001Good evening everyone. Thank you so much for coming. I really appreciate it and happy new year. It's the first meeting of the year so hope everyone's holidays were wonderful. um going to call the meeting to order at 6:00 and if everyone would please stand for the pledge of allegiance. 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. Um item 1.03, 03 approval revision of agenda. Be it resolved that the board of education of the Fateville Manley Central School District approves the agenda as presented. May I have a motion, please? Thank you, Rebecca. And second from Jason. Any discussion? All in favor? Anybody opposed? Thank you. And now we're moving into
002presentations. K12 social studies. That's what we like to hear. Good evening. I'm the very proud assistant superintendent for instruction and on behalf of my co-presenters, thank you so much for the time to highlight our incredible case uh 12 social studies program. So I'm going to start with the why behind social studies. Social studies provides foundational knowledge and examination of history, geography, economics, and civics. And these are not isolated subjects. They're interconnected tools for understanding our society. Social studies is dynamic. It's about developing analytical thinking and civic knowledge to help students navigate an increasingly complex world. Perhaps more importantly, it develops civic readiness. In FM, we see social studies as a laboratory of democracy. We're teaching students how to navigate a complex informationheavy world by analyzing primary sources and debating historical turning points. Students learn to
003distinguish fact from opinion and to understand the why behind the world that they see on their screens. Social studies is also a place where students learn to think critically about the world around them to understand and appreciate different perspectives and experiences and develop the skills to participate meaningfully in our democracy. It's also a place to learn about themselves. I know I've talked here several times about the mirrors and the windows that we try to build in our curriculum. We want every student at FM to see themselves, to honor their story, to understand their history, and to learn, understand, and appreciate the diverse stories of others. New York State through the New York Inspires Plan has challenged us to ensure that every student exemplifies the newly adopted portrait of a graduate. The portrait of a graduate
004outlines the skills and dispositions we want every New York student to possess, all of which is grounded in culturally sustaining, responsive education. Social studies directly supports each of these competencies. When students analyze primary sources, they're developing critical thinking. When they engage in civic discourse and current events, they're building communication skills and cultural competency. When they research solutions to help our community, they're demonstrating innovative thinking and civic readiness. Social studies is a natural home to the portrait. But nothing speaks more to this than the CNY model UN conference that took place this weekend known as Cinnamon. The conference is planned, organized, and run entirely by Fateville Manlas model uh model United Nations Club. It's formally sponsored by the Maxwell School of Citizenship and Public Affairs at Syracuse University. And that's a partnership that's been going on
005for 43 years. This year's conference was host to over 35 schools and over 900 students and it's the largest model UN conference run by a public school in the country. Yeah. Wow. Kudos to every student that was a part of that and their amazing adviserss, Mr. Mcwigan and Miss Gross. But I had the pleasure of attending the closing ceremony on Saturday afternoon and I was struck by something that was said by FM senior Melissa Mlan. She said, "The skills you've learned, the research you've done, and the critical thinking that you've developed will follow you into college laboratories, startups, classrooms, and any other path that you set your mind on." Her words speak to the authentic student- centered experiences that we continually work to build and support at FM. In terms of how we teach social
006studies, the New York State Social Studies framework provides us a road map and it's organized around key ideas and practices that spiral through grade levels, ensuring that students build sophisticated understanding over time. The framework emphasizes inquirybased learning. Students are asking questions. They're gathering evidence and drawing conclusions constantly. It incorporates diver uh diverse perspectives and voices. And it's designed to be relevant to connect historical understanding to contemporary issues that our students care the most about. The framework gives our teachers clear standards but allows them flexibility to make social studies engaging and meaningful. It ensures that from kindergarten to 12th grade, our curriculum is vertically aligned. It's increasingly rigorous and it's always focused on active learning for our students. So, it is my pleasure to welcome four very, very special human beings and fantastic educators to the
007stage next to talk about what that looks like in our social studies classrooms. So, with me uh is Mary Kate Lteran. She is our K6 curriculum specialist supporting teachers um across all all of our elementary and middle school buildings. K6, our social studies department leaders at Wellwood and Eagle Hill, Sam Lik and John Kennedy, and our social studies department instructional specialist at the high school, Todd Sorenson. And with that, I'm going to hand it over to Mary Kate, who's going to talk a little bit about what social studies looks like at K4. Thank you, Catherine. You're welcome. Go right there. Okay. Thank you. Hi. Good evening. How are you? Um, so I just want to take a moment to walk you through uh what we're what we're learning about in social studies um from K
008K4 in elementary school. As Katherine mentioned, it's all rooted in inquiry. So all of our units are centered around a compelling question. Um and it we all base it off the New York State framework. So what happens is it starts with self and moves on beyond to the rest of the world at at each grade level. So kindergarten is self and others. Um students are learning about themselves, what makes them unique, how they fit into a community, uh what their class community looks like, um rules, leadership, those sorts of ideas, respect and responsibility. It's all and the the heart of all of these uh courses are the are the um social studies uh themes. So we have geography, civics, economics, history, excuse me. And so we move from there to first grade. Um and that
