001e e e back in an open session can everyone please stand for the Pledge of Allegiance I pledge of alleges to the flag of the United States of America and to the Republic for it stands one nation under God indivisible with liberty and justice for do anyone have anything to add to the agenda can I please have a motion to approve the agenda motion second Vian and Tiffany enters yes Peter yes Bennett yes yes Johnson yes Lions yes yes uh academic spotlight good evening everyone so I'm not going to do a whole lot of talking because I don't want to talk about anything that Jen is going to cover but um Miss Neil uh did a book study with a number of the other Math teachers not just in our building but in other buildings
002over the summer called building thinking classrooms and she's made some pretty exciting changes in her classroom that I'm going to have her talk about with Marielle one of our instructional coaches as Josh said I'm Marielle Brown and one of the instructional coaches at the middle school um I did a book study last summer on building thinking classrooms and the idea that um math instruction has mostly defaulted to mimicry and less thinking and so the idea would then be to change that back to involving students and um coming to conclusions about math um and Jen really took off with it I think um as much as she does not want to stand up here and talk about herself um she really stepped out of her comfort zone and is making a really big impact in her
003class room and so I'll turn it over to J uh thank you thank you for having me come um yes I'd like to share what I've been working on with the seventh graders here in math lately um with this book study for vertical or with building thinking classrooms uh the main concept is using the vertical whiteboards um and what it has shown in that research was that students are more likely to get started faster so they're quicker to get started on their work they're more likely to try because the whiteboards are a non-permanent surface so that if they were to make a mistake they can quickly erase it and it has been promoting a lot more mathematical discussion in class amongst peers so I'd like to show you some of the setup I have in
004class and some pictures of how students have been working so first I started with the whiteboards that I had in class uh because we have whiteboards in the front and the back and I was able to make five whiteboard stations for student use uh but I needed to create at least four more so that I could have enough groups for all students to be working at the same time the hard part was figuring out how I wanted to hang those whiteboards uh I didn't want to drill into the concrete well I just wanted to make it hopefully a non-permanent uh solution until just to see how things went so I took a 24x 36 whiteboard I found command clips and were able to put them underneath kind of as a support and then another clip
005on top to kind of hold that whiteboard in place and it worked out really well uh for the students to be able to stand at the whiteboards throughout my class I also had to think about where students were to keep their supplies so they markers they erasers we got magnetic cups I have little like makeup rounds that they use for erasers and then I have clear magnetic like plastic sleeves that I put their tasks in that are also able to hang up on the whiteboards uh the groups they talk about being random groups for the students I have each board is numbered with a number a color and a shape so that way I have three different characteristics to divide the groups up and students to get into these random groups so to kind of
006just promote working with new different people rather than students trying to group together with their friends I think it also allows for more mathematical conversation as well because students know that even if that group doesn't isn't with their friends or with anyone else that they know or are willing to generally talk to they only have to do it for an hour right the next time they come they get a new card they get a new group I think that benefits us as teachers as well because the first day we did it like the two kids you wouldn't have wanted in a group together Ed up in the same group and so for our benefit we were like okay we can do this for an hour um and those conversations even in that first day when
007the kids didn't quite know what the routine were was was really impactful uh within that book study it talked about group size and it recommended groups of three sometimes students um in pairs they might struggle a little because they didn't have that third person to collaborate with groups of four became a little too social so I try to do groups of three when I do my random group groupings so for my random groups I have the boards labeled with the number color and shape and then I created student cards to hand out when they come in with those same numbers colors and shapes but they are all mixed up I wanted to find a way to make it as I don't want to say difficult but they're middle schoolers and they like to try and
008trade cards to be with their friends so I wanted it to be as random as possible I also added a spinner wheel so that as they had their cards we would spin the wheel and they could see that it was random and not me pretending it was random and making purposeful groups so that they could collaborate with their peers when we started we started um first talking about expectations what it looked like to collaborate at their boards how they work together how they can take turns with the marker so everyone gets a chance to work and then how the other two students are supporting that third person by explaining and telling them what to write we started with non-curricular tasks it's still a m mathematical thinking task but it was more logic based and reasoning
