[Music] Hi. >> Good evening. The the executive session of Wayne Board of Education regular meeting of October 9th was convened in the conference room of the Wayne board of education 50 Nellis Drive, Wayne, New Jersey. Statement of compliance setting forth datetime and location was read in
accordance with the requirements of the open public meetings act was taken. The meeting was recessed. It's now being reconvened. Please stand for the flag followed by a moment of silence. >> I pledge algiance to the flag of the United States of America and to the
republic for which it stands. One nation under God indivisible indivisible with liberty and justice for all. >> Thank you everyone. Please be seated. We're going to depart from the normal order of the agenda tonight and we have
a presentation by Elena Kim. Come around. >> Oh, this is the barriers. Thank you. >> Hello. Uh, my name is Helena Kim. I'm a current senior at Wayne Hills High School. Thank you so much for allowing
me to speak today a little bit about my experience at the Tech Girls program this summer. So, before I got into anything, I wanted to explain what Tech Girls is. Uh tech girls is an initiative of the US department's state bureau of educational and cultural affairs. This
summer they brought over 110 girls from over 37 countries for over a three-week program for a STEM and leadership exchange and it was designed to inspire and connect young women passionate about STEM and community impact together. The
program was fully funded uh by the department of state and it included flights, housing, side pens for projects, uh food, meals, and also health insurance if needed. So my experience personally, I was selected as one out of 13 US finalists.
I was representing New Jersey and I learned how to code music using creative technology tools and I also completed leadership workshops focused on collaboration and empowerment and also um implementing the required capstone project at the end of the program to benefit our communities when we went
back home. I also traveled to Cincinnati, Ohio for a 2day job shadowing experience at Starra USA located in Hebrron, Kentucky. Uh to explore real world tech applications in the actual uh career setting uh where we
use applications of material science and computer Aed design and other kinds of coding and such to make different kinds of materials. And we also connected with girls from around the world through different group projects and cultural exchange activities. So, we did a lot of events throughout
the entire program, but I thought it would be nice to show a do a lot of different uh pictures instead to really capture how it was like. So, towards the end of the program, we actually got to visit the Department of State, which was really nice. This is a picture of me and the other US finalists. And this is us
posing in front of the auditorium where we listened to a bunch of other tech girls speak about their experience along with the program coordinator and the Legacy International uh lead. Uh this is me in front of uh the Bumo tech machine which is the specific milling uh machine
that I use at Star Rag which I used at my job shadowing experience. And this was the lovely TV that I walked into which made us feel so welcome. Um at Cincinnati, this is actually my host family uh who took me in for two days. And next to me is a my host sister from
Tunisia. And on the bottom left is actually our first day at Cincinnati. I traveled with someone from Washington, Sophia, and girls from the Middle East. So, here are a couple more photos. So, we were actually at Virginia Tech for
the teaching part of the program, and this is the day of the community barbecue where we were encouraged to wear clothing from our uh cultural background. So, because I'm Korean, I wore a hanbok, and I got to learn about different countries such as Albania and uh uh different kinds of countries all
over the world, which is so amazing. This is an internal view of the machine I was working on. It's a high precision milling tool. And I was actually going inside the machine to chamfer a 3D printed jaw to hold the necklace that I was making. I got some splinters in the
way unfortunately. But this is a really interesting look into how you can see. And if you look closely, you can kind of see the necklace that I was trying to make over there. Um on the bottom left is my friend Malikica from Cambodia and Sandra from Indonesia. Um, I think on the second to last day we did a really
cool DC trip, which was great because I didn't have a DC trip my eighth grade year because of COVID. So, I got to have it with a bunch of girls from all over the world. And we visited the White House, um, the Lincoln Memorial, and also the MLK statue. Uh, this is us on the last day of the tech girls program
