001So again, just wanted to give you a high level overview. We call the meeting to order. We're going to do um a CCHS student update. So we have Zarya here. We have some folks online. We'll do that. We also have some recognitions for the MECO student ambassadors that we're going to announce as well. So if you want to stick around for that, we do a public comment. So, anyone that has feedback, um, we just asked there's a blue sheet in the front of the room, um, if you want to just fill it out and hand it to me or Carrie, um, we'll cue that up and we'll call on you and we'll also take some from Zoom if there happens to be any. Um, we do something called the consent agenda. We usually approve things
002like minutes, budgets, payroll, all that good stuff. Um, correspondence where we tell you all what kind of emails we get as a district. Um, we don't go into great depth, but we have an overview of what those are. Our discussion tonight is actually going to be on social studies K through 12. So we have Shelley here to go through that. And then we do go through our budget um and we go through a guideline. So that can be a little dry if you're not into that. Um but we're going to cover it. So it's here. Um and then we have um Dr. Hunter's here. He's going to do our superintendent update. The chairs, myself and Carrie will give a quick update. I was saying if you're interested in knowing more about the opening of the
003middle school, I'm going to defer most of my time to Carrie and Dr. Hunter to have a chance to go through that because it's really exciting. And we also have liaison updates. So for example, we have somebody that liazes to the um special education. We have lays to our campus completion project. So you may have heard about the amenities building that's going in. Um and then we have some action items where we're going to vote on a couple of things. One of them is to create a launch retail um revolving account. So we have a really great great space in conquered center for our launch program. And then we're going to vote on the CPS building service worker agreement and then we adjourn and we'll be out of here by 8 because we have to
004be. So, um that's kind of how it is. Please don't feel I know this the room is packed. Um if you want to come and go as you please, please feel like you're you're not going to bother us by doing that. So, just wanted to give everyone that out. All right. That a good overview. >> Excellent. >> Okay. Awesome. Zarya, do you want to start with the update? >> They are online so I can figure out You can come up here with us if you want. >> Trying to figure out how you can see them. >> Can we hear them? >> Can you guys see them? >> They can. >> Oh, >> we got you. >> Okay, awesome. just you might want to come over here because they probably won't be able to hear you.
005>> Sorry. >> Front and center. Oh, >> so you can see them. >> Uh we just got off of a week long break, February break obviously. Um and most of the students are getting back into the groomer school. Um this is the now the longest period we have without a break. So, I feel like students are going to be a lot slower. Um, and yeah, >> awesome. >> Um, yeah, thank you. >> So, over February break Oh, can y'all hear me? >> Yeah, we can. >> Okay, thank you. Uh, over February break, there were two school trips. So, the first there were students who take Spanish. They went on trip to Cuba, which seemed really fun. And that's the photo on the top right. Um and then there was also an exchange trip to France.
006So students who are paired with um another student who lives in France. I think it's a town around Paris. They went there for two weeks actually. They left the week before break and they were there for two weeks and seemed like a really fun trip. And they got to go around Paris. I think they saw Versailles and seemed like a really great and both trips were really immersive for the languages. So it seemed like a great experience. >> Yeah. I also had a lot of friends who went on both trips or I guess not both at the same time but like friends who did go on each of the trips and they are all saying like they really wish that they could have spent longer. It was really like only a lot of positive feedback.
007Um also today during lunch blocks there was a military fair in the learning commons and there was actually a lot of involvement there. There were a lot of students who were curious about these um opportunities that aren't necessarily like the most stereotypical like after high school path, but it was really great to kind of have that um different perspective as well. >> Um yesterday afternoon we had BSU pot. Um we invited two schools to come to our school. Um I forget which schools. Bedford and Wakefield. >> Yes. Wakefield and Wakefield. Um and we had a lot of fun. We had a we had um black history trivia. We had food and games. It was really fun and I feel like this is something that the BSU will hold up for years and really fun. Um
008um rehearsals for Shrek have begun and as you know we do a performing arts update every single time. as um uh and both me and Felicity are in the play. So, >> yay. >> In May, please buy tickets. >> When is it? >> Um Felicity, do you >> May 8th through 10th >> is it? It is May 8th 10th. I will remind you every meeting as a publicity manager. >> Um we also have >> Yeah. Awesome. >> We have um playoffs starting for various winter sports at CC. So I think the first men's hockey game is tonight for the first round of the playoffs and then ski and a couple other sports. I think swim, um track, they had states meets already and at ski I do I'll find ski. So we had um the
009men's team won second place. They got a nice trophy and then girls got six. So that's very exciting for our team. Awesome. >> Congratulations. >> Thank you. And in addition, we have spring triyouts which are starting and a lot of preseasons. Like I've seen a lot of lacrosse sticks in the locker room. So I think girls lacrosse must be starting their tryyous and practices. And we also have a student senate spring sports fair which will happen either in the learning commons or the cafeteria. And we plan to have tables set up with the captains and students can look around, see all their options and talk to some people who are experienced and may have been on the team for a while and they can figure out if they want to play a sport in the
010spring. So, that's a great um event that Student Senate runs. >> Yeah. And that's happening this Friday, which is like very soon. Even though Maddie and I are both on Student Senate, we were like, "Wow, that's soon." But uh also upcoming is the Multicultural Food Festival, which is um going to be this Monday evening, and I think it starts at like 5:37 or something to accommodate for that is sundown time as it takes place during Ramadan. um which I'm sure many members of our community really appreciate that um specific detail. And the multicultural food festival is always like one of the most popular events I think that class government runs every year. People from all over the community, students, teachers, parents, they all bring like literally a taste of their own culture and it's a
011great way to build community and to appreciate diversity. So that's always one of my favorite events and I'm very excited. Um, the IQF fest is going to be, I believe, next Saturday, March 8th, I believe it is. Um, which is run by WIQH, which is our radio station. Um, and that's always also a really great opportunity with a lot of student performers, student bands, and there's always some like surprise about who like which of my friends actually like does a lot of like rock and roll in their free time, which I did not know. But that's always very exciting for all of us to see as well. So many exciting things happening. >> That's awesome. Well, thank you. Sorry, you don't usually get a round of applause. So, >> that's great. Do you want to
012kick off the recognition? >> So, we wanted to um specifically be sure we recognize some students who've taken on some leadership roles. Um the ambassador program at the high school is a followup to some of the work we did a couple of years ago and in the feedback we heard was really clear we needed some student voice to meet directly with the administration. So I want to invite Melenthy and Katie Saul and Brian Miller up. They're going to talk about what's been happening and then we're gonna take a minute to recognize the kids. >> Yeah. So >> sorry. So the ambassadors program is a program that we started last year um where we have MECO students from each grade level come in and talk about some of the issues that they've been facing in their
