Miss >> here, >> Mr. >> Here, >> Miss Gavani >> here. >> Miss here, Mr. Sher >> here, >> Mr. >> Here, >> Miss W >> here, >> Miss
>> here. Notice of the December 8th, 2025 meeting of the board of education was emailed to the clerks of the burrows of Essex, North Cwell, Rosland, and to the township of Fairfield and to the editor of the progress on January 7th, 2025 in
the Star Ledger on the same day. Welcome everyone. It's so nice to see you all in the audience. This is truly what a board meeting should be about. It's about the students, the staff, and the parents in recognition. I mean, this is this is what the good stuff is, and
this is why we're all here to celebrate what makes West Essex West Essex. And that's the meat and potatoes that's inside of the building. So, it's very nice to see you all and we welcome you here this evening. We just have a few housekeeping things to do prior to um so
tonight, Mr. Mitochi will speak to you about we have retirees, two teachers who are leaving us at the end of this month that we are sad to go. They walked in together holding hands and they're walking out together holding hands and
we are very very happy for them, not for us but for them so that they can go out, enjoy their retirement and celebrate. So we wish them well in the next chapter of their lives. It's not retiring from life. It's just finding a new new path
to go and you know lunches with the girls shopping whenever you want or looking out the window going inclement weather day I'm not going anywhere. I think that's my favorite my favorite favorite thing when I retired from education was
like I don't care what kind of weather's on 280 because I don't have to travel it with the crazies you know. So but we wish you well. God bless. So, with that being said, we also have a um board member who is leaving us. She has given
her time and efforts here from North Codwell and we appreciate all of that. Um you know, it's it's a worthless job. Um except for the rewards. >> That's just commenting and liability.
>> Worthless. >> Worthless. On that note, that's why I just ran for my fifth term. Oh my goodness. >> But we would like to thank because it is a volunteer position. It is all your
time and effort and that sometimes you get all the good stuff and this is definely With that being said, I'd also like to thank everyone um to the administration, the teachers, the
for my reelection. Um it was um a tough one um only because um there was a lot that was brought to the table, but um I stood my grounds and I appreciate what everyone did for me out there in
the communities. Um I'm here for everyone. Uh and I'm hoping that the next three years will be as fruitful as we've had. We have a big referendum we're going forward with and I'm so just
so glad that I'm here to support it. Um I you know have a legacy that I brought with me always myself graduating from here and my children. So it means a lot to me and this is something I really want to work with everyone as we go
forward. So I thank you. I'm honored to once again be representing Roseland and um it's just a thrill to be a part of this community always. You are fabulous from the admins to the staff, you know, the students, the parents who support us
out in the communities, the communities who all come together for us when we need it. So, it has been truly an experience and I look forward to the next three years. So, thank you very much for that. Okay. Okay, good evening. Uh, this is probably
the biggest crowd we've had since 2020. Everybody remembers those board meetings. >> Um, this is a great evening. We get to celebrate the accomplishments of our students, of our staff. These are always the best board meetings of the year. So,
um, with that being said, I I I'm going to speak briefly on our retirees and on the field hockey team because I'm going to let our building principal and our athletic director kind of take the lead on those. But, um, we are recognizing two dedicated educators in Paula Arbaji
and Gene Zuul who have been valued members of our middle school community since joining us in 2006. Together, they've contributed an impressive 38 years of service, inspiring many students through seventh grade science. Their professionalism,
enthusiasm, and care for students have earned them tremendous respect among colleagues and made them teachers students we're excited to learn from. As they prepare to retire on December 31st, we extend our heartfelt appreciation for
their commitment to excellence. I'll leave some of the remarks to our principal who will speak about them further this evening as we wish them the very best in retirement while thanking them sincerely for all they have given to our district.
Um next up field hockey. Um our West Essex High School field hockey team won the 2025 group two state championship. Another outstanding milestone for a program with a long history of
excellence and achievement. Our West Essex field hockey student athletes continue to represent our district with pride, discipline, and sportsmanship. We're grateful for the leadership of our head coach, Joel Cass, and the and for the continued strong support of our
assistant coaches who together have built and sustained one of the premier high school field hockey programs in the state. and in the nation. Thank you to our parents, families, athletic director, principles, and board of education for your continued support of
our athletes and our athletic programs as a whole. Uh we look forward to a more detailed recognition uh later this evening from our athletic director, Mr. Walsh. But for now, congratulations on your 2025 state championship.
Uh the month of December marks a special time in our district as our middle school and high school students present their winter holiday concerts across band, choir, and orchestra programs. These performances highlight not only the remarkable talent of our students,
but also the dedication, creativity, and hard work of our music educators. If you're able to, I encourage you to attend one of these concerts and experience firsthand the energy and passion our students bring to the stage. The principles will provide details of
the remaining concerts in their reports this evening. I'd also like to offer a brief reminder that winter recess begins on December 24th and schools will remain closed through Friday, January 2nd. Tuesday, December 23rd will be a single
session day for students with dismissal at 12:20. We hope this upcoming break provides time for rest and celebration. And on behalf of our district, I wish all of our students, families, and staff a healthy and happy holiday season and a
wonderful new year. And that's my report for tonight. So, I will turn it over to Dr. Dunlevy. I would like to make this last meeting.
We are sad to see her and we wish in her next chapter, her next professional chapter. You have brought programming students, the school and we wish you all the best. >> Thank you. Bittersweet, thank you. I appreciate it. But tonight's not about
me because it's going to be about you guys. Couple things from the middle school. Um we are our student council is hosting Senator Senator Ponacio's toy drive. So we're in the process of collecting some toys this year. Um obviously it's always good for the community to give back and for us to
teach our students that. Um we did I'm kind of working backwards a little bit. Our builder club also did a food drive for Thanksgiving. Uh and all goods were donated to the Calwell Food Pantry. And as Mr. Machochi said, we do have
some upcoming concerts. I hope you can make it. There's one tomorrow night, the district orchestra, and then Thursday is district choir. And then, as you may recall, we typically have the elementary students come here for an assembly where they hear our music program. And that's really uh a wonderful event as well. And
that's on Tuesday, December 16th. I'm sorry, I'm like stuttering because the 16th and it's so close to the holidays. My mind is racing with everything that needs to be done. Okay, here we go. You ready? Here we go. Here we go.
Tonight, I have the distinct pleasure of honoring two extraordinary educators whose careers and friendship have been beautifully intertwined from the very beginning. Paula Arbaji and Jean Zuul were both hired in 2006 and first met at
our West Essex new teacher orientation. Gan began teaching at West Essex High School while Paula embraced the middle school. A few years later, when Gan transferred to the middle school, their paths came together in a way that felt meant to be. Since then, they've taught
Science 7 just a few doors apart, growing not only as esteemed colleagues, but as the closest of friends. But first, let me start with the career of Paula Arbaji. Paula graduated from Northern Valley Regional High School and went on to earn
a bachelor's of science in physical therapy from the University of Delaware. After a few years working at Credential Financial, she made a career change and found her passion in education. She was first hired by the South Orange Maplewood School District before finding
her home here at West Essex. From an instructional perspective, Paula always aimed to make learning fun and engaging. I will always remember the DNA song that you were even singing just a few weeks ago to serve as a memory aid for your students.
Paula's passion for teaching science 7 was evident every single day of her 20-year tenure. As the building principal, I would off often see her running to the restroom because you only get four minutes. People don't realize that that are non-teers. Um and we would
talk quickly about struggling learners and then she'd rush back into her classroom to get started. We often brainstorm strategies and what we could do to support our students. Her dedication and genuine care for these students was always evident. She was committed to supporting students both
academically and emotionally. She extended this comprehensive support by teaching teaching students with diverse needs in resource settings and through programs like we rise, night squad, lunch squad, and even summer school.
to provide emotional support. She maintained ongoing communication with counselors and upheld an open door policy always for all of her students. Paula also valued the team model which reinforces the belief that a collaborative group of teachers can work together to best support student
success. What I really appreciate about Paula is that she understood the critical importance of middle school culture and climate long before it became a mandated focus. She coordinated our students of the month program which recognized students for demonstrating
exemplary character. Paula also championed our annual seventh grade trip to Fairview Lakes which at one point was an overnight event. To truly capture the essence of Paula's impact, I want to share some beautiful words written by her dear friend and colleague Misul.
Jean writes, "I would imagine that Paula's legacy is that she is the selfless mother to the world. She's the go-to person for everything and anything. If you need to vent, if you need advice about life or students, co-workers, medicine, nail polish,
shopping, literally anything, she's the person you go to. If you need a hug, an Advil, a place to cry, a high five, she's the person you go to. She has supported everyone in the building at one time or another in a myriad of ways, and we're a stronger faculty because of
her generosity. As her co-orker, I see Paula's dedication daily. She stays late every day and preps at home every night, writing assignments and assessments and activities, grading papers, and emailing parents. Even now, with only a few weeks left to retirement, she's constantly
raising the bar, looking for new ways to engage students and to help students understand. She is reliable and conscientious and steadfast in her pursuit of excellence. I'm a better teacher because I work with an outstanding teammate and partner. Paula, thank you for commuting an hour
each way. And those were on the good weather days um every day, for giving many of us a heads up on the on the traffic um via text and for always staying focused on the best interest of children and for being a mother figure to us all.
