001I'd like to call the order December 11th meeting of the Car Place Court of Education All. Please rise to the United States Standards Nation under God in Liberty, justice. Please don't sit. We got a prayer. Heavenly Father, we, in both our blessing on all in attendance here and all those we serve, help us to bring wisdom and humanity to our deliberation. And my spirit, to our work are to the December 11th meeting of the Complex Board of Education. We have a big tryout. I'd like to congratulate all the athletes Winner. I'd also like to thank you, thank legislature for our teachers of the gym. And I'd also like to thank Samantha Schwartz. She's our elementary singer to who provided a, um, performance for the grand opening of chicken tenders and Westbury Farm location. And at
002that event, she received a grant of $1,185 and she's donating it to the Performing Arts. I, I'd also like to say thank you for those who participated in the intergenerational concert. Um, I heard it was a big success and there was actually a grandparent and a grandchild participating in the same concert. So we should be very grateful with our small community and how tight we are. So thank you. I'll now hand it over to Vice President. Uh, good evening everybody, and thank you for coming. Um, let's see. First we're gonna start off, um, congratulations to her wonderful Cherry Lane School for being named an iReady Superstore School for 24 25. This achievement with Flex Hardworking medication of our students and teachers, we're so proud of you. And, uh, Bravo to the entire Cherry Lane University
003taking place on January 29th. So make sure you complete the online survey, which is on the CP website. Uh, congratulations to the 19 Park Place student musicians who have been chosen to perform. And this year's All County Music Festival sponsored by the NASA Music Educators Association. Students from the band, chorus and Orchestra earned this honor based on their 2025 SMA solo evaluations. And the all county concerts will take place at the Tilly Center in Brookville, New York, January 11th through the 18th of 2026. Um, and nearly 300 students leaders attended our district's annual leadership summit, led by Dr. Jolene Kelly and our VP for Student Initiatives. And our student VOE, representative Luca. Dina, thank you to Dr. Kelly and Luca for all their efforts and once again running this outstanding event. And I'd like to
004offer my congratulations as well to Samantha. Good work, A very merry Christmas and happy Hanukkah. And we will see you all in 2026. See you the next meeting. Thank, I just want to wish everyone a wonderful holiday season and a happy, happy New Year on the trustee. Dumpy, Uh, thank you Samantha. Uh, congratulations to our athletes. Um, yeah, the inter intergenerational concert, I put it on my, um, put the live stream on in my office. We were singing along to it in the office. Had to work was great, which I could have been there in, in person. But, um, wanted to acknowledge the winter concerts across our school community. Um, my own children performed like many families. We look forward to these events every year. Our music and our teachers put extraordinary care into them.
005Um, there's something about park Police around, around the holidays. It makes these concerts feel, uh, especially warm, community centered, nostalgic. Um, I think Eugene v the person now we have the auditor right in his name. Uh, so much of what we celebrated this time of year is due to the steady and amazing work of our teachers and the commitment they make to our students. So many are here right now. Uh, I also wanna recognize the Parkway Civic Association for another wonderful Christmas tree life. Thanks. Uh, CCP students in so many groups perform beautifully, and it was great to see Ted leave there taking part in the best, uh, festivities, uh, special thank the Vincenzo and our custodial staff, uh, for getting instruments and equipment to and from the event. Uh, just one example of countless
006things, I'm sure they did, they do every day, but I'm sure that day as well. Uh, thank you to Ms. Limon who seems to be everywhere supporting our kids through every performance. Um, I think I saw him three times last week, uh, maybe before. Now I forget what day it is. Um, I also like to acknowledge, uh, the third leadership symposium held here last Friday to, uh, vice President Rubin's. Uh, point. Uh, although I wasn't able to attend, I received warm feedback about the experience. Thank you, Dr. Kelly and student organization organizing the day. To keynote note, Dr. Dave Bernardo was once a former professor of mine at St. John's. He's a great addition to that. Happy to see him there. It was also a clash of worlds. Uh, for me. The icebreaker was led
007by Wanaka High School students and facilitated by one of my automotive technology teachers. So there was kind of a weird, we have a very small island here, very small county. Um, seeing students from both district learning and leading, uh, together speaks to the collaborative student-centered culture at Core Place continues to build, uh, and model. And as we head into the holiday season, I once you wish everyone of Merry Christmas. Happy Bianca, happy holidays and are very happy, uh, healthy safe New Year, uh, to a break. 2026. Right, trustee? Thank you, pat. Uh, good evening everyone, and so much for coming out tonight. As the weather gets cold during the day, I want to take a moment to remind all of us to please check in on our elder neighbors. Quick knock on the door. Phone
008call can make the world of a difference. Tonight is our last board of Education meeting of 2025. And as I look back on this year, I truly feel we have, sorry. I truly feel we have so much to be proud of. We are blessed with the best students, teachers, staff, administrative, and of course our incredible parents. Car places a small district for huge hard, and it shows them everything that we do. From academics to athletics to the arts. Our students continue to achieve amazing things just in this. I attended the Rushmore concert and the students absolutely blew me away. Such talent at such young age. And I must say I'm especially thankful that the kazoo did not come home because I'm still dealing with the recorder. I wasn't sure how much more I had left
009in me for the Kazoo era. Um, we also have quite a few students have been chosen to perform in this year's All County Music Festival. It's a tremendous, what a tremendous honor. Congratulations to all of them. We are so proud. This past weekend we had a car place, holiday extravaganza, and it was truly a community high. It began at Cherry Lane with Breakfast with Santa and a beautiful toy shop be where local small businesses set up tables, uh, for families to shop. The vibe was festive warm and exactly what the season is all about. Then came Rushmore's breakfast with, uh, gr the Grinch. What an event it had. It was held in Applebee's. And the grin, the Grinch played by an actor put on such an incredible show. Applebee's provided the cooks, but everything else
010is ran by the parent volunteers. I fully, uh, I fully, um, relive my youth by stepping in as a waitress. And let, uh, me tell you was a very fun, um, as we closed up the year, I want to wish everyone, I can't even speak right now. Oh my God, I'm sorry. I mean, I have to fumble upon my words at some point. Um, as we close out the year, I wanna wish everyone and everyone a happy and healthy holiday season. Thank you for your support, your partnership, and everything that you do to make Park Place special. And you can have next day. I, whatever. It's up to you. You're, um, thank you everyone for being here. Um, P Club just held their annual graph this week collecting toys for children at the NYU like