013classes and some ideas that they want to see happen at um the high school. Uh and they meet with myself and the admin team about once a month. >> Yeah. And um I think what's really great is that they um so we have two representatives for each grade. Um and these kiddos are responsible for kind of like taking the pulse of their grade and finding out like what are kids talking about? Like what are kids worried about? What are kids liking? And just kind of being the liazison and like the feedback loop back to the admin team to talk about, you know, what the sophomores are thinking or what the juniors might be wanting to see or the seniors or questions. So, um, it's been really great. Male is really awesome about bringing like hot
014chocolate or snack always a bonus. Um, and I think for me it's just been like a great space and a wonderful chance to see the kids come together and kind of like almost serve as like mentors and like coaches to each other. So like some of our ninth graders, Leila's here and you know we have we've got um some kids who really I think um look up to some of their older peers and like you know kids in the last meeting were kind of saying like you know stick with honors like you can do this like it'll be hard for a little bit but you can push through and I think just having that positive rapport um among the group has been really great. So, I know it's definitely um one of my favorite meetings
015of my many um each month or each we've kind of been bimonthly this year. Um but it's it's been great to have them and I'm really happy to see so many of you here tonight. >> Yeah. >> So, thank you for being here. >> Great. So, I think what makes sense we have some certificates. I'd like to read everyone's name off and then if you could stick up here I might hand them to you as we name them off. But, um if you don't mind if you're here come on up. So, Mark Johnson. You're afraid. >> Oh, okay. >> I love it. Thea D. Rosa here. >> 10th grade representative. >> Awesome. Alexis Pius. I got it. >> Am I on screen? Okay. Um, Amelia Razak. one of our seniors who will be leaving on
016us. >> Elizabeth Warner. >> Okay. Leila Smith. to thank you. >> Thank you. >> All right. Um, like I said, now we're getting into the meeting. So, um, for the um, public comment, does anyone have any public comment? Again, it's three minutes. Can I just remind them you're welcome to go at any point because this is going to shift into all of our normal business. >> Yeah. >> We love you to stay, but feel free to go. >> Yeah. >> Okay. >> Um I don't think we've seen any online yet, right? >> No. >> Okay. And I don't think we have any in the room. >> Um but again, as we move into more of the consent agenda and budgeting, I just really again wanted to say thank you for um for hosting us and
017also thank you. Um, I'm so happy we had a chance to recognize everyone and see everyone and get a chance to meet all of you. So, thank you so much. >> Thanks for coming. >> All right. Again, stick around if you want. This is get really interesting. Um, so we have no moving on to public comment. >> That was definitely the best. >> Yeah, exactly. All right. So, we're going to move into the consent agenda. Can I have a motion to >> I make a motion to approve the February 26 agenda? >> Second. We have a second right here. I just made a motion to approve. >> Great. >> Okay. We have any discussion? >> All in favor? >> I >> Oh, there we go. >> Good save. >> There you go. >> Let them
018go for a minute. >> You give him a second. So, I don't have co-host for some reason. >> We need to get her. >> Do you need a >> Barbara's doing it from >> Oh, sh the panelist invitation. Okay, I'll >> do the correspondence. All right, >> there we go. >> Why don't I move correspondence below? Let's just move into Shell's, right? >> Yes. >> We're going to move correspondence after Shel's update >> so that she can do it in case anyone wants to see the social studies. >> All right. So, for those of you who are still in the room that want to listen, we're gonna actually go into the social studies update. Is gonna take us through that in just a second. >> Yes. >> I don't know what >> Sorry. Can you
019put these guys back up there? I'll watch better. >> Okay. Good. >> Good. >> I'll leave it person right. >> All right. Floor is yours. Shel me. >> Yeah. Social studies. Okay. So, I have to I gota get the slide back up. >> Go ahead. Take a minute. >> Yeah. But I was a little >> These are the teachers. >> Yeah. Awesome. >> I can hear. >> No, it's [Laughter] >> good. I love the >> I actually feel like we should committ the meeting like this all the time. >> Yeah, different location. >> Yeah. All right, we got it. >> All right. Um, so thanks. I'm just really queuing up for the folks that are online right now. I don't know how to summarize acknowledge >> a few of the curriculum experts that I have
020on hand for presenting about social studies K through2 >> um history and social sciences. So I've got Allison Foreset here for elementary coordinator. We got Robbie Robbins for the middle school and Johanna Glazer for high school. Um really just to summarize and highlight what I've learned so far in my eight months here um is that they really work closely with all their colleagues uh to build a curriculum that recognizes our global, national, and local history and recognizing that these social sciences have to be brought to light. Um and they really do that. I mean, we know we're fortunate to be here in conquered to have such a rich local history to draw from for Massachusetts history, but also um across the state and um they will be sharing with you about the K through 12
021Massachusetts standards and the frameworks, but really to highlight this idea of skills, competencies, and knowledge um that they should be bringing at each grade level. And um this is I would say really challenging challenging work um because it is also about these seven skills that DESIE really promotes and pushes and a few of them that I really want to acknowledge that all of our educators are working to build on. It was really about how do we analyze purpose and point of view um and evaluate sources and distinguish opinion from fact. >> Um evaluate the credibility, accuracy and relevance of each source and argue or explain conclusions using valid reasoning and evidence. Um and then of course taking informed action um as engaged citizens of our communities and society and in a democratic you know government
022structure. So I would say I just really want to highlight this idea of critical literacy and media literacy because when we think about sources and evidence um and understanding what the different perspectives or viewpoints are, it is I say a really challenging time as you know because we are so media saturated and so overloaded with so much information. And so I want to applaud all of our educators who think about this critically from kindergarten through grade 12 that it's high level complex thinking that we have to do. Um some other things just to think about is that we really in social sciences and history. Um it's about essential questions and deepening students understanding of government societies both you know ancient and modern and then of course our local and our state history. Um and you
023are all probably familiar with the kind of civics's work that the state has really pushed and you'll hear a lot of that from um all of the the you know our curriculum experts to talk about this about how it's really about actionoriented projects and um taking taking an understanding of what you learn, understanding a problem and thinking of solutions and being able to produce not just critically, I guess, consume information, but how do we produce and share information that stands up for our democratic principles and stand up for justice and democracy? Um, and this year, 8th grade will be taking their first grade 8 civics test. It does not count towards accountability, but it is something that the state is looking at really in terms of this idea of civics. So, um, if there's any
024questions about us, let us know. And, um, in November was my first time and a lot of folks probably in this room went to the 8th grade civics kind of student, uh, projects to see those. And I saw some really great activities happening there related to just mental health or whatever other challenges the students saw and wanted to to commit to and and engage others in in bringing awareness and action. Um and really, you know, just again I really want to commend our educators when they think about um how to engage in discourse and civic dialogue, right? How can we agree to have discussions that can be challenging and difficult when we talk about different um issues related to governance and um just building an inclusive community and understanding the past to the present. So
