001Okay. All righty. All right. 6:00. We'll go ahead and call this meeting to order. The reminder to please sign devices. Also remind this meeting is audio and video recorded. Mr. Warrior, make a roll call, please. >> Yes, chairman. Mr. Paul Alexander >> here. >> Dr. Shante Jones here. Miss Ellen Slonik here. Mr. Zach Graham >> here. >> Miss Jen Moyers >> here. >> All right. Um, Dr. Would you lead us any pledge allegiance 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. All right. Do we have any additions or corrections to the agenda? >> No, chairman. All right. >> Can I get a motion and a second for approval of the agenda? >> Motion. >> Second.
002Motion second. All in favor? >> I. >> All right. Consent agenda. Assuming a chance to review. Can I get a motion and a second for approval of consent? >> Motion to approve. >> Second. Motion. Second. All in favor? I. >> All right. Moving on. Superintendent Spotlight. >> Dr. Rates is coming forward to share some uh some good news. All right. Good evening, Chair Alexander and members of the board. Uh before we move into tonight's spotlight, I did just want to point out that um due to some various inclement weather that we've had over the past couple months, we did have to um kind of condense down some spotlights. So, just taking a minute to say how much we appreciate some of the people that we have recognized over the past couple of months and that
003includes our school resource officers, um our school counselors, um our bus drivers, oh, and our school board members. So, we want to thank you all for um everything that you do for our students. And you know, when you think about how many groups there are to recognize all the time, you think about how many people it truly takes to um you know, run our school division and make sure that our kids are successful. So, we want to make sure that we recognize them quickly. Okay, first up tonight, schoolboard members, superintendents, teachers, and families play a critical role in supporting students with obtaining the skill sets necessary to be successful beyond high school graduation. This is why VSBA has declared April to be Workforce Readiness Month and April 16th as Workforce Readiness Day. Rooted in public
004education, workforce readiness and CTE programs can give students the training needed to succeed for life. Additionally, these programs help students understand how their learning applies to the needs of employers. Regardless of whether students are headed directly to college or the workforce, this type of education will prepare them for the future. The demand for highly skilled jobs over the next decade in Virginia continues to increase. These jobs can be filled by qualified public school students. MPCS is committed to offering workforce development and workplace learning opportunities that will enable students to be successful and globally competitive. And I think based on the audience, you're going to hear a little bit more about some of that tonight. Um, so we just want to take a moment and recognize that it is workforce readiness month. Next up, um, back
005in March, on Saturday, March 7th, the Manasses Park High School Symphonic Band performed at the VB ODA, State Assessment, and earned straight ones from all of the judges, resulting in a superior rating. We also had six students who went on to audition at JMU for the All State band and Irvin Cruz and Anthony Chavez made it in. This hasn't happened since 2023. Um we also had Iran is the first bass clarinet in the state to make it into that JME band. So we wanted to recognize um them for their great work. They were not able to join us tonight, but we did talk to um Molly Brilasi and we're going to talk about choir tonight, Christina Shank, and they were um able to watch from home or on the recording. So, we definitely want to
006recognize those students. We have so much to celebrate with these amazing musicians. Continuing on with music tonight, um on Friday, February 5th and Saturday, February 6th, we did have students representing the Manessa Park High School at District 9 Honors Choir and Bands. They attended a district chorus concert at 2 p.m. at Patriot High School or the district band concert at 3 p.m. at Gainesville High School. And those are some of the students there that we want to recognize for their great performance in the arts. This concludes our spotlight tonight. Okay. Any superintendent announcements? >> No, chairman. >> All right. Moving on to public comments. for public business city schools CT workbased learning programs. Good evening, chair Alexander, members of the board. We're um several items tonight on the agenda from the student achievement department. So
007excited to highlight and showcase some of the things going on. We're going to start out tonight with Miss Ham and Miss Wolf. Okay. Are the old lady that needs your glasses any words? >> No. This one. Okay. >> Yeah. >> Good evening board members, fellow um central office staff and colleagues. Um, this is the third event in the 2026 speaking tour that Fen and I are on and so we are pleased to share these updates with you. We are incredibly proud of these programs and we thank you for all your support. I'm going to say that again at the end, but I can't say it often enough. We appreciate all of the support and the initiatives and the grace that's provided to us as we put on these programs that we're going to talk to
008you about today. Um, but look, I can talk too much, so let me make sure I have my timer running in the integral. Respect everyone's time. Um, so much like everything else that we do in Manasses Park, it's grounded in our strategic plan. Um, Fatton and I both believe very strongly in the part that CT plays in this work, especially for reimagining the school experience and building connect community and connections. You know, we can't do the things that we do for CTE without connecting into the community and getting kids ready to give back to our community is a key part of what we do in CT. Um, there have been lots of updates in C the CT world across the nation and also in this in the Commonwealth of Virginia. Specifically, we previously had 17
009career clusters and they have reimagined what that should look like and we're now down to 14. um all of those career clusters and those of you that have access to this link, you can click on that and you can spend a a nice little rabbit hole to see all of that information. Strong focus on transferable skills. We know that the skills that help kids be ready are transferable across all clusters. um specifically in Manasses Park and I'll talk a little bit about the individual cluster groupings. Um we fall in the the groupings of caring for communities, building and moving and the cross cutting cultures or clusters. Um and so we'll talk a little bit about those things. So our king for our communities clusters are these three right here. So with the human services, health
010sciences, and our early childhood education. Um, and there's I just added in a couple of little interesting tidbits about those specific pathways that we offer. We are very excited to say due to changes at the VDOE level, we are going to be able to double our CNA cohort in the coming school year. They have taken the CNA program from two classes down to just one. And so we'll be able to have a fall cohort and then a spring cohort. And we should be able to replicate that essentially doubling the number of students we can put through. With that change, we have also identified some new partners. Specifically, we're going to have a clinical site with Birmingham Green. I hope to partner more significantly with them. Birmingham Green, if you don't know, we has their own
011nurse a program that is free and even adults can find connect with that. And so, we think growing our part our program with brain hungry right across the way is a really good pipeline and system for us to give back to the community locally. Um, we also have our human services programs. Those are our independent living, nutrition, and wellness and those also connect with our early childhood education. We are absolutely increasing some of our internships and experiences with human services specifically with Birmingham Green. I'm sure Faton will talk more about them later. Um, we're trying to add in internships and those places as well. We are excited to also say that in the fall we're going to bring back our early childhood education courses. We have a couple of dyendors teachers at our high school
012and we have one of them say, "Hey, I can also teach that." Um, and so we're going to be able to bring that back in. That's been a big part of our success and how we contribute to the number of students that are preparing to do the work of teachers that we can hopefully come back to work with us here in Manasses Park. Um, building and moving are the clusters that are about engineering and trades and construction. Our big pathways here in Manasses Park are meatronics and smart automation pathways and our engineering pathways. In the spring, in fact, it's coming up in May. We're going to be at adding for the very first time us trying to talk too fast. a fundamentals of electricity and ACDC certificate that will we'll add that to our certificates