at the Marriott at Georgetown, which is super cool. We all got to do um interesting speeches for our RAS just to like express our gratitude, which was really fun. and public speaking was a really big part of the program. So I wanted to kind of highlight that there I'm there speaking at their at the
podium which was super cool. So I kind of wanted to end this by talking about pods and takeaways. So we were actually divided into four pods based on our different interests. So I was actually in the rhythm pod and it was algorithm music making and beyond. So, I used the JavaScript coding
language to actually make super cool beats and tracks and it was really interesting for me as a pianist because I got to uh incorporate my STEM background in a different way. Um, but three other pods was rivers and they got to explore rivers and landscapes through using physics and chemistry and other
kinds of things through the creek next to Virginia Tech. Actually, the Emmy Pod was more biochemistry and they focused on molecular modeling and informatics. And ASU was more of the robotics type. They automated super cool systems using micropressors and uh machines kind of like the Raspberry Pi if anyone's aware
of that. But all in all, Tech Girls taught me that STEM can bridge cultures and create opportunities and spark global change. And I actually am so excited to announce that my capstone project will be in accordance with my nonprofit uh Zooming Through Music. And
I'm actually planning to incorporate this as well with uh the Bergen County and the Morris County. And our goal is to kind of spread technology and teach it to anybody regardless of gender or age or any kind of disability. So, so far in Bergen, uh, our member Jay has
been working around his church and actually teaching how to use technology and phones to the elderly, which has been really great. The signups have been going great, which is really fun. But um I would like to personally like to teach uh how to code and make websites to people in the special education program
or people with disabilities because I feel like technology is so important especially today and it is a really useful tool to learn and can be really fun. Uh thank you so much for listening to me today and I hope you have a great rest of your day. >> Can we ask questions?
>> Yeah. So you said um you go to Wayne Hills, correct? >> Yeah. >> What is anything that in your experience in Wayne Hills or uh your developmental edit schools that prior to Wayne Hills
that um helped you really want to pursue a work in STEM? >> Yeah, I mean I have been blessed with really great teachers. I mean, two teachers that really come to mind right now is my physics teacher, Miss Sugar, and my AP biology teacher, uh, Dr.
Deita. And they were really supportive with me in applying to this program and such like that and a bunch of other programs that I was interested in. And also currently, um, my computer science teacher, Miss Saransky, uh, she was my teacher for honors Java last year and this year for APCSA. And she is just
like so great at teaching Java in such a great way. Java is like the worst language in my opinion, but she makes it really interesting. And so I was just interested in STEM because of like the environment that I was kind of curated and I feel like, you know, there's a bunch of great teachers at Wayne Hills
and I also went to Anthony Wayne and I had a bunch of great teachers there who kind of almost pushed me into this area where I felt comfortable to kind of explore myself in this area. >> Wonderful. I'm sure you have great parental support, too. >> Yeah, my parents are great, too. How did you learn about this program and
uh in order to apply for this program? >> So, I actually came across their Instagram. They're they have such an interesting Instagram page and it's really interesting. They feature like a bunch of young girls and the types of change that they're doing and they're from all over the world. They do videos and so I also learned about this through
just like simple Google searches because I was just looking for a nice like community exchange program or a cultural exchange program because I wanted to learn more. I'm actually like the president of my moldy one club this year. So, it was so interesting to actually meet the countries that I'm
like delegations for as well. So, it was a really great way to like combine those two interests of mine. >> And what are your plans after high school? >> Um, I plan to major in geoysics or physics with the minor in music because I'm a piano player. So, I'm really
excited for that. So, I'm in the midst of college applications. >> Yeah. Oh boy. Awesome. >> What's the name of your nonprofit again? >> Uh, Zooming Through Music. >> I'd love to put you in touch with um Dana Sif who heads up our specialized
program. So maybe in working with them or our C CPAG, you can take advantage of your Zooming through music and allowing you to even share the coding aspect of it that you wanted you wanted to share um with our exceptional uh student population. That be good.