025again it is really challenging work. Those are some things that we are looking to continue to work on um and how to build differences across you know and dialogue across our different perspectives and viewpoints. So diversity is a part of that and recognizing the contributions from past and present of different cultures and groups in society. And then um some highlights around professional development that the group will share. you know, they've been focused on some writing, right? Really be a be able to build writing in and creating arguments and determining what's a valid or credible primary or secondary source. Um, and then being able to research a topic. And then we've been also working with investigating history a little bit that Allison will share a little bit about more. So, we're always thinking about how do
026we engage students in inquiry and deeper learning around topics that we weave in again from kindergarten about just being able to name different processes and structures all the way up to really critical deeper learning, complex thinking and really challenging problems that we're facing today. So I'm going to pass it on to to Allison >> just before they take over. I think this is a conversation with the school committee so we don't want to just lecture you. That said, we're all coming off vacation. So, you didn't get to really study all the materials the way you might have. We got them to you, you know, this week. So, um, but please, let's make it a conversation. We don't want to just talk at you. >> Hi, everybody. Thanks for coming. >> Hi. >> All right. Um,
027my name is Allison Foresetter. I work with Shellyley in the teaching and learning office at Ripley as the um, KTO 5 curriculum coordinator. Um, and I know I was excited. I know Robbie and Johanna were too that um you all wanted to hear about what's happening in social studies um and civic learning as it's something that I think um isn't talked about as much as some of the other content areas. So, this is a great opportunity for us to just give you a glimpse. Um and like Dr. Hunter just said, these slides you can go over at another time for a deeper understanding. Um but I think for I'll just talk in two chunks. Um and then you know, let me know if you have any questions. Um, for our K to2 students, uh, we
028really focus on building background knowledge and giving them hands-on experiences as historians. So, for example, instead of just memorizing dates or um, locations on maps, it's really getting them to be a part of the learning. So, for our youngest learners, it's really about what does it mean to be part of a community? What do you bring to a community? What do other people bring to the community? How do we live and work and problem solve together? um which is pretty wonderful um for kids who are new to a school community. It fits right in. Um and that really reminds us all that civic engagement and being part of a group is really the foundation of a social studies learning. And so for kids that are coming to conquer or coming to one of our elementary
029schools as a new learner, um it really brings us all together that way. And so I would say a large chunk of our K-1 learning is around communities, uh comparing communities, building communities. There's a great picture here. um of a classroom um from kindergarten on the slide before from thorough where they actually built a community. They really thought about what are the necessary buildings and structures that support the people who live in a community. So obviously it's kind of small but they have a bank and a hospital and a post office and all the emergency workers and so I think it's good for kids whether we have a lot of kids who don't live in conquered right because their parents teach here because they're from Boston. So what are some of the similar threads and
030they really build on that. Um K uh first grade expands their community a little bit to think about um the country but then they also spend a lot of time learning about Ghana. You know what are some similarities in those communities? What do people need in both communities and how do they get those needs met? Um then there's some overlap with natural resources and things like that for science. Um the upper grades or actually let's go to grade two and then I'll stop for a second. Um, grade two, Shelley pointed out, local history. Grade two is is a super exciting moment where kids realize, if they don't already, the amazing place that we live here in conquered. Um, so they get to go, they meet Louisa May Alcott and they go to the Orchard House.
031They um have a visit from the Conquered Museum to learn about the Garrison and Dugan families um that lived in conquered in the 18th in the 19th century. They go to Walden Pond and stumble across Henry David Thorough um who just happens to be there and is excited to um talk with them um and sketch with them and draw with them. Um and one of my favorite stories um of going on a trip with a class from Alcott was after he talked about the house site and how the kids kind of placed the furniture where it would have been. He said, "Does anyone have any questions for me?" And one of the young students in the class said, "Did you ever love anybody?" And all of us adults were like, you know, but it really
032was that they really had learned so much about him as like this famous writer, but they also saw him as like a man, a human, right? And so then he responded how he and his brother both loved the same woman at one point and he wrote her a letter and she just really reciprocate, you know, and you know, so but I think it was a great reminder of that kids learn best through stories. And so for example, the stories of all these families that they get to know um really has an impact on them and they carry that forward. Um because moving into third, fourth and fifth grade, the content gets more intense, right? There's a lot more things around geography and timelines and causes and effects of different events in history. So stories about
033Ellen Garrison being the first person in her family to be able to write her signature whereas her parents could only do an X, right? The kids really think about why is that and how must that have felt. Um so I think the idea of object-based learning and place-based learning is alive and well um K through five, which is really exciting. So, for I'm not going to go through all the details. Um, but I do feel like it's exciting to think of what all these things build to. Um, and I think Shelley placed it really nicely that we want kids to be historians. We want them to be engaged consumers and producers of knowledge. And so, we don't want them to just learn the history. We want them to uncover it. And as they progress, they
034have more of a role in that. They're asking the questions. They're designing the projects. They're challenging each other. their roleplaying. Um, with the 250th coming up, I mean, it's I can't think of anything more exciting than for kids to really understand what it would have felt like to live along the battle road, right? To have a parent that left for the militia. Um, they really get to toss the tea in um when they go to the Tea Party Museum and we really think about that act and what that really meant. Um, and as Shelley mentioned that we are always looking to support teachers professional development around social studies and um, social studies learning. Um, and I think being a part of the 250th and reading a lot of the materials that the commission is putting
035out um, and other things is really reminding people how many stories there are that they might not know. Um, and that we want to help kids see that too. um is that it's the multiple stories and the multiple perspectives that you learn through social studies that really help you develop your own understanding or your own questions around history um and social studies and civics and being part of a democracy. Um the last slide is just sort of what's on the horizon which is exciting because we're always looking to what's next. Um, investigating history is a DESIE um, developed curriculum um that has been is currently available for grades five, six, and seven. And several of our first our fifth grade classrooms are in the midst of learning, implementing, and rolling it out in their own
036sort of path because of just different um, interest and availability. Um, and then there's grades three and four to to come. And I think it's exciting because there's never been anything like this provided by the state free with real research evidence-based inquiry engaging lessons. Um so it's really exciting that there's a big focus on that um here in the state. And then as you may have heard there is our ELA adoption on the horizon for K through five. Um, and because all the programs we're looking at are considered knowledge building, knowledgebased programs, there is a ton of opportunities for overlap between science and social studies and engineering. Um, which I think will only push our social studies curriculums a little more to the forefront than they sometimes probably feel that they are. >> That's great.