013that students can earn, graduate high school and go straight into the workforce. That ties into Micron, that ties into Lockheed Martin, that ties into BIE. Anybody that is doing any sort of advanced manufacturing, that certificate will be meaningful. It is for those of you that care about accreditation and whatnot is also worth extra points. So add that little plus to the column as well. Um we are expanding partnerships. Micron has a chip camp that is for teachers and also for students. Essentially the teachers will come and learn about chip manufacturing and then start off with the camp for students in middle school to then get exposed to those careers and what that work looks like in the semiconductor industry. Um is the Virginia Alliance of Semiconductor Technologies and they're a big part of all of
014that work. So that ties into our mechatronics program. One of the things that you'll notice as we talk about our data for CT in a couple of slides down the road is that we continue to struggle with recruiting non-traditional genders into different clusters. An example of that is our STEM our STEM clusters. We see pretty equal representation of genders at the middle school level. As you go up into the high school, it skews a little bit. So, we're also struggling to get males into our health sciences and our early childhood education programs. And so that's some of the areas that we need to focus on in the work that we do. Um crosscutting clusters are those clusters that really build the skills that help across the board. So those are those business and marketing classes,
015entrepreneurship, IT, computer science. Those clusters are some of the clusters that we have had for the longest. They're the most established clusters we've had in our high school. They're the clusters that we offer our dual enrollment classes with. those are clusters that kids, if anybody knows anything about CT, Manaz Park, you recognize the name Jeff Gaml that he's a big part of this stuff. Um, and we are proud of those because those are the clusters that give kids the skills they need regardless of whether they want to go into healthcare or regardless of whether they want to be an electrician. Right? If you know how to run a business, you can find that niche regardless of your specific skill set and interest in talent. Um, we are increasing credential options here as well with our
016Microsoft SPE office specialist certifications and looking to add in some other ones in addition to that. Um, so here there here's that that data. Um, so this is just kind of the met or not met. Again, there's a link in the slide deck if you want to see all the specifics. Um, the part about this data that's a little frustrating and hurts our hearts just a little bit is that we've been working really hard and we had just just last year that would have said me for like all but one of them down there. They've made some changes to the definitions how they collect data and and it's causing us to have to do a little pivot and kind of pause and reposition ourselves. um even in there like you see special populations for science,
017they are less than a percentage point for meeting that benchmark. So, we're really close. Um and we're working on it. We're proud of the work we're doing and we're seeing good things in kids. And I think there's evidence, especially when you hear patton talk about the work we've been doing in workbased learning to say that maybe this data doesn't show everything about what we're doing. Um in addition and our needs assessment it had was updated this year. So in CTE bianually bianually um you have to update the comprehensive local needs assessment to explain all of these different topics. These are the different sections and then to use that research that data those conversations to then inform how you spend your Perkins money. And so these are the different um you can see they're not very
018dissimilar to last year. These are the priorities that we have moving forward. Maintaining retain recruiting and retaining high-quality teachers is critical. We uh have invested a lot of time and money in making sure the instructional practices of our CTE team is strong. Um we're also expanding credential opportunities. We're creating innovative partnerships like our EMT program. um and what we're trying to create with Birmingham Green moving forward. Um and all of that is driving it's in the data and it's driving how we're moving forward. And here Patton can talk about the fun stuff. Okay. Well, we'll dance together first. All right. So, Lisa talked a little bit about the changes that have happened. I wanted to just go over just so when we're taking a look at the data, everybody has an idea of what's happening.
019there were 12 workbased learning experiences that were counting towards our data. Now we are down to six and of those six to be very honest about two apply to Manasses Park. We don't have an act program guys. Um so with that I want to kind of give everybody an overview. We have been given the directive by leadership you do what's right for kids. So that's exactly what we've been doing. So, with that, I wanted to kind of share a little bit of our data. Regardless of what, you know, the state is counting or not counting, this is our duplicated account. We've already offered uh 631, but that was last week's number. So, now we're at 688 workbased learning experiences. And when you take a look at that, it is guest speakers, it is our Cougar
020Time career events, which I'm going to go over in just a moment. It is paid internships. Now there's that's a very big distinction in in some of the way the state is taking a look at the information. So every student that we have completing an internship now it is paid um which means that they are getting compensated for their time and it's also a minimum of 90 hours where that time period was pretty flexible. So with these cougar career events what we've been doing is trying to connect our students to various business partners based on what they want to do based on their career. It's almost like a a flipped career fair. So the students are coming to the talks. They're held during cougar time that they are specifically interested in. This year we have
021more than doubled the number of cougar career events and then we put out like hey alumni let us know where you are and we were overwhelmed by the response. We had doctors, lawyers, um IT professionals, contractors, everybody came out of the woodwork and it was amazing because they were able to hear from people that are from our community and celebrate our community and that that was extremely powerful and we still have several more coming. Um but that's been really nice. Even the Cougars education one, those aren't just teachers that went to Manasses Park. They are actually Manasses Park alumni that are back in our community and teaching in our community. And I had I don't know like 20some people to choose from cuz they all wanted to come. >> You didn't even get on the
022schedule. >> You're not on my schedule. Sorry. You've only been around 20 years. These other guys they they beat you to it. But I when we put that out on social media truly we were overwhelmed by the number of responses of just alumni saying I'm going to come and some they don't even live in this area anymore and they were coming from out of town just to come and speak with our students. Then we've really expanded on the types of opportunities that we have. There are several paid internships. The ones that you're seeing right here are actually all filled. All of those students are already there. We uh placed the last one this morning. And they are they're in marketing. They are in coding. They are uh culinary internships, which I'm going to talk about.
023That's part of our partnership with Birmingham Green. Our students took part in the instruction to industry conference, which is over 2,000 students. That's a regional effort and they make us proud every single time. If you take a look at this picture in the center, that's our students. They always show up and represent. So very well. Our continued partnership with the Jim Row Foundation and with Birmingham Green. You may notice that with Birmingham Green, the two internships, the paid internships that I've highlighted actually are not in healthcare. One is in culinary arts and the other one is in admin. So it's a business internship. Last year they had two of our students, one was in human resources and the other one was on the marketing team. As of this morning, they are still both employed there.