Now, a few highlights about Miss Gene Zul. Jean Zuul graduated from Ridgefield Park High School. She earned her bachelor's of science in biology from Ruckers and received her mers in education from Monontlair State University. She began her journey at West Essex High School
where she taught literally almost every science subject imaginable, showcasing her incredible versatility. She later transferred to West Essex Middle School where she taught both seventh and eighth grade science, small group instruction, We Rise, and Lunch Squad. Like Paula,
Gan also tried to keep her classroom fun and engaging. Her March Mammal Madness, especially as a as a basketball person, always resonated with with me and one that I will finally remember. A crucial part of Jean's legacy is the unwavering support she provided her colleagues. For
many years, she served as a dedicated WEIA building representative. I always respected Jean's strong resolute nature because I knew that it was deep rooted in her commitment to fairness and equity. Even after stepping down from her official union responsibilities, Gan
continued to be a trusted friend for many. When asked about Jean's legacy, Paula sent me a short story over achiever Paula. And here's the cliffnotes version. From the very beginning, it was clear that teaching wasn't just a career for Gan. It was a
calling. Every lesson, no matter the topic, no matter the day, becomes something unforgettable. Students walk into our classroom expecting to learn, but they leave feeling inspired, challenged, and often laughing along the way. Because if there is one thing we all know about Gene, it's that
creativity and humor are just as much a part of the curriculum as the content itself. What makes Gene extraordinary is the way every learner is engaged. Whether a student is confident or unsure, excited or hesitant, Gan has this incredible way of drawing them in,
making them feel seen, and helping them realize what they are capable of. It takes a special kind of teacher to reach every type of learner and an even more special person to do it with such joy, grace, and consistency. The impact of a teacher like Gene goes
far beyond test scores or report cards. It lives in the confidence of students who finally believed in themselves. She calls her students rock stars, experts, little scientists, and they believe you. They believe that they are. Jean, thank you for your years of
service to the entire West Essex community. I will think of you fondly every December 6th when you and my son celebrate birthdays. Paula and Jean, your partnership, support for one another, and the joy you brought to work each day has left a lasting imprint on our students, our
science department, and our entire West Sussex community. Most importantly, you have reminded us all of the value of true friendship in the workplace. I wish all educators find that one best friend they can learn from, laugh with, and
eventually retire with. Godspeed. Thank you. >> Sure. Separate the friends. Anybody else? So, um we're going to go back to our student board rep now who will give her um student Um it's been a little bit quiet uh
except for a lot of students have shown their interest in the sport flag football. Um a lot of students have told me that the sports they play in the springtime, they just aren't really interested in it anymore. They just don't want to play anymore. They have shown that they would
love to play flag football and they would immed immediately join if it were to become part of the school and it's in the springtime so it is coming up in the school year. So um I was also told that the middle school started football here.
So if we could get something going on at the high school that would be amazing and there are many many students that have said they will join. There was a petition that um a student started that has like over 50 people. A lot of people would love to play the sport. They are
interested in it. Um so if we could get something going on maybe for the springtime this school year, that would be great. Uh and another thing that students have been struggling with is uh just making up work, maybe tests if they were absent. A lot of students can't do
anything during the lunchtime. A lot of students have double lab. They have assignments to make up. Um, there aren't many teachers that offer doing work after school to make up, but if there is some kind of system that we can set up
with them to help students make up their work that they've missed uh for after school, that would be amazing and very helpful for many students, especially the ones with double lab for sure. And that's really that's all been going on right now.
Paul and Jean, congratulations. We are all excited for you. Um, for the high school, this is the season of giving and so we have two projects underway right now. Our National Arts Honors Society is hosting their calendar
fundraiser. $25 for a 2026 calendar of student artwork from our National Art Honor Study students. Um the money raised goes towards the Memory Project. And this year um the Memory Project is a youth arts organization that promotes intercultural understanding and kindness
between children around the world. And this year our students will be creating portraits for the orphan children in Cambodia. So all donate um all proceeds go to this organization. So please if you have it in your heart to donate, much appreciated. Our key club and National Honor Society
are also hosting our holiday toy drive right now. Our final collection is on Tuesday from 3:00 to 4 pm at the main entrance. So, if anyone has it in them to purchase a new toy for a student um for a child, that would be greatly appreciated. Um and also in November, we
held um our Syracuse University Project Advance Class Sport Management Honors. The classes coordinated and hosted our Turkey Classic. This year they raised 3,700 um $3,700 for the Caldwell Food Pantry, which is a pretty significant chunk of change. Um what's cool about
this project though is the students are tasked with organizing and running the entire event. So they have to organize it. They're responsible for getting donations and prizes. They have to promote the event. They have to run the concessions. And so these are like life skills that the students are gaining
from this project while also going to a good cause. for our fall athletics. I'm excited to share that our boys and girls cross country team um both undefeated division champions. Field hockey, super excited for you guys. We'll get to you in a few moments. Um and also I want to
acknowledge our girls tennis team, undefeated division champions and coach Martin was the SEC coach of the year. So, it's worth acknowledging. So, congratulations to all of our sports teams this fall. Our no place for hate banner is up. All of
our students signed individual links sharing what they are going to do to uphold the pledge of inclusivity at West Essex High School. So it says linked together united against hate and that is a link for every student and some staff members in the building which is really
cool. So it's just a visual reminder of the work that we are doing. Um, our student council hosted our support staff lunchon last week and two awards were given. Mr. Steve Miller from our arts department got the silver night
award for um, all of the extra work that he does that sometimes goes unnoticed in the building, all of the pictures he takes and all the events he photographs. And so the students wanted to recognize him. And our support staffer of the year is Mr. Kevin Freda. He's an aid in our special services department. um he makes
connections with the students and if you ever see them walking in the hallway together, you just know that the students really appreciate the work that he does. So, congratulations to Mr. Miller and Mr. Kevin Freda for their awards. We also honor um our December Noble Knights. These are awards that are given
to staff members from the staff members. They have to pass it on. So, our December Noble Knights are Miss Erica Lascata, art teacher. Um, this is for expressing creativity and providing cultural experiences for the students. Mr. Tony Emmering, our student assistance counselor, was awarded
because he always goes above and beyond for the students and he's constantly keeping the lines of communication open for families and the school. And Miss Lena Adinayv, one of our special education teachers, she's building an ELLL program that where students feel understood and supported and that was
recognized by her colleagues. So, congratulations to our December December Noble Knights. And then coming up, our winter concert series continues. Tomorrow night, we have the orchestra concert. Thursday night, we have the choir concert. This year, we're bringing back our senior citizens breakfast on December 18th. So,
our culinary arts 2 program will be they are going to be front of the house greeting the guests. there are preparing the food, they're serving the food, and then also our choir, orchestra, and band will be performing for them as well. So, we're excited to open the doors to the senior citizens in the community. Um, we're hoping that because it's the first
year back, we have about 40 um 40 um people have RSVPds, we're hoping that next year we could get up to 100. So, hopefully word will travel after this year and it's this successful event. And our guidance department is hosting our winter wellness for the students on December 19th and the 22nd. Sometimes
it's the time of year where kids just need a little break and so our guidance department brings some activities to them for them to just focus on their wellness as they head into break. With that, I am pass over to Tim to talk about our field hockey team.
Last player of the game trying to tie it up. New Canon on the edge of the circle, TURNS IT AROUND, GETS INSIDE. BACK HAND SHOT BOTTLED UP. WEST ESSEX HANG ON TO IT. THEY throw it to midfield and that'll WRAP IT UP. THE WEST KNIGHTS WITH A FLARE FOR the dramatic have won
their 10th championship in a row. >> One more >> time. And it looked like it was scoring twice here in the fourth quarter. Manella with the beautiful deflection in front.
The queens of field hockey glory here in New Jersey are the West Essex Knights. All right. So, uh, good evening everybody, board members, administrators, community, student athletes. Uh, tonight I have the privilege of recognizing and, you know,
giving all the credit to one of the most accomplished athletic programs in the state. Um, a program that continues to uphold, you know, the strong tradition of excellence at West Essex, uh, our very own field hockey team. Uh this season they once again proved why they are considered one of the premier
programs in the state and the nation by capturing the Essex County Tournament, the North Jersey Group Two Sectional Championship, and the North Jersey Group Two State Championship for the incredible 23rd time in school history
and remarkably for the seventh time consecutively uh on Saturday. Yep. So, a lot of these facts um you know, we talked about at their field hockey banquet, but for the public to know, it's it's definitely important. Um so,
on Saturday, November 15th, our field hockey knights won the group 2 state title with a strong two nothing victory over Point Pleasant Burrow. Um in that game, they demonstrated composure, discipline, and the competitive uh fire that defines this program. Uh this team
finished with a 20 and five record competing against some of the toughest opponents in the country and the state. Uh we are currently ranked number 12th in the nation and number two in New Jersey. This season the field hockey knights face the number one seed, the
number two seed, and the number three seed in the nation as well as seven of the top 20 teams in the country. Their relentless pursuit of high level competition reflects this championship caliber and the mindset built on resilience and preparation.
