1. Is this the first time the Board is seeing the bills list? 

The Board has the opportunity to review the bill list prior to each public meeting, allowing members adequate time to examine this comprehensive document.  Questions or requests for clarification can be raised during the Committee of the Whole meeting, where there is time set aside for discussion and responses from the administration. This process ensures that Board members are well-informed and prepared to engage in responsible decision-making during the public meeting. 

2.  Does the Board see bills over $500 prior to the money being spent?

No. The Board of Education is not required to review or approve individual bills over a $500 payment. Public school districts in New Jersey operate under strict financial regulations that delegate day-to-day purchasing authority to the administration, primarily the School Business Administrator, who ensures all expenditures comply with the Board-approved budget and state procurement laws.

The Board maintains appropriate fiscal oversight by approving monthly bill lists at public meetings and ensuring all expenditures are lawful, properly documented, and aligned with the district’s educational goals.

3. Item 14.01 Bill Expense, is there anything that prompted that?

Under New Jersey law, a district employee may pay for meals for Board members and be reimbursed, provided the expense meets specific legal and procedural requirements as outlined in N.J.A.C. 6A:23A-7.  This expenditure is permissible and appropriate. 

It is important to understand that such expenses, when properly authorized and documented, are a normal and regulated part of school district operations. They are not made casually or without scrutiny; they are governed by strict legal and financial standards and are subject to regular internal review and independent audit.

4. Regarding policy 5111, do you get refunded (for non-resident employee children)?

No, the district does not receive state funding or reimbursement for non-resident children of staff members who attend school in the district.

Under Policy 5111 and in accordance with N.J.S.A. 18A:38-1, school districts in New Jersey may permit non-resident children of full-time staff members to attend school in the district. This is a discretionary policy often used as a recruitment and retention tool for qualified employees.

Therefore:

• The district does not receive additional state aid for non-resident staff children. 

• Their attendance is a local policy decision, which may allow for enrollment on a tuition-free or reduced tuition basis. 

• The state does not subsidize this arrangement in any way.

1. How much is the district paying for the DEI (Diversity Equity Inclusion) Coordinator?

The district does not have a Coordinator of Diversity, Equity, and Inclusion. 

2.  What is the cost to the Borough on programs, training, and assemblies about DEI? 

The Middlesex Borough School District does not have specific programs, training, or assemblies solely focused on Diversity, Equity, and Inclusion (DEI). 

The district is deeply committed to fostering a positive and inclusive culture and climate within its schools. This commitment is reflected in a wide range of programming, training, and assemblies that address the overall well-being of all students, staff, and the school community. These efforts encompass crucial areas such as student well-being, social-emotional learning (SEL), anti-bullying initiatives, and mental health support. By integrating these principles into the broader educational experience, the district aims to create a supportive environment where every student feels safe, valued, and has the opportunity to thrive both academically and personally. The costs for these initiatives are embedded within the general operational budget for student services, professional development, and educational programs that contribute to a positive and healthy school environment for all. Funding for these efforts also comes from federal sources such as Title I, Title II, and Title IV, which support various aspects of student achievement, teacher quality, and student well-being.

3. When and how do we get answers asked at the meetings? 

Questions posed at Board of Education meetings often necessitate input from various departments or personnel to provide accurate and comprehensive responses. This process ensures the information shared is both reliable and thorough.

Responses to general inquiries may be posted in the Board Corner section of the district website. Although this section may appear unchanged at first glance, questions raised since February have been addressed through various means, including:

• Public responses provided during the meeting

• Direct follow-up with the individual who posed the question

It should be noted that, at times, members of the public use the comment period to share statements rather than pose direct questions. As a result, although individuals may speak at the podium, questions are not always asked and therefore may not appear in the Board Corner.

More specific or complex questions, especially those requiring research or input from multiple departments, are typically addressed through direct communication. This allows the district to provide a personalized and context-specific response. 

By carefully reviewing and responding to inquiries, we aim to foster a respectful relationship with the community while maintaining the efficiency and effectiveness of Board meetings.

1. How will the district fund preschool if the state fails to continue to fund this initiative?

As discussed at the meeting, Preschool Expansion Aid is not grant money. It is state aid designed to support the district’s efforts to provide high-quality preschool education. Unlike a grant, this funding is part of the state’s broader commitment to early childhood education and is intended to be ongoing. However, if the state were to discontinue or reduce this aid in the future, the district would not expand the programming but would work to maintain the current number of classrooms.