037Thank you. >> Question elementary. in elementary. >> Really thorough. Really great. >> Thank you. >> Okay, Robbie. Next, middle school. >> Thank you very much. >> That's tough to follow, Alison, but I'm going to try. Um so um you know I I when we met uh before break uh what was really striking to me was how middle school is absolutely continuation you know the same kind of values and themes that are being taught K to 5. So that was good to hear right away that you know there's an obvious you know an obvious um you know sequence um of learning going on with our students. So, um, you know, I really wanted to highlight though, um, first of all, our, you know, our main values that we're really trying to promote, you know, is is
038demonstrating, you know, appropriate civil discourse. You know, I think Shelley mentioned earlier just, you know, in the time that we are now, you know, I think our students need to see, you know, teachers um, and other students just modeling, you know, what it means to be, you know, a good a good civic participant. Um so starting in sixth grade we really um we look at global cultures. So we move all around the world um starting with you know with um uh North America we move to Europe to Africa, Latin America. We basically cover the entire world. And really what we're doing um is first of all looking at physical geography because it's it's a world geography class. But we're also looking at human geography. How humans interact with one another. how they build global communities,
039how they celebrate that culture. Um, and so overall, I think it it definitely fits in with a lot of what Allison was talking about about building that global community um at the elementary level. Um we also then because it's uh studying political geography we do start thinking about different types of governments um which will lead us then um into our seventh grade curriculum um where students um in seventh grade um really start learning about ancient civilizations. So they're going to be focusing on ancient Greece and ancient Rome and the roots of democracy um and different forms of government um leading you know from tyranny and oligarchy all the way up to what you know we would consider today you know republican government um in the United States um representative democracy uh and so they're they're
040continuing that that civic theme. So they learn in sixth grade about these, you know, different forms of government and then they're applying it to actual, you know, ancient civilizations um in seventh grade, which then gives them a foundation, these students for when they then enter 8th grade. Um and the entire course is really revolves around civics um and US history. Um and so everything that they've learned in sixth and seventh is is integrated right into the eighth grade curriculum. Um in eighth grade obviously it's you know much more intensive. Um the students um are involved in their civic action project which Shelley had mentioned earlier um which students this year showcased in the fall. Um and and they you know they they research a topic they get engaged in their local community. They reach out
041to um representatives. Maybe it's somebody in a professional field. They try to get feedback from those people which then helps them try to promote some type of a project that they believe can better you know their local community and you know perhaps a state or even on a national level. Um so it's a project that began a few years ago. Obviously now the state is you know put a lot of you know a lot of their their time and energy and they've made it official that you know all schools need to be doing this. you know, fortunately, we were doing it before the state even told us that we needed to be doing it. So, we feel like we have a really good project going. Um, students, you know, get really engaged. I think they
042feel like they can have a voice, an appropriate voice. Once again, that modeling civil, you know, appropriate civil discourse. Um, but at the same time, while they're doing this personal project, this action project, they're also learning about US history, you know, from the the 13 colonies all the way up through the Civil War and Reconstruction um and the US Constitution. So, the the 14th Amendment um becomes a big part of the course because what we're actually looking at throughout US history are marginalized groups, uh people in US history that did not get the rights that were promised to them over time. And so our lens of teaching US history is very often um trying to bring in some of these other voices that um you know have been sort of I guess downplayed you know
043previously in history. I think the good part is now people are really starting to tap into some of these other stories. It also represents our students much better. You know our multicultural you know diverse classroom you know is much more represented when you hear stories about all different groups um in US history. Um and so kind of that combination of you know what's been learned K to five learning about you know world geography and cultures in sixth you learn about the ancient civilizations in seventh which brings you to this culmination of 8th grade um it seems like the capstone um it's become I think the capstone of the of the eighth grade experience at conquer middle school um is this civics's project um and connecting to their local community um we have been connecting with
044the League of Women Voters. They've helped us very much and supported us um throughout this project. So, um I did want to give a a shout out to them because they have really um backed us up and and given us a lot of energy. Um but overall um I we feel like between that curriculum and our emphasis on research um that we have you know met with the high school several times um just to to ask what do you expect you know when a ninth grader steps into CCHS you know what type of research skills do you want them to have and and you need them to have and so over the last you know I'll go back last decade I think we've really honed that research project um sequent eventually between sixth and eighth
045grade. So students come into nth grade from what we've heard, you know, very prepared um for for for nth grade research. So overall, um you know, I I feel like there's a lot of great things happening. Obviously, we have a new school, so thank you to everybody on this Zoom that happen. Um and so I'm excited about all our new spaces at that school. Um you know, looking forward, as Allison said, they're looking forward. I'm looking forward at the new school just trying to to to integrate all these new spaces we have and our common areas and see how we can you know use that for social studies you know how can we use that for our projects and you know our action projects for for civics and um so thank you very much for
046all that space too >> great thanks for your time >> you're welcome >> all right high school >> yeah Johanna do you want to go Sure. Good evening. Um I'm Johanna Glazer. I'm chair of the social studies department at the high school and thank you for having us here. Um I as I look at the world around us, I continually think about how important social studies education feels and I'm really grateful to have the chance uh to share a little bit of what we do K12 with all of you. Um and I do feel like there are some really terrific things going on in the social studies department at CCHS. I feel really fortunate to work with a talented team of dedicated and passionate educators. Um, and we as a department, I feel like our
047mission is broad but really clear. We want our students to understand themselves and the world around them. Uh, to know how our government works and how societies function. Um, to know their rights and their responsibilities as citizens of the country but also as a a community. Um, and then to learn how to make sense of and analyze information, how to see different perspectives, and to find joy in that process of learning. Um, and I think you can hear there's a lot of continuation of some of the things that Allison and Robbie talked about. Um, there are a lot of details in the slides. Um, so I'll just try to go through some of the highlights. Um, and I threw in here some quotes from students because I think they do a really nice job of