009goes outside of self to myself, my f my families and others now and then. So we ask questions like what makes my family unique? Um how do I what are my wants and needs? Um and so as we explore those concepts, we look at different sources, whether they be video, whether they be um images or or text. Second grade, the world opens up a little bit wider and we get to community. So my community and other communities specifically centered around the community here at FM. Um so we learn about our local community. Uh what's the difference between uh urban, suburban, and rural areas. Uh what makes my community unique? Uh we learn about the uh fundamentals of democracy. Uh we begin to talk about excuse me um American symbols. So what's what what symbols represent
010America and why? Um we talk about how uh environment and geography influence culture. In third grade we we go to the whole wide world, right? So we t we start with an examination of the United States as a country study. Uh what's what's the culture there? What's the history? What's the government? What's the economics? And then what happens is we move to other areas around the world. So, in third grade here right now, we look at um we take a deep dive into China. We take a deep dive into uh Ghana as well. And we also do a few other New York State um uh inquiries as well where we look at uh global trade. How do things get to us from all over the world? In fourth grade, we kind of zoom back in
011and we look at New York State history. And this is this is when we begin to do more chronological study of of history as we typically think of. Um, so it's New York State history. We start with the geography. Um, we look at uh pre-enccounter, so prec precolus uh traditional Hoden culture and then we move on um in New York State history from there until about uh the Civil War. So again, it's all rooted in um an inquiry and questions. Um you know, for our American Revolution unit, we're asking how did uh a a dis a different group of of disun disunited uh colonies work together to beat the most powerful empire in the world. We also try deeply to connect with the the community um especially at the at these early elementary levels. So,
012in first grade, we do a lot of work with family and family traditions. What are your family traditions at home? You know, we did that a lot um just this past month with with uh the holidays. Um in second grade, that just, you know, happens naturally because it is so community- based. Um we just redid and updated our economics unit and it's all centered around the question of how do people in our community work together to get what they want um what they need and want. Um, so we we take a we take the students a virtual field trip to different places around the community like Mrs. Kelter's Cupcakes, uh, the the the Manlas library, the fire department, um, all in an effort to try and teach economics, which is sometimes a little tricky to
013teach when you, you know, you're in second grade and don't have have money to work with. So trying to make it as tangible as possible and always coming back to that uh, central question in fourth grade. Fourth grade is is really really great in terms of community connections because there's so much local history here. Uh we work with the Matilda Joselyn Gage House and Museum with the culminating uh visit and you can see a visit there in the middle picture. That's one of the fourth grade classes over at Mott Road. Um all fourth graders go and visit. Uh we work with Scano which is the Anandaga uh nation's um museum and cultural center. Um and fourth grade at Enders went and had a a great field trip. We also brought in some Hodnoson um uh
014uh dancers who came in to M Road and Enders and talked a little bit about their culture. We had some interactive dances. It was really great and fun. Um we've linked a few videos there that you can take a look at uh that will be linked into the agenda um if you're interested. Um we also go to the Rippleton one room schoolhouse that we visit the Erie Canal Landing Museum. Again, lots of local lots of great local history. Um, and so with that, I'm going to pass it off to my colleagues here, um, Sam and John. We'll talk about middle school. Just raise your hand. Okay. Hi. I get to talk, sorry, I get to talk about fifth and sixth grade. So, if you think about fifth and sixth grade, it's like a little bit
015like preglobal. So, fifth grade really kind of focuses on the Western Hemisphere. It is a comparative they do a lot of comparing whether with go governments and economic systems. And then sixth grade focuses more on the eastern hemisphere where we're practicing our social studies skills of chronological order and g geographical things during those years. Hold on. There we go. Thanks. So, seventh and eighth grade is part of a two-year course. Uh, seventh grade, uh, it starts with early American history, pre-colian American history, and they study all the way up to the Civil War. Uh, they include a lot of local sources, uh, the Underground Railroad, the Jerry Rescue, the Yuri Canal. In 8th grade, we pick up with the Reconstruction era, and we go all the way up to the 21st century. So, one of
016the one of the other pieces of the New York State framework is that you know there's been a shift in how we teach social studies. A lot of people think social studies as sort of like memorization of facts. Um, which you know that that's part of it, but why why do we teach and learn history when you can find it on your phone, right? So the the framework has sort of shifted that to focus more on skills and practices is what what they call it. Um and so we try to really reinforce that. I think that also makes social studies incredibly relevant. Um but we really try to reinforce that throughout uh our our units of study. Um one way we're doing that is through embedding media literacy across the across the content areas, but
017spec excuse me specifically to to social studies. So, if you're not familiar, media literacy is the ability to access, analyze, evaluate, act, and create using all forms of media. Um, that means being able to communicate using uh not just text, but also audio, visual, um, all every p every piece to communicate a message. And so we're living in in an age when information our information landscape is inundated uh with uh AI. Um we're constantly wondering who to trust, what to trust, how do I know if this is real? And this is media literacy helps empower you with the skills to be a critical consumer but also a critical creator of media as well. So often we think of uh media literacy as a as critical consumption, but creation is a big piece of that. So
018what we've been trying to do, especially at uh K4, um is inviting students to make media as a way to see how intentional the the choices are uh that that are behind media that media is constructed, right? So, one of the ways we do that is um the second grade unit here, we looked at advertising techniques. And that's the end of that. How do we work together to get what we need and and want in our community? Um at the end of the unit, the students um picked one of the places that I that I took them to in the videos and they created uh either posters that were designed to um sell a good or posters that were designed to uh persuade you to volunteer or donate. So you can see some student examples
