001comment at this point and I think the answer is no we do not we went we don't have any comments okay okay thank you all right so next up on the agenda review of the minutes of the April 22nd meeting have we all received them and reviewed them yeah I went through it I don't have any changes and how about you okay I'm okay I'm gonna abstain from them since I already let on that I didn't have a chance to read them okay all righty okay minutes are reviewed I don't have any comments next item up is the recommendations [Music] should we be voting on a minute except them yes that we accept the minute meeting minutes from April 22nd 2020 curriculum committee meeting okay thank you Tony I second so all in favor [Music]
002yeah thanks okay okay the textbook recommendation title the text is essentials of comparative politics with cases sixth ap edition and do I have to accept the recommendation can I ask a question yeah from last from last month's meeting yes continuation of the textbook recommendation from last meeting where mr. Galvan presented on the textbook and we decided to move it to this meeting in addition we've added two weeks for additional public comment following last last month's meeting and just to recap the teachers have looked at a number of different texts and Buchan with teachers around the country who teach this particular full-year AP course of course would cover approximately or would serve approximately 25 students and we've since gotten some copies out to faith and I think faith you would ask what we have a debate
003people would like to see those the process is such that it originates with the classroom teachers who teach the subject material they go through a process of evaluating a number of different resources then they share that with their department chair who's usually involved in that process as well and then to Maureen Reed as the curriculum point person at the high school it then comes to my office with Jeff's significant assets to the Board of Education curriculum committee at this point we need your you to forward it on to the Board of Education - at which point it will be voted on as to whether or not this would be the the text to use in this particular course I move that we forward this recommendation of the textbook to the full board for approval okay
004do I have a second I second okay discussion question Marlene that besides faith was interesting again a copied a book or reviewing it you know it's not unusual for that to happen what is the process for notifying the public that it's that it's available other than the meeting that is what is outlined in the policies that me these happen during curriculum we've had some special requests over the years to look at I've done some presentations like with an online resource that we've had a teeth for TCI some of you remember that from years previous and we come at different schools are at the board of education and we've equaled out to parents and put it in principal newsletters that we were doing so and even at that have not gotten interest yeah some policies gonna
005take up because it's we've been talking about this in the past somehow get the word out better and so the policies see if there's a better Avenue but you know I love them I say you can't communicate this enough but you know being us the virus I'm preacher number one people are not really coming to these meetings to look at our textbooks and usually when there's not a serious event going on unless someone does kind of me and they don't know about it so we're gonna fix that but the current the current policy is is okay okay okay thanks and then if you don't mind can I just ask you a couple questions about it first of all I'm sure it's for textbooks it reads incredibly well I really have to commend the authors on
006their style because we all know what textbooks can be like in this just for a course like this I'm just a question I have is is I know it's a year-long course and the author's mentioned for example Montesquieu and lock and and Aristotle I is there any room for a reach reading original source documents as they are also using the text to kind of understand where those authors in their different philosophies their political philosophy because I should think that would in which their appreciation for these different forms of government sure absolutely so that the text would be a starting point for the course content and then you know the teacher would be building beyond that and incorporating some primary source materials this class actually though just as a quick just so we have it correct
007is a semester class so um which is unusual for ApS but it's how most schools handle this particular court and we really want we didn't want to shift from that because we wanted to encourage as much enrollment as that in this as possible and the semester approach felt a little bit better for encouraging student enrollment but so there there will be some time for supplemental materials if you've probably had a chance to look at the case studies at the end that will a lot of time and effort will go into those case studies and a comparative analysis between the sixth main things that are um but it has blue mantle material that the teacher can include will try to capture that as as much as we can in a semester course and and the instructor
008will probably pick and choose the areas where they feel like they can do a little bit of a deeper dive into some source materials like the ones you mentioned okay and this course then is like an intro to comparative government so they will they they bypass say 101 course or what's the intent with this so these students these students will have taken either AP United States government or civics and so they will have a foundation and government generally speaking and then they'll be building on that within this coursework but then as far as the overall purpose of this course it is very much I mean I mean you look at the the textbook it spends a good deal of time outlining some of the fundamental concepts and political science so it will be taught very