048explaining students views on why social studies is so important. Um, in our ninth grade course, uh, are we the students study world cultures and the goal really there is to examine systems of power and impacts of cross-cultural connections. Um, and we help them at that point also develop the academic skills that they will need to be successful through the rest of high school. Um, by the time we get to 10th grade, we turn our focus to US history and continue that examination primarily in the 20th century of how our country has developed and our continual quest for that more perfect union. Um, US history students also complete another civics project. Um, and this time again they're researching a topic that's important to them and they're putting their focus on um, writing a letter to an
049elected official. Our hope is really to help students find their voice and find ways to make their voices heard. Um, so as we're working through those civics projects and we're in our second full year of this program, um, we've had some great uh, topics that students have taken on. We've also been in um some recent conversations with the League of Women Voters and looking at how we might be able to expand some of this work as well. We are excited that so many of our students uh care deeply about the world and are eager to make a difference and we try to foster that and continue that throughout all four grades after US history. And you can see this on the slides right now. Um we have a robust and rigorous program for our juniors
050and seniors. Uh it's focused on giving students choices and exposing them to many different disciplines within social studies including history, law, sociology, psychology, economics, international relations, political science, and more. Um the teachers who teach this are really experts at what they do and passionate about the courses that they teach. And the opportunities and the choices that we give to students are pretty uncommon at the high school level. Um, most people don't get this kind of choice or these kinds of opportunities until they head off to college. It's also not that uncommon for teachers to hear from our alumni uh who tell us that they're pursuing a major or a career based on something that they learned about starting in one of our classes. So, that's a quick overview of our curriculum. Um, in terms of
051what we're working on, uh, in all of our classes, we've been working on helping students become critical consumers of information. It's so incredibly important. We want them to be able to identify credible sources, to be able to evaluate ideas, um, evaluate bias and in particular in our psychology classes and, uh, current affairs class, they also look at the impact of technology and social media on their lives. Um, as a department, our PD time this year has really been focused on how we engage students in social studies thinking through inquiry based lessons, through examination of primary sources, text analysis, um, debate, role plays, case studies, things like that. Um, these activities really encourage students to do the work of historians or social scientists, and they're fun. Um, we've also been working hard to make sure that
052our curriculum represents all of our students. Uh, each year teachers have been adding new lessons designed to provide more mirrors for our students to be able to see themselves in and more windows through which they can see each other. Um, in particular, we're thrilled to now be offering a course called Through It All: The Black Experience in America. Um, this project-based course has been developed in collaboration with students, um, including some of the students I saw there earlier in the meeting, and it's off to a great start. In fact, today, uh, the group went on a field trip to the Museum of African-American History and the Black Heritage Trail in Boston. We also take the social social part of social studies really seriously. Um, and we find ways to connect to our students and help
053our students connect to each other and to work with each other in classes and in many social studies related clubs. Um, we work really hard to make sure we're developing learning communities where students can communicate across differences about difficult topics. And as Allison and Robbie both brought up, that's just so incredibly important. Um, so there's a lot more I can say. Um, I really feel privileged to work with so many talented teachers and so many amazing students who are eager and come to us after their K8 experience excited about social studies. Um, but I know I've taken up my time. So, thank you. >> That was great. >> Thank you. >> Really good. >> It actually was really helpful to see K through 12. >> Yeah. >> Um, in one presentation, it was really great
054to see the handoffs that you have. So, thank you both. Thank you all for taking the time to go through that. I think we have time for a couple questions if you if anyone has any at a macro level. It's okay if you don't. I just have like a more of a comment that I think that um and this you guys all sort of touched on this, but I think that the the valuebased um approach is so important and um I just loved hearing that from the from kindergarten, how that builds upon itself through all through elementary school, middle school, high school, and how um just how important values are to learning about history and who we are as a country, community, culture. So um I thought thank you. It was a great job. Yeah,
055well said. >> I I think English and and his social studies have really embraced what we've embedded ourselves in as core values and you can hear what's happening to the curriculum because of it. And I think that's just been really really impactful and important and it's giving kids all that lens in so many different approaches um through the lens of history, through the lens of literature, through the lens of and we're really enriching our own school community at the same time. even the ability like I mean obviously the the high school we have older students but it looks like they can really kind of own their learning journey and that's really incredible. So I applaud you for that for sure and um I mean it's not just for the 11th and 12th graders you can
056feel it even starting further back but um yeah I just love that that start that bridge to independence and their own curiosity um taking charge which is wonderful. I'm I'm really impressed with the emphasis on critical thinking. I mean, >> I don't know. I would I would guess that older generations would associate social studies with memorization primarily. This is like the complete opposite of that. >> Um, and so I think that it's super important. And I have a fourth grader doing a magazine project and he's doing some critical thinking and storytelling and kind of to me it starts there and I'm very excited for him to work both my kids to work through this. >> Yeah. um the rest of the >> I'll I'll build on that and and again share an observation that I
057have. There is so much more dynamism like in this curriculum. You know, Andrew mentioned the memorization of dates and countries and it's it is infectious. And one of the things that I have like always cherished about conquered as an alumni, there's many of us on this stage um tonight was I appreciated so much in high school that and and and in my younger years too in conquered being invested in your academics and studying and doing well in school was cool. Um, that was like something that kids and teachers in the community celebrated. You know, when I met people from other areas in college, it was like, you know, the cheerleaders were cool or, you know, the kids who drank beer on the weekends were cool and in conquered it was like the kids who cared
058um and were invested in the community. And I think that um our social studies curriculum has always done that, but I have noticed as a parent it is even more dynamic. And um even just an anecdote from today, I picked up six or seven um sixth graders and they all came back to my house and I have boy, girl, twins. They're boys and girls and they it was quiet and I went down and they were all on their tummies lying doing their homework and like that's what they wanted to do together and they were having fun and they were collaborating and they were sharing and and to me that is like >> where we thrive like making kids want to do that together and making >> success cool and I just I think a part