In such a scenario, the district would explore several funding options, including applying for federal grants dedicated to early childhood education, collaborating with neighboring districts to share services and reduce costs, and, if allowable, revisiting a tuition-based preschool model. These strategies would help sustain the preschool program while minimizing the financial  impact on the district.

2.  What is the current preschool enrollment?

As outlined in New Jersey Administrative Code and the Preschool Expansion Aid guidelines, each classroom funded by the program has a maximum class size of 15.  Currently, our classroom enrollments are as follows:

Hazelwood     15

My Very Own School  13

The Baby Spa 12

The remaining open seats are reserved for identified Early Intervention (EI) students who, as outlined by the NJDOE, join the district shortly after their third birthday. 

3. Current Posted Openings

High School

Special Education - Mathematics

Special Education - MD

School Health Assistant Aide

Lunch/Recess Aide (2)

Classroom Aide (2)

Middle School

Special Education - ELA, grade 7

Special Education - ELA, grade 8

Classroom Aide

Intermediate School

Special Education - MD

Special Education - ICR, Mathematics and Science

Classroom Aide (2)

Elementary School

Special Education - AU

Lunch/Recess Aide (2)

Classroom Aide (9)

Preschool

School Nurse (part-time)

Districtwide

BCBA

RBT

1. Why aren’t agendas posted sooner than the day of the meeting? 

The following is outlined by the New Jersey School Boards Association (NJSBA):  While school boards publicly post an annual notice describing the date and location of meetings, they are not required by law to post an agenda for each meeting. However, most do. A board is not precluded from addressing an issue that arises during a meeting and that is not listed on its agenda. Agendas must be made available for emergency, special, and rescheduled meetings not part of the board’s published annual meeting notice.

2.  Why weren’t the dates of the meetings posted sooner?

NJ Open Public Meetings Act (OPMA) (AKA Sunshine Laws) requires public bodies to provide 48 hours public notice of all meetings, the right to attend those meetings and provide minutes following those sessions.

3. Were the dates of the meetings even in the newspaper? 

Yes, the dates were published in the Courier News and the Home News Tribune on January 16, 2025. 

1. Why was the start date of the substitute principal prior to the board agenda (citing Section 18A:27-4.1)?

The Board of Education followed section 18A:27-4.1. 

1. Regarding the school meal program, currently how many students are in arrears and what is the total amount? 

To date, 263 students are in arrears for a total of $7,738.33.

1. How will the public be made aware of Preschool Expansion Aid? 

All District families were informed of the upcoming informational session via email.  This session will go over preschool programming in the district.  Details about the session are also available on The Blueprint website. Additionally, a letter will be sent to families providing further information.

As the district receives guidance from the New Jersey Department of Education (NJDOE), updates and relevant details about Preschool Expansion will be shared with the public through appropriate channels.

2. Regarding the Food Service Policy, how will the Board address arrears for families who owe money? 

The Food Service Policy is currently under review. The purpose of the first and second readings is to refine the policy and collaborate with the Board Attorney to address issues such as overdue accounts and ensure appropriate and legally compliant actions are taken. 

1. Does the substitute principal at Woodland have a principal’s certification as required by the state? 

The Board of Education has implemented a comprehensive hiring and vetting process since the summer of 2022. Candidates apply through the Frontline/Applitrack platform, accessible via the district’s website. During the application screening, the candidate’s application, resume, and certifications are thoroughly reviewed.

Applicants who meet initial qualifications proceed to a first-round interview with a panel. In this round, candidates engage in rigorous discussions focusing on leadership, climate and culture, and instructional leadership. Successful candidates advance to the second round, which includes a performance task designed to assess practical skills. From this process, a finalist is selected.

For finalists, references are contacted, and previous employment is verified. The district’s Human Resources department ensures that all submitted documentation is accurate and complete. This information is then presented to the Board of Education Personnel Committee. The final step is presenting the candidate to the full Board for approval.

Candidates who do not possess the required certifications are ineligible for recommendation or hire.

2. How will the public be made aware of The Board Corner site? 

The Board Corner is accessible through the district website and is prominently featured in The Blueprint, the Superintendent’s electronic communication with the public. Additionally, a direct link to The Board Corner is included under the "FEATURED" section on the district’s BoardDocs webpage.

3. Who takes care of answering the questions on The Board Corner? 

Questions are addressed by the respective departments within the district. All responses are reviewed by the Superintendent’s Cabinet to ensure accuracy and alignment with district policies and practices. 

