Okay, thank you so much for your patience. Um, as we get going a little bit late tonight, we called our meeting to or order earlier in our closed executive session. Hope everyone's enjoying your summer. Uh, and so then we're ready to begin. Uh, any any
comments from you before? All right. So, without further ado, I'm going to invite our director of technology, Peter James, up to the podium to give us a presentation on the policy on acceptable use of computer networks for computers
and resources. Take it away, Peter. Thank you. Can you hear me now? Perfect. Um, good evening everybody. Uh, thank you for the time to present our acceptable use policy. It's our annual presentation of the acceptable use and and uh networks and computers and
resources. Thank you for the introduction. Yes, Peter James, director of technology for the district. Uh please if there are any questions about any of this please send them my way. Components of the policy are pretty straightforward. It's broken up into the
purpose responsibilities for staff for students standards of use system access our parent notification responsibility the liabilities and due process when the policies are not imple or not followed and then the rights of the students and
and the rights of the staff in those policies. purpose. Before I even divi dive into the slide, acceptable use is pretty straightforward. If staff or students are using the accounts provided by the district or the hardware provided by the
district to further their education to prepare for teaching students, they're acceptably using the student and staff uh hardware and software. So that sounds pretty simple, but then it gets very nuanced within the policy. And so again,
this is designed really to support the success of our students, to support the success of our staff in developing learning uh experiences for our children. We are protected and filtered on our on our network uh in accordance with the Child Internet Protection Act and we do monitor student use and staff
use to ensure that it is being properly used to accomplish the goals of learning and education. Again, the district will set up individual accounts for students and staff. They are district accounts. um that the students and staff use. Uh we
provide access to storage for digital work. Um again complying with federal and state laws for regulation filtering um and and protecting those accounts, protecting them from cyber security attacks. Uh protecting them from any
misuse or or um damage to the system. And then we also educate our students and our staff on safe practices throughout um which you've seen I'm sure various emails coming home to learn about fishing to you know protect us from sharing our information and identities on the internet those sorts
of things. So responsibilities the school will educate students on safe practices and how to evaluate information. This isn't just a technology issue, right? How to evaluate information and check for bias or check for validity is something that we're all
engaged in um throughout the curriculum at many levels. Uh foster appropriate student use of technology. Again, it's by coaching, it's by showing, it's by giving examples to students as to how to appropriately use it to do research, to
uh practice, to uh do write, to record, um all of those things. and also teaching them what not to do and then enforce everything that is written within the code of conduct. Um, a lot of our work with our central office administration assistant principles and principles is about how we would then
reflect acceptable use within the code of conduct so that students know what is appropriate and what is inappropriate and how our parents can also see that in those handbooks and in the code of conduct. The user's responsibility is pretty straightforward. maintain security for your account. Make
sure that you are protecting your password and protecting your username. Um, should there ever be a question about that, please, a tech ticket, contact the teacher, get that information back to us, and we handle that as efficiently and effectively as possible um to clean that up and make
sure that everybody's accounts are secure. Um, again, the expectation of our students is that they would abide by the law governing public publicly owned and operated networks. A fancy way for saying when they're on a public network,
they will do things for school, not be um doing things that are not necessarily school related or or in the scope of being a student or a staff member and utilize the network and devices provided to advance their education. everything we've been talking about so far.
The district will notify parents of the policies governing technology use the public hearing such as this uh use sending information out through the student handbook as well as the code of conduct. Um also regularly uh whether it be through students and parents
reporting to teachers and then getting back to technology or using our uh email regarding the student information system WWSIS. We engage parents in conversations about appropriate use of of school technologies, the grades, how to access attendance. Um, also filtering
internet policies, practices and and applications that we use within the district. Liability and due process. The district assumes no liability for personal electronics. It's pretty clear throughout the whole thing. Um, you know, and that that's just
disclaimer. Uh, I'll let our attorneys talk more about that if you needed to. Thanks. Uh, the district will cooperate fully with local, state, and federal officials in any reasonable investigation. Again, that's part of our memorandum of agreement. Uh, I think we had talked
about this a little bit last year, but there's an agreement between the schools and the local authorities. As long as it's a reasonable investigation, we're going to cooperate and all of that would filter back through our administration. Uh student infractions to a policy will be addressed in accordance with the district's disciplinary code. Handbooks
are updated annually. Um we review regularly to make sure that it's in line with behavior, misbehavior, consequence, and and really teaching what needs to be done. And employee violations are handled in accordance with district
policy um and regulation as approved by the board for the district. The district retains the right to access to the access of files and emails that are created on or stored in district accounts and devices to ensure
compliance with use for educational purposes as stated in this policy. Again, the accounts and the devices provided are owned by the district and so we do monitor them. We do um you know we we don't we're not investigating like
big brother unless there's an issue to go in and look and in which case we then follow up with due process and proper investigations and and work through um educational materials and products created by users are subject to the same freedom of speech guidelines as print
materials. So same idea for school if you're um going out and publishing something in the school newspaper, same idea if you put it in an email. Those are things that that would be reviewed and reviewed um should there be any issues or questions or an investigation needed to happen.
