001All right. >> [snorts] >> Good evening. We're here at 7 o'clock for the school board meeting. Um, we finished the executive committee. We're going to exit executive session. Would anyone like to move us to exit? >> I'll move it. >> Second. A second. All in >> favor. >> Fabulous. With that, we move to the second item of our agenda, which is the pledge of allegiance. There is a flag. >> I 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. We have a roll call and with that I can say that every single member of board and both members of our students are with us. Thank you for being here today. Um and now we
002go to the good of the order the um board good of the order. I want to say that I've got to go see the middle school play. I've never seen Frozen before. It was quite surprising. Um, and it was fantastic. The costumes were amazing. The talent on the stage was amazing. It was quite a show. So, kudos. And speaking of talent, kudos to the three members of the uh community who went to the NISMA performance and performed I think it was last weekend. >> So, very musical. I just want to share those maybe other good orders. Uh with that we move to the opportunity for the public to be heard. We have podium anyone would like to come and speak at the podium. If not we can move to item 3.1. We have a cross
003country team to recognize. >> [applause] >> I want to start off by thanking >> following directions. >> So, this doesn't do anything. >> I want to start off by thanking Mr. McCree and the board of education for inviting our cross country student athletes to the meeting. Um, Mason's not here, but I do want to start off by recognizing Mason Curl. Mason finished fourth overall in the section 2 Class C boys race. Um, Mason has placed in sectionals for four straight seasons, making four consecutive trips to the NISA Championships. Um, you can GO AHEAD [applause] AND Mason recently signed a national letter of intent to resume his cross-country career next year as a division one student athlete at St. Bon St. Bonaventure. So congratulations [applause] to me. I just tried to do a quick history of
004this particular group of student athletes. Um, and I I believe this is accurate. This is the sixth year in a row our girls cross cross country team has won their classification in the section two girls cross country championships which is very that's [applause] very impressive in cross country sectionals in a field of 109 runners at sectionals. Voresville student athletes finished in second place overall, third place overall, 14th place overall, 34th place overall, and 36th place overall. And as I said, that's in a field of 109 student athletes. So Vorizel's top five runners all finished in the top 30 35% of all runners in their classification. SO VERY IMPRESSIVE. [applause] THIS FINISH at sectionals earned our girls team a trip to the New York State Public High School Athletic Association Championships where our team finished in
005fourth place overall. Sophomore Savannah Schmidt finished in fifth place overall and Savannah earned her second straight trip to the Federation meet. Um, the Federation meet is a meet that combines all four New York State intercolastic athletic associations into one meet and all classifications are combined into one meet. So, this is a very prestigious event and a very good accomplishment. So congratulations to Savannah. And [applause] once again, our girls cross country team is also a NISPA scholar athlete team, which means 75% of our V varsity roster maintain a grade point average of 90 or better during the course of the season. So a lot to be proud of. THE [applause] WE HAVE certificates for you. When I call your name, please come forward. And then I believe the board is going to want a picture with
006the group. Grace coffee. Is Grace here? Mary Genevvisi, [applause] Avery Grant, [applause] Marley Grant. [applause] Shayla Hyman, [applause] Alana McCarthy, [applause] Selma Sahi, [applause] SAVANNAH SCHMIDT [applause] and Alice Bishio. [applause] >> Congratulations. >> And we also have Mason who is not here. Uh, congratulations once again. Um, come on forward. I believe we want to take some pictures. >> Do you guys want to be in Please. >> [applause] >> I neglected to congratulate our head coach, Joe Becker. Congratulations, [applause] coach. Thank you. And you are all free to be dismissed. >> Thank you. If you guys want to stick around, there might be something about tomorrow's schedule if you just want to stay or you can hear about it. >> That's me. [laughter] >> After I speak, how about that? Then you guys can if you
007want the agenda. >> It's nothing super exciting. So, >> he's turning red. So, that might what's not exciting to him might be a Um, with that we move to the next agenda. Thank you guys for being here. Before we do that, just very impressive. It's been great following your season and wish you all the best. We have a wind always backless against you sometime. Um, the student board member report, we have two student board members here. Of >> course. Um, I have a couple notes about the music which you already mentioned as as we all know the middle school perform show this weekend. Everyone did fabulous. Thank you so much to everyone who helped make it possible. It was great. The kids did awesome and such a success. We also had three students go to
008all state which is a course competition and just a way to showcase our wonderful music program. They also did fabulous. We're so proud of them as well. And the last note I have is about cabaret which is another fundraiser for the friends of music. again wonder what opportunity for our students to perform and everyone was such an amazing job. Um the student government also had their annual blood drive. They didn't raise as much as they were expected to but still super happy with their efforts and they did a great job again. Great cause to support. Um and then so we had our signing today and other than Mason Pearl we had who also committed to vision. Uh we also had a sports startup and then scholars for scholars had their annual craft fair which was
009very successful. I was there there was a lot of people a lot of there are way for a lot. >> Thank you very much. Um with that Thank you for the ment. Okay. So, there is a 99% chance tomorrow that we will have a snow day. >> That's okay. So based off of everything that's there, decisions going to be made at 5:00 tomorrow, but there is 5 a.m. So decisions can be made. But given the track that's on the weather right now, there is a 99% chance that there will be a snow. Always a chance that I could be wrong. Would you remember that? >> If you get two delay, then look at it. But most likely, [snorts] given everything that they've been saying, it just seems like it's going to be a snow. Not
010calling it early though. Will not do that. Not. But Set your alarm for 5:00. >> Good chance. By 5:00 in the morning, 5:15, you'll see a parent square notification out there. That's what you don't. No one else knows when you >> And now you can leave. >> Thank you. >> That gets rid of a Friday, right? >> I don't know which >> Tuesday. It starts Tuesday. Somebody got rid of the Friday. >> So, and one thing I wanted to share is now longer part is if you look there is a picture of me and the mascot and >> that is actually the mascot right there. Um, and that is actually Mr. Beenzio wearing the mascot. Um, so it finally came in. Um, so we have it here thanks to Albony County as part of our
011grant that we applied for and this goes along with our birds mantra that we use K12 not just for athletics but across the board be able to share the bird's message um throughout the community be inclusive, responsible, dedicated and strong. That mascot will help do all those things and it's here. It's taken almost two years for it to come from an idea to fruition and then another 6 months after we paid for it to get here. So, it's been a long, long time. So, it did get here. It is there. There is a little stand on the inside. I did wear it on the first day. It is awfully hot, but it's here. Um, the next thing is we will be working on a naming competition because the mascot currently does not have a name.
