001order [Music] 632 United States of America to Father, [Music] God, Steve, Mike, Stephanie, and I believe we have I'm here. Hi. Now, I know we're waiting for a couple more people in right now. So, maybe slowly move our way over here. [Music] I don't have to correct. Y um you know just just to waste time I say that I was the um holder of the eight and under 25 yard backstroke um you know state record for obviously decades ago for I think about 3.2 seconds now I I wasn't saying how you know very impressed with your time. Oh my god, you know the you were with us with a pool that had conditions and a timing system that needed to be your alg but I couldn't do the turn over and do the you know
002I had to do the touch the wall turn stuff you I'm sure your time. Yeah, I can um I can go over some of the some of the details. Uh so our boys swim team like you said went through a lot of uh difficulties this year with some of the issues that we had with the pool. Um very fortunate to have a great coach Matt San Angelo and his assistant Miranda Gerski who um not only our boys swim and dive coaches but our girls swim and dive coaches as well. uh very dedicated uh to some and um you know h has been a pleasure to work with this year. Um very successful girls season and an even more successful boys season. Uh we finished second in the NBL championship. Um you know that's that's a
003great accomplishment. There are a lot of great uh swim teams in the NBL, especially in the boys season and uh for for our boys and our coaching staff to um have them finish in that second place in the NBL it's a great accomplishment. So that's something that should be applauded. We were in class S state uh championships for our our swimmers. Um we had a fantastic showing uh in in the states as well. Um the five swimmers that we are honoring tonight are all NBL. Um they they were selected to the allNBL team as well as the all state team. Um and uh one swimmer in in particular was named as the outstanding swimmer of the NBL, the outstanding senior of the NBL as well as the outstanding swimmer of class S. So pretty good.
004Yeah. Nice job. Yeah. So, uh, I'll introduce the young men up here, um, now. And, um, you want to give them their certificate. Is everybody here? Yes. First name is since this broadcast is online for students. So, Noah [Applause] Now you're all set [Applause] to Anthony. [Applause] Oh yeah. Sure. and coach in we're going to take in a moment but once again we want to congratulate our our voice swimmers and the coaches and so as athletic directors we know that when they're coaching participant in activities like this it's a lot of time on work and work event participation is a meaningful part of my experience. So thank you for all you did to your success as well. So congratulations again. I'm going to go She was already she's okay. after. [Music] So, we discuss Nicole,
005did you have a March? I I submitted the edit to Claire. I don't know if there's anything more I have to add other than what was in the email regarding um the policy that I was actually there. Edit. I might not have gotten. Yeah. [Music] Yeah. I mean, the only told me that she was here. I did. Correct. That's the next one. [Music] Oh, I thought it was already put into the record. What the changes and then And then [Music] this is not correct. Nicole, are you saying you were here on I'm sorry, Deb. I couldn't hear you. cut out. So March 8th here March 8th I was present the hearing the meeting that you covered for me I was in Florida that was in February. Okay. Okay. So it'll just take my my name
006off and then it'll say That was the only question to approve as second. Any further discussion? All those in favor? I sorry to approve the March. All those in favor? I So as um we introduce them in a moment here. So prior to this past year, we had one math coach that um worked that was Andy. Um, one of the improvements that um, Dr. Kenn had graduated the second half that we had a full-time one full time at this had two individuals working at two different elementary schools. These two um are phenomenal team. In fact, you'll hear some of the work that they've done with this branch and beyond on the geometry schools. Um, some of the they've done our staff. Um I address it slightly in the report. They have some role in SRI
007but that is not their primary function. They also match tutors in the school um that serial address some of what they do um and how that overlaps with some of the tier three tutors um in the role. We're not have answers to some of your questions tonight. We'll work it out in report to you. um but they're going to share with you kind of day in the life what a math coach is to kind of experience what their role is and what their primary um expectation is um for them on a day-to-day basis. So I will turn it over to Dorothy to introduce them and then they're [Music] all building. [Music] You have a smoothility. Yes, they work with students but they work with all the students that struggling students in the moment students as
008well as the advanced students and they provide that for push further and that series and sharing just a snippet of what they do. Thank you. Thank you everyone for having us tonight. And we're actually gonna start tonight's presentation with a little warm up like you would any math lesson. So Andy's gonna come around and there's two questions. How many do you see? And how do you see that? It's just not available right now. Definitely not yet. So what we'd really like to do is give you an idea of what the students go through, you know, at the beginning of each lesson. [Music] So the great thing about this these questions and this activity, it allows access to any level Students that are higher higher level thinkers will have one specific, you know, might have one