024So, they finished their internships and just never left. Um, which is amazing. That speaks to the quality of our students. And as we talked about with health sciences, next year we're going to welcome two CNA cohorts, which is going to be 20 students. And we'll have we'll continue our partnership for the EMT. But those are some of our partners. So the types of opportunities that the students are getting for their clinical experiences, UVA Health, Capital Caring, George Mason, Birmingham Green, which will be the primary clinical site for the CMA program. Um, and of course, Manasses Park Fire and Rescue, which also hosts the EMTs. So they go there every day, please. >> Um, one of the special partners that we have is our Mason partners, the MAP clinic, over near the community center. And so
025our EMT students are getting some of their clinical experience in the opioid maintenance day. So they are not only learning those skills that are pretty unique um for high school programs, but they're giving back directly to the needs of our specific community. Um, and we one of the things that we have done and been intentional with with how we've created both the nurse aid and the EMT pathway is to make sure that we're not just focused on the skills, but we're focused on those skills and how they look different in different spaces and how you can use the same skill set to show up for different groups of people in different settings. cuz people that find their way into careers have to pivot and change and they need to know those skills look differently depending
026on the specific site that you're in. So just yeah, sorry. Well, and with that honestly just our students being able to take the AMT course at hosted at Manasses Park Fire and Rescue is amazing. They are right there watching our community. They are partnering with the folks in our community. And you know, while we're talking about that, I'll get to Bridging Futures, which is a partnership that we have with MPPPD. So, we're really proud of that. Dream and Nova continues to be one of our really strong partners. Um, initially this year, we were going to do one semester of the cosmetology program, which is after school. It focuses on the careers in cosmetology that do not require a license. We understand that we are not in a position that where we can offer licensed cosmetology
027programs. So, they have pivoted with us and they provide this class every single week at no charge to our students. We committed to semester 1. Semester 2 rolled around and they said, "Nope, we're not done." And they have continued. And I will tell you, um, the students are there. They are incredible. They do different showcases and help out with the community. In addition to that, Dreaming Nova is also one of our STEM partners as we look at our um, summer STEM camps. They also have hosted um, one of our students for an internship. And that student kind of with that work has pivoted and is using that as his launchpad as he uh joins UPA next year for his STEM career. And a really great partnership that has started is with city of Manasses Park
028and the city has actually already started with one of our interns that's helping with the family markets and she is rocking and rolling and she's meeting with folks from the city and the school and helping coordinate those now by monthly um markets that we are doing. With that, the city's also committing to new internships starting uh July 1st and we're really excited about that and that's going to be in a variety of things and that's something that we're kind of taking a look at. We'll get the final number and things just a little bit later. And that's our contact information. Any questions? >> Any questions? >> Not a question, just a comment. I just wanted to uh thank you all for all of your hard work. It's great to highlight all the amazing things that
029our students are doing and I appreciate the efforts that you guys are already doing to address the non-traditional uh gender representation in the STEM field. So, thank you for uh trying to bridge that gap and this is one of my favorite presentations. So, it's just great to see all of the amazing experiences that you bring to our students. So, thank you so much for all your hard work. >> Thank you. Sorry. And also, nine of our students competed at uh the state leadership conference with FBA this past weekend and they did an outstanding job. Yay. really great. >> I have to tell him to take a break and go get ice cream because he can't study. Um I have two questions. Um one is kind of piggy back on the statement. I remember last year
030the non-traditional part was one of the things that state focus on. Does the state offer any kind of insight as to ways to, you know, cuz it it's to break those those nontraditional barriers to to draw people into fields that normally they wouldn't be in. And then I know you present this before, but I always like to hear just um could you talk a little more about with the expansion to all these new fields and areas like how do you guys evaluate student input, staff input, resources available? like how do you determine the kind of what's next and what you want to bring on? >> Okay, this is my favorite. Go ahead. Do you want to say? Okay. All right. So, we hire very best research team, which is our goal, marketing students, and we
031actually survey. >> We survey students, we survey teachers, we they really hit the ground running and when we talk about I think Lisa will know off the top of her head, the sample size, they get a good chunk of the student population. So, it's it's 9th, 10th, and 11th graders, 12th graders, they're out the door. But we even asked like what would you have liked to see in your time? Um we obviously use uh data from the Virginia Office of Economic Education Economy has a lot of other lessons. Um and all of that is evaluated as we're talking taking a look at that and I think Lisa will talk about it a little bit but the um the cross cutting clusters that's our sweet spot where we're able to kind of meet the needs of
032so many of our students. Um yes to all of that. And um some of the trouble with the nontraditional genders is that it changes all the time, you know. So as as the role changes, it adjusts. And so sometimes um we don't know that we we miss something or we find out about it after the student has started in a certain pathway and it doesn't work easily into their schedule to add back in that completer pair because in order all of those numbers are connected to CTE completers. So it means that student has had at least two courses that match. Um, so we sometimes have kids that what I like to call allocart CTE kids. They love to take CTE classes. They do really well in CT classes, but they might have a mechatronics one
033and then an independent living and then a computer information systems and you name it, right? And so they've taken five different CTE classes, but none of them match. Um, so sometimes that's some of our problem. Um, sometimes it's because the genders change. Um, sometimes it's poor communication to students and parents about, hey, this is the reality. Um, the more fun part of that work is, hey, let's do women in roofing, right? All right, come bring all of, you know, my young men to the nursing home to learn about CNAs, right? Like those are the fun ways to do that. But when it comes down to it, getting the data right and talking and sharing information with students and families is the harder part of that work. Um, and and we're trying, we're doing it. Um,
034it just doesn't make a fancy slide or a really awesome picture to put up on here to share with you all. Um, but that's the more nuance of that data point. And we're not we're not an outlier. our partners, the the school divisions around us are struggling in the same way because they're dealing with the same reality of the changing of which classes sign up for year. An example kind of related to this kind of not is they just entrepreneurship used to match with just about every business and marketing course. It now only matches with advanced entrepreneurship. Yeah. Um, so that changes a lot of completers. And so we might have had kids that would have completed an entrepreneurship. By the way, female is a nontraditional gender for entrepreneurship. Um, but because they've changed the
035completer pairs, maybe um, we're going to lose some of those numbers because they've switched that up. So that's a lot longer than her fun answer, but yes. Well, marketing kids are awesome. Our marketing kids are great. But actually, this is our third year where when it comes time for course selection, we have a CTE fair where we're promoting the pathways, but we are decoration and the students do it. The students create presentation boards. The students um run it. They go through and it's for 2 days, 3 days, and they do it at lunches. So, they see every single student. And then this year, one of the things that we added is that we had um CTE students from each pathway go to the middle school and speak to the eighth graders. >> So, it's a