011no hospital. Additionally, this past Friday, the student organization posted their third annual leadership symposium. Over 200 student leaders from 15 schools throughout Nassau County, Suffolk County, and Queens attended of the symposium. These students collaborated and discussed space, improved civic engagement in their schools. The high school will have their winter concert was upcoming Tuesday, allowing students to showcase their new school talents. As for sports, the girls' basketball team has had amazing win over Southside this past Monday, and the boys basketball team had a win over Malvern on Monday as well. Make sure you support both teams this upcoming season. Thank you. Thank You. Mad president. One of the really nice things about tonight's board meeting is that it is a recognition of the three A's of the school district, academics, the arts and athletics, right? All
012three of those things are happening at a very high level. We get to talk about all of 'em tonight. Um, I would say we have been, as everyone else mentioned, three, a series of great winter shows, um, so far, cherry Lane Middle School, Rushmore Twice, and the high school coming up. I think we have a second grade show for Cherry also this week, tomorrow. Um, it's been a lot of fun to see them. I know Mr. Ramone would like to say a few words about, about that. So, Michael, would you like to make a mention on the that at the moment? Um, about our, our concerts? Well, about, about our, we have a couple of strong, strong singers here in the room. Yes. Right. You want me to do it now? Yeah, why not? Um,
013Sammy, do you want to come on up and if mom and dad and brother want to, want to join us, Thank you, Joe. It's so nice. Thank you to our board members for, for mentioning Sammy and recognizing her. I just wanted to share a little bit the plan tonight was a, I'm maybe take a picture. Sure. Yeah. So, um, a little bit about what, what happened here. Samantha is a, a fifth grader at Rushmore, and she was recently invited to perform the national anthem at the grand opening of one of our new businesses in town, chicken tenders in Westbury. Uh, and at their Farmingdale location. Over the past couple of years, Samantha has had the unique opportunity to perform the national anthem with renowned groups and at prominent venues across New York, including Yankee Stadium,
014Madison Square Garden, radio City, music Hall, and most recently as a soloist for both the New York Islanders and the Long Island Duck. Woo. That is amazing. Um, so at the grand opening, uh, chicken tender, generous generously donated 10% of that opening day's proceeds to a, uh, uh, an organization of Sammy's choosing. They, they wanted her to choose, where do you want us to donate this money? And uh, Sammy said without hesitation that she wanted to donate the funds to her beloved school, Rushmore Elementary School and their performing arts program, it was $1,185. Um, so a big thank you to you. Her mom and dad wanted me to share that, um, the inspiration that she's found in its music. The music programs at Rushmore School have played such a meaningful role in her growth as
015a young performer. They, they just wanted to show their appreciation. We wanna show our appreciation to you, Samantha. The donation will make a big difference. Thank you so much for thinking of us and we're so happy that you love your school so much that you would do that. So, um, that's what this was about. So thank you. And we wanted to recognize you for that, um, that generous gift and, uh, charity. And I want to recognize at least one other very strong here in tonight, you're doing some really, really great singing yourself. I believe you saying, am I say Carnegie Hall? Am I correct to say that? Radi, Um, what was the group? The, um, metropolitan Youth Orchestra? Yes. Yeah. With Sammy and Ava and one other Rushmore student Performed. Olivia. Yeah. So There's a
016lot of talent at Rushmore School as there is throughout the district. And to see two young people doing such a tremendous job and being brave and going out there on stage is a really, really nice things to see. It's fantastic. So congratulations, you moving from the arts to athletics. Um, sometimes people don't realize it, but physical education is a content pyramid, right? Physical education features, when gonna go the same sort of certification and same level of rigor as anybody else. And there's an association, new association, physical education, recreation. They have been award recognizing for over a hundred years. And there are two outstanding college students who won recognition to another one is Grace Esposito. Justin, are you here also tonight? I'm not sure. No. But also recognizing for his contributions to physical education to really
017outstanding students doing outstanding work. Not to be outdone. We have a few more to mention. Madison Reedy named to the 2025 New York State all team, or rather all state for soccer, which is a tremendous accomplishment. And one of our, one of our players who's here tonight, Ryan Leary named to the first team for Long Island Football, which is outstanding. And as of last night became the all time points leader for boys basketball. Alright, So then moving into the academics part in just a little while, Ms. Shaw will give us the Student Achievement report for this year. All districts are supposed to report out on students' academic achievement for the previous school year. This is the time that we do that. We're going to see some really, really good data and information that we have
018achieved here in Carl plays tonight. And that is the result of an enormous amount of hard work by the kids who are our learners. By their very, very dedicated and supportive teachers and an administrative team, learning and education first. It's possible by the Board of Education and all of the school related personnel who help make everything happen here in our district. I'm really excited to show that because that's what schools exist for. We exist as a place of teaching and learning and the arts and the athletics piece is part of what makes it exciting for the students. In addition, um, and I will bring it in for a landing by saying we're very happy that the holidays are upon us. We want to wish everyone a Merry Christmas and a happy Hanukkah. And Kwan is
019coming as well. And 2026, there are about 10 more days left for school. So keep studying, don't take your foot off your ass. Right? There's plenty of time to work. And then we go on break. Have a nice safe holiday break. Have a really good time and come back charged up and ready to go. And I'll say, mad president, thank you for Thank you Doctor. If there are any comments from the public on agenda items only, please come to the podium and state your name and address. Okay? I'll take silence as now and we'll continue. We'll continue with the presentation for the Nassar County Championship winners To the, Alright, first, first and foremost, thank you to the board and Dr. Komi for, you know, allowing us to, you know, present these, uh, certificates to our
020children. Um, thank you to the parents that are here, you know, for all your support. I say at every, uh, at every event, you guys are really the unsung heroes. It's not easy, you know, to be an athlete's parent and make sure that they have everything they need and to make sure that they're always present with their athletics. So thank you very much. I wanna thank the athletes 'cause without you, we're not here. Uh, and for me, you know, the fall is a special point because last year, uh, the fall was actually a very incredibly special point. 'cause with my first time being here and there was so much success, and now second year, there's still so much success. So it's always a pleasure to be here in the fall. Um, first and foremost. So
021with that being said, we're gonna acknowledge you today. Uh, your coaches are here today. Uh, they're gonna acknowledge you, they're gonna pull you up, they're gonna give you a certificate, and then we're gonna take a picture with the board. So what would be the best place here or behind you directly, I would think to act as a taller than us. I can't spot like Michael did. So, alright, so, first and foremost, we're, we're gonna call up, uh, head coach, uh, Connor Rear, who couldn't make it today. He had some situation with his family, but assistant coach Steven Lino, stand up. You call the kids up. So once he calls you up, please come up, stand, get your certificate and stand behind the board. Cio, Abello Nicholas Abello, Andrew Alo, Juan C Christiana, Rocco, Dino Escobar.
