##VIDEO ID:vigdYSViw4A## all right good evening and welcome everyone our Board of Education meeting for October uh we are going to get started with a few administrative items pled of and right into the AR October of the month so the public meetings law was enacted to Ure the right of the public to advanced notice of to attend meetings of public bodies at which time any business affecting their interest is discussed and AC in accordance with the provisions of this act Board of Education policy2 Board of Education of the book notice high school and other facts to the carer news cler South Board of Education and any person who request individual noce please [Music] stand uned [Music] States Mr B here Mr Dawson here M Gaz here M Carlton here Mr zco miss m Mr Minas here miss high here Mr bumer here Mr here president you have a quarum present this evening thank you Mr we are up to it 21 superintendent report okay good good evening everybody and Welcome to our October meeting at this time I would like to call up for our students of the month our first presentation have [Applause] Dr so good evening congratulations to Haley Vega Rivera and Miss Sanchez class haey has a brother named Luke her favorite school subject is learning about out letters and her favorite hobby is playing with Play-Doh when she grows up she wants to be just like her father congratulations [Applause] Haley congratulations to Samara Castro Galia and Miss nor house and Mrs cortz class Samara has two big brothers and one big sister her favorite school subject is coloring and pain painting and she enjoys watching TV when she grows up she wants to be a teacher congratulations Samara [Applause] hey congratulations to Christopher ciss in Miss pic's class Christopher has an older brother and sister he loves to learn and his favorite hobbies include saving money to buy candy and listening to music when he grows up he wants to be a businessman and sell ice cream congratulations Christopher [Applause] [Music] [Music] [Music] [Applause] one last round of applause [Applause] all next up from lafette school is [Applause] our second grade student of the month our second great student of the month is Jamila sonan agular she is from Miss Sia's class she has a sister named Allison her favorite school subject is Art yamila is a growing artist she loves to paint draw and color she also loves playing with her baby sister Allison and when she grows up Jamila wants to become a doctor congratulations art is my congratulations you're gonna go right back there okay watch your step [Applause] here our third grade student of the month is Sophia Moran Cortez [Applause] Sophia is in Miss civella and Mrs glassman's class she loves reading she loves playing house and when she grows up she wants to be a teacher congratulations [Applause] Sophia congratulations y those are yours congratulations [Applause] all next up small school we have this [Applause] winter so our fourth grade student of the month comes from Miss PX class Raphael Gonzalez come on down [Applause] Rael Raphael has a sister one sibling seven years old his favorite subject is math and in particular he says he loves rounding and multiplication his favorite hobby is soccer and he plays center field which is a very important position in soccer and his career plans is that he wants to be a policeman con [Music] sry it's okay congratulations to [Music] go congratulations our fifth grade student of the month comes to us miss Bowski class and that's Angelie [Applause] Miranda so Angelie has four siblings three sisters and a brother her favorite subject is Art and gym her favorite hobbies are gymnastics and dance and her career plans are to be an Olympic gymnast or professional dancer [Applause] congratulations conratulations [Applause] [Music] and our sixth grade student of the month coming to us St from Miss Bell's class who's with us tonight is Manan [Applause] car so Manan has a brother in Middle her favorite subject is math specifically D dividing fractions she likes to play video games hang out with her brother and she would like to be a famous baseball player [Applause] all right round [Applause] ofuse and next up for Community Middle School Dr Santa Sur [Applause] hello everyone first up for student of the month from the Community Middle School in seventh grade Mason [Applause] Lane Mason was nominated by his teacher Mr haiser which is a really sought after their nomination every year Mason has one sibling and enjoys computers class physical education and film favored Hobbies is playing basketball and when he grows up wants to be a basketball player and own his own clothing line [Applause] all [Applause] right next up for the Community Middle School in grade eight javante [Applause] Tony Devante has twoing and favorite subject is math favorite hobbies are basketball football video games and spending time with friends and when he grows up wants to be an FBI agent and or professional gamer [Applause] [Music] [Music] [Applause] congratulations Mr [Applause] Smith good evening everyone our first recipient for Crusader citizen of the month is Daniel [Applause] R Daniel has one older sibling named Joseph he's a graduate of Bound Brook High School as well his favorite subjects in school would have to be intro to drawing uh which allows him to let his mind run w r let his mind run free and his creativity run wild his favorite faor hobbies are playing basketball hanging with friends and Building Things with his hands in the future he hopes to own his own business after attending the institute for culinary education in Manhattan so it's a culinary arts school and uh when you do invite me to your restaurant [Applause] but on the table [Music] [Applause] congratulations our next recipient um is unable to attend tonight but I'm going to read his little bio anyway Anthony Garcia Anthony Garcia has one sister his favorite subject his art as well his favorite hobbies include skating with his friends and as for his future career plans he's considering taking up law so congratulations [Applause] Anthony our next recipient I'm not sure if he's able to attend tonight either but kayen B [Applause] Hayden B has uh other older siblings but they do not attend Bound Brook High School his favorite subject in school is environmental science um he enjoys playing games in particular playing football and Sports in general and his future career plans include a career in law of in some capacity so the lawyer [Applause] [Music] and last but certainly not least our final recipient for the high school is Andrea oando Carrera Andrea has uh one sibling uh hosu David oando Carrera she loves math and Ela but also loves to learn and listen about the history of our country she loves to sing play the piano go to church listen to music when she washes the dishes d uh lastly she loves to watch movies as well in the future she wants to either be a lawyer a business administrator or a surgeon she's going to work hard and see what God and life brings her [Applause] thank [Applause] you okay at this time we'd like to call forth our if you can get away from you can bring it down if you like I don't think you're be able to get away so the employee of the month for the district uh is a member of the high school team his name is uh Mr Kevin Thomas so a little bit about uh Mr Thomas who I've been working with for several years now has become um a great colleague and friend uh Kevin Thomas is a dedicated and passionate educator who consistently upholds high standards for his students while fostering an environment of accountability and gr his commitment to academic Excellence is evident in the way he sets clear expectations from day one ensuring that students understand the goals they are working toward and the steps needed to achieve them his ability to balance rigor and support has made him an invaluable asset to our school one of Kevin's most significant contributions has been his role in the schoolwide implementation of the AVID program which stands for advancement via individual determination he has seamlessly integrated avid's wicker strategies focused on writing inquiry collaboration organization and reading to learn into his daily lessons these methodologies not only enhance student engagement but also promote critical thinking and Collaborative Learning his lessons are Dynamic and Hands-On offering students real world real world applications of the concepts they are studying in science whether it's through group projects inquiry based activities or case studies Kevin ensures that students see the relevance of their education beyond the classroom in addition to his Innovative approach to teaching Kevin has embraced technology by incorporating digital notebooks into his curriculum this has helped students stay organized track their learning progress and improve their study habits skills that will serve them well both in in both their academic and professional Futures Kevin is also known for his collaborative spirit and willingness to contribute to the broader success of the school Community he is always ready to lend a hand to colleagues whether it's assisting with departmental projects co-developing lessons or mentoring new teachers his dedication to teamwork has strengthened our school's culture of collaboration and continuous Improvement this year