001100 people. >> There's a lot of people coming your resolution. >> We've had 100 people here. >> We hope we don't have to ever again. How are you? Happy new year. >> Happy new year. >> Good evening and happy new year. I'd like to welcome everybody here and who's at home on watching on YouTube to the January 12th summer's board of education meeting. >> Please rise for the pledge of allegiance. I >> aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Start off. I'll take a motion to approve the minutes from the December 8th meeting. So move second. Any questions or discussion? All those in favor? Opposed? Extensions. That was unanimous. Thank you very much.
002>> You want to vote on the minutes from last meeting? Nailed it. Unanimous. I'm sorry. Now it's unanimous. >> All right. Dr. Galloway with the superintendent update. >> Thank you and good evening. During the month of December, the annual indoor air quality assessments were completed in all three buildings. There were no issues to be reported. uh and everything was in line in accordance with the checklist items. Last week on our first uh week back from vacation, I had the opportunity to be in multiple classrooms at SCES and MBA. It is encouraging to see the new ELA curriculum and math curriculum in play. I am optimistic of our future student outcomes with this new curriculum. In your folder tonight, you'll find the budget documents. And on Monday, January 26, I will make the formal budget presentation
003to the board of ed. Over the next two weeks, uh, upon your review of the budget documents, if you have any questions, please send them to me, and if I get them, I'll address them on the 26th. And of course, if something comes up on the 26th, you can raise it as a question. If I don't if I can't respond to the uh question at that point in time, I'll follow up with you after the fact. Tomorrow at the high school, the students will be presenting their capstone projects. The panel presentations will be from 7:40 to 11:30 and the gym showcase will be from 8 to 11:00. Also tomorrow at NBA at 6 pm they are inducting our next class of junior beta members and the junior beta club is an middle school honor society
004and this year we have 26 students scheduled to be inducted. So that is one of those very proud moments for students and families. So that's at 6:00 tomorrow in the gym. I'll switch gears at this point in time just to provide a little sports update. Uh wrestling, uh wrestlers have gotten off to a one andone start in the NC. They lost to Portland in their first duel. So I was at the high school today. I went into the wrestling room and I said, "How in the world did we lose to Portland?" I was uh assured that it was an anomaly and and they're going to move forward from there. Uh they did come back uh to beat Coventry uh at at the Canton tournament and noteworthy uh athletes Harrison and William McCory won their respective
005weight classes. Uh and Harrison to his credit has recorded his 100th win. I think that's worthy of public acknowledgement. >> Girls basketball, very young team. uh this year and they're started off as to one and five is the current record. Uh so they're looking to improve um let me see this week they will travel to Stafford tomorrow night for an NCC league game. Hopefully they'll get their third straight win. Trytown hockey through the first five games. Hockey is still looking for their first victory. They are currently 03 and two early in the season and is scheduled to play Wednesday at Enfield at 3:45. The Sufffield co-op girls hockey team, they're off to a good start at 5 and three to start the season. They just beat Woodstock Academy 5 zip and they're looking to get
006their next win against East Catholic on Wednesday. And lastly, boys basketball. They've won three of their last four games to improve to four and two on the season. They have a busy week tomorrow. They will host Stafford, travel to Putinham on Wednesday, and then back home on Friday for SUV. That concludes my brief update tonight. Pending the question. >> I just have one question. Um, so specifically to the math and ELA curriculum, you're optimistic. So just curious as to like some more specifics of the optimism. What is the specifics of why you're optimistic about that? >> Sure. I'm I'm glad to talk about that. Uh for instance, you know, we have been supported by SEF uh with ruler training. So I see teachers implementing those strategies regarding CKLA. I can go from classroom to classroom
007and you see the curriculum in each room that you're going in. So we talk about alignment to standards. It allows for that coherent conversation to take place with teachers during the data team process and that is also those adult actions in that space. We're trying to improve those as well. So I'm seeing that uh alignment and regarding the uh the math program, you know, they right now well I'm a man of a certain age. We learn math according to the algorithm, right? But but that's how we we learned it, right? But >> what I see now is students using three different methods to solve one problem. >> So I'm dating myself years ago when they were taking CMT strand 25 was that that critical thinking part of mathematics is that so many districts bypassed. Why?
