001work session. >> Can I get a motion to go into work session? >> Motion. >> Second. >> All in favor? I. So carry. >> Okay. We're going to start with Sorry, sat down. >> Uh be website enhancements. Woo! [cheering] I've been waiting for this. >> No, we're actually Let them get to >> the children that are supposed to come with you. [laughter] >> We're getting used to seeing the kids. We like >> We don't get to We don't get to have the children up here with us. >> Yes. >> Before they begin, they've been working for several months trying to bring some enhancements to our website. And again, um, Christina and Dawn do an amazing job, um, with our website, with our communications, um, again, really behind the scenes, Dawn with all the things that
002she's doing. She's amazing. But it was a lot of work. It was a lot of meetings, a lot of work with the vendor trying to address some of the concerns that um, we had some community concerns regarding the website. So, we want to give them an opportunity right now to talk about some enhancements that will take effect on January 5th with the start of the second or actually the second part of the school year. >> Thank you, Dr. Maloney. As Dr. Maloney said, one of the things that we are constantly doing with our website is reviewing it and looking for ways that we can improve it. We get a lot of feedback from our different constituencies, whether that's our staff members who are utilizing our website or our community members, whether they have children in
003school or don't have children in school, when they're looking for information on our website and they come across something that they think can be better, they certainly share that with us. And we take user experience very seriously. Um, it's something that Don and I have both studied um and looked at from both the navigation standpoint. We are constantly looking at our accessibility, making sure that we are up to standards with our ADA accessibility and seeing how we can improve all of that. So, I just want to turn it over to Dawn. Dawn does most of the work on the website. I create the content. I take the photos, the videos, but Don's the one who's on the back end making sure that when that goes up there, it all looks seamless and neat and standard
004across our brand. So, I couldn't ask for a better partner with the website and I'm going to have her take you through the new look. Okay, as we can see here immediately, you'll see a cleaner, modern um look. We updated the logo to include include the Koopa and added more white space to reduce clutter. Uh, we streamlined the navigation. We moved to a simplified menu. Key items like the board of education and the calendars are now front and center. Our goal is for parents and community members to find exactly what they need in the least amount of clicks. So, we're hoping that helps the community with that. As we move down, whoops, just scroll here. We updated here in our news update area. We renamed the news section to latest news, but you will see
005that once the website is launched. Uh we are using a visual layout that makes our school stories stand out. Instead of a simple text links menu, our stories now have a visual impact to make our um make it a better impact to celebrate our students successes. As we scroll down here, this part here, we just slid down a little bit and we added this new addition of our mission statement. So this mission statement directly on the homepage, it's a feature the current site doesn't currently have, but by bringing our mission to the forefront, we have created a clear anchor that represents our district's values as soon as the page loads. So we thought that was important. And as we get to the bottom of the page in the footer here, we have two added two
006links here for essential registration and employment. And these are two areas that we really wanted to emphasize for the convenience of our users. Um, our goal here was to create a digital front door that actually matches the great work happening in our schools. I think this new layout really hits the mark and we are looking forward to a fresh start with the website in January and I hope you're as excited about it as we are because we put a lot of work into it and we thank you for your support. Um, please let us know if you have any questions regarding >> So, you're saying it's live? It's going live then in January. >> January 5th. Yeah. Okay. Okay. H how do you see a staff member's email? >> Can you show me? >> So,
007just keep in mind this page, >> this page that you're seeing is the mockup of what it will look like. So, once she shows you where to find that, it's going to still look like the old >> Okay. >> layout. >> I'm looking forward to >> just with it because I move things around now. >> So, under I'll get a lesson. I'll get a lesson in January. >> It's right up top under the quick links. We have staff directory. >> So if you click on that, you are able to >> okay >> search for a staff member either by their last name. You can search based on a location. So if you're curious um or if you need to contact >> Brook Avenue, will you get a listing of every teacher? If you hit Brook
008Avenue and then find you will not only get a listing of every teacher um you will also be able to contact um if you need for instance the principal or the school psychologist they are all listed on here as well. >> Yes. >> Do you want to also talk about quick links because that was something I think we had everything under quick. >> Yeah. So quick links was originally meant to be a very easy way for people to find things that they were looking for, but over the years it had gotten a little bit cluttered. Everything became Yes. >> So we've actually gone through and cleaned that up and we've gotten it down to about 10 or 11 items that truly are things that people are looking for on a regular basis that they need
009to be able to find very quickly. So, who like can you click athletics? >> Okay, nice. Scroll down. I'm sorry. >> Again, this represents the >> current layout. Yeah, >> these pages were not mocked up yet. >> Yeah, >> once the site goes live, it will match what you see on the >> new design. I love the the video because for several years there was a picture under the athletic page that was probably four years old, >> you know what I mean? Kids had graduated and stuff. So, it's nice. I I I remember now that there's a new video up there. So, the videos are great. >> Yeah, we love that. >> And I believe, correct me if I'm wrong, what happens with some of the photos that are still photos at the tops of
010some of our landing pages. Yeah. within a site. So like athletics or if you go to a building's page, you click on something and then there's a static photo at the top of the page. We put photos in and then sometimes it rotates through and so sometimes we have found that we have to go back and reprogram the photos to actually show up the right way >> so that reorganized. >> Yeah. because sometimes it tries to outsmart us a little bit and it'll put something at the top of Brook Avenue that is actually not Brook Avenue and so we'll have to go back and reprogram. >> I'm excited to see it. >> Thank you. >> Um I I just have a question from the back. I I just did this with my company. We launched
011it right the week of Thanksgiving and it was I I applaud you because it's um >> it's it's a daunting task. Um, so as far as from your standpoint, are are you getting better capabilities on your end to help you edit and move things around and like did you change the platform of it or is it just the look on the same platform? >> We changed we changed the look. The platform is the same, but I have um ability to change a lot of things on there. >> Yeah. To move things around and change things. >> I think there's more bounders even across the top or tabs now where people can find things a little easier. Well, that's the new like that like 10 years ago that went away and it was like the hamburger
012and now that's back. Yes. >> So, um, and you know, 10 years from now it'll be something different. >> Looks great. >> That's good. >> Thank you. >> Thanks. [clears throat] >> Good luck. [laughter] >> Um, okay. So, now we're going to go about elevating academic success for all. Um, Dr. Outlaw and Mr. Pashkin. like the other outfit. >> Yeah. >> See, and I thought you were talking. >> You You [laughter] always have a good outfit on. >> You know, spruce it up. Spruce the collar up a little bit. Um [laughter] well, thank you very much for giving Mr. Pashkin um and me the opportunity to share this information with you. This is with regard to our diagnostic data that we obtained from I Ready as well as our New York State um data, the
013testing information for grades 3 through 8. We're going to share with you a comparison um for the fall data with I Ready both in literacy and mathematics and then we'll share with you the 24SU 2425 data from the New York State Assessment. And so with the I Ready diagnostic data. Uh very interesting. Um we're talking about the gray bar that has decided to appear at the top of the presentation um that's being displayed, but in front of you, you have the one with the maroon bar that we always like to ensure um is shared or anything. So yeah, there's [laughter] no there's no curtain. Um You have it on your You have it. >> It seems like the word is back there. It's always >> It's back there. I don't know why that happened. >>