That was the brief overview of everything. Um so at this point, you know, happy to take questions if needed, but this was really, like I said, pretty straightforward of use the devices to further your education, use of the devices by staff to help prepare and uh
develop experiences for students, and then everything else falls into place. So, >> thank you. Uh, does anyone have any questions for Peter? >> Go ahead, Dana. >> Thank you again for your presentation.
Um, so how will um the new statemandated bell-to-bell restrictions affect um I guess use of technology in the classroom? And >> excuse me, great question.
um for the the use of technology supplied by the district. Uh as far as acceptable use, we've covered what the acceptable use procedures are and how that's expected to be. We are working with our administration and our our central office administration, which is why I'm pointing to Miss Sinca regarding
the changes that need to happen to what devices those are that can be used within a school and make sure that we're following and doing things in accordance with state guidelines. Um but thankfully our board has provided students with devices that can be used and we will continue to support the acceptable use of those devices.
>> Just as a clarification, remember this is the the the state policies on personal use of internet enabled devices. So it's personal use not banning district issued use. >> Right. So that that's the distinction. >> Thank you for clarifying that. I was
trying to figure out how to walk that one. >> Students are have their own personal devices like in the past they used to be able to bring their own screen. So the question is um should students be bringing personal devices and Peter could follow but the answer is
no they should not be they're supposed to be using district issued devices moving forward middle school high school students some of them used to bring their own personal devices sent out a message at the end of last school year informing parents and students to make sure that they understood this practice couldn't be
continued going forward based on our need to monitor and based on the new state regulations. Yes, >> perfect. Any other any other questions? >> Okay. Well, thank you, Peter. Uh, thank
you for diving into the policy and, uh, also I know you go to a lot of the PTSA meetings, too, to help give parents some extra guidance beyond the policy. So, thank you. Um so that takes us to um the special opportunity for a public comment on this
policy for acceptable use of computer networks, computers and resources. The board invites thoughts and reactions on policy 2361 from members of our community who are present. Each participant is asked to give his or her name and address prior to making a statement which will be be limited to three minutes in accordance with board
policy 0167. All statements shall be directed to the presiding officer. This public comment period shall be limited to 15 minutes. Any takers for this? Nope. Seeing none, I'll close this special opportunity for public comment and move to adjourn. Thank you again,
Mr. James. And uh next, I will uh invite uh Dr. Jess Smmedley to give us the special public hearing on harassment, intimidation, and bullying. Okay, good evening everyone. So, tonight I'll be presenting our HIB semiannual
report um which covers reporting period 2 spanning from January 1st through June 30th, 2026. My goal tonight is twofold. to provide full transparency regarding our district HIV data trends and patterns over the past six months and also to share how
our schools actively leverage this data to pro to drive proactive district-wide interventions, most notably through our district culture and climate summit this past May. Okay. All right. So we'll go over kind of the statutory scope, the legal definition of
HIP, our policy data and trends, our culture and climate summit and talk a little bit about our tier one interventions. So the statutory defi definition definition of hip um it needs to be in order to meet the criteria it does need to meet that it is a form of
communication. So that can be a gesture, written, verbal, physical or electronic act, a single incident or repeated. Um it also must be perceived by a motiv motiv must be have a motivating factor but perceived as motivated by race,
religion, ancestry, sexual orientation, gender identity, disability or other distinguishing characteristic. um happens within the jurisdiction of school property, functions, buses or offgrounds when it impacts the school environment um and must substantially impact the
student students rights, the school environment or infringes upon a student's education. So, it's important to remember that while many peer conflicts and behavioral missteps it require administrative intervention and restorative consequences, not all legally not all of them legally con
constitute HIP. So that brings us to our preliminary determination which our board has adopted through the um board policy 5512. And so the way that the uh preliminary determination works is when a report comes in of a suspected
incident of HIV, uh the principal, their design, um the anti-bullying specialist consults to with each other to assess whether the reported facts meet the legal threshold um under the law. And so
um if they do um then it immediately gets moved to a full hip investigation and if they do not um meet that three-prong approach then it's referred for a resolution a different way most generally through the code of conduct in the in our handbooks based on the grade
level um and or through the counselor's office. So in reporting period 2 these are our totals. So, um, we had 25 preliminary determinations that ended up not being forwarded. Um, so this represents minor
conflicts, some duplicate reporting. Sometimes when there are multiple p u multiple suspected victims, um, both victims might send a report so that you sometimes see a duplicate. Um, or there was no protected characteristic. And so
um they again they were received but we decided not to do the full HIP investigation but to handle it through restorative practices, counselor support and administrative oversight. Um in the period two we had 112 formal
investigations. So we moved 112 forward. Um and all of those did receive whether they were um a hip investigation or referred for other restorative practices. they were supported by restorative dialogue and or counselor intervention.