>> Yes. Thank you so much. And I want to I wasn't sure. Did you say you're the only student from New Jersey that was selected? >> Yes. >> And you go to Wayne schools? >> Yes. [Applause] Thank you. >> Thank you so much. Um well that's a
great tough to follow that um and for something even as invigorating um I must share with you that pursuant to uh state law NJ18A17-46
twice a year all incidents of violence vandalism weapons and substance abuse offenses and harassment intimidation bullying uh must be reported to boards, local boards of education and those in in the community. Uh the report I'm going to prepare you tonight is reporting period 2 which was last
January 2000 uh January 2025 till June uh 30th 2025. Uh tonight I'm reporting on the following incidents that took place in the report period of January 1st 2025 to uh June 30th 2025. as reported to the
New Jersey Department of Education through their safety data system. It also um requires each school district to report more and more information as the data gets pursuant. For example, all
HIV investigations both alleged and confirmed must now be reported. In addition, all removals for anything suspension or disciplinary action uh must be reported for both general education and special education as well. Our schools continue to maintain excellent records of investigation,
documenting and reporting and handling all incidents in a timely manner. For this time period, there were 13 incidents of violence, four incidents of vandalism, zero weapons offenses, 10 incidents of substance abuse, and 172
general code of conduct incidents for removal. The district reported 30 confirmed HIVs out of a total 96 investigated. All alleged HIV cases uh were for that second reporting part of the school year. The 30 the 30 confirmed
HIV cases involved cases that were were selected based upon race, ancestry, uh one for religion, four of gender, six of orientation, three of power imbalance, five for disability, three for a distinguish distinguishing
perceived characteristic of students. Cases were investigated by the anti-bullying specialist with guidance and support by the principles and the district anti-bullying coordinator. Consensus and remediation efforts for the offending students including
including individual counseling, student and/or parent conferences and discipline in accordance with the the district code of conduct. Remedial measures for targeted students included counseling, support services, parent conferences,
schedule changes, stayaway agreements, teacher teaching aid and monitors for the course of the day, adult student pairings, and other measures. In addition, each school has instituted programming including a a
district-wide no place for hate intended uh initiative to intend reducing in bullying and improve school climate. Secondly, as part of my report that I must provide is the HIV HIV grades report. All New Jersey schools are
required to complete an annual self assessment to determine compliance with anti-bilingual rights. School scorers must be presented annually to the public uh at the meeting annually prior prior to October 31st.
Each school must evaluate performance of eight core areas or elements which include the following. HIV programs, approaches or initiatives, training uh on the board of education, approved HIV
policies, other staff uh instruction and training programs, curriculum instruction on HIV and related information and skills and and introducing HIV personnel, school level HIV level reporting, HIV
investigation procedures, and general HIV reporting. Each of the indicators above our characteristics are awarded no points and for not meeting the criteria. One point for partial compliance, two points for meets expectations and three points for exceeding expectations. The
total possible score for with three awarded all categories is a total of 78. This year, our district averaged a report of 75.9, which indicates our schools have been able to maintain a high level of student support when
significantly while significantly reducing the number of HIV complaints uh in the 2425 school year. Over the 2-year period, Wayne Township Public Schools has reduced the number of bullying complaints by nearly 49%. This is uh and thanks to an exceptional
work of our professional school counselors who also serve as anti-bullying specialists and our caring administrators who take a very proactive approach to supporting our students to take daily actions to stop bullying in schools. Specific school scores are as follows. A
JFK Lafayette Carter and Wayne Valley all scored at 77. Anthony Wayne Middle School, George Washington Middle School, James Fallon, Pacinac, Ryerson, all reported a 76. Pines Lake, Thinius
Day, uh, Wayne Hills reported 75. Finally, PNIS Early Childhood Centers scored themselves with 73 out of 78. It's notable that PNIS did not have any HIV reports from the 2425 school year impacting the maximum uh, available for
the school. A copy of each school's preliminary rubric submission was attached in agenda and posted for public view. It is important to note that the slight variation in a reported scores between our schools still exceeds the
