001Okay, so David's here with me, and I can notice that this meeting was given by the Prada Post who have said notice to all district schools and other public places. The mailing in and delivery have said notice to the city newspapers, the Asbury Park Press, the Manhattan Patch, and finally with the Clarkham, Manhattan Township, and the Clarkham English Jambara. Please call the roll, Jeffs. Hello. Mr. Berber. Okay. Here. Mr. Greene. Here. Mr. Turd. Here. Mr. Hayes. Here. Mr. Lucas. Here. Mr. Parisi. Here. Mr. Santoro is absent. Mr. De Setti. Absent. And Dr. Wallace is absent. We have a quorum. Please rise for the black suit. We pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, one nation, under God, indivisible,
002with liberty and justice for all. Mr. Wallace has arrived? Welcome. Oh, Jesse's coming also. Alright, good. Alright. Can I have a motion in a second to adjourn to executive? These are for HIV overview. Do you have any questions on the HIV safety summaries? Anyone have anything? For Dr. Santoro regarding the HIV summaries? None? Okay. Then we will be skipping. We will jump ahead to our presentations. As I shared with you, if attendance is over 10%, the state makes you create an action plan. Unfortunately, this year the ELC and NEMS had to be placed on an action plan, and that action plan has to be presented at a board of education meeting. So Ms. Foy and Dr. Fiorillo are here to discuss their corrective action plans. Ms. Foy, do you want to start? Okay, I think
003that's better. You can hear me, right? I may have to lower it. Good evening, everybody. So unfortunately, we're here because the ELC is above the 10%. We were 13.4%, which is above the state threshold for chronic absenteeism. Outside of the regular attendance policy that we enforce with letters and phone calls home, we certainly do other things as the ELC is the introduction to the district. So we're informing parents about the policies, the importance of attending school and having your child come on a regular basis to feel connected, successful academically, socially, and emotionally. So we did do a survey from our parents this year, and out of the 56 responses, 100% of the people said the main reason for absenteeism at the ELC is illness. And really the second most is a family emergency, a chronic
004illness, or a doctor's appointment. So most of the absences are centered around illness, which I will say when you're the introduction to the district and you have three, four, five, and six-year-olds, they're apt to get sick a lot. For some of the students, it is their first experience in school, they can be out for a few days in a row, and certainly with our specialty programs, we have some students that fall into a high-risk category that may need more appointments and support comparatively to our other students. So we do a variety of things already to try to encourage our parents and students to be coming. First of all is that engagement, having them connected to the school, feeling a part of the community, and wanting to come to school, which luckily at our age they
005really do. And we follow through with monthly newsletters to the parents about the important statistics about reading and learning their foundational schools and how important it is to be at school. Then with those students that kind of beat that threshold above it, we have some other things. We do student check-ins with the teacher, the guidance counselor, maybe another adult buddy, such as myself or the assistant principal in the school to sort of be their cheerleader at school. And then we do follow through with district support if needed. Students are brought up at our problem-solving committee. If we think there's something else going on, if there's any other support that we can provide for the home, it might be a simple phone call as we see your child's laid alive or your child's missing school a
006lot, what else can we do? Is there something going on that you need support for? And that's how we work that. The other things that we are going to add in this year is we're going to continue on with our classroom lessons on good hand washing and covering our sneezes and those early childhood things to try to help our students from spreading germs in the classroom. And the nurse will take a part in that and the teachers will as well. We will continue sending our monthly newsletters to give some statistics and facts about the importance of attending school. And we will continue to have meetings. We also hold we call it no child left alone program, but basically what we do is we make sure that every student within the ELC is connected to an
007adult outside of the classroom teacher. The classroom teacher obviously is connected with all of their students, but through special subjects, support teachers, administration, lunch, assistance, we make sure that everybody on the list has another person that is a go to person that checks on them regularly. And for students that weren't connected, we select those students. So it might be a parent pick up or a rival. We're looking out for those students to have a connection. When needed we sit down with parents, obviously outside of phone calls and visits, we create individualized plans as a collaboration. You know, not a punitive measure, but certainly telling them that this sets the stage for their children's future and how important school is, but certainly we want to work with them collaboratively. And certainly over years we have seen