009much as building off of what they've learned about American government and providing an introduction to various styles of government around the globe with an emphasis on the sixth case study countries okay all right thank you those were my primary questions that I had so I guess we're up for vote so the motion on the floor is just lost my agenda the motion on the floor is committee recommendation to full board of the new tax cases six AP Edition all in favor aye okay it's moved thank you thank you thanks for letting me read that and review it all right and we now move into informational items so first up is grade three all set results thank you to informational reports tonight one is the grade three olsat report very similar to the sixth grade report
010I believe we reviewed in January we administer the oldest lenin's school ability tests all set to all grade 3 students data from this test has really helped us determine either support or enrichment as needed for students on an individual basis is not an assessment that relates back to our curriculum but rather taps into student abilities both from a aural standpoint and a visual standpoint you can see on the report that I believe was shared with earlier that our average LSAT score for the 246 students that we tested was 104 that would a hundred score 100 would be exactly the 50th percentile we were at the 85th percentile that is slightly down from from the previous years again similar to the sixth grade not anything that would be of significant concern to us the table below
011that shows or breakdown in each of the quartiles and again if it was 25% in each of those boxes that would be evenly split across the quartiles and you can see that were fairly close to that with our largest chunk being in that third quartile the 51st to 75th percentile so again really this is an assessment that is used primarily at this age level as we're trying to decide what kind of supports an individual on the supported end or enrichment and assuming that gives us one more piece of information about just really making those decisions so that is the whole sad report for this evening does anyone have any questions on those results okay no question just uh my shirt checked earlier I don't have access to documents roles that the other summer agenda but
012not urgent and I confess I don't either so I was listening extra carefully do you Kevin that for you right now Oh awesome thank you I don't know there's no questions right for the next report then I'm more than happy to share my screen if that helps at all and guiding through the report is that something that would be yeah you're gonna why don't I do that for the last Lynch report if if faith if you were ready to move on to that report let's move on that's great okay so give me just a second okay that successfully shared yes okay Europe okay so on an annual basis our English learners take the loss Winx assessment this is a state requirement and this gives an overall indication of language proficiency the score range on each
013area of assessment is one through five with high five being the highest level of proficiency for students to be exited from being identified as an English Learner they must score at least a four on the literacy portion which is reading and writing combined and an overall proficiency and on the combined overall poor first let's say they need to score for word above on that so this year we had 51 English learners that were assessed as you can see now down in this section we had several students who met the exit criteria which is always a good thing 10 overall 24 student and that simply means that they have met language proficiencies that really will allow them to to access a curriculum that at a proficient level we also have included low trying to scroll slowly
014for you of the 51 students assessed we had 33 of those students who took this assessment last year with us in Cheshire the reason that number is down is we do have several students each year who exit needing being identified as an English Learner so they wouldn't take it from one year to the next we also have students moving in and out so over 51 students who took the assessment in Cheshire last year you can see that a significant portion of students made gains from last year's assessment to this year's assessment with the low end being 71 percent of the students to 88% of the students we had also a good portion of students make a full band of growth so that's that's moving from say being scoring at maybe a level 1 up to
015level 2 or level 2 to level 3 the individual reports went out to these families in April it was actually one of the last things we had prepared prior to our remote learning we did pause on sending them out just a little bit until we got ourselves up and running but these reports were mailed out to families in April and it gives the individual results for each student as well as the indication of whether students will continue receiving he'll support next year whether they met the exit criteria so that is brief I can start presenting a brief overview of our lots of Link's testing any questions from ana Tony Kevin how long does it usually usually take for how many times does the student usually need to take the test to get to proficiency there's
016there's a wide range of answers and it really depends on so many different things how how much exposure does the student have to English prior to enrolling a typical benchmark would be five to seven years for a student to become fully proficient in a language we don't often see our youngest learners who maybe enter as elseis kindergartners stay in as being identified do that long because as a young learner who is exposed to English in a classroom setting for a period of time they are picking up the language at a pretty quick rate and as they're learning early literacy skills they're gaining that in the first language but it can take up to five seven years first to to become fully proficient in the language again there are also other factors that come into play
017but I would use that as as an average okay and how do these numbers compare to previous years so I actually don't have comparative data right at my fingertips for that this is also something that the state using the last links in this way and this version of assessment is relatively relatively new they've been doing and I think for this version of it for about three years and it's just not coming into our accountability index of course just at the moment when they're doing that they've weighed that and that for this year but I think we're in about three years of this platform I don't have all the historic data right at my fingertips but I do know when meeting with Pat castle and Kristen Castellano at the elementary and middle school on the number
