001He must have been very >> I forculating chemistry. That all made sense to me. >> Not the calculus. >> How about you? >> Let me see if she's got it. from the kids. >> When are you hangingbody? >> Oh yeah. >> So that way we couldn't go solve the problem by hands do it for us. >> Yeah, but we're just having an assistance. >> Okay, >> but it's tough do it all. Sorry. >> You ready, Derk? >> All right. Is everybody ready? >> Uh, Mr. Should we give him a few minutes or >> for who? >> Oh, I wonder if he gonna make it tonight with the weather. >> And I ended up like more than 20. try and call. >> I would I bet you he's >> call just to make sure he's okay
002to say you. >> Oh, I know. I thought about a couple times. >> I moved into the computer. >> Can you text them or do you want to call them? >> Oh, okay. >> Don't worry about it. >> I was working on computers. Not that not engineering. course. >> This is the real meeting. >> Not at this. >> Just checking on Mr. >> Coleman. >> Mr. Coleman, >> I was going to do that and all of a sudden that >> was a challenge. I mean it was one thing about it first two of you could show up. >> Yeah. >> Okay. Uh we're going to call this meeting to order. So very much. Can we please stand for the pledge of allegiance? >> I pledge allegiance to the flag of the United States of America
003and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Okay. All right. Uh, roll call. Maryanne, >> here. Scott, >> I am here. Amy, >> here. >> Dirk, >> here. >> Brian, >> here. >> I am here. Um, Danny is excused this evening. Um, so may I have a motion and a second to approve the role? >> Motion to approve the role. >> Second. >> All in favor? >> I. >> Okay. Um, next is the approval of the agenda. May I have a motion and a second to approve the agenda? >> So move >> second. >> All in favor? >> I >> uh minutes of previous meetings. Any questions on the minutes from our previous meetings? >> Okay. Motion. May I have a motion and a
004second to approve the minutes? >> So moved. >> Second. >> All in favor? >> I. >> Um communications. Does anybody have any? >> I actually got a call from a parent. Um they were saying it was going to be cold outside. what were our parameters >> and um maybe you can just >> mention >> so we we look at the windchill ob um now um as as far as what the real feel is going to be usually uh anywhere around minus 20 is where we're going to uh look to close for the day due to due to cold weather. So, we're watching tomorrow. I've seen - 10, -12. Um, as we inch closer, we'll we'll keep an eye on it. >> And I explained to this parent, it's always the parent option. >> Yes. >>
005To stay home. It's it relies on them. So, >> yes. >> Thank you. >> Yep. >> Any other communications? >> Okay. Um, un unfinished business. We have none. Um, so Dr. Janestri, superintendent report. >> Uh, thank you, Mr. Balante. Uh, we have, uh, our friends here tonight. Um, last week we talked to the board about our overall 3 through eight uh, testing and where we are um, in comparison with our neighbors and other districts in Western New York. Uh, tonight we want to go through building by building. And first of all, I want to say thank you all for braving the nice uh, weather that we're having in Western New York uh, to be here tonight. Uh, but um, wanted to invite Dr. Wilson up to kind of lead uh, the presentation and uh, we'll
006have various uh, people tonight speaking to the board. So, thank you for being here. Good evening everyone. So, as Dr. Janestri mentioned, we're going to be going back over our 3 through8 ELA and math assessments. The overall data points that we shared uh last week do not tell the full story. So, tonight we have building leaders here who will go over all the excitement that's going on back at their schools. the things that they're really proud of that that you'll be able they'll be able to point out in their data, but then also share some items on things they're doing to continue to improve. As always, we want to um hone in on our three goals. Goal one, two, and three, teaching and learning, future focus, whole child, always the foundation as we work towards
007every student, one community ready for the stu for the future. So last week, Miss Jason, you asked a question about um our subgroups and were there some highlights that we could share there um with our district subgroups um some some celebrations and where we're continuing to work. So as you look at our highlights there, our black students um increased up in their proficiency in ELA in grades four, five, and seven and math in grades four, five, and seven and eight. Now, I want to point out that usually schools want to look at a 3 to 5% increase to to see a significant increase. I want to point out that the highest increase, the biggest um jump here was at seventh grade where we had a double digit well into the double digit 24% increase in
008ELA. Principal Darwin. >> Wow. At seventh grade, again in math, 17% increase for our black students. Our L students increased their proficiency levels in ELA by 16%. Again, double digits in grades three and in four. That's two grade levels, right? And in math, 33% at fifth grade across the district. Our economically disadvantaged students increased their proficiency level in ELA in grades three, four, five, and seven with the biggest jump being at fourth grade at 19%. >> Elementary principles. >> Dr. Wilson, does this some of these groups take up two groups? >> Yes. Take up two, >> you know, one maybe African-American but then disadvantaged. So, does that affect the numbers at all that them being in two groups? They're they're counted in those individual groups, but they can have multiple overlap designations. Yeah. Okay. Yeah,
009they can. Um and then at math, a big jump at fourth grade and fifth grade, 14 percentage point increase at fifth grade. Some huge success there, closing the gap with our subgroups. Our continued areas of focus would be um really looking at increasing proficiency across all of our subgroups, all of our students, right? um it with we we want to look at ethnicity, students with disabilities, economically disadvantaged elves and homeless. So our largest sub subgroup um is economically disadvantaged. We're at 55% there. And so um making shifts in each of these subgroups really does overall impact our entire school results. >> Thank you for getting this together. I appreciate it. >> Yeah, there's some there's quite a few celebrations. We we have many ways we can slice and dice it and celebrate. Um and so
010you're about to hear some more. Um coming up next we have principal Dela Plant who's going to join us to talk about Glendale. Thanks everyone. Um so I'm super super proud. Um this will be my fourth year at Glendale. Um and you will see that in ELA um the first graph um we have jumped up an increased 10% um with a 10% increase for ELA uh which we are super super excited for. Um and then on the second graph you'll see that our math uh for grades three through five uh we had an increase from 42% to 50 which is another 8 point or 8 percentage point um uh increase. Um we are really uh starting with ELA uh one of the areas of focus my first year um was really for ELA and math
011um and across the board was really strengthening the core. Um, so our teachers really focused on, you know, areas that we need to really fix. Um, whether that was social, emotional, um, or any areas in ELA, but really focusing on the core instruction. We noticed that one of our, um, biggest weaknesses was our we didn't have a word study program. Um so we um kind of had some conversations around it uh through our professional development on superintendent conference days uh from grades upk through grades five to understand a little bit more uh about word study and what that looks like across the board. Um and then our team um at kindergarten actually piloted um wanted to get into a new program which is called UFly. It's a research evidence-based program um and the teachers loved