standard definition in all categories. I want to thank all of our teachers, support staff, counselors, child study team members, and administrators who work tirelessly tirelessly to combat bullying proactively and to ensure our schools are safe and welcoming and positing positive environments for all
of our students. That includes this portion of the superintendent report. Um, we do also have under my report uh I a wonderful presentation uh in the NJSA from Dr. Laura Kazmark, our
assistant superintendent instruction. >> Okay, good evening everybody. I think this presentation is not quite as exciting as the last one, but we'll all make it through together. So, the Department of Education requires school districts to report on the NJSLA. So
these this data is from May of 2025. The scores were recently published and sent out home. So there's going to be a lot of what appears to look repetitive. I'm going to try to speak through it and highlight some of
our accomplishments here. There are quite a few. So we're going to start right with the NJSLA for language arts. So NJSLA is the New Jersey student learning learning assessment. It's given in language arts, math, and science to
students. Language arts is given to students in grades three through nine. It's broken data is broken out into five categories. Level one not meeting standards, partially meeting for level two, approaching standards for level three, meeting expectations for level
four, and exceeding expectations for level five. So what this slide is essentially showing at that is the percentage of proficiency across the three years 22, 2023, 2024, 2025. And then at the end what we are highlighting
here is the percent proficient for students that are meeting and exceeding expectations. And what we're showing is that in grades four through eight, we've seen this high level of increase, which is something we're looking for, right? We're always looking for growth for students meeting and exceeding
expectations and that's what we're highlighting here for language arts. Same exact slide here for math. There is a little bit of a change here because in math we don't give the assessments by grades at the high school. We give the assessment by course. So you see algebra
1, algebra one for middle school and high school and then geometry broken out. um we have some middle school students who take algebra 1 and we want to indicate those scores a little differently. So there's two separate cohorts of students algebra one middle
school algebra one and high school and then what we're showcasing is the same highlights there where students have made growth moving from levels four to five. The specific noteworthy one is really in grades five which shows that
we have made a quite a considerable jump in students moving into the exceeding expectations category this year. Science is a little different. This is the same slide but we only give the science test in grades 5, 8, and 11. And
there are only four categories for proficiency for science. So, we're showing growth in students moving from levels three to four, still needing to exceeding in all three grades. And this is a pretty noteworthy accomplishment.
The science test is not easy. And it is um there's not a whole lot of data that comes back on this test that helps inform our teaching practices. So, it's notable for teachers and our students that we've made gains in that area. It's tough for districts to do that.
Okay. Okay, so shifting gears a little bit, one of the things we're required to report is how students are changing across levels because again we're looking for growth. Maybe not necessarily mastery in all areas, but just growth as you're moving across. So this slide is showing the changes in
levels of one, two, and three, four, and five between as compared to the state Wayne Township scores as opposed to the state. So we're highlighting grade five for some considerable gains. And I wanted to bring up grade nine for a
specific reason. Last year the NJSLA ELA for grade nine specifically across the state saw huge gains and when that happens the state sometimes calibrates their assessments. They had changed the scoring last year and as a result they
saw collectively across the state huge increases in all the districts. So, we don't have this information yet, but it's potential that there was a change in the scoring again this year, which indicates why the the grades might have the score the it decrease in the
proficiency points that we received. But, um that's true for the state as well. But I just wanted to highlight that we may not be comparing apples in this case. We might have some different scoring mechanisms. Math, same
thing. comparing Wayne to the state in terms of number of students moving across the levels again highlighting grade five which I spoke about earlier and the same for science the state is a pretty good metric for us it generally
the state is an average across all the districts so when you're when you're outperforming the state it's usually a positive metrics for for school districts this is a required slide for number of students that have taken the test. Just
noting that across all grades in this year, we tested 63 more students than we did last year. Obviously, there could be a variety of factors, including an increased enrollment in math. The same thing, we tested a larger number of middle school students.