Kevin has taken on the additional challenge of teaching AP Physics demonstrating his commitment to personal growth and expanding his skill set his enthusiasm for the subject and his innovating Innovative teaching methods promis to make this course a success providing students with a highlevel academic experience Beyond his professional experience Kevin excels in building strong connections with his students he knows how to balance high expectations with genuine care motivating students to rise to the occasion while ensuring they feel supported his approach helps students develop not only academically but also as individuals who are prepared to take on future challenges it is for these reasons among many others that Kevin Thomas has been selected to represent balbrook high school as staff member of the month his tireless work positive attitude and unwavering dedication to Student Success make him a true role model for both students and colleagues alike congratulations k [Applause] thank you so much congratulations another round of [Music] [Applause] applause okay this time we like parents and students of the month to come forward to be recognized on on stage to take a picture see second [Music] big two rows maybe the little guys should come I don't know they can tell us if we're we need to move further are we goodel [Applause] [Music] all right here good job de all right we'll just take a quick recess allow technology people to get set up and prepare for Mr Ross's presentation br think okay next we have uh Mr Ross who is going to present our spring 2024 R okay hello folks how are we tonight good so again to remind you where we came from last year when we did njsla reviewed pre uh covid to postco data and we saw that we had made some gains back back from where we were preo to post again looking at this data we have to be reminded that it took a lot of hard work from all these people out here to make this um administration of the test happen so thank you to everybody for having the test happen and then we have started to focus on focusing on students taking the test more seriously diving into it with a more strategic mind mindset so part of that is in the setup of the testing part of that is the whole building principles administrations supervisors working with it to just administer the test so this year we certainly set up a new president with that and that went into all the principal supervisors and everybody here thank you so before we get into the data um here we are our theme for tonight is consistency with a growth mindset so so we want to be consistent but we have to grow one thing you'll notice is that we've been very consistent but here's the caveat a foolish consistency is the hobgoblin of little Minds I.E we don't want to just stay focused on one thing and not being able to Pivot not being able to say to teachers in front of you you have multiple different students who need to have differentiation um who are performing at different levels on these assessments so that's the key for us so we're keeping consistent but we're looking at a growth mindset that shows us how we can increase our students success and in order to do that we're going to set a benchmark so my goal the district goal the conversation we're having with supervisors and principles and everybody is how can we get a 3% increase on those who are proficient to to become exceeding proficient or Advanced proficient how do we get a 7% increase on those people who are meeting expectations so that we can see a upward growth from our percentages in where we're going and then on the converse of that we'll lose 10% in the interim we want to get rid of you know those people not meeting right three and seven at that level are a little bit more negligible because I believe that our student are ready to grow and are at the cusp so as we break this down we're going to be looking at three different things there are threeyear you know data review we have to look at our subgroups and how they're performing and then us and then the state to see how we look in relationship to the bigger picture so the first thing that I want us to remember is that we have a lot of ongoing initiatives and systems going on from curriculum instructions going on from our multi- learn lingual Learners going on from our special education and gifted talented programs we have a lot of things that are going on that will be pointed out after we look at the data what are the initiatives that are going on in order to address and redress these numbers like I said last year these are not just numbers we don't sell widgets here we look at developing students into human beings who can manage and find the resources to be successful in life so this data is to figure out how we help kids grow to be successful people um so here's our three year comparison this is where the charts are going to start look looking very hectic all right so I'm forewarning you when we start to look at this chart there's going to be a lot of numbers I will point in two different directions we'll look at the horizontal line which is year to year that tells you about the programs that we're running year-to-year performance is a way for us to View and think about how that program is performing so third grade did this this year third grade did that next year third grade did that next year it's the teaching that's going on it's the program that's going on and that's part of one variable of what we're assessing when we look at the diagonals we're reviewing cohorts right so we see the person go from a third grader to a fourth grader and we see well how's that cohort group of kids doing are they making any gains or are they sliding backwards so as we look at this data we're going to be talking about that to ultimately drill down to what teaching practices are going to happen because of this data right that's the whole point so Our intention is to support levels one two three four five students right we could just say to you we're going to focus only on the bubble kids but no we're not going to just focus on them we're not just focusing on kids in level one or level five every teacher has to recognize that in front of them in a classro they have students who are achieving a level one and achieving a level five and how do you make that student successful in your classroom is our goal so what I did is I put these green lines to help give you a sense of what a teacher would be thinking so you have the level one and level two numbers those students who are struggling the most need the most supports that level three is what we typically call our bubble student we see a lot of students in that area for us who if with a little push could be successful to hit proficiency then we have our proficient and our exceeding you know expectation people so that's three different individuals in a classroom so in looking at the numbers I'll use a little pointer here you can see this big line here what I did is circle this because we're consistent why is it consistent it's nice that we went down negative 1.4% in those who are not meeting so we're declining in those who are not meeting which means the opposite more people are proficient we have a small growth of 3% increase in level four and five again consistent right but now we want to grow and see how we can increase that even more when we look at the breakdown from Year sorry I hit the wrong button here so when we look from year to year red versus green we don't want to see um increase in more people at level one and two right we also don't want we want to see sorry people going up in level four and five so for example we assess fourth grade overall we see in the cohort a increase in people who are not proficient that means we have to address something in that programming or is it the cohorts and that's the conversation that we're having these are the hard conversations that we need to start to have with teachers of what does it mean for us to grow students in this grade level and then when look from year to year so that would be the one example that I gave you here if you look at the third grade in 2023 we had 11.6% who were meeting expectations that next the next year they are fourth graders they're at 21% that is a sign of growth that is a direction that we want to go in that is data that we want to look at and figure out how that happened to make that consistent in growing them as a cohort if that makes sense so that's where we're moving forward so for me as an example talking to a teacher I would say to them and I gave this example in committee you have in front of you how do you support the students who are struggling at level one while helping those who are level five and the ones in the middle so for example you would give an open-ended question in an English class to students to help level five you would say please help me write this open-ended question maybe do some external research on it where in the level three group you would say okay I want you to answer this question and then discuss it with the level fives with the level one and two you say open-ended question but here's a word bank for you to focus in on those Target Concepts that you need to understand so a teacher could take this data and start to look at I am managing different students in the classroom how am I