1. How does the rising number of administrators increase the budget?

While the number of administrators may have risen by one for the 2024-2025 school year, it’s important to note that the overall budget has not increased. This was achieved by strategically reallocating resources and finding efficiencies in other areas. Rather than adding significant costs, we’ve focused on maximizing our current budget to ensure that the growing needs of the district are met without overextending our financial capacity. 

The additions made to the leadership team allow the district to effectively manage the district’s increasing responsibilities and ensure seamless operations across all departments. By taking a proactive approach, we can enhance oversight, streamline processes, and prevent inefficiencies. This strategy not only improves organizational effectiveness but also ensures we maximize the impact of our resources without increasing expenditures. 

2. Why is the travel for the Community School Manager necessary?

Travel for the Community School Manager is essential for several reasons, all of which contribute to the effectiveness and sustainability of the community school model. The role of a Community School Manager is multifaceted, requiring ongoing professional development, networking, and collaboration with a wide range of stakeholders both within and outside of the district.

• Professional Development and Knowledge Sharing
  Community schools are complex ecosystems that integrate academic, social, and emotional services for students. To stay current with best practices, evolving strategies, and innovative approaches, the CSM must engage in ongoing professional development. Traveling to conferences, workshops, and training sessions enables the Community School Manager to learn from experts, hear about new research, and discover successful models implemented in other districts.  Research highlights that professional development is crucial for the growth and effectiveness of educators and administrators. A study by Desimone and Garet (2015) emphasizes that sustained and focused professional learning positively impacts both the knowledge and practice of educational leaders. Travel opportunities for attending conferences, workshops, and seminars are essential components of professional development for roles like the Community School Manager, where evolving strategies and skills are critical to success. 

• Collaboration with Colleagues and External Partners
  Collaboration is key to the success. By attending nationwide conferences, the Community School Manager can foster relationships with other districts, government agencies, and community organizations. These collaborations can lead to valuable partnerships that provide additional resources and support for our program. Meeting in person helps build trust, align goals, and streamline processes, ensuring that the program is connected to a broader network of services and expertise.

• Scaling Best Practices Across the District
  Attendance will allow the Community School Manager to observe successful community school practices in other locations, bringing those insights back to improve the district’s own model. This is particularly critical when looking to scale best practices across multiple schools or areas within the district. The Community School Manager can gather evidence-based strategies and adapt them to fit local needs, ensuring continuous improvement of services offered.

• Advocacy and Funding Opportunities
  The Community School Manager also plays a role in advocating for funding and policy support. Attending regional and national meetings allows the CSM to be an active participant in discussions about public policies that impact community schools. This travel often presents opportunities to meet with funders or partners who are interested in supporting community school initiatives, leading to grants or in-kind resources that benefit students and families.  A study by Cooper et al. (2020) found that community school leaders play a crucial role in advocating for policy changes and securing resources that benefit their programs. Advocacy requires community school managers to be active in regional and national conversations to influence policy and attract funding. Attending meetings, conferences, and policy forums is key for being effective advocates for their communities. 

In summary, the travel for the Community School Manager is necessary to engage in professional learning, collaborate with colleagues and external partners, scale effective practices, and secure additional support. This investment in travel directly supports the growth and impact of the community school, ensuring that students and families have access to a broad range of high-quality services.

3. Teachers can be placed on corrective action plans (CAPs), is there a similar mechanism for administration?

New Jersey Administrative Code 6A:10-2.5 outlines the use of Corrective Action Plans (CAPs) for all teaching staff members.  The definition of teaching staff members includes administration (principals, assistant principals, and vice principals).

References

Cooper, K. S., Padrón, Y., & Butler, B. R. (2020). The role of school leaders in shaping teacher and community engagement. Educational Administration Quarterly, 56(4), 556-591. DOI: 10.1177/0013161X19868484 

Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers' professional development in the United States. Psychology, Society, & Education, 7(3), 252-263. DOI: 10.25115/psye.v7i3.515 

1. Is the attendance of school board members at New Jersey School Boards a need or a want?  Can the information be turnkeyed?

The attendance of school board members at New Jersey School Boards Association (NJSBA) events is essential for several reasons. It is not merely a desire; rather, it represents a critical need for effective governance and informed decision-making.

1. Professional Development
   Participation in NJSBA events provides valuable opportunities for professional development. School board members gain insights into best practices, current educational trends, and effective policies that directly impact our schools. Research by the National School Boards Association (NSBA) emphasizes that continuous learning for board members is crucial for successful school governance and leadership. This knowledge equips them to make informed decisions that benefit the entire district.