022Lucas Rera. Lucas Fernandez, Logan Frame. Luke Bensky. Ado Gomes. Logan Gomes. Louis Gutierrez. Aiden Callant. Captain Lucas Viegas. Ryan Leary. Brady ic. Gavin Lima. Joey Lucido. Yael Morales. Jaron Nunez. Zane Omer. Sebastian Renoso. You're getting stuck. Sorry, Chris. Ruben. Nicholas, gotcha. And Tristan Suarez For the next team. I just, I just also wanna say before I got to Carl Place, I'll be honest, I really didn't know much about field hockey getting, getting in here. You learn that field hockey is Carl place And I know you can't hit the feet with the ball. I know, I know that. And thank you all for all the time you spend in my office, you know, trying to teach me the rules and I promise I'll be better as time goes on. Um, but, but thank you. I also,
023I also wanna say that just, you know, you're extremely well coached team, you know, year after year, um, well, year after year, two years, I've seen, I've seen just so much progress. We, we graduate the next people come up. We have some eighth graders here. I'm totally confident that looking in front of me, this is the group that somebody's gonna go to the state championship and beat Whitney Point. Straight, straight point. So with that being said, let me first pull up, uh, coach Alyssa free, Um, Emmy. So Harry Morgan, Gianna, Carillo, violet Lee, Juliana Aya, Chloe Kya, Isabella Dru, Madison Pellegrino, Olivia Abello, Juliana Marino, grace Esposito, Ava Gomes, Alexa Weger, Emily LOEs, Megan Rice, Olivia GaN. Thank you. Now we'll with the board one Meeting, but we'll Also If The athletes would Like, Have
024the opportunity to Leave Unless you like for the rest Of the Yeah, we will now continue with the board meeting and we have a student achievement report presentation. I will, I thank you to the board, Dr. Uh, for having you here this evening. I'm Lee Haw, the assistant superintendent of Curriculum Construction Innovation. I'm pleased to be here this evening to present our data from the 24 25 school year. The data is vastly exciting. As with all of our data, it drives our work for the current school year and tells us a story about our work from previous school years. I also want to thank all the administrators for coming. This data represents a lot of the hard work of our students, our teachers, and especially our administrators who are here right now. Uh, the mission
025and vision is alive in this presentation tonight. The data is the guiding force behind that continuous cycle of success. It's an example of what our district does collaboratively with students, teachers, and administrators. To that end, our goal is always excellence in all that we do. And that's measured by the assessments that I shared with you this evening. This quote really grounds our presentation tonight. Data, data, data. He cries occasionally. I can't make bricks without clay. This is a quote from Sherlock Holmes. We cannot make decisions without data. Like we cannot build a house without bricks. Data informs all of our work and lets us know how we're doing the decisions that we make. Our outcomes this evening are communicating our data transparently informing about our strategic decision making and continuing our culture of data-driven continuous
026improvement. Some of the data you'll see here this evening are large data sets, national norms of our New York State data, local data assessment. Um, so small data section classes, you'll see some subgroup data disaggregated. We're looking at quantitative data and qualitative. Um, as always, we have data that's not represented here tonight, which is the data that happens in the classroom, day in and day out from our teachers, informatively, summatively unit assessments and just checks for understanding. Um, and why do we use this data? It is to drive all of the choices that we make. So to look at bird, to look at a bird's eye view of our data this evening and who we're talking about, we're talking about a little bit over 1300 students last year that are represented in our data, more
027male than female. You could see some of our subgroups represented in our data, and I'll de aggregate that tonight in various areas as well as our demo demographic data from last year. To begin, we're gonna start looking at our iReady ELA and math data. iReady is in norm reference assessment, which is required by the state. We give this assessment universally meeting to just about all of our students three times a year. If we look back over the last two years in which we used the iReady assessment tool, we could see our growth tier one this evening is represented in green tier one pixel learners who are at or above grade level. Last spring we had 71% and 74% respectfully respectively of our K eight learners end the school year at or above grade level in
028ELA and math. Whereas tier three, which will be depicted in red, um, our students have significantly below grade level. We often call this closing the gap. We wanna see that our red bars or our red triangles are getting smaller. So in reading two years ago, we ended the year with 14% of our students significantly below the grade level, whereas last year, 10% the same pattern is true in math. 7% on down to 5%. To go a little deeper into our reading data, this chart represents all the grade levels that take the assessment in reading. And the left bar in the K is fall and the right bar is spring. So each one is fall to spring. Our goal is to see that our green bars are tier one, the students at or above grade level
029are growing and that bar is getting bigger. And the red bar, which is significantly below grade level, is shrinking. If you look to the Green arrow in second grade as an example, 38% of our students began the year on or above grade level, which is wonderful before we talk. That content end in the year at close to 80% of the students on or above grade level. Likewise, if we move to fourth grade, 23% of our students, uh, we're significantly below in the fall to 5% by the spring. As we go up in grades, you'll notice seventh grade, eighth grade, our students are starting off significantly higher. And with the complexity of those standards, it's more difficult to grow. Um, but we still are continuing that pattern of success. If you break the i-Ready reading data
030down by Strand, we have our six strands that involve a skilled reader. So phonological awareness, phonics, and high frequency words are some of the skills we need to learn how to read. Then we move on to vocabulary, literature comprehension and informational comprehension. Now we're reading to learn new things. Um, traditionally for all students, these areas are the areas that are more complex. So you could see the discrepancy between the two, um, which is a traditional path. And that's some of the work that the literacy committee was focused on and our schools have been focused on for years. And the reason we brought in the writing revolution, a lot of work with vocabulary here. Two words, which I'll be speaking about this evening and in third grade, bringing in our Fundations level three. To break that
031down even further, we have the style of data on disaggregation for any test that we provide here in Car Place. I'm just gonna show you it for our iReady for English image and um, for special ed this evening. So if we look at our English language learners, we wanna make sure that we are reaching that subgroup and we're showing the same growth that we have when we are not an English language learner for the rest of our population. So for example, in K to two in that whole grade band, we had about 20 students as written above and red. About 20 students, um, in that grade level were classified English language learners in the beginning of the year. None of them were on or above grade level. By the end of the year, we have
03270% of them on or above grade level. If we look at our three to five grade band, uh, 63% significantly below the grade level in the beginning of the year, down to 16%, and that's representative of 19 ls. As we move on, you can see the number of LS decreases. Um, and some of our data there is representative of four students and one student that was either didn't sit for the test or moved to away or exited by the end of the school year. If we look at the same data now, subgroup of this classified special education students versus non-classified special education students. On the left in the pattern, you'll see our special ed students on the right side. The students that are not classified special ed, we're looking for that same pattern of growth.