Uh I also want to acknowledge a lot of the individuals that are sitting in this room. Um their accolades stood out across the entire state. So first up I want to recognize senior Addie Manella. She set a West Essex record this season
while also leading the entire state in New Jersey with 54 goals. She finishes uh her career on top of all the West Essex leaderboards with 160 career goals, 116 assists, and 436 total
points. Uh Julia Korty was also on top uh as one of the state's top goal scorers with 17 goals on the season. In assists, uh, West Essex dominated the statewide leaderboards. Adam Manella and Alex Agustinini each finished with 22
assists. And Jillian Breesling and Jillian Breresling contributed 16 assists, which were also among uh the highest total in the state of New Jersey. Numerous players, and we'll get to this in a minute. Uh, a lot of acronyms. Uh, but we're awarded all Super Essex
Conference, so SEC, all Union Essex, which is our combined league for the county. Uh, all Essex County, all North Jersey, New Jersey Field Hockey Coaches Association, uh, first team, second team, New Jersey Field Hockey Coaches Association, Regional All-Americans, and
New Jersey Coaches Association, National Field Hockey Coaches Association, All-Americans. Um, and I will touch on that later as well. Not only uh is it a great team, but these individual accomplishments reflect um a team first high IQ style of play that defines this program. Uh this team also had a lot of
fun. They built trust and made countless memories throughout the season which was evident through your video montage uh at the end of the season. Uh of course none of this is uh possible without the leadership of head coach Jill CS who herself hit an incredible milestone this past season. Jill
captured her 600th career win at the state final, placing her among the top four winningest coaches in field hockey uh New Jersey history. A little background under coach CS, 101 field hockey players have gone on to
play D1, D2 or D3 college football uh field hockey. 73 students have been named National Field Hockey Coaches Association regional or national all-Americans. West Essex under her direction has won 27 county titles, 29
conference titles, 25 state sectional group two titles, 18 state group two titles, and one tournament of championship title. Her dedication and passion uh continue to
set the standard of excellence and she is also supported by an outstanding coaching staff in Noel Gomez, Steph Pazuti, Ali Gan, Giana Derso, Abby Martin, Jared Capello, Gav Gerardi, and Betatina Pleasants. Uh this group embodies what it means to represent West
Essex. They are hardworking. They are team oriented and they are committed to excellence. So, on behalf of all of West Essex, uh the athletic department, the entire district, the board members, uh it is my honor to congratulate the 2025 group two state champions on another
extraordinary season. All right. And at this time, I would just like to recognize each individual player who are here in attendance tonight. Um so, when I give you your name a call, just come on up and then we'll take a picture. Number 12, freshman Sophia Triosh.
Number 23, Abby Agustinini. Uh Abby finishes as uh finishes the year first team all Essex County, second team all Essex Union County, and all North Jersey first team. sophomores. Number three, Sam Lner.
Number four, Briana Frier. Number 11, Giana Garulo. Number 15, Angelina Tartara. Number 18, Tessa Delvasc uh Delves. Number 22, Daniellea Lombardo. Number 34, Angelina Perise. And number 26, Delaney Ferrell.
Delaney finishes uh first team all Essex County, second team all Essex Union, first team all North Jersey, second team NJ National Field Hockey, High School Coaches Association, Regional All-American. Juniors number 95, Lizzie Casoy.
Number two, Alex Agustinini. Alex was a captain, finished first team all Essex County, first team all Essex Union, first team all North Jersey, and first team uh I'm sorry, NJFHSCA regional all-American.
Captain number 20, Julia Confori. Julia is first team all Essex County, second team all Essex Union, first team all North Jersey, and a uh regional all-American captain number 24, Jillian Breeslin. Jillian was first team all Essex County,
first team all Essex Union, first team all North Jersey, and a regional all-American. Number 29, Kate Klo. Kate was first team all Essex County, second team all Essex Union, and all North Jersey.
And number 96, Katie Moran, not here. Katie was first team all Essex County, first team all Essex Union, first team all North Jersey, and a regional all-American. And our senior captain, number 17, Addie Manella.
Addie was first team all Essex County, first team all Essex Union, first team all North Jersey. She was a regional all-American and a national all-American, which means she is one of the best 16 players in the country. Addie um Addie will be continuing her
field hockey and academic career at Villanova next year. Uh and she is the next uniform to be retired at West Essex. >> All right. Thank you all and congratulations on a great year. >> Hold on. We want to get a picture. Yeah.
Hold this up. Congratulations. >> Congratulations. >> Congratulations. >> Congratulations everybody. Sorry. So you guys are all very welcome to >> have an audience presentation.
Oh my god. Thank you very much. It Maria know >> whatever. What? >> Do you need help? You good? >> I'm good.
>> I'm telling you. >> No, I'm good. I'm good. I'm good. >> You want me to hold one of your for you? >> I'd like to hit somebody. Um, preferably the doctor. >> No, no, no. It's fine. It's not gonna, >> honestly, this is not going to take that long.
>> This is good. >> I don't want to say it out loud. It's like Beetlejuice. Say it three times and it happens. No, as you know, we have to report our numbers out in public. This is the December report and then we'll do another one in January. As of right now, the high school has two cases. One was
founded. Middle school has two cases. Two cases and one was founded. There were they were the special categories were race and religion. And the remediating dis discipline was uh we actually did in the middle school. Dr.
Dr. Dun Levy did the reset program and it happened to have I think a good effect on the student who was the offender. They had to do some thinking, some reflecting, some writing and meet with Miss Ays and I think it really was very productive in terms of
understanding the impact of their actions which I think was really well done. Um up in the high school ours was out of time frames for us so there were some reflection pieces there. I'll see you again in June.
Listen people >> I think it's me. I'll just stand over here so I don't have to give the results here and so financial information
and backage up at June 302 compared to previous year. So at 6:30 the fund balance is $22.2 But most of that is restricted various
reserves. You have $571,000 in those are the goods that you place for as of date. I know that looks like a huge number,
but I'm sure you When you have a big project, it can go pretty fast. 1 million maint,000 unemployment compensation to use $650,000
of current access. So that's to be used in your next budget coming up coming up 26 27 the uh your excess surplus of 750 plus
years of 15 to 900,000 you're using that right now 256 budget year so you can see that if you look at the very bottom where I like to show a trend of how much fun balance you've been using each year to support
your budget so back in 23400 this last year 242 about 840,000 this current year right now 926750 and I think that's just a conscientious effort to try to leage
the one I'm million balance category. And if you page an $60 million
took out close to various unusual right now. Any questions so far? question. >> So the capital reserve is money that you
basically set aside. I always like to equate that to almost like your savings account, right? You want to have a in case of eies because a lot of situation maybe you get
a whole special education student that comes in district and you always like to have a cushion You don't want to use up all your money. >> So that's a recap of the activities in your
service fund. So for 25 years, you end up with unrestricted net position about $700,000. could be future related service expenses.
And then the bottom is a analysis of the activities in terms of longilities. I apologize. I just noticed that the endologize but for budgeting purposes I just want
to highlight still has $2 million and the last payment on that is also you still have a small balance which is computers question.
Other than a couple of minor very minor comments, there are no official recommendation that I finally appreciate it. We have comments from any members regarding that being said. We have
reports. >> Oh, I'm sorry. >> Um, on November 22nd, um, New Jersey School Board Association had a delegates assembly. Um, but the there was five proposed resolutions.
One resolution passed which was um there was a resolution subcommittee which recommended substitute language that would amend the current policy to include NJSBA's manual um of positions of policy and file code 3542
that the NJSBA believes that a free school meal program should be offered to all students at the expense of the state or federal government. Just a clarification on terminology. Um, other than that, there wasn't big changes besides new leadership for the 2025
through 2027. And in regards to curriculum, I'll just continue. Are you Caesar? Are you saying anything? >> And I don't want to steal your thunder. >> I didn't know how much. Okay, I will steal this. Um, okay. We had three items
on the agenda. Program of studies changes, summer enrichment, and an update on the Atlas program. um the computer program which puts all their curriculum online. So in regards to program of studies, I think a lot of really positive forward thinking ideas,
one of which is adjustments to the middle school foundations classes where um before you sort of took math and ELA, now you will take one or the other based upon your fifth grade standardized
testing, which is basically the first available standardized they have to use. So if you're scoring below benchmark, that is no longer an optional course, but instead would be mandatory and then it'll come with communication to the elementary school. Um the high school is
still really doing amazingly well with students wanting to wave into honors and AP. 653 students waved in. Um, students will continue to be allowed to wave into these classes, but they must score proficiency on NJSLA to be eligible to
wave. Um, and you know, if you're in a CPA class, you can go to honors, but not to AP. And and both of these adjustments also address what Caesar had discussed with us, I believe, last meeting, about
how to improve our test scores and apply a little motivation to our students. um big news in AP macroeconomics and AP microeconomics that will join into a one-year five credit course of AP economics. Summer
enrichment is already on its way for planning with um full credit classes for pre-calculus and new classes like college writing and 3D printing. >> I thought you'd say that. >> And lastly,
Totally. >> And I'm kind of excited that you didn't present and I got to do the whole thing. I'm not going to lie. And if you'd like me to take over next time, I got your back. And lastly on Atlas, which was a program that I don't know about anybody else, I was very confused. Although now
it is making so much more sense. And what is very exciting is that um as we add as the curriculum is added, we're it's basically allowing checks and balances. your curriculum, your standards and scope and sequence. And
then it will also highlight like based upon standards what we are focusing too much on or not enough on based upon our curriculum that is being entered and the state standards which is a I think a really impressive feature that was a
very robust meeting that we had. >> Couldn't have said it better myself. >> Would have said it a little louder. No one has a theater voice like Caesar. >> Close though. >> I didn't know it was a competition. I
would have turned it on, but >> well, not as exciting as curriculum. Policy never. >> Um the policy committee met last Friday, December 5th, um to discuss a few
policies. Um number one was uh just the regulations on the substance uh abuse policy. We just updated um some wording on there. We took out the doctor's office urgent care and quest diagnostics um and just we're um attaching a link so
when parents have to >> have their children tested they can just go to the link and find some place or find the um approved um facility. Um policy and rag 5516 use of electronic communication devices.