009and critical thinking so an example we had was uh a Farmer John problem so a farmer had some chickens and pigs one day he noticed that their animals have a total of 22 legs how many chickens and how many pigs might they have can you come up with another solution and how do you know you have all the solutions so it still had all that math and reasoning uh but it gave them different ways to solve different excuse me different solutions and then they were successful with their work because they could see uh how each group kind of solved in a different way then as we started getting into curricular tasks I had kind of three different setups I would take the explore task out of our resource of Big Ideas Math or I would
010create a scaffolded task where I would start with a problem they already knew and then kind of slightly change that problem to make it more challenging so by the time they got to the end they were already successful with our new to topic that we were learning on and focusing on for that day and then I've also used it as a review activity letting students go up to the whiteboards and work in groups while students are in their groups uh it's nice because I can see all of their work throughout the classroom so I'm listening to their conversations I'm checking in with each group I'm observing their work uh I'll take a different colored marker and I'll go to those whiteboards and I'll put check marks by their good things or my favorite thing to
011do is this Circ something that and put a little question mark by it that they're not quite sure about and I just kind of step away and they look at it and they're not sure and they start talking and they're like I found it and they see their mistake and they see what they've done wrong and now they've created and done all this math work without me having to tell them and just that aha moment has been a lot of fun to watch um I continue with those open-ended questions how did you get that tell me your process what was your step my my favorite question to ask is are you sure even if an answer was correct on the board if I just ask the students are you sure they look back at their
012work and they kind of question it and they start talking back and forth again like how did we get this are we sure we're correct what did we do and it just again continues and promotes that mathematical discussion and helps them deepen that understanding I think a big change with the vertical um learning spaces too is that um we encourage what we consider mobilizing of the knowledge we have a group that's stuck on this board and they might just turn around and look around the room and see what steps someone took to get started and then all of a sudden their group is like oh hey the first step is this and they're able to get started on their own and kind of move that knowledge around and it also like Jen said takes that
013knowledge that the Whiteboard and the teacher are the only person with something to bring to the table or knowled or content out of the room because then every kid in that room is able to access the task in some way um Jen also does like a summary at the end where she asks students what to look around the room and try and come up with the big idea what did you notice What similarities did you find what strategies were similar what was different um and in being in her room while the students have done this when she moves into the notes or summarizing activity the students can almost lead the content for that day because they've done practiced and seen other people do it it takes that again that the teacher is the only person
014bringing the knowledge to the room off the table so yes we will do those class examples after the whiteboards and it's been really exciting to see that the students are now telling me how to solve the problems as we try and do a class example together because they've kind of worked through that process already um when they start their independent work I've noticed that they've been more willing to start right away they've had more discussions at their tables with other students uh if they get stuck rather than just stopping and giving up they've been successful on these whiteboard tasks already and I've already had some of that discussion and it's just been exciting to see and to hear that this has promoted and encouraged some of that mathematical discussion some of the other excuse me
015benefits I found uh I have students coming to class asking me can we do whiteboards today I don't get many students asking me about doing math each day um they want to socialize with their peers and these middle schoolers are now coming in like can we do whiteboards what are we doing today and it's really exciting to hear that they want to come in and do this and start doing their work on this new I mean they're still doing the same work but it's just a new format for them um I've seen students who normally would not participate in group work are now standing at the board writing down with a marker they're explaining to their group they're getting more involved um and encouraging others in their math work when normally they wouldn't have and
016those math conversations have increased quite a bit and it's been good to hear all that new math vocabulary um as you can see they're very involved they don't even notice that I was going around taking pictures last week um and that's good and last week I also asked a couple of them like what do you think of the whiteboards and here were some of their quotes that the students had to say that they like using the whiteboards they find it fun and easy I like that I get to collaborate with my peers this inspires others to show me or others how to do math you can learn new things with the people you are with I like that I get to move around the room and we aren't always at our desks working and I