008more students have some social emotional struggles, but quite honestly it's really typical with early childhood is the first time they're coming to school saying goodbye, so we have supports in place to help, and sometimes even helping the parents for that support. That the children might have the tears for a minute, we're going to follow through with a phone call, they're good, and we're saying listen, it might be hard on the bus or hard on the parking lot, we're going to support you, that's not a reason to stay home, we've got you, we'll support you here. So we will continue to work on the health and wellness, we will continue to work on the importance of attending school and laying that foundation for enjoying schools, but also making the progress that we expect to make. And
009the statistics are out there, you know, just as far as the ability to read and meet standards based on attendance in school. So we will continue to educate the parents, work with them collaboratively, and certainly support them outside of the classroom with our school supports and maybe outside supports if needed. Any questions? I just wanted to say so this year, well the 23-24 year is lower than the 22-23 year, and my question is, it says with the statewide chronic absenteeism rate, it says for old grades at 14.9%. Do we have stats on just kindergarten across the state or even in our county? Are we comparable with other districts in kindergarten only? Unfortunately, it's not broken out that way, and even for our peers, most schools aren't run as early childhood only. Also, it's important to
010note they don't count preschool in that because the attendance policy starts at kindergarten even though we follow it for preschool, it's reported that way. So we don't. I really put that on as the comparison just to let you know that while we aren't meeting the 10%, we are below the state average and certainly we've made trends downward in the past two years. We did start the newsletters this year, more of education for parents about maybe thinking twice about, you know, letting the child stay home that day or taking a vacation or something of that sort. But that's a good point. I certainly can see if we can get some of our neighboring districts involved. Okay, thank you. Thank you. Maybe you're going to get to, I don't know. But in the April 2025 district survey,
011it says 56, 56, 56 for the different things, right? Like, was that, we had 56 absences total? 56 parents responded to the parent survey. So out of the total responses collected to our survey that went out to the school with about 300 students, 56 parents responded. Okay. So then that would mean that all 56 had someone that was sick, right? Just so I can make sure I get this. Yes. And they did have the ability to mark more than one because obviously your child's out more than once, it may be for various reasons. One time it's an illness, one time it's something else. But yes, so they can double tag or triple tag. They have the ability to mark why their student was absent over their range of absences. So that's why you see the
012number there. Now, I appreciate that clarification. Now, I don't mean to put you on the spot or nothing, right? Because we are talking about kindergarteners four or five years old, right? How can a that age kid have refusal to go to school? Like, that, I mean, that's the bigger concern, right? Like, that would have to do with the parents, but they don't understand that they're legally liable for these things. You're talking about the seven at the bottom, the seven out of 56. Yeah. Right. Isn't that mean? I don't know if that's just one student or anything like that. So it can be a handful of students that mark that of, you know, not wanting to go. And that's where we really follow up with you get them in the car. We'll get them out of
013the car at school. We'll work with you to get them in. We'll make a plan with the classroom teacher of something positive. So if they communicate that to us when we have that meeting, we'll try to do our part and we want them to do their part at home of getting the child to school. No, I get it. I'm just trying to make my, you know, and then the 11 had athletic events at four or five years old. I think that's probably more family-wide than specific my students, but they probably missed school because of siblings or family. Yeah, no, I mean, that's just, athletic events is a fifth of the absences. Right. It's just, I'm just trying to understand this. That's all. I'm not trying to be difficult. Oh, no, no. So the survey, just