019of those posters um and using some of the advert advertising techniques in those posters as well. And the the examples on the top are from a seventh grade unit um that they started the year with um teaching the the the skill called sift which is uh stop and and when you get a post stop and look at look at uh other sources. And so those are student created uh infographics trying to teach kids those same skills. Having taken one of Mary Kate's courses on media literacy, a group of us got together and we decided that we were going to create media Mondays. And then this was a way to get students to recognize that as they consume media, right, in different forms and it was more catchy ways to get them to do it to
020be able to consume it in a way that allowed them to understand who is the targeted audience who right what is the message it's sending me right and how am I processing this information and being in this year an event happened in my class well didn't happen in my class a event happened um in the United States and I realized really quickly kids had seen this piece of media that was really kind of devastating and worldchanging and they didn't understand either who the person was or what the event was. We were consuming it without understanding. So we kind of for our media Mondays took post took post that kids um would run into at any point. And so you can see the first one it's who's producing it? It's Elma. Everybody knows who Elmo is,
021but really who is behind Elmo and what is the message saying? And this is on Twitter or X, right? And then and so it allowed the conversations and these were quick things we do on Mondays with kids once a month to kind of get them thinking. The other one is they right who's the target audience with these energy drinks? Kids are drinking them all the time, getting mixed messages. So it's a quick way for us to use different techniques with media literacy to teach kids like I see these things all the time. Media is everywhere. It's everything. It's the t-shirt I'm wearing. It's the sign I'm seeing. It's the post I'm reading. So, how do we consume it? And what do we do with it? >> Thank you. >> So, I think a lot of
022the uh misunderstandings about social studies that people tend to see it as you're memorizing names, dates, places, and not really showing any real understanding. And I often think of um people ever seen the movie Ferris Beller and Ben Stein torturing his students in a social studies class and uh we go way beyond that. So uh there's a lot of critical thinking and one of the projects um and there's a lot that uh all the courses do is we did a Robert Baron project just uh last month where students uh chose any captain ministry. They did an inquiry. They researched the person and then they came up with their own presentation whether that person was a Robert Baron or a captain ministry. There's not a right or wrong answer. There's not what I'm telling what the
023answer is. They're determining that on their own and they're presenting it to their classmates. Uh in addition to that we study a lot of marginalized voices. Uh so for example we're doing American expansion right now. Uh students read an excerpt from Luther Standing Bear's book uh the land of the spotted eagle. He was a member of the Lakota nation who attended the Carile boarding school in Pennsylvania and he wrote about his experiences and I think it really widened the perspective that our students had to look at with how Native Americans saw this not just how the American government did. Um, Virgin Dandol is the woman on the right who I be honest with you, I had never heard of until I attended a conference just last month in Washington DC. And she's one of the
024an amazing voice of somebody who uh was born into uh reconstruction where people were gaining rights. uh lived through Jim Crow laws where those rights are taken away and then just had some amazing accomplishments uh as far as civil rights and education and somebody whose story that I'm really excited to share with my students this year when we get to the civil rights movement. Our goal as social studies teachers is to give voice to those that don't oftentimes have a voice or marginalized voice and to provide agency. And these opportunities give us a these stories give us an opportunity to show agency rather than always being victimized. Um so last year we started an incentive of or on Tuesdays we vote and um it really helps with the civic participation and global citizenship. And so
025attending the same conference John went to we were able to see uh the I got Jeff brothers um Professor Hassan and Representative Hakee Jeff speak and one thing that they said Hakee Jeff said is dem democracy demands accountability voter education and informed and engaged citizens and after hearing them speak it really drove home why we need to do on Tuesdays we vote our purpose of it is it's going to establish the habit of voting. Right? Voting is a right and responsibility of citizens and we want to make sure that that habit is instilled at a young age. We want to educate our students on the process of voting and we want to create global citizens and encourage civic participation and we do it districtwide. And the good thing with this is that it can be
026done at on any level. In elementary, it might be teacher choice and it it could be where they're putting post-its on a sign on the board and you can see it. It might be that it's done once a month or twice a month and the teacher decides the question however they want to do it and I know at the high school they do it so the whole school votes on it and then they can see the election. At Wellwood, we vote every every Tuesday and um one of last Tuesday or uh couple Tuesdays ago, we asked students to rank it and to tell us how we're doing. What do they think? And overwhelmingly, they like it. And then we asked them to tell us why they like it. And so here are just a couple
027examples of what students and staff say because we have staff and faculty vote as well. and over and they continually say it allowed them to share their opinion in an anonymous way. It allowed an opportunity for discussions to happen where maybe they weren't always going to happen. It allowed people to share their opinion and to see opinions of others. This allows for communication and it also helps build community and that's really what we're striving for. And we've asked a couple of questions that have been helpful. We asked about start times. What do you think about start times? We've asked about the cell phone policies. I know on Eagle Hill, they just asked it. They asked it at the beginning of the year and then they asked it again to see if that it had changed.