009answer and students that might have trouble accessing some of this information might have a different answer. But um quick quickly going around, how many do you see? What do you see there? 23 apples, two boxes, one more. Excellent. [Music] 23. Anybody else see something different? Yeah. Yeah. So I mean just like your response, right? How many you see a lot of absolutely great and and that's what we're so amazed when we we offer an activity like this to students. They will come up with the most amazing answers. I'm talking about first graders that are six years old will see things that I would just thought about. Right? So this new program has an access point for higher level thinkers for beginning learners and it's great. Now our role is to help facilitate some of this
010learning. Right? It's a new program and Andy and I have been one of our big roles is the communication, right? We go around, we communicate with I would say every single teacher within that school with it uh every two days, two or three days, we're communicating with every single teacher within the school. We're checking in. How are things going? How can we support you? How are the lessons going? So, we're communicating with them at all times. A big part of our role is working with students. We're working with students. for um communicating with the teachers. How can we help your class? How can we help your students? Are we pulling groups out? Are we pushing in? Are we co-eing a lesson? Am I going to teach a lesson today? And you kind of just observe,
011right? And I hopped in right today with one step over here. We just coaught a lesson. I saw some things. You mind if I hop in? And we just kind of, you know, taught the class together. Um working with the parent community. I think that's one of the really big things that we're trying to do as well is because parents, we often get that communication. It's like, I didn't do math this way growing up. What is this new math? I don't understand it. And we're really trying to hit that parent community as well, say um there, right? So, we Andy and I started a podcast recently and we put those out to the parent community. We uh reached over 100. I'm kind of proud of that. You listen you listen the whole thing? I didn't
012do your last one yet. Excellent. All right. Yeah. So, we're trying to just get creative. Yeah. Well, you know, we're just trying to get creative and and really communicate with that parent. We thought that would be a great way to communicate with them. We're also planning on putting some videos together that we can send out to the parent community about how we can work through some of the problems. And one of the last things I want to mention is that one of the other things that we can do is is because we are in classrooms every day, um we collect data, we can see some of these trends across grade level within our school systems and even within kind of vertically aligning things because I with Andy on a daily basis and we're seeing trends
013at Quaker Farms and how do those trends continue at grade oak and looking at ways that we can bring um our work to help support teachers to help support students and I know one of the things that we talked about overview is in June Andy's going to come down to Quaker Farms we're going to really push those second graders if they're heading into a new school in the third grade and we want to really hit on certain skills to make sure when they get to third grade they're going to hit the ground running. So finding those trends and we're going to talk more to that through an example um in just a little bit just the communication between him and I about the transition between second grade be so much better this year and we're
014going to hone in on some of those skills needed for beginning third grade and really try to attack those last days of June you know there's a lot going on but you know those small groups we can take you can hit upon some of those skills right Um just to give you an idea too about math coach. Um you know even this morning we started a meeting about uh summer call summer spot. You know sometimes the kids aren't you know they don't they don't really actively you know every single day do all their their school work. So we're trying to have a meeting with our ELA personnel and and get some students to really kind of get going in math in the middle of the summer and we have like you know special ideas that
015we're gonna try to float around students and promote kind of math awareness in the summer with the ELA do some fun activities. We had a meeting this morning regarding that with our ELA person just get some thoughts and ideas again. So that summer that summer slide is a real thing. students go over the summer, come back next year. I mean, you know, levels below where they are can be, you know, and so we really want to just try to hit on some of those things and kind of level the playing field a little bit. And, you know, on a daily basis, you know, we in the classrooms, for example, today, you know, there might have been a couple teachers out today and I go in there and I take care of their math. One of
016the reasons why we do that is what keep it going in those math classes. Um, instead of maybe something in there that's not completely familiar with the mathematics program. We like to keep the pace. Um also um some modeling lessons teachers we do that very often on daily basis as well like today some SBI students and there's conversations like Aaron said constantly you know I had a teacher going today about you know how can I approach teaching this one lesson those those conversations are consistent you know those happen all the time and it's a touch base not Hey, I think you should do this. And the problems that we might get on a daily basis, you know, maybe an ID thing or how do I do this? You know, we we try and solve those.