014so you're aware, was created for the whole district. So the questions were the same. So it wasn't tailored specifically for the ELC. All schools received the same setup. So I think some are probably more appropriate for, you know, other grade levels. Right. But these results are just for the kindergarten students, right, and they're out. Correct. Right. So I think sometimes, you know, they will say, you know, we have travel X and we're taking our, you know, our child out with them. All right. Cool. Thank you. You're welcome. Certainly we talk about, we put it in our handbook, scheduling appointments outside of the school day. Some of our students do need to see specialists, which we know are difficult. So we certainly work with parents and our understanding to that, you know, to make them early
015or late so that they can come for part of the day. But obviously encouraging them to, you know, attend school so that we can get the best of, you know, what they need to get in school, for sure. And working with students. You know, you get tiers at three, four, five, and six sometimes. And that's hard for a parent, sometimes harder on the children. So we certainly want to have that relationship that we can work with them to encourage them to be here regularly. I just, I have one question. Is there any data as to, with school avoidance or chronic illness may really do, do you have it by like kids with IEPs versus Gen Ed? Is there any kind of statistics for that? Not statistics by that. I mean, 56 is a low number,
016so I can kind of do that myself. I would say we get, we get both. We do get some that fall in the category that do have situations where it's making sense. And then we do have others, unfortunately, that is their first experience in school. They got sick for a week or two, and then they had something else where they were missing school, so they hit that threshold themselves. I think that the ELC is a little difficult too because it's just a kindergarten school. And yes, the data is only for kindergarten, and anyone that's had children that's been down, like, I'm not going today. Okay, kindergarten, you don't have to go today. I had a kindergartner at school avoidance at the ELC, so I feel the pain. I'm just curious if there's any correlation with
017that, but I don't need to answer. Those numbers would be small, and quite honestly, those students that we have that situation with, they actually rectify that faster because we're not able to put a plan in place with the parent, with the classroom teacher or counselor or myself, and we kind of can work that through the first few weeks of school, once in a while after break, so it will pop back up. It's really the other situations of first time school children, I think, that get sick once or twice, and then they had a vacation or a sports event on top of it, and it pushed them over the threshold. Thank you. You're welcome. This is a different question. I'm happy to stand if you need me. Thank you, Miss Boyd. Thank you, Miss Boyd. Dr.
018Pierillo. Over 10% of your school population has chronic attendance issues. Your dean needed improvement. We were at 10.9 last year. As I believe Ms. Parisi pointed out, the state average is 14.9%. Because my building is 7 to 8, there is a little bit more information available disaggregated out. Just to give some context, this is an issue that traditionally gets worse as students get older. The sending high school district is hovering around 25.5% to give some context. Without naming schools, I look at comparable middle schools in the region and they're somewhere between 11 and 18%. So the numbers do, unfortunately, tend to get higher as kids get older, I think, when the parents have, to be honest, not defined. It's much easier getting him out the door than is my 7th grader some days. Also, you
019end up doing sometimes increasingly more complex things. So just as far as some data, I know you asked about that secondary level is a little bit easier to disaggregate out. We used three sources of information for this plan, just so you guys know. There was the state reports, there was the survey that went out to all the schools, all the parents in the district, to Mr. Chitsky's office, as it was the school he referenced earlier, and then we've been working through a grant to the state with Ron Gertz on a comprehensive mental health grant. So we used some information from our kind of internal research in that grant. So if you go to the third page, we talk about that a little bit, looking at the 23, 24 8th graders and 7th graders, we tried
020to look for overlaps between attendance and a couple different other indicators. So of our students who had 18 plus absences, and also had a disciplined referral, that only made up about one and a half percent of the school, of the 8th grade population. But when we looked at the students who had chronic attendance problems, that was the biggest corollary we found. Out of the attendance, the chronic attendance in the 8th grade, 23 percent of them also had a disciplinary referral. I don't have a number in front of me, but somewhere in the middle of 5 percent of our students ended up with some form of formalized discipline referral. So that's at least 75 percent of the 8th graders who were chronically absent on account for it, but that was one group that were able to