028So, this is something that we can do districtwide that helps build us as a community. We at Wellwood did it during parent curriculum night and allowed parents to vote on the same things that the kids were voting. And then we always share the results. And again, that allows for conversations and dialogues. And in this day and age, we kind of need to have those conversations and dialogues over things that we don't always have. >> Mr. Sor, >> thanks. >> Hi. Um, so I'm just here to tell you a little bit about what we do at the high school with social studies. Um, we get to, I guess, build the the top floor um on the foundation of what students have been doing at the elementary and middle school levels. Uh we continue um trying to
029build those skills uh with regard to critical thinking with regard to uh media literacy uh written uh written oral expression um building up their content knowledge. Uh ninth and tth grade we still uh we do uh global history and geography. We do um kind of preodern and modern history. uh US history and government in 11th grade and uh economics and law or government uh something government uh related in uh 12th grade. Um we're also you know one of the big emphasises we have is you know we do a lot of history. It's a lot of content. Um so we try to find places where we can connect that content uh you know the past to the present uh and maybe even those patterns can give us a peak into the future. Um, one of the
030things that I think we're pretty proud of at the high school is, um, that we have, I mean, for a for a school our size, and I've I've looked at all the other ones, um, we have a a pretty robust, uh, elective program, too. Um, I think the thing, um, you know, one of the kind of privileges that we have at the high school is, you know, with all of these skills that they've been building up, um, from kindergarten, uh, through 8th grade, by the time they get to us, um, we have more opportunities to kind of, um, let them take the wheel on their learning and and take ownership of their learning. Uh part of that is uh like I said the the the electives um that are available to them. Uh a great
031example of that uh you know is uh cinnamon. had something of those 900 students uh this weekend something like 200 of them were FM students uh from 8th grade up through uh 12th grade uh where they are really taking uh taking ownership of their journey as a learner and um and certainly that's not uh the only one that might be the biggest um but we have um some really great extracurricular uh programs where where students start to kind of take on the the leadership and um you know and are having that choice um in what what else can they do beyond their required uh work and so uh I mean our mock trial team the the history day projects that kids make um my oh the diversity coalition we have these studentled panels you know
032there's so much student leadership that goes on in those um in those groups uh my personal favorite archaeology it's kind not my thing. Um and uh and and we're, you know, we're always kind of looking at what we do and and seeing if there's, you know, there's new opportunities. Uh this is right now the first semester of the um new elective that we introduced this year. Um we we've already it's already uh quite popular, the US military history elective. Um, and then this coming year we will be um swapping out the uh honors American studies um class for juniors and we'll be uh starting um to offer OCC's uh US history course. So students could get six credits uh OCC credits which would be you know Sunni transferable um at no cost and uh so
033we're going to um try that out and and see how it goes. we expect a lot of kids to to take advantage of that. Um, so we're always trying to see, you know, where are there things that we can uh we can change and uh and improve. Um, and then this is our other new uh initiative that we've been working on for uh four or five years now. Uh we have the uh New York State Seal of Civic Readiness, which is uh pretty new uh to New York State. Um the last couple years we've we've gotten you know we've been kind of building up this program uh and this is a great um you know when we talk about personalized learning and uh and portrait of a graduate um definitely the personalized learning aspect of
034it um we've tried to incorporate as many pathways as possible and New York State kind of allows uh for a lot of different pathways where um students can you know do that those civic engagement pieces um whether that is maybe that's in the classroom with their electives, maybe it's outside the classroom with extracurriculars, maybe it's outside the school um in their workplace. Um there's uh there's community service opportunities. Um it it's you know things that students might be doing, yeah, totally outside of the school. Uh you know, Eagle Scout projects, things like that that they're already doing that we get to recognize or stuff that they that they do with us. Um it's very important to us that you know when they've gone through the whole journey from elementary and middle and high school um
035that they are informed and engaged uh citizens and uh you know participate in whatever way kind of makes sense to them. Um so we we really uh you know we've we've put a lot of time into this program and we see you know depending on you know when the state kind of firms up the expectations of uh about graduation requirements and things we we think this is something that we could we could scale up too um that maybe you know maybe in five years may maybe this is something that all of our students are doing as seniors. I you know I I just don't know. Um, so we'll we'll we'll see um as time goes on, but we're um you know, we have this kind of framework in place that that allows us to um
036to to recognize that they're doing some some pretty cool stuff already and then encourage students, you know, to go that extra mile. We're just going to close up by um recognizing the the huge commitment um that that that the teachers in the district have towards professional learning. Um we we have incredible professionals here who are teaching our students. Um, and I think you've heard multiple examples of the ways in which even the most recent conference, you cannot like look at the excitement coming off of that page, right? Vanessa McNamera could not be smiling any harder right now. Um, and the way in which that has already directly translated into the classroom, right? Not only are our teachers committing their time and energy to professional learning, they're also teaching it, right? We've got multiple courses offered
037um from from Mary Kate. We've got Sam working on a couple of different pieces um with our teachers right now. Um we have um outside um inservice courses. 3GNY is coming in in a couple of months. Um that's an organization that works with um the grandchildren of Holocaust survivors. Um they have been in um and will be in in a couple of classrooms. Um it is a it is a tremendous um promise um for our students that we continue to commit ourselves to doing the best that we can. Um and I so appreciate that we that we work in a place that really commits itself to investing in the type of professional development um and and how many teachers partake on that partake in that um and how it translates for our students. And with