033Are the green bars getting larger in which they are? And are the red bars getting smaller? And it tells us that we are reaching that group and our, our efforts are working now we switch to our math data. So we see the same patterns of growing green tier one bars and decreasing in the tier three red bars. The same patterns remain as our students grow with age. The work is more complex and it becomes more challenging to make such huge changes in the tier changes. It's also important to note in grade eight, uh, our grade eight accelerated masters do not take the i-Ready assessment to look at those strands. Now, uh, these are the four strands that are tested in i-Ready. So you could see that our numbers and operations in algebra and algebraic thinking,
034which are traditionally stronger, remain strong in car place. Whereas measurement in data traditionally more challenging are areas that we have to put even more focus in. And again, our grade eight accelerated students are not represented in this data To disaggregate that further, again, we're looking at our English language learners in math. In the lower grades of our larger populations of English language learners, we end the year with the majority of Ls on grade level or beyond. While a grade six and up we begin to see growth, but at a slower rate and with a much smaller population of students to interpret that data from. As we look at our classified special education students, we see that our work is directly impacting our students. Like expected and hoped. Our tier one population of special education students
035is growing and we are moving our tier three students closer to grade level. Changing tiers, as I've shown in my previous slide, is not the only way that we measure success. To move a student from significantly below grade level in that red bar to out or above grade level is not always a possibility. In one year's time, we meet students where they are and we move them from there. In Cherry Lane, the faculty was recognized for their work in achieving stretch growth. This means that 55% or more of their students, and for them it was 59% grow above and beyond what is typically expected. While all of our buildings make healthy growth each year, cherry exceeded that we are now certified that we achieved in the top 0.5% of schools in the county. Sorry, in
036the country. In the country. Can't read my own right. I okay, move up in the grades. Let's take a look at the new state assessments in grades three to eight. This past year, we had about a quarter of our students who opted out this exam. This has been pretty steady over the years. What this means for us is that the data set we are about to analyze is not a full picture of our students. We use this data to make programmatic and individualized decisions for our school and students. And we hope to have more students represented in the data next year In ELA based on the 75% of students who sat for the exam, you can see were extremely successful. The vast majority of students achieved a level three or higher surpassing. The region of
037note is grade three who had just 53% achieving a three or four. Two years ago they moved up 10 percentage points. So you could see that indicated in red. The 53 to the 63 if we followed that cohort, um, this past year now was due to the hard work of the teachers and the administration and especially the students to increase the score. As we move into math, we see a similar amount of students to opting out of the exam. It's a little bit higher from that grade opt out rate. Our eighth graders do not take the state exam. If they're in accelerated math, they're ready for a Regis. So of the 70% of students that sat for the exam, Our scores are soaring in grades four to eight. One area we're focused on this year
038as a district is grade three Math. MS TI analyzed this data quickly when she received it and she had charged her for graders with using their iReady personalized pathway, which is an online practice directly personalized the individual needs of the students to help them grow. Um, which is most likely the result of a lot of the success that we see in the other grades that use that, uh, i-Ready pathway even more. In addition, our third graders were not as familiar with taking a state test on a computer. So the third grade teachers have woven that into their curricula more often. So the students are prepared for taking an assessment like that and we hope to see that grow, um, next year. Now, moving on to science. The test obviously has changed over the years. It
039began in fourth grade as a less rigorous test. And as the standards change became more rigorous, US so did the test. So last year, 65% of our students achieved a level three or four, um, surpassing the region. And this has a lot to do with the work of our STEAM committee. We are working on a K to 12 alignment. You'll be hearing about this evening and really making sure that from the highest levels of AP and dual enrollment to the work happening at Cherry right now, that we're really making sure that our K to 12 students in science have the best, um, curriculum aligned to the standards and with rigor and also a little bit of fun. Uh, lastly I share with you are New York State Alternative Assessments. These tests are computer delivered adaptive
040tests for students with the most severe cognitive disabilities, measuring the progress from state standards and ELA math and science using simplified essential element standards, providing an alternative to general state tests for the eligible students in grades three to eight in high school. Our students can show what they know to drive the rigor in our special ed classrooms, as well as let us know if our work is having an impact As we move up in the grades. We'll now look at this past year, we surpassed the region. The amount of Advanced Regents diplomas earned 65% of our students earning that level. That is almost double. The region most notable for last year is we had two students who are classified as special education, earn Advanced Regents diplomas and an English language learner earning an Advanced Regents
041diploma up from the previous years. If we break it down by department and look at the humanities regions, you can see in all areas we pass in mastery, sorry, surpassed in passing and surpass the region in mastery. Paying careful attention to the common court ELA assessment scores. You can see 89% passing the region and 50% as well. And if we look back over time, you will also see that our English regions traditionally was at 96% last year and a 69% in terms of passing and mastery mastery respectively. Um, as you can see in the region, it was down as well. This gave us, um, some feedback that we are going to continue with our informational, um, comprehension and literature comprehension and the writing revolution and the work we're doing with tier two vocabulary words is
042right on target for the work that we need. K through 12. Moving into the STEM region, these are our math and science regions. Same type of slide to the left in right green. We have passing, followed by our mastery scores. We have passed the region in most of our areas and in mastery it's more of a mixed bag. To drill down a little bit further, we could look at our longitudinal data. So looking at a story of celebration last year, the geometry and chemistry region scores were a pain point with a lot of professional development, hard work, and dedication on behalf of the teachers led by the building and department, we are excited to share the leaps and bounds made. We move from 75% of our students passing to 80% in geometry and a quarter
043of the students in the course mastering the content. The same is true for chemistry, 64% to 83% passing and 10 points higher in mastery. This is indicative of the hard work and the way our data is driving our work. Now to look at where our efforts made this year, we can look down to physics this year. Our physics teachers are involved in a collegial circle dedicated to learning more about the assessment and structuring their curriculum along more rigorous and aligned materials to ensure more success on that regions. Lastly, we have the World Language Exams, uh, traditionally known as checkpoint A and B. As you can see, we're extremely successful. These exams measure student proficiency according to the New York State Learning Standards for world Languages. Moving on to advanced placement data, this slide shows us
044an data. The majority of our students took one AP assessment last year. We had two students who took five AP assessments. One of those students earned a perfect score of a five in every single one of 'em. The majority of our students represented in this data are in grades 11 and 12 and mostly taking AP exams from the STEM or social studies area. 144 students sat the exams and they sat for 209 exams total. We had a record breaking year with students that scored a three or higher on their AP exams, followed by a score of five, one of our highest in years. In regard to graduation, advanced placement, the ultimate goal of AP achievement is to graduate as a scholar with distinction. This means that a student must earn a level three or higher
045on at least five AP exams, and also have an average score of at least three and a half when you average all AP exam scores you take. And not just the five. We had 29 students earn this distinction the highest in five years, and 56% of our graduating class earned AP scholar status or higher To break down the scores by department. We begin in math as compared to the global averages for AP scores, we surpassed that. Our average on AP math was a 3.21. While the global global average was a 3.06 for word languages, our average for Spanish was 3.27, surpassing a global average of 3.03. Moving on to humanities, our average score across the board was a 3.6, uh, was a 3.6, globally was a 3.22. Um, you can see AP site is an