So, this goes back to what I was speaking about before. We're seeing more kids taking algebra 1 at our middle school level, which again changes the cohort of students for high school. And it's and it's some and can account for differences in scoring. You're not comparing the same cohorts of kids in
each in each area. Science number, we actually tested less students this year, which again, science testing happens at different times of it's not given on the same at the same time as ELA and math. There's different
grade levels. So, okay. So, in this we're comparing Wayne to the state and what you're generally looking for across proficiency levels is that you're seeing that you want the district to be lower than the state average of because that in levels one,
two, and three because that indicates that we have less students performing at that at those not meeting expectations or approaching expectations levels. and you want to so in this slide the fact that I'm not putting green circles around anything here is actually a good
thing right that means that our numbers of students performing at these levels are lower than the state level in level as you're getting into level four and there we're collectively higher than the state I just didn't put a lot of green circles there I'm just
highlighting all grades so across all of our grades we have a higher percentage of students meeting expectations in the state by consider considerable percentage. So, same thing for grades for for level five.
So, again, same kind of situation for math. We want to have our numbers be lower than the state on these levels so that we have less kids performing here. So, this is all good. Collectively, we have less students in these levels than than the state average.
Sorry. Once you get into level four, again, we have a higher percentage of kids meeting expectations than the state average by a considerable amount. It's highlighting geometry there because that's a pretty big a pretty big
percentage difference that if the state is averaging 11% in level five and we're meeting almost 20, that's that's something to celebrate. And finally, for science, same thing.
lower in some cases higher depending on on how you're looking at it but generally lower than than the state more students in the proficient range. Okay. So now we're moving one of our requirements for the for the department of ed is to report out on subgroups. So
what you just saw was primarily was all students lumped together. Now we're going to break out by a couple of different subgroup categories. So here you see demographic subgroups, Asian, black, Hispanic, and white. And what is noteworthy here is that all of our
subgroups on this are our highest meeting and exceeding expectations, which is in line with the previous slides you saw, but now even by subgroups is is showing that same for a little bit lower in the exceeding expectations across subgroups, but
generally meeting. And then for science, we're showing subgroups that are written down in that second column. And I'm just highlighting because there's a lot to celebrate here in terms of increases from 2023 24 into
25 across all of our subgroups. Just students making lower numbers of students in level one, higher number of students in level three and four. So this is for a new subgroup category.
This is for female and male. So we're seeing again meeting and exceeding expectations across both subgroups. For both language arts, less a little bit lower for math, similar to what we found for language arts, but a little bit lower exceeding expectations for
math, but still. And then for science, same thing. lower student lowering our percentage of females in the level one category and raising in level three. Okay. So now this subgroup is our final
kind of breakout that we have to do. And so this shows our multilingual learners, free and reduced students on free and reduced lunch and students with IEPs and 504s along with gened students. Just highlighting in some areas where our ML students, our multilingual learners, and
our special ed students have grown. Lower numbers in our level one, higher numbers in our level three, showing that students are growing and even and meeting expectations. This is pretty significant. As we know,
math is always an area where we can struggle, but we're seeing like again lower numbers of students in the level one category and considerably higher numbers for reading and exceeding. Same for science. Okay. So, what does all of that mean and
what are we doing with with that data? So, some of the intervention strategies that we've been looking at for this year, the district has recently this year adopted a new math resource for grades K through 12. So, we upgraded our resource for all of our elementary, middle, and our high school math
classes, algebra and geometry. And we're using a resource, the same resource that has been used in the past, but the most current edition. So, that that aligns better to what current math standards look like. It will provide students with greater opportunities to to have
practice in some of those those concepts. There's been supplemental lessons that were created for science at the middle school to try to align more directly with the New Jersey student learning standards along with common assessments for science at the high school. Our I Ready assessment which is
given in elementary school for literacy now includes literacy tasks which straighten those strengthen those foundational skills affecting all of our content area grades and writing tasks that are utilized to provide data to inform writing.