018of students who I met the exit criteria and the number of students who showed banner growth were both they were both pleased with the progress that students had made of that so that that's the benchmark that I can can tell you tonight and I'm more than happy to go back and look to see okay comparative comparative data on that but I know that we were pleased with the level of gain and what emergency okay and that was gonna be my follow-up if just a almost a gut reaction to the numbers if you okay all right all right next area of discussion the remote learning feedback I believe you all have access this link tell me if you do not yes okay so about the goal was on the 29th of April we sent a survey
019out to our students much like we did to our parents and our teachers and we had 703 responses not really what I was hoping for now I believe people when they say that our students don't like to check their email that they're much more apt to use things in an so I can appreciate that we had a similar representation between eight and twelve percent from all of our grades across grades three through 12 and some of the things that we ask them about were you know how has your transition to remote learning been and again we kind of put that into three buckets was it challenging eighteen percent said yes was it manageable sixty-six percent said it was manageable or was it easy and about 22 percent said that it was easy when we asked
020about we were we're trying to get at what this next question was how can we take this information to help students and what kinds of things do we want our teachers to know because this is all this environment is very new and the question was how clear are the expectations and directions for what you need to do in remote learning so a teacher who is used to giving so much orally to now have to translate that into written assignments we wanted to see how that was going and so fifty-three fifty-four percent said that it was clear 43 percent said that it was somewhat clear so we're looking at let's see 96 97 percent saying it was clear somewhat and then not clear was that under five percent remainder so we took that information to our
021teachers to help them better communicate how easy has it been to make contact with your teacher sixty percent said it was fairly easy 36 percent said somewhat and then the rest said not not easy it's it's been difficult some of the feedback from the from the teachers was that this is difficult for everyone in that you're used to getting your you raise your hand or your teachers right there moving around the room moving around the room giving on-the-spot feedback and this certainly is more difficult I have a question at two o'clock and I send an email to my teacher she may have a list of you know other emails that she's responding to so that's gonna take a little little more time so we're thinking that that may have been where some of the now
022some of the challenges most of the correspondence I have had with my teachers is we're trying to get an idea of where are they spending the most time how much of this is about feedback how much of this is about an assignment and how much of it is other and we found that the technology was only a small small sliver sixty five sixty six percent was about an assignment which we think would probably be on target and then 22 percent is about feedback on something they've done what we're looking at now is digging into how can we help our teachers to provide feedback in the digital world in this remote world so as we think about next year as we think about the rest of these weeks as we think about professional development our team
023has been looking at ways in which teachers can provide feedback to students in in is much of a you know to cut down on the time limit of that as possible so that's an area of focus for us most of my correspondence with my teacher has been knowing exactly what to do with with an assignment and then we have I'm sorry this is this is not clear so we again pulled told students and a lot of them it was about assignments sixty six sixty sixty six percent twenty two point seven percent was I'm not seeing the hair I apologize I'll have to get you that I'm looking at the same PDF you are and it's not as interactive as as my document so I'll have to pop into my document the next question was about
024connectedness we are very worried that kids aren't feeling connected that we want to make sure we're providing them opportunities to be connected so you've heard a lot about videos you've heard a lot about individual Google meats and some telephone calls so when it said the question asks while I am not physically attending school with my teachers and classmates through remote learning I feel totally connected which was twelve point three percent of students so a the smallest number somewhat connected over seventy percent and then not at all connected 17.2% so our hope is that with additional with the addition of the cameras that this really lends itself more to kids feeling connected with their teacher and with others and while I'm looking for the answer to that other question for you because I really need to
025find out what that 27th 22.7% is do you have any questions for me Marlene thank you no questions I think some of this was reviewed Thursday night to sardis these students so Thursday night was the parent survey right yeah students so the reason Milly as it seemed some of the percentages more or less correlated I think almost as well sort of parents are saying in terms of responsibility was too much too little just right those nice it Lucy I think moving forward if we continue to do more online learning the fall depending what happens then you'll see I would try to find out a way to solicit more feedback from the students you know it's be nice to have them all I know it's tough I am pretty sure my daughter won't really respond us