059of that is how you guys have all constructed this. So, applause all around and >> more. >> And and if I can just add um I probably have the oldest kids. Well, Cynthia, your kids are maybe older than mine. Uh but having like a child out of college, two in college, one high school. It really is true that you do prepare them for college. And to have my college sophomore come home and say, "Gee, my civ class is really easy because of how I was prepared at the high school." And the overlap, you know, that he had in twice tales that then moves into what he started in college. I do think that that um you built upon it like right from K through 12. It's not just the high school. We certainly recognize that
060K to 5 is hugely important and like all of that piece of building communities and the history of conquered that they get K to five is hugely important and then the middle school you build right upon that and the high school you really launch them off to college. So I can't impress upon all of you how important the social studies department is for the preparation using the critical thinking that Andrew mentioned. Um you're doing it and we're seeing the results of that. You might you might not see the kids come back to you from college but as parents we're certainly seeing that. So thank you. >> Yes. Thank you. >> And I'll add in I I have a have two children who graduated from CCHS and one who is a went to college and political
061science major who is now a teacher. all and uh the other was an economics major. Didn't do the teacher thing, but still. So, you have two uh students who went on to major in things that they've learned about in high school, middle school, and elementary school. So, thank you everyone. >> Yeah, it's great. >> And I think, you know, just to to wrap this up because we're going to move on, but um we like to ask this of any of the departments that come in. there's things that you need. We always like to remind folks what the school committee is, you know, responsible for and one of them is budget. Um, but also working closely with Dr. Hunter and the other administrators. So, if there's things you need, please bring it up. But, um, we
062also wanted to make sure that we had an opportunity to bring forth best practices. You're definitely one of them. So, thank you so much for your dedication and appreciate the overview. Have a good night. >> Thank you very much. >> Thank you for having us. >> Thank you. All right. Um I'm going to go back to correspondence um just really quickly um and then we'll then we'll finish out the budget and finance committee guidelines. So from a correspondence for the region um we've gotten a couple comments on or correspondence on the amenities building. No surprise um we've done a lot of work on that. Some of it was um I think most of us have seen it, but just around uh just really making sure we can't use the bathrooms at the high school and
063again coming back to the ADA compliance as being a big part of it. We're not going to that's not going to solve the issue that we have there. Um and then just another couple questions on why we didn't choose the prefab uh solution, but again I think we exhausted that. Um so that those were the ones from the region, but you had some things at the SCPS, correct? Yeah, just a couple um was just a question about tonight's meeting and whether it's open to the public and then we had um about five emails about um our cell phone policy which we will be discussing as a committee in the next >> one or two meetings >> one a couple of meetings so we'll be posting that um as soon as we finalize those details >>
064perfect all right so then um we're going to move back to the fiscal year 25 CCRSD budget and conquered finance committee guidelines do you want to take that Yes. And I'll apologize because now I can't access anything on my computer. So, um, but I know it >> Andrew's gonna come save me while I talk. Yeah. >> Off of the screen, Andrew, before you go. Um, so we had been in communication with the Conquered Finance Committee following our last um meeting. We were actually uh presenting to them right before the vacation. Uh, a question came up because we keep saying we're a guideline and we really look at the numbers. were not exactly a guideline. So Bob and I spoke quite a bit uh since the question arose of what's the delta and why and how
065are we going to solve that. Um the delta is because of the assessment and the enrollment shift. So conquer had a slight little tick over to them this year and typically we ask the finance committee not to put the assessment enrollment shift in guideline. Um, and that needs to stay the case going forward, especially with a number of new apartment complexes coming online. That said, in their efforts this year to exclude special education and the high costs we had this year, I think it makes good sense for us to um have this be the exception in terms of the assessments and for us to close that gap and communicate back to them that we are indeed at guidelines. Carlile will not be disappointed to hear we reduce the budget some because we have to do
066it in kind. Um so because they >> delta >> uh so the delta is >> $63,000ish something like that between >> that's the conquered delta and then overall it's a delta of about 90. Oh, sorry. >> Because we have to >> proportionally do it. >> And and Lori, we do have pincom members online. So, this will be attached to the agenda tomorrow so they can see the >> Yes. Erin wasn't in today, so we couldn't um >> say they know. >> So, my our recommendation, Bob and I are recommending that you vote to approve a $95,000 reduction to the CCRSD FY26 budget. And we would take that a $50,000 reduction to OPED trust contribution and a $45,000 cut to the technology that budget that we were going to use to start replacing screens. We'll we'll
067drop that in half of what we had in there. So a $45,000 balance remains so we can still get started and we would like to have you consider that tonight. We think >> communicating with both finance committees fairly efficiently will be beneficial to everyone. I know the conquered committee has it on their agenda um tomorrow night. >> This to me is a no-brainer. >> Yeah. >> And made very good recommendations and things to cut. They don't touch kids. >> I'll go out on the limb and say I fully support that recommendation. >> Yeah. And while Carle >> I think we do. >> Yeah, >> we do. I'll say while Carlilele didn't make an ask of the region, they are making asks of other of the public school and other departments and there was talk last
068night of need to make even more ask. We can proactively do this. I think this will be a big >> win on the Carlile side. So >> I agree. >> My only question um I 100% agree with everything that's been said. My only question is around like just future. I would love to figure out kind of a standard operating procedure about this because >> it does seem like it comes up in years where where it, >> you know, and Carl, you guys did an amazing job last year of planning for it. You had a huge >> um change and you were expecting it. >> Um so I'd love to figure out just like a an actual process to make sure that we are all in >> Yes. on the same page and sometimes that will
069benefit conquered probably not so much in the future with all of these buildings coming into play but >> well all the more reasons I think to have a conversation there I actually wondered it was so effective to talk to folks outside of the budget cycle >> I actually think this might be the next conversation to ask for >> y >> um certain agree it has to be a joint conversation >> perfect yeah >> my only follow question is >> I'm sure you debated the 50,000 for OPED and 45 Yeah. for technology. Is that the correct? >> Is there any benefit of cutting more OPED in favor of replacing more >> of the the hardware sooner or you think that this I can't remember what each year >> we uh fully funded OPED at four don't
070hold me to this 425 or 450,000. I think we've started to have some discussion about what is the right number now that we're in such good shape. Um, that could be a continued discussion. I don't know how much of it you want to have tonight. >> No, I mean my question is just more >> fair question. >> Is it 6070 oped so that you can do more? Yeah. >> Technology, right? >> I'll leave that to you and Bob. I support the the overall approach. >> Will we make a motion? >> We want to just do the total and not do the breakdown. >> Good. Yeah. >> Then we can come back and then we can >> I think that's what the >> the article the language says. >> Yeah. Yeah, >> it's just the total.