038that, we just wanted to say again, as we always say, thank you so much for for your support. Again, as um as a former social studies teacher here um at FM, working with these amazing people um as a parent um of FM students and a community member, we are tremendously thankful for everything that the board um in our community does to support the work that's happening here. Thanks so much, Um well, thank you on behalf of the board. That was outstanding. And you don't need to thank us. We should be thanking you. Um that was really a terrific presentation. Um I'm wondering if some of the students would like to teach adults about some of that media literacy. I think we could use more of that. Don't you think? Uh and doc, uh Mr. Kennedy,
039I was surprised you didn't give us a Jeopardy quiz. Um, but thank you very much. Does anyone have any questions for the social studies team? >> Thank you. >> Um, for item 2.02, the president's report, sort of a similar theme. And I wanted to share with all of you that uh Sarah Pinsky and I had the honor and privilege to attend a recent um agents of change class um with teacher Wanovich and her uh eighth grade students and they invited us in um to talk a little bit about their questions, concerns, and ideas with regards to um school lunch uh which uh was an exciting topic. Um but they did a a tremendous job um doing their research, trying to gather information and presenting not only some um observations and concerns that they had um
040but really thinking about how they can go to towards problem solving and engaging in dialogue. And I'll just speak for myself and then you know Sarah you chime in. Um, but they did a what was most impressive to me is their willingness to engage in open dialogue with adults and just sort of share their own personal observations and experiences with us. And it was um just a really great opportunity for us to interact. As we all know, when you ask kids questions, they will tell you what they're thinking and feeling. And you know, as we start talking, you know, we've been talking so much for years about getting more student engagement and personalized learning connected, um, I would just really encourage anything with regards to either the the work that that class and other and
041so many others are doing um, gets elevated. And I know um Brad uh I did mention to the students that you know along with the wellness committee they were going to be looking at gathering some data about school lunch buying habits and gathering feedback from students and uh Jacob that you also were gathering some data from student feedback but that um maybe we could have some uh additional dialogue and communication with our students to make sure that they're brought into the process or at least have a little bit more un comprehensive understanding about the pros and cons of all different options. Sarah, is there anything that I want to add? >> No, I'll just echo uh visiting the classroom and interacting with the students. By far a highlight of my admittedly brief tenure to date.
042Um, and I I would just echo I really appreciated their interest in um, not trying to convey just a point of view to us, but to ask questions and take in information and engage in a dialogue with us. Um, and that was really remarkable. I also so appreciated the emphasis on how to be strong advocates. So, they're learning techniques to um become strong advocates, not just on this issue, on others um and to be change makers. And it was just a terrific example of what we want to see um for our students and a great example of how we can involve students in the conversation. >> Yeah. And that is all I have for my piece. Dr. Ty, >> good evening. Uh thank you, President Fitzgerald. Uh, next up is the superintendent report. The backup
043information is in community. Item one, capital project update. Construction work on the high school's 52 million capital improvement project progresses with contractors moving to the second floor of House 2 to continue their work. The construction work will continue throughout the 2026 calendar year and will which will uh end and also include this summer the milling and repaving of Pride Lane from the student parking lot to the turnpike during the summer months. Item two, the mental health brochure hit community mailboxes over the recess period. I'm pleased to report that our annual mental health supports brochure was delivered to all our families and community members over the recess period. The brochure lists the many services available for our students and families. Unlike the three earlier editions which focused on our multiaceted approach of activities that promote awareness,
044strategies that foster relationships, and actions that support well-being. The new format of this year's publication focuses on the tiered services which are currently being offered at nearly every level within our school system. Item three, Anadaga County water distribution. With the recent water conservation efforts put in place by the Anandaga County Executive, I'd like to thank all of the volunteers who worked the bottled water distribution event on Friday, January 2nd at FM High School. The bottled water distribution event for the public was held from 10 to 2 and was clearly a team effort to help those families in need until repairs are made to the water. Excuse me, I need some water. Good thing they delivered it. Uh, and I hear repairs are hopefully will be done by this Friday. So, thank you to all our
045volunteers who gave of their time to assist in the distribution. Item four, emergency closing update. With the calendar turning to 2026, it's important to remember that the school district, with the exception of Wellwood Middle School, has used two of the four budgeted emergency closing days for the current school year. As you were aware, Wellwood Middle School, needed to use an emergency closing day on the Friday before the holiday recess uh period due to a loss of power in the morning. This means that we will have one more universal emergency closing day for all six buildings. Should the district need to use a fourth emergency closing day, Wellwood Middle School will pivot to remote instruction before all of the other schools will need to follow suit on the fifth day and beyond. The remote learning plan
046will adhere to the asynchronous learning model with office hours for on again fighting a cold too. So the remote learning plan will focus on the asynchronous instruction via the Google Meet platform. Teachers in grades K through six will make themselves available in the morning and afternoon while their secondary counterparts will offer office hours in accordance with the abbreviated 2hour well scheduled delay. And not la not last but not least, Cineman was held this past weekend. I would like to thank all of our FM high school students who were involved in the model UN competition as well as our faculty adviserss for all the work that went into hosting the event which ended up being the largest number of schools participating in the history of this convening. I had the pleasure of attending the opening ceremonies