046outlier here. Historically, this course, uh, is a course will be accept all interests, anyone that wants to take it. This past year we had 2221 students enrolled in this course. Um, and 12 students are passing scores three or above. As we move into AP science assessments, once again, we surpassed the region overall. A drop in AP bio can be attributed to our enrollment last year. This score is indicative of four students. While the previous year scores represent closer to 30 students that were enrolled, Dr. Barry and Mr. DeBlasio is, are focus on our science pathways and are analyzing enrollment trends to ensure student success here and beyond. This is also the work that I spoke about earlier of our STEAM committee last year that drives us this year working on our alignments and our pathways
047and building capacity. Lastly, we look at our AP capstone work. So again, we have a 3.47 average versus the global average of 3.31. And to add more to our, um, work that we're doing with the STEAM committee and our steam department is our research line. So we are marketing that and building capacity and research. We have a 3.22 average, whereas the global's a 3.44 and we have a larger cohort this year and are working down at Cherry. We have our project based learning. Um, at the high school we have our AP research and really working down from the top and up from the bottom to build that research line even stronger. Lastly, moving into our dual enrollment. So as you can see, that number is down from previous years is down from previous years. Um,
048that is due to our virtual enterprise course. So traditionally we had two, um, courses for virtual enterprise. And in order to increase our competitiveness, we now have 20 students in one. Also, our college forensics course is an area where we traditionally had higher enrollment, um, and now it's a little bit lower. So the high school team, as I mentioned before, along with the directors, are focused on using this as an opportunity to refocus our resources, strengthening our program quality, enhance student outcomes moving forward. And now on our final slide, it's the home stretch. So first of all, I wanna thank you all for paying so much attention to me this whole time. All of this data matters. Uh, because of last year's data as well as our previous years, we've implemented a lot. So as
049you can see in the graphic in the middle there, that represents the work of our committees. Our committees last year were on the pulse, and nothing in this data was a huge surprise because the committees were prepared and knew what was happening in all the different departments in one such committee. The literacy committee, they brought in the writing revolution to strengthen writing, starting at the sentence level, which not only helps with students expressing themselves in writing, but also comprehending text. In addition, we began to seal with level three Fundations, making sure our third graders are really solid on their learning to read before reading to learn. In addition, uh, we've implemented a lot with tier two vocabulary, which means crosscutting vocab that aligns to all different disciplines that increases comprehension for students of text. As
050I mentioned throughout the evening, our STEAM committee has been busy at work in all different areas of the curriculum. Uh, we're working on K through 12 research. We're looking at our pathways at the high school, making sure we have proper enrollment in all the different courses including dual enrollment. On the bottom left, you can see a little, I guess, cute image about data. Um, data is alive and well. We've been using data rigorously, um, to make sure that it's driving our instruction and we're breaking down all of our assessments by subgroup and by wrong answer analysis and item analysis versus the region. In the middle, there is a picture of me and a group of teachers engaged in professional learning. We have restructured our Monday meeting time to provide more opportunities for teachers to have
051choice in what they learned to grow professionally. On the right we are review and updating our MTSS. Those are the tiers that we were looking at earlier. Um, and even though each one of our buildings has their own really strong systems with really strong leadership, we're working as a K to 12 system to align that and make it even stronger. So we're providing the very best experience and opportunities for our students. So I thank everyone for your time tonight. I thank you for allowing me to be here because the data is awesome. Uh, it is represented a really, really strong group of teachers, amazing children, supportive parents, wonderful administrators, and it was really an honor to go through it all and just feel really proud and find areas that really validate the work that we're
052already doing and continue to innovate. So thank you. So, um, thank you for the presentation. It was very comprehensive and informative for sure. Um, including the staff at the end was, was very helpful to give us that minor insight, how we all work together for the students. Um, one of the questions I have is, um, is there any thought how we could reduce the percentage of the opt out for testing? Because to your point, your presentation is all about data, right? The more data we can receive and the more we can analyze to see in specific students, what more can we do to customize their profile for scalability? Um, I don't know if there were any conversations with this area. Um, I don't know if there's something that the board could do, but we're always
053open ears, so thank you. I I think that's probably a question for us as admin council, as a whole team of administrators to really look into that data and ask ourselves like if we had more data, what could we do with it? And then figure out with the board and as an admin team how to appeal to the parents and let them know what we want and what we're looking for. And trust us in that this is gonna be better for your children because, and, and share that information then Yeah, definitely something to example If I can join on that. One of the things that I think has happened historically is there's probably still a little bit of residue and a little bit of strange feeling about like the old days of common Core when
054people were really skeptical about state testing and they were poor tests back then, they are much, much more well constructed now. We have a lot more control over how we use the data. The state's a lot less invasive on it and there's actually a lot to be gained from. And we are fortunate that we have Strong Involved PPAs both at the building level and at the district council level. And I think between working with our building PTAs district council and getting the word out to families, we can inch that up because we want these students to take the exam. There's no downside to them. No one is going to harm their teachers. That used to be a thing that they A PPR, it's not anymore. We don't do any damage. We can only gain from
055it. So we have to stay on message with that, I think is really a big part of it. And, and you're right about working with that in council to get that strong brain power harness to make it out Because the, the other thought is as well, if we start educating the kids of testing and have them experience the testing, they build their resiliency and strength grade to grade to take the testing, whether they go on to college or take a civil service test, a test is still a test. So I feel that, you know, we'd be taken away from the students if we don't incorporate an opportunity to have 'em take it in early years of their lives. And I just to add on to that, I also think it's important for the executive functioning
056skills. Yeah, like you don't always wanna do something that's fun all of the time and how do you manage your time and how do you answer a question that you're not sure of what strategies look like? How do you work independently? So there's also a behavioral piece to it, um, that's really great for students to learn at the earliest age. It's not really about the test per se, it's about how do you manage something that's hard. It, it would also be an interesting thing without going too far down a rabbit hole to see a correlation between students who, whose families opt in and opt out in three through eight testing and how that correlates to achievement on regions and advanced placement. It'd be fascinating to see the correlation there. Is there a correlation is there's
057no correlation. One would think if you don't have that practice and resiliency later on when you must take the assessment, what does that do to a student? That's a topic for another topic. I'm writing it down. Thank you. Thank you, uh, Lee, and next to all of you of course as well. Um, obviously thrilled with where there's been some lots of movement and just some of the highlights that I, in my notes that I was taking down, those are the things that I hear, um, community members and some of the things that come up is I love the attention to the committee work that that has informed a lot of, a lot of the, the work here, um, where you've identified areas for growth and focus that you know, already exists. And including things that,
058um, are more, I guess procedural, for lack of a better word. You know, like getting, you know, there's been an s we know push work, computer based testing and that's, you know, there's been a lot of elements of that in any district. You know, I hear more and more about it that needs, needs work. And so that sounds like there's already, um, elements of that here that are working in that direction. I love the collegial circles. Um, very excited about what, you know, the the steam piece as it's been, you know, as you were discussing. But in general, I just like the cohesion of K to 12, a continuum that's built. The community has been part of some of this committee work too. And so I I I like that that picture is filling in.