014Well, okay. >> Not important. What's important is the data that is sitting there in front of you and um I want to share that the I Ready diagnostic is taken by students at the start of the school year. So, this is a couple of weeks into school and it gives um the teachers and staff an opportunity to collect information to determine what students were able to retain over the summer because they're coming in um early in the school year to take this assessment and it identifies what skills are needed um for their class as a whole and then for students individually. So here you see that the number of students participating in the diagnostic which is um under the gray bar that lists the school years. You'll see that that's remain fairly consistent across both
015the mathematics um and the reading. The difference in the number of students assessed seen in the mathematics portion as opposed to the reading is because our kindergarten through 2 grade students do not take the I Ready diagnostic >> in reading. are correct in reading and so our teachers benchmark those students and that data is kept separately and so it's not a part of the IR diagnostic data that you see in front of you also I want to point out the number of students taking the assessment um is higher for mathematics um not mathematics for the reading because of the benchmark um the um there's a difference in um the groups of students uh that you'll see here. Um some are entering the district from other countries, from other school districts. And so you see that
016the number of students who are tested is different in that regard as well. And um for the last part and point, it's that the analysis is done for skills that students are expected to know by the end of the grade that you see listed as we go through the data. So this is um for sixth grade, let's say for example, sixth grade students. They are being tested at the start of sixth grade, but they're being measured against skills that they should know by the time they leave sixth grade. And so you'll see that the data will demonstrate um the performance there. It's um and you'll see those who are in the yellow area where it says one grade below. It's really simply because they're not there yet and they're not expected to be there yet.
017Can I ask a quick that? Of course you can. >> In like the math side with the number of students tested um >> 25 26 that's all students tested through what grade levels for math? So for math that's kindergarten through 8th grade [snorts] >> and you'll see the later slides will have grade breakdown >> breakdown. Yeah. Yeah. And then then the reading is always um three through eight. >> Correct. >> Okay. Just so I have that in my head. >> Yes. Absolutely. And so this is the slide similar to the question that you were just asking uh with regard to student reading performance in the fall. And this is data compared over the course of a 3-year span 23 24 through 2526. And our third through 8th grade students who take the assessment are listed
018here. And the reading data um that you see is a comparison that the teachers use in addition to the data that they take um during their classroom instruction. um as well as aligning it with the benchmark assessment and with the assessments uh that they take both um Hegrity and with um Aadians. Yeah. >> So what do you I'm looking at the red and I'm looking at six, seven and eight. I see it rising. So that that's that to me is like a red flag. So can you explain that a little bit? >> Absolutely. One of the things that you see there um and again fall to fall these are expectations that are for the end of that grade level for those students. But the reason for the students who are listed with three grade levels
019or below on there is because as the deficits um exist if they are not appropriately remediated early they only compound. And so that's what you're seeing represented here is that students who once they enter and you see that jump starting in sixth grade and the expectations for students um in sixth grade with uh the reading is you move from reading to learning to read right in that fourth grade area to reading to learn. And so if the skills have not been solidified especially as far as anal um an analytical yes um on analyzing the data and information analytically the reading comprehension those skills because of the way that the reading is laid out and it's a bit more advanced. If they do not have the opportunity to solidify those skills, then the deficit does grow.
020And later on at the end of the presentation, you'll hear many of the things that we [clears throat] have been doing in the earlier grade levels in order to address and remediate a lot. >> And these are these are full. So let me just ask a question. If I look at eighth grade 2526, so students in eighth grade, [snorts] >> the comparative would be how they prepared in the or how they fared in fall. I could go back to 2425, they'd be in seventh grade. Then the year before that they would be [snorts] in sixth grade. So if you look at those three columns there's some similarities except the um really in the end the bottom like guy saying it is getting more red but like that's the comparative that I need I kind of
021>> say that like I need to see the same cohort. >> Yes, >> you know um for me that that's easier to to look at it as cohort to cohort >> and you'll see that the number of students tested is different um as well. So if you did look at let's say that same class that you just mentioned >> they've gone up >> there is there's a difference in the number of students >> who are tested right and so again if there are students who come in from other countries or students who don't have the skills um who were not with us from the very beginning they're reflected in those numbers as well and where they come in we don't have control over but we're able to support them from that time forward. >> But
022for example, grade eight and grade seven comparison for 25 26 it's actually gotten better if you if you pull together the years two and three behind um because it goes from 45% down to 42%. So actually there is some improvement there. >> Show me what you mean. >> I can't see any paper. >> Yes. So this total is 45%. >> Oh, well it's that's where I was. >> It's 45%. >> This total is 42%. The bottom to >> They're totally different kids though. >> They know. >> Yeah, they are. The students here, >> if you look at them the same year in a different grade level, those are different students. But 2425 >> and the 25 26, those are the same students. Yeah, they're just growing. >> It seems like it's growing. >> And so
023that's 30 uh 32 there. And if you look at the 25 26 ones that are new person in third grade, >> they are new people coming in because they're not on they're not on the chart yet. >> Correct. >> Yeah. >> They wouldn't have been. So it essentially there are so many different factors and you're going to hear Mr. Pashkin and me share this um a bit. There are so many different factors that come into play with the assessments as well as um both in the diagnostic as well as in the New York State assessment that it's difficult to utilize the information um in its um in purity as it's presented here >> and globally. >> Yes. and globally to make >> individually >> to make global sweeps or global um uh trend analysis because
024we and we utilize a number of different assessments and information at the teacher level in order for us to be able to identify what our students need and what we need to do in order to support them. Right? And so unfortunately we only have a few um data sets that allow us to compare compare ourselves nationally and across the state. And so it limits us with what we're able to utilize so that we can so that we we can provide you with information that gives a baseline of where we are. >> How hard would it be to get our internal statistics that you guys that our teachers are looking at in some kind of format like this? Would that be impossible? >> It's not impossible to get. But what happens is that the data is
025um such that it would require a lot of um uh comparison that I don't I don't know how um how we put it together in order to present it the way that the um companies that have a team of people that put this all together for us to uh be able to provide that. But it's something that we actually have been talking about and looking at, especially with the Hegrity data because it is locally obtained information that we're able to put into the system and then we're able to take a look and see how our students are doing across the board and the teachers um feel confident about the information that they're gathering as well as Aadian which is another researchbased assessment tool that [snorts] we are utilizing utilizing uh that assesses foundational reading skills.