Um we chose our um there was options in the regulations which we already um you know we already do in our schools but we uh for middle school we uh chose no students use of electronic devices at all during the school day and for the high school
they're allowed to use them during um certain times of day lunch recess which we don't have obviously uh passing and on the bus. So, um those they had given you some options. Those were the ones that we chose and we already have in place. Um the state of New Jersey
adopted um a new law that goes into effect tomorrow, December 9th, called the Freedom to Act. I'm sorry, Freedom to Read Act. Um and it just changes some things. So, it'll change our policy 25
policy rag 2530 resource materials. It removes all references to library materials and then it um provided new policy in red 2535 uh and it's called library material.
It's um mandatory new policies uh and explains how library materials are selected, reviewed and possibly removed from a library. There was also policy in rag five uh 9130 which is public complaints that was
revised because they kind of did was take the resource materials and the public complaints and combined it into the library materials policy and reg not as exciting. So
the regulation is that has training schools. But those of you who are not involved, >> say no. >> Happy holiday. >> Thank you. See you guys. >> Bye
>> bye. >> This is what I do. >> Yeah. Do you want to stand? You could just take a chair and sit. >> I would love that. Okay. I just need to see we're going to have the um Okay, awesome. I just need
to be able to see the screen. Thank you. >> Took that. Stole that by mistake. firstand pres >> what's going to happen with me and then Excellent. So I
do have to point to >> the clicker work. >> Okay. >> Oh, there we go. Perfect. Thank you. I didn't see that. Um, okay. So, your some of these slides I'm going to go through, but stop and ask questions if you have them just to
start here. We just want this to be like a high level, you know, guide and reference for you as you go forward. Some things to consider. Okay. Um, it's really you're going out, you're asking your community to approve
additional revenue streams, right? So, because of that, we just always keep in mind exactly what was talked about here tonight, your students, right? That everything that you're doing has to be tied to, especially when we're going to spend some time through the referendum
process talking about buildings or facilities or things that the community at large may not necessarily connect to how it supports, right? So, we want to be able to tell a story through this process. So, everyone
has a role and kind of listed here, right? And we just wanted tonight kind of touch upon the different roles that people play so that just like with your board service, right? Your team need to work together, have tight messaging, be able to be informed and so that you can
inform and engage your community. And a referendum process, I'm not going to lie to you, is not an easy process. It's it's um challenging, but it goes well when you're prepared for it. And that's what we're trying to do. Um, and when
you really can craft the story to engage and it's also a wonderful opportunity for going forward to continue that engagement with your communities, right? Not just the schools that um, sorry, the students that are here currently, but the students in the elementary schools
that feed into your district, right? Bringing different people in and then going forward with them to continuously engage with them. So, it's an opportunity really So the board really has um the role of setting the direction and I know I'm
aware that this started kind of in August I believe. I know that there was a November 19th update by the superintendent that a letter that went out um there was a wonderful link for um I believe it was the elementary school student families so that they could you
know be engaged right from this point forward to um know. So just like with all of your The board's role is to really um be informed and see that the process is happening in a clear way and that not
necessarily that you individually should be communicating all the time, but that as a board you have a a tight um script, right, to engage with people, but also to ensure that the district is appropriately communicating the way ways
that people need to receive that information, right? Um it was, you know, printed out backpack notices, right? And we recognize that, especially with the referendum, it goes beyond children in the schools. So, we want to really make sure we're not
leaving anyone behind as part of the community. Um, you were talking about policies a moment ago. Um, with this work, it's really important to look at your policies, right? If you're looking at adding on facilities to support programming,
look at some of your policies that have to do with class size and staff ratios and those kinds of things so that you can really be prepared and identify where you are now and how this work through the referendum is going to be able to support the values that you hold. Your values are expressed in your
policies. Um approve the timeline. We're going to look a little bit more about things that could affect the timeline, the parameters of the project, right? It's always just like with your annual budget. What do we need to um be able to efficiently run and support student
achievement and balance that against the taxpayers's ability to pay that um keep the community involved throughout the process and I see already that that has started. There's there's a special tab for the referendum. There's communication going out. That's
excellent. You're already going in the right direction. Um, and approve and just be aware as board members of what your long facility plan is and what it says because that's going to be important to your conversations that you're going forward.
So, the role of the administration um is going to be to recommend the educational programs, right? To really always be messaging out why we're doing this, how buildings and improvements structures really for students, the kind of program that
can be done in those, you know, the technology that needs to be included to support the way um instruction is delivered to students. Um this administration will also be coordinating input from district staff, getting
feedback and hearing from the staff who really, you know, closest to the students in those rooms. Um and we'll have really important information to share. um clearly define the scope of the project. Understanding that, you know, you start off in a place where we want to do everything, but then we have
to kind of make a hierarchy of what we really need to be addressing and why certain things first. Um we allow other things to happen outside of the referendum perhaps later. Um coordinate with the architect in the establishment of the timeline and make
timely decisions throughout the process. So the role of the architect is going to to, you know, create those um options for how you go forward. Kind of um working with superintendent to see how this is going to match up with the the
educational plans and what this referendum will do to support it, but also giving options of we can do this or that. What are pros and cons? So that decision could be made about what you're going to go forward with and ask
community to support, right? sites um you know physical sites of structures review plans with the administrative team and board to keep you aware and informed so that when you're um when community is you know being informed that you already are you
know have asked questions and a full understanding of what it is you're doing and why you're doing it. Um prepare they'll prepare the architect will prepare the um importantly the cost of the project. Um and again this way that what those costs will be
so that you're aware. Importantly, present and explain it to the stakeholders, including yourselves, including the community. Really being able to speak from that point of expertise what you're putting forward, prepare the construction documents, oversee
construction, prepare the bid documents, and obtain required approvals. So, the role we've covered the board's role, the administration's role, the architect And now we have bond council to calculate the uh I'm sorry
um yeah we have a I think it was the demographer I'm sorry I knew it was up there on that slide I apologize um I'm like that's not council the role of the demographer on the left is to calculate the enrollment projections right we
don't want to just solve the problem that might be in front of us today but we need to make investment so we need to that we're going to be able to meet, you know, the next five years, what those projected enrollments are. Um, the demographer that you should be relying
on should be able to explain to you how they arrive at what they have calculated, right? You should have some kind of understanding of what they basing their information on that you're going to be making decisions about. Um, and then present the findings to the
board and community. The bonds council um will help legal advice for the actual bond process. Project the costs for the individual taxpayers really crucial thing to be able to have a handle on and communicate well. Um
some valid questions for bonding. I will just share a word of caution that your wording is very important. My home district went through a bond referendum this past year and first round it was right and many many many months and a
lot of effort from a lot of good people went into that and it really came down to the messaging that some people showed up to vote that day. Um and it was not anybody did anything wrong but the messaging for some people that hadn't
come out to things that were provided and they didn't provide learning things wasn't so clear. Um, so they had to go back to the drawing board and make some hard decisions about changing some things, cutting some things back and communicating it better
and having a better two questions, right? So, you want to really um use your experienced um people on your team that are going to be guiding you um and just be aware of that, right? We don't want to make assumptions that we become
comfortable with the information that everyone is comfortable with the information um and the the bond council handles the uh sale of the bond construction manager you can go through that pretty similar pretty obvious of things that they may be handling now let's get to what we're
really here to focus on right the things that you need in your tool to really be successful with this process um on here these are the dates forum And I am not sure I was not able to
locate the new surprised for 2026 because some changes we're not even sure about the budget at this point on the budget. So generally it's time
from what I read you're inveated for just the important thing to four times during the year that you do this um and that you have to ensure that you get that information that you're planning this to the um municipal clerk
at least in advance otherwise you're not going to successfully have that so developing a plan and I know you've already started this process because you've already been communicating some things out discussions analying what the
needs are so plan is really important so that it keeps all of you together as a team understanding where you are through the process, what's coming up, what you have to know, right? To kind of guide you um so that you're working really
clearly and efficiently with your communities and you have communities that are going to be involved in this, right? And you really want to get their support and buy into this. So the plan is really your written document that steps of what you're doing that um just
keeps track of what's happening, the conversations, meetings, all of that. So that um it's also important information to refer back to later on, right? When after this process is over, you debrief regardless of whether it pass
to be able to say, you know, what went well for future projects we may want to do. Um and what can we learn from it? So we go back and you know do another one that we um have that we can really look at it and remember what we did and when