036really important part. And even when we're choosing the students who are going to like be participating, we try to be mindful of gender. We usually have somebody who can be bilingual. We try to make sure that all students can get the information. >> Any other questions? All right. >> And one last thank you all for your support. just it's really truly amazing. Um I've been in the park for a long time and I stay because I appreciate the support that I get from folks on the board, folks in those chairs. Um I just can't say thank you on behalf of the kids and the programs enough. So thank you all. >> Thank you. >> We should be thanking you guys for >> Yes. Thank you. How many hours you spent this past weekend? >> I'm
037I'm surprised you're awake right now. >> Don't worry, Leo. She loves it. She wouldn't have gone anywhere else than where she was. >> All right, moving on to student achievement updates for on special education. Chair Alexander and board. I'd like to introduce Miss Karen Graham, director of special education. Good evening. I'm not sure I could follow up with that cuz what they do is amazing. All right. Good evening. Um I am trying to figure this out. Of course, we ground everything in our strategic plan. Um, today I'm going to go over the annual plan, our corrective action plan, and our Special Olympics event this this Friday. Um, the first two are not as fun as your presentation at all, but hopefully my last slide will bring it all back together. Um, the IDA annual plan
038is a document our our school board, our school division submits every year to the Virginia Department of Education. It outlines how we will use our federal education funds to support students with disabilities. These c uh funds come from the individuals disabilities education act and must be used to ensure our students receive the free appropriate public education in the least restrictive environment. Um we have two sets. We have the IDEIDA section 611 which uh is for ages 3 to 21 and then we have section 619 which is specifically for preschool. The purpose of our annual plan really comes down to um to our students but it is twofold. First, it does ensure that our students with disabilities receive this services required under federal law. And it outlines how our division will use these funds to um
039support our our staffing, our instruction related services, all of it to uh ensure that our students have access to the general education in Manasses Park. These federal IDE funds uh primarily help us uh to support our staffing. Um we use it for our special education teachers, our instructional staff, our related services, uh professional learning to strengthen specialized instruction and we do use some contracted services when we need it to especially in the related service area. Um it is important to note that the federal uh IDEIDA funds help offset the cost of services but they do not cover it fully. Um we do s use a significant amount of our local funding to uh support our our students. But ultimately the purpose of the annual plan is to ensure that our students with disabilities uh receive
040the sports they need to access learning, make progress um through these federal IDEIDA funds. students received the specialized instruction aligned with the uh Virginia standards of learning and with the Virginia essentialized standards of learning the VSA. Um as well as related services. The plan also supports our inclusive learning opportunities. Um and it does work with students who are ages 2 to 21. Um, I want to also note that the annual plan is reviewed and approved by all of you by our superintendent. Um, and it is approved by VDOE itself. Um, we can't go any further if BDOE doesn't like our our plan. Um, we also ensure our plan aligns with our federal and state requirements, supports the needs of identified students through our special ed programs. Okay. All right. In addition to our IDA, we
041do have a uh our corrective action plan this year. So last year we went through um our monitoring. It's a cyclical monitoring that the VDOE has now put in for every 5 years for every school division and last year was our our our time. Um it was a result of that that monitoring process. Um, as part of the review, the state examined student records, policies, procedures to ensure that a division is fully implementing federal and state special ed requirements. The review involved the work of many special ed staff, general ed staff, administrators, all the schoolboard. I mean, everyone was involved in it. Um, and it took a lot of work, but there were certain areas that were identified that needed improvement, and the division developed our corrective action plan. Um and these are all due
042by May 30th of this year. So the areas that were um identified fall into four main categories. Staffing and case load requirements, student record documentation, service documentation procedures and division level systems such as records management and a surrogate parent parent tracking system. Um most of the findings relate to documentation and procedural systems rather than any service students any services that the students receive. Um and we've already developed the the correction action plan. We've started working on it and actually we're almost done with it now. So um we have for part of I'm sorry part of our action plan we've included um ensuring all case managers hold appropriate lensure case loads meet state requirements we've providing we've provided targeted training for special education staff on documentation expectations implementing new documentation tools and checklists to support accurate
043recordkeeping we've established divisionwide systems for logging parent record requests, maintaining records retention procedures. And in addition, we are doing um every quarter we're doing our own internal uh review of making sure everything is still in place and going the way we're supposed to. Um like I said, the majority of the correction action plans have already been addressed. Um we meet with a VDOE contact uh pretty much quarterly I think we've been doing it. Um, and so we are right on track to finish everything by May 30th. Um, and we have Yep. Sorry, I lost my place. All right, I think that's all I have for that. And finally is our Special Olympics event is on Friday. We'll start around, we say 9:30, but it's usually about 9:30ish, 9:45 depending on when we get the buses
044in and get the kids unloaded. And if you haven't been to one before, it is it is definitely the best day of the year. Um it's organized chaos. It may look unorganized, but it is so put together. Um but it's going to be a lot of fun. Few new activities that we're going to be doing, but there's 13 different stations around Cougar Stadium. Um it's K through 12 and they just rotate and we have a good time. So come out and check it out. That's all I have. >> Anything for me? >> Anybody questions? >> I do. I always always um as it relates to uh I just was curious don't you mentioning like the reporting and documentation aspects of it and maybe there's a better question. What? How did our cyber event impact like
045the records and everything for students? And >> it did not. >> Okay. Totally different system. We use the Virginia IEP system. >> Um and then our true copies of everything are still paper. >> Totally. Go paper. >> Thank you. All right, moving on to we're talking summer learning program. Chair Alexander, members of the board, like to introduce Miss Stacy Mannon, director of instruction. You have to press a little X on the opening it. something my eyes can see a combination of both. Um, good evening, Chairman Alexander, members of the board. I'm excited to be here tonight to share with you a brief overview of our summer 2026 programs and planning. Um, our work is just getting underway. Um, this work is designed to support student achievement while also preparing us for a strong start to
046the 2627 school year. This includes student learning opportunities, professional learning for staff, and curriculum work across the division. Our summer 26 program aligns directly to our NPCs strategic plan. Through our summer programming, we are supporting high-quality learning experiences, strengthening connections and transitions for our students, and providing supports that address the whole child. And we're also preparing operationally and instructionally for the upcoming school year. So, all of this summer work plays a very important role in helping us to continue to move forward in advancing our strategic priorities and ultimately improving student outcomes. So the goals for our um our programming this summer they first we're looking to provide opportunities to support student growth and readiness. This includes both academic support and enrichment opportunities. We're also uh supporting key student transitions including kindergarten, middle school, and high