differentiating with a single lesson and that's part of the imperative of what we're doing with this data here's some of the intervention strategies and I do want to brag about the fact that this data and the information comes from the supervisors the directors themselves right we collaborated to understand what are the things that are currently in place and we're going to do so we're imple implementing connect forward learning in the preschool we've added an an essential piece is key if we want to build our staff we need to have targeted groups so we've added instructional coaches um we've added teachers again implementing the ASI and the ESL the Dual Lang having that ASI support is imperative right for us um key for me is also this partnering with the njts which is a taring system won't let me boom so this New Jersey tiered systems of supports is exactly what I was talking about for my example you have to tier your learning you have to address students where they are you have to go if you don't understand this skill I'm going to look back to a skill to help you move forward if you're Advanced I'm going to challenge you with a skill ahead and those are key things for us to R this so lama lama Annex and K3 you see we have multiple pieces going on we have the win program which is an imperative for helping students to connect with ways to grow and getting the supports that they need so these are some of the things that we're doing seventh and eth grade again I Exel data I ready data is imperative what can we do we can take a look at the njsl data put next to it The Benchmark data forl and for I ready and put next to it the students course grades those three data points are a way to reflect on how the student's doing the students doing very well in their classes yet they're po performing poorly on these benchmarks we have a way to Target and understand them so that's imperative and we see that happening 7 through 12 in a very intense way with the EXL um with writing benchmarks and then the big piece that we're adding is this common which with tiered readings and muel we've had for a while with these leveled readings which allow students to get the same content but to read it at different levels and allows them to be challenged and grow in a way that going to help them succeed so moving forward here's math right same thing we want to think about the three tiers we have our one two our three our four five do I want to label students in this way no what we're doing is we're saying students whove scored at this level students who have scored this level what do we need to do to Target their learning that's what we're asking we're not saying you're a one or a two human being again we look at the numbers here we're consistent we had a decrease in levels one and two minor right not as much as we'd want we also had a small decrease in level four and five but 0.1% decrease over three years is not bad right it's not where we want to go that's why we set this Benchmark of 3% to 7% increase and we want to then focus on what are we doing for each students so again in the math we added very specific things you have the adding the instructional coach employing data to make small groups is an amazing thing Benchmark data that we have the njsla data will help set up the groups of the various students in the classroom it's important um key for four through six adding a math coach and space for math targeting small Subs um key additions to what we're doing same thing here with seventh eth grade as with English EXL is important the fact that we've added I ASI support teachers for both seventh and eth grade is imperative that's the way we're going to take that minus point . 1% and start to Target the students and grow them to be able to succeed in math you'll see the same thing in the high school they're expanding math coaching um professional development has gotten very strong and the bilingual math program is expanding so all of these pieces are directly related to the conversation we're having because supervisors principles are looking at this um same thing with science science doesn't count so to speak right for 20 years the state has been saying the science state is going to count towards our you know performance report it doesn't so much but what it does show us is how we're doing again it's another place where we're being consistent right we have people less people not being proficient we have again three increase it's not as Grand as we'd want it to be but it's ping in the right direction um same thing here we have increase in materials for lbs we have teaching schoolwide stem enrichment activities you'll notice stem is happening everywhere from Lamont all the way to the high school right that infusion is helping us address things so those three-year gains for Science and English we saw a small increase that's positive right we have to have the conversation that our consistent proficient level is ranging between 37 and 40% of our students that is something we need to change and that's why we need the 3% growth in proficiency level over the next three years if we get that we can look at a 10% increase of students passing being proficient that's the essential goal for me and as I said to the committee we get three years at three that's 10% right I like to add one I round up and then we end up with a baker dozen right so that's 12 13% so that's our goal really is to set up 3% well what are we doing we're having to address not only learning style but our subgroups right and our subgroups break it down break it down by our programs break it down by race ethnicity so we want to look at that and say well what are we doing in relationship to that concern so here we're looking at English language arts by race right ultimately we see multiple races what are the places where you wanted where we're successful we want to look at okay our major population here is Hispanic so we need to sit down and have a conversation about what do we do to help our Hispanic population what do we do to help our black population be at a level where we want them to be especially we're working on multilingual programs especially we're working on our dual literacy or by literacy process that's going to help us out so what else will help us intention we need to have intention with how we address these numbers so it's called standards driven teaching where we're focusing on skills expand things like writing across the curriculum so that students will be able to do better with that now we look at mathematics by race again the numbers are similar and this is where we're consistent right we see the same consistent with our subgroups by race right and multiple are a 10 to 15% higher percentage than and sometimes 20% higher than Hispanic in Black populations something we need to have a conversation about what is it that we can do what does it look like for standards driven skills Based Teaching for all of our students no matter what race what gender what program so let's move to race with this science you can see is um a place where we need to work on it the most we have some lowest passing but that is one of those things where we need to change the culture of understanding Science Matters right so I think part of that is what we're doing right now with making the testing more important for students I think that will also impact our goals here um when we look at gender as a district and I said this last year our gender is we have a gender parity here both our young women and our young men are doing very well and they do equally they do have some of the standard Fair of young boys men doing better in math and English uh is for the girls uh women we'll look at that but so for me what we need to start to do is recognizing the Precision of the artists and the creativity of the scientist what do I mean by that girls are scientists just as much as boys are we should we're in the 21st century Beyond those sexist stereotypes I hope but but part of what we're doing is promoting a way of understanding how people think of themselves right young women taking math tests often waste 20% of their brain thinking about the other people in the room young men don't do that why because you're told you're good at math so statistics like that are real for the psychology of what we're doing something we'll want to address because again when we look at mathematics we're still pretty e right it's not bad but we want to make sure we're getting more people who are proficient same thing with science we have a pretty good balance here that I think speaks to the fact that we're treating our genders somewhat equally now for me by program this is where we understand we want to make sure we're supporting and I believe we are doing what you saw things to address these numbers right our special ed is at a 10% and our El is at 6% proficiency meeting and exceeding right so those are areas where the new programs are changing the teaching practices that are going on you've heard about over the past year programs that are just beginning now time to show their you know outcomes so that's an imperative We've Just Begun this year the with the biliteracy we've just begun a new special ed restructure Str and that's imperative for us to understand same thing with mathematics again our major area is