Our HIP outcomes, I apologize, this is this is light. I was ch made a last minute change on the contrast on our screen here. We had 69 total founded incidents of or HIP confirmed and 43 unfounded incidents.
our investigations by gradeband. You can see on the chart here that we had um the founded cases is the top bar. Um in each level we have elementary first with 38 um f sorry 38 total investigations 22
founded. Um middle school 45 investigations 28 were founded and in high school 29 investigations with 19 founded. So we see um and we've trended this way for quite a while that the the middle school is where we tend to see
the highest number of um investigations for our data and trends incidents by location. Our classrooms continue um have been and continue to be our highest um referral source and we we attribute that to direct teacher oversight. the
teachers are typically the ones in this category who are making the reports, letting us know what's going on in the classroom so that we can deal with it swiftly. Um, second is unstructured settings. So that represents the cafeteria, playgrounds, buses, um, where
we know there's a little bit lower supervision, some higher risk of impulsive behaviors. Um, and then digital and offgrounds is our our third highest. Um so off hours, electronic use that can look like um most often looks like social media but can be texting. Um
it could be gaming um any kind of use of digital or offground or just offgrounds at um we did have a few incidents where it was at a sporting event and it's our students but at a sporting event not on our campus. Okay. So distinguishing characteristics,
we talked about that this chart, this first chart here represents all of the alleged incidents. So um this includes the ones that were were unfounded or not confirmed to be incident of HIB. So the none or is the alleged that's sort of
the teal um pie piece here is 23.1% because that's really what represents the ones that didn't meet the criteria because there was no distinguishing characteristic. Um our top uh characteristic was appearance with 38.5%
of the reports. Um followed by ancestry which was 13.5% gender uh race and ethnicity were just over nine, disability at 1.9 and sexual orientation 3.8%. So, our one and I'll come back to this a
little bit more um later on, but uh our top two were race and ethnicity and physical appearance. Um which really helps drive what we do for our programming, our antibbias and cultural responsive training. Um it's what we focused on in the culture and climate
summit. Um and certainly going back to our district goal of inclusion and belonging for all students. So this second chart here again about distinguishing characteristics um takes out the incidents that were not
confirmed as HIV and just redo the um the split of all the characteristics. And here we see this is where appearance and race ethnicity are our top two um representing together about 80 almost 80% of that with appearance being 53.6
six race and ethnic race and ethnicity being 21.7% of all cases um with the others in the single digits. Our year-by-year comparison for reporting period 2 overall we're up in total numbers of investigation from last
year but a little bit closer to the year before that. So this spring we had 112 total incidents. Um 60 61.1% of those cases were founded. Um last year we had um 84 total incidents with
48.8% of those cases being founded. And the year before that, spring 2024, we were at 85 total cases with 60.2. So we we dipped a little bit last year, but we're sort of still in the same general trend. Um, and my non-scientific answer
for that is there was more there were actually three more weeks in the second semester this or in in the January to June time because we went we went we had more days in um in the calendar year um for this period. So if you've been if you were in a school or in school yourself or working in a school, you
know that June was very long um this past year. So um month by month uh we I know I talk about this every year that we we tend to see um it it moves with where there are breaks sometimes um with higher numbers. So in the in the winter
when I came in and did this presentation in January we know that October tends to be our month with the highest. Um in prior years we've really been higher in the March early April season. Um this year we peaked in May with our highest
volume in May. um you know, sort of end of the year, but it's not there's still a lot of school left because we went late into June. Um and then some of that was because our our spring break was a little bit later. So, some incidents they it when you stretch the 10 school days, it it kind of goes into that. So,
