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Video-1: youtube.com/watch?v=v_7Z3n4vf-c

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Good evening everyone. It is June 18th, 7 p.m. This is a Wong Burough School District Board of Education regular meeting. Um, don't we start with the pledge of allegiance? >> Usually. Oh, no. Oh, well, I'm calling it to order now. Yeah. Let's have the

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pledge of allegiance. It's >> a confusing night. Okay. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and

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justice for all. Can I have a roll call? Karen, you want to do your welcome? You want to do your welcome? >> Yes, I do. I also want to do that. Okay. Welcome to a meeting of the board of education of the bureau of watch. Please be advised that this and all meetings of

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the board are open to the public and media consistent with the open public meetings act chapter 231 laws of 1975 and that adequate notice was provided by written notice on February 4th 2026 and sent to the courier news star ledger and tap into watch as well as posted on the

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district website. This is a regular meeting of the board of education of the bureau of watching at which formal action may be taken. This meeting is being livereamed on the district website where a recording of the meeting also will be posted. The public will have an opportunity to be heard as shown on the agenda at points in the meeting provided

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for the public to address the board. Recording or photographing other than for private personal use requires the consent of parents and guardians whose children may be included in the image. Now, may I have a roll call, please? >> Yes. Mrs. Aglaro, here.

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>> Mr. Desaniano, here. >> Mrs. Harvey >> here. >> Mrs. Maddox >> here. >> Mrs. Santos >> here. >> Mr. Tricka >> here. >> Mrs. Amado >> here. >> Okay. And Mr. Craft and Mrs. Marcellus

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are absent. Okay. We have a long agenda this evening and a second executive session at the very end of the meeting just for everyone who's following along. Um we're going to skip the presentations. um our first presentation on attendance

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and jump to the principal reports school. Yay. Yay. Hello. Good evening. All right. June has been a wonderful culmination of another successful school year filled with celebrations, student

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accomplishments, and meaningful milestones across both Bay and Valley View. At Bayberry, students and families enjoyed several special endofear events. Our preschool move up day was held on May 28th, followed by our fourth grade

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concert and farewell celebration on June 8th, and our kindergarten move up celebration on June 11th. We are incredibly proud of our students as they reach these important milestones. On May 28th, parents of incoming fifth graders attended an orientation at Valley View

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to learn about the transition to middle school. The following day, our fourth grade students visited Valley View, where they toured the building, met staff members, and got an exciting preview of middle school life. Bay's field day was held during the week of

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June 1st. Students enjoyed a day filled with fun, teamwork, and friendly competition. Thank you to our PTO for purchasing new equipment for the games and providing ice pops for all of our students. Their generosity helped make the day a tremendous success at Valley

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View. Our students also enjoyed a variety of exciting end ofear activities. Our fifth grade DARE graduation celebrated students commitment to making positive choices and becoming responsible citizens. On June 3rd, representatives from the Wong

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Burough Public Library visited our students to share information about the library summer reading program and explain how students can obtain library cards. Very exciting. The following day, our fifth graders participated in an engaging author visit with Daryl Cobb,

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who combined his experiences in theater, music, and writing to teach students about the creative writing process. We are grateful to our PTO for sponsoring this enriching experience. Field day festivities continued at Valley View with seventh grade

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participating on June 4th, followed by fifth and sixth grades on June 5th. Students enjoyed a variety of activities and games. And once again, we thank our PTO for funding updated equipment and providing frozen treats for everyone.

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The week of June 8th was especially memorable for our eighth grade students. Activities included a trip to Kalahari Water Park, a visit to the Holocaust Memorial and Education Center, yearbook distribution and signing events, and an endofear barbecue featuring a burger

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truck, ice cream truck, music, and outdoor games. This week, our eighth graders gathered for their annual breakfast and a final rehearsal for the promotion ceremony before participating in Monday evening's promotion ceremony. Congratulations to the Valley View Middle School class of

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2026. Thank you to everyone who helped make this event a meaningful and memorable celebration for our graduates and their families. On Tuesday morning, students, staff, and community members participated in our annual Miles for Smiles walk around Waong Lake. Thanks to the generosity of our school community,

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proceeds from this event support the Emmanuel Cancer Foundation, whose mission is to provide New Jersey families facing pediatric cancer with comfort, support, and relief through free services tailored to each family's needs. Both schools also enjoyed PTO sponsored celebrations to close out the

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year. Bay hosted its luau lunch on June 5th, while View celebrated on June 12th. Students and staff enjoyed pizza, ice cream, sunshine, and time together as a school community. We are grateful to our PTO for organizing these wonderful events. Bayberry concluded the school

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year with several cherished traditions, including a staff versus fourth grade volleyball game, classroom celebrations, and the annual fourth grade clapout on the last day of school. As we reflect on the school year, we would like to express our sincere appreciation to our dedicated teachers, support staff,

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administrators, that's us, whose uh hard work, commitment, and enthusiasm create exceptional experiences for our students every day. We are also grateful for the continued partnership and support of the Watch Education Foundation, CPAG, our PTO, and our board of education whose

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contributions help strengthen and enrich our school community. Of course, we would also like to extend our best wishes to Mrs. Nora Morrison as she begins her retirement. Throughout her distinguished career, Mrs. Morrison has inspired generations of students through music, fostering both talent and a lifelong appreciation for the arts. We

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thank her for her years of service and dedication to our students and districts and district. We also held a clap out for her today at the end of the day. Finally, report cards will be available today marking the official close of another outstanding school year. We wish all of our students, families, and staff

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a safe, relaxing, and enjoyable summer. Thank you for a wonderful year, and we look forward to welcoming everything everyone back for the 2627 school year. >> Thank you so much, and congrats on finishing out the school year. Thank you. Um

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>> you want to go to the >> Yep. presentation now. >> Okay. Yeah. So now we will walk back to the first presentation on the agenda attendance corrective action plan with our administrators Dr. Glazer,

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principles Fner and Kid. So Erin um the part one presentation the thought exchange. So our presentation our presentation tonight is um the corrective action plan for

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attendance and as we told you back in May that data is from 2324 but compliance wise we need to be able to implement that plan and you have a copy. We're going to talk about that.

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But we also are required to have parent input into our surveys. We did one of our thought exchange surveys over the last couple weeks. We had 248 responses, which is tremendous, really,

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really good and valuable information. Current, let's be honest, current actual information. Additionally, we had parents reach out directly beyond their comments in the survey. We had um several parents who

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felt like they needed to elaborate on their answers and we're going to talk about that while we go through. But because our action plan is for 2024, right, it's just the basic compliance.