017We're really trying to build a math community within our building and having that like that professional learning for teachers. You know, Andy and I spent a lot of time looking through the math curriculum, um, looking through the IE, the data, the program, and we have those answers when teachers say, "How do you get the support again or where do I find this?" you hop right in there and we know it. We spend a lot of our time um doing that and today I had um a little time as well and I'm working on updating the pacing guide you know and trying to keep that based on where we are and and you know how things are going. So just spend time looking at data working continuously working on on those types of things. So, and
018you know certainly it goes to and even as we get to second graders coming third grade you know my mindset my mindset is always that smart balance aspect that my mind trying to push those things as well those little problems teachers hey this is kind of a a higher level thinking question you might see aspect we're trying to promote that higher level teaching as well as we go through so and I just want to now speak if you flip your paper over you're going to see a couple examples of uh some work might look it might look a little little weird a little punchy but uh we'll we'll take you through I'm going to take you to that first problem. So I was talking about some of those trends that I see right being in
019classrooms all the time I saw a trend where students were if you look at that top example we show the number 45 through different manipulatives this one is using rhymes and units. So another thing we do is talk about that specific math language. So it's pretty consistent throughout K through five. Students will continuously build on that math language and understand those concepts as they go through. So that actually represents the number of 45. Four rods to five units. The four rods represents in this case pens. The five units five. You look at the example below. That would be what I noticed the trend happening throughout second grade of how students would be drawing out their rods and units. It's kind of all over the place. They were disorganized. when you would ask the student you
020know tell me what's going on here they would get confused themselves with their own work so I went in and I said you know what I think one of the things that we could really do is the math practice standard of attending to precision so every time I go into classes practice attending to precision right so students now know when they come in I want you to when you're attending to precision you're drawing out your rod your problem I want them all the same length about the same distance apart. When you're creating your those units, try to do them in five frames, in groups of five. They're much easier to follow. So now when you're adding or taking things away, subtract those problems, you can very easily see how much you have, what do you
021need to add on to it. And it's amazing how clear their organization within their thinking occurs. And that even continues with not just attending decision within your math work, but within your daily lives. Right? When you're putting your math papers away, don't just shove them into your folder, but organize them. Be precise where they go. So now when you need to open up your math folder next time, you know exactly where your work is. You know exactly what page you're leading off on. Right? So these skills really get to some of the executive function stuff that we've been really trying to push as well. um through a mathematical mindset and it's amazing that the things that we are now seeing the way students will be able to show their work explain their work because they're