012Um, so we're going to be doing a K12 naming mascot and voting and all the fun stuff that goes along with that. mascot by you reveal the identity of person who will be wearing the costume or is that just bad for >> it's bad form because there are multiple students who want to wear and adults by the way >> not surprised >> yeah there are multiple students I have a couple adults >> uh but there's multiple students and adults who do want to wear the mascot and um they also get volunteer hours so there's another great way for national honor society students for seniors and be volunteer hours to also get it but we have kids chomping at it to wear the mask. So >> um yeah we got a little spray but it's >>
013you have to have professional cleaning done every once in a while and it's >> sense a hobby >> but it is again this is a more professional mascot. It's got the little fan on the inside of it. It's definitely got a little more breathable areas in it. So, it hopefully will be better. >> So, capital project update. This one's not going to be very exciting because it's not been a ton of changes. It's just ongoing. Um, but here's the cool thing. We did have another capital project that we're doing at the same time because, as you know, we do multiple capital projects at a time. We're crazy like that. We do a lot of things getting them done. But we do our capital outlay every year. That's the $100,000 project. Um this past weekend they
014worked on the roof at the middle school and high school. So the amazing leak I like to call it that's been around for the last 10 years next to the cafeteria where the middle school gym met meets that hallway that crazy area there where we've had bunch a bunch of issues. That was really tackled over the weekend along with the leak over near the pack. That is also was addressed this weekend. We're still going to get a ladder to get us up onto the high part of the pack so they're not putting a giant ladder up there because that's extremely dangerous. But the roofing has been addressed and been done this weekend. So, we were pretty happy about that. Um, if you look at the elementary school, the new little asphalt area where the bus
015garage bus parking used to be, it's smaller amount of area. That's going to be really for the storage building. A storage building is a prefab building. Most likely we're not going to be able to get that until the spring at this point because of thaw and other cement issues. The asphalt that's there that is the first coat of asphalt, though there's typically two coats, if you remember, we did this with the transportation facility as well. You lay one coat down, but given the time and the weather, you don't want to lay another one down because you have thaw and other issues with freezing. So, in order to be able to have the integrity up, we've opted just to lay down one coat and then in the springtime, they'll come back and they'll do the second
016coat. So it'll make sure that it'll last for a long time coming. Uh the gate for that area is right now it's cones. The gate is actually being installed on Friday supposedly. >> So hopefully we'll see it on Friday. Um there is going to be no parking. It's not going to be designated parking area back there. >> Not us. >> It's usable, but it's going you can use it now and you can continue to use it like I parked there today, but it's not designated parking where we can have long-term parking there. National Grid does not want us to have long-term parking as we did with the buses. They they do not want that. So we can have short-term parking like >> parents visiting me going down the building someone stopping with there but also
017with a storage building right there food truck but with the storage building being right there you can't have things overnight because it'll be blocked that storage area much smaller >> and so this is like in perpetuity right not >> this is forever. Yes. >> National grid does not want us to have overnight parking there or long-term parking. >> So just overnight so that would be staff. >> We can park there a little bit at a time like authorized vehicles open. >> Yep. >> We park there during the day. >> Yeah. >> As long as it's not >> correct or long term >> like the buses were there constantly that was designated. >> We cannot have designated parking. >> But could that be like when um certain staff members get the prize? >> Yeah. Well, right
018now they already take Mr. Park already. >> So they >> Yep. So, and just so everyone knows, um, that area right there underneath the line, that is actually owned by National Grid. That's National Grid property. That is not the school's property. >> So, National Grid owns that. We have an easement to utilize it, to make upgrades to it, to utilize our facilities, but that is National Grid. So, they do dictate what we can and cannot do with that. So, the busing component of it can't do that again, but short term, we hope we can do that. But that's exciting. Other than that, really not a ton of stuff going on. The elementary school skills still moving forward. Same plan as it has been. Any questions? >> I don't remember. I just if you could refresh
019my memory because I was driving by today and had a community member ask and I couldn't remember. Is the roof line in the bus garage going to stay the same? That tall that stays exactly the same. >> It's not going to have an outside garden on top of it because that's what some kids thought. There was a rumor going around that above it is going to be outside eating area. Not happening. that roof line stays because again to change that roof line would not >> right cost. >> So they are going to rebrick it. There's going to be windows. It's going to be shaded. So >> other questions thoughts elementary school. All right. Oh, and the rubber floor is down at the elementary school. So if you go down to the first floor, the basement
020I call like the first floor, you'll actually see the rubber floor that we're getting on the whole first floor. Um it looks like this except it's wider tile so you can't even it's even more uniform. But the nice thing about the rubber floors are they're durable. They have um higher traction than these floors do. They also are more sound resistant because of the rubber. And the beauty part is you just clean it with a Zamboni and mop and water. You never have to strip it. You never use chemicals. And the manh hours in order to utilize it is less too. So >> staff hours. So it's good. So, so not for now, but at some point, um, can you let us know how we're doing on cost and whether there'll be extras for any of
021the fun stuff that we >> Yeah. >> off. I know we talked about the foundation and that. >> So, right now, Kelly and I have been having these conversations and really, again, we can't give you a good answer to the answers. Given what we currently know right now, it's going to be very limited of what we're going to be with the foundation, with the water man, with other potential issues that are, you know, popping up. It's going to be limited. Maybe flooring, maybe some other things. We're hoping to get some stuff, but it'd be nice to get the second and third floor because we're hoping for like I'd love to see rubber floors on all all the floors, maybe painting, you know, but we're not going to be able to get some of the higher
022level things. I don't think we're going to be able to get like the library finished some of the other things like the one that I don't know if we're going to be able to get all those things and it really is all dependent on left you know how much we use in our allowances but right now we are watching all that very hoping the floors that's what I even said to you the other day really would love to see those but we're not going to know that problem this is still looking on time for January. >> So, yeah. So, I was down there today looking at it. Had a couple questions for our construction manager. The first floor where the music art room is, um, all those areas, the nurs's office, the new entryway in
023is February. What's going to be tricky is the new entryway in the high school and sorry elementary school office is also the elementary school office is also part of the trans the old transportation facility which currently has no wall and completely open because we're doing all our work in there part that's where like the office area is where the meeting room is. So that's something so there's going to be a possibility of half of the office being ready and half of the office not being ready. That's going to be the tricky thing, but the entryway music rooms those are should be saw. I was a little concerned looking at your phone. So good. >> Thank you. >> And last one I just want to do parent square. I had Jess today. Just a couple little
024updates. Um so as you know we move over to parent square from school messenger. There's been a shift in the way that we do communication as well. um making sure that it's streamlined or how those different things work. So here's a couple really neat things about parents work. 99.7% of students have at least one contact with a parent or guardian. So 99.7% of our student population is able to get a hold of.3% that I'm not saying that parents or has the ability. That's much more than we've ever done before with [snorts] one that we reached out to one person. Yep. Uh since September 1st, faculty and staff at the elementary, middle, high school, and district office combined have sent 994 posts. >> So 994, more than 9,000 direct messages have been exchanged across 2,600. So
025just like the data component of the amount of communications, targeted communication that's happening now as well. It's not just oneoff communication K5. It's not, you know, these instant messages, these direct messages, these threads. These are, you know, teachers able to be able to send pictures up to their class very easily out back out to the community and get those feedback back and forth. More than n um we have created 71 groups that support direct communication between special interests like PTAs, athletic teams, extracurricular clubs. Again, that was never done there before. Never had the opportunity. We now have that opportunity. Teachers, coaches have successfully integrated features such as polls and form requests. So, not only are they just sending out that information, but they're able to do forms, permission slips, uh t polls that they're utilizing.