special ed and elll that is a standard when we look at the state number it's a standard process those are areas where a lot of students struggle because those are the areas where students need the more targeted supports and we're putting in programs to do that um science again is the same scenario where we really need to make sure we're supporting that subgroup U our special ed programs are strong and then the other piece that I didn't mention that I do want to mention is go back to look at um free reduced lunch so our you know economically struggling student also is something that we want to pay attention to as well so when we're teaching we have to think about not only what we're doing in the classroom but how we're helping out our families and how we're making sure that we're supporting and sourcing them that way so that's key so the last bit I'm going view of US versus the state this is the more how can I say this is the one where we have to work on our growth model this is the one where we're noticing we aren't making the gains that we want and we have to be open about that to have the real conversation of how we go about amending it so these are where we're seeing the numbers I'll also show you I'll drill down into what teachers would use for say looking at The Benchmark diving into it and how it would impact their teaching so that will be now so here is for me our concern the red box where we're at 42% in level one and the state average is 20 right that's why I need 7% gains a year on that over the next three four years I we need to have a higher gain meaning we want to decrease that 42 however we do see if you look at this cohort the 42% here they were 32 so they made a 10% leap right because less of them were at level one that's the right direction right but now what we need to do is consistency with a growth mindset right now our consistency lies in our final numbers of overall growth but if we look from year to year we see disparity so we need to be more consistent with our vertical articulation with our programs and that's something that all the interventions are doing and again here you can even see look there's a growth again where there were 20% who were at level two but that same group in seventh grade were 10% which is a good thing because ultimately six to seventh is a leap year a year where it can be more difficult to grow so that decrease is actually a sign of growth and then we look here this is where we want our 7% growth more with level four right so it can be done this group here is here so we had 11% in the third grade those people as fourth graders are at 21% of proficiency that's imperative so it can be done we just have to do it intentionally if that makes sense so that's our goal same thing here we see in growth from the fifth grade to the sixth grade that can be done we see growth here from Seventh to e8th grade that's what we're looking to intentionally do what does it look like it looks like us focusing on that same thing with level five you can see fourth grade to fifth grade we increased almost 3% so what it's showing us is we need to not only look at the things that students aren't doing but we need to go and look at this and what was it that students UND stod so that we can teach to you other areas so we also have to praise ourselves and what are we doing well here what's going on in this program that we need to reinforce and that's imperative so here's something that teachers are going to be doing and that the principles and that the supervisors are already doing so this is a report that we get on the evidence statements for the various standards so what you're looking at here is the chart the blue or purple is the state and then the green dots are our schore down below this all the standards and the skills that they're being measured on so teachers can break it down to say okay here's eight which might be one of the bigger struggles for us and nine which are the bigger struggles for us because we don't do as well so we can then pull those up and we can see seven and eight here reading informational text and reading science and Technical subjects are areas where we would want to work with our students what would that then look like so what they could do is evidence statements and there's released items so a teacher can take this release test item which shows the questions and break it down and then they turn that into a lesson plan that makes sense for you so folks who are not teachers here's the the way that it goes for us we're looking at the data at this level to understand here's all the standards that are being tested in this test how are our students doing what are the ones where we're finding the biggest struggle from there we start to isolate them informational text science technical subjects then we go to and we pull out evidence wa we pull out things that are out there for us to utilize so we look at the test and then we can say to them what is it on this test that you're trying to learn that was a struggle and then that becomes a lesson for your student that's the key so I'm just showing you that drill down of how this data from njsla is actually changing what teachers are doing in the classroom so that's the goal for me all of this stuff only matters if it empowers teachers to do something more with their students so same thing here with our math levels right we are you know again we're higher than the state when it comes to level one and two and that's what we want to decrease we want to make sure that we're focusing on it like we can see that it's very much possible from fifth to sixth grade this group went down 5% that's a good thing level twos right A lot of them went down here but we don't you know we go here so this is a good step it's important for us to focus on what is going right as much as we focus on where people are struggling um again for me this is the proficiency levels and we can see here in sixth grade seventh grade that group increasing and moving forward so that's the strategy for us looking at this data figuring out where we made gains looking at across the board where 30 and 23 okay it's good we went down here 20 and 28 it's good we went up here so that speaks to our programs right it said there's the two lines we're looking at so just to finalize this for you this is a good line looking at our third grade program and saying okay what's going on in there that we can reinforce how do we support them versus we look here and we go 14 to 20% how's that cohort doing right that group of sixth graders who are now seventh graders um same thing with our fives we want to make sure we're always supporting everybody and seeing our our proficient students also move to advance um same thing with our science level um we again are higher than the state but you know we are moving up when it comes to relationships of level threes and our level fours are where we need to really focus so this for me is the idea of we're looking to get 7% growth here 30% growth there and we can get things so what does this data show us we're consistent we do see minor gains our students are not passing at the rate that we want it to be so in order to get them to grow we have to do what I showed you with the data of looking the evidence have students review you know these questions have them critically think and then have the lessons reflect and support them and this is where we end started with Emerson with a foolish consistency is the hobgoblin of little Minds we kind of end with unless you try to do something beyond what you've already mastered you'll never grow so that's what the data is showing us it's showing us that one um we have interventions in place that we need to continue we have programs that we've just started we have to look for those numbers coming up next year and the year after this is probably a three-year model like I said the 3% growth is year to year ideally 10% over three years would be a tremendous growth for us to see and that's where we're looking to go questions concerns maor malfunctions so again there's a lot of data there were 88 slides to begin with we paired it downers did a great job in sharing the ongoing pieces that are happening I think that's where I want to leave us so any questions and I'll hold up these things so that they can address them thank you Mr Ross So anybody have any questions or comments to sh I have a question um how much of this is do we feel is um students anxiety over test taking or their relative you know what I mean like relationship to test taking like you know that impct out of a lot and I believe that's part of what we're doing and working to create a more comfortable and a more um prepared student so yes like I was saying before there is that statistic stord did a study where they put a woman in with other men and Tak a math test she would score a lot lower than if she was sitting in with all women so that you know utilizing 20% of your brain to think about the fact that you're around other people and there's this gender stereotype that you have to fight wastes your math brain so yes we we do deal with test taking anxieties and I think part of our setting it up last year we had a test prep rally pep rally people to get them comfortable with it to tell them to believe in themselves to empower them um helping