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what this survey allows us to do because we have since found out unfortunately with our um performance report for 2025. We will need to do an action plan for both schools in the fall. So, we'll

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continue using this data, continue building on what we learned and what we are going to do this summer for Bayberry um as a first step and then we'll develop the second part. what is most valuable is the survey and that's where

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we're going to spend I think um some significant time. So Erin, if you could just go to the first slide. This just lets you know that um of all of those people that participated we had we had a pretty even response between the

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schools. Um and we did at the last meeting make the decision to do prek to 8 instead of just K to 4 which was what was required. So again it gave us some really great information and it is information that is spread across both

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of our schools fairly evenly honestly. Aaron again we had grade level participation at every grade level fairly even. So it further validates those um responses

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and you're going to see that the response number differs at the top corner. It's who answers with 248 people engaged in variety of questions and answers. Go ahead Erin

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again how long people have been here in the district. Um that question was added actually after the original survey because um some people have as you can see more than eight years you have 26%

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of the people you have another 29% who've been here 5 to eight years um our principles have been here are same amount five to eight years. So really important to try and gauge what information is maybe old or existing

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versus what's in place. Erin, if you don't mind. Thank you. So um and we don't need to there's a lot of information here, but how familiar f I can't get it out. Familiar are you

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right with our um expectations? And it's very interesting because and it's it's a little hard to to see on this slide maybe, but when you're looking at

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10% extremely familiar, 41% very familiar, right? More than half, they include the slightly familiar as part of the positive feedback of understanding the um expectations.

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24 people out of those 200 and however not familiar at all. And again, knowing the communication structure, you're going to hear that one of the consistent things is communication around the

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policies and procedures primarily. Um, I don't know if he's back there yet, but Erin, if you made it back, you go forward, please. So when we're talking about clarity of information, when we're talking about, you know,

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what we know that information clarity, 54% agree, we communicate those expectations clearly. 24% um disagree obviously again a gap in understanding.

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So, communication, proactive communication, clear guidelines is going to become a central um information point from the survey. Go ahead, Aaron. So, the questions, right, how familiar were

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you aware of um our attendance policies and procedures? really high answers, right? 97% know that they're supposed to um call in an absence. 97% know that they need to

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be here on time. 82% know we track that attendance. 79% know that medical documentation might sometimes be requested. I will say, I didn't mean to skip this, but I was surprised that over half of the

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answers knew that 18 absences, excused or unexcused, um, counted as chronic absenteeism. I actually expected that to be um, fewer people. 67% understand attendance, right, leads to

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outreach or support from the school. I think because we do that on a consistent regular basis this 38% cumulative unexcused absences of a student right might um have stricter consequences

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either children and family services maybe truency court right but again a fairly high response of people that know the information where we're going to start to diverge is Um,

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coming next, Aaron. So, when you're looking at confidence level and reporting an absence, only nine people out of all of those respondents aren't confident at all. 21 um slightly confident for the most part.

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People do know what to do, how to do it. That was very clear in the survey. That was one of the things that um we supposed maybe people just didn't know. Keep going Aaron please. Same tardies obviously people know how

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to report the tardy though is really interesting because uh and this comes in the comments as well. Do you call the school? Do you just bring your child to the secure vestibule and you know present your information? So that's a a

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fairly high percent that don't know right or aren't confident with the tardies. Go ahead. And again um finding the attendance information I thought was really interesting because most people do know

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where to find it, right? they know where it exists um in that Genesis parent portal and again the comments um are more supportive of that and again you're going to hear where we diverge in just a

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minute thank you and accessing the systems right people are very confident or extremely confident in be able to get their records through the system go ahead

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Now, this was a surprise to me as well. I would not have guessed that so many people knew how many days their child had missed during the school year. Um, it is available. It's right in Genesis to see. But again, based on um our

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initial need to do this and again the data is from 2024, I would have expected a much higher um number than 12 that didn't know how to to do that out of you know several hundred responses.

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Go ahead. So receiving um your information obviously the biggest is the parent portal district website school handbook and that's a big one even though the percentage is low that is where it's

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communicated um most consistently from the first day of school where you have to sign off on all of your paperwork email everything else kind of falls off um on how they typically receive it again you you'll hear some feedback in

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the um comments around communications on things to do differently. So this again not a surprise when you see it but what this leads to I think is

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um going to be our most challenging piece. Not surprisingly, 90% um of absences related to student illness, medical appointments, um 49% vacation and travel, 12% extracurricular

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other activities. the transportation and scheduling challenges. The comments it shows 10% 19 responses, but almost all of the comments were related to um them bringing their children to school if the

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bus was late, if there was a sub. But those tardies don't count against you, right? And that we know when the buses are late or when there's a sub. So again, that's a communication um disconnect of all of the other ones,

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right? Um obviously they're barriers. They're things that we need to to look at for everybody and you'll hear I think a little bit more about that during the um corrective action half.

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Thank you. So the district communicates these expectations clearly. Um again uh the parents are saying yes the survey results the communication clarity gives

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us 24% 46 people who found it unclear um we did get comments so that helps us understand how communication might be improved um keep going and where the information right I know

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where to find the information. That's that's almost 80%. It you're good. Um addressing the concerns in a supportive way that is huge.

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Almost here in the survey, right? you have well over 67 well over 80% feeling that we address it in a supportive way when I come to the comments and when I come to what we're

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being asked right to look at in the corrective action plan again another disconnect and I'll I'll get to that in a sec um again 95% understand attendance is important for

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academic success. Um you know nine people totally don't agree Erin um and it is important for student well-being and social connection again 96% so that understanding is not part of our

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issue. Keep going here. So, communications, what would be most helpful, right? And this was surprising again um based on the conversations and based on a lot of conversations that we have, right?

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Just as a board and in committee, people want additional communication. They would like um um extra email reminders. We do not do a text reminder about attendance. You can see that 30% would

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like that added. Um a dedicated frequently asked questions page on just attendance. We don't have that, right? It's in the student handbook, but nothing really on the um full district website. Stepbystep reporting

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instructions um was very specific. Sorry you guys, I turned around to say something to you. Um was very specific to pickup patrol. how pickup patrol works with Genesis um and just you know the order of operations.

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>> Well, and I think maybe posting it posting it seems to be the comment the you know where when we're looking for information um that would that's one of the the pickup patrol piece. Um the only other

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um large response the proactive communication from school staff. So when a student is absent right reporting in our school um secretaries actually call they actually communicate with the families there's no issue with that.