017like that I can see strategies from other students so it's been really exciting to see see um how they've grown in the last couple months through this kind of new task that we've been working on and I'm excited about what's going to come next so just wanted to share what the seventh graders have been doing in math so thank you I appreciate it I just want to say Kudos the Jen for really stepping out of her comfort zone and trying some new things the book that we read really was all about how students get used to the game of school and all the things that they expect the routines and so this kind of breaks them out of that so that they have to think because it's not what they expect so if the teacher
018is always standing up in front of the room and doing the math problem they know if they wait long enough the teacher just going to give them the answer right they know even if the teacher says the groups are random the teacher actually picked them in ahead of time so now they're like mad because you're making them work with this kid that they don't want to work with so it really just flips everything that kids expect on its head so that they have to think because it's it's different than what they're used to so very exciting and I'm really proud of Jen for taking the leap thank [Applause] you yeah thank you that was nice uh academic Rec conditions Dr P start right it is my pleasure to recognize Serenity Sanders as our primary student
019of the month Serenity and Miss Wy will you come on up Serenity consistently demonstrates our star expectations of safety responsibility and respect in all that she does not only does she lead by example but she also encourages her peers to do the same holding others accountable in a way that Fosters a positive School environment her commitment to these values extends beyond the classroom as staff have shared that she also carries out these expectations at home Serenity we appreciate your dedication in making our school and Community a better place congratulations take a picture h [Applause] okay and on to the elementary student of the month um would like to introduce Emily Burger to come on up our fourth grade Emily B burger and then her teacher Mrs Andrea Woods who nominated her so Emily is an
020absolutely fantastic young lady you will be very excited to get her next year here at middle school and I will be very sorry to see her go she is extremely hardworking she is dedicated she is kind she is compassionate she is the embodiment of our school's star expectations and she is just gracious in so many ways she ran for student council and she congratulated the the winners without being asked she asks where um how she can help she steps in without being asked she always ask questions what can I do how can I make this better and it's just been my pleasure to nominate her for this award so congratulations ma'am [Applause] Miss McDonna so I am very excited to have TJ Monroe as our Middle School student of the month so come on up
021so while he was nominated by his eighth grade teacher Miss Zach she couldn't be here tonight but I was lucky enough to have TJ in fifth grade during that weird welcome back from covid year and I cannot tell you how proud I am of you to see you just blossom and grow and learn so much and become a true leader in eighth grade so I'm proud of you but I'm going to read what Miss Zach wrote too T.J Monroe is one of the hardest working students I've had the pleasure of working with here at Big Hollow on a daily basis TJ is always giving his back best he is great about participating in his classwork asking questions when he has them and being a role model in our Warrior expectations TJ follows our safe respectful
022and responsible expectations each and every day this year TJ also exhibited these expectations while on the boys basketball team thank you TJ for being a role model to all Big Hollow students [Applause] Mr Cornwell for employee of the month I am happy to to welcome our employee of the month from the Middle School Adrien payro [Applause] up Adrien was nominated by his sixth grade science counterpart Susan suek so I'm G to read what she wrote about Adrian Adrien is an incredible I was like I didn't even say anything funny yet geez Adrian is an incredible educator and overall person he is a team player and wants everyone and every student to be successful in the classroom he thinks of innovative ways for students to learn and isn't afraid to dress up and participate in all
023facets of school spirit that's true we were just talking about some of his many costumes uh that Christmas sweater oh boy um Adrien is the type of person who you want on your team he is an Innovative creative thoughtful teacher and a true team player he have an he has an effervescent personality that he uses to help others around him uh he is never too busy to lend an ear or help out to the best of his ability the care that he takes to create lessons for students is truly exceptional to be a part of Adrien exudes kindness and celebrates all success he sees at the end of a lesson unit or end of the day congratulations Adrien [Applause] than [Applause] all right congratulations D next item board member code of conduct review Joe I
024will abide by majority decisions of the board while retaining the right to seek changes in such decisions through ethical and constructive channels all right thank you anybody any questions on the consent agenda okay please have a motion to approve to consent agenda Mo second Ash and Joe yes yes yes Johns yes yes Lions yes yes all right before we get into the business of the board if you you're more than welcome to stay but if you choose not to none of us take offense yeah uh the superintendent's report Dr first thing is the Staffing plan 2526 anybody have any questions on the Staffing plan can I please have a motion to approve the final Staffing plan for 2025 2026 motion second Doug and Tiffany yes yes Johnson yes yes yes yes the summer school learning
025opportuni so this is just informational it's regarding our summer school um we are going to collaborate gin again this school year for summer and we have 22 enrichment classes this year we will have Summer School from June 2nd to the 20th with no school on the 19th Monday through Friday 9 to 11:30 each day with two courses as we've done last year as well uh it'll be free of charge English language Learners have Invitation Only and they have already received their invitations for the Y summer school which will be at the same time and our special education esy okay coaching update hi there I know it seems like we have a lot of people I promise this won't take all night uh we just wanted to give a quick update to the board about how