we did it. So a good referendum plan is collaborative the board and superintendent having conversations evalum you're working really position. Um, you want to ensure that you have the knowledge and understanding by the
parents and community members, right? We don't want that person showing up to vote um who walks in and really has no idea. We really want to proactively make sure we're doing everything we can to get the word out um so that people know where to find the information and hear
it and ask their questions and have their concerns. And I would say one thing just caution also is without intentionally doing it sometimes what happens conversation becomes people who support the school
they don't support the referendum and it's really important to remember that especially now people are really challenging financial times it is not the same people that won't support the referendum really supports and everything happening
in those schools and students and your teachers and really have to be put in a position where they can understand what's happening, why it's being recommended, but also the board has to understand it has to be
right because um we need to really keep that in mind so that you raise the chances, you know, for success of getting this. Um, the blueprint for success is, which it seems like we already have here, is your
commitment to working well together, working well with your communities, and learning about this process and taking steps necessary to ensure that things go as smoothly as possible. Um, the board and the superintendent have to really commit to whatever your process is going
to look like. And the steps may involve, you know, extra efforts on everybody's part, right? elevator when you're out and about in the community. So that messaging stays tight through the superintendent's office, but that board members who you
know as a board member myself, people come up to you all the time and you have to remember your code of ethics, right? That you can't speak for the board, but you can have a scripted response whether you know to say, "Oh, we spoke about that at this meeting for you to come out
or see the the district that's there whatever it is that you have to convey at the different points of this. So um just keep that in mind. So, it's a fivestep process really to consider, right? You're preparing, you want to inform, and you want to motivate
and that is crucial having that story that you're going to tell about why you're doing this, right? It's it's more than just, you know, everything costs a lot of money, right? People aren't experts in school finance. They they don't know. They know what they live at
home and they know that what their challenges are at home to pay those So we really want to engage them with really making the story about good schools for good communities,
right? Um why education is an important part of this community and what has happened before and how things were funded before and why this is crucial time but that cannot continue for the
schools to continue to be successfully um you know, providing the needs for the students, right? What challenges have arisen? What's been exhausted already? Um, and now this is why we're here. Understand why we're here and why these are the right steps that we're asking
for support on. Um, and evaluate as you go, you know, um, if you're having an event that's an outreach and it's well attended or it's not well attended, you know, just kind of learn from that. If you're getting feedback, even though I know you'll get a point at
all you do is talk about referendum and then it's going to hurt a little and someone's like I didn't know anything about that right but to just take a deep breath and have that patience and then take that as something that you need to recognize that wow we didn't really get to everybody right no fault of yours but
just kind of constantly be creative with getting that word out and expanding the circle bringing everyone in right so you want to really prepare by defining the purpose really being clear on what that vision is, how this is going to support the mission and vision
that the district has for the students of West Essex, right? Tying in the work of this referendum is going to support that vision that already exists here that represent the community's values for students. Provide multiple opportunities
for input and participation by parents and broader community. Create public awareness of the need. What I was saying, right, tell the story of why now is the time um and how it directly will impact students and relate it to your
vision, mission, and goals. Um not everyone really understands the work of governance and the board. Um and we're going to I believe talk about goals after this. Um so really how it really cascades, right? How all of the efforts
are going to be um focused towards this and this is going to be the way that you're going to be able to your um goals of providing the types of experiences and education for your students. So the preparing phase right not for
individual board members but be aware of it expect it you know have the discussions about it the um cost benefit analysis what parts of the things you want to do make more sense right what should be um at top
what kind of thing to get to a point where you're comfortable with what you're moving forward with really important look at your past voting experiences in the community who turns out to vote who doesn't and why and what can we what part can we play in that?
We'll talk about that in a minute. Identify your key people. Um you know it's good to have allies um who can help with spreading the word to maybe other groups or you know community organizations to encourage their
memberships to participate and learn more about this process. Right. determine determine what methods to use for communicating, right? Um I I had an experience with someone I know that was putting a tremendous amount of work into
creating school newsletter to find out that parents who were commuting couldn't access it because it was really meant to be read on the laptop and today is on their phone trying to you know, read all of the things about
school before they pick their child up while they're commuting, whatever it is, right? So, they had to put it in a way that was really accessible to everyone. Um, and just consider what those are, what you're using now and what you might want to expand to preparing different communication opportunities and there
are really lessons to take from when you expand to do this that things that you may want to carry forward as well to not just engage with people to the day of the vote, but continue to engage with them and people that maybe haven't been participating in board meetings or you
know things with the district that now um not only to be learning seeing the progress made through the referendum as you know once those projects but in other ways how to bring them in and really tie them more directly to schools
in you know be inform that you know messaging, accurate messaging, having those talking points as especially board members so that you're not caught in that uncomfortable position speaking for the board, but that you're really able
to, you know, to share that information concisely and direct people to where they can learn more. Key communicators developing an ongoing FAQ sheet that, you know, can be on the website. So when questions are posed, they get added throughout the process to that FAQ. So
that um everyone can just direct people to that and those answers will be there. Um scripts for home contacts. This is something that you have to decide on the value of that. Many of us don't have home phones anymore
people calling us on our phones. So um you don't want to take an action that might in your community not be seen positively. But some of your community may appreciate a call short the purpose of people come out to hear more about
it, right? Senior citizens or something like that. Um meetings, you know, you can um you can stand up at a podium if you are recognized as a community group and just say, you know, I'm here just to let you know that we're going to be
holding something in this location to hear more about the referendum. Um and you don't have to talk about anything at that point, but just know it's like If someone's like sends out an
invitation to everyone for a party, it feels a little different. You don't know who's going to be there, what they're going to do. It's a little awkward. But if someone says, "Hey, I would really like to see you there. I hope to see you there." You know, you kind of feel more of a reason to go and you feel like you might know someone that's going to be
there. Personal invitation goes a long way. Um things to just the facts, right? You can't use records um for campaign purposes or this type of thing which is
no literature can be given to students to go home for electronically that promotes or favors you know I don't know why you would do that but um you can't do that what you can do
is be informed um really be very cautious about not It also can be a little shorted to try to just get people to your side because then you're recognizing size, right? It's more important to advocate for the
process for people learning about it for understanding what's at stake, why we're doing what we're doing. Um, so that it doesn't become a well, I like you and okay, I'm going to agree with you, right? We want to not make it about size. We want to really spend our time
and educating people. Um, literature using taxpayer money must be accurate and neutral and um you can however which is really important do reminders to vote. So this one word number alert with the red right I'm going to tell you that
if you have questions you can do this for yourself but that's why you have a board attorney to guide you right so just remember always that as a governing body you are bound by the code of ethics it looks very similar for this as in other things um so just be cautious if
there are questions about what you are able to say in a situation or what you're not you don't want to take the focus away from the right Social media as with anything right commission gives this in bold italics as
a recommendation for disclaimer. If you are trying to say that I'm only speaking for myself not as a board member your ethics training will remind you that it's not whether you are speaking as an individual and not as a board member. It's what a reasonable member of your
way. So just be very careful what you have an organized conversation about what seems appropriate and remember you're part of a team. So just operate as a team. So you want to motivate um emphasize the
community stake in the process like really welcome people in to learn more questions. Um, you know, don't feel challenged by the fact that they may be hard questions at times or they may frankly from someone who's not ever
going to agree with you, but it's an opportunity to have everyone else around who's hearing that have some information that they didn't have before, right? And tying it always to students and student achievement. What are we going to be able to maintain? What are we going to
be able to do with this referendum? Focus on the positive always will never change everyone's mind. Um, but we can inform them and we can trust that they will make the decision that is best for them and we just hope that we can bring
people along to to understand what's at um and really rely on facts and notations. We want to be as objective as possible and not subjective. So things you can do um about voting. One of the um one of the things that can
be very helpful is your students that are now away perhaps at college who don't get a chance to come home and vote in person, right? getting absentee ballots out to them which long is a way to encourage them if
they're not already registered to vote registered so eligible to vote you know ballot in this process um in the future participate in their elections um reinforce the yes decided
is really important so just keep widening that circle and bringing people going to agree on everything all the time, but if we can just work through a consensus model um and work with what we do agree on, we can really move forward.