021find a correlation. As far as special education services, and free and reduced lunch, we didn't find a large enough correlation to look at. The same thing with the 7th grade. That number held true. About 26 percent of 7th graders lashed two years ago now, who were chronically absent, also had a disciplinary referral. I'll talk a little bit in the plan about administrative oversight. I think in that group, those were a lot of the kids that we were catching and implementing things for. They weren't effective, but we were catching and implementing things for. Again, another 75 percent of that group that were not registering on other things were not registering from other indicators. If you take a look at the Maryland survey, that's the fourth page I think I want to give you, about 525 district
022respondents of those 214 identified as having at least one child in MEMS. There are some overlap answers because some of those indicated they had a child at MEMS and end. But 214 parents indicated they had children at MEMS. I thought the most interesting number that came out of that was about 89 percent of them indicated they were well aware of the district attendance policies, because it's one of the questions, are people aware? Again, there is a selection bias here. If you take the time to fill out the survey, you sort of self-selected yourself out. So does that 89 percent represent the parents we're trying to get to? That we can't tell. But of the students, of the parents who, of the MEMS parents who answered, said someone they were 89 percent indicated they were well
023aware of the attendance policy. The other one that I thought was just interesting to highlight is down at the bottom, we had six who indicated that, you know, bullying or some form of anxiety might be a reason for not attending school. And I thought that was interesting, it's the wrong word. But you tend to think if they're not coming to school then there's a reason. And you wonder if this number would then be much higher. Again, there's an element of self-selection, because even though I second, I made a secondary list of all the parents of chronic attendance students and re-sent this Paczynski survey to try and encourage, like maybe six on the second time, but again we can't account for who filled that out. Mr. Say, I just want to know what the survey group
024number was out of the six, was that the 214? 214 parents indicated they had a child in MEMS out of the 525 who filled the survey out district-wide. That was just six out of that 214? Yes, that was out of the 214, sorry. Thank you. Two of the things that we were doing the first are tier ones for everyone. We're about our third year to every student in seventh grade receiving a Skills for Success class. In that class they do goal setting, they do social-emotional intelligence, they do a variety of skills, and again all seventh graders cycle through that. This was our first full year of doing monthly assemblies with the guidance counselor and the assistant principal for each community to try and touch on a variety of topics, attendance, goal setting, looking at your
025weaknesses, looking at what you need to improve on. That's what our HIV lessons and things like that. And then midway through the year, again, part of the work of the grant we were doing with Rutgers, we rolled out a sort of field test of our PBIS program for the school, which was the positive behavior management, rewards, raffles, student loans, all that kind of stuff, things that went along with that. So those are things that were available to everyone that we're continuing to try and do. Because at this level, we know, for those of you who remember when we began the eSports club here, with this grade level we're always looking to try and find some sort of connection. The maturity maybe to understand the, oh, if I don't go to school this is what it
026could look like in high school that hasn't developed yet. So we're always looking to try and find ways to find a connection for the students so that they just kind of want to come. As far as things that are available to a target group, we run guidance groups, we run tier two one-on-one counseling with the grade level guidance counselors, and we're, and again, this is a summary of, I believe at this point on page six or so, I'm just kind of going through the highlights. This was our first year making use of the school mental health commission. Her first group of students were all students who had chronic attendance problems previous, and we were worried we were going to be on target to continue that. That group and the other ten student needs quickly became