teachers and again this is something I said at committee teachers with the Kindest Heart say to students yeah we don't like the tests we're over test yes we are but we we have to say to students I believe in you and you are to manage this test the other part we need to just think so I think it's a culture shift for us that we're also making because I don't blame teachers for that it's just one of those things where the you know path to the you know fiery place should be paid with good intentions yeah I also think uh if we talk about test anxiety it is very real but it's not a Bound Brook issue and therefore comparing us to the rest of the state kind of takes that out of the equation because every kid has anxiety right so I don't know that our kids have any more test anxiety than a kid from Bridgewater is what I'm saying I I'd be asking that question of us as as a as a district as a community do our kids have any any situational needs where test taking isn't as easy do kids in Bridgewater feel more confident than kids in B it's just a question I don't know that's a component it's a variable and it's one that we consider absolutely is why when we set up our testing now we're doing it in a much more intentional way right and that's something that Dr Freeman has LED and pushed the initiative on for me and I'm very interested in it I know Miss anello and I know all principles are looking at the test to say hey wait a second we're going to set it up where you're most comfortable yeah where you walk into the environment and you know what's going on you're fed well because we really focus in on just having a breakfast getting kids settled making sure that they go in so it is a very important factor because I know for me as a test taker with dyslexia ADHD it was a bad thing and all I could hear was pencils so my brain would be dis completely distracted by everybody else's taking the test that on the paper so that is something that's very real and something that we address can we address it in this data um yeah in the sense that we are looking at setting up testing to let people know the hard work they've done is going to help them and then also that internal belief seen if a kid does well in a test right their confidence grows and then maybe they perform better the next test they take so you know is there a way to pull data that shows kids that have just incrementally done better on the tests through Services provided like you know environment getting a nice breakfast feeling relaxed you know the environment around them while they're taking the test we want to look at how those things are actually I again I would so for me the NJ GPA data speaks to that most loudly because we haven't had that much time to change the program the NJ GPA has only been around three years and we made a 10% gr leap in English the year before we made a 17% leap this year and it really does have something I think to do with the aura that was created around the testing whole team setting it up the administration you know talking to kids about it and more Dynamic way um those gains over two years I would say quantitatively can't just be the program right if it is then we need to take that program and sell it because we're going to be millionaires but I think part of it was creating a good environment thank you and I'm also looking at um you know one of our district goals is to look at data and to use data and to have that really be part of the process now with everybody so that you're going to be looking at the scores I I like looking at the standard which ones need to be addressed just I mean it breaks it down into what needs to be done to just um it's going to take time and like you said this is a three-year goal ultimately but it's a very strong goal and um needed and what you're saying this helps the teacher reflect on the standards that they're teaching and helps reinforce it because it's not always easy as a teacher to constantly be thinking about every standard you're teaching so us having the conversation about the data helps to reinforce and give them that common language I think part of our Improvement plan is establishing a more common language around standards like that's a word that just wasn't bandied about in the way it is now standard the skill what is the skill so now the teachers are having a conversation about what does it mean to read a science and Technical piece what does the domain specific science article do differently than reading an article about a business or an econ an economy article so I think those things are out there and also having the um the coaches available and going into into the classrooms and modeling what what those lessons will look like so it'll all come together thank you to all those people who are establishing those programs yes so um so Mr R uh first I want to start off by saying thank you for the presentation thank you to the administration everybody else as you mentioned putting together 88 slides into this was not easy yeah I mean even just looking at the mountains of data that's on here it's like brain overload yes um hypothetical question for you with the intervention that we currently have today with the all the assess um assist programs the coaching the professional development everything that we've been doing this year do you feel that the numbers that are where You' shown us today would they have dropped Would we not have would that consistency not not be shown if we didn't have what we have today I think we have been over the past three years discovering all the systems that need repair and starting so over the past three years we've I think to uncover the things that were necessary that took so then once you get to the things that are necessary it's starting to implement it so I think we had a three-year buildup to starting what's going to now say that if we didn't do that would the numbers have continued to go down I could have seemed Absolut yeah hypothetically speaking if we didn't start to have these conversations students would be struggling more because it's harder I think things are becoming more so as a parent I do want to thank you guys and the administration for for a lot of um programs and that you put in so thank youone for doing that and it translates the bottom line for me to teachers like for me the big theme that I hope I'm reinforcing is teacher practices and them being able to be more the teachers being more resourced in the classroom to support so that being in the bilingual programs and the the multilingual the biliteracy that and the interventions that having a coach in the room um for me to have somebody to talk to is is a great yes yes and I agree 100% with you on that one question I do have when you mention the consistency of a 1% or 2% what is that in terms of numbers in students well it's it's a hodge podge of a mess so in the grand scheme of things all grades are making just a little bit of a gain and so that's a number that you know am I really hanging my hat on that not really because I can still see here that this group did have a over the three years we did see it go down in so much as we have 9% more level on and twos so that's something where for me the fourth grade what are we doing to address that program because that would be when I talked about it there's two levels there's the year so that's studying the program so that's a conversation we need to have out loud what is going on in the fourth grade program that's working well where are areas that we can grow it why did this happen just even that conversation of why is this going on allows teachers to reflect on their practices and allows everybody to grow right so that's that's a key so Based On My Level understanding and help me my masters while here we're saying there was hypothetically speaking there was 100 kids in first grade and that dropped there was 100 kids in first so fourth grade is 100 kids there we had more people not of those hundreds there is a 10 almost 10% more who did not meet the expectations and he weren't even approaching so that's a conversation that we have then what we can do is what I showed you with the drill down is we look at our Benchmark tests that we're giving with EXL and I ready we look at our classroom assessments and we compare the three of those together and we say if a student's doing well on this test and doing you know but not doing well here what's the issue we often see where students perform well in class but then don't do well on the test kind of what you're talking about could it be test taking anxiety or does the student need support or is our work that we're giving not rigorous enough to make sure that the students can succeed on the assessment all those are valid questions about that I think one of the things you talked about committee was the idea of how overwhelming this whole journey might be to someone who looks at it and says wow we are double digit percentages off of just the state average let alone you know excelling and how does that get translated to our teachers how does it get translated to our students I think Danny actually picked up on something really important for me at least which is I know the hypothetical was 100 kids but what was our moment it's more like 150 160 kids per per grade y really we're talking about 1% of the population