2. Networking and Collaboration
   Attending these events fosters networking among board members from different districts. Collaborative discussions enable sharing of successful strategies and solutions to common challenges. The NSBA highlights the importance of collaboration in enhancing school board effectiveness. By engaging with peers, board members can gather diverse perspectives that inform their own practices.

3. Turnkey Information
   The information obtained at NJSBA events can indeed be turned into actionable strategies for our district. Best practices and insights shared at these gatherings can be disseminated to other board members, staff, and the community. This process not only enhances the district's overall effectiveness but also ensures that all stakeholders are aligned with the latest educational strategies and policies.

In conclusion, the attendance of school board members at NJSBA events is a necessity for effective governance. It fosters professional growth, encourages collaboration, and equips members with the knowledge to implement best practices throughout the district.

2. What is the student-to-teacher ratio at Mauger School?

In the 2022-2023 New Jersey School Performance Report for Von E. Mauger School, the student-to-teacher ratio is reported as 10:1. This number calculates students receiving in-class resource room (ICR) services separately, however, students receiving inclusion services are educated in general education classrooms, thus increasing the ratio. As outlined in the 2022-2023 New Jersey School Performance Reports: Reference Guidance, student-to-staff ratios, are calculated by taking the total end-of-year enrollment for the school or district and dividing it by the number of staff in the corresponding staff type. 

3. What is the total enrollment at each of the schools?

As of September 30, 2024, the enrollment at each school is as follows:

• Middlesex High School 598

• Von E. Mauger Middle School 504

• Woodland Intermediate School 315

• Hazelwood Elementary School 193

• Parker Elementary School 192

• Watchung Elementary School 220

4. Why is the district hiring a Behavioral Consultant?

Hiring a Board Certified Behavior Analyst (BCBA) is a strategic decision that addresses the district's growing needs for behavioral and emotional support for students while offering a clear benefit based on a cost analysis. Numerous research-supported factors justify this decision: 

1. Addressing Student Behavioral Needs
   A BCBA helps implement evidence-based interventions that improve student behavior and reduce disciplinary issues. Research by Bradshaw et al. (2015) shows that such interventions lead to better academic outcomes and a more positive school climate. The BCBA ensures that these strategies are applied effectively, leading to fewer disruptions and improved student engagement.

2. Supporting Teachers and Staff
   BCBAs provide essential training and support to staff, improving their ability to manage classroom behaviors. Simonsen et al. (2020) found that professional development in behavioral management reduces teacher stress and increases their confidence, enhancing the overall learning environment. By investing in this resource, the district ensures that teachers have the tools to succeed, leading to better classroom management and improved academic outcomes.

3. Cost-Benefit Analysis
   A cost analysis conducted by the district revealed that hiring a BCBA provides significant long-term benefits. By reducing the need for outside services, decreasing the frequency of disciplinary actions such as suspensions, and improving student performance, the BCBA role leads to cost savings over time. Research supports that investing in behavioral interventions reduces expenditures on disciplinary measures and increases student achievement (Gage et al., 2017). The BCBA’s impact allows the district to maximize resources and enhance overall budget efficiency. 

4. Promoting Inclusive Education
   The BCBA also helps promote inclusive practices by reducing exclusionary discipline, creating a more supportive environment for all students. Gage et al. (2017) demonstrated that behavioral support staff can significantly reduce suspensions and expulsions, ensuring students remain engaged in their learning. This aligns with the district’s vision of fostering an inclusive and equitable educational environment.

In summary, hiring a BCBA provides both educational and financial benefits to the district. The cost analysis indicates that this investment will reduce long-term costs associated with behavioral issues while supporting student success and improving the overall learning environment.

5. How many administrative positions are there in the district?

The total number of administrative positions in the district is twenty (20).  This number is inclusive of Central Office administration and managers.

References
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining the impact of schoolwide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions, 17(3), 133-145. DOI: 10.1177/1098300714523998

Gage, N. A., Sugai, G., Lunde, K., & DeLoreto, L. (2017). Effects of school-wide positive behavior interventions and supports on academic, attendance, and behavior outcomes: A meta-analysis. Behavioral Disorders, 43(3), 262-271. DOI: 10.1177/0198742917713789

National School Boards Association. (n.d.). The role of school boards in supporting student achievement.

National School Boards Association. (2020). Effective school governance: A resource guide.

Simonsen, B., Britton, L., & Young, D. (2020). Schoolwide positive behavior interventions and supports: A synthesis of existing literature. Behavioral Disorders, 45(3), 167-183. DOI: 10.1177/0198742919870977