026So, they're using this little communication, but really to gather data. So, I think this is again, we've only had it for three months now. I think to see the change of the district going forward is something to look at. We're still looking at options of how best not to overload parents. We've gotten quite some concerns about that. We're um sending out another thing in my next newsletter on how to actually search posts and a better way for somebody if you're looking for something how to find it easily because that's a little bit of a struggle. Um you can't direct message, you can't search and direct messages, but we've asked parents where to look into that seeing if they can change their format. So we're continually trying to figure out how to better our communication. But
027from where we were with school messenger and what we were doing prior to now, you can see the change. Yeah. Any flex flexibility on the heading >> like or the subject line? I'm sorry. >> They all look they all look the same in the subject line. And I'm not going to say whether I read every single one or not, but it would be helpful sometimes for prioritizing what I do read more thoroughly. uh if there was more um descriptiveness in the subject lines if >> I can bring that back to the team. >> And that's kind of the reason why I want to be able to search it because one of the other issues with searching parent square is you can't search a date. So it doesn't say I want to search November 10th. You
028have to search two weeks ago, three weeks ago. It's like >> that becomes very difficult when you're looking for something else. and also so there I'm going to be sending out um in my next newsletter in December December 18 and 16 around that time frame um a better way to search. So, I just kind of wanted to share that. I thought that was interesting feedback that you were already getting in questions. That >> all right. With that, um, we'll move to item 4.1, the business of the regular meeting. Any questions or like to move to accept them? >> I'll move it. >> Second. All >> in favor? I uh moving to financial reports. Are there any conversations or would anyone like to move them? >> Move it. >> I'll second. All in favor? >> I
029>> and the clips on your report. >> I have one question on this for Colleen. So, there was the um ERS payment that that was exceptioned. Yeah, my what I got from reading the reports was that this is kind of optional on whether a PO gets generated or not. Is that >> it's part of the state of practice when it's an annual payment that we have. It's almost like a payroll expense. So, it really to me should not have been noted as an exception. It's not something that school district traditionally puts in their PO. We always have it reported as a liability. It's in there. It's reported as a liability. every single year we have to do that part of the audit. So, it's not something that typically is something that you will put under
030a >> Okay. Yeah, that was my um concern because we've never had this flagged as an exception before. So, okay. Thanks. I'm happy to move them. Second. >> Second. All in favor? >> Um with that, we have personnel items. um including bus driver retiring after 20 years. Um if anyone would like to move this, >> I'll move it. >> Second. >> Congratulations to district. >> Yes. >> And they have tomorrow. >> What is the percentage chance? >> Yeah. Um with that uh we have cse recommendations and Bose seats substitute future appointments. Any is that it consent agenda? Uh anyone want to discuss or move 5.4 and 5.5? >> I'll move second. >> second. >> Okay. All in favor. >> Okay. We have a request for non- studentent non-resident student admission. Any conversation or that? Are
031these new students like these new students or were they new? >> All right, never mind. >> Happy to move them. >> Yep. I'll second. >> Um, all in favor? >> I >> Okay. And And there are two school buses that are going to be surplus >> for transiting to the last school. >> So anyone who wants to build their school bus tiny home >> or um this is >> I don't know what that is. >> Oh, I do have a series. I highly recommend it. >> We'll find out or simple if we move to surplus. >> Anyone? >> Let's move it. >> Second. >> All in favor? >> Okay. This is [snorts] let us know. >> Um we have a budget calendar to approve, but I would like to bring up something to discuss before
032we go into moving it. Um that's okay with you. There is a question about the reorg meeting. It is typically in July. We do have a little bit more legally because of some legislative >> moving around, >> but it would be helpful in some ways to the entirety of board and possibly new board members, whatever for us to have a few meeting set earlier in our in our cycle so that we can kind of schedule around it rather than trying to wedge it in fit. So can I ask isn't it in the law that we have certain >> so the regulation stated that it was the 12th of the first Monday. So there was a specific regulation and we always waited till June to kind of sneak it in but then people on vacation. I
033was on vacation every it just became difficult. So the new regulation says we have up until the well 20th of July now. So they they've extended that ability which is great. Governor just signed it into law. Um so you have up until the 20th. So, there's a little bit more time frame for us to be able to have that reorg meeting, which I think is amazing, by the way, just because it's been so tight like right after July 4th to have it. Um, but getting it early, I think, will allow for people to plan their summers more accordingly. >> So, I'm not saying we do that right now, but I'm just saying we might want to schedule officially schedule the reop meeting. We could probably reopen this to schedule it or just schedule it When
034you say early, give me an idea. >> March, April, >> don't we have to wait till the election board members, but if we presched it with hopes that anyone who's planning on running will be aware of that date, then they could have that eariness and not knowledge of it as well. And if you need to make the change, they could possibly make the change. to um not stress anything other than just trying to ease the logistics in July, which has been notoriously difficult. >> Yep. >> Good. >> So, just saying we're not going to do it tonight, but let's have that in our heads. So, um any vacation planning, please recommendation? >> Absolutely. Jess could probably do a calendarly um be able just so that way we can kind of figure out what currently we
035have booked or what we're thinking having booked and then from that point maybe even pick three or four days that would work >> so that way you have them on on on to when we get to February January or whenever you want to have a conversation you have dates to choose from and you can even have a backup to your backup to your backup. >> Yes. So July 4th, by the way, is a Saturday. It adds up [snorts] challenges. >> So with that in in play, um Jess, can you do that? And we might schedule that out and we'll note it at the next meeting that we have that date. So it's probably where hopefully it fits in with. Um thank you very much. Would anyone like to move the calendar as attached? >> Second.