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People appreciate that value it um unless they're getting a call every day. Um what was interesting when they are saying the proactive communication again it's more another email when I call to say your child is absent is

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everything okay or they've been absent a second day is everything okay the request was um and tell me how many right except that we have already identified that almost everybody body

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knows where to find that information on the portal. Most people are saying they don't want an additional email or communication. Yet, we have a a response rate, 28% response rate that in the

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comments is asking more emails, more right, something different. So, again, another um disconnect for us to be looking at. And again, that's the survey piece. Erin, you could um load up part two. I

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think that um the survey results again, we had a great response, which is wonderful. We um I don't think are surprised by the barriers, the attendance challenges for for this

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community. I think that um you know a large percentage of parents 67% think that the district is supportive and addressing the concerns what we're going to talk about with our

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and again this is a very basic plan what we're going to build on let me say it that way right what we build on >> what >> it is what's been in right you're right so I don't think you can hear Miss kid she's not at the microphone. But what

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she's saying is in two years we have already implemented a lot of different things. Um, and that is not reflected in the data, but it is reflected right in some of the responses and in some of what you're going to see in our plan.

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You you guys can speak in I do I know that it's a hot button topic, but I think that that's why it's important, right? we've identified areas um to investigate and we can you know dig

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deeper into the people that were kind enough and I do mean it that way um to to share with us why they answered the way they did. And I know that sounds strange at first when I was getting the calls. I was like,

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well, you answered the survey and you Yes, but I wanted to give you clarity on why we answered that way. I wanted to explain better um what our answer meant and that is

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going to become um an important piece to what we're talking about with this. So, under the state guidance, we are required over that 10.9% chronic absenteeism to create a corrective action plan. It's required.

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We're doing it. We're doing it. Um, the beginning stages of that, they give us guidance, right? They give us the state code. They give us everything for us. We need to look at from the baseline, right? We're starting with root causes.

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We're start not our survey not right not what's already been put in place and I I can see your jaw going I'm ready I know we're gonna get you so when we start we start with the foundation and that is where I want you because I think it's

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important for you to talk about you want to do it here the things you the things that have been in place sorry I forget I'm live streaming you just jump in that's why I'm saying you have to jump in so for this right if chronic absenteeism

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it's any >> jump on on uh what we've done no you go and then we can circle we're so tired >> I just want to point out that we didn't need the state of New Jersey to give us data that's two years old to figure out

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there was an issue we started putting things in place two years ago that have made a significant improvement already. So, when we're looking at this stuff, we I did little things like starting I changed the bell schedule times that are posted because a lot of people thought

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8:05 was the time their kid not needed to be in school even though it says the first class of the day starts at 8:05. So, now it says 8:00 in the morning. Parents need to know if they're here after 8:00. That's tardy because the first class starts at 5. You have to give your child the opportunity to put

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their things away and get to the classroom, walk from the front door to their first class, things like that. So, we've put a lot of little things in place. I just didn't want you to get the impression that we were waiting for data from the state. Denise and I are always looking at these things and

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communicating with parents and finding ways to improve. And I think that the survey validates that. So, I just it's very frustrating to me when somebody tells you to do something that's two years old and you've already made progress with it. So, those are my two cents. I'll be quiet now. >> No. And it's really important because I

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also said that we're going to have to do it in the fall again, right? And a lot of that is going to be based on a still another year behind. It's always going to be a year lagging. Always. Um the good news though, again, I agree with

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you, the survey validates what's been in place. I think this just gives us some extra information to try. Well, we'll get there. We're gonna get there because that is part of the the

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disconnect, right? >> Yep. It is the disconnect >> partially. Um so when we're looking at these root causes, they're the foundational supports, right? This is no different than what you would look at um

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in a Bloom's taxonomy, right? What what is it that gives you what you need to be safe, to be welcome? Right? There's four areas um broken down four areas to to really

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make sure that we have those positive conditions for learning. I think again to both Miss Fner and Miss Kid's point, we do have those environments. Um, again

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based on the root causes, the the chronic absenteeism, right? What that means for a barrier maybe in um maybe different barriers in other communities is that

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it's really important and even the parents I spoke to and the parents I met with, it's a behavioral issue, right? It's not a truency. I'm keeping my children home. I'm not

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having a I don't believe in a compelling um education for my child. So, we really again this piece that comes from the state, we have developed that nurturing

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um positive environment. students want to be there, right? This isn't um that isn't even an issue. And if you could just go to the second set of conditions.

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So beyond the physical and emotional, the feeling of belonging, you have the academic challenge and engagement and again um your adults, right? Do I connect with a trusted adult? Is

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there somebody that I look forward to seeing? Those kinds of things. And believe it or not, staff self-care is a big one, right? We're talking about um attendance of students, but it is also

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connected obviously to our staff. Um if you go, I was going to say I wanted to positive learning. You want to wait until to those strategies morning

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up to you. Up to you. Um yeah and I also want to say too I mean we're constantly looking at this data when we talked about it last meeting is that we have the data. Our secretaries do a great job of getting information from parents about why

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they're absent. So we're always looking at it even though this is old. >> We have the current information and I always think there's room for improvement. So that's what we're always trying to do. Sorry, excuse me. So our teachers use a responsive classroom approach. So we have morning meeting

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every morning. We do our traditional morning announcements as part of the routine, part of the day. I hear a lot about the the students and the parents talk about that we announce our birthdays in the morning. So we do that right at 8:50, right? So if you're late, you're going to miss it. So all of these

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things help for the kids to look forward to coming to school. They're connecting with their peers through the morning meeting. Most I find the biggest reason for kids wanting or changing their habits to come to school is the connection with the teacher. And that is

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something my teachers do very well and nurture kind of figure out how to connect to a child if they're struggling. Um, again the question about support, I don't know if there's like a difference between what they think is support and we think is support. I would

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be interested to know more details about that question because when we notice a child is not coming to school, we have meetings with the parents and that's the first thing that we say. What is it that we can support you with to get your child here? And we work with the

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parents. So, um, if there's a medical issue, we work with them as well with like a flexible type schedule. So, if there's something we can do more on that piece, that that's what I'm interested in, too. All right. And and again, that's part of the the

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disconnect. It's not that we don't. It's the inflexibility of those 18 days and that it's excused and unexcused, right? both and that that is what what we'll talk about. We can't

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we can't control that but that is the commentary. Right. So Erin if you could go to the next one. So the recommendation for developing the corrective action plan is a tiered approach very similar to what we would

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do in a classroom right tier one tier two tier three. In these tiers, you start at tier one with the um foundational strategies. You um start with prevention, I guess, is is the best

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way to say it at tier one. Emphasizing all of those things that um Miss Kidd and Miss Spikner just talked about. strengthening those positive conditions, making um those connections. Those tier one interventions

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are typically really um what improves attendance for most, right? For our first two-year-old data corrective action plan, we stuck to tier one. When we have

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to build the next one, we will be required to look at tier two and tier three. And you can see tier two and tier three start to layer on the interventions, right? Looking at those root causes, trying to figure out if um

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beyond the large picture, there are barriers to attendance. um maybe based on demographic group, maybe based on um again not so much with us since we have that transportation, but

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uh where you are in town, those kinds of things. And tier three is really the intensive um intervention. That's the truency court, Department of Family Services, right? that certain number that um precludes you from being promoted to the

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next grade level. And again, Erin, if you could just hit the next slide. I know that u Mrs. Fickner talked about this a lot at the last month's meeting. This tiered system of support, it's not just the school, right? It's not just

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Bayberry or Valley View or Miss Kid or Miss Fickner or Mrs. Donardo or you know Mrs. Bolton it it takes the whole um learning community and by tier three that does include

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um th those outside services not just um our internal capacity building and our internal data. Erin if you could go forward. So for tier one

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where we're focusing again for this initial action plan, it's about the universal supports. There is nothing on here I think that um didn't come up in the survey and isn't something that

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could um be incorporated into our practices. Again, probably has been over the last two years, but incorporated into our practices. um incorporated into um what we do in the schools that offer

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students that welcoming feeling. Just um again for the sake of the corrective action piece, that concise, consistent communication, schedules and expectations, Miss Kid talked about that. The issue um

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with the communication, as you could see, it's very available. It comes down to um again when you're going to be absent for an extracurricular to be on vacation.