Putting it all together, it's a giant jigsaw puzzle when you start out. Um but the work is happening and I can see that you know you're on the path to continuing positively to engage with people. Um it's really telling the story. It's telling the story with
facts. It's telling the story students at the center of those conversations and that story and it's really building something that the community can be proud of um that they feel they participated in and that it
hasn't done to them. We really need to recognize that we need to bring those people along. So you want to construct the plan the plan of the referendum um is going to be based on you know not only the needs for
students and what you need to recognizing the impact that will have on your stakeholders, your taxpayers. Um, define and determine the responsibilities of implementing the plan. Be clear on what what's being asked of you and how you're going to
move forward as a team. Um, develop timelines for implementation and include an evaluation process. I'm a former operations person. So, people do that when things go well and you have to remind yourself that if it
passes, great, but debrief the process. What worked for you? How did you get here? Either way, right? You want to evaluate um and be prepared that there are going to be perhaps you have to pivot um based on the feedback
and information you're getting, how it looks like it's being received by your community, right? So, um but that has to be that's part of it. It can be healthy. You want healthy dialogue but stay focused
forward efficiently and always um thank everyone um for their time for coming out to meetings for you being open to listening to you for reading the website for all the different roles that they play um so that everyone really does
feel part of this process. So communication is about building relationships how we communicate can really impact our relationships. Communication defines the success of your organization. So you want to be seen by your community as the um
effective governing body that you are by being you know able to um work with this clearly. Develop it collaboratively amongst yourselves as well that you're getting um and recognize
that you know it is a difficult time for people and separate out whether they're supporting the vote um from whether or not they support students and always look for opportunities to grow those relationships even with people that aren't supporting what you're hoping
they'll support this moment in agreement. informal things. Clearly, go there and not whatever information is that
I I don't think I do however think that it's really important to recognize that um if you're going to do that I hesitate because it does come close
and again it's not you your intention isn't to go in >> right and speak to the board it's how they may interpret it Yes, >> because I I do think that's a really important thing. That was my next part
because you really should be person that you have support and that people are taking the time to bring the message to them whatever that is. send the message that they're worth your time, right? To come to them and bring that to them and engage with them and
invite them into maybe something else that's going to happen or give them, you know, if someone asks that question. Um, you may not have the answer for them, right? So, being able to say from your position that, you know, we don't have that
information, but we have a website. This is where you can find it and we'll get that information back. we expect to have it next week, next month, whatever it is. Just so that there's that and I think being together kind of supports that, you know, we have one message
coming out from your office, right? >> Do you recommend having a table? >> You can decide ahead of time, you know, what what you're going to have there could just be, you know, on it so that they know what's happening
when >> Do you think we could go to our town's elementary school back to school nights and also do a table or is that weird? >> Yeah, I think that would be coordinated through um through the superintendent talk to the elementary schools. I know you reached out actually I saw your
letter November 19th it looked like you were you know doing that trying to engage various different communities. So I think that it should be coordinated. You might be be asked to be at that table perhaps if you're doing it that way, but I think the coordination should come from
>> respons years on my board and we had our homeless but um you know you don't go anywhere right where people aren't stopping you they recognize you so I certainly don't need to give the impression that I can't talk to you right that's not going to be helpful but
I think that for every stage that you're at with being informed as a team of like this is where we are now the first thing you should have is a clear scripted message why are we doing this and have a clear understanding
yourselves so that it's short, it's concise, right? And you can say and then the next part of it should be this is how you find >> Right. And you want to be upfront. You know that this is this is a
I think that I I think that it's an important thing to have an FAQ to your point. I think that keeping it brief so you can be responsive, right? Because you want to encourage that's a moment for you to build that bridge with someone and like that elevator speech we used to learn
like you have a limited amount of time to say what you need to say to engage with them again, right? So for you as a team to really have an understanding comfort level with you know why are we doing this referendum that's like 101
right and then what do we need to convey about it we want to engage people to learn more about it being able to admit that you know this is we're starting this process and it's new for all of us um but this is what I can share with you and this is how you can come and be part
of this we'd love to have you engage with So we get your feedback. That's really important. The board wants the feedback of everyone to consider how we move forward, right? So noncommittal but engaging. Um the last thing you want to do is get into an argument with
somebody, right? That's never going to go well, right? So So sometimes it's it feels almost uncomfortable to say it's a polite way of saying I'm not answering that right now, right? Because it would be inappropriate. And
people also of consider why you would not want to go out by yourself because your intent could be like, oh, I'm not speaking for the board and how long does it take before people starting with questions. Now, you're going to look like you're being evasive or right. So,
that's why it's better with the superintendent. It sends a message like he values his time is important and he values being here and we have board members who are supportive of it. >> Question my tenure ending.
>> Yes. >> So when I'm officially can I talk to my >> off the board you are no longer under the code of ethics. So it's helpful. What I would caution is just >> being know
that things haven't changed, right? That you really have the latest information or aren't um putting the court before the horse with telling people. >> Yeah. >> And a lot of it is a lot of failing. So,
>> exactly. And those are the things right if you identify like that high level, it's security. It's you know the facilities um we need safe learning environments. We need you know it's New Jersey most of our buildings right
to address that and it's not a surprise um but so having those things like we'd love you to come out and find out more because we really recognize that to really provide like safe learning environments and security and make some upgrades so that we could provide the
programming that is really going to and this is important you know it's going to support students for their future and not for our past because you know, I've been in meetings where, you know, I years ago when I was a board member, um it wasn't a referendum, but it was it
was something that was going on with schools in the budget when people voted on their budgets and you know, we had people say to us, well, it was a senior group and we understood that we brought it to them. We did all the things and it
was like, well, when I went to school, I will tell you this is true for me. I went to private grammar school and public high school and I had 50 students in my first grade class right so at that that presentation and
that budget we had people say well why do we need all these aids you know we don't need aids like when I went to school we had a teacher in the room and yes that was true and we now learn more and we present education differently and work with our students and life is
changing very quickly and preparing students today for futures that we don't know what it's going to exactly look like and what they're facing. So, we have to really like message that out of why the buildings are no longer the buildings, right? Because we need
different kinds of things. We need to um support all students with different needs that require different um ways of interacting class, right? So, that telling that story code that says
are really helpful. Absolutely. That you can do that and then if it's directing right to the FAQ as you're updating the FAQ and remember too like if someone asks you a question um it's really helpful to wonderful But also someone asks you a question
when you're out and about instead of trying to do we try to answer that question because we want them to feel better and we want them to know that we know what we're doing. Um put that away and then say you know that's a great question. I'm going to take that and bring that
back and please check this QR code and you'll see it up there. I'm looking for a way to get them off of us and say here go look and get more information. >> Exactly. And then when you show an interest their question, that's a great question. You know, I'm going to give you this checker. I take you a moment to
do it superend. Before we get into the real quick and these are all going on. I have just taken this is on our website, but I thought it's helpful to
have in front of you. The first page is what it takes to get certified and the second page is actually where you are currently with your um credits. >> Yeah. Okay. So,
so you need 16 credits over four years. They um they roll off. So, if you have credits that are now four years in a day, those are going to be rolling off. So, within that four year period, you need to get 16 credits. And that's what's laid out on the machine for you.
So currently um the provided shows that you have tonight will be another um and we've also said that um we recognized twice a year we were having our office
was going a little bit crazy because sometimes people are calling FSRs to come out like the week before um the county meeting where we recognize teams and trying to get us to fulfill those meetings. So you have to get if you want to be recognized in May, you have to get
everything to us completed on the list by April um and there's other fall. So um you are you know it's achievable um with the referendum. I
will say that you know timing is really difficult for you and having you focus on things. So I would like to just say this about certification. I think it is really valuable for your community. You're doing the work, right? You're
already committed to doing this work. It's a way to focus um how you professionally learn together your professional development as a government team so that you can be recognized and your community will recognize that you
are professionalizing your service that you're working together as a team that you're staying focused on student achievement that you're you select the topics you want to get training on that will help you um grow your right
important valuable message for the community. Um, and it needs some thought on your part to be able to work together and it can tie into goal setting right about this and setting the schedule. I
know how hard it is to just get any group of people together if you don't already have that on your calendar. So if you're committing to do it and you know you need 16 credits and you're at 10 or 12 tonight then how many do we have to achieve? What do
we want to achieve it so we can be recognized and then what topics we as a team >> as we have more and April >> and so I'm going to say you see on the
bottom that 1122 so April that one credit on the grid but tonight you know it's it's going to be our time together is kind of going to replace that right items that are
are we is it feasible to resubmit them for 2025? >> So those are zero credits on your transcript because it recognizes that you've done that because that's one of the require you know sometimes it's a requirement or we want to reflect that we have that interaction with you
certain things required to put up on your transcript but just take note of what you'll see appears but they're
So what about when we did our self? >> Yeah, I have to be present and so a credit is a credit. It's actually one credit hour. >> So if you keep me here for three hours,
you're getting three credits. And if you cannot get it in to be recognized in May, we do it in the fall again. So it will leave you a little bit more time, you know, to get things I think we've already double check that
for that close to that date and we'll see at least and what sometimes might work everyide similar to any other board meeting that you have, you know, you want to say,
well, we do want to be trained on this topic. Um, but you want to schedule it like what you said, right? So, if that works for you so that it's another, just for perspective, I do covers union
and counties. Um, so there's a lot of juggling that goes on, but sometimes I have someone in for a date and I'll follow district. >> Six credits. I'm sorry. Say it one more time. What do we have until to do it? >> Yeah. So, April to be recognized get
recognized at the county meetings. So, that would be the May county meetings and boards, right? Like we have some turnover. >> I will say this, I will really be work
with you for something that works for your right. >> If you're committed to doing it, I'm committed to helping you get there. Okay. So, um let's just work that meeting for Thursday. Would that count? >> It doesn't count toward that count
towards your transcript, but it doesn't count >> in like going forward. >> Let's say we hit let's do When do you get recognized again? >> Yeah. So really once you get certified,
right, the credits are going to fall off as you take that for years in one day and just keep replacing those credits and you'll maintain your certification. It lays it out like you have to take extra credits if you want to get after that.
>> Sorry for So every year you should be able to get that >> we've always done. I know it's always kind of kept at least
one of our first year. >> Yeah. So I think I remember I think that I was maybe supposed to come out but there was some change in our meeting or something like that and then I had a conflict in it. I won't be in January.
It seems like Yes, absolutely. February. >> As a matter of fact, Thursday, >> which is funny. I signed up. It says I'm signed up, but I never got a confirmation email.
>> I'm the same way. >> You signed up for >> So, you had to sign up. Okay. >> I did too. Same thing. It says, "Thank you for blah blah blah." But I never got an
email saying where I got something from the call center saying I was going to the county meeting. Okay. You said you got a call center from both Justin with attendees on it. So your names
might be on my attende. I wanted to tell you if you show up and you're on time and you're doing it, you'll get it. I'll take care of the back >> but if you're there to do it, you won't be there for nothing.