027much larger than we anticipated. We had a very full schedule with our most needy students very early on, but that was something we kept. There's been success there, but it's kids who are at 45 and they're now down to 30. That's huge. That's great for them. They're still chronically absent according to the state. So that's the most extreme examples. As far as our goals, we want to continue to make sure the parents understand the importance of attendance. We want to continue to increase student connectedness engagement, and we want to take a look at the 75% of students I referenced earlier or 75% of chronic absentee students who don't hit on another marker and make sure we have increased administrative and guidance oversight on that group. Again, to try to make sure that we're catching them
028as early as possible with the letters, the parent meetings, the various interventions we have available for them. So moving on to with the last fill-down page, because the rest are things we fill in as the year goes on, as the plan commences. Continue the Bears PBIS initiative. Increase greater administrative oversight beginning with communication. We had a lot of success this year with our zero tolerance cell phone policy, and part of that was communicating early and often with the parents, so we want to try and take the same tact at the beginning of this year. Continue our targeting groups, whether it's making use of the guidance counselor or the school mental health clinician, again to try and get those kids earlier. And then continue the tier 3 counseling for the students who are the most in
029need. That is the sort of summary of what I presented you guys with. You used to send security team who was chronically absent. Is that at all part of the plan? Or would you say it would be integrated here? No, we still do that frequently and it's usually either myself and officer Hackel, one of the assistant principals and officer Hackel, sometimes case manager and assistant principal, but we still do that. To mix results, sometimes it's helpful, sometimes they turn off the lights if I've had that experience before. And Mr. Hackel will take parents to court if it's egregious. These interventions were implemented this year? Yes. And will we see data as to how effective these interventions were on that received it? We will. I'm worried, to be honest, just from the kind of early returns
030we've had, we know we haven't processed everything from the end of the year, but some of the problems that don't seem to have been, I'm not confident they've been rectified yet. I'm not confident they've been rectified. We haven't done all the data for this year so I can't tell you what my 10th percentage is. Yes. The PBIS reward? The day-to-day. At first, you had a mix of some kids who were really, really into it, and then you had some kids who were definitely kind of after the initial assemblies or, you know, I hate to say handed up and handed up, like, can I get a ticket? But we ended up originally we were only going to do like one monthly raffle, and the other ones were just going to be, you know, a brief announcement
031or something like that, and I got a lot of feedback from the homeroom teachers that when I got on every Friday and was drawing it, that that generated excitement. So I ended up drawing unless I wasn't here every Friday for the school year, and that seemed to be people said during the morning announcements that got the best attendance. I think it got positive traction. I think that was the most important part of this year. Whether it's going to have an empirical impact, I can't tell you yet. Our goal this year was, one, to do it so that we would know going into next year what the problems were. Whenever you start something, it has to be anticipated, and then hopefully with a full year the idea is it will just create a little more of
032a culture of this is how we're supposed to act. With the agenda, change anything else to add? Over to public comment. If I can speak, please come up. You have three minutes of mic. Oh, that's back there. Eric, you don't have enough? It has not appeared anyone is looking to speak tonight, so we will close public comments. Thank you. After the awards information, anyone have any questions related to enrollment? I looked back just to see comparisons to last year and the year before and just kind of track the numbers and we're continuously following that downward pattern in terms of enrollment. We anticipate the numbers to go up. I'm kind of wondering when that may happen with the growth in the building going on. Throughout the district, it's interesting to see that the numbers are not
033going up yet. Maybe it's just, you know, it just hasn't happened yet. We had between 500 and 600 to 650 students in a grade. Around the current fifth grade, that drops to before 450, downward. You have to think that we're getting probably about 400 in, but then 600 are leaving. So we estimate for next year, before anyone that moves into town, a drop of about 300, if nobody was moving into town. And now we'll see what happens when they move in. Because that first year is also interesting because kindergarten will come in with about 300. And then more kids come to first grade because they go to private kindergarten. So that actually brings it back up. So yeah, we're estimating, usually estimating about 400 coming in total. And 600 going out. And then we'll see