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They want the same kind of flexibility, right? Um that you might see if you had a chronic medical condition or um a doctor's note. The expectation, the communications

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No, the long-term the chronic ones. Um, but the the challenge of course is that we don't have that flexibility to give right. I don't know if you again jump in

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this. This is the the communication piece including right some of the comments. My holiday isn't included as a district holiday. I have to keep my children out. Those kinds of things. But

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those are one two days, right? versus the um vacations, extracurriculars that really um tip those totals over the top. What I've seen in my conversations with

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families where attendance does become an issue is, and I think this is confusing for everybody, they they hear terms verified, unverified, excused, not excused, and then there's the state's definition of excused and not excused. Um and that's a conversation we have over and over again. and I try to make

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it as clear as I can in the handbooks. Um, calling and saying your child's out is verifying where they are so we don't think they're missing and we know that you know where they are. Um, having a doctor's note because they're absent. Of course, we don't want you to bring them to school, but we have to follow the

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state of New Jerseys guidelines. And um often I think people think of school as if you would think of the corporate world where you get a set amount of sick days and vacation days and you can take them and you're flexible whenever you want. Um that doesn't work. We have to

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follow guidelines and I know we often are compared to private schools because the way that we do other things, but we still have to follow um the state guidelines and we have to hold to them and the consequences have to hold to them also. And another uh item that I've

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noticed is I don't think families understand how their child's absence impacts the rest of the students and the teachers. They don't often I have the conversation where if your child's working on a group project and your child's absent

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now that's being impacted. Now that work and that part isn't going to be there. For a teacher to plan that people are going to be absent randomly is hard enough when it's because of something like an illness or an unfortunate death of the family or something like that, but to have people take extended

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vacations, ask for the work ahead of time, ask for the work to be graded as soon as the student gets back, you're asking a lot of other people and it's impacting other people. And I think that's the missing piece. Um, obviously

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as the the kids get higher in the grade levels, when you get to high school, they hit a certain amount of absences, they lose credit for a course. Now, you won't graduate because you don't have enough credits. We don't have that in the younger grades, but we still have to follow the guidelines. So, the communication we've been working on are all those little bits and pieces that I

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think people just don't think about. And, you know, it's unfortunate. I've taken my kids out for vacation, too. So, I I get it. We all have done things like that before. Um, mental health days are a big thing now, too. kids need mental health days. Um, that's a different conversation, but that's some of the

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things that people will put into Genesis. So, sure. Okay. Oh, no. Because it's it's it's hard. It is. Yes. And in elementary, um, the comments again

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are probably more consistent with, uh, it doesn't count. I have we have to do it now you know while I can teach them whatever that subject area is right we hear that a lot and it doesn't take into

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consideration right gaps in instruction scaffolding skills that you know they they might do really well and then it comes time to build on that later and we we didn't have that. So these universal

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supports, this tier one is where the again the current corrective action plan sits. It's it's again it's not just straightforward. It's it's um focused right there. I did Erin, if you

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could go to the next one. Thanks. We did just want to show you what tier 2 looks like. That early intervention. Early intervention is um again if it's um a child with an IEP, uh

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chronic medical conditions, other kinds of things like that, it might take a different kind of strategy than what we're we're implementing for the whole school or the whole district, the um mentoring, the expanded learning

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opportunities, right? pursuit before care, after care, all of those things. I know you can come and say it. I was just gonna say we also have the restorative piece and I know that that's something else for you to, you know, speak to. We try very hard

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with that early intervention, especially kids that are absent, not to pile on to that, right, in our discipline and not to make the absentee piece also a punishment. hit the

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>> Yeah, I was just going to say what you'll see with early intervention, a lot of the strategies we put in place are kids that maybe are having school refusal issues, they're having anxiety, things like that. And you'll see that we'll like Miss Fner talked about, we can adjust adjust their day schedule for them. We can give them other places to

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go where they feel safe or they can take breaks throughout the day, but the goal is to get them into school and get them to be there for most of the day. So, a lot of these early intervention things are as soon as we start to see signs, we build on that. And I'd have to say in my six and a half years here, it's been very successful. So,

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>> I was going to say that individualized piece because it's not a lot of our population, right, that that has this, but enough that it makes the tipping point for for the school. So, Erin, could you go to the next one? And again

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just so you could see tier three that intensive intervention that is um very specific truency the legal intervention it's individualized success plans for

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kids it is the um uh child and family services if we can't find you if we can't identify why your child is not in school from our um communication our calling those kinds of things. Um, and

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that is part of that inter agency case management. It also works with um that county and the state. Erin, you go to the next one. So, might sorry,

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guess we jumped. Doesn't look like that for me. I don't know if Erin, if you could make that just slightly um smaller so everybody could see. And you do have um for the board members who have a copy at your table more for

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the home home people. >> Ask a quick question that I think is timed with this. >> Uhhuh. >> The tier one strategies that you were talking about. >> Um that's all we're doing right now. We're not implementing tier two or tier three. Is that correct? >> For for the 2024

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corrective action plan that we're required to do. We are, you'll see, we're doing our required piece and then we'll use a lot of the survey data we received, some of the comments, some of

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the additional information to go deeper, but the deeper is with more current data. Starting in September, will we will we be using tier two and two? >> Give it a second because first we're going to look at this first plan over

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the summer and evaluate the changes we make for August when we come back. That's September 3rd, September 3rd, right? Whatever that day is because we're going to have to create a new plan for next year. So, we

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want to build, right? We want to change what we've already identified beyond um what's already been put in place and continue to to scaffold that up. Do you want to >> Yeah, I'll just build on it real quick. So, the this report is just going to

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focus on tier one. We're already doing tier two and tier three things that we'll add subsequently. That's all. So, and then build on it >> because again, the the compliance piece is this. you gonna say something too? >> Oh, no.