026Again, it's an assessment that we administer locally. We input the information into um their database and then they're able to give that data back to us and the teachers feel confident and comfortable with what they're getting back and then making the comparisons on that way. That information is obtained a little later in the school year and so it isn't information that we have currently but it's something we can potentially look at gathering in order to share in addition to this information. >> I'm sorry to interrupt you. So let me ask you this. How long like this is starting at 2324 and that's we usually do a three-year thing. When did we start I ready? How many years ago? >> So we've been conducting the diagnostic for a number of years. Um, and that was prior
027to Mr. Pashkin and I coming >> seven years. >> So, I guess my question would [snorts] be, and I'm sure you can see it coming, is can we see it like this by cohort >> because I just it it so if I say if you could show me the kindergarten class from I'm going to say 2020 2020, 2021, then I see them as first graders, then I see them as second graders, and I see them as third graders. Where is their where is their fall? What does their fall look like for that cohort of kids >> if that >> because then you see if there if there's I mean some of these kids were really young during co so >> yeah you could see some things that >> there might be factors that you could
028see within each class that might help identify and help these kids a little better. will inquire but it and it will be important to note we'll ask if we can do that with the same students >> right >> so that the numbers >> are um are synonymous with each other so that we're not looking at students who have come and are gone >> the teams on that >> yes and that's >> this represents kids who come and go too so you're going to factor that in you know but like if I like I said if I went to third grade on the on the math and then I went back and I say, okay, when they were in second grade, there was 54% one grade level below and 41%. And then in third grade this
029year, there were more kids middle grade level when they started and less kids, you know, more kids only one grade below, less kids two grades below, but a few, you know, it's like I feel like there's a different comparison. >> So, you want to see how far back we can go by cohort? >> Yep. Okay. >> So, that's what we can do. >> Yeah. And if you can find kids that are in all of those presentations, then you're looking at apples to apples. >> I mean, listen, the data is just that I think when you look at like Jen was asking about individual class, the teachers have other ways >> to say, okay, this is what impacted this. This is what impacted this. And the other piece, and I think what this came up last
030time we talked about this, is when you look at the sixth, seventh, and eighth in like reading and even in math, those kids are also less likely to work on that I Ready test on the first in the fall. They're less likely. They also have those other, you know, third to eighth grade tests. They're a little less likely to be not just click clickity throwing because they don't see that it's there's some value in seeing their growth. They >> Well, and some of them are smart enough to figure out that if they answer the questions wrong, they get easier questions. >> Not not that anybody in my house that was definitely not in [laughter] my house around the, you know, >> but yes. No, those factors absolutely >> guy like the sixth, seventh, and eighth,
031like you were saying, the red is up. >> Those kids are a little less likely to take >> little kids try hard. >> Middle school's like, I'm done with this. >> I know what happens. >> I'm done with this. >> But but you have to pay attention to that. Yeah, >> little peer influence there. Yes, absolutely. David could probably attest to some of this himself. >> You never did it with >> I'll just uh share just on that note, Mrs. garden because I was I just visited all the sixth grade classes within the [snorts] last week or so and one of our slides after speaking to the teachers is about I ready because of the thing that you're talking about and we have this discussion and they kind of grown when they see the slide
032initially and we talk about it very very similarly to going to the doctor which many of us don't like to do but there's a lot of information that the doctor needs by running tests that the doctor then can use to see if you're okay. So, we try to make that analogy with I Ready that even if it's not the most fun thing to do, it's still very important to give your teacher the information that they need. I hope that stays with them till 8th grade, >> but at least we try in sixth grade >> to do so. But all of your points are are valid. And in addition, um you know, Mr. Leo made a very good point about the the pink and red and that is something that the you know based on what
033I already shares with us is very similar in every district that is going to increase as the grade levels increase and that's shown in this particular case because as you can see in kindergarten there is no red or pink because they cannot be two grades below. It's impossible but that yellow is supposed to be there. that is them working towards that growth for that particular school year. >> In math, we start to see a little bit more of at least, and again, these are different groups, but what you would like to see when when you're looking at these bands, is an expanding of the green and yellow and a lowering of the pink and red. And you are seeing that overall. If you look at the line, you can kind of see that trend >>
034even though it's different groups of kids. So that I think goes to all the work that's being put in at the elementary level with our new math program, all the practice that Chris men, you know, talks about with the teachers there as well, the fluency that the students are working on. Um, and and the practice over and over again that the kids are doing, but you see this from K through five in this particular slide. And then if you move forward to six through eight, you still are seeing that even though the pink and red is larger percentage. Another thing that kind of gets lost when we're looking at this is that this is summary data. Um the other information that is presented to us at different times in the year are individual gains with
035kids. A tremendous individual gains that some kids push forward with that that kind of get lost in the summary data and some kids that are making tremendous amounts of growth over 100% growth stretch growth things that they share with us. That is really really important to see even though it may not be reflected in the summary data but you're seeing again that expansion and trying to decrease again you can see eighth grade as being a particularly difficult you know in terms of trying to keep that consistency and of course as uh Dr. well mentioned those deficits will compound because the students that are struggling it's not all of a sudden they just start getting it you know it's there this continuous as things get more challenging. >> Uh again you know that we one of
036the things that we were doing and we continue to do is make um uh individual achievements and awards by teacher for classes that are achieving a certain amount of growth by individual students that are making certain amounts of growth. And I know that's that's celebrated by the principles a lot to try to make sure that students I'm doing that that students are um encouraged to try their best and and reward them for continuing to try. So this is the essentially the the math data for K through 8. Again, we use this throughout um throughout the bands. And then this next slide that you're seeing uh shows our comparisons to norms. um first the national norm from 2022 to 2023 and that's based on na uh national data and then um national year-to-ate data which is
037not normed. It's a little bit different. It focuses on um it may include different populations, but as you can see, the district and to the our band is to the right there is very consistent right there with and even in some cases, you know, >> better if you look at yellow and the green band >> than some of the New York data as well if you look at it overall. So, we're doing, you know, again, we always want to do better. We always want to do better, but I think, [clears throat] you know, working with our students, trying to keep them on pace, trying to get those individual gains with each kid, that's what the goal of the teachers are, and I think they're doing a really good job with that. >> So, here you're