059Um, so I just wanted to emphasize that and just, you know, just put that out there again because I think that's important. And I think it speaks to hopefully some of the, the progress here. I'm really excited to see, uh, the improvements in geometry and chemistry. And I know a lot of it has to do with the fact that the high school administration and guidance ped and reform their whole recovery, regents recovery and, you know, really change the schedule where students could attend their athletic, you know, practices and engage and also come at, at a later time to, to review. And, you know, that holds true for the teachers as well because you know, they're the ones who are actually, you know, providing that service. So thank you to all of you and great presentation.
060Does anybody in the audience have any podium? So, um, a lot of information I'm gonna have, have a cup of coffee and really dig through It. We can sit down. So I don't have many question. I have coffee with you. Um, so my one, uh, questions regarding, um, the i-Ready seventh and eighth grade. Sure. So of course the um, eighth grade accelerated math is removed. However, what's happening up there? What's happening? I mean, not too much movement, little movement. Um, is it, you know, are they not, are it slide nine, nine and 13? Yeah. You know, is it that they're going up not as prepared as they should be? Is it the, you know, uh, my daughter will be graduating Rushmore this year, so she'll be in the, you know, that, that cohort, you know,
061for next year. So it's just a little alarming that, you know, the eighth grade, not too much movement. The seventh grade, yes. Nice movement. 29 in the red went to 12th, the red. Okay. But the math, not too much movement there in seventh grade. Yeah. So, um, just to add Them some like, like that if you wanna add in. But in seventh grade we actually start the highest across the board. So the majority of the students are already, um, at or above grade level, um, in seventh grade. And by the end of last year, 70% were at or above grade level. Um, so we're already starting at a pretty high level of math. The drop in eighth is really because we're pulling out our top of the class. Right. Um, so the students that traditionally
062start off so high, that 44% at the beginning of the year drop out, but we could do a deeper dive. So Sure that means if I can, if I can also just share, sorry. When you look, look at that also you're pulling out two sections of honor of the accelerated students. So statistically you're dealing with a smaller population of students. So we are seeing, seeing growth with a smaller population of students. So then the teachers need to adjust their pedagogy skills Well, but also you have a larger number in that smaller group. You have the larger number of students with special academic needs. So it's a skew when you look at that population. So it's, it's a different, it's a different way to analyze that data. So they are working with a different population, they
063are working with different skills and they are continuously, we're actually bringing in a staff developer next week to support them on specifically working with that. And, and Yeah, because you're taking all of the top out and you're Yeah. Oh yeah. A hundred percent. Yeah. Absolutely. It's a challenge for sure And know it's a change. And the students of course are going to a new building, you know, new friends, new teachers, they're not babies anymore. Yeah, for sure. And and also as Dr. Barry was just saying as well, um, if you look, there's two things I just wanna share. If you look closer also at the seventh to eighth grade math special ed classifications, we have, what is that, 64% of our students in the beginning of the year significantly below. Um, which is one of
064our larger populations of special ed students. And it's a smaller set of students in general because the eighth graders pulled out that. Another piece um, that I didn't really go into here, you saw when we talked about cherry with theirs is it's not always about the changing of the tier levels. Sometimes it's about growth. So for students, especially from a smaller subset and looking at this data, we could definitely look deeper into making sure that they're making growth. So as you know, as a teacher in the beginning of the year when you take your fall assessment, the algorithm in the computer gives you a goal and you wanna meet that goal. That's typical growth. And sometimes it's not really about looking, are we moving the color codes where you wanna look individually by student and
065the teachers do that. The teachers wanna make sure their students are meeting their target goal. You could be a first percentile in a red bar and end of the year, let's say in the 19 percentile that's still in a red bar, but that grow the trajectory. So we could definitely look a little deeper into that, but that's probably the reason it looks a little bit different. Also, I think the other thing I want to point out is that you could go to slide 20. I mean the reason why we use the i-Ready is so that we can sort of prepare the students for taking those state assessments, right. And it's tracking their progress and we're using that information to inform the work that we do with individual kids in class. And if you look at
066slide 20, the seventh graders and eighth graders outperformed the region by far on levels three and four. And the same is true in math on the slide 20, on slide 22. So that shows that we are using that data effectively. Right. And that the outcomes which we're looking for are, are being reached. Okay, Fair point. Sorry. And then, um, regarding the, um, the cherry lane stretch, um, what's approximate number of hours students are spending on my path to achieve that? So on average, it's supposed to be about seven to 12. It's about seven minutes a day. Um, they break it up differently. So you take about 35 minutes a week. Um, so some students, when we look at it in homework and classwork, we really analyze, it's hard sometimes to get a full picture because
067we don't control how much students are doing it at home. But that is something that we are, that we follow up with parents, especially with, there are definitely students who we see like, wow, they're spending a lot of time on their iReady, myPath. And then we have to have side conversations and con um, conferences with parents to give them other strategies and resources that they can do with their child so that it's not just on that Path. Okay. Alright. Thank you. Thank you. You come stand up. Thank you. Come to the podium. Um, great presentation. Just 'cause we're so small. I think maybe for some of the bars the numbers would help like that, that your question. Knowing how many were in, like how many students Oh, the Numbers and the percentages. Yes, sure. Just
068'cause we're small, so it's sometimes it's hard. Um, so I have two things. First I'll start with English and it's just 'cause you were mentioning the regions. So I just had a general question. I know I believe this year, are we changing that January? They're taking it January the 11th graders? Just everybody. Just for this year for now. Just and next year, right. Of like, yeah, that'll be great. Um, and then the so on now looking at slide 29, math algebra one, um, it shows the 19% and then or lower than, Than the region. And my question is, I know like is this everybody taking it? Because I know we have eighth graders and we have ninth graders. Yes. But this is everybody. This is everyone that took the algebra regions Algebra one combined. Okay.