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>> No. I just I that that was >> that helped you. Okay. >> Good. Good. So, thank you, Erin. So, current strategies, you heard Miss Fner talk about morning meeting? Um, you know, since we've started that, have our

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schoolwide tardies decreased? And the reason that that's focused on tardies is obviously it's where we start the day. Kids really enjoy it. They're connected to it. But that's the you know the kind of question um we want to ask and again the things that are already in place the

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things that have changed since this data for both schools even though this corrective action plan is geared at um Bay's numbers those automatic calls home right and again you can see the um

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guiding question what when the numbers are at that chronic point is that communicated following up. Um I don't know if you know >> I just want to clarify >> No, it's secretaries. >> Oh, no. But they're

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>> That's great for at home. You're right. That's perfect for home. You're right. 100%. So, um we also have automatic generated letters from Genesis that have been put in place again in the recent years. Um

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the questions are again are they sent often enough too generic what communication that ties back to the survey primarily but they're great guiding questions for us. Um again I think both principles mentioned that

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when you get to a a point of um beyond chronic right excessive almost those meetings with the counselors and principles are the and when I we say consequences that is state language not our language um by consequences

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that you're at 18 absences 10% do you understand you're chronically absent or do you want to talk about um middle school tardies? >> So there are consequences but it's not

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>> but it's not um dis right like consequences the way you might think of it in terms of a corrective action plan. >> Just want to let you know it's eight o'clock. >> Perfect. We only I think we only have one more slide actually. Um, and then

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Erin, uh, thank you. So, this I hope answers your question, I think, a little bit more. For us, we're sticking with that tier one for this corrective action plan. We're looking at the areas that were

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raised specifically through um the survey because a lot has gone into place. We'll look at the policies. Does it state clearly right at what points? And again, we presented that last month.

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Um, it is pretty cut and dried. Um, looking at the student handbooks, they're both posted. They both have that data there. Parents are required to sign that they've read that and understand that at the beginning of the school year, but we're looking at that. There's

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a team. It's not just the three of us. Obviously, we need to use the school secretaries, the counselors, right? In some cases, um it might even include our child study team members, case managers, but at this early stage, old data stage.

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Um the other thing that we're going to look at is that genesis and pickup patrol. Um like you said, to have it what you do at the beginning of the year, we'll look at it um for the beginning of the next year, right? to see if there's any tweaks we need to do.

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What we plan to do is go through all of this, identify what's already been addressed or we believe has been addressed, look at any revisions, tweak that right after we start the incoming year before we develop the cap for 2425.

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and that um meets our our requirements basically for the old data and sets us up for being in compliance with the new data. I um think it's important especially for the people at home and

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because we have seen already the full breath of that survey. We have to find a way to communicate that we don't have flexibility right in um the state combining excused

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and unexcused absences in that definition of what chronic absenteeism is. we don't have flexibility and excused and unexcused even if it's um one of the consistent

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themes I would say is that it's academic enrichment or um academic related instructionally related so that is going to be um something that we have to find a way to communicate successfully

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>> so um I don't know if you wanted to add anything additional to that piece of communication the places where we don't have flexibility but that we have to I don't know maybe do a better job or some some

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way >> I I feel like sending written things and we send a lot of written things and we say review the handbook I'm not sure if people are reading it but I will say that when our secretaries call and people have questions they school them

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they do they explain things they explain explain how to interact. So they explain what it means. So that's true for me, right? I mean for you too. >> Well, you I'm sorry. I thought you were talking about that they don't >> So I want to I want to jump in because

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Jen I just have a comment because >> I feel like we've been here before. I've been paying attention to board of ed meetings for over a decade and I remember a very similar presentation on chronic absenteeism and it was illnesses and vacations and I know at that time I

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think you can correct me if I'm wrong Dory because I think you might have been there too they decided to um not give homework in advance of vacations that was one of the things that they tried um and it's cultural right so it's a hard thing you're right people do think in

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early elementary versus high school. If you're going to take a vacation, it is easier. So, it's a hard thing to address. What I'm curious about as actually the illnesses, if trends are monitored, I'm curious if after CO if people are holding their kids out more

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and if there could be maybe more communication about that because I remember way back when that there used to be a perfect attendance award in grade 8 given at the promotion ceremony and kids would receive it. So there were kids that were not sick for an entire year.

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And I just wonder if the trend for ill like holding kids out for illness is trending upwards postco because of what cultural again because of what happened to everybody during co and if maybe more communication around that could help.

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But I also agree with the a text saying that your kid has now missed 10 days and more communication and understanding around where the consequences with the state start to implement. I don't think anybody knows that. So that might help

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with the >> longer vacations. So, I have not seen For me, it's not medical. For me, it's it's purely not bringing your child to work for they're whining to work. Exactly. To work. Not bringing them cuz maybe they're whining. Maybe they need a

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day off. Maybe they had a social uh media issue like it's vacations. It's all the normal middle school drama like that they're just keeping their kid home from. I don't see a medical trend. Um there are always going to be a couple of kids, couple of cases, you know, here or there where it's something more medical.

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Um I got rid of the attendance award because >> was suggested multiple times in the service. >> It was I got rid of the attendance award because I personally do not think that you should reward someone for showing up every day to school when it's the

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expectation. That's I think that I I don't get an award when I show up to work. um you know, I mean, it's just where you're legally you're supposed to be here till you're a certain age. So, thank you. Now, I got an award. I got a pat on the back. Um we celebrate the kids. We do things with them. We try to engage them and make it as fun as

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possible. Even when we have class trips, we have families that choose not to participate because they'll take a group of kids to the beach instead. >> So, those are the types of absences that I see at the middle school. I understand what you're saying and that is, you know, definitely something that I looked

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into before. Um, and it's more um, of course, one or two people have there's something going on whether it's cultural, whether it's health, whatever. Um, but for the most part, that's I don't think that um, I don't think they understand the impact on the school, but on their child and on the other children

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and the teacher. I think that's really it's just >> I don't I don't know how how to nicely communicate that any other way than we already are. >> I'm not sure there is for the families an understandable concrete impact. >> There isn't for them. >> It's for us. It's not for them. >> Right. >> Right.

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>> And to to your point, Jen, some of the comments actually go the other way. Um, my child's feeling well, why do I have to keep them home just because they haven't been feverree for 24 hours? I don't think if my child is feeling well

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and I give them Tylenol, believe it or not, in the comments, they should be able to come to school. You you shouldn't get to that that it's your fault, right? Basically, um and I I you know, I understand I working mom too,

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but I haven't se the other way. I haven't seen either. >> I want to I want to move the meeting along. >> We're done. We wanted to know if you had questions. Were there any other questions that anyone would like to ask? >> Okay, this is helpful. Thank you.