047school. And then in addition, summer provides a very important time for professional learning and curriculum work which strengthens instruction and prepares us for the upcoming school year. So together, all of this work ensures that we have a strong aligned start to the new school year and it also supports our ongoing focus on strengthening that tier one instruction across the school division. Summer planning is a collaborative effort across the division. You can see here many names listed includes instructional leaders, specialists and coordinators representing multiple content areas and departments. This collaborative approach helps ensure alignment across our schools and supports consistency in both student learning opportunities and our professional learning and instructional planning. Um, and this team continues to work together throughout the spring and summer to finalize and then support the implementation of all of our
048programs at both elementary and secondary levels. So you can see our focus areas here as I mentioned before the student learning program supporting the student growth transitions and readiness the professional learning strengthening instructional practices and expanding educator expertise and the net curriculum work and resource development. Um these areas are designed to work together to support both student outcomes and instructional improvement across the division while again preparing um helping us to prepare for the implementation of key uh instructional priorities for the new school year. So let's first look at the student learning programs. They're designed to provide targeted support, enrichment, and transition readiness for all learners. So you can see three categories here. The academic support and acceleration opportunities. This includes summer school, credit recovery, and English learner programming. These help students strengthen their skills and
049prepare them for the next grade level. Second, we offer some enrichment and career exploration opportunities. This includes our STEM camps, our coding, and our work-based learning opportunities that you heard some about earlier. These support student engagement and those real world experiences. And then also our transition supports helps it helps support our students for those key transitions. and we found them to be very successful in the past, thinking about that transition into kindergarten, that very big transition into middle school and then into high school. So together, these opportunities are designed to support that student growth, readiness, and engagement for all of our learners. So looking um at both the elementary and secondary levels, we do offer a range of opportunities. You'll see here at the elementary level, that's our summer school, our bridge to kindergarten, English
050learner programs, enrichment opportunities, and extended school year services through our special education department. Um, these really focus on foundational skills readiness and engagement. Um, secondary level, we offer summer school, credit recovery. We're exploring offering initial credit uh opportunities, those CTE experiences, and work-based learning opportunities. And these programs support academic progress, graduation pathways, and career exploration. Um again looking at that targeted support and enrichment opportunities for our students across all grade levels. As I said summer is a um a very important part um for very important time for professional learning. Our focus really is on strengthening our highquality instructional practices supporting the literacy and content area instruction and then continuing the implementation of our high quality instructional materials in both math and literacy. um which we'll we'll hear a little bit more in uh when my
051our next presentation. We're also continuing our partnership and targeted learning opportunities. That's our literacy focused professional learning with um TNTP um which we also partner with for math opportunities to support our English learners through our dual purpose um intensive home professional learning and also those inclusive instructional practices. You can see again some examples here um of some of the professional learning that we'll be offering unlocking big words for Gillingham training um that dual home room EL summer um summer institute and our TNTP math and ELA partnerships. We will also use time in the summer to focus on curriculum work. Um this includes implementation refinement of our high quality instructional materials, alignment of curriculum and assessments and development of instructional resources. Um we're really looking our goal is to to provide those that consistency across all
052of our classrooms. So again, a very a very general overview. Um the work in the plan is just getting getting started. Our goal is to strengthen that tier one instruction, support that growth in readiness, expand educator expertise, ultimately ensuring a strong start to the next school year. And uh thank you and I look forward to sharing more details um at a future meeting about the programs that we do put in place this summer. >> Thank you. >> Good questions. >> I have one. Um I I feel like we always hear about the the student ones. Not complaining. Those are great to hear, but um I'm happy to hear about the opportunities for the staff. I was just curious um do we have a lot of staff attending these opportunities or taking advantage of these? It's
053like what's the I guess attendance or uh popularity rate for lack of a better term. So in I would say in previous summers we we've spent many summers focusing on the curriculum work and our our specialists do a fantastic job and really recruiting teachers to to come in and do that work. Um this year through local funding and some of the grants that we're a part of um we're really expanding the professional learning that we're offering. Um and we're we tried to be very strategic in in the planning of everything. Um we had a meeting we sat over the calendar. We're balancing here are our student programs where where is the the right place to put the the professional learning because of course we want we want our educators available to work with our students
054in the programs and we also want them available to participate in the professional learning. And so, um, it really gets underway mid June, um, especially at the elementary level through, um, some grant work where we aiming to bring in as many of our elementary teams together to have some dedicated time to collaborate. Um, and then we'll also be offset our curriculum work uh, with our our summer school programs again, just to make sure that, you know, none of our educators had to choose and we really would be able to take advantage of it. So, I look forward to um at the conclusion of summer being able to give you some specific um numbers because um we really are putting an emphasis on maximizing that summer time for our professional learning. >> Thank you. >> You're
055welcome. >> Um couple I'm guessing answer is yes already, but uh I'm assuming that food and transportation are also going to be included. >> Yes, food and transportation. The summer school will run as it has in the past will be uh 3 weeks in July beginning after 4th of July. Um and then it will be half a day. All right. Um I was also the bell to bell requirements that we have around like cell phone restrictions are all those summer. Yes. And then the last question is can you just for my own understanding uh can I explain more what are extended services that like you mentioned like the last bullet point is extended services. What typically is encompasses extended. So, and that's through um for students identified for special education services, the IEP team um
056may make a decision that we would want to provide services um throughout the the summer that best meet the individualized needs of the student. So, that is the student by student decision that the IEP team makes. >> Perfect. Thank you, ma'am. >> All right. No more questions. >> First and foremost, I just want to say thank you. both of my children have actually taken advantage of the summer programming in previous years and um it's it's done wonders for the transition from elementary school to middle school, middle school to high school. Um but that being said, um I do have a question about student attendance as well. Um I do know that we send out um notices for those that are eligible, if you will, you know, for summer school. How how um like what is