um but we definitely noticed a little bit of our peak in May and then we kind of calm down again in June. Okay. So, what do we do with this data? Um we really use this and the input from students, staff, parents, and caretakers
to um do proactive school climate planning for 2026 27 for our next school year. So on May 27th this past year, we had um our annual culture and climate summit. We um we heard from our keynote
two keynote speakers uh Miss Totero, our diversity, equity and uh chief equity officer um and also uh Councilman Weiss who's actually here tonight um who spoke to us um students and um and caretakers, parents um and staff members from all of
our 10 schools on um the power of belonging and civic responsibility. So that was really special um very good feedback from that. It was very inspiring. Um and that informed our work in the afternoon. So at the culture and climate summit um we do have student
representatives from the 612 schools and um and we have our climate and culture teams from all of our schools. They sit with their data, their school level data to take a look at what are the trends and patterns because they do differ slightly. Um we get I give the overall
view but then when we take a look at what are the what's actually happening? what are they what do what do we notice about what's happening in in that each individual school? Um so they take a deep dive, take a look at timing again. Um were there repeat offenders or repeat
victims? Um they don't of course don't get the student information, the student names, but we do have duplicated or unduplicated counts that helps inform like are we doing what are we doing with restorative pieces? Is that working? Um so that was our morning and then in the
afternoon we shifted um after taking a look at the district-wide data taking a look specifically and honing in we clearly had that our two biggest areas were physical appearance with that primarily being fat shaming although
there were some other um pieces but by and large a lot of that a lot of it coming directly out of social media which the kids were informing us was the case. um and then racial and ethnic slurs. So, what we did was sort of
charge each school to make an action plan, which they did, and they'll be sharing out through newsletters, through their um their feedback and meetings, through their PTSA uh this year, is what they're planning to do at what we call the tier one level or universal support.
So um while we offer programming at all the different levels individually when we have a student who has a need um but also um some students are referred to small groups that might look like counseling restorative practices peer
mediation training um further antibbias training but then what are we doing for everyone so what are we doing schoolwide and that goes beyond what do we want a motto or a slogan to be but really how are we living what do what do students want to hear? Um what messages are we
and what agreements are we going to come to about how we treat each other in each of our schools? And so it was very powerful at the summit to to hear student voices um making helping be at the table to make decisions about our shared agreements. So our proactive
interventions really exist in kind of the full ecosystem. So our staff development, we do annual retraining and legal calibration. Our board attorney helps with that. Um, we use Hibster as our software program. That's our database which helps us keep track of
all of our data. Um, also helps us keep calibrated that our investigations look the same and feel the same at each one of our 10 schools because we know it can be it's we're a big district. Um, and so we take a look at that every year. Um, and then consistent investigations
districtwide. And one of the ways that we um do that is the anti-bullying specialists meet with me as the anti-bullying coordinator at least monthly, sometimes more than that. And we do we do that look at data. We will take um we do comparisons of
investigations. We do case studies where we're talking through what do you think? What's happening? I mean a lot of that happens outside of the meeting where our anti-bullying specialists consult with me with each other when they're doing investigations. But we also make sure the end of every month we meet. we get
together and take a look at what are we seeing as the trends so that we're not just making plans at the end of the year or at midyear of what we're doing. It's a it allows us to be a lot more responsive a lot faster. Um for student uh social emotional learning supports um
we utilize a castle aligned instruction in all of our K5 classrooms. um pretty excited that we that has been a few years ago I was talking to you about SE rolling Second Step in through counselor lessons once a month in our K5 schools.