071They can figure out how to break. >> Okay. >> I'll make a motion that the pilot region in the >> uh regional school budget in the amount of 40,384,952. >> Second. >> Any more discussion? Okay. All in favor? >> I Yeah. >> Thank you. >> Yep. Perfect. Okay. Great. Done. Um, we have about 20 minutes in theory. So, I'm want to move us pretty quickly into the updates. And like I said, I my only update was around PTG and some other small things. I really think the update for this week for you guys. So, >> yeah. And then I think um to talk on the new middle school building, Robbie did a nice job of kind of queuing us up on that and the last few days. So, Monday we had an extremely exciting day
072to welcome students into the new middle school. Um the energy was and remains very high. Uh both staff and students first they had to explore the building. They hadn't ever been there before many of them. So this really lovely controlled chaos opened the day with the home base advisor touring the kids around. Um the very first all school sixth, seventh, and eighth grade assembly ever as far as we know. um because we never had a space to put them all happened a little later in the morning. Um we kicked it off with the very first and you were part of this unified basketball game that the middle schools had. Um so that was just an amazing I mean the the support coming from the kids in the audience to the kids on this on the
073court >> Brian >> and Justin pulled a Celtic out of his back pocket to just make it even more exciting. Um, >> had I known that it was ghosty over there. >> No kidding. I didn't know either. So, the thing last minute and uh and then even lunch, you know, we get to the cafeteria and there's these enorm amazing booths and bench seats and round tables with chairs that move and then just a few of those traditional ones with the stools and you can feel the energy there. The booths are very popular. You're not surprised to hear. Um, and then to our kitchen, our food service staff who I mean this was a race to the finish. There is no way to describe it anywhere. It it I've said to you by email like it
074could have been the finale of a reality TV show how scrambling we were to get it all done. And uh the food service staff was in the mix of that having gotten a food permit on Wednesday to serve food on Monday. And boy, but they just made the whole place come to life. this scrambler servery that we felt so excited about to raise the kids feeling of independence and maturity just hit the mark right from the beginning like we could have to order them lunch. >> Yes, you still have to order them lunch. Sorry. Um >> so that was exciting and that went really smoothly and then just to walk the classroom portion of the building which is incredibly efficient. You can zip through all three floors fairly fast. Um, kids were actively learning. Like
075I I'm the the teachers who had unpacked boxes and then set us up and running. I mean, they had kids engaged with learning and and you could see how the space was already starting. There were already kids out in those common areas in a few spots. I thought kudos to that. Um, the the glass walls were open. Now, the curtains aren't in, so they didn't have as much of a choice as they might have wanted, but just the feel of how that all is and kids super engaged in what they were getting ready to do. Um, it's just been a fabulous few days. not perfect. We've had things to figure out. We flipped the entire dismissal process this morning and pulled it off in a different way with parents at 1:30, which was a little
076crazy. Um, you know, so we're still figuring some things out, but it's been a really fantastic opening. It's a beautiful school that's just going to serve kids so so well. Um, and it's just so clear from the beginning. The kids are super excited and >> just um radiating the energy. I think we're not gonna ever we're g one of the adults said to me, "It feels like we just started a new school year. I'm calling two weeks ago last year." Yeah. And um I I think we're like in a whole reset here in February and we're going to forget what we were doing before, which is great. >> Yeah. So >> something I hadn't considered even in my years, two years on the building committee. Um you know historically like when we were kids, you
077would get so nervous when you were in fifth grade, am I going to go to the PBD building or the Sandborn building? And you know, >> friendships were torn apart because you were going to have three years apart with your best friend. And and I, you know, to call it traumatic is probably overstating it, but when you're when you're 10, it it feels traumatic. And, you know, we sort of made progress with putting sixth graders at PED and seventh and eighth graders at um uh Sandborn, but there were still the the teambased groups. And um in these years the kids, you know, if if you had a friend on a different team, you really have no opportunity to see sometimes, you know, the peers that make you feel safest and most confident and and give
078you that sense of belonging. It didn't even occur to me everyone's together at lunch. I think that your administrators are going to see an unintended benefit of no more calls. Can I switch my kid from this team to that team? because it's almost becoming consequential because they're closer together. >> Um they can see their friends at the most critical time for them when they >> um can bond and >> I you know it was it was just it was really interesting. My kids sat with different kids um yesterday and um and the groups got bigger. Yeah. Um, and because there's the dynamic seating, um, I guess there were bigger tables and, oh, we all joined our group and we all sat in the long benches and, you know, so I think that that's really wonderful
079and >> it's awesome. >> Um, just something I never even thought. >> Yeah, we realized it late late in the year as we were getting ready to move this year. We realized kids were going to get to see each other at lunch that hadn't had access to each other and that was gamechanging. And then the the adults who supervise were so thrilled to see the individual chairs. They're like all that drama that was going on of we can't all fit here is just gone. They slide a few chairs over and they're all together. >> So, we've done some really special and important things for kids that just were restricted before. Never mind the innovative and the things we haven't really had a chance to figure out yet what that space is going to build for
080us. But >> um it's just fantastic. In the meantime, we handed Sandborn over to the general contractor Friday and they're up they're already abating or queuing up to and uh making progress there. So, I mean that was lightning speed too to go from I stood in that building one Thursday to say goodbye as the kids had just finished having a dynamic academic day and the next Thursday I'm standing there and the building's empty and there's nothing in it and it's pretty startling, you know, how fast it all could happen. But um really exciting parents and parents were able to come in Friday before um >> I I I live in like some blur here like I went underground for two weeks but um before the kids. Yeah. >> And we're really excited. I think we're
081probably going to push off the grand community opening um in touring Bencom and select board members. The select board chair requested we might hold off till the 250th is over. I think it's a fantastic idea, especially as the campus is still I mean the winter conditions have added all this other stuff. As the campus melts and starts to come to life in the spring, the auditorium will be solidly open. We can use the outdoor space as well. I just think there's a lot of sense to that. Justin was relieved when I mentioned it to him. I think we're going to aim for May >> when the world has sort of settled a little and we're in a good place and we'll invite the community in. But um >> that's good. >> It's been a really