057the percentage of students that actually accept those summer school um invitations to come to to come to the summer programming? So I can get you specific um specific percentages but I can tell you um just anecdotally we we do have a high percentage. Um we also make we make plans when we are identifying the students to invite to attend the summer programs that because we don't have we don't have spaces unfortunately for for all of our students. Um and so if once we send out the initial round of invitations if we do have a student who um for for any reason is not able to attend we are ready to go to to invite um the next the next group of students. Um, one of the things I can tell you, um, that our our
058students want want to be here. Um, they are very connected to the schools. Um, and so that opportunity to be here in the summer, um, is one that that most of them do take do take advantage of. Um, and I'm glad and actually when you bring up that transition to middle school, um, to note that two years ago, I believe, um, made the decision two or three made the decision to have the elementary be K4 and the secondary to be 512. so that those rising sixth graders did have that opportunity um to be with middle school teachers and and be in that environment and middle school students and and it really has um it has made a difference. Um we also layer in um supports both at the elementary and secondary level. So it's not
059just the transition is not just because they're there but very intentional in lessons and learning activities and and opportunities um to really support that transition. Wholeheartly agree. Thank you. >> All right. Thank you. Last call. All right. Moving on to student achievement. Manburg City Schools math resource adoption. >> Chair Alexander, members of the board. I'll ask Miss Graph, division math specialist to join Miss Mannon for a presentation on secondary math resource adoption. Hello again, chairman and members of the board. Um across our division, our K12 math specialists and educators have worked intentionally to align math instruction with the current state standards and embed best practices in teaching and learning. Their efforts in developing online lessons and assessments have been outstanding. However, without a comprehensive resource, this work requires a significant amount of time and does
060create variability across our classrooms. This is what led us to begin exploring a comprehensive math resource for our secondary classrooms. If you recall, we were here last year this time um with the recommendation for the adoption K5 and we're so excited to be here today with the recommendation to um for a resource for our 612 math classrooms. Tonight, I am joined by Miss Christy Graph, our division math specialist, to share our recommendation for a new math resource that will strengthen instruction and better meet the needs of all of our students in grades 6 through 12. Before we share the recommendation, I'd like to briefly highlight how this recommendation connects to our strategic plan and our ongoing focus on strengthening tier one instruction. The adoption of new math resource supports all three pillars or three pillars
061um of our strategic plan. It reimagine that school reimagines the school experience by providing deeper, more engaging math instruction. It builds community by giving teachers, students, and families consistent, highquality tools. and it creates safe spaces by meeting the diverse needs of every learner. So, let's start. What does math instruction currently look like in our secondary classrooms? As I said, our teachers in this graph have done incredible work aligning instruction to the new 2023 standards. However, our current secondary resources predate 2014 and no longer fully reflect the rigor and the instructional shifts in the updated standards. As a result, Miss Graph and our teachers have been creating and adapting materials to support our students. While this work has been strong, adopting a comprehensive resource will help ensure consistency and strengthen the tier one instruction across all
062classrooms. Um there is a clear need for a comprehensive high-quality math resource to support both teaching and student learning. This adoption will does include math 6, math 7, math 8, algebra 1, geometry, algebra 2, and AFDA. So our process began in spring of 2025 when we started exploring resources aligned to the 2023 math standards of learning. In fall of 2025, we narrowed down the list using the VDOE approved resources, reviewing alignment reports, and gathering feedback from our surrounding school divisions. In February 2026, we had our first and second meetings with our resource adoption committee, which did include um teachers and administrators from both the middle school and high school. Um, beginning early March, we had an optional meeting to support our committee and then we began our v vendor presentations of our three identified resources
063to review. Um, and Miss Graph will speak more of that. It was EDM, math, space, and SAS. And then the final vote took place in late March and then I'm here now, we are here now in April to make our recommendation to you for approval. This process allowed us to be thoughtful and intentional in identifying the resources that best meet the needs of our learners. Um and at this time I will ask Miss Graph to share more information about the work of the committee and the recommended resource for grades 6 through 12. Miss Graph. So just like we did with the elementary resource adoption, we started off with the same activity. So we had the middle school staff, high school staff, and anyone else that attended um we brought an example too as a refresher.
064But on the left side, we just asked teachers in a perfect world, what would a perfect math classroom look like? What and what would students be doing? What would teachers be doing? and all that. So they identified what would be in a high quality math classroom. Then as soon as they went through that and we shared ideas, then on the right side they went and determined what supports would an instructional resource and a curriculum need to have in order to support all of those things happening in a highquality mathematics um instruction um room. So we did that and this g us a grounding and something that we referred to time and time again as we were evaluating these three different resources. Um so we used the same evaluation rubric aligned to the um MPCS instructional
065priorities. A little few things were different just because secondary math has a little bit more to it but same idea. And then we also tried to identify things like technology that aligned also with our current systems and supports we have in place. And then at the end, since we had three um it really came down to two resources that people were looking at, um we decided to go back to these posters and had teachers identify where did they see all of these things appearing in each one of those resources and had them defend any like experiences they've had with it because we did receive pilot programs from them. So they were able to use them with students and with their classrooms. So they were able to speak to how they use it in their classrooms
066and it was a really good experience because some teachers did one thing and other teachers didn't know that was a possibility. So it really rounded out some things that they might have missed during their evaluating process. So in the end we um landed on mass space. So we um recommending this resource um they provided us with this map but these are all of the places in um northern or everywhere in Virginia that has adopted masspace thus far um in this adoption process. So, why masspace? And um some really important things that land on this was this was one of the only two 100% aligned um resources on the Virginia Department of Education's list. So, that was a big priority for a lot of our teachers, making sure it was aligned to the new standards. It
067does come with a closed AI feature. The little dog on the last screen, that's Milo, and that's who they interact with. Um but it is completely closed AI. They can't talk about anything that does not revolve around mathematics and math space. Um, it does come with print and digital resources. It is also aligned to our current math pacing that we already have in place. One of the fun things that I was really excited about was it has the same math language routines and mathematical practices as our K through 5 resource, Kdum. So, that was a big proponent for why we chose this resource. Uh, additionally, the fact that it includes sixth grade through algebra 2, including AFDA, so our algebra functions and data analysis course, that's generally not in included in many curriculums, but the