036>> All in favor? >> Fantastic. With that, we move to old business. We our audit committee meeting will be next. January 5th, I believe, is our next um meeting. Anything for that? I'm gonna defer to Colleen on that. I don't I don't think we have any special topics planned in February. >> February. Okay. >> Right. Okay. >> Yeah. Yeah. Right. No, I don't anticipate any special topics. It should be a pretty quick meeting with just our regular reports. >> Curriculum committee. >> We sure did. Yes. On the 12th on a Wednesday. >> Yes. Um so we started off talking about um they've started this year um sort of like an open enrollment for math seven. Right. Frank open. Yeah. So normally if students are students or their families are looking for them to maybe go
037into an advanced course once they reach you know it's because there's math seven and then 7X right and then eighth grade they would take course one um course one algebra that was sorry about that um wow um normally that has been based off of um usually like scores on state assessments and things like that if students re reach a certain criteria. Yes, they're eligible then to go into that advanced math class. Um, this year what they what has been trying to do here is students who may not have immediately been sort of targeted for that getting a chance to go into that higher level math class. Um, and it seems to be going okay so far. Um, I know that um the uh sorry, Mr. would and then um the math teachers are really checking
038in frequently see how the students are doing. Is this working? And it seems to be going okay so far. Um the next thing that we went over was um in June, this coming June 2026 will be the first year for uh new world language assessments. Um it's kind of a big deal. They have not changed in years. So, for the current students in Spanish 3, um they will be the first ones to take this new exam in June. Um and in 2024 was when the eighth graders took the first new version of that exam, which has meant there's been tons of curriculum work being done um to revise the world language curriculum here and so it all aligns with the revised standards. Um we a big thing that we talked about was um the school
039partnering possibly with RPI um the uh chip fabrication course and so RPI along with um HBCC Seammens and I forget some of the other >> uh project lead >> project lead um are looking to hopefully have 10 districts to sort of you use as a pilot for this uh course, this program rather. And then hopefully maybe we could get it as one of our college and high school programs. Um introduction to semiconductor technology and microchip design is what that would be. >> Um and I know Frank, you and some others did visit RI. >> So myself, the science department chair leader >> and um uh director of curriculum instruction, Karen Conroy, uh we went uh there was about 15 to 20 other schools there as well. Um really interesting stuff. I I shared the course
040syllabus with everybody >> and um I did say that we're very extremely interested in looking into doing this. We have the ability within our schedules and the ability here. >> Um it's a really a great idea and it doesn't just allow for the high level aspect of a student going to be an engineer of chip. You could also go and say maybe I want to be a technician. Right? So it's that introductory level across the board for chip fab. And it also some of the things about it is not only are you learning how to do chip application, but you're also learning about AI and its implications on it and will it not work or will it work and some other kind of thought processes that go along with it. So it's not just science
041based, it's really thought based um and really kind of works you through the whole process of chip manufacturing considering what we have right around the corner RPI, HBC and other components. I thought it'd be a great opportunity for us to be a part of something. Um, so we are definitely looking into this, you know, it the budgetary expense is going to be possibly possibly around $5,000. Um, they were saying there's easily been grants you can transfer that for less before. Um, also we're looking at other partnerships for some of the higher level equipment, more expensive equipment that we could share with groups. Um, but given everybody who's involved in this, it almost seems like a norainer to me to have an opportunity for those students. Is there anything? >> So that is going to be
042part of it. So RPI has a station over there like a little bit right now. It's all here, but there's possibilities of us going there also. Um let's see. Now they just have a new course to to something where it's like the first the second version of this. So they could be going there. So it's not built there yet, but they're hoping to involve all those things. So what I think is this is the base ground of where this is going in the years to come. >> Yes. >> Yeah. And also speaking to that we are looking at internships and work based learning. So shadowing and job shadowing and narotex or things like that would be great opportunity for students. Um we currently do not do that program. We have that program. So we're looking
043at other partnerships as well. So >> that's what our conversation. >> Yeah. >> Yes. And one other thing, can I share it? Yeah. As an update to that is we met with school district because they're working on their program as well. Um between us and them, we are going to be sending out a survey to our community about are you interested in marketing? Do you own a business? Do you know somebody who owns a business? Would you be interested in more case learning with us or internships or helping our students? So we're trying to get a pool together between our two school districts and then building. They're also the work the chamber with Tim drawbridge force chamber I think it is amendment remember the name but um so we're working together with a bunch of
044groups to really build on our program and redefine our our internships and career exploration sorry seniors who may not be involved in that but the future generations will will benefit from >> I stole that problem >> that's okay no that's okay um nope then I think the only other thing that we covered I have is um the mobile museum of tolerance sort of how we could possibly fit that in or when we would fit it in. Um we did not come to a conclusion of how that would work. Um you know maybe on a half day or something like a community fair that has happened before. Um that's we didn't Yeah, we didn't really come to a conclusion of how we would utilize it. >> And I want to just interject something on the math.