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>> Thank you. And again, stay tuned because we'll have the the next one soon. >> Okay, >> Dr. Glazer, do you have a a report you would like to give? >> Okay, >> thank you. Good night.

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>> Just thanking them for a really long day for them. So wanted to send them home. Safe home. Thank you ladies. I might not even So um we do have a superintendence report. I think we're just going to put

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it up on the um website for over the summer. We have a year in review of photos and one of the other photo things we have I don't know if the business office is reporting on this but um we get a wellness grant from the health

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insurance and one of the fun things staff engagement things was um we submitted our picture of us being active any active um it was part of a raffle and they did the raffle the other day so we also have the photos every all of the

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winner's active pictures and we'll share that um again on the website over the summer. It'll be fun I think for everyone to see. You know that today was our last day of the school year for staff and students. Um we did

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communicate with um both groups thanking them for a wonderful year with WE with CPAG the PTO. It um went fast. Let me say that. But I want to make sure that um the community knows

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that our offices are open Monday through Thursday, 10 to 4 this summer, closed on Fridays until August 28th. But um we are here if you need something. The um secretaries are in the buildings through next week. If you forgot something,

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we've already had a few of those calls today. So wanted to make sure people knew that. Have a wonderful, safe, healthy, relaxing, rejuvenating summer. We're already looking forward to welcoming you back.

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>> Bishop Bishop Johnson, do you have a VA's report? >> Uh, I have a little bit. Um, well, the business office is wrapping up the school year, so this is a time uh when all the vendors that didn't send invoices are now sending them, waiting

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for payment. So, um, our accountant has been here late into the evening trying to keep up. So, that's what that's what's going on there. Um, we did do Dr. Glazer mentioned that wellness grant which was really fun because we had a spinning raffle wheel and it was really

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fun picking the winners, watching them win and confetti. Was it was very fun. So, um, and then in um for buildings and grounds tomorrow we start our rug removal. That was the rugs that we approved last month and um

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the staff, the custodial staff's already begun emptying furniture out of the rooms already. So, we're going to start tomorrow and uh some of the floors will start going down Monday. >> That's pretty much it. >> Okay, let's go through committee reports. >> Is there a curriculum report?

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>> Yes. So, curriculum committee met on June 10th, 2026 virtually starting at 4:38 p.m. and ending at 5:30 5:33 p.m. In attendance were me, myself, Leticia Marcelis, Rich Diano, BOE President

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Daniela Mo, and Dr. Julie Glazer. Followup. We discussed attendance gap, how the state requires schools with chronic absences to produce a corrective action plan, which includes family input. The survey has been mailed out to Wong families in regards to the

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attendance cap. With the family's feedback, maybe we can possibly come up with a solution for the many chronic absences we are still experiencing. Now, as of now, both schools Bay and Valley View are over 10%. Board agenda items. Uh five-year

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curriculum writing K through four STEM will be starting working on next year having less half days at the end of the year. >> Okay. Is there an administrative and finance update? >> There is. The administration finance committee met Thursday, June 11th

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virtually from 5 to 8:00 p.m. In attendance was myself, Mrs. Amado, Mrs. Marcellis, Dr. Glazer, and Mrs. Bishop Johnson along with guest Connor O'Brien from Legacy Construction. Uh Mr. O'Brien gave us an update on the referendum projects. The outdoor learning commons

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is in the final stages of inspection. The town has a new inspector who has additional requirements that will be addressed over the summer and the area should be open for students at the start of the new school year. The new shed for Valley View is on site. And regarding the Valley View Field, uh the district

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has worked through a drainage plan with the town and so the plan is to go out to bid in early July. Uh HNS work is nearing the closeout phase. The mold remediation costs have been settled. The costs will be split between the contractor and the architects and the school will not bear

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any cost. And finally, the roof leaks are being fixed at Valley View. We uh committee also discussed Senate Bill 1807. We reviewed a document that we're going to present to Assemblyman Kernney regarding the pilot bill that's

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currently being discussed at the Senate level and the meeting with the Assemblyman has been rescheduled to July 24th. Uh Mrs. Bishop Johnson went over our three-year contract for insurance which has expired. Um so she reviewed four different groups for our next contract

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and selected to continue with the diploma joint insurance fund. This is on the agenda for approval along with the associated risk manager. The agenda items were fairly standard and include employee professional development, payment of bills, transfers, and

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financial reports, donations, including uh an assembly at Bayberry from W, um baseball team t-shirts, and Chromebook cases for the incoming fifth graders. Uh there is some special education placements for ESY. We are appointing a new treasurer. We are appointing the

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architect EI Associates. Um we had the transportation agreement for year 2027. Um our shared service agreements with the high school that includes the transportation coordinator trash removal and busing, property and casualty

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renewals. Um the annual maintenance service agreements such as um elevator maintenance and pest control. Um for the maintenance reserve, uh those carpets that Mrs. Bishop Johnson was just referring to, we have two additional

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rooms that need um the carpet replaced in addition to what was previously identified. The total for those two extra rooms is $14,000. So the total cost um that will be taken out of the maintenance reserve for the carpets has changed from $145,000 to

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$159,000. Uh we have a transfer current year surplus to maintenance reserve. That is a June resolution that we have every year. so that we're able to put any surplus into maintenance reserve. Uh the cancellation of outstanding checks that are older

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than 6 months. Uh the ESS northeast agreement for staffing services will be renewed. That's for our substitutes and pair of professionals. Safety and security drill drill reports and reapproval of curriculum texts and policies.

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You want me to do the goals? >> No, that's okay. >> That's it. Is there a policy update? Uh the policy committee met on um Monday, June 8th, uh 5:30 p.m.

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virtually. Um myself, Dory, and uh Dr. Glazer. Um we followed up on P9241, which is classroom observations. Um but had to continue to hold on that one. Uh we're

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still waiting on Miss Fner to follow up with child studies teams about how the the harshness of the language into that policy. Um we also discussed uh well we also followed up I guess on uh the spreadsheet that is that captures the

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policies that are five plus years old. Um and the intention is to schedule reviews for those over the summer. And I'm going to look into whether or not I can try to recreate that report a little bit more automatically. Under review is

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P2365 acceptable use of general generative artificial intelligence and P5701 which is the academic integrity policy. Uh for both of them we need to create a new draft using SHA's feedback and also adding something around AI not making decisions about instructional

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outcomes. Um that is on our to-do list. Uh new topics was regulation 2510 adoption of textbooks. Uh one came question came up about whether or not the budget should be taken into account as part of the textbook evaluations. It it was confirmed that it is. Uh and so

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that's ready for first reading. Uh and then schedule summer oh sorry. Uh the other uh couple of items that came up separate to specific policies or regulations was um whether or not to schedule committee meetings during the

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summer. I'm going to follow up with the committee about that. And then um we sort of tenatively propo proposing whether or not we can find dates in July and August to have two meetings over the summer. Um and Thomas uh Dr. Glaz Glazer

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went over some um uh events that had come up uh from from the Thomas Moore Society. Um has notified us that they're inquiring about Supreme Court matter of Mirabelli vers Bont uh

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regarding P57 P5756 and are pressuring us to resend the policy. Um, in terms of what's up for second reading, uh, it's will be P8454, management of pedic pediculosis or lice.