012it. Um, and teachers started to hear other teachers talking in the in the faculty room, all they could talk about was UFly. Um, and as teachers started talking, more teachers wanted to learn more about it. Um, which um then in conversations with Dr. Kazakowski and Dr. Wilson, can we pilot um try to pilot something new at Glendale with our UFly? We started with K through two. Um, we are now at K through 4. Um, we have put in a lot of professional work with our, uh, literacy coach, uh, Leon Hilddrth, who then has turnkey keyed, um, and really true coaching style K through four, um, with our, uh, program. Um, and I believe that because our students have a solid phonics instruction, it has given them the confidence to break apart words and read. Um,
013and over the past four years now, we're seeing that increase, especially now we're in winter benchmarking. We're super excited to to dive into that. Um, and it's giving our kids that confidence, and I think that's both impacting both, you know, ELA, math, um, and even in science. We had an increase in science as well. Um, we're super super grateful for that. Um and uh we're looking forward to you know adding more um so that we can see those increases um as the kids kind of start looping up which I think that's what you'll start seeing in the next couple of years. Um we're also strengthening um our math curriculum as well. You'll see um over the years that uh spiral. Now everybody has had a couple of years under the belt with our new um
014math curriculum which is great. uh heavy coaching there with Molly Depiro in the classrooms um talking about ways that we can increase uh some of the things within the new program to really help um our level two students with the tier 2 work um really closing the the gap there. Um, and then also one of the biggest things that I really do believe that has had a huge impact um, in in my tenure at uh, Glendale um, is just really strengthening the needs that we we needed at our building. Um you guys know my first two years um I collected a lot of data around behaviors around emotion emotional regulation dysregulation and um having that focus not just with our kids but our our teachers to give them the tools to really work with our
015kids. Our kids see themselves as learners. They're confident. Their stamina has increased. Um and they truly do see themselves as learners. And I think um I'm hopeful um and very proud of the work that they our teachers and students have done. Um and I'm really excited to see where they're going to where they're going to um head to because I think you're going to see uh more increases and I'm hoping that will transfer up into the middle school, too. >> Can I ask you one question? When you say um we're celebrating, do you do the kids because obviously they're involved in it. Do you like have a day where they can watch a movie or a day like how are they how are we celebrating with them? >> Yeah, I think um that's the great
016part of Leader and Me. Um kids know their wigs. Um so I know there's ELA and math that is mentioned there, but um you know Cheryl Aldrich does a great job with science uh to get our kids ready with their investigations. They have goals at 80% to reach on their their next test. She's got graphs up. She will send them to me. I put them in the announcements. Uh the kids see it. So, we're always looking for opportunities to share out their growth. Um and um that's I think when it comes to our studentike conferences, the kids are able to celebrate their growth with that. >> So, has phonics ever disappeared from the reading curriculum? I remember the days of Hooked on Phonics. I'm just curious. No, I think like you fly what's what's great
017is it's a spiraled um it's continuous um so it's never going away. The kids they're constantly uh repeating uh sometime we always talk about um uh underpracticing and overeing where UFly gives a lot of opportunities for kids to constantly uh practice and review um and then embed it in different ways uh which that that then helps them. >> Okay. It sounded like you were bringing phonics back in or using it more aggressively unless I heard you wrong. >> Yes, it's a direct instruction time uh for 30 minutes uh every day. >> Okay. All right. I'm all for that. Just so you know. I'm glad it's working. Thank you. >> There's >> Can you send us some information about that you fly because I haven't heard about it to >> Okay. >> Yeah. and come on
018down like if you ever want to see it in action. Uh when you see our kindergarters in their letter formation, you'd be blown away. >> Yeah, it's great. >> Next, play >> stepping in for Heritage Heights, we have Dr. Kazakowski. Uh Principal Perry is unable to join us tonight. So, we have the extraordinaire Dr. Kosakowski stepping in to support heritage. So if you look at um the proficiency rates for heritage 3 through five ELA, you'll notice an 8 percentage point increase from 24 to 25. Looking at math 3 to 5, you'll notice a four point increase. So, some of the mentions that I will share uh for Heritage Heights will have some overlap with what um Missella Planch shared for Glendale, which is wonderful because we're striving to be consistent across the four elementary buildings.
019So, um one of the highlights to note was the 66% proficiency rate in grade 4 math. Um, when you compare grade four ELA proficiency, there was an increase from 29% in 2024 to 58% in 25. >> So, um, an area to continue to work on is actually builds off of what Miss Lanch just shared. So, uh, solid UFly implementation K to2. So, an area that um they're looking to continue to extend and grow is in three through fives and really that practical application um and embedding it into the content areas. So, um as was just mentioned, it's really that explicit word study 30 minute block, but then as students continue to grow and reach into the higher grade levels, how are they utilizing and doing that practical application across content areas? So right now at
020Heritage, they're really spending some time focusing on uh what does that look like in fourth grade in the area of social studies. Some areas to continue to grow. We're very fortunate to have really strong instructional coaches at our elementary buildings. And so we have Heather Reichmouth as our literacy coach. Um and we have Kim Gino as our math coach that are really providing some intentional support. Um, and so one thing to mention if you skip down to that last point is there's a lot of opportunities for grade level collaboration and our coaches are really instrumental in leading that work because they take a really thorough look at all four elementary buildings and and Heritage is this is a huge focus for them is really identifying where are those achievement gaps. So looking at the New
021York State assessment, so there's so many reports that we can, you know, get with that information, but um we have an opportunity in the next system to look at the constructed responses. And so that was a worry that when we uh went all in for the computer-based testing, can we still see what those responses look like and how do we learn from them? So, what they're doing is really focusing on like what are some themes that we're noticing and then how are we sharing that information in collaboration times with grade levels to make sure we're addressing it. At Heritage, there's also um the win intervention block, the what I need block. So, it's for all students with targeted interventions and continuously progress monitoring and then making sure that we're really f uh flexible with small
022groupoup instruction making sure that we need to make changes in programs or recommendations that that those are happening um continuously. >> Thank you. >> Actually, I have a question. Sorry. Um, so the grade four the proficiency, you know, 30% increase is great, but the fourth graders in two in 2024 are now fifth graders in 2025. So I'd be interested in the cohort numbers. So if we were 24% proficient as fourth graders in ELA, what's their proficiency level as fifth graders in 2025? um because we're kind of comparing two different groups which is is fine and it's great for the grade level teachers that they're you know the increases there but I'd be interested in the cohort proficiencies >> we so if you look at that first um point with the 66 proficiency to your point