being somewhere between one and two kids per grade so when you break it down to that level if we're talking about somewhere between a three and s% increase it's moving a just a small number of things and the reality is that that investment and that Focus can have dramatic impact and that actually explain when you break it down that way if you think about it if each teacher in each grade moves one kid right one kid up a level that's there's your three% more than 3% and and that's the goal with I think for me the teaching practice is changing because then you're supporting the students and that's the bottom line I keep repeating it and I will be redundant and I would say to go back like as a teacher if you told me you got to move one kid as opposed to showing me you know we got to move 50% if you said move one kid this year and then next next year move another kid to me then I'm like oh that's not overwhelming I can move a kid keep everybody else where they are and move one kid up I can do that you move that kid and then that kid maybe inspires another kid to move and then you inspire somebody El so for me it is this is doable curious if um if you have any feedback do we is our gut sense or do we have data that supports um an opinion about do we feel that the data we get from I ready from I Exel is it predictive of how a child does on njsla are we seeing a discrepancy there or do we have a lot of confence I haven't drilled into as much over what we're doing but yes tend to see that yeah so we did notice in the data that we were getting in the past it was a huge discrepancy so our students were performing better in District and know we did the state exams um the results were were you know shocking because it wasn't matching so we did notice I mean it's only been one year so we only have one year to look at you know so it could be fluke I don't know but we did notice that the information that we got from IR andl last year does match how the students did on the state test so it is we believe it should be a better predictor of how our students are performing so we'll see this year if if it matches and I think that's for me where we go State information Benchmark and that those two comparing can change what teachers are doing so when we look at course grades that's what needs to shift because I think the course grade is where we're not the only District in the world where great inflation is a thing where you know it's it's a matter right it's one of those things where for me I've seen it I've been in teaching since 1998 I was you know I was more of a bell curve human being and then when I stopped teaching at recers three years ago I was handing out all a I don't know what happened you know I softened up I I don't know I felt bad for but it's one of those things where I think that is going to be a key for us because those two bench mark and state and then really help inform what we're doing with our courses and our programs and our teachers to say hey look why is it this kid got a 100 but they only scored at level three and that's again another good conversation to have any final comments or questions I will just Echo the thoughts of my fellow board members and saying thank you for a fantastic presentation you know the work is not easy yes not only to get to the where you have everything compiled but presented in the way and so team thank you here thank you much folks appreciate it thank you and if you ever want to we I'll take that fun if you ever want to read a good one read Emerson nature good stuff all right we are now up to our stute board member for 4 so short report today so to start sports teams boys soccer here 107 with next game tomorrow against B here next Tuesday at 6m which decides if they win the Skyland 11 Division girl soccer is currently 591 with the next home game9 Central Jersey college Charter at 4M football is currently one and5 with their next game this Friday at 7.m against New Providence this game is also their senior night and their homecoming game uh BR T is currently 4 and 13 with their next home game being next Tuesday against Philipsburg at 4 girl volleyball is currently 6 and9 with their next home game next Tuesday at 4M against Tom S energy Charter they also had a tournament last weekend with I believe three other teams and uh they earned second place uh and last of the girls basketball is hosting an apple Beast breakfast on Sunday at the location bridgew water with ad Mission being $14 and all proceeds going to the team under School related our homecoming dance is October 19th with sorry with the theme being the Night in Paris PSAT and sat testing will take place on both the 22nd and 23d respectively for all grades the high school had a Hispanic recognition assembly yesterday with representatives of each country by the students and a performance from award winning Paraguay and dancers and performers which is why the enjoyed by students from all the grades and the high school hosted a college fa on October 9th which had a great turn up with more than 20 colleges presy and it was a great way for students to learn about their auction After High School that's it awesome that wasn't a short report at all that was a very short report thank you any questions right great work we are now up to our committee reports the first one up is education Mr Dawson if it's okay I will just uh let everybody know that we spent the ponderance of our time with Mr Ross and Mrs Griffin going through the presentation you just received um so again job well done uh up to governance Mr back okay A few items uh first we took a look at our draft of the Strategic plan um there are three sections of theic plan one was just we have all the goals and objectives that we formed they have now um Mr Ross and his team have included now action plans for each of those goals so they have actionable items over a fiveyear span so um they they can track actively what is what they're doing to meet those goals and then lastly they added which I think is really valuable um a section where it shows the role of each administrator from superintendent all the way down to uh content coaches exactly how they will contribute to each of those goals and what their responsibility will be to help meet those goals so we went through all of that it was well explained to us um so that you guys know we also want to uh and expect to have uh open honest conversations at we haven't decided what interval yet whether it's yearly or twice a year or quarterly we don't know but um regularly to assess the progress on this strategic plan because those of you in education know that they tend to kind of go by the wayside and sit on a shelf and we really don't want that to happen in there so we want to make sure that we're keeping up with the progress on that and making sure progress is met and if it's not why not and how can we adjust as we go along so it's not five years from now and then we say oh wait a minute we forgot goal two so we want to just make sure we're we're moving along and things are broken down from the plan by year one and two year three and four year five so it is broke it's not as though it says here's five years wor of stuff do it all at your leisure it says here's what you do now here's what you do next and so on and so on so I don't know exactly when but we should all be getting that plan relatively soon because it looks like it's it's pretty close to complete at this point um next oh any questions on I guess we should do one at a time any questions on strategic plan the only thing that I would add is we discussed uh the potential socialization and so not necessarily just to publish it for theity commity and expect everybody to come read but really to go back to the group that contributed to it primarily and affirm that we understood and we heard and we incorporated all the feedback that we possibly could so levels of socialization as we start to spread the word around yeah so not just having those updates here but actually maybe holding a meeting personally reaching out to the stakeholders who showed up to the to create the plan and say Here's Where We Are maybe yearly and let them know and of course invite everybody else you know every St whoever wants to come but those who actually created the plan would probably want to see you know how it's going all right uh second we talked a little bit more about um hopefully you remember last month we talked about the PE extension for athletes we looked at two different plans one was Point Pleasant burrow and one was I forget the other one long range okay go long range uh they were very different for sure but we kind of said here's what we like about this one here's what we like about that one Dr Freeman took it upon himself to say I'm going to go ahead and try to draft something that would work for our district some of some of the like one of them have logs for students that where they would have to log their physical activity but then it brings up points like who's checking those logs and where does that happen um are we burdening people with extra extra work so there's a lot of logistics that have to be worked out but on its face the idea of the exemption is something that we like as a committee obviously we have to flesh out the the the details and see how it's going to work in our