026coaching has expanded in year two we've certainly done a lot with our coaches and they have had quite a reach so they will be sharing a bit about that today um just to kind of remind you we're doing a student centered coaching model and our coaches have been engaged in coaching Cycles with individual teachers as well as well as teams of teachers and partners we also provide professional development specifically for our coaches and then they provide professional development for our teachers in a variety of different ways at teacher institutes during um early releases at times and then through those coaching Cycles um or committee meetings as well and then they do meet with teachers through like grade level teams and a variety of other activities so I will turn it over to the coaches and
027some of our teachers are also here to share their experiences with you as well hi I'm Nicole race and I'm the primary instructional coach this is Veronica contus she's the kindergarten dual language teacher her and I have had the opportunity to work together throughout this school year so on the board here you'll see a cycle that her and I did together it was in kindergarten a math cycle with our new curriculum we co- plan together we co together and we come up with a student goal and then we track how we're going to check the student progress track their progress so up here we have four weeks worth of data that we use to cheack an addition and subtraction unit check their progress and then you can see from week one to week four there's
028a lot of significant student growth and even a lot of the students by week four were able to show Mastery in the skill um I'm going to let Veronica talk a little bit and share her experience with coaching as well well I'm going to read this because I want to make sure to don't miss any point because I need to make sure that I receive the $200 that promise to me it's just a joke this is just a way to show you that I can joke because we are very good uh we we develop a Great Fellowship you know uh coaching it have been a great blessing and a blast for me a blessing because learning a new curriculum is not easy you know and have been so helpful to have someone to help you
029plan share the work get different ideas go teach and get help right away I don't have to come on somebody come help me she's just right there so that have been amazing it's a blessing for me it have been a blast because with the assistance on Ni Call I have enjoyed learning new teaching strategies I have been adapting the lesson according to the unique needs of my students they are doing language so it's hard for them to call cover all their their their needs and we have been doing that and the results are there we have collecting and comparing data and having someone so enthusiastic like Nicole to celebrate my Student Success I can't deny it that for me having us a blessing in Applause having this and seeing my students success in in math
030so that's all that I have to say [Applause] hi I'm Beth Linsky I am the inclusive or inclusion coach of inclusive practices practice that all day um and my coaching role just kind of ensures that those students with diverse learning needs have everything that they need throughout the day so they can access the curriculum and just everything around the campus um and this was just a snap of a working with a kindergarten teacher on transitioning she had four students in her classroom that really struggled um you know eloping from the line or refusals to transition so throughout the course ofv two of them are fully independent um and then one you need attend so we're going to keep working on that um to support them oh and so I'm I'm Beth onaf friend yes going
031uh and she pays $500 uh for so Veronica you should hold out next year uh so hi I'm Linda heeman I'm uh one of the primary PE teachers um I have worked with Beth since day one at Big Hollow for me which is not yesterday or last year it's been um 20 years together um Beth has been someone that I could always count on or go to with any ideas to bounce back and forth she's always been available to help and what I think um a really powerful part of this role for her is that now she doesn't have her own classroom so you're not going in while she's trying to put out her own fires um and she's able to like really focus on kind of what you're asking she comes in and sees
032it she's giving you direct like right away oh okay that's not going to work we need to try this and with where in before you know you come to your colleagues you ask for help they give you an idea you go back and try it and they're not actually seeing it so they're maybe seeing like hey you need to maybe stand here like just a very simple feedback that's immediate we're not taking six weeks of data to can you come help me you know and we're getting things kind of done and kind of nipped and um the support I think has been overwhelming and I I think it also comes with like a little respect because she's built such a reputation in the district so coming in um I'm I'm more than willing I want
033her to come in all the time you know it's been a really um powerful position and I think a really um hugely benefiting our students and our teachers so good work [Applause] Beth hi um I am Kelly schmidgall I'm primarily in the elementary school as an instructional coach I've dabbled a little bit in the kindergarten um and done a cycle there as well in the primary um and then Renee holey is the other um Elementary coach and I have Christina Lancaster with me Christina and I did a um fourth grade writing cycle um we focused on narrative writing we came up with a goal that students will use writing strategies to add detail to a narrative that focuses on One Moment In Time and an organized welldeveloped paragraph and from there we kind of work