022really a little bit more precise with how they're putting things together. So, one of the trends that I noticed that I really wanted to push and I think having math coaches, one of my favorite things to do other than working with students is supporting teachers. Finding these types of things that I can go in and help teachers have had it throughout the past few years. And uh to be in a position now where I support teachers is something that I'm I'm really proud of and u I take a lot of pride in for sure. I don't know you might have already mentioned this but one of the greatest things about our job is we get to learn all of these different classrooms teachers students and even aids you know professionals we learn all of these
023great strategies and things we kind of pass them on as best practices and I just say that's my 15th year maybe now in Oxford and um I started Ed working at lower elementary this year at pick farms and I was not prepared for what I saw in kindergarten. I was not prepared for it. Um I thought I knew teaching. I thought I was a good educator. Um not until I went into kindergarten and I was like whoa what those teachers are doing. I mean all the teachers at the level really amazing. I am learning more than I could have ever imagined. So absolutely and and one more thing too about the communication aspect. We are requiring our students to use are technical not and I even stopped my lessons twice stop how many times you
024hear someone say area dimension length with partial products you're working on third grade we're kind of demanding that not making them speak language you know you're you're not the last example I know We do such we do such a lot of work in lower 45 and this is just a way to define which you know someone taught me this fifth grade it was made so much easier it's not very procedural here you know you're thinking about place value and what Eron and I really try to do is change mathematical thinking has to be said. You don't want kids to do something procedurally. You want to change your thinking. So that's just an example. And you'd be amazed at how many, you know, give this to a fifth grade student. They'll be like, "Oh yeah, I
025know exactly what's going on. You're deosing at 453." And they can say, you know, 8 times, they might say 8 * 5 is 40. So 8* 50 is 400. And I mean the way that they decompose these numbers and see math now. Absolutely. They really are trying to push not just you know remember what we say or remember this process but go to a place of thinking and and I have an application. Absolutely. I have the the honor of going in you know like said earlier it's like say hey can you come and teach math in my class? Absolutely. And it'd be amazing how many kids when they see a problem they don't know what to do. One of the first things the place they go to not shutting down it's not you know looking
026at a neighbor they go to a place of thinking you'll see kids in a class that they'll just think about it's amazing that shift of that that thinking and that's something that we've been pushing a lot thinking process so and I have done some professional development this year terms of we're actually going to middle tomorrow. Professional development. Again, we learn as we go, but we're trying to support you, but you know, looking at this and understanding how But you say de so now at the bottom um because it's how many groups of eight do they make so we would share with them that's why I underline those actually goes to some of that mathemat organization so it's not just well eight does eight go in four think about how did that go that's that's not
027that's not four that's 400 so it's how many groups of can you make that gets close to that dividend? So that's how we look at 453 and one. Exactly. If you look at that 53, it's decomposed again. That 53 is decomposed into a 48 and a five. Why 48 and five? Take a minute to think about why would we do it in endless amount of ways, but because it's divisible by an eight. That 48 is divisible by an eight. And students recognize that they will see that and be like I'm gonna do 485 because I know if I did you can't go 56 that would be another group of eight that's too many. So they would be composed 485 and see students have not learned standard that's actually not required to come up with 56.