069And the 19% is the master. Yes. Okay. So hopefully that's being worked on. 'cause that's a little, well, I believe Yep. I mean that, especially when you have two honors classes, that should be higher. Mm-hmm. Okay. Um, and then I'm confused with, for out on the next chart on 30 mm-hmm. For Algebra two, it says we only have 42 students taking it. And then for, uh, geometry we only have 45 total for the year. Is that accurate number? I'm Gonna look to, um, Sorry. It just seems very strange. Okay. And, and or concerning The, the low enrollment, uh, numbers in participation in our Regents courses. So the, and I don't have the, I don't have the other stats with me, with the algebra two, we also have, we have other offerings that they have. So
070we have the, um, The non-res, We have the principals, we have the foundations, voucher algebra two, we have the stats, class stats. There's, there's so many offerings within that bucket, which then closes down the number that's gonna take it. Um, it, those were the numbers that we pulled. Okay. Yeah. Now, I mean, just, And this year we are running two sections of geometry. Yes. Yes. Yeah. That's it. Yeah. Wait, between both grades? No, no. Two geometry and one geometry accelerated. Yeah. Okay. Because that, my, the thing with that is that they need the algebra two to get the advanced diploma. Mm-hmm. So now we're looking at a very low percentage that's gonna be getting that. If we have such a small amount, I mean, I know you'll have it over two years, but I don't
071know, I think is math being revamped and looked at in a whole, We're, we're on a full evaluation of the whole, we're, we're on a full evaluation of the Whole whole, I mean, I do believe part place is a school that should have more kids getting that higher diploma, and we should not be seeing numbers like that. I think we have the ability, but we, I think there needs to be a lot of, uh, things to look at. I mean, we had a nice conversation. We, We had a very good Conversation And we agree in terms of also of mastery. We'd like to see our mastery scores rivaling the Region across, especially if we have a section of honors. Those kids, every one of them should be making, getting master's. They really, yeah. But, okay.
072All right. No, we're, we're, we're doing a real serious deep dive and as, as we have the conversation, Yes. Okay. We're looking at a lot of layers here, so, wonderful. We're, we're in good shape. We're getting there. Good. Well, part of that also for, for the one cohort is that student choice as well. Students, as, you know, there's different paths for the math courses. So we know for, for, for this one particular grade that might have chosen to go a different, a different route. And that's what you've seen there as well, right. Which you've spoken About. Yes. No, I know. And I, I mean, for anybody that isn't aware, we used to have, what, three or four years ago, we had a non Regents Algebra one course, which made no sense when kids were taking
073Math eight. And again, I, you know, we know there's all different levels, but I think they still, they're, everyone's goal should be to, or majority to get to that algebra two level. I mean, we should be encouraging them to achieve that and taking stats and things like that. Those are, could be electives and different, you know, it's, there's just, especially once they get to that college path, we know as parents and they need that. So I just, it just concerned me seeing those numbers. So that's why I had to Ask. Yeah, just to add on, like, that really speaks to the alignments that I was talking about in my entry plan as well as this evening, we're really looking at all those pathways and building capacity as well as marketing. Yeah. So like, why do
074we have such full enrollment here? Are we sharing that information? Are we building capacity to our eighth graders coming in, know what the options are for ninth grade and where that takes them in terms of not only after school, but like during school and really reevaluating all of that work. And that's the work I was saying of the high school team. Um, really deep jumping into that and sorting it out to make sure next year we have very aligned pathways and systems. Can I just share one other, one other, um, piece of the puzzle here is also just sharing out the offerings and pathways. So there are many pieces of the puzzle here, and this is one of the things that we are working on course offerings and what is the healthier way to go?
075What is the right, um, courses for your career trajectory, college traject trajectory. So you will be some seeing some changes in the course offering guide, which we are Yep. Deep in the middle of doing right now. Yeah. So I think you'll see a healthier, um, rollout and a healthier reflection, which will be a better way for families to have conversations on when their children are making course, um, selections. And I could add, Dr has actually been polling all the schools to see how they're visually appealing their course offerings to make them the most easy to understand, because they could be quite complicated, especially in math, especially in math And In science and all the different options. So she's analyzing it down with the team to the granular level of like the visual look of it,
076to make it the simplest for also the students to really opt in and understand what the, the choices are less. I just, I also don't want to minimize that. I mean, we do have, last year it was 65% of the kids getting the advanced reaching diploma was twice the state, the state average. So, um, oh yeah, I didn't see that number. I mean, I would, I would expect that to be higher. We would love it to, to be higher, but you know, it's not, it's still a nice, it's a pretty nice achievement. Yeah, I didn't see that number, but again, and I, I thought it would been higher too. I just wanna make one, one comment as well, you know, trustee Victoria made a nice, uh, comment about geometry, chemistry and those improvements. And yes,
077those teachers offered their time to teach either Saturday review classes or evening review classes, but I also want to save it across the board. When I met with teachers for all the readings, review classes, I asked if it for the four classes, if two could be after school and two could be in the evening. And every single teacher worked that out. So I think there's a reason why, uh, yes, the students have to attend and put the work in without a doubt. But I, I do want to hand it to our staff, that they were able to work their schedules out. So we had at least half the review class in the evening, and that accommodates the typical CarPlay student that's in the play, that's in the athletic, that disputes in athletics. Um, that's a
078big deal because for a while, review class started at we 3 33 o'clock. So the fact that we had a lot of review classes started at 5, 5 30, that's a lot for them. 'cause a lot of them just waited around and then, then talked to review class. And that's, and the attendance was balanced. It wasn't just all evening, it was balanced. And the Saturday review classes, although we offered them, um, they weren't, they were attended. It wasn't as great as we would hope, but at least we did have some attendance there. So I do want to recognize the staff for that. Thank you. Thank you. I mean, staff members, I mean, we're all parents. I mean, for the most part, a lot of them. And you have to work out your schedule to like
079accommodate other people's children, you know, you know, so, you know, it's important to recognize. Thank you. Yeah. Are there any other questions regarding the presentation? Okay, we will now continue with the business of the meeting. May have a motion to approve Rosa 4.3 minutes of the Board of Education business meeting of November 6th, 2025. May I have a motion? May I have a second? All in favor. A, the minutes of the November 6th, 2025 are approved. May I have a motion to approve the minutes of the Board of Education business meeting of November 20th, 2025? May I have a motion? Second? May I have a second then? All in favor? Aye. The minutes of the November 20th, 2025 are approved now for approval for the consent agenda. May the motion to approve the consent agenda.