082great couple of weeks. has been a lot of work. It's been a lot of work, but >> well, I just want to say >> really great couple of weeks. >> Thank you, Lori. You and um Justin, Mr. Cameron and Bob and so many other people have worked um unbelievable hours, put in so much heart, sweat, >> love for this building and um we are all very grateful and I know you mentioned this at the last finance committee meeting but like a huge thank you to you, the staff, everybody who has moved in and made this such a what looks like seamless. I know it probably was not >> if we Yeah, that's why we work so hard so it looks >> exactly what looked seamless. Um but also a huge you mentioned this at the
083last finance committee meeting but just a huge thank you to the entire community for um their partnership and making it a reality because this is a building like you said that will benefit our community for many many years and um >> so this is a like grand opening for our kids and I love that we're prioritizing kids. Um but just a huge thank you to our >> superintendent. Agreed. >> My final shout out and um it's you know the people behind the the curtain with our OPM and our design team and our general contractor. >> Yeah. >> Um they pulled off kind of miracles the last few weeks and they all looked at me last week. They're like we have never and they've all been in it for decades. We have never opened like this
084where it's like this to the wire. Um, and they made >> just push it back. >> Yeah, they they made that happen with I mean they we were coming up with things that had to get done on the fly and they were just finding ways to make it happen the minute it came up. So just incredible team effort >> and um really really exciting. So we're excited to keep sharing with the community. The bridge did a nice spread. Thank you. >> Um Justin's got a video out and that's just the tip of the iceberg of what we'll put out. I feel I feel like especially given that the focus on has been on kids. >> Yeah. >> Things that Justin has done have been so great to just give everybody kind of a glimpse into
085what it looks like, what it feels like, what the how the kids are feeling. Yeah. It's just been it's been a really nice addition to the the transition. >> That's great. >> Oh, thank you all. Really exciting. >> So, again, I'm just looking at time. Why don't we do this? Why don't we go I want to make sure we absolutely vote on these items. Yes. >> Um so let's move to that and then if we have time we can come back to some of the llays on reports if everyone's okay with that. >> Yes. >> Okay. So the first one is on um the launch retail revolving account. >> You want to give an overview on that? >> Sure. So as you know the space at 199 road is about to become a retail space
086probably before the week is out because we're just having a great week. Lori >> um I I couldn't believe when that all started to align Sunday night. I'm like really am I going to open both of those in the same week? That can't be better than that. Um, but we need a space for the money to come in and out of. >> Yeah. >> So, we're hoping you'll create the revolving account tonight for sales and expenses. >> Yep. >> I can move it. >> Yeah. >> Um, I'll move that the conquered Carile Regional School Committee vote to authorize establishment of a launch store revolving fund in accordance with MGL chapter 71 section 47 and or any other enabling legislation. >> Second. >> Okay. Got a second. Any more discussion on this? >> I just have
087a question. Is it gonna open? >> So, we got our occupancy permit there yesterday. So, um it's up and set up. >> I feel like I know how to do this. >> I do. We know how to do this. I am in good standing with all our department heads in town. Um we they're set up for a soft opening. So, Angel was talking to me this morning in hopes of some soft opening. Not huge public opening. We're not there yet, but some soft opening on Friday. So stay tuned. That's the goal. >> Okay. Well, if you need people >> Yeah, we'd love to know. >> I'll get time and we'll make something happen. >> That's awesome. >> Okay. >> Um All right. Uh we got ready for a vote. >> All right. All in favor?
088>> I >> Okay. Awesome. The next one is the vote on the um CPS building service worker agreement for CSC. >> Yeah. So we um had to do some impact bargaining with the middle school building service workers because of the consolidation of the two buildings. So we spent some time in late January and early February talking that through with them um position wise and how we were staffing the building and some uh salary differentials because of the change in space. So, we've come to agreement with them on that and we were hoping you could vote that tonight and Carrie could sign it before the week is out and we'll be all good to go. >> Sure. >> Do you guys >> Yeah. Did someone want to make a motion? >> Uh, I move to the
089CPS building service worker agreement. >> Second. >> Any discussion? >> Thank you for that work. >> And you, it was you two, right, Alexa and Tracy? >> We ended up not needing us for this. involved and that was how amenable >> things went really smoothly. We didn't need extra folks. >> Yeah, it was us and asked me and building service. It was one meeting. Yeah. >> Yeah. Was great. >> Great. That's great. Um any more discussion? >> All in favor? >> I. >> Great. >> All right. So before we adjourn, we have like four minutes. Um yeah. >> Does anyone have any critical leaison updates? Can I say just say one other thing about the middle school? I'm sorry. >> There's there's one other group that we've not thanked and um deserves to be thanked
090and it's the middle school building committee. Oh yes. >> Um so Alexa and Andrew and um the many people on that committee have spent years like I feel like now we're getting all of the credit for this amazing building that has was just handed to us beautifully done. But you guys put in a ton of hours, a ton of work and effort and energy and Dr. Hunter, you as well um to make this like dream become a reality. And so I know that was not easy. So thank you to you Alexa for many years and Andrew for the last year. >> And let's shout out Don Gary. >> That that was not a light lift as chairs. >> No, they that was a huge effort. So and it would not have been h been possible
091if it were not for all of that time and glad to >> Will there be a plaque? >> Yeah, it's in the works. Yep. You're all conquered committee. I was all on it. >> So, you want to send a note to building committee on behalf of the school committee? Yes. >> Maybe like a Thank you. >> That's a fantastic idea. >> And then um campus completion. I think the only next steps we had is the next meeting we have with Carile. >> I was going to say so the subcommittee's meeting this Friday afternoon will be our first meeting since coming back from vacation. And then next week, the Carile CPC is looking for an update that I believe you're doing because I will be away again. >> Yeah. >> So, thank you for doing that.
092>> Awesome. Great. I uh it's >> just put it on the agenda for our next meeting. >> Yeah. >> Just because I don't know. I think it's my recommendation is we should have a link on the website dedicated to the amendes building with the warrant article timeline and I would recommend an FAQ. >> Okay. >> Yeah, >> that's a good idea. >> That's a great idea. >> Y >> thank you. >> And I do think that there is um a disability commission meeting coming up next week that um we should probably start engaging and hopefully we'll talk about that on Friday. >> Yeah. about engaging with other committees. >> Okay. Aisha, anything from you from Beco? I know we had a I know it's been a great night here. >> I think there um a
093couple of parents that have reached out and interest in the vacancy seat in school. So, that's exciting. >> That's really awesome. That's great news. >> Let us know if you need any help. >> Um that's awesome. Well, I it's almost 7:45. I know we have to be out of here. So, any um I don't think we need a motion to adjourn. So, >> because we're all here. Thank you for coming. >> Yeah, thanks for coming. Motion adjourned. Good. >> I know.