023in grade three for math that same cohort was 55% proficient. So, it's not all highlighted right here, but you're right that we do look at it because you're right. You're looking at that same group of students and then how are they progressing. >> Yeah. So, I'd be interested in the cohort numbers. So, thank you. >> Sorry. >> So, just to add to that, you're talking about comparing apples to apples, apples to oranges, right? Like students who are progressing through versus a grade level fourth grade compared to fourth grade. We have a full report that we have with all of the numbers. >> Yeah, I know you do. We we can send that out. Um so you all can look at it and pick out the things that you want to ask more questions about if
024you if you have questions about it. >> Thank you. >> Um so we are very lucky tonight we have um the dynamic duel of coaches joining us. Julie Roberto and Bonnie Loren, our e our literacy coach and our math coach. They're able to step in for uh principal Ryan and they're going to share their highlights around Maple Mir. Okay, good evening. My name is Bonnie Loren and I'm the math coach at Maple Mir. Our math data continues to show strong outcomes. Overall, we've maintained a 60% proficiency rate with particularly strong growth in our fifth graders. We increased that group from in 2024 they had 49% and then I know it's a different group of students this year but they went from 49 to 64%. These gains are a result of consistent collaborative planning, instructional planning,
025ongoing data analysis and targeted coaching support. Looking ahead, our data also helps us identify where we need to focus next. Grade three results highlight the importance of targeted math support. In response, our third grade team has weekly meetings that focus on planning and using data to drive our instruction. Math instruction at Maple also prior prioritizes the whole child. Students are intentionally grouped based on current learning needs and those groups are revisited regularly to ensure instruction remains responsive and equitable. Classrooms emphasize collaboration, problem solving, and safe spaces where students explain their thinking, learn from their mistakes, and build confidence as mathematicians. Our goal is for all students to feel capable, supported, and willing to take academic risks. Hi, my name is Julie Roberto. I'm the literacy coach at Maple and I'm excited to share our 2025
026ELA data with you. Um, overall our ELA proficiency increased from 55% in 2024 to 61% in 2025, reflecting meaningful growth across the building. Um, two highlights we're especially proud of are in fourth grade we increased proficiency by 20%. And in fifth grade we increased proficiency by 29%. Um, and so to answer your question about the same cohort, um, our third to fourth grade, they went from 73% proficiency as third graders to 74% proficiency as fourth graders. And then our cohort who's currently in fifth grade, they went from 54% proficiency in fourth grade up to 65% proficiency in fifth grade, which we are really excited about. Um, so these gains reflect the collective work of the students, our principal, teachers, support staff. Um and when we you know thinking about our areas of need when we
027identify a need we respond very intentionally we've established a strong consistent literacy core across K to5 every grade team has been extensively coached in its implementation. In addition to every teacher participating in coaching, we also have highly structured data days where teams meet with their instructional coach to analyze formative assessment data. We identify whole group strengths and areas of concern and then we set individual student goals um for every student at Maple. Um our principal, Mr. Ryan always also meets regularly with me and Bonnie um to ensure that we have the support that we need. Um we feel that our results are not accidental. Um over the past six years we've made a sustained commitment to strengthen our K to5 literacy core. um we have in al in al in al in al in al
028in al in al in al in al in al instructional practices across every single grade level and this long-term focus has helped ensure that we're all moving in the same direction. So we're really proud of the progress. Um we remain committed to continuous improvement as we continue supporting all of our learners. >> I have one question. It's actually uh if you wouldn't mind u Mr. Ryan was kind enough to respond lengthy email to me about the question I had for him last meeting and it had to do with just kind of just looping results. What do you use? Ames web or something like that. What's what's the name of the >> So we use Ames Web as a screener. >> Yeah. >> Um but we also use um other assessments in in literacy um that
029we do three times a year to um have data on students as our formative assessment. So it was intriguing that you can bring that back to the student and provide whatever need or support for that student and again thank him for me. I didn't get a chance to respond to his email. Thank you. >> Yeah. >> I have a question. Um just in looking at the scores in general I mean it looks like you know there's a range of almost 20% between the grade schools. um you know and and so given that we're we are all one district um you know I'm just wondering like is that what is that difference attributed to socioeconomic which I'm sure there's an element of it but is the curriculum fairly consistent in the teaching methods across the schools
030>> yeah go ahead >> because it seems like you know a decent >> range for and Dr. can join me also. Um so um that that's a really great question. Um one thing that we have been able to do over the years is look at comparison schools. basically looking at your demographic makeup and how do you compare to schools that are like you similar schools and when you the the interesting thing about sweet home schools is that when you look at all four of our elementary schools you would think if Willeridge if we plug them in we get Glendale as a comparison school and that is absolutely not the case. Each one of our elementary schools is so drastically different in their demographics that they actually don't qualify to be comparison schools when New York
031State is looking at comparison schools. our school districts that we found that we are compared to are in places across the state. Um, so that shares one element around the comparison of demographics. I think you called out at the beginning of your question, but we're also constantly working on looking at how we be become more consistent across the district. I'm going to let Dr. Kazakowski talk about that a little bit because we just had a great meeting with the principles earlier today in which they were talking about interventions and she was leading a portion of that. So I'm in. >> So to your point about consistency, so we did implement illustrative math across all four elementary buildings. So we did um a K24 roll out and then a 135. And so at our all four
032buildings now, we're in full implementation and the training and support was really consistent with that through our MTSS review process. as far as um interventions that we have available. That's really a strong focus is we identify an area of need and then making sure that we're providing those resources consistently across all four of the elementary buildings and then um you know choosing resources that are a fit for all of our students knowing that there are differences at the buildings but then making sure that we're building systems to be able to sustain the ongoing training. um you know taking into consideration that you know staff members may change roles or we may have some new hires. So that's a focus there. And then our literacy work we're really um we have a literacy and elementary committee
033that's really doing um a thorough review of what our needs are, the resources that are being used and taking into consideration, you know, what's come out with the literacy briefs and um all of the new initiatives from the state so that we're moving forward together. We um touched upon it for a couple schools, but looking at that constructed responses that the students provide and looking at the assessment data, the elementary um math and literacy coaches, we meet at least once a month and the principles are a part of that as well because we want to make sure that we're comparing trends. So we may notice that instructional practices that we're using or what students are representing in their assessments. Are we seeing that maybe acronyms that are being used, graphic organizers, is it in isolation