026as an app emails that is but you know we fight for the four ways in think agent more but that's a girl yeah Tony that's a that's a great point I envision us having an additional survey before the close of this year specifically around planning for next year and what I'm thinking is asking for the teachers help in that and sort of having it you're not as part of an assignment but here I'm gonna give you five minutes yeah yeah please do you know please do this then I think we can get an increase in the number at that point in time we didn't really want to put another requirement on them but going forward I think we might need to to go yeah help you know help themselves I think they won't mind that
027it's understandable not putting more on that right now slow way that was it thank you okay you well I don't want to hold you up I'm gonna continue to look at this I pardon me if I'm so close because I'm looking at my tabs at the top the next item that we we put on the agenda was the Memorial Day music events and I invited John tuner to be here with us tonight because he had a really great idea that he had shared with Jeff and I as something that we could do in lieu of the Memorial Day Parade so it's not going to be a parade but I'm gonna turn it over to John so he can tell you a little bit about what he and his music department are working on thanks Marlene
028good evening everyone it's good to see all of you in isolation these are the one time this is the one time that we can connect and appreciate that opportunity I want to share my screen real quick here see if I can do that here I've got too many things here my computer using one monitor yeah let's see if you're seeing a PowerPoint now yes all right okay I'll put you in the mood here put the American flag up well think positive thoughts for Memorial Day and as we're looking at that well the music department came up with an idea and actually this this came from another colleague of ours that is happens to be a parent here in town who's engaging in the similar project in their town but what we'd like to do is
029present a Memorial Day performance and this well obviously we'll be honoring the memory of the brave men and women who died while protecting our freedom and serving our country and it'll be a solemn performance but it will also be coming together of our students and community the music departmental engage in a unique performance on Sunday May 24th 1:30 p.m. which is the date and time of the Cheshire Memorial Day parade and that would have stepped off right at 1:30 and we're encouraging all of our k12 music students we're members of their school's band Orchestra chorus and general music classes to perform and patriotic selections from their front porch or front yard starting at 1:30 p.m. parents will be encouraged to take videos and photos and share them with their music teachers in hopes that we
030hope to put this together in fact I'm going to talk to Mike song meaning after this meeting send them an email let's see if my people help us with this to put together a video collage to be shared out for all to enjoy and participating students and parents will be asked to follow all local state and federal regulations and guidance regarding kovat 19 precautions including social distancing and limits on public gatherings so we would like students to stay in their and their front part the porch the front yard and so on we will post a compliment tracks along with the instrumental parts and lyrics for students to use and learn and then perform the musical selections I will be able to open up the video or audio files and play them or sing along with
031the accompaniment tracks and that will all start at 1:30 all the links will be up there there isn't going to be a time to sequence but you know students can't we'd like them to start at about 1:30 on that Sunday if possible so that would be a community type event and the rain date for that will be Monday the 25th at the same time the program will begin with the Pledge of Allegiance and we're looking to reach out to our Cheshire Boy Scouts if any of you have direct contacts with those folks so if you could pass those on to me I'd appreciate it I know some some parents that are affiliated with the cap of the Scouts but would like to make sure that we're connecting with everyone that we need to and hopefully
032that'll be a video of the Pledge of Allegiance by our scouts followed by the national anthem right now grace a Zillo senior treasure high school students who has done quite a bit in the choral program will be singing singing that and Greg Bell has put together the accompaniment to go along so people can sing with that recording so that'll be a video actually actually sorry that'll be an audio after that the first ensemble piece will be America the Beautiful and that is for all students to participate in k12 so that's the one piece that everyone is going to be teaching in their lessons in fact that has already begun in some classes already and then additional pieces optional pieces to be performed Yankee Doodle you're a grand old flag I know some elementary schools are
033working on those pieces and our string students our own mentor strings are working on Yankee Doodle and then the five military service songs are also there the melodies of those and we thought it was important to include those in case students wanted to learn those especially if they had a relative or someone that they knew who had might have passed or currently serves in one of those branches to be able to perform that and then the last part of it will be taps and that'll be performed either a video or an audio by one of our Cheshire high school senior trumpet players I've reached out to John White we as all of you know is a member of the Cheshire veterans Council and he fully supports this project and it matches up really well with
034what he and the Veterans Council are planning to do over the weekend on Monday at two o'clock on the 25th on Memorial Day the Veterans Council is planning to hold the ceremony followed by a military flyover of Cheshire John said he would try to incorporate our student recordings of the Pledge of Allegiance and the national anthem and the accompaniment track to America the Beautiful and I think we're going to try and have a soloist sing that as well so he can actually use that recording in the ceremony and then taps at the end of the service and he really supports this project thinks it's it's it's great and he appreciates the student engagement honoring the spirit of Memorial Day so we think it's a great project for our faculty k12 all of our students to