080Motion. Second. Second. All in favor? Aye. Aye. All are approved in the consent agenda. Are there any questions or comments from the public not recording the agenda? Please come to the podium and state your name and address. Thank you. Hi, good evening. Thank you, Brian. Um, so I was going on the, uh, call police website and I noticed the business financial webpage, uh, regarding the audit audited financial statements. It's only updated up until June, 2024. Um, and June, 2025 happened already. So I just was wondering if that will be updated additionally. Um, next to that, those columns, the summaries, you know, it says summary data for the year. Um, it ends 2022, the 2122 school year. So there, there's several school years that there's no updated summary of data. So, uh, just wondering if there
081is a timeline or if that information will be, um, presented or updated for the 2324 year. Um, additionally, I know that, um, the new year we'll be talking about the budget. So, um, the 26 27 school year, I'm really encouraging and pleading for elementary school teacher, uh, principals and building administration along with central administration to incorporate, um, more student in-house student experiences in-house field trips. Uh, the PTA has been being given a huge burden to fundraise, find and put on field, um, in-house experiences for the students. And it is becoming very costly. We don't have a tremendous amount in our budgets, and we are finding ourselves fundraising more, then we are giving back more. And we really feel that money could be allocated differently, um, more creatively. If it could be allocated creatively for administrative
082salaries or central administration needs. It could be allocated more towards our children. So students want excitement. They want to come to school, they don't wanna cry when they take a test in elementary schools. They want to go to the gym or auditorium and see a magician or see a play or see inhouse states. I know busing is an issue. So of course play, uh, field trips out of district, you know, to ask the district to pay for that is, you know, an ask. But in-house, you know, I know both CS, arts and Ed provides lots of, um, opportunities. Additionally, um, always I know the goal is for many transparency. So I've been fortunate many times I come up, I ask questions, people are texting me, watching online, asking questions. Um, they want to know oftentimes
083why are questions not answered. So, and it is always email or it is, you know, have a conversation. Uh, we know that the, the, uh, the attorney, I'm sorry, don't know your name, but I, Greg, Greg, Greg, uh, off many times somebody will look at Greg. Greg will say, you could choose to answer or not to answer, and oftentimes his choice is not to answer. So I'm speaking on behalf of a few people watching. Please answer. Um, that's the buzzer. But, um, how many security personnel work in the district security personnel, uh, cherry Lane in the high school and middle school, Rushmore, the guys in the green who sit in the booth, who buzz you in? Anybody know that number? We think all the questions. That one. Oh, that's really my, like the other things
084regarding the data and the summary, it's just a, those are statements be updated. Best ones question, but I guess my last question is how many people are in the security department? Thank you. Sure. Um, yes, the financials for 30 25 will be on the website. They were attached to the board, uh, minutes when they were approved. So they are available to public, um, via a different path, but they will go in line with the rest of the financials. The summary data also was in there for years because it is also presented elsewhere. We provide monthly reports to the board with all the exact same information. So the June report is the year end summary, so that's why it hasn't time to be posted there. Okay. It's typical. Um, yeah, um, we had 18 at our
085met. Yes. Yeah. So to answer one of the questions about why we don't always answer is 'cause sometimes questions get an asked and legal needs to, uh, get involved or administration needs get involved. So that's why the board says it doesn't always look engage in open dialogue. Um, I'm gonna ask you to just hold off on answering that question further in terms of security, just because I want to talk to administration And Well, I only ask because I can I have another two minutes. Oh, can I have another minute? So I only asked because, um, last week I volunteered all day at Rushmore and I don't wanna call people up, but they're just standing around during the school day. So during the school day Yeah. In high school, I, I've come up here for a
086few appointments and there's two men in the booth, which is fine. I'm not, I'm not, I don't, I I'm a mom. I, I get checked in every and there's a guy sitting in the table watching tv. Yeah, I see him. That statement for them. I, I just, I'm just The number of our security person. I just wanna hold No, I'm, yes, no, I, that's so, you know, transparency and I mean, I wrote it here. I'm community members are giving three minutes to come up and we understand that this is new, you know, a recent policy, but three minutes times 10 meetings, we get 60 minutes the whole year to advocate for our children. So Ms. Ms. Benner, so I'm just saying speak to the security piece, not about the number. No, I don't care about
087the number. I, I, I mean I do care, but I think, I think that we're, I'm happy they're here. Yes. But they know their parents are in the building, volunteering. I'm at Cherry Lane. Yes. You know, Rushmore tell 'em don't watch TV when parents are walking around of, of course, of course. So that's pretty much, and and just to, to help people understand. Yeah, I don't need to know. I'm just, you know, I know that the security budget is very healthy. I, right, as Ms. Martino knows, I go through it by line. I know how much pay on hosting should we them I do that. I don't need a number. Personnel, Personnel issues. So it's Better off. I don't need a number. I'm just saying that, you know, in the last two months when I've
088been volunteering as often as I have, thank you for telling. They are, we hear you, hear you on that're we're safe. But thank you. Also, you can have up multiple times, like after other people have spoken, so you don't have to just have three minutes to the total, total time here. I try to, I try to have my notes and be my point. Thank you very much for your time. I Can I just add one thing and I think I know what she's talking about. Not, and I understand the legal piece of some questions, but there have been plenty of questions of questions asked in the past year where nobody answers anything and there are questions that could be answered where apparent leads doesn't know the answer. And it's nice that you're going to answer
089that person that asks the question, but now anybody else that was there will not know the answer. And that, I know I've spoken about that before and there were questions about the computer, different things. Even one of my girlfriends said the same thing. She's like, I would love to know the answer, but nobody answers it. So I believe that's kind of where you're coming from. And again, I know the legal piece of certain things, but not everything is legal as far as the questions that are asked. That's All it beg, But it begs the question of who's gonna answer the question if any of these individuals are authorized to speak for the full board and give that information. Right. It's one thing if it's being asked, the administration, administration has the authority to, to speak
090on what they want, but you direct specific questions to the board. The board often has to deliberate in terms of, can I answer this question? And there are there ramifications to it and that jams it up. But your comment concern is duly noting. It's maybe something the board wants to consider in terms of how it disseminates answers and whether it does so in a more public format, which is I understand. Thank, are there any other questions regarding public comments? I am now going to close the public session. Can I have a motion to the public session? I second. Second. All in favor? Aye. Thank you.