008Because it it took so much time. Let's just teach them the rule and move forward. What I'm seeing now is a visible thinking that students are engaged in and it's because of the programming. And is there like a an a data analysis that we're specifically using to be able to look at that over time like over the years like to be able to >> Absolutely. So what's new also is we're actually using FIABs where and we now have the platform >> what's an FIAB I'm sorry >> it's an interim assessment right aligned to the ESPback that students are going to take and we now have a platform to house that data and actually examine it. So now they have Looker Studio and for years other districts, you know, >> is the Looker Studio the same
009as Google Studio Suite. >> Okay. >> Yeah. And and different districts use different platforms where you input the data. The adults can look at the data and actually see >> did it work? >> Yeah. Yeah. Yeah. >> Right. And then come up with the strategies and and when I sat at that table two and a half years ago, it didn't exist. and and I sat there like how how could that be where the adults don't have the tools and ability to actually see if the lesson objectives have actually been transferred to the students. So I see the CKLA in play, >> right? I I see um teachers with printouts of exact with students names and exactly what that student needs. So when they pull groups, they're addressing skills. >> Wow. So, so that's that's like
010a game changer, you know, and and I've talked I've worked very closely with Melissa, principal there about raising the that entry point in grade three at the elementary. >> Yeah. Principal Muse about raising that bar >> at grade three. >> And you know what I'm hoping for causal effect as I talked about with students just even getting keyboard skills. So, so in a lot of ways we weren't people were working hard, >> but we didn't have the ability to examine in real time if we were being effective or not. >> So, I see that in play. >> Yeah, I look forward to seeing that. >> Would we be able to So, you have the dibbles and you have your IBS and you know, you've got your beginning of year and your midyear. Would we be
011able to see any of that to see the trajectory we're in? The short answer is yes. >> Okay, we just need to figure out how to do that. >> Not individual students, but >> no, it's the trend. Like, so if you had, you know, 50 students that were in yellow in the fall or approaching >> and here's all the stuff we now know all the different things that are happening. Now we're at the midyear. What does that look like now? Right? It's just another way between the different data points. It's a nice way to see a is the curriculum having the desired effect and b are we able to meet the kids where they are and increase their overall >> absolutely correct. So to answer your question it it's yes and you know for the
012board and public what we're trying to do is raise the bar at grade three and continue that trajectory as they leave SCES as they transfer to MBA. So the grade six students coming in are stronger. The dep their depth of knowledge is more solid, you know, because I said 2 and 1/2 years ago, I said I need 70 points on the SAT. So I'm pressing the high school. However, we have to send stronger freshmen into the high school. I'm looking forward to seeing also the itemization of like the different student populations like special education and how that impacts the scores that way too and you know their progress. So >> yeah and you you know excellent points and those are um populations that we're honed in on special ed high need students those conversations are
013now happening. >> Yes. Right. You know, I've talked to to the board before just about the accountability indicators. The discussion, the dissection and and examination of those accountability indicators was new here. So, when you're looking like, you know, well, why were other districts outperforming us? It wasn't that people weren't working hard, right? But we weren't aligning the efforts to what students were being asked to do in certain >> um assessments. Well, and unlike the reader writers workshop which was a little tougher, CKLA through the differentiation that they have within that allows nice entry points for students who are struggling so that they're still accessing the curriculum. We're not like trying to catch up all the time. >> Yeah. and and you know the the way we're approaching instruction now is to consistently expose students to