038looking at the ELA 3 through8 assessment data. Um and you'll see that and this talks to uh the points that were mentioned earlier. The percentage of students who are not tested is certainly higher than the percentage of students tested. It makes it extremely difficult to conduct an analysis around where do our students collectively stand when a small portion of the students are taking the assessment. So it's something that we have been discussing uh Mr. Pashkin and I along with um our other administrators because it is a um a point that we need to address in order for us to be able to um appropriately identify where the skill deficits might be. And so um you'll see that the number of students who were proficient and fallen into the uh three through levels three and four
039which is different um levels three and four 36% and our partially proficient um at 37% of our students with our below proficient students being 26% overall. And you'll see that the different grade levels um that it does appear at least for below proficient students where we have fewer students who are in that category. The next set of slides is showing similar data but with a previous comparison to previous years. So again this is different groups of students. We will we do we will be able to show you a comparison with cohort but this is a different group of students and the first um the first table is showing the not tested rates which initially remember 2021 was right after COVID so that was that first year so that was a very high rate of not
040tested and then uh that following year it jumped way down low uh jump back up slightly but it has been coming down slowly since so we're hoping that that trend continues so that we can get better data data for our uh for our students and for our teachers. Uh the table on the right is showing the proficiency rates and again as you can see from there um it has it was that initial high rate. Now that high rate was that 2021 year a very small number of students and I believe if I'm trying to remember correctly that test I I'm not sure exactly what that test was back that first year after we were out out of co I [snorts] don't know how specific or if they made some tweaks to it. It was a
041very that was a very unique year that one you know I would I would kind of put to the side. You can see the other proficiency rates and us being in the same general area, but as was recently posted in News Day, overall the achievement rate was up in both English and math for the entire state. Now, these are different groups of students though as well. So, you have to keep that in mind when you're looking at this this data and this information. And you may remember in 2021 actually the state had attempted to get a waiver >> in order to not administer the state assessment at all. It was denied and so they chose to only administer session one. >> That's right. That's right. >> And by only administering session one, they had more
042students who were willing to sit and take the exam because it wasn't the short written response portion. And we also had to offer the reading exams that year even though they didn't want to because it was federally you have required to off you required to have uh English, math and science in uh in elementary, middle and high high school. So that would that's where the reason that would be the graph here just is just showing it based on in a visual of capacity for the not tested rates for ELA. And again that blue 2021 year is um you know is a little bit of an outlier but you can see if you look far to the right a little dip but again a trend of going down for not tested which means going up for
043participation. That's how they share information with regarding not tested students. So you have that information there. uh and this is showing the same for the proficiency rates. And again, I would try to take 2021 and and kind of keep it as a separate entity, but um in the same ballpark for most of the grades with some variation, you know, o overall. Uh but again, we're seeing there was obviously an increase from last year's uh group overall for our proficiency rates in ELA. regarding the this is the next page will show more of a comparison. This is what I think Susan was referring to with I Ready, but this is for the three through eight ELA assessments. So, this is showing uh a year by year that group moving forward yearbyear. Remember, this is the if
044you remember this is the group last year. So, the 2029 eighth grade group, they're currently in high school. So, we're going back because they tested last year. So, just keep that in mind. there was no exam in 1920. >> Okay. >> Um so again, this is data from last year. So you have to just keep that in mind when you're looking at it. But you can see overall again, these are not tested rates. Uh and it's not atypical for as the kids get a little bit older to choose not to participate many times because they're seeing their peers not participate. So that's unfortunately something that we have to uh just deal with. Uh the next slide shows the same it shows information about proficiency. Um but again you can see a comparison from the previous
045year for that particular group of students. So this is essentially the same group of students. There may be some kids that that are there one year not there the following year. So that at least you can see what that's looking like. And again that 2021 year I just don't know that I put a lot of information a lot of uh weight on that one. But you can kind of see, you know, even if it goes up and down, generally an upward trend for each group, which is generally nice to see. So that's kind of the focus of that of that point. >> So the story might start sounding very similar to you um as we review and go through the mathematics data. Uh so in this data, you'll see the state assessment results um here
046reflect a similar number of students who were tested and those who chose not to test. You'll see that the percentage of students who are proficient um is at 48.6% with 30% being partially proficient and fewer in the um below proficient rate. Mr. Pashkin and I like to contribute that to the mathematics program that we've been using over the past few years. but whatever reason um you'd like to attribute it to. Um we want to point out and note that the grade 8 results reflect a combination of the data between students who took the grade 8 math assessment or the regions math exam because remember as the state moved toward not overesting they shared that if students took the uh math regions that they did not need to take the uh 3 through assessment. And the
047other t the next set of slides show similar information but more of a comparison. Thank you to uh for each year. Uh and again you're seeing a similar trend in overall increased participation slightly right very slightly but again we'll take every every little step and overall in proficiency. If you look at the box all the way to the right and you start at 2021 in third grade, 2122 they were in fourth grade. So it went down but then 22 23 that same group of kids it went up it went up it went up to 59. So like that's why I feel like the trajectory of the cohort is important. go on the diagonal [snorts] with almost all 2122 seems to be a weird year >> but even the fourth grade fourth to fifth went 31
048to 15% but then to 41 then to 46 then to 74 >> right >> and that 2021 >> that 2122 year was that first year back you know kind of like fully back in school there was a lot of relearning about how to do school >> uh in that year so not to make that that's the facts of what we're dealing with that point that's a great point Mr. Scargon as we look at this continuously because we'll see that when you look at the comparisons by cohort you'll see that again it doesn't mean that one year to the next it's going to go automatically up it might be a little bit up and down but in general that trend tends to go in that >> direction went down a little but the rest of them