068fact that this gives us an additional course with additional resources, that's really exciting. And it's also centered around conceptual understanding and real world context. Some things that the teachers really enjoyed about it was that there's a lot of so line data reporting. It's really easy to navigate on the online platform and has a wonderful teacher manual. They have ready to use math routines, slide decks, notes, activities, exit tickets, and all those can be downloaded and edited at any point in time. So, they're not stagnant. So, if a teacher doesn't like one little thing about it, they can download it and make it their own. They also have topic readiness diagnostics and checks for every standard in every unit. So before students even enter in they can take their topic readiness check and that will see
069if student if we a teacher needs to spend more time on this topic or not. Um it also has unit plans and individual lesson plans provided and again you can create or edit any resource within the platform and then parent resources are also available so they can send home flyers and information about what's going on in that unit. Um our students got to like they gave us a full pilot and students got to test out a bunch of features too. So there's print and digital platforms to interact with. Um the Desmos VA calculator is already embedded with the platform so we don't have to worry about that. There's learning explorations where students interact and they're called with applets and they discover mathematical concepts. And there's so many different types of questions that they can interact
070with. So it's not just your sit and get multiple choice, multiple select, same old same old. Um and then again they have their digital personal tutor Milo. Um, and Milo can also recommend videos for them to watch. And they also have instructional videos that have closed caption, translation, and all of that embedded within and can be recommended for the students along with their adaptive practice. Some other things to highlight is within every lesson, there's a vertical articulation for where this topic appeared in every grade level before and where it goes every grade level after. So, that's going to really clean that up and make it really easy for our teachers instead of having to go to the vertical articulation tool and search for everything. It's all right in one-stop shop. Um, they do have a
071section within the um item banks that are the same as the TEI questions that are provided on TestNav and in Pearson. So, they'll look exactly like what they'll see on the SO. They also weave in the mathematic process goals throughout all the activities. So, it's not just standalone reason through this. It's really embedded within the entire layout and curriculum of it. And then the last thing, the students really do enjoy interacting with Milo. They get really excited about it. Um, Miss Pop's class, I'm going to shout out her just cuz they've been using it a lot and those kids um have had a wonderful time with Milo. We have got little plushies at a conference and the kids went nuts when Milo came in the room. Um, and then there's also other features that engage
072the entire classroom. The biggest and most popular one by far is tugof-war. Kids randomly get assigned to a team and when you answer questions your team gets a poll. So there's also different features that help with the engagement in the classroom as well. You see here on this I thank you Miss Graph. You see here on this slide estimated cost. What this investment includes both digital and print resources for students for seven years, full teacher edition sets, unlimited access to Milo tutor chat, um and then professional learning for our educators and school leaders. Um building on this year's K5 adoption of KDUm, this recommendation does continue our work to strengthen math instruction across all classrooms in our school division. Importantly, and you can see noted here, $200,000 of this cost will be covered by the
073VDOE math innovation grant, which we applied for and received, which significantly reduces a division's financial investment. Um, but ultimately, this this comprehensive resource does provide long-term support for our teachers. It helps ensure consistent highquality math instruction, and ultimately it supports student outcomes, positive student outcomes. But what is uh in implementation is a very critical part of the work when adopting a new resource. Um we will take a thoughtful and intentional approach similar to what we've done with our adoption of KDUm at K5. We'll begin this summer by using the masspace platform during our summer school to support early implementation and to gather observation and feedback. Um at the same time we will have teams work with Miss Graph to engage in curriculum de development to align the pacing, assessments, lesson plans. We know again that
074that just adopting it is does not improve the student outcomes. It really is that strong implementation. So you'll see the professional learning ongoing professional learning beginning this summer continuing throughout next school year and then most importantly that monitoring and support. So um after the professional learning after all of the the kickoff um of the adoption it will be be monitoring through ongoing classroom observations and feedback teacher collaboration planning support and then reviewing and using that student data and teacher feedback to continue to refine our implementation. At this time I would like to recommend for your consideration the adoption of mass space as our new resource for grades 6 through 12. This recommendation reflects the thoughtful work of our teachers, leaders, and Miss Graph, our division math specialist. This adoption will strengthen instructional practices aligned to
075current state standards and support consistent, highquality math instruction across our middle and high schools. Information about this recommended resource will be available for public review and comment until May 15th. I will return at the next board meeting, schoolboard meeting, to request approval of math space as our new secondary math resource. Thank you for your consideration and thank you for your continued support. >> Um questions. >> I have one question. Um so for the cost of the math space program um it was you said it was 227 and change um and 200 of that was covered by that grant. Is there an annual um recurring license lensure fee? >> Yeah, this is for 7 years. >> 7 years. That's the cost for seven years and that includes the the digital access and then the the print
076materials. So every year just like we were doing with Kdum right now, we give all of them uh we give them our updated student numbers and we get all the print resources at no additional charge that's included in the initial adoption. >> Perfect. Thank you. The question was similar um but with that seven years and with that 227,000 does that also cover professional development for the staff for those seven years and then any upgrades or updates if Virginia decides to >> do what it does. >> So the professional learning it I believe actually I have it right here. Um I think it's a a certain amount. Um let me >> So we wanted additional. We would probably have to pay for additional in the future, but it covers a large chunk of the first year.
077And I will say working with them, they are a newer company that is very much willing to help out and is very responsive and they are also aware of all the fun things that the state of Virginia does. So for example like the math acceleration courses they've already talked to us and are willing to work with our pacing and development of when you are condensing two courses into one three courses into one like we are doing with our math extended and our pre-alggebra courses. So they are very responsive and quick to offer help in those areas. >> And I must say that um Miss Graph is um as she's doing with KDUM and even as we're going through the the pilot um very very much shares feedback um with both KDUm and and as we've
078been going through this and and they are very responsive to to the feedback and willing to if possible make any adjustments. >> Thank you. >> No, you it's we're going down the line. >> Well, I have like five. >> So do I. All right. So I get Dr. Jones kind of had one of my questions. Just want to make sure I understood. So I understand that math standards were last chance. I mean it was 2016 was the last temple prior to 2023. So are they're willing to support us as the if if the state throws us a curveball and potentially you know tries to make a standard change within that 7-year period. Are we expecting them to support that, you know, that curve ball or you're saying that would be an additional fee that potentially?