014grade level material as we move forward instead of taking like a remediation posture so you know >> they have access to >> Exactly. >> Okay. Thank you. >> Sure. >> I appreciate that. >> Anybody else? >> Okay. Thank you, Dr. Galloway. Yes, sir. >> Good. >> Uh monthly budget report. Bethany, >> I'm just going to sit up here for like the three things that I'm on the agenda for. Makes no sense. All right. So, on your monthly report, this is through December 31st. Um, the biggest change on here was under other instructional salaries, which is the fifth one down in that category. Um, that was due, we've talked a couple times about long-term subs. there was a long-term sub that we were hiring or that we had in place for the science teacher up at
015the high school. We hired permanently for that position. So that long-term sub became unencumbered. Um and we also um over historically we have used title one funds for tutors and we were not sure what was going to happen with tutor or the tutor funding the title one funding this um year um just based on the change in in federal administration. And so we had planned that we may need to cover it through our operating budget. Their salaries title one funding came through this fall. So I have unencumbered the tutor funding from our operating budget. That will be covered by title one funding. So a portion of it is covered by title one funding. So that was the biggest change um for salaries. Um and then the other change from November's was under the books, textbooks,
016and workbooks line, which is an instructional resources category. Um there was a um high school social studies had a collapse of um coursework. They combined, I think, two classes and they didn't account for the correct number of students taking the class. So, we needed to buy more textbooks. So that is part of your transfers which will get voted on later but that we had to get those books in before um second semester started. So we paid for those in December. Um so those are the biggest changes. Um I'm still waiting to find out about excess costs that will come in February once I um get the the first installment of it. So um probably that won't show up until March. But um that's the biggest the next biggest thing kind of that's happening to our
017budget. Thank you. You're welcome. >> Questions. >> Okay. Opportunity to add or delete agenda items. >> Okay. >> Well, do we want to consider that or do you want to wait? >> Okay. All set. >> Okay. Uh I'll take the motion to approve the consent agenda. Slow move. Shane Nina. A second. Uh, any questions? I just have one quick question. Um, on the warrant. >> Yeah. >> Ellington Board of Ed, $9,900. >> That is tuition. >> Okay. Okay. I thought it might be sports or something, but >> not yet. >> Okay. Not yet. >> Yeah, we paid uh the co-op, the hockey co-op, paid to Ellington. It just the bill hasn't come in yet. >> Great. All those in favor? Opposed? It's unanimous. >> All right. Old business. No old business. New business. >> Stephanie
018again with uh >> with our board of ed transfers. >> Uh so on uh Thursday last week, I presented this to the budget subcommittee. These are our quarterly transfers from October to December. Um the majority of this is uh due to the textbooks that I mentioned um needing that the $7,200. And then the next biggest one was the textbooks for social studies at SCES. Uh they are piloting a subscription to the week to support their um social studies curriculum. >> Yes. Um other than that it's just little transfers within the curriculum department to um cover supplies. >> So this seems to be working out well. You know when we had the discussion a year ago we said let's try it quarterly. >> Correct. So for our new board members we used to only do it
019once a year in August at the end of when I was chewing up the the financial records for the EFF the state report. um which ends up being very it's a lot. It ended up being like $800,000 or be was being transferred in August and that's just I just I did not like it. Um and I thought that it would be easier to do it quarterly. It informs the board of what's going on. It allows me to move the money right away so that I'm not having to remember like, okay, we're saving this salary to go here. Don't touch it. You can't spend it. I'm not, you know, we're not spending money in any any of our accounts and always having to remember you can't touch that. It's actually less than what what's available. Um,
020so quarterly seems to have worked out well. >> And so now when we give the budget to the board of finance, I think was the other advantage that it it's what's the word I'm looking for? It's more accurate. >> It's more accurate when we've already moved the money and now it's a better justification for what we need for next year, >> right? So you don't see a need to do this any more often? I think it quarterly seems >> No, quarterly seems to work out. >> That's right. Okay, that's great. >> And it's for the social studies curriculum. So like mean high school, middle school, districtwide, like is it >> So if you look at the transfer sheet, what I do is I kind of break this into the group. So for the um textbook