028No, they are. But I'm saying the standard algorithm division is not required to stand and again not so you do know 8 * 3 And you know how do they then if you once you subtract if your number is bigger than your outside number then you know you can hit the button. So how is that check? So here's well along with this maybe just along with this we always have our our kids check their work. So even if they do get a quotion, they have to check their work. But it's also accessible to a lot of learners because let's say you didn't know your 8* 5, you only knew, you could do partial quotients and add up to that. So it's like for for me it might go forward but for students who kind of
029have the progressions of pulling apart numbers the way they want to manipulating them for their you know own needs it actually works and you'll notice too there's no just you know remainder five what are we doing with that fivey absolutely our philosoph is really like math. It's not about solving a problem but understanding it's understanding the world around us right that's mathematics is we're trying to push those ideas too can't just make you know try to make it a real life that pretty much is our question how would I know that these lines Well, again, like in the project, the K12, we use rods. It's actually manipulative colored rods. Yeah. Yeah. They're like a little plastic baseball. The modern age to that. That's so to your point there's common language. So when I get you
030know student third, fourth, fifth grade, they know what a rod is. They know what is they know it's equivalent and and that's what's important. And I think one of the things that we talk about and they actually are 10. A rod is 10 seconds. So there is actually a linear measurement. Why would they draw? Why why would why would a a first grader Yeah, they I mean this is an example of a lower elementary, right? Like a five or sixy old who's just, you know, putting these things out and and the object is to just kind of slow the slow the pace down, attend to taking your time, right? It's just like, you know, a carpenter, right? You measure twice, cut once. Take your time with it. You don't I don't know, right? So, and
031it's just building upon those types of ideas of slowing the piece down. Really be precise with what you're doing. Don't just rush through it to get through it to solve the problem, right? Because there's there's more important parts than just solving the problem. And a lot of our students that work, they don't have those organizational skills. We give them strategies in order to do that to help them kind of tend precision be more their operations. These are kids who have been home you know the past couple of years with you know hybrid co and they you know we're really working on some of these executive function skills with them organization and being precise with what you're doing and those are really important skills right now. Yeah. Yes. Yeah, they they absolutely are. But there are
032some students I mean every student is individual they might not our recall and memory every student doesn't have that. So we try to look for strategies that help them learn well actually it's in third grade now. So students learn their basic multiplication. That's one of the things we're actually pushing in the summer is you know you're in the car with mom and dad. I mean I know I terrorize my girls in the car but it actually helps and the repetition of those can help most students not like strategies to help me podcast as well learning some of those you know driving around pick up an ice kind of hitting 32 and they thought in their head that's not access we really do get taught some You wouldn't even imagel. Hi, quick question. Um, very nice
033job uh describing everything. By the way, gentlemen, thank you for that. Would it be possible at any point in time to see all these things sort of in action like a video of a of a lesson or particularly the feedback that you give to the students? Is that possible? Absolutely. Um we are producing we have one that's a video that we we want to put up on online for our school's website just so parents have access are from grade level that we are I'm sorry I missed a little bit of that. Did you say you were in the process of it or you did do it or Yes, we're in the process of Okay, thank you so much. We'll certainly share that. I have one more comfort like you know what are those kids you
034know I came up here I felt comfortable not from everyone but so you know I love to see this just really the continuity and the development of you know almost from 12th grade down so that you know all of those and that's what we were hoping by by those two math programs that so the kids by the time they do get to middle school they have just solid you know facts and you know understanding of math and you know there can be some kids obviously need help but um you know just the idea I'm excited to see that develop over the next couple years really strong team of people. So, thank you for doing it on this level. Great job. We promote standard medical practices that they are. So, we're really set with those, right?
035But you know but but again it's then it has to be just a districtwide you know I mean you say that and you know that the math teachers the middle school are saying that you know that doesn't happen even though even though you know it is but I I just think as we get stronger as a district with you know with the focus on this and and just really you know creating the attributes of graduate starting in kindergarten it's just going to make our whole our curriculum our you know teaching and everything so much stronger. Yeah, I agree. I'm really looking forward to seeing those kids in kindergarten now progress support that they have and see the way the middle school and the high school teachers should be aware of you know what you guys