Um following a very successful pilot of our staff and students at Dutchneck Elementary School, leaning that in and developing the entire uh second staff curriculum, which is 40 lessons over the course of the school year. We're going to be expanding that out into our other
elementary schools. So that's really going to become a a deeply embedded um program for all of our students to have more touch points with their teachers in their classrooms practicing learning and then practicing the vocabulary of um of
empathy of advocacy of um perspective taking. So we're super excited about that. Um we also offer small groups and pure mediation training and then of course every we always do restorative dialogues. um sometimes with students together, sometimes individually
depending on the individual need. And then for our community voice um piece, we do PTSA sponsored climate events. So I've gone and spoken um we are we've done some parent universities on these topics to how to talk to your your
children about these issues. Um we have the culture and climate summit and then we really are looking for what is our stakeholders. So, where do we how do we pull and motivate our staff and ask our staff to get involved in the in the culture and climate committee at their school? And we do have several
volunteers for that. So, try to hear everyone. We're always looking for more involvement. So, if anyone out there is interested, I'm always always up for some more volunteers, I can connect you to the the appropriate school. So, um and then we we fit everything into our
multi-tered systems of support. This is just one piece. um our HIP prevention and HIP intervention is a part of our multi-tered systems of support for students academic and social emotional wellness. Um so I mentioned the ABS meetings. Um we also take a look at and
occasionally use some in some HI data when we're looking at our MTSS at theCle and behavioral component. We'll be rolling this year into a little bit more formalized process of taking a look at some of the behavior supports that um that our students may need. And then
like I said real time or um quick response data review. So our goal is always to maintain a safe inclusive and respectful learning environment. Um and we believe that is done by obviously statutory compliance
um datadriven planning and data analysis and then taking that whole community approach. So that is it. I'm happy to take any questions. >> Thank you. Any questions for Dr. Smmedley this point?
Okay. Well, uh, well, one, thank you for, um, for the presentation and for, um, uh, the graphs that you put in as a visual learner. I really appreciate that I don't have to cule my brain trying to analyze all the data and tables. So,
appreciate that. And, uh, second, um, I know you mentioned the parent university, which again, I can't emphasize enough how, uh, beneficial those are. I've I've watched a few of those and you've got special guests and it really gives um a lot of great feedback uh and guidance and tips for
parents and an opportunity for them to ask questions. So, thank you for hosting those. >> Sure. Thank you. >> If I could just do a little plug for or actually an ask for anyone um on the board or listening in the community. Um we are currently in the process of planning our our parent universities for
the year and would love to hear feedback. We always do a feedback form. Um, but if there are topics out there that we can help curate expert panels and speakers for, we want to know what parents and caretakers would like from us. Um, we're also super excited that
um, to expand, some people may have have tuned in or heard that last summer we did kind of a middle school parent boot camp via webinar with our clinician, our indist clinician Lindseay Limeer and Karen Abrams, one of our supervisors of student services. um we did not do that
again this year, but we are happy to be bringing in another in-house clinician um and um very soon. And so one of the things that I want to do is be able to with that um clinical lens is be able to provide more parent groups, parent
support from our staff and reaching out um doing that whether it's the evenings or during the day. So, if there are topics that um families are curious about or need help with resources, we want to hear from you because if we're planning a parent, we're doing it for parents and caretakers. So, it it's nice
if I come up with the topics, but um if no one wants to hear what I want to talk about, it's not really that useful. So, um please do let us know if you have any topics in mind for parent universities. >> That is perfect. Thank you so much. >> Sure. >> Okay. So that takes us to uh special
opportunity for public comment on harassment, intimidation, bullying. The board invites thoughts and reactions on the district's semiannual report of harassment, intimidation, and bullying from members of our community who are present. Each participant is asked to give his or her name and address prior to making a statement. Each comment should be directed to the presiding
officer, not individual members of the board, and must be made in accordance with the procedures and three-minute time limit set forth in board policy 0167. This public comment period shall be limited to 10 minutes. Any takers for this special public comment? Seeing
none, I will close this uh special opportunity for public comment. And uh can I get a motion um to approve the report and the following resolutions ex to accept the January 1st, 2026 to June 30th, 2026
district semiannual report of harassment, intimidation, and bullying as required by the New Jersey State Department of Education under the anti-bullying bill of rights act and verified that the school district and school grade report issued by the New Jersey Department of Education was reviewed as required by the anti-bullying bill of rights act and
that this report was posted on the district's website pursuant to NJSA18A1 17-46. Uh Liz and Paul. Uh any questions or comments this point? Nope. So roll call.