049>> there's some trajectory just there is something to note that that's and again even small that's how it's going to work I mean they talked about this it's it's steady slow and steady wins the race and that's what we're trying to focus on um the the not tested rates again reflect similar data where if you look all the way to the right that that we want that to go down that's we want not tested to go down we want increased participation and again our proficiency overall like Mgard said we want that to be an increasing um uh trend uh and then if you continue beyond that again this is the co oops this is the cohort comparison which even if there's a a you a down after an up year, it's still going in that
050direction. That's what you want to see and that's what we're hoping that we continue to see as we move forward um with with our assessments uh as we continue on each year. And again, this is keep in mind also we introduced computer-based testing at one point, >> right? >> Um so that was another caveat. It does not appear to have any negative connotation to what what's what's taking place. students seem to be doing fine with that. But again, we are dealing with a, you know, less than half of our students taking these exams. And that's still important to keep in mind. >> And so the question becomes what do we what are we doing in order to address these things? And earlier I shared that we would be talking about both the literacy and mathematics
051um approaches that we are using. Many will look uh familiar to you with regard to the level literacy intervention that is utilized at the K through uh five level mostly at K through two. We have the um I ready um assessment the diagnostic that's done in grades three through eight to give us the information. um our multi-ensory teaching strategies that does include Hegrity that is being utilized by K through2 across the board with every child in every classroom and we have seen a significant increase in the students phonics and phmic awareness sound um letter correspondence along with the differentiated instruction that is utilized secondary level our UPK and we're excited about this our UPK students also using Hegrity. They utilize Waterford in order to practice their assessment skills. And at the beginning of the school
052year, our many of our kindergarten teachers visited our prek program in order to share with the teachers who work with our UPK students the amazing skill set that the students are coming in to kindergarten with, not only with school ready skills, but also with knowledge around the phonics and uh phmic awareness skills that are needed in in order for them to be ready to um work on their reading skills. Um at three through five as you know we have our into reading program and um we are working to ensure that our students have their word attack skills vocabulary along with reading comprehension addressed I'm told by the classroom teachers while we're um still in the process of ensuring that the digital access is what we need and where it should be uh that the children
053are finding the stories very engag engaging, which I think is um helpful when you're trying to um help students build their literacy skills. And um Orton Gillingham continues to be a part of the classroom teachers training and what we do in order to support students who are not responding to the general uh instruction being provided in the classroom. >> And I'm also noticing as well as Dr. just the amount of words that we're seeing, you know, in all classrooms being posted for like we used to see a lot, you know, in classrooms to try to focus on that vocabulary uh and the use of the vocabulary throughout. And on the mathematics side, again, we have our I Ready instruction um that is being utilized uh in addition to the practice, we um use manipulatives to
054help students with various approaches to math instruction. So that's not just written and and listened to but also uh touched and understood how those pieces um work towards understanding math. Uh additional daily practice for fluency purposes to increase both speed and retention of math knowledge. It's really important is taking place at that level. uh including the incorporation of a state uh program called first in math that is free that allows for additional um fluency in math as well. Uh a lot more data discussions providing teachers and administrators with that information uh and some additional instruction in math as well. plus a lot more math discourse, kids talking about the terminology and teachers being much more comfortable, but also the students using the math discourse, using the math language much more frequently than they have in
055the past. Uh, and of course our AIS services. The last thing I want to just leave you with and remind you as we shared in a previous memo uh in addition to all of those pieces you we shared that all of our schools all of our buildings are uh schools in good standing use that terminology but that's what we understand it to be schools in good standing and all individual accountability groups are in good stand that means that all the individual groups met their performance targets for last year based on on their performance. That is huge, especially because we have over 40 individual groups at just the K at just the 3 to eight level. We have many more than many other districts have because of our diversity. We're expected to achieve that more than,
056you know, a lot of other other districts. So, that's a real testament to the teachers and the administrators uh that are that are uh administering those exams and working with the kids on those exams. So that's what we're looking to continue to do and we will continue to work to make sure that they're all meeting those benchmarks. >> That's great. >> Could have led with that. >> Yes. Thank you for your questions. Any additional questions? Um David, I don't I don't mean to totally put you on the spot here, but I guess I am. So um your mic's off. Um, if you if you can answer, do you have a sense as to the non-esting and and where students I I know this is, you know, not your grade level obviously, but do you have
057a sense as to where students are, let's say, in the high school now about whether or not they're overested or not? >> Overested. >> Yeah. In in terms of the diagnostic testing that probably went on years ago that you may not even recall. >> I would I don't recall. >> Yeah. Good question. >> Um, the diagnostic testing that ended in 8th grade. >> Mhm. >> Yeah. Um I wouldn't say the you're asking whether they're overtested. I wouldn't say we're certainly overested per se. Um the high school level we only really deal with you know midterms regions it's more straightforward. [snorts] Um but um are you asking like are we behind in >> No. So in terms of in terms of kids saying uh you know and with their parents of course opting out to not
058take tests and things of that sort. That's that's what I'm I'm talking about. I'm talking about the diagnostic testing, not your regular exams obviously. >> But may I comment on that that as as a parent whose kids opted out >> for all of them. Um it wasn't about the amount of testing. It was when that came around had to do with common core, the change of standards, the methodology of testing, the amount of days it took to test, and the usefulness of that particular data. The I Ready data I could stand behind a lot better than I can stand behind the three eighth grade tests. We don't you know it it was very different. So it wasn't about it was too much. It was never about too much. It was about you know at the
059time it was three days of testing for information you didn't even get till November or December. >> So by the time it wasn't useful information >> six days it was three and three. >> It was three and three days. And what happened is teachers then trying to prepare for it and then when it first started the reading passages for second third my kids were very young at the time were at a much higher level and the math the written part of the math the kids can't even read it to calculate so there was a whole host I don't think it had to do at least I can only speak for myself and I'm going to tell you I led a very big charge of not testing so I think that's what it was about it