>> We're not going to do the credit showing up there. It's funny. got my email confiring the goals. So, we're just looking for I send you a copy and we'll go forward
with you. >> Yes. So I I I think we're going to be able to move through this continu. I'm going to ask each of you to take two sheets or whatever just so you can scratch on them
and we'll go from there. This is discussion phase. You had your board self evaluation. I I know you don't probably have it in front of you. I'm not reading it, but I did um I wanted to just reflect back to that some right. So
the goals that you have um have agreed to are carrying over I believe from last year. So the important thing about the form I'm handing out to you and I'm not sure tell me if you did this already. You've seen this
But did you do action plans last year? >> Okay. So what we know happens um is you are all incredibly busy and have all good intent of of having these goals and
then you know achieving them right but when we don't have oh thanks so much when we don't have action we lose an opportunity to retain a focus and really live those goals and just the way the superintendent creates district
goals heavily student performance opportunities and the boards them plans for how we're going to reach these goals, right? And those in administrative meetings um I was on the
administrative side as well. So, you know, the administrative team comes together and people know, you know, what are my responsibilities? How does this has my work into meeting that goal, right? What who's accountable? What are our timelines? When are we recording
out? the work efficiently moving forward. So really we're just going to kind of adopt a similar process with you about creating action plans for your goals and then we'll take the next step of talking about how to approach sharing
that information. Right? So the first one was improve communication among board members through active listening participation. I'm going to tell you that's super. I wish everybody would do that. What does it mean? What does it to
do that, right? So, um improving communication, right? What what is what's the objective of saying that >> I think it all have the
things have different opinions. So take a personal >> Yeah. So we have an objective of having that reason, right? So we want to have some things to consider.
I'm going to say that I just kind of looking at your self evaluation some things that came up some things that I would recommend. They're not your goals. You create your goals and you create your action plan. I'm just trying to facilitate it and you can decide if
these are right. So on the top of that page where it says goal, we want to make a goal statement. So we say like to use the um verb the And it's like to do something. So that
what's the outcome? We want right make one statement. We want to um improve communication. We want to improve communication um to ensure that we're
working efficiently and effectively together. Whatever it is, right? If you agree that that's the statement, you put that statement at the top. So now it's really really clear goal statement. >> So we're putting the goal statement
>> across the top of the pageal. >> It's for you to discuss like how my words aren't your words. >> No, but you're talking about the board goal number one. >> Board goal number one. So goal number one. We're talking about communication. But communication is really the foundation of everything. But what's a
goal statement that really is going to be clear to you? Because then we're going to talk about the steps that are going to help you get there. look at the steps that you're going to outline that are going to help you meet your board. Okay. So, what are you going to do?
>> Are you thinking like as in what originally wrote was improve communication amongst board members through active listening participation? You're saying reward this into more active statement. >> For example, >> you can keep what's there and then do steps underneath it. That's the important point.
>> I think that's a little more black and white for this group. like to have what we all I think agreed on and >> change your mind and then we can say here are the ways that we're going to show that we are >> use
I don't want to assume I want you to opinions >> okay so so being able to do that when we're talking about being able to hear each other right It's important, but what's the objective
of doing that? What do you hope if you get to a place where you're doing that well and meeting that goal? What are the outcomes that you would hope to see? So I think >> different opinions are respected. >> The active listening demonstrates that
and if all opinions are respected, you're more willing to participate and share their thought, leaving enough room and space for people to share their ideas. >> I think that one of the things if you do that well, you will have more effective meetings about that perhaps, right? >> Are those are indicators or major
activities? >> Yeah. So, we're going to get to it, right? >> Or either >> Yeah. Yeah. I'm sorry. >> We're really ambitious. >> Yeah. So, So your goal is going to be So your goal
you're saying is going to be to improve communication among board members >> um through active listening and participation. So to participate right I can have a lot of opinions but I need to be informed if I'm participate
right so that could be one of your steps right so let me ask a question you know how does it work for you like are you getting your I'm assuming it's electronic packet to be prepared for the board meeting, right? Do you feel you get an ample time?
>> Okay, that's excellent. So, do you feel that if you have a question, you're clear on how to get an answer to your question and not wait and ask it in public so that we have it like we know who to go to. >> Melissa,
we also we did set up a um like a if you had questions for the exact session that you could send them beforehand. >> Excellent. That was one of my things like those were those were some of the >> Would you put that in the major activities category? >> Yeah, it would be like so one of the
things not knowing if you did that or not was you know some of my boards will do a Google doc that's accessible to the board members. So you can ask a question or post the question there and everyone sees the responses. So that superintendent isn't answering phone
calls and emails and work more efficiently and yet the goal is informed. So that's communication rights basing your work on um and have a clear process for how to get things answered
so you can be informed. together, right? Um, okay. So, we talked about being your process is in a good place with prepared and having information. Um,
what about your committee meetings? agenda. >> Damian, whoever comes to us agenda, >> but we could add that to our activities that we send out the committee notes to the board before public session. That's
one of our proactive I'm getting this activity. >> That is already our best practice. >> We're getting even better at it in our time. >> Girl, I'm with you. >> I'm with you.
>> Nothing like an educator to stir it up. >> Yes, girl. I'm doing it. >> So, I want to because I'll put it together for you. >> So, so it's number one. So, what are you having as your action step? So,
>> where's action step? >> What were you putting as in those boxes? >> Okay. I I these are the two I have so far. Number one, emailing the questions beforehand, but I loved your idea about the Google Doc. Way to go. Number two, I had sent out the email from the committee before exact session to
communicate with the rest of the group. >> Okay. Say that one again. >> The second one. >> Yeah. >> Where um after we have a committee meeting, the committee chair sends out the notes to the whole board. Actually, if you really want to be technical, we
send it out just to the committee first to make sure we're agreement and then to the board. >> Yeah. And you should >> and a template. >> If I could just say >> for equitability. >> Excellent. >> Thank you.
>> I will just say this. a few extra credit >> just for the use of equitability. >> Do you know what we actually differentiate as well? >> An educator. You can tell >> we use what we do and teach it. >> Oh, I I have to say
>> time. Do we get an extra credit if we go teach it to somebody else? >> Because I got this. >> I um I do always I'm always open to stealing good ideas and and sharing that with others. I I did want to just point out nothing I say here should be taken
as I'm trying to change what you're doing. What I do want to just be clear about when you say sharing the committee reports out. I don't want to um push away a standard practice like how you work. So does everything go to the president first and then the president
sends it out whatever that norm is should be respected right so just the way it's worded is that yes I love the idea that committee chairs share the committee documents before the meeting >> other people that aren't on the
committee should have a clear understand what the processes and get answers to questions prior to the board meeting is a business meeting that's efficient in public and you go home Okay. Um, but whatever that process is, you need to just be clear, especially if you're
welcoming on a new board member, right? You want to I always say it's an opportunity when you have someone new coming on board when you're doing their on boarding to remember that those are the things that you say you are going to follow as veteran board members. So, you don't want to have two sets of rules for
people to be following. >> Okay. So, what about that? Do you have any other um Yeah, we also like when you want to um participate and we have been actively working on this that we sort of raise
our hand and keep track of who wants to talk. >> I'm not modeling that right now, >> but this is this is actually a discussion based so I think it's kind of a little
bit more relaxed but if anyone is not I'm not looking this way. Like, please stop me because everyone should be participating in this. >> They get it. What's happening right now? >> Let's go. >> We do have times like
HIV or something. We kind >> know however you I saw you. So remember that when you're in committee, the committee chair, the board president, not the boss, right? That's where I know
you don't, but others have gotten themselves into trouble with the board president who thinks that they're above everybody else. They have more responsibil They take responsibilities and have more things about you know data science committee certain roles that they
perform in that role but they are really important facilitators right and as chair chairs of committees the chair should be respected in the same way you respect your president there being that facilitator to run an efficient meeting
right it's okay we get excited at the same time But to really um ensure allowing for diversity that you know I had a colleague who was one of the smartest people I ever met but needed a
moment and everybody was talking like she couldn't what she wanted to say while she was trying to listen right instruction for them and all of that. So we want to be mindful of that. It's not intend to be disrespectful but some people may take it as disrespectful.
Sometimes we want to just slow it down a little bit. So if one person is facilitating and recognizing people, then we know we're going around the table and we're seeing and maybe that person doesn't have anything to contribute, but they feel differently knowing they were. >> I actually think as as you just said that I think our number five is that the
board president takes like neutral notes >> that you know even if like the whole table thinks one idea and one person thinks another, so still take the time and weigh it out. I think that's been modeled for us but good to have it as one of the things
>> I would say for me and I'm not sure exactly what you were getting at but to respect the it's always important to respect the minority right could be one person or it could be half the board that's the minority right so always to
respect that we don't work in consensus model but we have to be heard and considered and if I disagree with you But I am taking the time and effort to listen to you. I'm going to be more informed about things
that I have to consider that maybe it doesn't fully change my mind, but that I have to be sensitive that, you know, it's not like my way is the right way, right? And other people out there may also have challenge with why we're going in that direction. when I feel heard, if I'm in the minority, it's easier for me
to also support the majority because I know I've been hurt and I have to accept that we do operate in the majority system. So some days I'm not going to carry the day, some days I will. But if it's a different thing than being shut down or not, right? So we want to maintain good relationships with
everyone through that. >> So I have that firstand Google The chair will send notes to whoever I'm going to say. >> Um recognizing
um >> I had clear process with committee with you questions like who do you ask? Then I had the talking over each other and then I had neutral notes from the board president. Okay. So, is that
>> Do you guys all agree >> or you're just here >> for support? >> Well, don't distract >> Good night. >> I'm trying sparkling as possible. >> Oh, I forgot his ride tonight. He'll get you home real fast with
>> Okay. So, for your second >> support academic achievement of students. >> Yes. >> Yeah. >> Support academic achievement. >> I'm ahead of you guys. >> Right. >> Correct. But there is methodology in which you do that. For example,
supporting curriculum, supporting finances, >> yes, >> you have to identify all members. Some people more comfortable with the number side, some people more comfortable with the curriculum side. I was on >> a girl.
