you know, counted less towards the weighted GPA than the CP level course. So and and we do think that actually impacts students signing up for courses because if they're figuring out So that's why we're changing that and one
of the other things we're actually going to be looking at next year. So we're changing that immediately so that it's CPN unleveled or just one column. But what we also want to do and this will actually be one of the initiatives that our academic council which comprising teachers and supervisors will look at
next year is looking at some of the electives that are unlevel to see if we should possibly be assigning them level. Um so that's the the next that's step two of this. So that would be brought to edge committee. So yes, so you're the the consternation and confusion that you're expressing is ex it does not make
sense which is why we said to the board we'd like to make this change now um because it doesn't make sense. Yeah. And and I think the so then what are the What is the weight of unlevelled courses? It's just whatever. So if and it's in the ed
committee folder. The weight of unleveled courses is the same if you're calculating our unweighted GPA. It's whatever those weights are carry over to those courses. In fact, let me I can give you an example. I can pull this up so that I don't want to miss
Okay. So, if you're looking at and actually I can project on the screen like So if you're just looking at grade quality points for an unweighted GPA, this is what goes into figure out what your GPA is based on what your grade is. So you can see 4.0 is the the top of the
scale. If you go to calculating your weighted GPA, you can see that the top of the scale goes to 4.5 for CP, 4.9 for A, and 5.3 for honors. And our this is what the old chart said. This it says nonweight. It really this these are the
unlevelled courses that just carry with them the same weight from the non-weighted GPA. So what we are doing is this is the immediate change where anything that's unlevelled will have the same waiting as CP for when calculating
the weighted GPA. And then step two is to take a look at any of those unleveled courses to see if they actually should have a leveling to them. Some of them it is appropriate that they're at a CP level. for example, you know, Spanish one, um that's an introductory course.
And so that's the the leveling of that course. But for some of the electives, um for example, some of the music electives, some of the the art electives that are unleveled, um we're going to take a look at those and see if we we want to possibly have a level or um be able to differentiate. There's some different things that schools do because
we it the the thing we also want to be careful about is we don't want to level something make it all of a sudden an honors level so that students don't sign up for it because they don't want an honors level elective. However, there may be a way. What's for example, what some schools do is in in an honors um
music or art course, you may have to do things outside of the class for that honors credit, like audition for certain things or perform in certain venues, you know, things like that. So, that's what we're going to look at next year. And I get that, but that's already
required by law. The Well, we have that just not for every course, meaning the differentiation. Yes. And that's why I'm that's why I'm bringing this up because this was a a big issue 15 years ago where we ended up working with Senator Graham to create legislation that
Governor Christie signed in 2016 that required that um that courses that were presented were that courses would be weighted equally with other courses of equal rigor.
equal rigor being the key there. So that certain things that um would be able to get you know a level or honors uh was you know handled appropriately because of the fact that all over the state we had people doing all sorts of crazy
things trying to determine how they're going to wait certain things. There are some districts that were only given half or 3/4 credit. So even so that four would have been a three. Um, and that creates barriers, you know, as you mentioned earlier, for students being
able to to to participate in things that they're passionate about versus the things that are going to impact their GPA. So, um, I'm I'm surprised that this was going on. I thought that so we had fixed it in some places and this was one of the ones that we missed. So, this
that that's why I'm glad the board was okay with us moving forward with this because we did level some things. We didn't make other adjustments and this was somehow was left. Um, and so we're we're we're going to fix that. Okay.
Bill, uh, yes. So the personnel committee met on May 5th at 3:30 presided which actually is going to be actionable today is the comprehensive equity plan. In August of 2023, the
state board of edopted NJAC 6A 7, which mandates the development of a three-year comprehensive equity plan for each school district. The C will cover three
school years, 2025 to 26, 26 to 27, 27 to 28. Within the district, the affirmative action team had to analyze data to assess the needs for achieving equity and educational activities using the
grid provided by the NDE. The team completed the comprehensive equity plan needs assessment found two areas which were not compliance. First one is a review of the testing
data from the NJSLA and NJ GPA reveals an achievement gap between students with disabilities, students without disabilities in math and in English. Second one is a review of discipline records indicates that there are
significantly more male students and female students and more minority students than non- minority students represented in detentions, suspensions and expulsions. Action plans were developed to address excuse me both of these
needs. Miss Carol I reviewed the action plans that were developed and uh secondly uh The annual review of renewals of tenure teachers was discussed um for support
staff instructional aid security aids part-time bus drivers and on May 13th the board of ed agendas are renewals of the following faculty and staff and tenure teachers support staff instructional aid security aids and part-time bus
drivers. Uh and lastly, we did a preview of C items. Miss Carol review discussed the C items with the committee and we at 4 p.m. questions. Thank
you. All right. Great. It's now first opportunity for public comment. First public comment period will be limited to agenda items for this meeting only. The second public comment period will be open to any comment. All comments are 5 minutes we will make public
comments. Okay, seeing no none first opportunity for public comment is closed. As I mentioned earlier, Susan Ogre has resigned for seat on the board. Tim, if you can give us a little rundown of the process required to fill that
seat for Longill Township and uh get the process and then the election. Okay. Um, so the resignation was received on April 30th. That means the 65day window starts on May 1st. So you got I think it was
July I think Mark said July 5th appoint May 13 we're accepting the resation of the board uh dated back to the April 30th date. And then I have put a little ment that we used last time for Peter Bell's
position. Unless you guys see anything that you like in it, I would suggest you use that. Uh that goes out between tomorrow and then the end of the month. I asked the deadline to be I say June 5th um to receive the resumes and
information. And then on June 17th, we what we've done last we interviewed u the candidates in and deliberates an executive, we can appoint
that sworn in. They have 30 days to complete their and that's basically the process. They can start before. Yeah, they Mark said they can actually be sworn in which is a little different than the last time we did. Yeah. Yeah. I
was surprised when he said that. And then this position will have to rerun for the So it's it's the completion of the term, right? I think it's only No, no, because it's far enough before the election that it's just the completion of the year. It's just the year
and then when they run, they're running for the remainder of the unexpired term. Correct. Yes. What was the date again? Tell us the date again. For some reason, all right, the date for the applications. That's when I missed you. June June 5th.