035do something together since I know students are missing that performance that we normally would have in fact last week would have worked our spring concert at Cheshire high school and and we missed having that performance very much you know where seniors have so we're hoping that students will have that opportunity to perform not together but in spirit performing together so if any of you have any questions certainly ask away thank you I don't have a question but can I just respond oh absolutely so I think it's remarkable I'm so glad that you're doing this and I know how much how important music is to the education process as a whole and so it's fantastic that you've come up with a way to get the students back into their music practices and lessons because it's it's
036so important to many many of our students in in the district so thank you for thinking outside the box in these tough times absolutely and I know students really miss playing together yeah we have a lot of solo assignments and and they've really missed that that experience of that ensembles so this is not an Istanbul experience but it is something we can share together and and it's a real positive thing for all of us to be a part of so thank you I just like to echo Anne's comments I I have the privilege of living across the street from Juliana distante and I can't wait to hear her sing so she's participating well maybe you can encourage students to participate right there as long as they don't you know get too close to someone else
037so from a distance yeah but thank you absolutely you're welcome and these arrangements by the way everyone can sing along so you could you could sing along also and other people in the community that the parts will be there for people to open up their PDFs they're very simple to follow along we've got the text right underneath the notes Gregg bells putting down some nice accompaniment tracks for us to be able to follow and have everyone in the community sing along if they'd like to I just want to say thank you as well John I love the idea I think neighborhoods are enjoy this as well so it would be a bright spot in their days and I'm sure for the kids it's being out there playing you know from the heart it's always the
038right oh great you're a busy guy normally without some kind of a virus going on and yeah so thank you for out put it together in coordinating it I just wondering uh with transitioning to online learning if that's actually helped you or not in terms of maybe in some more time with the kids online I'm not sure how the online forums been working for most kids I know my my daughter's it's fine with it but I hope it gives you a little more time with the kids well yeah it's very interesting because normally my classes are 60 to 120 as you know and this is very different and so being able to connect one-on-one there is something to be said about that and I really appreciate that but on the other hand it'd be great
039to have a little bit of both if you could have rehearsals back as well and it's especially for students who might not be as motivated to engage in that practice because you know it's work practicing his work and being able to have that that experience of that ensemble it's I know that everyone's missing that so I don't know the marching band folks that I mean the kids are wondering what's going to happen and and I've been talking to Steve Truffaut about what's happening with athletics so we're planning accordingly to be able to do whatever we need to do to be able to adjust so okay well great Annie thank you for popping out through all this I know it's not easy normal times but again thank you okay anyone have any other questions or comments
040thanks so much [Music] yes question so how how do we the members of just the general public how do we find out about it and how do we get the link and how's that gonna be appetizing because I want to stand from my front porch yeah we're gonna try and post that I'm gonna speak with Kelly lens if I can't get in the Kinect Amaro in the next couple of days to see what we can do to get a press release out and also put put a link up maybe on the Cheshire Public Schools webpage to the files because they are folders the arrangements we we don't have absolute permission to make these arrangements but they are not full arrangements so I think it will be okay no but it's just the melody there you
041know the accompaniment is not going to be shown we'll just post the parts so I think I'm sorry love the hair and sing as well [Laughter] somebody to videotape me yeah but you know if we could get the details we can put it on the education form we could also get it on the community forum and just continually hit it make sure it stays up there so I could work with Kelly sure yeah if we're concerned about the copyright I was thinking we could just share it internally with anyone with the Cheshire Public Schools domain in that way too so we'll get the word yeah very good good thank you absolutely thank you and then last item is behind the scenes of Cheshire Public Schools during the closure so that's actually a great segue as
042Mike and John are talking about how we're going to get the word out because we've been working on a way to convey to folks what's been happening because while our campuses are closed our schools are certainly up and running in every conceivable way so we thought we'd start with a small group and then expand out to our full faculty but we've got a couple of videos and I thought I would share just one tonight to give you a taste of what you'll see on social media from the Cheshire Public Schools and so if you give me a minute I will present my screen and this video that I'm about to show you is of our one of our teachers who serves as our technology integration specialist you've probably heard me mention Scott Conway's name before