021social studies, on the right hand side is the amount that we need. It says $7,200. on the lefthand side is where I'm taking the money from in order to cover that expense. >> So I'm taking money from consumer science high school because we don't run that program this year. It was in our budget because we weren't sure what was going to happen with that program. Um so we have money available there. Um supplies general uh general um SHS supplies. Dr. Renberg said I don't need that money. You can transfer it into. So I it do it in consult with the other administrators because it is their budgets that I am asking for money from. Um and then now that I've shifted that money into this the textbook social studies at the high school account now
022that line becomes balanced. >> Yeah. I guess I was more thinking the purpose of the actual curriculum like it's being utilized by the kids. Is it >> Oh yeah. It's like the amount of kids is it like a license? Is it >> It's textbooks. It's actual textbooks for the class. They just miscounted because the one course they closed and moved all those kids into another course and they didn't account for that number of students. >> Okay, thanks Stephanie. >> Any other questions? Okay, so we'll need a motion to approve the budget transfers. So move second on the board. >> All right, all those in favor for sure. You're >> all set. You're a yes. >> Yes. Yes. Sorry. >> No, she's busy. >> All right. Unanimous. Thank you, Stephanie. >> Thank you. >> Okay. Mr.
023Kipper is going to talk to us about the uh the art trip. >> Absolutely. >> Come on up. Yeah, you bet. Move one seat over here. >> All right. Right. So, yeah, here for my yearly visit uh to talk about our honors and AP art program and how we do a yearly field trip. Um, so just a little bit of the background. I think you have the itinerary in your packets. Um, but just a little bit of background and the why we do this trip. So, these are all senior kids who are in the honors or AP art class. It's one combined course um that they take together. And so this trip is kind of like an experience in a effect like in a reward in a sense that they have taken all the courses
024they needed to take to get to this point or they had received my recommendation based on their their passion and their their action um to really show that they were involved and wanted to be involved in the arts and and do summer work over the summer in order to be eligible for this class. So, um, this year we're moving the trip back a little bit earlier, um, in the school year. And I think that my hope for that is that they get some inspiration on this visit for their own displays that they have to do their own senior art show at the end of the year for the celebration of the arts. So, Kota is where these students have to put together their own art displays. And so having this trip a little bit earlier
025in the year gives them some time to maybe gather some inspiration on this on this trip um to infuse into their their own um displays. So um yeah, so this is it's going to be a group of six students. Um someone uh said to me, maybe it was last year that it's like varsity art and I love that now because I'm also a basketball coach so I I like referring to it as the varsity artist. Um and so uh they're a great group. Um we I had come to prepare to do this trip last year. Uh the group ended up having some some conflicts with the trip and the timing and the amount that it costed. So we switched and we did a Boston trip instead. So my intent actually I think the first year
026I stepped into this position, this is my fifth year in this position as the honors and APR teacher. Uh first year we did it, those kids, the teacher that before did the New York trip every year. And so they were like they were ready to go because we hadn't been able to do it since 2020. And so they were like as soon as I walked through the door they were like we're doing the New York trip this year, right? So we did it that year and then my the next year I did Boston and my intent was to do alternating years. So I wasn't going to New York and doing this trip every year but um last year. So we switched to Boston this trip and and so this group is actually very excited to