034or are these things that we're noticing that are in common and comparing the success and weakness? So definitely that consistency is something that we're continuing to focus on. Do you um like each school has its strengths so I know you're talking amongst each other so you can say you know Maple is really strong in this what are they doing >> to get that strength and how can we so is there like a big file somewhere where you you each one can look up >> so that's part of the work of our elementary literacy committee that we're doing so we got together this summer we compared data we dug in we looked looked at the demographic differences um the strengths weaknesses and so we really started to do kind of a thorough review um part of
035that literacy attestation that was due um to the state in September we actually had to do basically an internal audit to say here's all the resources where do we rank ourselves and so that kind of kickstarted our work so from that we followed up with some professional development now we're digging into what are the resources we have in house and how can we kind of maximize what we know is working really well and then how are we going to kind of move forward together. So that so that work is happening. It's just as you know a very detailed process that we're still still moving through. >> Thank you. >> It's a constant comparison. Our coaches coming together. They meet monthly math coaches, literacy coaches. There's so many opportunities for them to share the greatness that's
036going on at each one of their schools. So um as as a matter of fact on Monday we're going to be at Willeridge to see some leader and me great practices and all of the schools will be there to see what can they pick take away to grow their own program. So it it across the board we're constantly looking at how we share. So that's our big file. >> That's your big file. >> Are all four elementaryaries using youly or just a couple of them? >> At Maple we started using foundations about six years ago. And that takes place of All right. Joining us to celebrate Willow Ridge. Up next, we have Principal Paleo. Good evening. Thank you uh for the opportunity for us to talk today a little bit about and celebrate some of
037the successes that we've had in uh over the last instructional year. Um at Willeridge. Uh we we're happy uh to, you know, to report some growth in uh both obviously ELA and math. Um, as you can tell on on the screen here, um, we've, uh, increased our overall proficiency rate, uh, 9% in ELA from the 2024 school year. And in math, we went up 4% uh, from the 2024 school year. Um, going to, uh, Mr. Blante's point, um, each cohort uh, from core to core did increase as well. So, which we're happy to to see. So, it's not just like one large um, area. What like one growth in growth from third to fourth grade and then maybe fourth to fifth grade went down. every grade level went up cohort-wise and um the next slide
038you'll see is uh celebrating some of that growth. Um third our third to fourth grade um cohort increased 15% in their proficiency from in ELA and then our fourth to fifth grade cohort increased 17% uh proficiency in math. So those those were just two areas that we wanted to share. Um you know we have our our literacy coach uh Miss uh Mrs. Adams and then our math coach, Miss Riddok, do a fantastic job helping our teachers um providing that instructional support for their teachers and looking at data um to see how we can make these improvements and growth uh throughout the building K through uh prek really through five. Um I I do want to point out as well that it's not on the screen, but our science we're very proud of our um fifth
039grade science results. Um the fir if you're probably remember that uh fifth grade um started taking the science assessment last year in 2024 prior it was given in fourth grade. Um so last year was the first year or first year of the fifth grade test. Um and last year we had a 45% proficiency rate which was very good uh even compared to the state. Um and this year we had a or last year we had a 60% proficiency rate for fifth grade for science which is a very difficult and challenging assessment. Um, and just gota get a lot of gotta give a lot of credit to our uh science toa uh Miss Aldrich who's fantastic working with our teachers and then our our work with our literacy coach as well and our classroom teachers integrating
040a lot of our science into our literacy instruction as well. That's really a a a point of pride for us that we we feel like we've done a great job uh at the building. Um area of improvement. One of the things we noticed is for the last two years our third grade cohorts have really struggled on this these assessments um only to show significant growth going into fourth grade. Um I had a opportunity to to have a good conversation with Mr. Johnson and uh Mrs. Ananthon and Mr. or Dr. Janestri um when they came and visited the building last month and uh we one of the things we talked about was the test and the utility of the tests and whatnot. And um what we try to do is look at areas and pull out
041skills that are more generalizable that kids can utilize not just on a New York State assessment but also in life in general. So um some of the things we've noticed just from our anecdotal evidence from inside being inside classrooms and then with the state test is um sort of our hypothesis here is this idea of like work stamina stamina and developing perseverance. So we notice a lot of kids they you know we don't want to give them these long assessments and practice them like in first second grade so they're ready for third grade. Uh but on the flip side is the first time they take it and sometimes that can be quite a shock for them. So we've really not focused too much on on test prep. However, we're trying to find opportunities to increase
042stamina and help students develop perseverance which they can utilize in every facet of life, whether it's a test taking situation or or other situations. So, um that's our big area of improvement that we're trying to work on K5 um with our students. Um some of our areas of focus, as you can tell, is we're continue refining our MTSS process for both math and and reading. Um included in that and and um you know, I know the um we talked about a little bit about the about UFly. Uh just have to give credit for Glendale a few years ago. um they they shared it's I know you asked the question about do we share do we taught do we talk about some of the practices that have been effective in our schools and um Glendale was
043sharing about how effective UFly was so we had sent some teachers over to observe and uh we've rolled out you fly as well we're like a year behind them but we're um we're fully implemented K through2 um and that's been a great um additional piece to add in because I thought we did we do a fantastic job teaching writing and comprehension but um phonics piece we were teaching it but this has given streamlined us and given us a scope and sequence uh to ensure that all kids are getting the same instruction. Um and then all uh we're working on um instructional coaching around the gaps discovered through data analysis and not just with the state tests but we also uh part of our MTSS process uh we have three benchmarking periods as Dr. Kazakowski had
044mentioned in literacy um and then math we're giving unit assessments throughout the year as well as the AS web assessment for screening and we're taking those data points meeting with teachers and making sure that we can identify and pull out uh areas that we can that we need to fill gaps in across different grade levels because different courts of kids will have different needs. Sometimes we have kids that they're great comprehenders but they might struggle with vocab or they might their phonics skills might not be up to par and then it might be flipped in the grade level below. It might be completely different. Um so we're working on making sure that those kids uh that we're identifying those gaps and providing the necessary supports to help kids you know uh continue to make improvements.