060was never about over testing testing it was about is it really testing what needs to be tested. Is it really giving you valid valid information when the tests are written by people who don't really give a rat's behind so that just I can speak to that personally and probably to a host of people who who refused it. I can say I can speak probably on behalf of a number of people that might might not have been everybody's rationale but I can tell you it was a lot of people's rationale >> but go going forward and that's a good point going forward as board members I don't have any children in the school so I can't relate to that uh how do we tell what we need as far as uh we need some kind of
061diagnostic diagnostic testing going forward to be able to assess where we are >> and we use I >> in our methodology so how do we know if the testing is on point and how can how can that be related to us so that we can uh get behind it maybe a little stronger >> is both may >> because that's a it's a legitimate question whether or not it's >> No and I'm I'm not disagreeing with you what I was going to ask was I I believe if I'm not mistaken I ready gives you that immediate information it gives us information that we can utilize in the moment so we're doing a diagnostic testing multiple times throughout the year >> separate from the third to eighth grade testing so the the this dispute is about the
062third to eighth grade testing which is very different than the I reading testing. The I reading testing seems to be valuable. Um and that's coming from somebody who didn't do the other parts. The other parts, you know, haven't proven themselves to be worth anything. I'm going to be honest. >> I think the conversation's changing slightly right now because we discussed it at our administrative meeting today. And if you look in, I'm going to use News Day because that's where it was reported um the other last week, you're starting to see an increase in other districts and some districts that really were like the epicenter for the OPAT movement where you're seeing an increase in people taking the assessments. So I think it is starting to change. Part of it has to do with, you know,
063it's a one-day exam versus the three. >> Yeah, that's got to help, >> right? So I think that's kind of changed it a little Well, you know what happened too along the way with the some of the changes? They went from three to two and they're like, "Well, we're going to take it to an untimed test." >> So now you have a third grader who's just going to work so hard and they say they're going to go, "I'm not done." But you're sitting here for three hours, but I'm not done. And they're sitting there for three hours and you can not really supposed to take it away from them. >> That that defeats the purpose. And the other thing is if this is a standardized test, doing an unlimited time unstandardizes it. It is no
064longer a standardized test and those those results are no longer valid because it is no longer standardized. The minute everybody isn't taking it at the same time, the same amount, it is no longer valid. It invalidates everything. >> No. And but but it's also invalidated when you have 40% of the students not taking the test. >> If you don't follow standard protocol, it's an invalid test. So to go back to the point that we were sharing earlier, there's so many different factors which is why it's very important to obtain multiple measures of our students performance so that we're able to analyze it and compare it against other factors that both we find of value and that unfortunately it isn't where we can publish the other information in the newspaper so that people get a very
065good sense of what our students bring to the table and what we offer our students. But [clears throat] the state has worked hard in order to try to make some adjustments and changes to their assessment. they get it back to um educators um sooner >> significant change then absolutely and so I think that there are aspects and you'll hear because they no longer use it in teacher evaluation systems which was one of the um biggest um concerns with regards to the assessment and so now that some of those factors don't exist in the administration and um the obtaining of the information I think the people are finding it of more value and can feed um information back to them with regard to their students in the classroom. And so we're we'll be able to communicate
066back to uh your point, Mr. Batnelli, we'll be able to communicate that information more widely both through the classroom teachers, through information that Mr. Pashkin and I share because it will become helpful to us all down the uh down the line as the state continues to make its improvements and adjustments as they are also focused on improving the scores across the state. >> I would love for you to come back in the spring and show us your spring results like the fall and the and the spring like because I I think like what you were saying in the beginning like this is >> because I think that's more meaningful than than that. We do a spring one. >> Yes. >> And I I like the I Ready stuff. I don't like the the 338. >>
067There's not enough. It's not a big enough sample. >> Are there any other questions? >> I know Mr. Pashkin will remain here and I will go take my >> Thank you. Thank you. >> Thank you. >> All right. Uh hit it with our overnight field trip request. >> Thank you very much. So, in your packet, you should have a request for a robotics trip to uh Fingerlakes Regional in Rochester. This is a tournament or a competition that we have attended in the past. Um, and they are looking again to go this year. Um, in terms of the some aspects of just uh the logistics and transportation, they are trying to minimize some of the cost by splitting the bus with another school district. So, they're just working out the details there. Uh but you can
068see the student charge per student and um the district is assisting with some of the transportation cost and the registration fee as part of their uh their budget that they receive each year for that for the club. So we're participing out with that. The students help out by um some of their accom with purchasing some of their accommodations and their food for the weekend. Uh they will miss a few days for this. So this is a Wednesday, Wednesday, Thursday, Friday, but that's typical for the robotics trip. And this is again something that we've done in the past. So we're just looking for approval for uh this particular trip coming up in March. >> This is not a qualifier, Rob. >> I think they're all qualifiers. I think they use different uh their standings in in
069a variety. Remember the last time we talked about it was a different trip and they were going there because I think strategically that there was some a better chance of of of finishing at a certain level. so that maybe they could uh be eligible for nationals. So yeah, I believe they're all used and there's that there's although I don't know the specifics, um their ranking is based on how they perform in these other competitions. >> Thank you. >> Good. Thank you very much. >> Thanks. >> The last part of the work session is just the second read of the policies, the board policies that we're starting to do over the next few months. Um, we reviewed them last meeting. Were there any additional questions regarding board organizational meeting, regular meetings, or notice of meetings? Was
070there any additional comments on those from the board? >> Lou, any questions? No. Guy, >> no. >> Good. >> I'm good. >> Okay. So, then those will be voted on at some point. >> Okay. So, they as they were done and reviewed, they're in good standing. That concludes the work session. >> Can I just ask one question because somebody asked me a question to bring up uh >> they were talking about the uh veterans um um I would guess uh breakfast. >> No, no, no. The veterans um on their tax exemption. >> They were saying that Beayshore was the lowest >> uh when they went I got a phone call actually today. So, I just wanted to just double check, let Moren check and see where the other where the other schools are in IS
071town with that, please. If you can >> grab something from the back, too. I'll make sure. >> Okay. So, motion to go out of work session. >> Motion. >> Second. >> All in favor? I. So, carry two seconds and we'll go right back in public. No. A motion to go into public session. >> Motion second. >> All in favor? I. So carried. Can we um stand for the pledge? >> And guy, would you take us out? >> Sure. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. [clears throat] questions. >> Okay. >> So, it's always good to have something to celebrate today. We have a couple things to celebrate and honor