>> Okay, we'll start. Miss Cheniera, >> yes. >> Okay. Mr. O'Brien, >> yes. >> Miss Krug, >> yes. >> Miss Shaw, >> yes. >> Miss Shetty, >> yes. >> Miss Bonsel, >> yes. >> Miss Mcuan, >> yes. So that uh we'll move to adjourn
this special public hearing on HIV. Um and that takes us to our first opportunity for public comments. The board invites thoughts and reactions on agenda items and items of concern from members of our community who are present. Each participant is asked to give his or her name and address prior to making a statement which will be
limited to three minutes in accordance with board policy 0167. All statements shall be directed to the presiding officer. This public comment period shall be limited to 60 minutes. No. Seeing none, uh, I'll close this first opportunity for public comments
and move to committee reports. So, first I'll ask Liz for the administration facilities meeting minutes. >> Okay. The administration facilities committee met on July 14th here at the central office. The committee reviewed a number of policies and regulations as
first reading. These policies and regulations are policy 5460 high school graduation and uh policy 5461 high school diplomas policy 5561 use of physical restraint and seclusion techniques for students with
disabilities policy and regulation 5516 student use of internet enabled devices. Uh with regard to the last two uh policy 5516 student use of internet enabled devices as mentioned earlier this evening this
is for compliance with the law that was passed earlier. We had been waiting for the guidance to be issued by the department of education which we did receive that was guidance for schools on student use of internet enabled devices. So this policy that's as a first reading
has been uh discussed at length with our committee and the administration and we are taking into consideration ways um that are age appropriate and also keeps the uh practical considerations and potential concerns that parents may have. So uh we the next iteration of
this if approved will be brought for second reading at the next meeting. Um the committee also then had second reading discussion with policy 1230 superintendent duties policy 2200 curriculum policy 2411 career education
academic counseling policy 0162.01 legal notices policy 2260 equity in school and classroom practices. We had reviewed the above policies and recommend them for approve approval tonight. We also uh recommend the um
abolishing policy 23663 student use of privately owned technology given the the other policy that we just discussed. Um then uh just to point out that eliminating this particular policy would ensure alignment with applicable laws,
newly written policies and regulations and promote overall a more effective policy framework here within the district. Miss Sakata provided an update to the committee on the work that's being done with building administrators uh specifically assistant principles to restructure the school handbooks to
create more consistency and transparency between schools and levels. These handbooks are uh prepared for caregiver acknowledgement in August prior to the beginning of the school new year and uh home rooms and schedules are being released as per the past practices. The
committee also reviewed the nursing services plan for the district for the 2627 school year which supports overall student health care needs, emergency management and other health related services. We recommend approval um of this nursing services plan to be uh
submitted to the county as required. The committee also discussed uh partnerships with local recreation departments on building use since our schools are used throughout the school year to uh support student and community programs. We also
uh recommend the approval of a few updated job descriptions. Our committee will next meet on August 11th here at central office. >> All right. Thank you, Liz. Any questions for ANF? Okay. Next, I'll invite uh Schweka to
give us a report on uh curriculum and instruction. >> Okay. >> Uh the curriculum committee met on July 24th 20 sorry July 21st. The committee reviewed the extensive offerings of professional development. Uh district administrators will participate during
the administrative retreat which is scheduled to be held August 11th to the 14th. The committee reviewed the district's partnership with TCJ, teachers as scholars program, which provides professional development for educators throughout the district. Um,
for approval, the committee recommends the following evaluation instruments. Charlotte Danielson framework for teaching 2013 as the evaluation instrument for all certificated staff except administrators. New Jersey principal evaluation prof for
professional learning as the evaluation instrument for administrators. The highly effective option and the alternative evaluation rubric are being used as part of the evaluation process for highly effective teachers and the
Charlotte Danielson framework for teaching 2022 as the evaluation instrument for all certificated staff except administrators. The committee recommends approval um of the following professional development foundations for
educational administration to provide mon mentoring management services for new administrators in the district at a cost of $850 each. The district also agrees to reimburse new administrators for the cost of their mentor at $1,500
for the first year and $1,000 for the second year. one teacher to participate in NGSS professional learning workshop series at Route Ritton Valley Community College in Branchburg, New Jersey from July 27th through July 31st at a total
cost of $400 which is partially paid through contractual funds and then one teacher to participate in Orton Orton Gilliam Academy virtually during the 2627 school year at a cost of $110.