district which Dr Freeman is going to do for us and then we'll be able to bring you a little bit better idea of the exact plan that we'll be going with um the next one is an interesting one uh I don't know if you saw the did you send that email to everyone about Playfield s it to govern okay so planfield recently their Board of Ed passed a resolution and that resolution said basically we want to go to municipality we want to go to well through I guess through njsba we want to go to municipalities and we want to seat at the table when we're discussing pilots in town as I hope most of us are aware now the pilots that we have here in our town don't give the school board any additional tax money um and and legally they don't have to that's the way the law is structured so not that we have any official how we don't vote at the at the burrow Council of course but we would like to sit and have an honest conversation with them about how it's impacting us in a variety of ways financially and you know student numbers and and many different ways and so planfield actually pass this resolution so as a committee we have asked Mr Gorski to draft a resolution for us as well that we will present in November obviously we hope that you'll support it as a committee we felt that it was something that deserved um support but it will be in hopefully November's uh meeting agenda so that you can for yourself if I could add two points to that uh the first one I think for our part especially with new Administration and significant different uh composition of the board we've had good productive conversations with our pro administra team with our Council Mr Lopez thank you again for attending our meeting um and so I think probably our most dire need for this type of an intervention could likely be passed not that we've gotten to a place where we're satisfied was resolve but certainly we have an open dialogue with our Council and if we felt like we needed to have a conversation at do open to us uh really I think what the playing field board of education is asking is legislatively across the board for the entirey Jersey should this be an expectation or should it be something that's left up to the level of cooperation between Global school boards and municipalities and I think in that way it makes a lot of sense for us to support it um part of my reason for bringing it to the governance committee is because this will go to uh njsda delegate assembly in December and uh B Brook like any of the other uh districts that are part of that Association we have an opportunity to vote on it so really this is me asking the board when it comes time to go to assembly which way do we want to vote how can I represent okay and lastly we look like we are ready to move forward with the committee we spoke about a few months ago with South South boundbrook the um joint committee they would like to meet the first week of December I actually emailed really late today I apologize I think it was 3 P.M by the time I got the email out to you guys about it at committee Joanna Su and I all volunteered as a said in the email anybody feels really strongly that you would like to be included we can maneuver things to make that happen but as of now the three of us have all volunteered to do it so we have the three that we need unless somebody else really wants it and just a comment on the number of delegates that we are sending um we're restricted obviously we want to do this short of a forum and our Forum requirement is five sou on because they have less Board of Education members can only bring three people to me before they reach that maximum so just to make sure that we start everybody off on foot and we thought that it was a good idea that both groups brought the same number of people and I'm one of the MERS do you have anything to add for that no no I mean we're looking forward to it okay any and that's all I have for governance any questions on any of those items yes so Mr zco is not here tonight I will endeavor to do an operations report but Mr gorsy I ask that you pay attention to keep me honest um I think one of the biggest items that we discussed during operations committee really was the results of a water test at Lafayette School uh if you remember subsequent to the construction project we felt that there was an excessive amount of water infiltrated the basement area there have been a number of different U remedial measures that have been taken first by the contractor and then exploration through our Architects office most recently we had a specific study designed to determine if and how water was getting into the building uh that was conducted at the end of last week and as you probably saw in the weekend report um the results were not very good so we had significant water infiltration um so we are intending to take next steps on that um it likely will require us to do more exploration potential excavation um and Remediation uh so there is more work involved but we finally conclusively have replicated the infiltration issue and that Mr Gori did I cover that well is there anything you would add the item to add is I believe that's going to be a close session discussion tonight because of potential litigation that was gon to be my question okay uh Mr Mr gki was there anything else that we covered maybe just a quick comment that we are wrapping up the audit at this point um I don't believe we had the audit on this month that was the previous but we did have a discussion about the consideration of a modular addition at Lamont Annex yes pleas and um the district is required by the state of New Jersey to extend our pea preschool education grant program to allow more for students and right now we're really contained by the amount of space that we have in our building so initially we looked at a contracted service with a vendor who provides um and hosts service for students and we talked about potential lease um details and then Administration came up with an idea of a modular addition to the school and how that could compare as opposed to renting space to build on the building are are that we already own and we would have equity in the future use of it is whatever we wanted to be as it turns out the cost of the modular expansion is very favorable compared to the overall lease cost and it can be erected and a fix to the school in about time we toured today um South River School District who has a new Early Childhood Center and we were very impressed with what we saw there today and we're very appreciative of the administration at South Rivers uh board of education for allowing us to meet with them for over an hour today toward the facility we're we're still exploring that option but I I think there was a lot of attraction to what that offers the fact that we can do it without a bond refer them right out a capital reserve and we could extend and meet the state's requirement for enrollment in the program which right now we're doing a waiver each year and then the the third item on the agenda was an update on the bleachers and the high school gym um we had a structural engineer review the gymnasium and determined that significant cracking um along the structural areas of the gym was caused by the seismic activity that we've had the earthquake a few months ago we've submitted an insurance claim and we're going to put together bit specifications for construction enhancement of of the gym Itself by adding a little bit of backbone and spine with rebar that is going to be inserted in the blocks from the top all the way down into the slab every three or four feet to to firm up that facility the question that's on the table now is what about the bleachers they they seem to be in an area of cracking and are they safe the structural engineer has written a report he said they are safe but he did put some disclaimers in the report that made the board uncomfortable so what the committee had decided was we are going to and Mr correct me my wording is wrong here we are going to limit occupancy of the main bleachers in the gym until the construction is finished and that includes a enhancement your connection to the wall that right thank you Mr G um before we get to open session for questions I'm going to look down this end of the table because uh thankfully we had two of our board members who were actually able to attend and participate in the tour at South River so sue or Don do you have any uh anything you'd like to add I'll tell you the the visitation today was just wonderful we walk in really not knowing what to expect um they're doing a lot at in that District um but we walked in and and I just think we were so pleasantly surprised with what we saw um the rooms were in large they were welcoming the the they started the process in February started building in April and were able to have students in for the opening of school in September that timeline was just incredible that they actually met that timeline um they have a few things that they're still working on um but overall it's so doable you know it just was so nice to see that this is a solution and would really meet our needs of housing the students in the classrooms that we need um kid say it was really was very very positive I'd say that that the size of their complex was about 25,000 s and they had it done in six