027do New York because they're like oh so you did the Boston last year that means we can do New York this year. They've been very uh gung-ho about it. Um and so they're very excited to go. I think they would make whatever they need to have happen to to make it to this trip. So uh like I said, the itinerary spelled out here. Um we would be going on Friday, March 27th. Uh we would take a school bus from SHS at 7:30 a.m. So right after they drop off students, they should be ready to go. Take us down to New Haven Union Station where we take the train. Uh it's about a 2-hour train ride from uh New Haven to Grand Central, New York City. Uh we take a walk to our hotel, so it's
028an overnight trip, hence why I'm here to get approval. Uh where we stayed at this hotel where we stayed uh when I did this trip before. So, uh Pod 51's nice uh small rooms. They have bunk beds, so it' be two students to a room. So, they have kind of a partner there. Um and then, uh we'd be able to walk also to the Museum of Modern Art, have lunch. Uh then we'd walk around a little bit, get dinner, uh 5:00 pm, and return to our hotel for 8. Um make sure that everyone's in their assigned rooms. 10. I don't know why I said 10. I feel like that's a little late for me these days. Uh so we'll see. I might might change that number. We'll see. Um and then uh yeah, we'll get
029up early in the morning, have breakfast right around the corner. There's a nice little breakfast bagel shop. Um, and then, uh, we'll take our, uh, subway over to the Metropolitan Museum of Art. It's just a little bit far of a distance for a walk. Um, and so we'll take our bags on the subway. Uh, the Metropolitan Museum of Art has uh, storage for bags and things like that so we can lock away bags and things so we're not carrying them around. Um, and then we'll take our uh, trip back to Grand Central 2:30 p.m. Uh, train will get to from New Haven back to Summers around 6:00. Um 6 PM would be the bus back to summer. So we'd be back in summers about 7 PM the next day. So um yeah. So um you
030know the museums I think speak for themselves. If you haven't heard of them, the Museum of Modern Art is one of the most highly regarded museums of modern art, contemporary art in the country. Um and so we do that on Friday night and then the next day we would go to the Metropolitan Museum of Art where they have a range of a lot of historical art. So they really get to see a range of things historically and building up to more of the contemporary art too. So they get kind of a full full sense of the whole spectrum of of the art that they can see. Um so yeah, and I do give them activities to do on this trip. It's not all just sightseeing and and fun and running around. So when we're in
031the Museum of Modern Art, they have to pick a piece that they identify the most with, take a photograph of it and a photograph of the placard that's next to it. And then each student, we put together a Google slideshow when we get back to school. So each student has to take their favorite art that they identified with and we review who uh each each student chose in their slideshow when we get back. And then when we do go to the Metropolitan Museum of Art, I I tell them they have to find somewhere to do an on-site sketch. So they have to sit somewhere in the museum and do a sketch for a certain period of time. So they have to do on-site um artwork there too by by a piece that they feel inspired
032by. So, so they are doing some art activities and we have some things to discuss and share when we get back. Um, and then also you know the timing of this hoping that they maybe are a little inspired for their their displays that they put together for the celebration of the arts which is in miday is when we have celebration of the arts. I think we said May May 13th maybe somewhere around there this year. Um, but right now uh cost without any fundraising is $250 per student. Um, this group, like I said, is really gung-ho. They wanted to do two fundraisers this year. Usually I did one. Um, so we did decided to do two paint nights. You may have gotten some of my emails about our paint night in the fall. We did
033a fall one which was very successful. So I think that price is about cut in half right now. Um, and they also want to do a Valentine's Day paint night. So we're going to do another one uh February 10th. So if anybody's free February 10th, you feel like coming to paint, you are more than welcome. Um, so, uh, and if we are just as successful with the first one, then this cost might be down to almost zero. Uh, really they would just have to pay for their train ticket and then bring money for food while we're on the trip. >> So, um, yeah. And so, aside from that, it' just be the six students. So, we just have two chaperons, and I think that should probably be sufficient for for that size group. So, >>