So that really concludes the the NJSLA part of the assessment. Uh what's new and what I wanted to mention briefly is that the New Jersey Department of Ed has changed the New Jersey Student Learning Assessment and the way that we're doing it for this school year. So this is a
recent information that has come to school districts and everybody is there's not a ton of information out right now, but what I want to make sure people are aware is this test will be different. It will be adaptive. It is no longer going to be what we're used to for the last 20 years in New Jersey
where it is like the high stakes and you take the test at the level that it is and get it's going to be adaptive meaning that the questions are going to vary based on how students respond. So we don't really know what that's going to look like yet. There's some limited information available but the state is
op is starting field test which is going to take place within the next month between the end of October and the early November. Everybody in the state is taking it in grades four through 11 and any 12th grader who took algebra 1, geometry or algebra 2 last year will participate in this. We'll be sending
information out to families in the next two weeks about what the dates and times for those assessments will be >> questions. Um so just one thing to point out I think from all of this about two years ago I we were really concerned about
recovering from um co uh and like this was our underlying benchmark of how we're doing and now if you go back and you look at where the uh algebra one things are at 44% compared to the district average of.9%
I I would say we have done a fantastic job of making that recovery something that is no longer really a concern for us in those areas and so like I really want to take the time to make sure that we realize how much effort all of the teachers have put into recovering from
that rebuild Those were people who are algebra now in eighth grade and they were fifth sixth graders in the middle of co and they have managed to recover from that during some of the most critical time from that >> and that is actually driving us to have more people in before
>> greater the greatest numbers and we've been seeing >> so like we should really take >> we should really be on top of that and thank ourselves the work that the district has put in >> I would agree >> great I think a lot, you know, many districts
like Wayne and obviously it highlights right there took advantage of um co money and funds that came afterwards to put towards after school programs, tutoring and so forth to make that recovery uh post pandemic uh which was obviously the uh the I guess the
greatest plight of uh our time and really something that uh most educational leaders hated. I don't even like saying the word anymore. So, But great job uh by Wayne and his educators to make us recover. >> Thank you.
>> That concludes the superintendent's report for the year. >> At this time, we'll open the meeting to the public for agenda items only. This portion of the meeting is open to citizens for comment on agenda items only. Residents are asked to state their
name, address, and subject matter. Comments will be limited to three minutes per person. Members of the public are discouraged from speaking negatively about an employee or student. Board bears no responsibility for comments made by the public. Comments regarding employees or students cannot
be legally responded to by the board. Other comments may be responded to tonight or at a subsequent meeting under all business. Do I have a mover? >> Move. Mr. Anyone from the public on an agenda item? >> Good afternoon. Good evening.
>> Uh my name is Victoria Armis. I live in Wayne. It's 135 Harbingale Road. Um my agenda here today is with uh PNIS. Um we have a school resource officer. >> You're going to have to wait for the
next session. Next public. Next public. >> This is just for items that are on the agenda today. >> Okay. Wasn't sure. Thank you for that and clarification. I appreciate it. I bet you do. No problem. >> Awesome. >> Anyone else from the public wishing to speak on an agenda item?