036do as well because I mean there's just really strong strong teaching you know like you said you know it's easy to just get out but you know I I just look forward to that vision for our district. Oh yeah. And I think I think what one of the common threads that I' that I've heard I hear from them very often is the we'll give the trends and see how we can improve instruction not just at one student or a couple students or one class but across the board. And I think you've heard them talk about the commonality and the alignment and as strong this district has that alignment vertically and horizontally and having coaches like Karen Hill allows that to happen. Um especially in a year that we're implementing a brand new curriculum and their
037ability to to bring that consistency. often times you'll see um a group of students might be um stronger in math um than another group because the instructor that teacher provides well they are raising the the antique for all the teachers all the students um in the school because they're providing that ongoing support um and they're work with students that need individualized support and they work with teachers that need support and and providing that enhanced learning to students that are ready for that as well. So they were going to see the benefits of this not only the um the students um academically this year but moving forward they'll see that moving to middle school and I'm excited that they have worked with middle school teachers um on their professional learning. We'll be there tomorrow again and
038as we roll out a new vision for SRB school for next year and we'll have a special we'll have actually a K12 team of of math specialists that will be able to have that ongoing conversation. So I'm excited about that. So, I want to thank the two of you. Um, those of you that um didn't make the connection, Erin, I'm gonna make him embarrassed for a moment. Um, once again, is our teacher of the year from the past year. So, you can hear some of why he was selected by his peers as the teacher of the year last spring, why we celebrate him this August. So, thank you the two of you. This was a great job. [Applause] [Music] Thank you. retreat. So every year in April, the board of education does an approval of
039our recommendation for the graduation date or after winter is over to make sure that we have more snow days. There's always a chance for intimate weather in the springtime, but we're going to let some big wood and hope that doesn't happen. Um, we are making a recommendation that the high school graduation take place Thursday evening, June 16th at 6 PM. Our plan is to use the same sound, chairs, stage, all the equipment for the middle school and have both of them on um the field. Um, take advantage of the same property, same equipment and everything, same setup. Um, do the middle school promotion at 2 o'clock in the afternoon. Say that again. 2 o'clock in the afternoon. middle school. And then the high school graduation will be at 6 p.m. on June 16th. And if
040there is any weather in that day, it will roll over to the next Friday. Any questions? 6 p.m. on June 166 facility wise we have an additional quarter. We typically do rent just for that event. We're changing the layout slightly. Last year we had all the parents all the students um and the parents that the field we're going to have the students in the field and the parents and angle the stage basis yeah in the past the current staff and teachers are going that again speaks out here. It's question. You can if you want to, but [Music] okay. Um so we're we're getting back to normaly here and April 22nd and April 23rd is the high school musical. Um they are performing Legally Blonde um the musical students have been part of work. They are
041there every night pretty much um this week and then when we return for breakthrough and over again um ticket sales are online today or tomorrow or Friday this week they're $15 a piece. um that is consistent with what has been done in the past. So, watch out for that. Um I'll send information once I get the um students are excited and I'm excited to give students in production for that. In terms of negotiations, we are setting up a first date for our negotiation team with Zach for OTP and secondarily negotiations. Both will begin um shortly. interview process. We've done an intro review of our candidates for director special education. We ended up I think 16 or 17 applicants completed applications. We have pulled out six applicants that have um varied experiences of draft coordinator um
042experiences and our first round of interviews will be on six of the 21st of April with the second round on April 28th with the goal of bringing the final candidate or two candidates before the first meeting for your interview and then approval. And we've got three two board members Stephanie and we also have a special education teacher administrator um director um interim director Anthony education and we're we're trying to get um she has not responded to our if she says no we're But I'm excited that we actually have good candidates that are potential options. We are scheduling the next next set of 10% walkthroughs um the schools and the next round of walk through that will be place after the implementation and we're working with our admin team tomorrow that we are working on a
043new sound system or a sound system in this room. So Nicole and Shelley who are remote people watching the internet sound has been an issue in this room based on who's presenting or talking the table. What we've done is we have a sound board. We're going to put a microphone throughout the table here in front of each of you. Those mics will go through the soundboard. Sound will be connected to the computer that's pick up each of you much clearer. We'll also pick up the microphone that's put in there and we'll also have a speaker that would broadcast out so that people in the audience will be able to hear us better as well. So that should improve quality of audio for both people watching at home as well as people that are participating. So