045>> Oh yes. Because my concern about that course, the accelerated course, is that there were, I think, a handful of kids that were probably going to be counseledled out of that class because they weren't. It's just one now. Okay. >> Yep. >> I thought it would be interesting to track because I think self-confidence in a subject area is important to success. And I would rather just have kids in and out. It would be interesting to track the child or children students who are council out of it and just see over the next few years what their math trajectory is like because I think it can have an impact my own editorial that's all I have for um >> but um policy did meet the next day and I believe what you guys will >> it
046will it will um so yes we did meet uh we we began with a a interesting discussion about uh with with the with the new mascot. Um, you know, we had a discussion of uh potential uh policies that might apply to use of of the mascot. Whether that's licensing or not is is is yet to be seen. It was really was a kind of an introductory discussion. Um, I think where we left that was that we were going to continue to have discussions with council. Um, and council might even possibly find a presentation for for the board in terms of the pros and the cons and and and what it is that we we might want to do in terms of uh use of of the mascot. Um, it does sound like that something is
047in order. Whether it goes in the direction of licensing is yet to be seen, but I I I think that certainly members of the committee speak up if I'm mischaracterizing. I I think at a minimum I think that the consensus is that a policy would be in order in order to govern use and uh uh use and purpose for the u the mascot. So that's that's so that's going to be an ongoing discussion. Um the the next is uh terms of we have two things that are on the uh agenda this evening. Um I'm going to turn to Kathy to to explain 1900 which is parent and family involvement. We had that on on the agenda last meeting but we pulled that last moment because it referenced something. It had sightbased teams on it, >>
048right? >> And we just pulled it off and made sure it was updated to the correct practices. >> So, it was really a technical change. And so, that's back on for approval tonight. Um, what's on for technically a first read. I think that this is something that we we could have technically under board policy uh governance policy could have put on here as an amendment, but it's really it's really quite a rewrite of the policies. So, in the interest of transparency, and Katherine, you want to put from the public, we thought it would be best to put this on as a first read. Um, and so 4710 grading systems, uh, it really is a rewrite of of the current really broad policy that we have now that I think it's fair to say provides little
049guidance uh, in terms of what our what our grading policies are and and should be. Um now 4710 which again is on is on a first read and we're we we invite uh comment and feedback on this uh we think it provides some some foundational principles and some more concrete requirements particularly when it comes to parental notification in terms of student progress. Um uh we will be next working on a regulation which is going to uh fill in some of the gaps um in terms of creating policies while uh maintaining professional independence and judgment of our of our faculty and staff. Um, you know, one thing that in terms of the regulation, while we we went back and forth on whether or not a regulation was necessary, ultimately, uh, we think it's necessary, Frank thinks
050it's necessary because, uh, you know, the policies that we currently have are are really scattered to the wind. Uh, they're they're housed in student handbooks. Sometimes they are just unwritten institutional knowledge. And so we think it's important that we put these put these these core principles in in writing. Um and in the next meeting and we're we're going to be we've already heard from from some stakeholders but um stakeholders have been and will continue to be consulted regarding the regulation. Don't I I think we've rescheduled the next meeting to the 19th of of December. That's at 2:30. Okay. And so that's when we're really going to start to get into the uh nuts and bolts of the regulations discussion. Um >> I thought it was policy. Sorry, >> what's that? >> I thought that was
051policy first review of the policy with stakeholders. >> Uh you probably are correct. >> Uh but we will be we will then be engaging in in a in a you know a lengthy discussion about the about the regulation. No, you're you're right that miss you spoke. Um, so with that, that's all I have on on policy. If anybody has any questions, I'm happy to try to answer them, but it looks like we have something on uh student feedback. >> Yes. >> May I also share a few key points uh about the board? >> So, when we started talking about grading, I believe it was almost a year and a half ago or even two years ago, we started this conversation. Um, one of the things that the board asked me to do is review policies
052of other school districts. So that was the first kind of goal that I did is looked at other school districts and policies. Then I started doing stakeholder input and getting input from staff members and from admin and other groups. Um the policy that you have in front of you today is a mixture of that conversations. Um it is it's the the way I like to look at it is prior to this it was kind of open. There was no clear guidance on what grading is. This policy gives the board kind of philosophy and expectation. So it starts to wrap its hands around what grading is. And when the board's number one goals to me was saying it's still got to be teacher autonomy. We, you know, I as an administrator, you as a board, we
053cannot dictate to know exactly what's happening in the classroom. That really truly is the professional responsibility. So the policy is here. We start throwing in a regulation will kind of guide it. So we at least have our arms wrapped around it. So there's guard rails understanding where those lead to. Um, so that's kind of why the regulation needs to be there. What Matt was saying was, and here's an example, in our policy, we actually had a regulation as like the re exam is going to count for XYZ. That's truly a regulation. Changing of grades, that is a regulation. Like what is the process of how you change a grade in the district, it truly is a regulation. Um, what a minimum grade is. Right now, at the high school, a minimum grade is a 50.
054At the middle school, minimum grade is a 55. Not written down anywhere. Those are regulations, right? So putting them together having a conversation those those are we do how do we input grades from students who transfer in that's regulation. So those key components so the policy will help guide the regulation and give it its kind of framework but the regulation gives a little bit more process but all throughout the regulation when we're talking about it still gives teacher autonomy and that's the goal of what that is. Um and so what we've been doing is we we shared the first round policy with you. We shared the first run policy with the admin. The admin are now sharing with their building leadership team. The building leadership teams are going to be reviewing it. Everybody has access
055to it now. Um they're going to be reviewing it and then they're going to nominate a couple people to come to our December 19th meeting to share their input on this one. So if there is So you really are getting voice [clears throat] in this first policy. After the first policy then has its final read and then it's agreed upon, then the regulation is going to go out to stakeholders and that's going to go out to building level teams, build leadership teams, uh, faculty meetings, grade level teams. That's when it's really going to start getting ripped apart. Um, and people are going to have voice and comment and you different options. A lot of the regulation currently that, you know, I kind of talked about [snorts] currently has our practices. There's maybe one or two
056small little minor changes that I stole from another district. Um but and you can see that in the policy, but everything else is basically current practice of what we have in our district. Um so that really is kind of where the policy came from and kind of just elaborate a little bit more on where Matt was from and from those conversations. Any questions about the development of the policy? Okay. So then what Michaela did as student board member, she wanted to start looking into student perception, student voice in grading policies. Um she worked with Mrs. Pardella and myself and she actually put out a grading policy [clears throat] survey and um she's going to present it. So I said that I would be her clicker [clears throat] [laughter] as Michaela presents her uh grading policies.