034that's pretty much it. Sounds like a great trip. Yeah, that's the normal amount of kids, six or so that go in it. >> Yes. Yeah, that is. That's pretty typical. Last year I had a pretty good size group. I think I had 10 in the AP and honors group last year. This year's senior class, as you probably know, is a little bit smaller. Um, and so I think next year I'll have a little bit larger group again, looking at like 10, 11, maybe 12 in that class. So, >> and is that is that something we can advertise on the Instagram is the paint night? >> Sure. Get the word out a little bit. >> Yeah, definitely. >> I'm not I hate painting. That's the one job of my >> This is art. This is like
035art paint. >> Yeah. And we try to break it down step by step. So, kids kids are welcome. >> You want to go, Mike? >> You know, um >> Yeah. >> Think about it. >> You have you have a flyer done already for them? >> We do. Yeah. Yeah. >> Can you send it to Lori? >> Yeah, absolutely. Yeah, I'll share it with Lori for sure. Um Yeah. And so, and it's a good experience for the students to do that. Um, you know, the the idea just kind of came to me a few years ago. The the students actually teach that paint night. So, we do in class we'll do a rehearsal where, you know, I kind of lead them through the painting. So, they all create it beforehand and then when people come the
036night of, they're kind of prepared to help people out. And so, we set up two easels at the front. And so, students take turns kind of demonstrating and painting on one of the easels and I'll paint on the other one. So, we're kind of up there together leading the the class through instruction. >> Yeah. Yeah. So, the kids are there. They're there to help you and assist you and and then kind of lead people through the painting, too. So, >> great. >> Yeah. Yeah. Definitely channel my inner Bob Ross for sure. >> Uh, any other questions? I don't have a question, but I just want to thank you for going above and beyond, you know, to put together something like this >> overnight, your weekend, you know, away from your family and stuff. It's really
037cool. You know, you're not only helping these students, but together the ideas that you're teaching them in class by experiences outside of class. >> Um, but you're exposing them to two great communities like Boston and New York and helping them to see another part of the country. So, thank you. >> Appreciate that. >> Definitely the perk of our location. easily two, right? An hour and a half. Definitely. >> Couple hours >> for sure. >> Excellent. >> Do you find kids go in there with like an agenda in terms of the museums and like what they want to see? >> Um, yeah, sometimes. Yeah, sometimes a little bit. I think I I do try to give them a good like overview of what is going to be available. Um, but I think there it's a lot.
038>> It's a lot. So, we try and see as much as we can. I mean, the MET is you could spend two whole days in there and still almost not see everything, >> but um but yeah, I do give them kind of an overview of what they can see so they can try and make a a beline straight to what they're really interested in. Cool. >> But for the most part, I they just kind of go with the flow of it. Just kind of follow walk around and try and see as much as they can for the most part. Are you proposing a BOE field trip to NYC art for >> maybe? He sounds like he's in. So, >> maybe we should paint like Oh, no. >> Um, all right. Great. Thank you. So, we'll
039need a motion to approve the New York City art trip in March. All those in favor? I >> I opposed. >> Any abstensions? No. >> Great. Have a great time. >> Yeah, you bet. >> Thank you guys. >> Great idea to do it earlier, too. >> Yeah. Yeah, definitely. Yeah. End of the year, especially with seniors, there's a lot of things going on. So, that was I think part of the issue we ran into last year was there's a lot lot happening at that point in the school year. >> Appreciate it. Thank you. >> Thank you. >> I second that motion, by the way. >> Oh, yeah. I saw Jenn I saw Jenna's face and I'm like >> okay committee reports curriculum. >> All right. Curriculum met this evening. Uh we discussed two new course
040proposals for MBA. Uh first one being a general music class um designed for any student grades 6 through 8 and then the second one creative literacy um also uh for any student 6 through 8. Uh so you'll be seeing the first warnings of those at our next meeting. Um and we we uh voted unanimously to move those forward to the full board. Uh we plan to meet next February 23rd right here uh before the full meeting from 6:00 to 7:00. >> Great. Thank you. Policy >> uh policy in your red folders. We started this last year I think to give an annual report. So, this is just a list of the 32 policies that we looked at um in the past 12 months. Um, and if you're on the policy committee, you should have a