>> Can't have two numbers >> before we can support the board members feel and this goes to like the training part. Do all board members feel comfortable with understanding your role in >> what it is and what it is? What's really
administration? But you're right and are you all comfortable with understanding that and how that is supporting students working with the data. So when you're getting those reports about how our students are doing, are you really clear on where it's coming from and what it
means and there's a lot of acronyms and all of the things. So you're an educator, I believe. >> Yeah. But I'm not sure that everyone is everyone an educator here. >> You know what? I love your start though supporting data. I think that that's like a baseline that people can understand whether you know the name of the test or not. We went up or we didn't
go up is pretty black and white, right? So if you start from a position of especially I think actually >> we can make a standard of looking at data over course of years >> and then >> to challenge the
the people who present curriculum to us is how are you addressing those challenges and it's like a twoarter >> and it's it's kind of what you're saying what is it the board wants to know your role in governance is not to run the as we know it's to see that it's well
how can we be doing that as a governing team if we're not comfortable with the information that we're working with >> so we want to understand like of course subgroups how and you know you may bring in new curriculum >> and it's crazy to think that you're all
going to see all your test scores across the board go right but we look at what what is the expected progress we would want to see in a given period of time in the year right we don't want to judge a new right away because it takes time and professional development and all the things. So, we need to know when we're
dealing with supporting student achievement. Got another one for you. >> Okay. >> Also, they set um what is this called? District district goals. >> So, we could also I think that correlates the achievement. So, I have
number one as data. Number two, how is the data impacting instruction? And number three, the ways in which the school is ongoingly supporting their district goals, which I think correlates to student achievement, which you know what I mean? Like we get a report circling back to what their district
goals are. >> Yeah. So the board is here to support the district goals, right? So >> you approve those district goals and then you evaluate superintendent against the success of meeting those district goals. Those district goals for the superintendent's evaluation have to be
focused heavily on student achievement. So understand how >> districts I'm not educator >> and that's it having a conversation your go your goal right one of the steps
>> could be coordinating with the superintendent and the person in charge of Yeah. >> Yeah. >> Okay. Fine. I like that more than >> one second. We need one more. One second.
>> Achievement. You're to um >> can we somewhere in this >> maybe also put a line in about that um we're looking for achievement both academically and social emotionally can we incorporate to me this is very d I
was wondering if all of us were thinking that because we hear a lot not only about the academics but either HIVs or opening up the new um therapeutic school that like there has been a shift on that
we should continuously get data on that. >> So I think what you're saying is that the goal is student achievement, right? That's what we're focusing on. We want to um we want to have data that represents the progress for students
both academically through health. >> Yes, there we go. Health. Yep. >> Guess what? That's number five. Okay. So I have that as your first one and your second one is really what the board should do is when you're goal
setting is look at and specific to this student achievement to look at you know how can we support the district goals right so are are you know does it affect you what you approve in your budget right to make sure that the district goals can be supported
>> with the resources that are necessary right it could be that it could be you know some other what is under the board's responsibilities under governance and authority you have without stepping over into administrative right but you want it to be lined up the decisions you make right
are going to support the district >> well a lot of these circle back to data which I actually think is the most neutral piece here >> so and I think that you know if you're comfortable include there you can keep it at point like my goal is
>> well I actually broke it down So how do you have it as five? >> I have it as five as that we want the presentation of data. Then we want to know how is this I guess it was subcategories but how does this data now impacting your instruction or instructional changes. Actually our curriculum presentation tonight was
about that. Then we have our that we are focusing on what the district goals are and how are we >> meeting the goals. Then we're sharing for or asking for other data to support our understanding which was sort of like Alicia's question if I wanted to know
what other schools were doing or any other data points that came up. And lastly was the health and wellness piece of the student as looking at achievement overall. >> I basically had >> Yeah. Yeah. So
>> you know early child of lower school we vote by me. >> All right. So how how does the board feel with that? >> So the thing is to have you know we can say 15 goals if we're not going to do action. Yeah. >> Right.
So it's 15 things you're not going to do. But now taking action goals that are going to have action steps that should be >> you know there at the center of your work. So, okay, the third one, continue board training and approve attendance at
new events. I'll tell you that it kind of really ties into everything else we talked about with, right? So, >> so that part of it, continue board training, we kind of talked about that and it kind of goes to any to supporting student whatever it is where you're
training, you want to get certified. So, that could be your goal, right? >> Um or it could be tied into one of these. We'll put it in there. having certification because the certification really leads to the training >> and supporting that professional development field. So the other part of
it is um attendance at school events. Yes. Yes. Yes. You want that because every opportunity you have to be around the community and be participating in things just be a presence there without talking about the referendum even right
that they start to see you and recognize that you're available. You're out there when they that meeting for the referendum that meeting and they say, "Oh, I saw you at that other thing. I saw you in the school. I saw you at that performance the kids did or that game, right? You want to kind of do that. So,
the best way to do it because you're all busy and nobody could be at everything. That's a given. But if you look at the calendar of events, we have a shared whatever and then just yeah, share it and sign up." Um, and of course, I would caution anything that's happening in
schools, especially during a We want to be very careful about how we handle that go through the superintendent's office so he doesn't come in on Monday morning and have a bunch of staff members complaining about people walking in their office. Right. I want to really keep it a positive and um
keep things simple. Exactly what we do. >> Fortnite. Sounds good to me. >> Okay. Is this looking good? >> Very doable. >> And I think it articulates what we've been thinking. >> It kind of The whole purpose of this is
to take the work, the good work you're already doing and just kind of like keep a focus on it. Which leads me just to the next part of this. >> So, I'm going to type this up and I'm willing to send it to you. Share it with everyone. Forgive me in advance if I didn't get it all right and you want to make those changes, but I think you're
all in agreement pretty much. >> Then what really should happen, you may have done this in the past, is then present them at the board meeting as your board goals, approve them, right? Put them on the district website, put them, you know, in front. It's like
if you can long enough to have all the action plans where you can, but keep them like on your agenda for your committee meetings, right? So, like everyone is always reminded this is what we're focusing on doing our work, which really goes directly to being efficient
in what we're doing, right? Um, and then making those updates just way you know your superintendent will make updates about the districts and sometimes you know, a presentation we're having on the success of this or the test scores or something else. Maybe quarterly give just updates on
progress made towards goals because we should always be celebrating the progress we're making. to some final date because you may reach these goals and next year you may say we want totally different goals or you may say we want we did that one we wanted to go but this other one we still have some
work to do there right and that's okay but at least it's moving forward with >> good idea >> clarify I know one I don't have my watch on. So it's like5. >> So one of those will make up
>> I'll put that in the email when I send. Yes, I will. >> You look at your calendar for >> I am. Yes, I will. And I'll send it out. Um I have to be in Trenton tomorrow. My time is on my own. So I will try to get something to
th I'll try to get something out. >> Oh yeah. Public. >> Thank you. >> Okay. Uh the following finance motions are made at the recommendation of the superintendent of schools. Anything
placed on this agenda items 1 through 11 will be voted upon in one motion and I so >> third >> Miss >> Crystal miss No,
>> at night we stay late in the city. >> Building grounds. >> The following building grounds motions are made at the recommendation of the superintendent of schools. Anything placed on agenda item one, we vote upon in one motion. I so move.
>> Question. Miss >> Mr. Shar. >> Yes. >> Mr. Sam, >> yes. >> Miss, >> yes. >> Yes. Personel Johnson. >> Following personnel motions are made of superintendent schools. Any place on
this agenda items 1 through 22 will be motion. >> Second. Second speaker. Damian, can she get out? >> No. No. >> Yes, she can. >> Yes. >> Miss.
>> Yes. >> Miss. >> Miss. Yes. >> Mr. Chair. >> Yes. >> Mr. Samp. >> Yes. >> Miss Wajitz. >> Yes. >> Miss. Whoever special education motions are made of recommendation of the superintendent of
schools anything >> could read it. Could you read it in >> 28 to approve the West Essex Regional School District program of studies through grades 9 through 12 26 2026 2027
>> that's why >> you're doing it right now >> we gave the update to the program of studies at the committee meeting. >> Correct. >> That I read out loud just now. Yeah. >> Yes. >> Miss
>> Yes. >> Mi. >> Yes. >> Miss Mr. Chair. >> Yes. >> Mr. Sam, >> yes. >> Miss The following miscellaneous motions are made at the recommendation of superintendent of schools and placed on
this agenda. Items one through four will be voted upon in one motion and second >> question. Miss, >> yes. >> Miss Principal, >> yes. >> Yes.
>> Misswood, >> yes. >> You want to ask anything? You have any questions? >> Yeah, my question. No further business at 10:01.