044hopefully we should have some of that in place for the next spring sports began. Um we had some scrimmages during the week last week and this past Saturday was um first back meet on on home field and our first baseball game. Um they did a great job by the end of the first meeting they were about over 12 dominating beginning they won and Sunday was phenomenal event which was a gym. We had our middle school high school great and we had more kids had a great time. They showcased the dance pizza. It was a feel good event. It is um a grant that was awarded for seniors to get receive funding for it and it was such a great event to do this as the first annual next year. Nik did a wonderful job with
045that. So just a feel good day. And then on Friday afternoon, Stephanie night urine. That was about two hours long. We will not have Halloween results from that urine until four or five months from now. But it was an extensive amount of time in terms of prep time for our attorney for our attorney to the time that took to actually attend the hearing. But we don't have any information as to the ruling that will take any questions. Once I get the the bill, I should see that in the end of um this month. And then if there's any obviously addition, but I'm guessing it's probably at least 1,500 to mention March 21st Honor Society ceremony. It was you know the very impressive. You know, I congratulate all of them um on their accomplishment, especially with
046what they've gone through in the last couple years. Um so, they were obviously well trained in in the ceremony and they just they represented us beautifully and you know, obviously we're proud of them. Are so proud. Um you know, a lot of these um ceremonies are going to be coming up high school. Not sure what that is, but um you know it is time now that celebrate celebrate kids not only but and the artists and scholars and everyone but um you know it's just so great to be back with the kids and to see them you know really really filling in those gaps that we were so concerned about. Um, the high school net honor society is scheduled for May 19th. 6 o' 8:00 8 o' on May 19th. Yeah. the other the other mention
047um very preliminarily that um there have been um you know questions that have come up as far as um health curriculum and um I would just uh encourage people to if they are curious about the health curriculum or the framework um or the standards that people are talking go to department of education and then just type in health curriculum and you will see um the standards and then um that's not a curriculum the framework is just a frame but then it's just a border and then it's up to the district picture in the frame so it's up to the district to what the health will look like and I know we're going to assess it you know 12 um in our curriculum subcommittee. Um but I I would just encourage to go and really understand
048um how the whole process works and exactly what what's in this um you know it's not it's not a state mandated. There's not a such a thing as a state. Um so you know we do have the autonomy as a district to decide what our current is. So I just wanted it for me. So, um, just a couple things going. We'll work it to figure out what it's going to cost to repair so that we don't have a greater Well, um I had talked ahead. Okay. I talked to Sylvia and suggested that they put their uh schedule on away games until middle of say May to see if it'll dry up where they could play there. But until then, they have just have to practice out somewhere else. It's just it's it's too soft to
049walk. Right. Last year had Are they practicing? They're practicing just not on the field. Yeah. Correct. So they're just like in field just not on Facebook. Correct. Last year we had to make arrangements for them to play at the high school. Well I hope they don't do what we can so that they don't lose any part of their their season. That's just not fair. Not it's just you know one of these things that I don't want to partr And you know I just address this nonsense and energy in least amount of disruptions. So as far as I'm concerned, okay, best D7. awards. Yes, the unified program and I should have mentioned earlier was recognized as one of the top as the top high school program state. I believe it's the second time they received this
050award. So they are recognized or will be recognized at the unified benefit on the 26th of April. So we have a meeting scheduled for Thursday. So at our next full board meeting I should have something substantive to report to the full board. Well, at this point uh the town of the board of ed for us to react off our our next subcommittee meeting very shortly following uh the ruling that comes down at the moment. We have no questions or feedback that we've received about our presentation at the finance uh committee that took place was it a month ago like March 8th. So yeah about a month ago. Um and right now we're in lifo and we'll be reacting very quickly once we have it is important for the public to know that on April 18th
051at 7:30 at Baker Farm School will be the public hearing for the budget. opportunity for anyone in the public to come out and speak about their needs on budget. We encourage our committee members to do so. And you know, we keep getting which are very nice about our budget presentation that was the best pres ask that we just get so right. I mean two and a half weeks they told me they would be in front of the first week of April and that did not you know I mean the thing is at [Music] all. That's