The committee uh recommends approval of the following presenters. Language and literacy associates for multilingual and multicultural education to present three days of professional development to district teachers during the 2627 school
year at a cost not to exceed $9,000 including travel which is paid through title 3 grant funds. Language and Literacy Associates for Multilingual and Multicultural Education to present two three-day sheltered English instruction
professional development sessions to district teachers during the 2627 school year at a cost not to exceed $18,000 including travel paid through Title 3 grant funds. The committee recommends approval of the
following professional contracts. District membership in professional development school network at the College of New Jersey for the 2627 school year at a cost of $3,750. Membership includes registration for one
staff member in each teachers as scholar seminar. Um approval of the district membership in teachers as scholars at Princeton University at a cost of $1,250. Membership includes 11 professional development days at teachers as scholar
seminars. approval of entering into an agreement with Propio Language Services to provide professional translation services for the 2627 school year in all languages for a total amount not to exceed $10,000 and to recommend approval of a district
membership in diversity council on global education and citizenship with Kain University for the 2627 school year at a cost of $300. The committee also recommends approval of community ed programs um for the fall
2026 adult youth and afterchool enrichment programs. And then for overnight field trips, the committee recommends approval for high school athletics, the United Cheerleaders to the National Conference Championships in Orlando, Florida from
February 4th, 2027 through February 9, 2027. and for middle schools outdoor education to Cam Candesus in Pennsylvania from June 7th through June 11th. The cost of these trips um are paid by the students
and the next committee meeting is scheduled to be Tuesday, August 11th. Thanks. Any questions for curriculum? So, I'll invite Dana to give us a report on finance. >> Good evening. Um the uh finance
committee met on July 22nd. Um the committee reviewed the financial reports for the month. The administration certified that no line items are overexpended and that sufficient funds remain available to complete the fiscal year. The committee reviewed the following um motions that are on the
agenda tonight for approval. Uh cooperative purchases over the bid limit for placing flooring and stair treads. Um, approving the disposal of obsolete equipment, approving a transportation contract and cancellation of a quoted
route. Um, approve staff professional development, travel and expenses. The business office is scheduled to close out the 2526 fiscal year and transition to the 2627 fiscal year on July 27th.
That was yesterday. Hope it went well. Um, Dr. Russo has submitted the merit goal um completion form including documentation demonstrating that the established goal requirements have been met. This item is on the agenda uh tonight to prior to its submission to
the county office for that office's review. As far as the cafeteria, with the same number of school days in um 177 last um this past year, 21,486 more lunches were served during the 2526
school year compared to the previous year. Breakfast participation also increased with 13,249 more breakfasts served than in the prior year. The average daily lunch participation among students eligible for free reduced price and New Jersey
income eligible meals increased by 116 students per day, reaching an average of 2370 meals served daily. Additionally, 82% of breakfastes served in the elementary school classrooms were provided to
students approved for free reduced price and New Jersey income eligible meal benefits. A total of 488 lunches were served during the half day lunch in the classroom pilot program that was done at Maurice Hawk Elementary School,
averaging 49 lunches per half day. Based on the program's success, it will be expanded to all the elementary schools beginning this fall. Southwest Food Excellence, SFE, has hired one new staff member this summer who is scheduled to begin in September. The district
received $5,463 through the New Jersey farmtoschool procurement initiative, formerly the local food for schools program. Of those funds, 3,959 was used to support student nutrition education programs. Over the past four
years, the district has received and expended a total of $41,74 through this initiative. As of July 15th, 2026, 899 Westminster Plainsboro students are scheduled to receive summer EBT benefits
of $120 each, totaling um $17,880. Student enrollment is updated weekly to ensure newly enrolled eligible students are included in the program. Next, we discuss the um construction updates for EIP 2. All approvals and
permits for the solar canopies have been secured for the West Windsor locations. Approval has also been received in Plainsboro, allowing individual permit applications to be submitted. Once the permits are issued and the structural steel is delivered, construction at
Milstone River School is expected to begin at the end of September. As for summer projects, at High School North, the auditorium has been fully cleared and is ready for painting, followed by the installation of new seating, flooring, and carpeting. At High School
South, the tennis courts have been mil, and installation of the new playing service will begin shortly with court um stripping and fence installation to follow. The maintenance department continues to complete summer improvement pro projects throughout the district,
including removing carpeting and installing new flooring in numerous classrooms and other areas. Crews are also painting classrooms, hallways, curbs, and sidewalks. the bids for the electrical improvement to the community middle school and high school south robotics lab as well as the electrical
improvements and high and classroom hot water heater at the high school north culinary lab will be rejected for a second time due to a defect in the bill bid submission. The project has now been advertised three times without a successful award. During the second
advertisement, no bills were received. Um, in other business, the administration shared that a new hourly rate schedule for additional substitute positions will be presented on the agenda for board approval. Our next meeting will be September 8th. Thank
you. >> Thanks, Dana. Any questions for finance? Okay, so that takes us to the voting portion of our meeting. So, um, can I get a motion for administration items numbers 1 through
13, but striking the Patrick school from A7 and A8 because it needs further review. Uh, plus we have the purple addendum. And I'm going to turn it over to Mark for a verbal addendum which will become A14.