072and thank people for. So, I'm going to turn it right over to Mr. Agugustino. >> Thank you everybody for having us here tonight. I appreciate it. Kind of busy right now in the gym. We're up five I think Ted or is that where we are right now? >> A little bit more. So [clears throat] I've been in athletics probably 26 years of my life. I've seen a lot of great athletes come my way. But this kid that we're about to talk about when coach comes up, I've never seen anybody like her. She's special. She's different. And and I get chills thinking about it. And and I talk a lot about perseverance. and >> you know, if you know what she's been through to get to this point is quite remarkable. So, without any further ado,
073I'm going to bring Coach Lewis up to really give you the history on on this young lady. Coach Lewis. >> Hey, everybody. [laughter] >> I wasn't a part of uh good luck. Uh good evening to everyone president, the board, Mr. Maloney, Mr. Cordon, Mr. Agugustino, uh, Mr. and Miss McCormick, the rest of the board, Mr. Leo, Mr. Aruri. Um, I'm here to talk this year about cross country, and most importantly, Maggie McCormack. I'd like to start with an excerpt from Ruddard Kipling's poem titled If, and it follows, if you can fill the unforgiving minute with 60 seconds worth of a distance run, yours is the earth and everything in it. Cross country this season was Maggie's world. Leading the charge all summer, the girls met three times a week, bright and early, sometimes, most of
074the time before dawn. Maggie was our leader, being mentioned as a preseason candidate for all Long Island following a record breakthrough junior track season where she broke 16 facility meet and um school records. Uh the stakes on Maggie couldn't have been higher. Maggie would dominate the league competition, winning every single dual meet by an average of 80 seconds per race. There literally wasn't a single girl within eyesight. She won every single league meet. And at the Tom Nip fake invite where we would win as a team on Maggie's strength, she set the course record where during the race she had to tell the bike guide to speed up, [laughter] which was sick to watch. Like it was just unbelievable. bike guy was out of breath trying to keep up with Maggie. Um, her focus and
075intensity would be the catalyst to bring the team the first league championship since 2018. And when the division race came along, Maggie established herself as a dominant force, winning the division title, achieving a team title as well for the first time since 2018. This is a race that the last two years we've petitioned to be in both the division qualifier and then the individual qualifier three years ago. So this is like a every single year we've been able to step up thanks to Maggie. Um at the state championship Maggie would take fifth overall out of over 160 individuals a meet that we had tried to get to uh for the last three years and missed and missed and obviously her dominant year this year was huge. And then that would give her a spot to
076the New York State Fed Meet, which is a collection of all the state uh public and private schools where Maggie again would drop a minute PR from uh earlier in the season on the same course up at Winger Falls and then go to qualify for the national championship in Portland, Oregon in completely mud drenched uh course. So, at some points, um, they had to bring in a pump to to drop about a foot and a half of water off the course. Maggie would take 36th place overall out of 200 runners from all over the country, beating two of the uh, four girls that had actually beaten her at the New York State Championship the week, two weeks prior, and dropping within 7 seconds of the girl that won the New York State Championship a week
077and a half prior. Uh this past fall, Maggie committed to the University of Florida, which is ranked as the third best distance program in the country right now. Maggie's leadership and character also earned her recognition of section 11 sportsmanship award for cross country. Maggie is all league, division, county, fed, and all state. Her actions have set the standard for the program and the underclass to aspire to, and she's always there cheering the underassman on. They look at her and they literally go, I want to be Maggie. Uh, so she's provided the catalyst for the desired resurgence of the program. So, going back to Ruddyard, in conclusion, the world and everything in it is hers. So, thank you for this opportunity to highlight Maggie. Thank you for supporting the program and letting us do the really
078cool races that we're able to do and obviously have her achieve this cement success. All right, that's it. >> [applause] >> Yeah. [clears throat] >> Are you Yes, [laughter] >> you're fine. >> [applause] >> Thank you again for everybody. You know, I just want to also add, you know, Coach Lewis does an amazing job with with all his athletes and he's a big- time runner as well. So, you know, Maggie and him don't always see eye to eye, but they really, you know, they they've learned from each other also. He's done an amazing job. So, I want to thank them all. >> I see Shane tooling around [applause] all the time. >> I see I see Maggie early in the morning running all the time. All the >> Thank you. So before we um go
079to anything else, we always have this amazing um PFAS that do amazing work here. And tonight we have the Mary G. Clarkson PFA and we're going to um vote to accept a donation from them. Um it's a lot of money and it's a beautiful donation and I think we saw it. Did we see that on our visit or it wasn't up yet? >> Wasn't up. I'm going I'm making a stop. a bungalow playhouse for the playground which is um I think accessible and sensory based. So that's really amazing. So congratulations to PFA. It was about $12,000 I believe that they raised to put this in the playground. So thank you. Um we'd like to present a plaque and have you come up? [applause] Yeah. Wait, ready? [laughter] >> [applause] >> Good work. [snorts] You know,
080I wanted a brick one, right? I huff and puff and blow it. I'm I'm a >> Yep. Uh before we go to the agenda, um are there any comments regarding the agenda items and agenda items only? Okay. A1. Can I get a motion to approve the board of education minutes of the executive work and public sessions of November 19th, 2025 and the executive and work sessions of December 3rd, 2025? >> Motion. >> Second. >> All in favor? >> I. So carried. Um, Mr. Pashkin B1. >> On page B1, the board finding a motion to approve the professional staff request for leave as listed. We recommend its approval. >> Motion. >> Second. All in favor? I. >> So carried. >> B2. >> On page B2, the board will find a motion to approve the prof professional
081staff appointments as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. >> Uh B3. Sorry. >> On page B3 was there. >> That's right. The board will find a motion to approve the professional staff salary changes as listed. We recommend its approval. >> Motion. Second. >> All in favor? >> I so carry. B4 B4A. >> On page B4 to B4A, the board will find a motion to approve the civil service resignations and retirements as presented. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I I so carried. B5 B5A. >> On page B5 to B5A, the board will find a motion to approve the civil service request for leave as listed. We recommend its approval. >> Motion. Second. >> All in favor? >>
082I. So carry. B6. >> On page B6, the board will find a motion to approve the civil service reinstatements as listed. We recommend it approval. >> Motion second. >> All in favor? >> I. So carried. >> B7 B7A. >> On page B7 and B7A, the board find a motion to approve the civil service appointments as listed. We recommend its approval. Motion. >> Second. >> All in favor? >> I. >> So carried. B8. >> On page B8, the board will find a motion to approve the list of substitute appointments. We recommend its approval. >> Motion second. >> All in favor? >> I so carry. B9 B9A. >> On page B9 and B9A, the board will find a motion to approve the civil service change in assignments as listed. We recommend its approval. >> Motion. >> Second.