057So >> So yeah, I sent this out about like the second week of November and then I just read through all the responses. There were like a few kind of more like multiple choice checkbox answers and then we had like short answers. So I read through all those and kind of like pulled together >> and 317 students have responded. So >> that's a pretty good >> it was 9 through 12 total >> about 350 >> that is responsible. >> That's great. >> And the beauty part is with high schoolers is they've been K through so they've already experienced grading and their thought process on grading. So they kind of really see it. So she's been able to capture a large amount of our student population. >> That's interesting. Yeah, so these were the two that
058were short response. Uh just ways you wish teachers would grade, how to learn better, and then anything else you want the district to consider. Uh for the ways you wish teachers grade, [snorts] a big one was having feedback on more just assignments and just kind of everything in general of like why any question you got wrong is wrong and what you can do to be more like correct. Uh, another big one was having more clear rubrics on a general with everything on how everything is graded because I know they do give out rubrics for bigger projects, but they'd rather have it for more just like little assignments and just overall like how things should be read. Uh, we also have less weighted tests and quizzes and grade participation and effort. These were both a little
059bit controversial, meaning that some students wanted the opposite, but they were more on like the less weighted testing uh quizzes and wanted participation. Uh then we have just grade on it so you understand the topic and not take points off of small mistakes. That's also just a general like you know you only did a calculation error in like the calculator but then you get a bunch of points off even though you knew what you were doing. Uh for the other side we have weighted averages and especially people wanted more curves for the AP classes and then these two go together and they also will go to a different slide that I'll talk about but having consistency across the grading system between classes and having single grade consistency being too hard uh because of advanced classes.
060I'll talk about more of that when I get to that slide so it more sense. Uh, and so here I have things that just showed up in both questions to kind of like emphasize them. So we had test corrections and extra credit always being available, which is like almost every student probably said some form of that. Uh, and then we have less less harsh on late work and that more kids want more like homeworks to be completion grades instead. And then teachers grading sooner. That has been something that's come up with teachers taking a while to grade. Especially if you have a quiz or a test, they want just their homework and assignments that they did be brought back sooner so they can see what they need to work on. So, uh, first question that
061they got was how much do you agree with the following statements? Uh, blue being strongly disagree to then purple being strongly agree. And so, as you can see, this one stands out being strongly agree. and that's extra credit should be offered to improve grades. And then we also have down here late work should be accepted for partial credit. So that again ties back to what they're saying in the written responses to fully emphasize about those two. Um and then we have some like my teachers clearly explain how my grade is calculated. That was pretty good agree and neutral. um grades in my classes reflect what I know and can do was a little bit more kind of towards agree not fully strongly agree but um yeah and then next they were asked when you think
062about how teachers grade what helps you learn the most. So here you can see the biggest was feedback and then also getting to redo for correct assignments. Again going back to extra credit, redoing revisions. Um and then here getting points for effort participation and homework and then again having clear rubrics or checklists. Um, [clears throat] next we have our least fair helpful in running. So this big one you can see is not allowing retakes or revisions. Um, just again circling back to that idea. And then next are kind of counting homework heavily and getting zeros for missing work. going back again to the left part on a late work and then here again taking points off your lab work. So then here's the consistency part. This was something Miss Cordilla wanted to be through special
063ed. So how consistent do grading practices feel across her classes with majority saying that they are somewhat consistent then some saying not consistent and that's all not saying very consistent. And then I have these two. Would you rather have consistency across three levels or content areas and subjects? It's about 23 wanting the content areas and subjects. And then here we have if it was grade levels, would you prefer it across single grades or all grades? And it's a little le kind of more mixed with close to 60% wanting all grades. So just kind of more general kind of encompassing of having more consistency and similar grading systems and yeah that's it. >> Would you be okay with this being posted along with the agenda so that >> yeah students can see >> we're going to
064take one step further. Would you be okay with me sharing with the full staff? >> Yes. >> Okay. that will be part of the that will be part of the district advisory committee building leadership teams and also a conversation tool for staff to be able to utilize as they talk about the recommendation. >> Whatever you're answering then I was going to say this is a great survey and very interesting to hear. It's really >> it's a hot topic too. I mean it's been on our agenda for so long. Oh yeah. >> I'm glad to see it's an issue students care enough about to respond. >> Yeah. >> Thank you for >> Does anyone have any specific questions about anything or >> um when did you give it out and how did you how was it
065possible to get like that 90% response? >> Uh it was like November 12. >> Did it get emailed out? Was it given in class? Uh yeah, Miss Cordillo had the English classes take time in their class. >> So it was one that was in class. Let's do it every >> So the one one thing I'll follow up on like the the points about rubrics and having clear expectations. That's something that we spent >> some time talking about in our policy committee as being an important kind of like level setting at the beginning of each semester or class. um so that students, parents, right, everybody's on the same page as to what counts and why. So I think that's an important one that needs to spend time on >> that transparency and clarity. >> Yeah. Communication.
066>> Thank you for supporting the policy. >> Thanks. >> Yeah. And and though not a question, more of a comment, I think that this is a perfect example of why student representation on the board is just so important and so valuable because >> the governor listen [laughter] what can I say? Um but but no I think this is great because just you know just like we talk to people out in the community your you know your community is largely here in the school and it's important for us to hear what what they and and you as their representatives have to say. So thank you very much. With that um let's move into conversation about uh M1 for policy 4710 is being presented as a first read. Um so Matt would like to be this conversation
067>> uh >> or policy committee. >> Well I I I think you know I will I will just say that I you know it's a first read and and and I think that it's uh for a policy you know again is more of an aspirational framework. I think that it's uh I think it's a good thing and I think that it I certainly don't know what the thinking was in terms of the prior policy that was in place with this one is just so vastly different and I think that it achieves what the policy is supposed to which is to set out that the goals of grading what the purposes of grading are what your general expectations should be and again in the vein of transparency um you know what it is that students and
068parents have a right to know um and and uh in order to to help them um succeed because that's why we're here is to provide an environment that's conducive for success. Uh and so I think the policy does that. Um but you know again it's a first read. We're going to get some feedback from stakeholders and and I I want to take a look at at the presentation we just [clears throat] saw to see if there's anything that we might be able to incorporate there [snorts] andor into the regulation. But um you know I'm I'm glad that we were able to to start to have this conversation >> and as a board this is our chance to discuss it as the the concept goes forward with it further. Um and so if there's thoughts at