041a blue binder in front of you. And that's something new that I hope will be helpful and help to streamline it with a policy handbook. Um, our next meeting is on the 26th at 6 PM. Um, we might meet a little later than that. Um, I'll know after I meet with Dr. Galloway with the policies we're going to go over because we're pretty well caught up. If we don't need an hour, I just start it a little later. Okay. So, I'll get back to you. >> And Ann took five weeks to put those those policy books together on her own. So, thank you Ann for doing that. It was extremely necessary probably and >> I think a lot of work and once again for anyone who has trouble going to sleep at night after one
042of these games, I highly recommend it. It works. It works for me. >> I should have done that. Yeah. >> Well, thank you for Thank you for doing that. >> All right. You're welcome. >> Okay. Planning and finance. Uh Kim is not here. The next meeting is the 2nd of February. Salary and negotiations were on hold. Building committee um we have not heard a yes or no if we got the funding yet from the grant. So we are kind of in a holding pattern until we get a definitive on that. So um hopefully more to report next meeting, but right now we're still just kind of waiting for that answer before we can really proceed with anything further. Were we expecting an answer by this point? >> Yeah. >> Okay. >> Yeah. Didn't they initially
043say 30 days they were going to >> Yeah. >> But you're meeting every week. >> Yeah. >> Okay. >> Yeah. So, we should know >> every other week. There's the next >> building. The next building is next. >> Oh, that's right. Second and fourth. >> Yeah. So, hopefully by the next meeting we should have a an answer. >> Great. >> Okay. CIP. Um, no report. I hopefully will be at the next meeting. Do you know the date of the next meeting? >> It was supposed to be this Thursday, but it has to be rescheduled. So, I'm waiting to find out what the rescheduled date is. >> So, it's supposed to be this week. >> Yes. >> But it's not. >> It's not going to be. Yeah. >> Okay. >> Correct. >> Yeah. Um, no report
044for tonight. However, uh, the next meeting is January 21st and I will be attending at least part of that. It's midday. So, yeah. But I did make contact with this stuff. Okay. >> Yes. >> FES. >> Next meeting is this Thursday at 7 p.m. >> On the advanced calendar, there's uh only four real things I want to talk about. Tomorrow we have capstone. Um so I'll be there as one of the panelists. If you do have time to go through and look at some of the exhibits, it's it's kind of cool to go through um look around and see the kids do some amazing work, which is um some of the ideas they have is pretty are pretty incredible. So, if you do have even a half hour to just buzz through. I know it
045means a lot to the kids and the the teachers and that you're there. So, hopefully you can make time for that. Um Junior Beta Club tomorrow night, I think Ann will be there. >> I'll be there. >> Okay. if anyone wants to attend that. It's another nice event. Uh the board of ed photo is now scheduled for our next meeting on the 26th. Pending everyone can be there. If you can't be there and you already know this, now would be a good time to cough up that information. Um >> we will get it done eventually. >> I I don't believe that. Well, right now, >> well, everyone may have gray hair, not just me. Um, >> so right now we're on schedule for the 26th next meeting. So um I'll send out an email with
046the dress code. >> Okay. >> And then lastly, we have uh Kevin Nichols from Morgan Stanley coming uh to the next meeting which will be a Zoom call. Correct. >> Yeah, it'll be a meeting. >> Fine. Uh for review on the pensions >> for the on this screen. >> Um I don't know if it'll be on that screen, but it will be on a screen. >> Yeah. Okay. It might be on my left here. >> We will be here if he correct somewhere. >> Yes. We're just not asking him to drive off from >> Oh, that's good. >> Yeah, >> cuz he's coming up from Stanford. >> Yeah. Stanford Greenwich somewhere. >> Yeah, we made that recommendation last time. >> You don't have to do that. >> Yeah. >> Okay. Audience, citizen, staff, students. >>
047Okay. So, we'll need a motion to adjurnn. >> Make a motion to adjurnn. >> Shane second. Second. All that's there. All those in favor? >> That's unanimous. Thank you everybody. Being adjourned at 7:36.