047up at SU at Hendricks Chapel and I marveled at the public speaking capabilities of our students. This was especially challenging in front of them such a come on standing room only crowd that filled the main hall and balconies. Well done and hornet bride. Thank you. >> Thank you Dr. Ty. Does anyone have any questions? So, so I'll go because this is not a question but a comment and just want to echo Dr. Tyson's sentiment what we heard from our our social studies teachers tonight and Dr. Dottton. Uh I had the opportunity to attend the second day in the closing day of cinnamon and uh again just totally impressive. um you know the FM students really lead every meeting in all of the different sessions and that was what I found to be really neat and
048interesting. I had the opportunity to attend um the afternoon session on Saturday and go to a few different rooms where FM students were leading it. Um and again just truly impressive and the amount of work and effort that all put in is really wonderful. Uh secondly, Craig and and I know you and the the staff are very modest so I will be the one to bring it up. uh the syracuse.com article last week showing the results of uh our math tests and ALA tests and the district once again being at the top uh for upstate schools. I think we tied with Pittsford for 26th overall in the state and again just want to appreciate and say thank you to you and to the staff, the teachers and all that put in the effort. Um it
049is truly just remarkable. So thank you Um, I just a question on the, you know, we're still early January and this has been quite a winter already and so we're we're short on days. Um, we have one more universal we can take. But after that, what what is the current status or policy or plan for devices? Are are the students already bringing them home every day or are they once we have used the fourth? Are they then having to bring them home every day for that reason? >> Yeah, once we use the next day, we're going to communicate out. We've already had multiple meetings on this. So, we will communicate out. Wellwood's already been given a heads up the faculty in terms of pivoting sooner there than at the other buildings. So hopefully we'll never
050encounter a long-term shutdown like the water distribution, but we're approaching it more for inclement weather or, you know, just filling in periodically rather than a long-term solution. So we'll look more asynchronous with office hours. If we have to pivot to something longer term because of the water, as an example, uh we would look at more synchronous, but we'd have to sit down and work that out. >> So A number of years ago in some darker times that we don't need to revisit, we had done some surveying of our families to verify that everybody had internet access at home. Do we have current data on that if we were to turn to remote learning days due to weather closures? >> Yeah, we we have that. We have to survey periodically. So we have the connectivity data.
051It may be a year and a half old at this point, but it has to be routinely surveyed. >> So it may not be it's like current we may not know current status. >> We may not know current status unless we survey right now, but it uh again we're looking at it as shortterm. >> Yeah. I'm just I'm just concerned I'm not look >> I won't say the pandemic word, but we're not looking at it as long said it. I I yeah, I'm just I'm I'm more concerned. I just want to make sure that we don't end up in any situation where any student is unfairly penalized for not having participated on an async day if for any reason they have no internet access at all. >> Right. The the packets will be going home
052K through six will be more packet driven with the office hours. So, uh the students would turn in their work in order to get attendance credit the following day. So again, we're looking at it more as inclement weather. If something else, gosh forbid, happens, we'll sit down with the faculty and work it out. >> Thank you. >> Dr. T, are you saying that if it's anticipated that there's going to be a snow day, then the kids are going to be sent home with a packet of work to bring back after the snow days are over or the snow days over? Again, we still have one more day universally through all six buildings, but after that, yes, the packets will go home. >> The Google Meets will be turned on by our IT department. Right now,
053they're turned off to prevent misuse, but then the Google Meets will be turned on >> and staff will be remote from home, right? >> Correct. >> Um, so Dr. Have is there a communication roll out planned for when and if we have to go that path to alert families and with regards to the packets? Um I'm sure you guys have looked into that but like I guess are they generic or you know they they could be learning something very different a month from now than when when the packets are developed. Does that make sense? I mean, it's going to be up to the individual faculty on what the classroom needs are at that point, but uh yeah, they'll be sent home. Again, there will be a communication plan to roll that out. And again, if
054it's longer term, if we're shut down for rather than just a day here or a day there, we'd have to sit down with the union much like we did over the course of the last week or so. Any other questions, comments? Okay. Um, item 2.04. So, it's uh January, which means committee updates. I hope I forgot to remind you all, but I'm sure you were ready to go. Um, so does um, Ms. Bersani, would you Is there any updates? Sorry to put you on the spot. Oh, sorry. Well, we'll start with Yeah, we'll start with with um our legislative leaders and we'll start at the top. Give everybody a minute. >> Uh I'm thanks. Um I did u we recently did a poll on students um opinion on foods um on specifically when we asked
055students on what their favorite food was. just kind of a bit of a sense of humor. But um cookies was significantly on the top of the list. So we might need to I probably going to have to revisit on how I do the the specific polling to be a little bit less uh open-ended to say the least. Um second on the list, but only by a third was pizza. So yeah. Um um and unfortunately the results of the open-ended questions for what students would like was also somewhat inconclusive due to many of the items students had elicited being already on the menu. So yeah, that's something I will have to revisit and uh report back with you guys next. That's fascinating, Jacob, because at the agents of change class, they were much more concerned about
056nutritional value. Um, so that's a really interesting perspective. Thank you. >> Um, Marissa on Bosey's update. >> Um, we have our CTE advisory committee meeting coming up um next week, I believe, and that is a meeting that Boseies host uh quarterly. um where they have representatives from industry um schools and of course Boseies and other um um other educational um programs and they talk about trends and try to develop plans to work together or develop plans to work together to support the needs of our students. There's always a very good meeting and the next one is coming up next week and I'll be attending that. >> Thank you and back to you Jacob. Thank you very much. Um, so kind of to follow from last time, um, again, we'll be having a blood drive at