045So any questions uh for for me at will >> you still use dibbles? No. >> Is that >> No, it's very similar. It's as Yeah, as web similar. >> Before you fly, can you give me a brief description of you fly >> again? >> So, it's a scope and sequence about of phonics. Uh, and it you actually it's uh we I know uh I'm sure Karen can give you um and I can even send you um you know a quick overview, but it's essentially it's there's these 30-minute lessons that that tackle different components of phonics and so letter sound relationship. One of the things we liked about UFly was that the writing component as uh as Miss Delan had noted. Um so the kids are not only getting that sound symbol relationship down, but they're
046also working on the orthographic piece which is the writing of of the of the letters and letter formation and things like that. So, >> and this is maybe more broader than just for you, but you talked about demographics. our our goal doesn't matter what the demographics are. We still want to get every student to a certain level, right? That's our thinking generally. I just need to ask that. Thank you. >> Correct. Yep. Of course. >> I have a question just more generally towards for all the grade school teachers as um as uh you know, we have teachers retiring and then we're bringing in new teachers. I know for me professionally um you know my first few years uh were periods where I grew and learned a lot. Um when I coached my son in soccer
047the first year was quite a challenge. Um and you know then you learn things as far as skill set and how to handle kids and whatnot. And so as we're bringing on new teachers um particularly in those younger grades where I would think you know could be a big impact right and preschool kindergarten and first grade um are we uh as principles are you um you know making sure which I'm sure you are I'm just want one want an understanding of like you know how is the onboarding and support. Is it different for new teachers versus, you know, your more um seasoned teachers? Cuz, you know, I would think there would be, you know, cuz my kids, they've had sim some of the same teachers all the way through. And so, you know, you have
048a teacher and you're like, okay, you know, this teacher has got things down. And um um be and I think a lot of it it's because they have a lot of experience and and and so um but I also I have a niece and a nephew are just starting out teaching and you know I'm sure they have they're still they're learning themselves. >> Um so yeah I think there there's a there's a system in place. There's multi-layers of support and feel free for you guys to jump in with this but uh um first off the district level that we every new teacher gets a mentor and we also have a new teacher program. Um, I can tell the elementary schools with our instructional coaches. Um, typically, you know, I would speak for you guys, but
049I know we, uh, we've talked about this. We'll prioritize and talk to our coaches about the like, hey, we have three brand new classroom teachers coming in this year. So, they'll book coaching cycles with them in the beginning of the year to make sure they're they're helping them set up the classroom and create that foundation. Um, also they they're doing a lot of work with them over the summer, like summer curriculum work and things like that to help bring them up to speed. you can only give them so much because you can only handle so much at one time and it can get overwhelming. But they we're very fortunate and our teachers are very fortunate at at Sweet Home that we at the elementary level to be able to provide them with that support because
050it is very challenging especially when you talk about the whole child. I mean it uh it's goes beyond like literacy and math. It's it's the social emotional piece and like classroom management and all these all the other pieces that fall in there. Um a lot of our leadership focus you know they they don't come out of college having that knowledge. So, um it's definitely multi-layered and we're and we have these other we have u definitely like almost like safety nets to help and catch these these folks when they're um coming into us and learning our systems and then helping our kids learn and succeed. So, I think you know honestly the new the the brand new teachers in our district are not you know maybe if they went to another district they'd by this time
051of the year they'd already be like a third-year teacher there because they're just we're accelerating I think that personally I think we're accelerating that growth process because we're providing so much support to them. Um I remember my first year teaching I just you know it was like hey here's your first grade class and it was it like it was just you had to go figure it out and it depended how you know um fortunately I had some great colleagues that helped me through it and and that's another piece that we have layered in too is that's sort of like an expectation at the grade levels that we're you're going to help we're going to help support our newer teachers um to that grade level or even if they're just new to the profession in general.
052It's their first time having their own classroom. Okay. >> You know the work that our coaches uh that you know they are right in in the classrooms to help model for the so that um comfortable um that you know giving the range back to them or the coach is still there while the new thing to offer support and feedback. I don't think that our newer teachers coming in are comfortable with the getting feedback and letting people come into their rooms to to help them. Um I do model um you know script that you're reading word for word all four. >> Thank you. Thank you. >> I'd just like to take a moment to brag on our leaders a little bit more. So, our coaches are phenomenal. They are working really closely with our new teachers,
053but we have our principles also. They come in and they are a part of the new teacher orientation that you just don't see that happening every place um in every district. They um have a strong hand in helping to um help our teachers come into Sweet Home and know who we are here in Sweet Home and they all are a part of that work. So, we're we're very we're just very fortunate. Um, so I think without further ado, we're going to move on to our middle school and joining us to celebrate our middle school is Principal Doria. >> Thank you. And thank you guys um for inviting us to come tonight. I know it's a real treat come to a board meeting on a snowy night. Um, and I just want to, you know, thank
054you guys. I know we have a couple students in our building that are your children. So, I appreciate that you trust us at at the middle school and send your kids to us and I hope we're doing a good job and right by your kids. Um, before I kind of dive into our numbers, I want to give a big shout out to our teachers. For those of you who have not visited the middle school recently, please come. We'd love to have you. Uh, middle school is magic, right? You get a sixth grader who needs a hug and an eighth grader who like doesn't want anything to do with you, but the next day they might. Um it's it's a really special age range and for our district it's the first time our kids come together
055and that's like that they're all Panthers. So there's a lot going on and it takes a very special teacher to thrive in that environment and so I feel really lucky to work in a place where we have many teachers who are exceptional. So we'll talk about some highlights tonight but I just want to give them I know because there's a lot of teachers are offcore teachers too. everybody's part of kind of celebrating and getting our students on a better track. Um, so first before I kind of dive into this, I just want to say like as a school we're trying to shift our focus to academics and make it a priority at the middle school. So like our schoolwide wig this year, the students picked it out and it's to increase um their grade in
056one subject area each quarter. So we track that. We take the cumulative GPA of all of our grade levels and pull that together and we have a little competition amongst the grade levels. Um, eighth grade this year of quarter 1 edged everybody out with an average of 90.5 um.56 and sixth grade was close behind at 90.2. Unfortunately, there somebody's got to be in last place and that was seventh grade this time, but we try to encourage them, build them up to uh, you know, challenge the other grades. We have quarter 2 closing Friday. Um, so that's kind of one step we take to just kind of put on the forefront of our students like this is important. Your grades are important. They matter. Um, because our feeling at the middle school is if we can