034together we plan together um I would come into the classroom and work with her amazing students she has a really great class um and you can see the growth so from you know Baseline to post assessment um we had some some really good growth and I will turn it over to Christina we had great growth hi everybody um we writing can be kind of teaching writing can be kind of daunting um and wanted to be very scaffolded I do have a unique pretty great group of kids and I wanted to make sure they were challenged at their level so we did a pre-assessment and Kelly and helped me go through it because for me sometimes it's very hard to evaluate writing because I just want to change all the eyes to capitals and put the
035periods in instead of it's hard for me to focus just on the content sometimes and she really helped me um put together a rubric help teach the kids put set aside different goals that we were going to meet with the class class um and as you can see by the results the results were phenomenal they went from writing three or four sentences to writing two or three pages and the detail was amazing so I had a student write about the first time they went to a Packers game at Lambo field and it started out I went to Lambo field I saw a Packers game it was really fun then I got in a car and went home and by the time we were Ed Kelly had worked with him I worked with him we put
036together this a a structured program for him and it was two pages we knew how the crowd sounded we knew what the helmet sounded like when they hit each other just really paid attention to the detail and Kelly has since been a huge resource for me I go to her with a lot of things um and uh I look forward to working with her [Applause] more I'm Marielle Brown I am one of the instructional coaches is my counterpart at the middle school we're uh with Kelly the OG coaches here at Big Hollow so you're all welcome um we I did a seventh grade social studies cycle with Lauren um we worked really hard on having students analyze the origins purposes and processes connected to like rights and developing laws um in this cycle Lauren really
037wanted to work on as a first year teacher her routines and making sure that she was meeting the needs in small groups but it also kind of morphed into um questioning which happened to be my personal goal of growth this year um was asking better questions to get better answers and um Lauren really jumped in with both feet we worked really hard with her kids and we saw some really good growth from um some from one summative to the next I don't know if I like it right here um so I chose instructional coaching because I want to be a better better educator this coaching opportunity has provided me with resources planning and in-class support through modeling and feedback originally I sought out instructional coaching to be more to more effectively use small groupings to
038increase participation and a higher level of student engagement throughout the process of instructional coaching coaching me and my coach were able to Target other areas which I could benefit from additional resources and support I am able to more effectively meet the needs of all my students and help them capitalize on their strengths and supporting their fellow classmates currently my um seventh grade social studies colleague and I receive periodic support how to question student on a students on a deeper level these tools and feedback have pushed our students to apply defend compare and explain Concepts within their writing and during small and large group discussions due to to the additional coaching support at the middle school my students and I are able to collaborate and express our our ideals more uh more [Applause] effectively hi I'm
039Renee holey over at elementary working with Kelly um we wanted to give you an idea about other things that coaches we as coaches do so for K through four we've been supporting um a lot for our IM math adoption this year um so in things that we've done for that is we've attended the IM leadership PD uh we've worked in many most of our coaching Cycles have started out with the IM math curriculum to um get through the adoption help through planning and um instructional strategies through the adoption of IM am um we've used teacher surveys to support areas of needs with the teachers and then we've um to um to support in those areas at GLT meetings with teachers and also we've U held adventures and learning sessions that are optional um in the
040mornings in elementary and primary building too right um in our adventures and learning we did Roundtable discussions this year and we we focused on math engagement Strate strategy since um that is so important with IM the IM curriculum um we facilitated peer observations where teachers could go watch a peer maybe that piloted I am and felt a little more comfortable um and then after that we would attend with them and debrief after and talk about what did you see what do you think you might want to try in your classroom um we've developed Choice PD for institute days um two of them that I believe it was um Kelly and Marielle right that you did the math um they did mathematical practices and Ma talk questioning patterns in mathematics um we've had we've presented PD
041at staff meetings mainly the look fors for I am as we we run through the implementation and what um we should be seeing as we go into classrooms what teachers should be and it was kind of rolled out gradually um and then attending observations at outside districts with teachers for them to see the curriculum [Applause] this is just a quick um update as some other responsibilities that we've done at the primary building as well so we've supported GBC days with kindergarten in first grade um we've heavily supported the math implementation as Renee just said so I'm not going to go over that um as far as the pilot this year we've attended trainings we've gone to outside districts to watch it happen in place and we've also conducted some peer observations from teacher to teacher