057St. An's on tomorrow from, uh, 1:30 to 6:30 p.m. Um, the winter semi formal is coming up. Um, it will be on the June 24th, so that should be quite exciting. And the DM, oh yeah, sorry, January, that's a bit far in the future, but >> sorry, a tad tired, but um, the DMs will be having their kickup. um on January 29th. Um with the poll that was previously mentioned, um I did also include the question of hours of sleep just to compare with um our previous previous responses. Um just as a reminder of what the previous responses for the majority um so 53.8% um said they were getting about 7 to n hours and 41.2 were said they were getting about four to six hours. This is old data. And in the most recent
058poll, we had a 43.3% saying they got 7.729 hours and 50.9 saying they got four to six hours of sleep. So we did see somewhat of a decrease in the amount of sleep students are getting. Um so that's just something to think about. Um I know with the sleep study and also something to consider. Um, another thing with the school lunches, um, when asked how students would rate the school lunches from worst to best, um, from scale of 1 to five, about 50% 50.1% were in the middle of that scale. 23.8 were unsatisfied with the school lunches and 26.1 were satisfied. Um when asked about the um traffic during the morning at the school um with the same rating scale of one to five um for bad traffic um for unsatisfied with the traffic it
059was 47.2% um in the middle was 33.2 And on saying that it was good traffic was 28.5 and so yeah and I believe that is it 28% of positivity all across the board. I like it. Um thank you Jacob. Can um the study on sleep the questions that you asked for the first time was in the beginning of the year. Can you refresh my like September or >> um yeah about um mid to late fallish I believe. Um this is >> Yeah. >> Okay. Thank you. Does anyone have any questions for Jacob? Really appreciate it. Okay. Now we'll move to committee updates. Um Ann for audit >> the audit committee has not met since our last board meeting and we're currently scheduling our next meeting for the end of January first week of February. So
060nothing new to report there. >> Great Chrissy community relations. >> Um we met last month to discuss the uh mental health brochure that Dr. Ty mentioned in his report that went out. Um all that information and a plethora of more information can be found on our wonderful new and improved website. If you have not checked it out, please do so. Um our uh the FM communication team is working on um the winter newsletter that should be um coming out in the next few weeks by by midFebruary, I believe, early February. Um and then I'd say finally, we have a a fairly large announcement we've been working on. Um, so you know, stay tuned for more. Oh, what a what a hint. Uh, Dan, facilities. I always get to be the bear of great news. Um,
061the high school project obviously continues and is on time or on schedule at the moment, which is good. Um, we last met in December and the team is taking a I think we've touched on this before, a holistic view on traffic, parking, parking safety. Um, instead of putting lipstick on a pig, perhaps taking a 30,000 foot view of should we could we be doing this differently? And so that has deferred some of the work to be done there. As Dr. Ty mentioned, Pride Lane will be milled and and resurfaced this summer. But in terms of the actual parking lots, um you know, there's some safety concerns. There's capacity concerns that relates to things that we've heard about buses being able to get in and out at certain times and can expand bus loops. So, there's
062a whole reook that's being done at that. And we have um we'll probably touch on that. We have an upcoming just facilities workshop with the full board where we'll touch on that. And also the reminder not just to the board but to the whole community that we still have lots and lots and lots and lots of work left to do on facilities in this district. We're we're not done. And um we're very mindful of the cost and the tax impact on our residents for that. Um and you know we'll continue to reassure that the work that we do is always guided first and foremost by what best serves the educational needs and educational purposes that these buildings exist for and how they impact our teachers and how they impact our learning environment for our students.
063Uh but there is more work to be done. There will likely be another u building referendum either construction referendum either at the end of this calendar year or very beginning of the following calendar year. uh we're in the process of scoping out what that is. That's a large focus of this upcoming u workshop that we have. It's it's time to you know for a full board discussion on some long-term directions for for some components of this project. Do want to reassure those that are working and um learning in the buildings that we have most assuredly not forgotten Eagle Hill. that has long been coming next on lists, but we want to make sure that we we do it right and we meet the right needs at that building. And there are some state cost um
064aid allowance issues that are impacting part of that project that we're we're doing our best to work through currently. Um there's also a major project still left and you know it's it's hard sometimes people to remember because we have a vote and then we have the whole state approval process and then we have bids and then we have construction and it's it's not always easy for everybody to remember back to the beginning of what the scope of projects are. So you know we have a $52 million project underway at the high school. um that does not cover the full high school project. There is that was the most that we could do and still get state aid on that project, but there is more work to be done in that building, specifically house one. Um
065and some of it is beyond our control and needs to be done. The exterior walls in house one need to be replaced. replacing exterior walls of an entire half of the structure in the high school is not a little or easy project. Um so we're trying to figure out how and where we can best fit that in as uh debt falls off the calendar from prior projects so that we can replace debt instead of add to debt where possible. Um so there is a lot of work to be done and very deliberately so that we can best manage not impacting current learning and setting the district up for success and their students in the future. I will say that um there was a lot of debate going into the Wellwood project about um trailers and