083>> All in favor? >> I I so carried. B10. >> On page B10, the board of finding a motion to approve the civil service salary changes as listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried B11. >> On page B11, the board will find a motion to approve the volunteers for the school year as presented. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. B12. >> On page B12, the board find a motion to approve the amendment to the coaches X schedule for the department of health physical education athletics for the 2526 school year as presented. We recommend its approval. >> Motion. >> Second. >> Favor. Take your pick. >> All in favor? >> I so carry. Um Dr. Outlaw,
084you're going to take C's C1 and C1 A through P. >> On pages C1 and C1 A through P, the board will find a motion to accept and place on file the financial and claims auditor reports for August and September of 2025. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. C2 and C2A. On pages C2 and C2A, the board will find a motion to approve the one-year extension of the bid for general building maintenance involving new construction, reconstruction, and demolition services to renew contracting and restoration. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. >> So carried. C3. That's our donation and congratulations again to the PFA. Thank you so much for your donation. Um Dr. Outlaw, C3. On page C3, the
085board will find a motion to approve and accept the generous donation of a bungaloo playhouse for the playground from the Mary G. Clarkson PFA. We recommend its approval. >> Motion >> second. >> All in favor? >> I. So carry. Thank you. C4 C4 A through D. >> On pages C4 and C4 A through D, the board find a motion to declare as obsolete the attached list of computers and computer equipment. We recommend its approval. >> Motion. >> Second. All in favor? I >> I so carried. C5, C5A. >> On pages C5 and C5A, the board of find a motion to approve the budget transfer as listed on page C5A. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. Uh, as we continue D1. On page D1, the board
086will find a motion to endorse actions taken by the Beayashore Committee on Special Education pertaining to students being considered for services as noted in the CSC minutes listed and annual reviews for the 2526 school year and referrals for September, October, November, and December of 2025. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry D2. On page D2, the board will find a motion to endorse actions taken by the Beashore Committee on Preschool Special Education Services for students requiring services in the minutes listed. We recommend its approval. >> Motion second. >> All in favor? >> I. So carry. D3. On page D3, the board find a motion to approve the undue burden independent evaluator hardship waiver resolution. We recommend its approval. Motion >> second. >> All in favor? >>
087I so carry. D4. >> On page D4, the board will find a motion to adopt the individual home instruction plans on behalf of the students listed for the 2526 school year. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. Dr. Maloney. E1. On page G1, the board find a motion to resend current board policies 4327 homebound instruction and 9700 staff development. Recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. E2. >> On page E2, the board find a motion to approve and adopt the revise board policies homebound instruction and staff development. We recommend this approval. >> Motion. >> Second. All in favor? I. So carried. E3 and E33 A through H. >> On page E3 E3 A through >> Yep. A3 through
088H. The board find a motion to approve and hereby authorize the board president to execute the contract between the Basia Union Free School District St. and St. Joseph's University for the purpose of student observation and fieldwork through June 30th, 2026. We recommend his approval. >> Motion second. >> All in favor? >> I so carry. [clears throat] >> Okay. Dr. Outlaw is going to be doing the next three. Um, page E4, E4, A throughB. >> On pages E4, my mic. On pages E4 and E4 A through B, the board will find a motion to approve the second amendment to the employment agreement with Dr. Steven J. Maloney, the superintendent of schools. We recommend its approval. >> Motion second. >> All in favor? >> I I so carried. E5, E5 A through C. On page Z5 and
089E5 A through C, the board will find a motion to approve the first amendment to the employment agreement with Mrs. Morin Versinger, the assistant for business. We recommend its approval. >> Motion >> second. >> All in favor? I. So carry. E6 E6A. On page Z6, E6A, the board find a motion to approve the revised employment terms and conditions for Mr. Joe Hadoski, director of facilities and energy management. We recommend its approval. >> Motion second. >> All in favor? I >> I so carried. >> Dr. Maloney. E7. >> On page E7, the board find a motion to approve and hereby authorize the board president to execute the settlement agreement and mutual release with the Hartford and Continental Insurance Company will recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. E8.
090On page E8, the board find a motion to approve and hereby authorize the board president to execute the settlement agreement and mutual release with Udica Mutual Insurance Company. We recommend its approval. >> Motion second. >> All in favor? [snorts] I. So carried. E9. >> And on page E9, the board find a motion to approve and hereby authorize the board president to execute each of the reference settlement agreements and releases. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. Before we grab the book, um, as you see, we just had, um, accepted and voted on some resolutions and some settlement agreements. So, in continuing what we've done over the past two years, we've been committed to keeping our community informed regarding claims brought against the Beashore School District under the Child
091Victims Act. Since our last update to the community, another 16 settlement agreements have been reached in the total amount of 44,500,000. The board of education will be voting on the have voted on the formal approval of these 16 settlement agreements. The district's financial contribution towards these settlement agreements is 13,14 13 million45,023 with remaining balance being paid by three formal liability insurance carriers. The resolution of these 16 cases leaves two cases unresolved, one of which is fully insured and one that is pending appeal. We continue to approach all cases brought under the child victim's act with understanding and fairness for those impacted. At the same time, we are guided by fiscal responsibility for the entire Beayore Bright Waters community and our mission is to ensure our students and schools continue to thrive. As a district, we
092are dedicated to moving forward on a shared path that brings our community together. Um, in addition, we have been made aware and are aware of an upcoming criminal proceedings [snorts] as reported in the media. These proceedings involve the pro prosecution of the defendant by the district attorney's office. The district is not involved in this proceeding. Okay. Now, if there's anybody signed up for the book, >> if there's no Nope. All right. If there's anybody here who would like to have a comment or a question, the floor is open. >> Merry Christmas. >> Okay. >> Enjoy the holidays. >> Have a nice Hanukkah. >> We will not see you until after. So, thank you. Thank you. >> Thank you for coming. Thank you again. >> Thank you, >> Mr. Lent. I'm going to