>> Seeing no move to Mr. Right. Do I have a mover for the agenda? >> Mrs. Mrs. Any comments or discussion? See none roll call please
>> here. Yes, >> you're still here. >> Leandry >> here. >> Tranimo. >> Yes. >> Prescos. >> Yes. >> Favor. >> Yes. >> P. Yes,
>> Mr. M. Regaloso. >> Yes. >> And Mr. Patrick. Yes. Motion carries. This portion of the meeting is open to citizens for comment on any topic. >> Residents are asked to state the subject
matter. >> Yeah. I introduce myself. >> Hang on. Hang on. I got to read the statement. >> Okay. >> I got to be in compliance with the law. >> Come as made limited to 5 minutes per person. Members of the public are discouraged from speaking negatively about an employee or a student. The
board bears no responsibility for comments made by the public. Comments regarding employees or students cannot be legally responded to by the board. Other comments may be responded to tonight or at a subsequent meeting by the whole business. So I have a mover second. Mr. Bash,
>> you're up. >> You guys gave me five minutes now. Anyhoo, I'm kidding. Again, my name is Victoria Armis. I live at 135 Farmingdale Road. I've been a Wayne resident for the past 8 years. I have two lovely children that have gone to PRNIS and one that is still currently
ownness which I cannot say better things about. We love Freakness. I have some of our lovely friends and people that we've met here as well. But the reason I'm here is because of our class, our school resource officer. His name is Officer
Pablo Mandalo, I believe his last name is. We loved him. And unfortunately, I say ed with that because he resigned. And he resigned on circumstances of rumors. Rumors that I don't need to
repeat because I don't know the truth of those rumors. There's always three sides of a story, isn't there? Unfortunately, um it has to deal with something that's stemming from the PD and human resources. And it's a shame because everyone loved
this man. He knew all of our children's names. Children who didn't even go there yet, such as my daughter. He knew my in-laws names. He knew my my parents' names. He high-fived every child, gave them
hugs, loved them unconditionally. And he resigned over pettiness. And that pettiness is because he was losing somebody very close to him and he was denied a day off. And the way that it was done was official
misconduct. Now, this official misconduct has nothing to do really with the board of education. I understand that. He is employed with the Wayne Police Department. I've dealt with my shares with police officers. I am one of them. I do know SRO's. And I cannot compare my
SRO's to that man. That man was a legend. And I'm sure you working in Jersey City, sir, because I did vote for you. You had some great SRO, I'm sure, in Jersey City as well. But this man, he was creme de
la creme. And it is so sad that he is gone. And we have a rotation of police officers coming every day to guard those doors. And unfortunately, when we're guarding those doors, they're not the same as
this man. They will not they will do their job. They will. That's what they're getting paid for plus time and a half or whatever it is that they're getting paid. But, um, it's just it's sad. It's sad that the way that it was taken, whatever happened between
closed doors is it's sad because it shows you the the pride motto that Wayne PD had was not for this gentleman because that pride department, what is it? It's professional professionalism, respect, integrity, determination. And I
forgot what the E was. Wrote it down. Forgot what it was. Sorry. I was excited to get up here, guys. Excited. But like that that that's the stuff that's the stuff that really it hurts us to the core. So I don't know what we can
do. I don't know if there's anything you guys can do. >> I see you shaking your head. >> Yeah. >> Um >> it's not the same. >> See? Yeah. It's not the same. It's not the same. >> Everyone felt safe. >> Everyone felt safe. Staff, faculty,
kids, you all did. So, I don't know. I don't know what we can do. >> We We not going to respond now. We can respond at the end. >> Sure. Okay. >> Sure. I appreciate it. >> I will respond. >> I appreciate it. Thank you. >> You're welcome, >> Mr. Pal. I apologize. It's my first
meeting. >> All right. Thank you very much. >> You did great. >> Anyone else from the public wishing to speak? Is he going? Move close. >> Favorite call. Any old business?