057keep them in and keep them excited about school and get them into the high school with that feeling, that's going to set them up for success um, for the next four years at the high school. So, kind of going handinhand with that, I know we had some of you guys come to our um, champions or breakfast of champions or quarter 1. We celebrate all students who are on honor row. We scheduled for one day, totally miscalculated. We had like over 450 kids on honor roll. So, we had to have two separate celebrations, which was awesome. So, we're looking forward to continue doing that the rest of the school year. And I say that all to just kind of tie into these results. It's tough for a middle school kid because they don't really see this
058score until the following school year. They're looking at their report card and how they do at their final averages. for us as educators, this is important, but for the student, it's tough to kind of get them like to really buy into that. Um, but we do have some highlights to celebrate here. You know, I'll talk about math. Um, for our math program, if you want to go ahead here, Dr. Janestri, this is our third year with a new math program. I know Dr. Kazakowski talked about elementary and at the middle school, we chose Desmos, which is very similar to what the elementary schools are doing. A little different roll out. So, we just went all in from grades six through eight two years ago. So, this is our third year using that program. And I'm
059really proud to say our seventh grade team has increased from 52% to 54% proficient. Um, math is tough for kids. You'll you'll talk to them in the middle school and they'll say it's a really challenging subject and that's a tough area to grow in. I give a lot of credit to our seventh grade teachers. Also, at seventh grade, we start differentiating and offer um accelerated math. So that continues on um to the eighth grade. And I know Dr. Janestri mentioned last week, you know, that he was pretty proud of the numbers of kids that take algebra at the middle school. So kind of going back to my first year at the middle school, which was 2023, we had 57 students enrolled in algebra and this year we have 96 students enrolled in algebra. So we're
060really trying to encourage those students um to to challenge themselves. That does put a lot of pressure on our teachers, and I know they take that very seriously. Um, Miss Turner is our algebra teacher, so she takes a lot of pride in preparing the students to be successful. And similarly with science, in 2023, we had 60 students in living environment, now biology. This year, we have 87 students in in that class. So, we're really trying to encourage the students to be accelerated before they go to the high school. So those are some of the positive gains that we have kind of all tying in with um you know Ames web. We started that last year at the middle school and I would say an area of growth is obviously our ELA scores but kind of
061using that data from Ames web to actually target the skills that our students need. So right now we we have our interventionists, our reading teachers and our math interventionists really working with that data exclusively. Last school year, we really put a focus on data teaming, making that a priority. And then this year, we've expanded to include classroom teachers on that data team, too, and trying to reach out and really incorporate more folks in that process to get that data and actually use it in the classroom. Obviously, in our building, we have many more teachers than like a third grade team at an elementary. Our, you know, seventh grade team is much larger, so it's a little bit more challenging to roll things out. Um, so we try to focus one subject at a time. So
062over the past couple years we had the Desmos roll out and we also had open sad with science. So both those areas we've seen in increases. I know we don't have science included in this slide but our proficiency increased from 52% last year to 56% um in 2025. So we have some areas of growth. And then our area of improvement you know our ELA scores excuse me dipped down one percentage point um since from the 2024 to 2025. and I've kind of prioritized that in terms of um professional development and some strategies for our teachers this year. In talking with our teachers, it's been a long time since they've received um you know some training and put a focus on ELA just because there's been other priorities in the in line. And so this year
063we've had some time with um a lady from Boseies who comes and works with our teachers and I participate with that. So, they're working with the literacy briefs and we're really looking at this um information and trying to, you know, transition that into some practices in the classroom, but it's about prioritizing things in our building and trying to just kind of keep focus on one thing. And so, we've been doing that with science and math and kind of now we're shifting focus over to ELA over the next couple years would be our plan. Um, one thing I forgot to mention is that we did add last year something called math lab for our eighth grade students and this year we expanded to seventh grade. So that's a class every other day where students get actual
064help from a math teacher at that grade level. So I do believe that's also helping you know those results go up. We have discussed some something something similar to that for ELA as well in the coming years um because that has been successful for some of our students. So I think I covered everything but I'll take questions from you guys. >> Is the algebra the regions exam? >> Yes. >> Take that in eighth grade and it's a ninth grade credit. Correct. >> Correct. So when students leave the middle school, they have the opportunity to achieve three high school credits, one for algebra, one for living environment, now biology, and a world language credit. >> And more importantly, it's being encouraged at the middle school. Correct. >> Correct. >> Stop. >> What do you think the
065uh problem is in ELA? >> I don't know if I would use the word problem. I think it's a challenge that we were trying to overcome. Um I think it could be many different things. Um I think as as a building we have great teachers who are working with our students. When we look at our data in as web I believe Miss Mr. Pino might have mentioned sometimes it's reading comprehension sometimes it's vocabulary. We've discussed as a building trying to really focus on vocabulary because that seems to be where kids struggle is they can't identify how to properly respond to a question. Um so that's something we're hoping to to really focus in on as a team. Um, we were able to pull all of our sixth grade, seventh grade, and eth eighth grade ELA
066teachers for professional development in December, which was really powerful just to get the group together, kind of start looking at best practices. And so, we're hoping to really continue doing that forward. >> So, um, Mr. Balani talked about cohorts. Can you look back in this Ames web thing and look at the other cohorts and see if that group is progressing as >> you can. Um, unfortunately or fortunately, however you want to look at it, we only used Aimog for the past two years. So, we're we have the ability like today we're looking at data team for grade eight students. We're pulled a student up and I'm able to look at six different assessments through as web all the subgroups and see exactly how that student progressing. We use star previous to that which we can
067still consider but it's not apples to apples. So, it's very difficult to say, "Hey, you were this on Star and that's going to correlate to this on Ames Web." >> Okay. Okay. Thank you. >> Oh, you guys are letting me off too easy. I feel like Mr. Plano really got it uh tough up here. >> Don't sit there and talk. JUST GO. >> ALL RIGHT. I'M OUT. >> SO, thank you to all of our presenters. I think I want to I want to call out the fact that all of our schools are in good standing or local support is what the new designation is for New York State. And that's just that's not an easy feat when that designation is made. It's a cross-section of your subgroups and how your subgroups are performing across the
068board. Um there's a there's a look at how your attendance is is going for that the particular students that we're looking at. there are all these elements that come together to form many layers to give you that designation of good standing or local support. Um, and so I think it's a it's a wonderful place to be and that we have great leadership, great educators in our district and that's why we're we are where we are. They're helping our phenomenal students um get get to that place. So, I just wanted to call out the fact that we are in a great place when it comes to New York State accountability. >> Thank you all. Thank you. >> Thank you all for Great job. Great job. >> You brave the snow and I'm so >> Thank you