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That'll be the last time we mentioned that in a meeting. P2419, school threat assessment teams. Uh, R2419, school threat assessment teams. Um, and then P and R5533, student smoking, and all had no

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feedback. And we'll be up for second reading. That's it. Can we have a personnel update? Yes. Personnel met on June 9th and in attendance was myself, Jennifer, Danielle, and Dr. Glazier. Um, just

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wanted to remind everybody that um, most of the discussion in our meeting is confidential. Um, and a lot of it is uh is in regards to specific employees and specific information regarding so um my

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summaries are always going to be or probably going to be very bleak um >> brief brief brief. >> I'm just being blunt >> because it is what it is. Uh the personnel committee met on June 9th uh

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to review staffing, administrative, and operational matters in preparation for 2026 2027 school year. The committee's work is focused on ensuring that the district is apparently staffed, operationally sound, and positioned to meet the needs of students and staff. So

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topics that we discussed are staffing needs for the upcoming school year, uh administrative contracts, um and discussing um there wasn't a whole lot surrounding the contracts, just they were just uh we just had them

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up for review. uh position description and organizational support structures, employee onboarding and personnel process improvements, compliance and professional responsibilities, and then again the summarizing of the 2026 2027

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school year. That's it. Okay, moving on to board leazison reports. I do not have a legislative report this evening. Um Mrs. Maddox, do you have a Somerset County Educational Services Commission? No, no update. Okay. Um, Marcelus is not

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here this evening. Is there anyone filling in for her county school boards? No. Okay. Um, school boards association. Just that the workshop dates have been set for October 19th to 22nd. Um,

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usually the Tuesday is the biggest day, which is the 20th. So, if anybody wants to attend, please let Mrs. Bishop Johnson and Danielle know. It's a lot of fun. Um, but um, more importantly, there's a lot to a lot of learning and professional development there.

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>> What workshop is workshops? >> So, the school boards association once a year holds a workshop down in Atlantic City for school board members, uh, business administrators, superintendent, and other administrators. And it's um a series of workshops and seminars usually

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start around 8:30 in the morning and they go till midafternoon on various topics like falling off the fiscal cliff or um Robert's rules or uh new legislation coming out. Your mandatory training can also be done there. And um

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in the evenings they tend to have network working events where you can meet uh members of other school boards. Um which I always actually found very helpful as well to talk to other people about what they're doing, what worked, what didn't. Um and I I have found the learning like every I've gone twice and

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both times I went I came back with something really profound. I think Mrs. Amado feels similarly. Um, for example, last year I went to a workshop that explained the school funding funding formula in detail in an understandable way. And that was the first time like I

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felt like I truly had a full grasp of what was going on. Um they also have things like legislative panels where the senators and congressmen come and they talk about kind of hot topics and sometimes you can ask questions as well to kind of get an understanding of where the state as is at in regards to schools

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and things like for example regionalization came up uh transportation for special education came up so um health benefits came up so the things that they're working on in the direction that they would like to take. Um, so I've always taken a lot

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back from it. Um, and then the other nice thing about it is they give you access usually to all the slide decks and presentation materials afterwards. So you can share those with the other board members. So if you've had something like Danielle really loved the high impact tutoring, she's able, you know, she can then bring those slide

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backs and share with everybody. Hey, this is what I learned. This is what I said. This is where we can get more information. Maybe there's a grant for this or a grant for that. So between the professional development and the networking um plus also just helps with collaboration with other board members

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to see them outside of a environment or a U-shaped table once a month. So it's valuable. Um and it's usually four days long. You can go to any part. You can go down for the day or you can spend the night. >> Thank you, Jen. It's very detailed.

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MUJC >> also finishing up their school year. Um finishing up their um negotiations with their staff and having um similar issues. Same all of us right in um

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looking at support services related services. There are not a lot of um staff available in some areas. um behaviorists, um other specialty areas and looking at

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um alternate ways to to attack those services. Maybe um changing responsibilities, changing assignments to make sure some of those services that can be collaborative can fall under different certificates.

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So really always interesting for us. Um the other thing Morris Union jointure is sponsoring um with Satan Hall and I believe there's another district and university as well but encouraging paraprofessionals to go for their

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teaching certificates and offering that coursework within the districts um to make it easier right to access and that would be wonderful to have to have that growth to be able to have even subcertificates so they can be with

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students in different ways. >> Ad hoc enrollment group group no report. Okay. Um seeing as there's no one in attendance, I am going to skip the community engagement section um and move on to executive session.

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Whereas the open public meetings act NJSA104-11 permits the board of education to meet in close session to discuss certain matters. Now, therefore, be it resolved, the board of education adjourns to closed session to discuss um a matter

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rendered confidential by federal or state law, student matters. Um a matter involving the purchase, lease or acquisition of real property with public funds um and pending or anticipated litigation or contract negotiate negotiation and or

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matters of attorney client privilege. Further resolved, the minutes of this closed session be made public when the need for confidentiality no longer exists. Action may be taken. May I have a second? >> Second.

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>> So, all in favor? >> I All right. Where's my head today? Welcome back everyone. Um we are now moving on to comments from the public. Agenda items. We welcome input from the

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public. There are two times during the meeting when the public is invited to speak. The first opportunity to comment on agenda items only is now. The second opportunity for public comment is towards the end of the meeting. All comments are limited to five minutes. The total time allotted for public

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comment is 30 minutes. Before you make your comment, please state your name and municipality of residents. In the event it appears the public comment portion of the meeting may exceed 30 minutes, the presiding officer may limit each statement made by a participant to three minutes duration. Our public forums are not structured as a question and answer

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session, but rather are offered as opportunities to share input with the board. In instances where the board feels a response is needed, the presiding officer or superintendent will address the comment. New Jersey statutes do not permit the board to discuss personnel or hiring in public session. Names of students should not be used. Members of the public should consider

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their comments in light of the legal rights of those affected and identified in their comments and be aware that they are personally legally responsible with potential liability for comments that they make to the board. The board shall not be held liable for comments made by members of the public. Seeing as there is nobody here, we shall move on.

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>> Good timing. So, moving on to action items. Just going to wait for >> if you started I mean >> did we started at at uh 9:45 >> 9 >> 45 945

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>> So moving on to action items. Fatima, would you mind uh moving all the administrative items, please? >> I approve uh number one, approve minutes, the previous meetings to accept Bay and Valley views.