034with the new developments, what they break. But if you ask this boy, she's getting new registers. They're up three classes in kindergarten. We'll continue to track that. It'll be interesting obviously to see how that plays out if we get towards the full. And also, as some new projects get completed. Yes. Thank you. I just draw some attention to the referendum committee meeting notes we met on June 9th. And reviewed the upcoming schedule, which is now in effect. Look at the ground. Things are happening at different buildings. I happened to live near Pinebrook School and noticed the painting project over there has started. So we talked about all the issues regarding the schedule. And I'm happy to report certainly our administrative team, our construction team, our architects. Everyone is on it. And I'm happy to see
035the projects have started. And I'm looking forward to a successful summer. So thank you. Bless you. Just to follow up on that, we've already begun at Memphis, Webrock, Brook, Milford, Brook, Clark, Mills, and Pinebrook. The five of our schools are in full motion. Lafayette has not started yet, but they were just paving and telling us as well. And two, to just also add, we did have a minor scheduling issue that required us to reach out to now in Township. And they could not have been more accommodating. So I just want to also thank our Township committee, the Township Administrator, Tyler Loverich, and their team over there. They were very helpful in working with us on the issue. It was resolved. As I said, things started yesterday. So thank you. Anyone else? I'd like to just
036speak to the bond sale that took place this morning. We had our scheduled bond sale on the $115,378,000 for the school bonds series 2025. And it was quite interesting. We did receive six bids, five of which needed to be rejected due to deficiencies and issues with their good rate deposits, which is extremely, extremely unheard of. There were different reasons why we had to reject them. But we did have one successful bidder. So the bonds are being sold to RBC Capital Markets at an interest rate of 4%, which is exactly where Phoenix Advisors, our financial advisor, during the referendum planning process and all the presentations where they kind of estimated us to be, those are the figures that they used in their projections. So we're right on target with that. We hope to have them come
037in a little bit under, but some things that are going on right now in the world have kind of made the market a little wacky than they've seen in the last few weeks, that some rates have gone up a little bit. But I think we're still good. We're within our projections and everything is as we expected. Any questions related to the bond sale? Thank you, Ronnie for providing that information and all the work I know that you've been putting in on the scenes to prepare for that and get that done. Okay. On item G, action items, administration, can I have the motion in a second? Items G1 through G3, please. Mr. DeSetti, Mr. Kane, any questions? Just for clarification, the 3-son is headed to the 19, that's what we got the talking to from. So
038the 3-son was added to the 19 for a total of 22 MIBs? Thank you. Yes. Yes. Motion passes. H1 through 28, can I have the motion in a second please? Mr. Green? And Mrs. Tarr? Any questions? In reference to the approval of the TWU memorandum of memorandum, that's number 12 on there, to be on that committee and I just want to thank the TWU for making it a smooth process, we knocked it out in two or three meetings, we're on that committee, so I'm glad to see that came to fruition because we want our bus drivers in place so thank you. Thank you. I just wanted to specifically point out and say thank you to Lafayette Mills PTA for the huge donation which was used to purchase water filling stations and a book vending machine,
039$29,000. Great job there, thank you. Mr. Ferber? Yes. Mr. Green? Yes. Mr. Kane? Yes. Mr. Parisi? Yes. Mr. DeCetti? Yes. Mr. Wallace? Yes. Motion passes. Thank you. Can I have a motion in a second on Before you move on, I just want to also mention the federation that we negotiated with because the federation also it was a very smooth process, we were done fairly quickly and we also want to thank them. We want them here in September too. Can I have a motion in a second on curriculum items I-1 through I-3? This is Parisi and Mr. DeCetti. It's total, we do the same, a certain number of teachers will go, it's usually first come, first served. Mr. Ferber? Yes. Mr. Green? Yes. Yes. Yes. Thank you. Motion in a second on personnel items J-1 through
040J-27? Mrs. Hart? And Mr. Kane? Questions anyone? Yes. Mr. Parisi? Yes. Mr. DeCetti? Yes. Yes. Motion in a second on I-K-1 student matters. Mrs. Parisi and Mrs. Wallace. Any questions anyone? Yes. You, Mr. Green? Yes. I just have two things. First of all, since we last met, the Manalafans have performed at Manalafan's first PanFest. That went off without a hitch. There were two professional groups that played at the start and the end and they all played in the middle and it was amazing. They also played at Manalafan Day where Mr. Milch performed for, directed them for his last time since retiring and it was a really great moment. There was students that had him for many years ago that came to see him and the mayor made a proclamation, gave it to him for his