069all. Have a good night. >> You're more than welcome to stay for the rest, but uh >> drive safely, guys. Please drive safely. >> Get the snowshoes out. >> I was so worried about you texting you driving. Oh my god. >> Thank you. Thank you for sending us. >> Thanks for coming. Have a good night. >> Bye. See you. >> Thank you. >> Hey, just a couple more updates. Uh I know we did the presentation last week on the high school course handbook. Um that's up for vote tonight. Just wanted to see if everybody was there any questions um regarding that. So I left that on here. Um and then uh we are we have unveiled to the staff and our community the con uh capital construction project schedule. If you go on our website
070um Christine Lyall put a great um userfriendly big print uh timeline together of the phases of the project. Um and I highly encourage you to go that I sent that link to our families last week. Um and uh as we know work has already started. We had another Maple Maple Mir user group meeting yesterday. Uh we met probably 10 teachers in the room um and with our architects to go over what they think of uh the inside of a classroom should look like and how um it should be designed um for a maximum um thing. Just to clarify the inside of the addition, the classroom edition. The >> classroom edition. That's what >> Yeah. I just I know. I know. I just want to make sure that we didn't for if anybody's watching, we didn't
071decide what the rest of the classroom >> No. No. No. Well, the the addition they had ideas on what the rooms would look like. >> Um even hallways, what the hallways would look like, bathrooms, and everything you name it. Um that was in there. Um so, um great meeting yesterday. Uh we're going to do another one in probably a week or so. I think >> uh they were going to come back with us in about five days and do another schedule of meetings. >> Yep. >> To talk about potentially the next the outside of the building and what that might look like. >> Yep. >> That was a topic of discussion. Um and the user group is going to have some ideas, but obviously we're going to ask for the board's input because the outside
072the facade of the of the addition is um in our neighborhood. um and it's going to uh be seen by our community members uh for eternity. So, um obviously your input on what the outside should look like, but there was some talk in the room yesterday that it should be it shouldn't just blend in with the building, but maybe be distinct uh because, you know, it's hard to match a brick, one that's been worn over 50, 60 years to a brand new one. And so, um, there was some play with making it look distinct. >> They were also pretty clear they didn't want all glass like it was shown on the >> No, no, definitely not an all glass uh building for sure. Uh, and then finally, uh, just a reminder, our next board meeting,
073February 3rd, is in room 402 here at at Sweet Home High School. Uh this room will be a a polling place for February 3rd for the special election for state senate. Um and so we have moved our board meeting to room 402 which is off of the uh library in the high school. We'll have signage um for people so they can easily get in there. I would suggest people come in uh the same door they would for um for district office and then we'll leave that door open into the high school and have signage to get the public into 402 and that's it. >> All right. Thank you. >> Thank you Dr. Janestri. Um all right on uh we have upcoming events. Um uh some of our Maple Mir teachers that were here after MC
074teacher night was tonight. Um tomorrow Heritage Heights has their dance and the middle school has their winter activity night. Um Saturday we have um high school instrumental coral and vocal jazz solo fest at Ken West. And then next Friday is the Willow Ridge Sweetheart Dance. I believe uh we have music fest coming up. I I probably apologize I didn't have a slide, but Music Fest is coming up February 2nd, I whatever that Sunday is. Yeah. The weekend before the Super Bowl Sunday >> at uh University of Buffalo. >> Sunday the 1st. >> February 1st. Sunday. >> That's Sunday. Whatever that Sunday is. Yeah. >> Okay. Um open session for board policy 1510. This open session is for topics related to tonight's agenda. Is anyone interested in speaking? Okay, moving on to new business. Um, we
075did discuss everything last week. Um, we have um our normal special education and preschool class placements. Um, >> yeah, it was a light light month actually. It was 62 pages, but everything seemed to again, thank you to all the different modality, all the different special ed people, the PT, the OT, the speech, they just do a phenomenal job with our kids with special needs. So, thank you. >> Okay. Um, monthly financial reports, obsolete property, which was some kitchen equipment and buses. Correct. Correct. um our first read on our revised uh policies, um our high school course planning guide, um the ME Maple temporary classroom lease renewal, and our state environmental quality review act for said temporary buildings. Um and then we have um amendment to the district safety plan for Disha's law. um acceptance of
076donations and then we have um our CVA legal matters and then um something that was discussed last week um we have our um decision on the suspension appeal. Okay. So, any questions, comments before? Okay. So, may I have a motion and a second on agenda items A through N? >> I'll make the motion. >> Second. >> All in favor? >> I >> Okay, pass. Moving on. I just had my spot and I lost it. Um,formational items. Um, Mr. Coleman, would you like to get us started? Yes. Um, throughout the end of December and up to this point in January, a lot of progress has been made for student government. After touching up on the last few key points of senior tiles with Mr. Lucenti, I put out the official signup sheet out to the senior
077class and we will be doing this project the week before the mid- winter break. I also finalized the virtual suggestion box which is now up and for any student to fill out and make a recommendation for student government to try and fulfill. Our vice president Summer Mack and I as well met with Dr. L Dr. Luchi a few times these past few weeks discussing our plans for a mental health seminar and a table we plan to do in March and also in May during mental health awareness month. Student government as a whole has continued planning out a winter pep rally we plan to have before February break along with our spirit week calendar that same week before midterm and regent week. I worked with the academic student life and DEI committee to put together a
078black history month wall and some educational videos which will be displayed throughout February. Summer and I as well attended their and the sustainability wellness food and nutrition committees meeting last week and they're working on a mini rose sale for Valentine's Day the week before break as well as working to provide higher quality feminine hygiene products in the bathrooms. Lastly, the technology committee continues to work on improved apps and techreated things that are accessible to students. Marian, >> um just a couple things. I Scott and I attended the um meeting with the construction people and and what their vision was and it just amazed me that they're so well organized. Like they are just y >> top class. I mean they brought up things that I would never ever think of in the minutia of things
079and it was great to hear the teachers input. Um the other thing is I attended the Maple Mayare PTA meeting. We talked about some successes like the holiday gift shop. Um but the other thing for next meeting, could you have that film from the young boy Nico? >> Yes. >> Um a young boy actually designed one of the hats that Josh Allen is wearing >> and it was inspirational, I tell you. Um >> yes, I will play that next meeting. >> Thank you. And I just had a request um for a presentation. I don't know where you can put it, but um I noticed the pyramid, the food pyramid has changed. I'd like to just have a presentation on if that's going to affect our kids. >> I I'll have to check with Christy Sjack
080on that because I have not seen how it's impacting New York or how it's coming down to schools, but I will get with Christie and see if there's any movement on that. I've heard nothing. >> Okay. Okay. Thank you. >> Y >> Mr. Johnson. Okay. a handful of things. Um I've had two DEI meetings since our previous board meetings. One of them happened to be yesterday. Um the they had sent out a thought exchange thing with some questions about some of the things we're working on there. And I have to say the responses from the students was very interesting and it's just a lot of great input coming back to us and what I was happy to see and I suspect that that Dr. Wilson and Jayvon saw the same thing as the kids really