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>> Sorry, I want to pause you. Sorry. Can you say I move instead of I approve? Yeah. Thank you. >> I move one uh number one approve minutes of previous meetings. Two, accept Bay and Valley View school security drill reports. Number three, acknowledge

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school security drill statements of assurance. Number four, affirm the superintendent HIV report. Five, accept and approve the Bayberry corrective action plan for attendance. Six, approve the 2026 2027

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chapter 27 emergency virtual or remote instruction program. Number seven, approve the 12th month employee calendar. Number eight, approval of McKini Vento Education of Homeless Children and Youth Program, LEA, general

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intent to collaborate. Number nine, approve revised special education placement 2026 2027. Number 10, approve special education placement 2026 2027.

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>> Second. Any discussion? Roll call, please. Okay. Um, Mr. Deziano. >> Yes. Here. I don't remember. >> A roll call. >> Voting on the

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>> Oh, yeah. Yes. Sure. Yes. >> Uh, Mrs. Maddox. >> Yes. >> Mrs. Santos. >> Yes. >> Mr. Ta. >> Yes. >> Mrs. Harvey. Yes. Mrs. Amado. >> Yes. >> Mrs. Agliero. >> Yes. Mr. Craft and Mrs. Marcellus are

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absent. The motion passes. Mrs. Maddox, would you like to move personnel items? Yes. I move to approve number one, authorization to hire staff. Number two, approve renewal and contract of school business administrator

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secretary. Three, approve revised job description for assistant business administrator. Four, approve contract of assistant school business administrator. Five, approve contract of supervisor of instruction. Six, approve contract of

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special services director. Seven, readopt contract of administrators. Eight, approve change in assignment and reappoint. Nine, approve appointment of certificated I can never say this one right. Staff

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sounds redundant. Uh 10, approve stipen positions. 11, approve summer technology staff. 12, approve salary guide advancement. 13, approve revised reappoint. 14,

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approve appointment of leave replacement teachers. 15, appoint preschool lunch aid for 2627 school year. 16. Appoint summer 2026 curriculum writers.

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17. Approve special services summer office staff. 18. Approve business office summer staff. >> Second. >> Any discussion? >> All right. >> Second.

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>> Roll call when you're ready. >> Okay. Um, Mrs. Maddox. Yes. >> Mrs. Santos. >> Yes. Mr. Tricka, >> yes. >> Mr. Desaniano, >> yes. >> Mrs. Amado, >> yes. >> Mrs. Harvey,

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>> yes. >> And Mrs. Agliero, >> yes. >> And Mr. Craft and Mrs. Marcellis are absent. The motion passes. >> Okay. Uh, Miss Agliero, would you move operations and finance items? >> Sure. I move item one, approve payment

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of bills as follows. Item two, approve transfer of funds 2025 2026. Three, accept financial reports. Four, authorize transfer of current year surplus to reserve. Five, approve use of maintenance reserve

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for carpet replacement and valley view gym floor revised. Six, approve appointment of treasurer of school monies. Seven, approve the cancellation of outstanding checks. Eight, approve addendum to extend agreements with ESS

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Northeast LLC. Nine, approve annual maintenance service agreements. 10, approve membership renewal and diploma joint insurance fund. 11, designate risk manager for diploma joint insurance fund. 12, approve property and casualty

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insurance renewals. 13, designate benefit risk manager for school health insurance fund shift plans. 14. Appoint professional service providers. 15. Approve revised professional service provider list. 16.

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Approve shared services agreement with Wong Hills Regional High School. 17. Approve transportation coordinator shared services agreement. 18. Approve transportation joinure with Wong Hills Regional High School. 19. Approve

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participation in joint transportation agreement. 20. Approve professional development/school business and related expenses. 21. Accept donation of assembly for Bayberry School. 22. Accept donation for baseball team t-shirts. 23. Accept

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donation of Chromebook cases. And that is it. >> Is there a second? >> Second. >> Any discussion? >> Let's have a roll call. >> Okay. Mr. Desaniano, >> yes. >> Mrs. Harvey,

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>> yes. >> Mrs. Maddox, >> yes. >> Mrs. Santos, >> yes. >> Mr. Yes. >> Mrs. Amado, >> yes. >> Mrs. Aglaro, >> yes. >> Motion passes. Oh. Uh, Mr. Craft and Mrs. Marcelus are absent. The motion passes.

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>> Mrs. Harvey, would you read would you move uh curriculum items, please? >> Sure. I move one, adopt grades 6 to 8 science, and two, readopt K to8 district textbooks. >> Second. >> Any any discussion? I would just like to

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say it says adopt grades six to eight science but just to clarify that is a >> is a science resource that supports the curriculum. >> Any other discussion?

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>> All right, let's have a roll call. >> Okay. Um Mrs. Harvey, >> yes. >> Mrs. Maddox, >> yes. >> Mr. Yes. >> Mrs. Santos, >> yes. >> Mr. Desaniano,

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>> yes. >> Mrs. Amado, >> yes. >> Mrs. Aglaro, >> yes. >> Mr. Craft and Mrs. Marcellis are absent. The motion passes. >> Mr. Desaniano, would you move policy items? >> Um, move I'd like to move policy items number one, which is adopt policies,

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procedures, and regulations. And for first reading, we have policy and regulation 2510, which is the adoption of textbooks. And for second reading we have P8454 management of pediculosis. Uh P sorry policy and regulation 2419

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which is school threat assessment teams and policy and regulation 5533 which is student smoking. >> Is there a second? >> Second. Any discussion? Congratulations on finally saying it right.

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>> You'll never have to do it again. Let's have a roll call. >> Mrs. Maddox, >> yes. >> Mrs. Santos, >> yes. >> Mr. Desaniano, >> yes. >> Mrs. Iglaro, >> yes. >> Mrs. Harvey, >> yes.

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>> Mr. Trika, >> yes. >> And Mrs. Amado, >> yes. >> Mr. Craft and Mrs. Marcellis are absent. The motion passes. Okay. Um, is there any board business this evening? Um comments from the public. We have no

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public. Therefore, I can move on. Um and so now we have our second executive session of the evening. I have to read the legal ease again. Please bear with me. Whereas the open public meetingings act NJSA 10 col4-11 permits the board of education to meet

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in closed session to discuss certain matters. Now therefore be it resolved. The board of education adjourns to close session to discuss uh specific prospective or current employees unless all who could be adversely affected. Request an open session. Further

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resolved, the minutes of this closed session may be public when the need for confidentiality no longer exists. No action will be taken. Because no action will be taken, um we are going to stop streaming. This will be the end of the evening. We will simply adjourn after

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this. >> Second. All right. >> Okay. All in favor? >> I >> I >> All right. Thank you. Good evening to anyone who may be streaming. Have a great night.