042to see the opposite curriculum that's being piloted as well um those are all the coaching cycles that I've participated in this school year and then as far as professional development Renee touched on it a little bit with the adventures and learning I did a kindergarten in first grade look fors for the first phase of the implementation plan for our um new math curriculum and then held sessions at the November and February in as [Applause] okay and this is our first year um with coaches at the primary building so we're very excited that teers volunteer so far to participate out of how many okay that's good add the elementary um pretty similar to the primary the GBC um one thing that um I worked with uh Spanish language arts um the Dual language program to kind
043of start developing those priority standards um and proficiency scales for that so that was a little bit um different but otherwise we've done Math and Science GBC work um same thing with the reading pilot primary the math implementation when I talked about those are our coaching Cycles at the um Elementary so far this year and the PD again the adventures in learning The Institute day um and um the February writing uh rope session was led by myself and Sarah and then that this is just kind of a comparison from last year when it was just me um I had eight teachers par ipating in Cycles this year we've had 17 teachers participating in cycles and some of them are have participated in more than one cycle um and then we've also started some team Cycles
044um in specifically in writing partner Cycles in math and reading and then three out of the four new teachers this year engaged in coaching Cycles so just some additional information there my was just say like hi I'm Sarah AEL one of the Middle School coaches and like period I didn't bring a friend so but I made this chart so um so at the middle school we've got a pretty big staff so I'm in a column for GVC so that's when they have those curriculum work days they're planning out their units um basically we've met with everyone um planning that's like if someone wants a planning partner because sometimes elective teachers they don't have a planning partner they're just kind of on their own or sometimes maybe teachers aren't well like ready for a full coaching
045cycle but they want someone to bounce ideas off of and then we have all of the either full Cycles or minic cycles that we've done and so we broke them down by grade level um and then at the bottom we listed all the other things that we do and a lot of what uh K4 is listed we do that too um this year Ela is piloting three different resources so we have to do that there's tons of stuff going on I basically live and die by my Google Calendar if it's not on there I don't show up because I need to be all the places at all the time um and so then this year I made this chart too so last year at the middle school it was brand new so we had eight
046uh cycles and planning Partners this year we're already up to 24 and we're actually going to round four next week so that's really great um and like teachers reach out to me today and they're like can we do a team one so it's really great I'm excited for the growth [Applause] any questions or I just how's the buyin I think as you can see from the data it's been tremendous um we see really positive things I know I was at a couple of meetings where teachers were just really celebrating and complimenting our coaches because they've been able to build those relationships with teachers and been able to kind of like spread their wings and support everybody so I think it's really been impactful and we're definitely spreading that culture of coaching at Big Hollow okay
047good and how long is a coaching cycle coaching Cycles Can Depend they usually last about six weeks which aligns with like one unit typically um however it can be sh short shorter or a little longer kind of depending on what their goals are between the teacher and the coach anything else wonderful thank you thank you thank you the calendar graduation is May 28 at 7M and then the final day of school Friday May 30th all right good only grade yeah um thank you anybody questions on the employment recommendations can I please have a motion to approve the February employment recommendations motion second Dar Tiffany yes ERS yes Bennett yes Johnson yes Peter yes Lions yes yes uh anybody have any questions on the administrative assignments for 2526 can I please have a motion to approve
048the administrative assignments for 2526 motion second Doug and Ash all in favor I any oppose eyes have um anybody have any questions on the termination of a contract with gappa right can please have a motion to app the notice termination of a contract with gappa Security Solutions motion second uh Joe and Vivian yes pet yes Lions yes yes Benn yes Johnson yes yes another pod reconstruction anybody questions can I please have a motion to approve the construction project Big Hollow Elementary second Doug and Tiffany all in favor any oppose I have it uh we accepted a resignation from Kevin hosen middle school special ed teacher we accepted a resignation of Kristen feifer middle school special ed teacher we accepted a resignation of Rachel Ford middle school health and physical education teacher accepted a resignation of
049nor norin Hernandez middle school computer science teacher we accepted the resignation of Elizabeth wlaw lunch Monitor and we accepted the resignation of jasine Ortiz lunch monitor any any question the for requests monthly reports for the board the next regularly scheduled board meeting will take place on Monday April 14 2025 Clos session beginning at 6: pm. we have any public comments okay please have a motion to adjourn moot second Ash and Vivien all in favor I any oppose I have it meeing adjourned