081want to be challenged more our students more you know that they really they were looking for more on things and I like I kind of like to see that it was a it was great great information uh we had our policy committee a building use committee the meeting with Maple we actually had a second one yesterday I know you were probably working and again we went through a lot of uh great information there we held it at Maple Mirror so the teachers were in in person this time to get a chance to look at it and they could walk around and explain things on on the plans as we're going along. Um, our architects put together some good really good options and a lot of good discussion as to where we're going with the next
082step. And I know Mr. Ryan was going to be talking with the rest of his staff at his next staff meeting. I know you know about what they were doing with that. Um, >> Mr. Johnson, if I could just >> the the architect team from Young and Wright will also do something similar. They're going to be at our a our next athletic use committee meeting, which is March the 10th, uh, I believe. Uh because if you remember the way that we staged the pro the project, the maple mirror additions kind of go off first, but right behind it uh are some of the work back here in the athletic fields. Uh so they'll do a similar process with our user group u on the athletic use committee uh to kind of get their sense as
083to what they'd like to see back there and to kind of build and and and work on that design piece of it for that area as well. >> Cool. Thank you. Um, I attended the high school PTSA meeting virtually and it was a small turnout and probably one of their fastest meetings. It was done in 20 minutes. Um, they're they know they're they're working on their stuff for dollars for scholars um scholarships that they give out every year. They still want to give out four four of them at $1,200 a piece. They're going to be at the craft show doing a basket raffle and let's see, they've got currently have 114 members and they were doing a blood drive. Sorry. I think it was probably you guys, wasn't it? >> Yeah. >> Yes. >> Yeah,
084they Yeah, they brought it up. Oh, I know. I'm sorry. The teacher rep brought it up. That's where it came up. I was gonna say I didn't think the P PTSA would be doing that. Thanks. Um, and lastly, listen to the governor's state of the state, which yeah, whatever. I provided some information on that last week related to schools. That's all. Thank >> I have nothing tonight. >> Mr. I >> was unable to attend the Heritage Heights PTA meeting that just kind of slipped through my calendar of doctors in the last couple weeks. Any personal note am so I'll be missing some of that activity. Um I had given to uh Dr. Janestri list of things we're going to campaign for and just generally there's some of the same but issues are very well researched
085tied to House bills and maybe Senate bills depending on the issue. Again, as you know, there's a lot of stuff going on in DC with these issues and the funding of schools, but generally it's fully funded and modernized. IDA again similar many things in the line here expanding and strengthening and retaining educator work workforce teachers prioritizing student health safety. Good thing we got someone in the audience promoting digital access and digital literacy. And I think where uh Dr. Janess can help me the most is the ESCA type numbers title one type stuff. I again have specifics for our school districts. That was a good part of the conversation with the uh congressman. Yeah, >> that's all I got. Thank you. >> No, thanks for doing that. We'll get you those notes. >> Thank you. >>
086Yeah, first I'd just like to thank Dr. Janestri for outlining some of the things you look at for snow day because as board member I do get a lot of questions from family. I've gotten three text messages tonight. Are we having a snow day tomorrow? Do whatever you can. So, I appreciate that. But um >> tell them to wear their pajamas inside out. We'll have a conversation tomorrow. >> So I attended uh the PTSA meeting for uh the middle school. I also attended um the policy committee which we had the readings um were you know are on the agenda here. And then the other piece uh which I just wanted to discuss just briefly is the athletic council um you know the uh getting together and as uh Mr. Feldman already mentioned that group looking
087at uh prioritizing and and um uh what are what's the look and the um facilities that um you know make the most sense. We have a lot of athletics here and so and a lot of different programs and there's a lot of um you know um interest from different groups as to you know what the fields would look like and and again prioritizing. So um you know that's important I think work of that committee and also getting feedback from other uh stakeholder groups. Um and the other piece in that meeting that I think is equally important is just talking about the um importance uh of our student athletes understanding that um they are leaders within and they are representing Sweet Home um and in developing and looking at how can we continue to increase this
088the um expectations and the standards that we have for them and and and not only them but you know coaches is um and have a uh competitive and strong athletic program. I think we have a really good program, but you know, we can always continue to work on getting better and improving. Um and in in in particular the younger students in in grade school and middle school, how do we um you know they're in essence a recruiting class for the high school programs and and how can we work to um help them uh be excited and um and uh you know ready to um engage in those programs as they get into the higher grades. So, um, you know, I think that's very important in productive work. And I know as a um when I
089look back at my high school years, you know, the academics were important, but if I could do it again, I'd probably do more um you know, uh play another sport or two because that really does stick with you in many ways more than sometimes some of the classes and and not obviously academics is important, but you learn a lot of really good lessons through athletics. I think we all know that. um you know in not only athletics but the other extra programs we have in music and art and whatnot. So um you know glad to see that that's something the committee's um continue to focus on as well. >> Fun fun work but important work too that it >> okay um so I had the Willidge PTO meeting the first day back which the third
090I believe. Um so they're looking to plan for the remainder of the year. Um they want to set up a fifth grade um committee for end of the year events for the fifth graders. Um uh see they had some four new staff members and two returning staff members um over the last uh couple of weeks. Um so that is good for them. They're looking at their winter benchmarks um and a couple things coming up. They have a science night on um February 27th and then um they are looking for coaches for girls on the run pro 8week program um for third to fifth grade young ladies. Um I also attended the athletic council meeting. Um we do have that meeting with young and right on the 10th. Um you know we we're looking at everything
091from the color of the turf to what the dugout should look like. um batting cages, pitching mounds, um and then possibly if we have to rotate because of the direction of the sun and who's it, you know, so again it is a lot of um you know things that we need to work on and talk to um young and right about and then you know as to Brian's point um the culture of our sweet home sports and coaches and athletics and what it means to the community and everything. Um, so that's all that I have. So, moving on, we have our second open session. Um, would anyone like to address the board? Okay, moving on to personnel. Um, may I have a uh motion and a second for personnel, one teaching and administrative, and two,
092service. >> So, moved. >> Second. >> All in favor? I >> I >> Okay. Um that leads us to the end of the meeting. Uh may I have a motion and a second to move to executive session for matters relating to employment history of a particular individual and we will not be returning after executive session. >> So moved. >> Second. >> All in favor? >> I thank you everybody. >> Okay. So action will be taken. Um, at the