New business. Just one thing in lie of what the young lady said. Um, we have a shared service committee and perhaps we should have a conversation just at the very least have a talk and say WTF
because if you have a group of people who could spend their time coming out here to spend their energy over uh a gentleman working under our contract and not ours but it is our contract. It's a much storied contract we have had and if
you want to know the whole details you can go back and read all the back and forths on over the last few months but we may have to have a sit down chat or I would like to make a a suggestion that the shared services have a chat with the with the people over there don't know if
we could do anything but it leaves the obligation to have a conversation. Can I second that? >> It's just a suggestion. It's there's no procedure to it. Just I think we should do that. >> Wasn't we'll talk. >> We can't we can't talk about personnel,
nor will they legally. Anyone else? Um, >> okay. >> Um, can I just mention that um on November 15th, Unified Sports will be
having a turkey truck and that um if you can, it's called Catch Me If You Cran. Get a catch me if you can. Please support the Unified Sports. It's such a great organization. The moms are wonderful. The kids are great. It's a nice day just to spend uh at Wayne Hills
High School November 15th. It starts at 9:00. There's going to be the cheerleaders and the football players and the band and donuts. So, please come and support Unified Sports. That's all. >> I just add that when uh looking for information about Turkey Trot, you can
find it on our newsletter that'll come out tomorrow. >> Perfect. >> Uh Jen Neits, who works here in our our building, does a great job with that. She has informationational services, but she also handles our website and our social media with such enthusiasm, too. she does it with she can't wait to get
stuff done and she can't do it without the input from our educators and the schools sharing information photos. Um so keep those contributions coming but uh she loves to put the light on Wayne uh and sharing why we're way better and uh we're going to keep on giving her the opportunity to do so. But look for the
newsletter tomorrow, the weekly newsletter and um it'll it'll be a link to um take part in the turkey truck there. I heard there's rumors there might be frozen turkey surprises. Oh, awesome. >> Just one thing to add to that as well.
They welcome fancy dress. >> Do I welcome fancy dress? >> They do. The turkey trop. >> Oh, I'm sure. Yeah. Some people got dressed as turkeys last year. >> Turkey hats and everything else. So, yeah. Yeah. >> We won last year. >> See if we win again this year. >> The best turkeys always have dressing.
I just wanted to mention um Helina Kim. I thought it was wonderful that she came tonight and did the um the tech girl presentation. And I think it speaks volumes about the education she's received going back into middle school um and how that impacted her her
ambition to pursue her career and her, you know, her enthusiasm to reach other people in different places. >> Yeah. Just beautiful. It's a beautiful story and I love it. It really speaks volumes about Wayne education. >> It does. And you know, you see that, you
know, when you're struggling sometimes as a teacher and you reach those tough days, you think how bad how much your your your expansion of your impact is and what she's going to do in her lifetime. Um, with so much promise and how many young people she's going to
impact. Um, it's endless the impact of an educator. >> She's one. Think of all the teachers and who they reach and how they reach them and >> being creative and very impressive. I'm grateful. >> We also have a new staff member to introduce today. >> We do.
>> We do. Um for those who weren't been in the district for a while, we had the excellent financial services of Junith Marco was an assistant BA. Now she's coming back as our full-time DA. We happy to have you join the team. We
have a great team forming here. We're happy to have you part. Um, just to close out, >> I know that the superintendent did reach out to the town when we heard Pablo was not going to be here anymore. I think
the day we heard he was on the phone with the chief of police that day and had a conversation with him. And unfortunately, all they can tell all they would tell us is he's not employed anymore with us. they legally they can't tell us why because he's not our employee, he's
their employee. Like we could not tell you why a teacher is no longer an employee here. So I do understand that. Um unfortunately we have a contract with them and while I don't think it's the best, it puts them in the driver's seat
for all these decisions and unfortunately our hands are tied with that. um you know next year when we renegotiate it and hopefully uh we can get a little better place where at least we have a say in what goes on. So
unfortunately I don't is it my answer is no answer to you. I'm not punting the ball somewhere, but unfortunately we don't have, you know, other than conversation and we'll look at putting the see if they'll have a shared services meeting with us concerning it.
And I can tell you that Mr. Centino reached out immediately when we heard. Pablo is a great guy. I mean, I I was there a number of times, great conversations with him. He he was exactly as you said he was the model you wanted as an
>> SRO% >> all right and he's better than that >> so I wish I could tell you more but we will continue to investigate it and um you know see we'll have conversations with the de other than that motion to
adjourn motion second