043can everyone see my screen yeah okay so here's a taste of what behind-the-scenes of Cheshire public schools during campus closure we'll be looking like hi I'm Scott Conway I'm a technology integration specialist at data and software administrator for Cheshire Public Schools it was seven weeks ago today that I moved out of the basement of central office and into the basement of my home where I set up my makeshift office and I have continued to work from here every day to support the over 600 faculty and staff and the over 4,400 students and their parents with all of the software and hardware demands that they now have in this new remote learning environment and I think one of the best things to come out of all of this was the establishment of a daily livestream I
044have been providing at 12:30 every day a lunchtime livestream for our faculty and staff to learn more about some of the platforms in the core software suite that we use in the district on a daily basis and it just gives them a chance to either learn something new or enhance their knowledge of one of these platforms and it's been a wonderful time a stressful time and I just hope that we can continue to support the staff and students in the way that we have okay so we have a number of those set to roll we have a lovely one by Amy O'Brien who as you all know is the Doolittle School Principal where she talks about how she spent her day setting up class lists and cultivating classrooms for next year making and I won't
045go into it I'll show you that that one's coming next but um those are just some examples of what these little behind-the-scenes glimpses look like so folks know what's happening during the campus closure and I did find that piece of information from that survey the 20% was feedback so I'm sorry that you couldn't see it on your PDF any questions so these videos are gonna be on the website and well they'll be on our social media outlet so they'll be on Instagram and Facebook and Twitter who they already are they've been running last several days probably last week and you got a couple hundred views of her video okay do you have any comments no nothing really related to the agenda I thought tonight was great I see the results from the testing both love
046the presentation of John Connor Kenway from Memorial Day neighborhood sure the ward isn't looking for but we had a few on our street like can't work every night it'll be fresh in here for kids played out there playing I so I'm nothing for the agenda I just gonna ask when do we think all those really pay for gravities didn't fall sleep if they're quite so much needed rest for girls period but what do we think wool has some idea for graduation for high school middle school you can a couple meetings do you guys think will be in the end of May if sooner just get a ballpark a lot of questions I know it's a work in progress not gonna hold you anything just made curious you guys are what we've been doing is analyzing
047or basically trying to create every possible scenario which is time-consuming and challenging but you know for example I think I shared last week we were chasing down the movie theater see if we could use that as an option the drive-in theater in southern 10 unfortunately we can't you know what we're waiting for right now is guidance from the governor because things you know kind of changed a little bit and we don't want to put out options to our students into the community our parents that really we can't fulfill because of the governor's order so for example like last week you know the kids in my house we're excited to hear that summer camps would be on and then today there was kind of clarification on that that well not sleepaway camp sits only day camps
048with like 30 or less kids and so you know we want the actual directive to come from the governor should come this week and once we have that our plan is to serve I survey our senior students and parents about what options we can kind of do in it obviously the preference is to do as much as we can in person with the group so you know certainly one of the options will be pushing it back later into the summer fall though we're trying to get some guidance from the state as but when that could be got ya just curious I'm sure you get the same yields I'm getting I'm not sure the middle school and you know the elementary promotion ceremonies are a little bit different well you know they're worthwhile it's a little
049bit different than a culminating graduation ceremony so you know that's more likely to be virtual in nature got it thank you Jeff sure Jeff along those lines have you is there any any feedback or any advancement on what's going on with the play also are they yeah like the graduation we're still waiting for state guidance around when people can actually get together they're still saying like the gathering of more than five people would be you know through the end of the month era end of next month so unfortunately that would kind of call off the play at this point to that point to the end of end of June so we're hopeful that that will change and that our our students will still have the interest and flexibility to be able to come off and
050if I can just add students are recording some of their pieces to be able to show it virtually so that will be available and they're trying to adapt to this environment and back to graduation we've had I send something out today that I think was posted on Facebook and that just indicates the timeline of how we've been communicating with students pto with our folks just just trying to involve everyone but like Jeff said to put out specific options until we know when we know it gets complicated [Music] marriage again thank you all for I mean not just obviously working through this fiery situation but but just the planning of graduation your negativities I know it's Morgan's graduation there is a textbook drop-off pick up the lockers a slew of things you sent out I thought
051the letter you sent out to us parents the high school on Friday you know this is why that's so I know it's not easy buttoning it so thank you and I think you guys are doing the right thing might not cancer sufficient so you know what you know so but again thank you for your help on this and then just to generally your level of communication has been great and you're talking you're on mute I hear well baby's name wishful thinking Tony just commending them on their communication the school community that's all thank you have we gotten any comments coming in I'll double-check again but we hadn't I don't know a mood all right um second I second discussion all in favor aye all right thank you everyone thank you good night Marlene I need