079>> I think and and Chrissy, you can jump in. I think some of it depends on how um how drastic the changes are because yeah, by having a digital platform um they're really in in some ways able to be able to make changes on ongoing. Um we may have to wait for some of the print materials to match that, but again on a smaller scale are able to be responsive to that. Um, I think if it was a a larger um a larger change, um, then I think we would just have to to look and work with >> That's interesting. >> And, uh, mass space was built for Virginia. >> So, that was a huge determining factor in this. So, the people who created this all have been ingrained in the development of the 21
0802023 standards, were aware of the standards beforehand. So, if there were sweeping major changes, I'm pretty sure they would be very much on top of it just because of the way this curriculum was designed and built. It's not something that is also used for common curriculum like this was built for the Virginia SOS. >> All right, that helps with another question. Um I so I saw topped out at algebra 2 was it? Are there any AP calculus or any of those kind of um those math courses like potentially or needs for that kind of stuff at the high school >> with curriculum? >> Yeah. So, the AP calculus has gotten resources more recently than any of our other classes because it's a one-off class. It's gotten it has I think at least two different pieces
081of resources. There's the Greg Taylor Math, which is updated because it's a digital resource more often than not, and he sends updated emails, the person who's in charge of that, and they have a set of textbooks, and they have AP classroom, and they have all that. So those books and resources I would probably keep at that because it's it changes more frequently than our Virginia stands of learning do. >> Okay, last question. How is this a expense spread over the seven years or is this all absorbed into mixtures budget and then carries through 7 years? We've already received the 400 $400,000 total for the innovation grants. So we just actually received the money up front. It's not reimburseable. So we will be able to use that this year and cover all the $200,000 worth of
082costs. >> Awesome. That grant we were very excited about the grant because initially when we start initially when we started we were going to look at just mapped the middle school first and then depending on the funds for that to explore we'd be able to add in the any of the high school course work. And so by by being able to to use the grant funds it allowed us to um to expand. >> Yeah. I just wasn't sure I was trying to understand that from the I know certain grants have to be spent by a certain time. So I was just wondering if it was spread over a second year. Were we going to exceed that time or if it had to be consumed at all? So thank you. >> Okay. Thank you. I um
083it's great to hear that there's features like closed AI for those students. Um I it's great to hear about the print and digital resources cuz I know uh while we are pushing forward in technology, there's still some students who need those print resources. Um and the translation and close caption I think is really really great for our population. Um my question is um again going back to the digital personal tutor Milo, I'm curious about like the intervention piece. Um I know we have interventions for uh students who aren't doing well. Um will this replace that or how does it work with what we have trying to understand like the connection for those students who aren't performing well in math? Will this help and support that student achievement? Um, it'll do two things. One, it'll so
084say I'm in a classroom and I'm not getting the support I need. If I it's going to integrate a skill that all of our kids are going to need is how to interact with AI appropriately and how to use it best to get my answers. So, if I am not really one advocating for my health for support from my teacher and I'm just someone who's just kind of flying by and squeaking by, that gives me an opportunity to receive some support there. Um, in terms of intervention, this is just an added layer that's going to be put into it because the way it tracks data, it's like a heat map and it'll see with each so standard that they're not doing well. Milo can recommend something cuz it does drop down all the way to
085third grade level with certain things. Um, but it will also it'll alert you as a teacher too saying like they're red in this whole piece. And so that's when we would go to our more traditional forms of intervention. So it does not replace at all what we have in place. It just is another data point to check off if a student needs support. And it also gives students a better opportunity to receive support, especially in a classroom if you're with a large group of students and you just need one question answered. Um, and also Milo will also direct them to videos. So it's adding that added later of just in time support so they're not waiting and waiting and waiting for someone to notice like I'm not there yet. >> Right. Will the two uh
086platforms talk like the intervention platform that we use and if the name is escaping me, I'm sorry. Um, and this platform or will that kind of be like work with the teachers? >> That will be the work with the teachers. I was just curious. Um, and then you kind of hinted on it, but I again the names are escaping me, but memory serves me correct. This is different than the K5 K5 curriculum we adopted as well. Um, can you you've touched on it, but can you go over the ex the connection between the two just cuz I know we can't have the same curriculum for K through 12. It'd be amazing if somebody could do that for us, but I I know there's limits. So, I just want to make sure that there's not going
087to be a big jump for our students and our teachers coming from fifth into that that transition to middle school. and secondary. >> Yeah. So, they are built kind of the same way. It's always going to have like a warm-up or a attention grabber. There's going to be an activity where you kind of explore and get used to it and then that's where they'll get that explicit instruction in and then they'll have that attempt on their own and then there's some kind of closing. But the biggest thing is the instructional um math language routines. So, that could be a which does not belong or like uh the three reads or stronger and clearer. So, there's all these different routines that are embedded in KDUM. They're the same ones that appear in math space. So when
088a teacher says like we're going to do a three reads to kick off this activity, a student by the time they get to sixth grade will know what a three reads is, knows how to operate within that and it continues. >> Yeah. So those are going to be in there and then the mathematical practices are still the same things that they're seeing in Kim that where they're asked to justify their explanation and all those things do appear in math space. They have little different terminologies with the math practices, but the math language routines are exactly the same. And when you read them, like I've read through all of them, they're the exact same ones as the kiddum and laid out the same exact way. So I think that's going to be an easy transition for
089kids going from fifth grade into sixth grade. It's going to look more adult, but it's going to be the same exact systems that they already have in place from K through 5. >> Correct. Thank you. >> All right. Great. Thank you. >> All right. Nothing on the action agenda. Uh moving on to student reports. No students. Okay. Um board member comments. Start. I just wanted to thank all of our presenters today uh for the updates on student achievement. It's really great to hear about all of the amazing work that our students as well as our staff both in the schools and outside of the schools are doing uh to help make sure that the school experience is amazing person. So, thank you so much for coming out and presenting to us and answering all of
090our questions, mine specifically. >> Comment um our CT folks have have left, but that occurred to me later. Sound like we had a kind of parks and rec collaboration that maybe wasn't fully baked yet. We really appreciate an update as you get more clarity on that. If there's any support we can provide working with the parks and rec advisory board, please let me know. happy to kind of that's a really good opportunity to kind of get folks in those early childhood environments there. So, that's a good thing to kind of tap on and tap into. I wanted to piggy back on that. Sorry. Um cuz I sat through the city of Manasses Parks the uh city manager's proposed budget and it was great to hear that he is putting money aside for I believe 10
091CTE internships for our students. So, it's great that we're already continuing to build on that partnership and I'm excited to see where that comes from. Uh, you reminded me of that. So, thank you, uh, Zach. So, just that's great about this partnership. So, thank you. All right. Um, all right. See, no more comments. We have a upcoming meeting on Monday, May 4th at 6 p.m. City Hall, Bo Chamber, second floor. We also have an upcoming meeting on May 18th, 6:00 p.m. on the chamber, second floor. Uh, seeing nothing else on the agenda, can I get a motion? Any second to adjurnn, please? >> Motion to adjurnn. Second. Motion second. All in favor? I. Thank you. else meaning.