So then that means 17th the 17th would be the meeting that we would uh do the interviews and deliberate. Um have we when we've done that in the past have we started earlier in order to accommodate that? Because
I'm trying to remember how we did it before because we started at regular time on how Oh, right. It may also we might we might have seen if like we didn't have a lot of people and didn't have a lot on the agenda that night possibly. So, I guess we could always see what we
get. It was not a lot on the agenda that night. I'm sure we have a long list of people. So, we might need to start the great Thank you very much. Okay. Uh, Mr. President, I'd like to move items A1 through A4 and A7 through A9.
Second. Any discussion on this? I'd like to make a comment on A4. Um, I just want to thank Miss Opra for her years of many years of service on the board and her dedication. Um, I personally will miss
her passion and her cander and um that she always stood up for what was right and she always supported the rights of all the students and families of we're going to recognize her with the retirees on June.
I will reserve comi Roll call. Mr. Majio, yes. Mr. Galler, yes. Mr. Mayor, yes. Mr. Marson, yes. Mr. Potter, yes. Mr.
Proa, yes. Abstaining on A1 and A2. Mr. Tra, yes. Mr. Yes. Carrie. Mr. President, I'd like to move items A5 and A6. Any discussion on this?
Mr. Yes. Mr. Gall. Yes. Mayor check. Yes. Morrison. Yes. Oh, yes. And M. Trump. Yes. And Mer. Yes. Mr. President. I'd like to move items C1
through C10 and C12 through C18. Discussion on those items. Yes. Yes. March. Yes.
Morris. Yes. Yes. Yes. Yes, just so the public's aware, we agenda this evening. We'll be voting on that next meeting. There's a couple corrections and modifications. So, that
we've ignored it, but we will address it next. Then, Mr. President, I'd like to move items D1 through D22. Second. Any discussion? Yeah, there's a discussion on uh D5.
Sorry. Um, I'll be voting yes on this. Um, but I just wanted to note that from what I understand I and I have to say this, I mentioned this just now. So, it's
not a change, but it looks like the total due on that bill is the total amount even if we don't do eight sessions. So, I just thought it'd be um just something to note that in the future uh if we're going to do this by
because the quote is per session is we should have the ability to not have all eight sessions or some sort of less than the total amount. That's my comments on that. I will
be just just to clarify the RFP is sent out requesting a of some fit. Um some some of them like Madison put in a per session
costformational but the actual request was for a lump sum. So that's why the recommendation is for $26,000. The board doesn't have to use their specific plan. It actually tells you they they tell you that it can be
modified although they're recommending uh this particular approach which is how they yeah just I I I'm not even picking this contract out per se if if it's literally said per session
then I'm just saying the contract and I'm saying this for the future not for this one feedback Um, and then I just want to comment on D14 uh donation from $150 from uh Chili Lin and Shaomi
Tien to be used toward the expenses associated with TEDex and then also six rogue lifting bars donated by uh Mr. John Benuto. Thank you. uh for use in our white room. And then also
acknowledging uh the donations that were used for uh career day u from NJ4s for $2,500 um for the u assorted uh foods from the forest
lodge as well as the danishes nearby and south. Yes. Thank you for the donations. Anything further? Mr. Deio, yes. Mr. G, yes. Mr. Marichek,
yes. Mr. Morrison, yes. Potter, yes. Yes. Mr. Trump, yes. And Mr. Burn, yes. Motions carried. Uh, second opportunity for public comment. And this
is Comments on any item school comments in five minutes. Any comments public comments at all? Okay, see we're going to close those public comments. Okay, we don't have any other in favor. We are. Thank you
everybody. every last a long time. You'll