069this point that we want to bring forward. Right. So, what one thing I was thinking about when I was looking through it and recognizing that this is I mean, you're talking about like trying to put your arms around it. It's kind of like trying to hold a rainbow or something because it it does help to have those guidelines and bumper, you know, and everything. And um kind of like bowling, I guess. The guardrails are really nice. They're still >> for me. >> Well, you know, >> but but there's still >> you can put up the bumpers. >> Yes. And sometimes you do end up in the next lane over um but one thing that I I see as a possible challenge and this is been my my mental challenge for a long time. So I
070don't want to put it on anyone else but is just that whole idea of students mastery of a subject is The goal is of a grade I think is to convey their mastery of a subject but at the same time sometimes that grade can also include effort and participation which inherently can be biased in their evaluation. So it's very challenging to evaluate effort and participation without bias. So this policy wisely says to do this without bias. So how do you evaluate mastery uniquely and perhaps it is that mastery is the grade but then the comments are participation and um [snorts] effort >> right so I think that's something that's going to be tacked a little bit more in the regulation there is a participation component that's part of it and I think that's a philosophical
071question that comes around because as a music teacher >> I was all about participation right Yeah, >> it couldn't matter if you mastered it or not. As long as you could actually if you actually tried to blow a note, even if it was horrible, congratulations, you got a good grade because you were participating. That's [snorts] a participatory course. World of languages is participatory, right? So there's got even there there's bias. So how is that how is that rubric? How is that defined? How does that weight into your class? How is that participation still motivational? Right? Because participating can you know if you're not participating it's not motivational. So that is a very difficult question that we're going to have to tackle and that's why we want teachers involved in that conversation because again there's two
072educators on the board. >> Yeah. >> But we're not we're talking about 200 educators who have a better understanding of how this will work and that even with the regulation it's still not going to say participation is XYZ. It's going to still give that more what's it look like. Um, one of the suggestions I made within the um, regulation was departmental, right? And this is more for high school or secondary, not for um, elementary school, K5, standardsbased or trimester. It's a little bit different, but having a department conversation. Department leaders and chairs work within it. And then those science teachers decide what does [snorts] their consistent grading look like. The math teachers decide what their consistent grading looks like. The English teachers decide what their consistent grading looks like together as a group. because an
073English teacher and a science teacher are going to have very vastly different expectations about grad. So let's have a policy and a regulation that gives that autonomy to the groups >> and the students seem to put that forward that it seems like it makes sense to have different grading structures within different bodies of study and I do get that but I just say that is where a challenge lies is >> are you grading compliancy or are you grading cuffins or they understand >> right and you know if you're going to a doctor you don't want a doctor who put a lot of effort in but doesn't remember that carbon is by the letter C. We want a doctor who actually knows that for sure. >> But um good for them for being in class. >>
074And that's why the bias resistance is in there. Yeah. Such as compliance, such a discipline. >> Yeah. >> And I totally understand. It's definitely a difficult conversation, but a wellointed >> and there can be training. I mean, there can be PD around that conversation. I mean these conversations aren't had as >> I think consistency is very >> and for right and for having students who are more um quieter people who are less likely to speak but are very engaged in class they're not falling asleep whatever they're they're really engaged they're not talking that's still to me participatory they're engaged with the children um but that's me personally not as an educator just because of how does how does that work and that to me is complet that that convers I I think so I have
075a lot of faith in the ability to >> and these aren't things that are going to happen overnight these are time it's detailed conversation financing put into it and you know we took a year and a half to take a year and a half to get to this point it's going to take time to move forward, right? And to do it with voice and do it with, you know, everybody's stakeholder input is very important. But I think you have a very good point. It's there's always those conversations. So, >> um I'm curious just put you two on the spot real quick. Um what would you say is like a reasonable amount of time turnaround for like a tester or quiz? Or I should say maybe what's too long? What is a point of time you're
076like, "All right, we should have gotten this back by now." >> I'm just I'm curious because students are I mean, it's amazing to me. I will have students take a test and literally 30 minutes later they'll say to me, "Did you grade it yet? >> What did you think of what I hours >> and I'm like, "Honey, I put it aside and I won't look at that again for literally like three days. Sorry. I'm sure it's good though." Um, so like in students minds, what is a reasonable or not reasonable amount of time? And wait, can I tack on to that because I think I heard that getting your homework back before a task is important so that you can study for it. So >> the same way what is the same thing for homework?
077>> I think it has to depend on how long or how substantive the quiz or test is. For like a unit test at the end of unit, three weeks is maybe an appropriate amount of time to get that back in. But for a two question homework assignment, I would expect that the next day because it's just so little. I think it would have to be based on length and content. >> Okay. >> But there are also teachers who will have you take a quiz or a test and will not return it until the next quiz or test is over. And that doesn't feel as helpful because the content is the same on both or it builds on both. And so not having your answers to the first one kind of sets you at a disadvantage.
078>> Okay, that makes sense. That's like I know like in AP bio especially there's kids that like weren't there for the day of the test and so they have to make it up and it's like they're taking it and then a whole week later so then she even said how like the tests are graded but just waiting for those students and it's like everyone's waiting >> to get their test that they know was graded those few students so also come back on. So, if you don't get them back, like can you can you look and see your grade like on e school or you have no idea about it until you physically get it back? >> Yeah. Sometimes they will put it on the grade book at least like a number. They don't actually have
079like the questions and the answers. >> Okay. >> You only know if you got a zero or 100. >> Yeah. >> You don't know what you got wrong or what. >> Okay. >> I appreciated the comments that that helping helpful feedback would be good because I remember having kids whose teacher would say if you wanted any comments just come and talk to me or something >> and the scantron tests those are usually Yeah, >> I have to say people aren't really getting a lot of scantrons. >> It's okay. >> So, it's Google forest and all sorts of crazy things. >> Very old snake. >> And I would just like to encourage educators, please. Um, I do think there is a lot of value in allowing students to make corrections or test retakes. Will that make
080everything take longer for your teacher? Yes. Yes, it absolutely will. Um, however, I if the main objective is for you to learn something, [clears throat] you don't really learn as much if I just give something back and you're like, well, I got all this wrong. That's that. Um, so I I do think there is a lot of value and I'm I'm glad that students do things. So I know they don't always want to do it. Um, but to at least have the opportunity to redo something because sometimes they come in and it just wasn't a good day. They woke up late, they couldn't find what they wanted to wear, their mom's being mean to them. Um, like that just really throws off the whole test day. Um, so I do think sometimes having that opportunity