months we need roughly I think 5,500 what Mr gors said so it be done very quickly the same architect that we're using now is the architect that did that so he's got the experience he's got the hands on and when you think of modular you know the the perception is like a a trailer that you see in a mobile home mobile park uh this is just a it's a a freestanding permanent building this they I think they said 35 year old 35 year expectancy 35 year expectancy but they he was very confident saying this could last like 70 80 years with proper upkeep so it would be a permanent building really it was very impressive very nice well thank you both for your assessment and for questions yeah um I don't know how far along we are in that process but first how many classrooms are we talking about adding to lont and also where on the grounds does it go so I think the answer to that is four and it would be if you're if the church is to your left and you're in the parking lot it will be to the extreme right of the property Mr G can you confir that is correct it would be at least four maybe five or something determining you know the future need and it would be on the park of and as Dr Freeman has brought up concerns about traffic and parking we're we're looking to address those but don't they don't seem to be inter other comments or questions thank you for being patient with my report and Mr BR thank you for filling in uh Su count sorry point of order go back to HR okay we can do human Human Resources so um the first thing we always do every month is just look at the spreadsheet with new hires and new designations transfers Etc um one thing that is new and on the agenda tonight is called H1B it's a vis Visa sponsorship um it's a three-year visa and candidates who come into this have to have bachelor's degree or hire in the field that they're going to be working in and we're looking at how this is going to be advantageous to us in areas such as bilingual and for World languages um our responsibilities District W um require um just keeping track of dates the the things that we have do the fingerprinting for the background checks Etc observations evaluations Etc there is a fee with that and that is for the attorney attorneys and they have to get all the necessary documents and they um just deal with professional fees this is something that there is a job that's coming up the the description is um brought to to light and and riew and just um looking at data coord ation uh positions on the agenda and attendance coordinator um one of the other things that we discussed was having a substitute grounds worker so that when you know if somebody is out that there is somebody who can come in and fill for that day or however long they um they need to be in that position and looking to find you know somebody hopefully locally who um and to have a um a salary that really will want to keep you know to have them stay and you know keep up with being EMA Dr um the last thing that we discussed was the Neu and that's a mental health program and this it was the update it was very well received this program was initiated um through a grant after covid and presently we have 18 who are subscribing in therapy program and for who are in the coaching program the rant period for this is over and we're just looking at ways that we can transition this as a budget item um it's a wi scope of care and it it helps with goal setting and really working with um individual mental health and uh Mike is there Mr gy is going to contact them just for proposal just to look at funding opportunities so that we can continue with this program and I think other than that that's it [Music] questions but I'm I'm going to continue now so um with the Somerset County with um ESC there was a lot that's happened in the last um really two months they do their reorganization meeting like in August and September and one of the things they it really was uh the new meeting dates the review of the organizational chart um just a directory which updates all admin teachers schools contact numbers Etc they had um the the district goals there were four and I'm not going to go into everything that's in them but I will tell you what the four are it's student enrollment and programs uh marketing with websites and social media building is grounds technology just to improve the the building as it is and they're looking at some major improvements in projects that going on in the 2425 and actually go into the 26 uh school year and the other thing is the special ed Transportation they only do the routing now for special ed they um got rid of all those buses Etc so that they're moving on with that there was a a a smooth transition a success transition to the opening of the school year they are relocating the transportation from the central office into an adjacent building um because they too are expending and they need more classrooms so um part of that is moving a multi-purpose room making three classrooms upstairs and also adding more space with the transportation change um the present enrollment they started in September uh with 138 students they're now 146 so they two are uh they're just they're growing and I think that that is it that will cover purs on either HR or SC right hearing done we 4.6 our southbound BR this car so I only have two things this week um our strategic planning our first meeting is October 29th I'll make sure letters up to you guys um we'll be meeting also in November and December I apologize I left my so have those dates um the only other thing nothing exciting is still early in the year we did um just approv tonight the paving of the Elizabeth Street parking lot which is in really bad shape um so they'll be doing that in a couple of weeks and they'll also be Paving the Madison Street parking lot as well that's it very good thank you m any questions for South rep I just want to say hooray for that parking lot because that was like a a mind field that's really I'm glad the school yeah the school just took it over took ownership of it over I think two months ago oh so good good good all right that closes our committee reports we are up to item number five open to the public for agenda items any comments from Mr call anybody online there's no responses online thank you sir moving on we are up to item 6.1 VI resolve of the B Board of Education upon recommendation of the superintendent approves the minutes for the following meetings regular and executive meeting minut for September 25th 2024 can have motion motion thank you Mr B second second thank you m any discussion right heing Mr gy a roll call please Mr B yes Mr Dawson yes M cazino yes M Carlton Yes except I abstain on 7.29 to 7.44 on six you're good oh six I'm sorry yes jump it m Carlton any exensions no I yes I accept than approve Mr Min yes Miss High yes Mr yes Mr Jan yes motion pass thank you item 7.1 be resolve that the superintendent recommends for approval the resolution has outlin the district Personnel resolutions this is item 7. 7 motion motion thank you Mr second second to Mr any discussion Mr B yes Mr Dawson yes M yes M Carlton Yes except 7.29 to 7.44 Iain sure thank you yes M yes excuse me Mr bmer yes um 7.1 how you vote [Music] sir back to you Mr wman are you a yes for Section seven yes yes that's anir thank you Mr jzi yes motion passes 8.1 that the Board of Education approves resolutions as outlined in District education resolutions is 8.2 8.21 have a motion Mr B second second thank you m Carlton any discussion all talk Mr call please certainly Mr B yes Mr Dawson yes M cazino yes M Carlton yes but I abstain from 8.6 to 8.21 thank you Mr minus yes Miss H yes Mr bumer yes Mr Januzzi yes passes thank you item 9.1 resolve that the bber Board of Education approves the resolutions as outlining board action resolutions this is 9.2 through 9.34 have motion motion thank you m car second thank you m any discussion I want to thank for the donation and you know have fun cutting C absolutely any other comments or questions hearing none can we have a roll call please Mr Mr B yes Mr Dawson yes M cazino yes M Carlton yes and I abstain 9.5 and 9.14 thank you m minus yes Miss H yes Mr bmer yes and Mr Januzzi yes with extensions on 9.23 9.25 so motion passes thank you thank you we are now to other matters to come for the board I have not received any any new business from the members hearing enough we are now open to the public for discussion this me on any topic nothing [Music] online all right we are now up to item 13.1 to go to Executive session resolve that the B Board of Education enter executive session Allowed by njsa for the purpose of Mr Mar one7 and eight One S and eight thank you sir I have a motion motion thank you Mr B second second thank you Mr Dawson all in favor I I we areour to executive e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e all right everybody welcome back we are up to item 14.1 resolve at bound Board of Education approves the resolutions as outlined approval HIV cases under middle and elementary schools this is item 14.2 motion motion thank you Mr second thank you m roll please bigger part who a second M Mr Bell yes Mr Dawson yes M gazino yes M Carlton abstain thank you Mr minus yes m h yes Mr bumer yes Mr januzi yes motion passes thank you 151 I will entertain a motion to motion [Music]