>> Thank you, Madam President. Uh motion A14 will be motion to deny the HB appeal as discussed in executive session. >> Thank you. Um Liz and Puja, any questions or comments?
>> And if I may add, I'm not sure if I heard um motion uh under administration B5 and six Patrick school as well. >> I'm not sure if I heard that. do that for the >> that's for the uh that was for the >> for curriculum instruction.
>> Oh, that wasn't >> I'll say that for >> Okay. >> Yeah. >> All right. >> I'm glad you're with it. Okay. We'll start with Miss Chiner. >> Yes. >> Miss Bonsil? >> Yes. >> Miss Shaw? >> Yes. >> Miss Krug? >> Yes. >> Mr. O'Brien?
>> Yes. >> Miss Chevy? >> Yes. >> Miss Mchuan? >> Yes. Uh, can I get a motion for curriculum and instruction items numbers 1 through 10? Uh, but also striking the Patrick school from B5, B6, and B7 for
further review. Um, uh, Schweta and, uh, Aja. Uh, any questions or comments? >> Okay, we'll start with Miss Shetty. >> Yes. >> Miss Sha, >> yes. >> Miss Chenier, >> yes. >> Miss Cruz,
>> yes. >> Mr. Mr. O'Brien. >> Yes. >> Miss Bonsel, >> yes. >> Miss Mchuan, >> yes. Uh, for finance, can I get a motion for finance items numbers 1 through 8 plus the blue addendum? Dana and Paul,
any questions or comments? >> Okay. Miss Krug, >> yes. >> Mr. O'Brien, >> yes. >> Miss Chenniera, >> yes. >> Miss Shaw, >> yes. >> Miss Shetty, >> yes. >> Miss Bonsel, >> yes. >> Miss Mchuan,
>> yes. Uh now can I get a motion for personnel items numbers one through five uh with a verbal correction for the copy we have below uh for number two uh it's uh 2C it's Stephen Euro uh and the green
and yellow agenda um Ajanta and Dana any questions or comments? >> I have one more also. Oh go ahead. >> Thank you. on uh the green addendum on page three. Second to last item, we have a Spanish
teacher, Mr. Sanchez. There's just a small little typo. He's going to be changed to 86% Mars Hawk. So, that should say MH, not MR. Right before the M, it says uh MR14DN.
That should be MH. That's all. Okay. And did you say I'm sorry, what page did you say? Three. >> Got it. Okay. >> All right. I think it was Ajanta and Dana for the motion. Um,
okay. >> Okay. We'll start with Miss Shaw. >> Yes. >> Miss Krug, >> yes. >> Miss Chenni, >> yes. >> Mr. O'Brien, >> yes. >> Miss Shetty, >> yes. >> Miss Bonsel, >> yes. >> Miss Mchuan, >> yes. Uh before we move on, I do want to
acknowledge a couple of retirees we just approved. Uh first is Danielle Clemenson. Uh she's a math teacher at Community Middle School who has uh served the district for 28 years. Uh and Ray Garcia uh High School South instructional assistant who has uh been
dedicated to our district for 25 years. So we both uh we wish you both well uh in your retirement and thank you so much for your service and dedication all these years. Um Charity, was that the thing you wanted
to Okay, so we're good. >> Just wanted to mention that tonight on the personnel agenda, we are naming a new assistant principal over at Grover Middle School. Um excuse me, a community middle school coming to us from Grover Middle School. uh current science
teacher um over at Grover, Honor Harrington. Um Honor will be moving over. She's uh student, she's tremendously involved with clubs and activities and student uh council adviser over at Grover. She'll be dearly missed at Grover and we're thrilled to bring her over and welcome her to
Community Middle School. >> That's fantastic. Thank you. Um okay. Can I get a motion to approve the board of education minutes from June 30th? Uh, Puja and Liz. All in favor say I.
>> I. Looks unanimous. Uh, do we have any board leazison reports? Uh, new business. That takes us to our second opportunity for public comments. The board invites comments from members of our community who are present. Each participant is asked to give his or her name and
address prior to making a statement which will be limited to three minutes in accordance with board policy 0167. All statements shall be made to directed to the presiding officer. This public comment period shall be limited to 15 minutes. Last chance. No. Okay. So, I'll
close this public comment period and move to adjourn. Uh can I get um a motion to adjurnn? Uh Schweta and Liz. All in favor say I. >> I. All right. It's another unanimous vote. Thank you and have a good night.