081to come in fresh, really prepared definitely helps. I'm glad that we're able to get more of this. I feel like a lot of the times these decisions just kind of go right over students heads and that is a little bit unfair because they do that. >> Thank you. If you hear more information, please feel free to pass it along not likely to be done. Can I ask um we've had student board members participate in policy committee before? I know you two are probably incredibly busy, but since we're doing our next meeting at 2:30, >> if it's possible, I think >> 8:30 is tough. >> Yeah, 8:30. I'm sure class, right? But is that a is that a Thursday? >> It's a Friday. >> Friday >> at 2:30. >> 19th is a Friday. >> Believe. >>
082Yes, it is. I think it'd be great to have students there while we're getting input from others to have some back and forth. >> So we were related. >> I I defer the chair. >> Oh, good. >> Yeah, perfect. I'm glad you said my idea. Thank you. >> No, I I I'm actually just sitting here as you're saying this going, why didn't I think of that? [laughter] No, it's pretty it's it's and the timing does, you know, really present the big obstacle, but presents an opportunity, you know, this time. So, yeah, I'll leave it to, you know, Frank and you to figure out who of you might attend, if not both. But I think that's I think it's a great idea. Hold on. We don't do anything with the first read. So we just discussed
083it. Um and that will be attached to this body perhaps and testing that diagram. >> Um with that we move to policy 1900 if everyone's okay with that. Are we move? Um, this one is [snorts] actually up for a vote if any would like to discuss it or just move it. >> I'll move it. >> I'll second. >> All in favor? >> I have. >> All right. >> Um, do we have some corrective active act action plans? Um, anyone relate to audit? >> Yeah, I'll I'll just I'll jump in. Um, this is kind of standard procedure when you have a finding in an audit report is to respond to the finding. Um, so for both of these issues, we're we're agreeing with the finding. Um, as we discussed at the last audit committee on the
084extracurricular, we acknowledge the finding, but we don't really agree with it. So, we're going to keep doing what we're doing. Um, and then on the other With respect to financial reporting, we agree with the finding and colleagues working on these changes. Fantastic. Would anyone like to discuss >> where where do these go? Do they get filed with SED or filed? >> Okay. >> Dispens collector report. Just move. >> I'll move it. >> I'll second. >> All in favor? >> I >> We had the Durban family has come forward with offers of very generous donations toward the principal discretionary fund and the backpack program. Um, and that is a very [clears throat] generous thing they're doing. of brother I believe. So um the letters are there. The story of it is uh is pretty beautiful. Uh
085Roger Dur graduated from Forsville 56 years ago, passed away in 2020. Um and they maintain the child at home. So that story is printed and Derland was proud of and his donations. >> So um with that we just want to acknowledge the family and the generosity and also the effort discretionary donation as well to the discretionary fund. So thanks to um for donation for that if there's any um discussion or >> how did can I ask how did the Hannifford donations happen like is there a just a regional like the stores are in >> store picks like a monthly donation >> right okay so that's where it came from >> I wasn't sure if it was coming out of that or corporate level. >> I believe this is a store. >> Okay. >> I think
086this is the store. >> Just curious now. Would anyone like to move it? >> I'll move that second. >> Second. >> All in favor? >> I >> The next thing we have to do is actually move the money that is from Hanford and the German family to discretionary fund. >> So that is it 7.6. Would anyone like to move those? >> I'll move it. >> Second. >> I'll second. All in favor? >> That's what I was looking for. >> The amount. >> Can you just go backwards for a second? >> Oh, that was just the money from the discretionary the not the backpack. >> Oh, just discretionary. Understood. >> Just the first the first and the third items. So, got >> which is what? Yes. >> Good. opportunity for the public to be heard. We
087have a second opportunity for the public to be heard. >> Yeah. >> No. >> Well, there's a couple people get >> Don't handle it like >> My name is Lisa Pelletary. I wasn't actually planning on speaking, but I just want to say that your survey of the students was great and your presentation on that was really um polished and good job. Um I thought the information that was gathered is really probably going to be very helpful for uh folks developing the policy. Um so I think that that's you should be really proud of the work that you did. Um, from a parents perspective, you asked the students what they felt about uh, timing of grades entering the grade book or even just maybe being graded in general. And I just want to offer a parents
088perspective because I've been pretty vocal on grades for the past year plus, maybe a little over a year. Um, I think that that is a significant problem at the school and that maybe should be written into the policy if it's not something that is actually written into the policy right now. I think there's an understanding about how frequently grades get um entered into the grade book, but that is not happening. Um I have two kids in the school um in two different grades. And this has been a problem for a number of years. It's not just one year or half of a year. It's not just one area uh subject area. It's it's all grades, all classes. Um, and for a specific example, I recently had a situation where one of my kids um was
089missing three grades at the end of October. Um, two of those three that were missing were four and six weeks past uh the date that the assignment um happened. And so um that offers no feedback for parents. the parent um portal is supposed to be a tool for parents. But if there's no data in that um program, then it's a pretty useless tool. So um I'm happy that this is being taken up by the school or that it has been sort of on the agenda for a while now. Um I think that Miss Cardillo is um pretty passionate about grades. So, I'm happy to see that maybe there's some movement um with her coming on board, but I do think that this is something that needs to be um figured out for parents and for
090students. I mean, this is that's pretty terrible for students if they can't figure out why they did something wrong on an assignment so they can try to improve going forward. I just don't I don't understand that. I think that that's pretty uh weak and um not doing your um following up with your responsibility as a teacher to the student. So thanks. >> Thank you. >> With that we have the opportunity for the board to be heard. forward gratitude to the community to the stakeholders who be part of the conversation staff members who are using um and to all people who are going to be putting their pajamas on inside out backwards and students under their clothes between 5:15. I Paul Kayano said that it's probably most likely going to be a snow day. So he's
091actually voted [snorts] on [laughter] kids are going to be really disappointed. They ran out of the kicker for this storm isn't necessarily what we'll get before school starts, but what we'll get as the day goes on. School superintendents will want to make sure the ride home for school will be just as safe as the ride in. So which is absolutely correct. >> Ken Young is right on part of Paul. Okay, with that are dates to remember. Obviously, December 19th is the next policy on Friday afternoon and people can sit in and listen to that, but it is not a public opportunity for comment district office. So, if there are students who want [snorts] to listen to policy being discussed, um there are folding chairs that can be very exciting. It's also recorded. Must see TV.
092Put it up on your TV [clears throat] screen. So fun. >> And I I'll just say Rachel, like for any community member who's watching, the draft is out there. Send us your feedback. >> Yes. >> You want to consider >> the CSDBE email goes to the board members that sorry not student board members, but the board members. >> Great. We listen. So thank you. Uh BCSD at But the next board meeting um will be preceded by an audit committee meeting um probably not starting at 6 o'clock it sounds like but uh we will have the board meeting immediately following it and that will be January 5th which means we wish you all a very happy and safe holiday season. Maybe the fourth flight of time with family, loved ones whether they um and next year
093begin and continue. Thank you all. Anybody would like to >> I'll move it. >> Second. >> All in favor? >> I >> thank you ladies. Um,