041service, not just to the Rose District but also to all the children in the community. So I did want to make note that he was recognized on that level as well. So it was a great day. The kids did an amazing job. It was very hot and they had to load everything, you know, unload and reload and we had some staff there that were helping with the trucks, load everything on and off in the heat so kudos to them for having to be on that element to support the kids. It was a great day. The second thing is, as far as CPAC is concerned, I did reach out to Janine Matroni. We exchanged pleasantries. We were setting up a time for us to get together and she's going to catch me up on all things
042CPAC to see what they've done, what they're planning on doing so we can meet. So we haven't set a date but that's something we're going to work on. So that's it. Great, thank you. Thanks for making yesterday's graduation for our integrators a great success. Great words from Dr. Fiorello and our president, Dave Furber. The one thing, we don't have to do it tonight, I just want to put it out there for a discussion maybe at a later time as we approach and think of next year's graduation. Associated with Brookdale, what might it cost to be an alternative place that might be a little larger and family members come in and not have to limit it to maybe two tickets and see the supermodel read almost reactions on social media. While it's an excellent facility, maybe
043it's just something to discuss and maybe do it at like Monmouth University or something like that. Doesn't have to talk about it tonight, I just wanted to put it out there while it was fresh in everybody's mind yesterday. And I also like to have it laid out with the fire alarm. Say congratulations to all those who graduated and those who are moving on up from fifth to sixth grade. Great job. Same thing, I would like to congratulate our eighth graders on their graduation as well. I want to say the evacuation was handled very well at Brookdale and we entered safely, so kudos to the staff for keeping everyone calm and getting everyone back into the building. So we can continue and Dr. Villarreal, right on time, right? No overtime. Congrats to all. Congratulations. It was
044fantastic yesterday. I really enjoyed it. Congratulations to all the graduates and just I wish everyone happiness. To follow on graduation being the big highlight of the end of the year. It was a fantastic day. It was really great to see all the students and really, I'd say, it went off without a hitch considering a little mishap in the beginning and still things went very smoothly. So kudos to Dr. Villarreal and everyone else involved in making it a real smooth day. And that's year after year after being there the last couple of years. It seems to always go off like clockwork. So well done to everybody involved. Thank you also Dr. Villarreal for opening the building to us tonight. I hope we don't need to ask you again because sitting up here and the acoustics are
045absolutely terrible. Because obviously it's not intended for people on stage staff to hear what's being said to the people in the audience. And yes this is not very conducive to what we need to accomplish here. So certainly not my preference going forward that we're hosting more board meetings up on the stage. Outside of that thank you to the district everybody involved for a great school year and all the hard work and effort being put in. And hopefully we'll continue sticking to our timeline with the referendum projects and looking forward to a real great start to the school year in the fall. And wishing everyone a great summer. Thank you. I just want to take a minute and say congratulate everyone on a successful school year. Everyone that works in this district, the board, all the
046employees, the students, they all contribute to making this year successful. And everyone did a phenomenal job at making that happen. So I want to thank everyone and I want people to realize that people say to me all the time, oh it's summer here, now you take time and relax. No. Twelve month employees, the day after school starts we begin gearing up for the two minutes, two months we have to get ready for September. So our secretaries, our mechanics, our building the ground staff, they are busy working, our principals, our central office staff, everyone is working hard to make sure that September is the school opening and none of us are sitting quietly for the summer. So if you need anything, we are here working. We are going to move into executive session. There's no action
047to close, right? I don't think so, no. We're going to be discussing student matter involving student 45051, student matter involving student number 37196, and I imagine concluding superintendent's evaluation. We're going into executive session and it is now 817. Can I have motion and a second? All in favor? Aye.