066exterior and we we you know I think we everybody has wrapped their head around that there's a difference between modular classrooms and trailers and we had a debate back then as a reminder for those who don't remember back then of do we lease them or do we buy them. Um, one of the best decisions that was probably made in this district in a long time was to purchase those because, as everybody knows, those are those existed throughout the Wallwood project. They are now at the high school. They will stay at the high school throughout the duration of the high school project. And whichever school we work on next, they will likely be moved um to that school as well. And those who have had classes in those will most frequently say that those are some
067of the nicest classrooms we've had uh until the classrooms have themselves all been revised. So, um, we continue to to to shuffle as as best we can so that we can provide the best learning spaces. We know things will continue to happen during a construction project. And we just want to remind everybody, we we know this and we're aware of it. There will be periodic heat issues. There will be periodic cooling issues and and things do happen when you're in the midst of a major construction project. And so we appreciate greatly the flexibility and understanding of that, especially among our staff who are working tirelessly in those buildings to create safe and ensure safe learning environments for our students to teach in the midst of these projects and for our buildings and grounds um team
068that that keeps keeps things turning. So grateful to all of them and certainly as well to our students for tolerating learning in such an environment but trying to keep that as best we can. So sorry for the length on that but that's where we're at with the facilities. >> Thank you Dan. Appreciate it. Um of course if anybody has any questions feel free to jump in. Um Sarah, finance committee. >> I am thrilled to give my first committee report as uh chair of the finance committee. Uh so the first finance committee meeting uh the 2526 school year took place back on October 27th. We actually have our next meeting this Thursday. Um so the meeting report from the October 27th uh meeting. It's available online um for anyone who is interested. in a more detailed
069summary that I'm going to provide tonight. Um, but I will highlight that in the first meeting, um, one of our core topics was discussing ways that the board can have more visibility and engagement in the budget process prior to presentations to the board. Um, and we really appreciate Assistant Superintendent Corbin's willingness to collaborate with us and be a thought partner and um, we look forward to continuing that conversation. Um, in the same vein, you know, we also took some uh time to review the formal committee scope. Uh, we think it's it may be time to make it a bit more specific. It's pretty vague what we are entrusted with doing or tasked with doing. Um, and then finally in that meeting, we reviewed the timeline for the 2627 budget calendar and discussed, you know, back
070then what we thought might be possible state and federal impacts on funding. So, um, of note for the board and community as we look ahead, I'll just note, um, preliminary budget is being prepared. Um, it will be presented to the board during our meetings in February and March. And then the final budget will be presented to the board during our March 23rd meeting. So, mark your calendars, everyone. That concludes my report. Any questions? >> Thank you, Sarah. Excellent job on your intro. Um, and back to you for policy. >> Thank you. So for our policy committee, we have been meeting very regularly throughout the fall semester and will continue to do so into um I'm sorry, I think in semesters into the spring and the winter and spring. Um we actually meet quite frequently um
071trying to get through the remaining policies that are unmatched between the Erie 1 policies to the NISSPA policies. We've made a lot of progress. Um all of the minutes and all of the reports are in um community. Um but we'll continue to very carefully go through the remaining policies. Um, and I would like to thank our administrators and Sarah Gidley so much for all of their thoughtful work um, as it comes to either matching one policy to another um, or combining or or making the most sense out of two separate systems. So, thank you. Um just one other thing to add about the policy which just so you guys are all aware with our new diligent platform we discovered that when we're when we are reviewing policies there is a button to compare um so
072Dan in particular you might find this to be a really excellent feature you can click it and it will show you the differences between the old policy and the new policy so you don't necessarily have to do a redlinined version correct Correct. >> Yes. So, so we are continuously improving and learning. Um, thank you. Uh, DEI committee. Um, >> okay. Um, so the DEI committee is working on um focusing on the portrait of a graduate and trying to create a student survey to help inform um some pieces of information and maybe have tools for our educators about how we might want to consider implementing Portrait of a Graduate. um with under the lens of being cognizant of equity and diversity inclusion and all of the things that go along with that. So that's where we
073are now on that front. Um mental health task force. So we had one meeting this fall. Um I don't have any minutes in front of me or notes, so I'm hopefully we'll do the session justice, but it was led by U. Mrs. Heidi Green and Dr. Corey Wallak and Dr. Melissa Carman. Um I think this is the third year of the committee. And so the purpose of the meeting was really to recap the work that has been done by the committee. Um to recap the surveys that have sort of been led by the committee that were um as you may recall the RMS surveys, culture and climate surveys to get a sense of the schools and then that data was triangulated between the staff responses, the community parent responses and the student responses. Um where
074we are today is really focusing on a new survey tool, not a screener like the Biomass, which has since become um which is now it's the new um >> Panorama, excuse me. That's our our new roll, our new tool to screen students and to identify needs. um but to we're looking at a longer a more comprehensive survey to get a sense of culture and climate that the the me the the mental health committee felt there were missing pieces of information from these RMS surveys. So that work started in the spring to look at actually work that Syracuse University had done really successful survey work um to get information from their students. We started to look at all of those questions and truly try to adapt them to what was age appropriate K to 12 or
075maybe 5 to 12. Um that work is now being taken really in-house um by our experts in mental health at our um led by our facilitators. Um and they're going to do some testing, some focus groups with students um and then start to roll out a plan for what that'll look like. So I think the the next meeting was going to be in the spring to hear back on the you know the great work that they're doing. And Chrissy, is there anything to add on that? uh safety committee. I'm gonna go to John if that's okay. I don't know unless or Dan, are you the chair or have you guys have you had a meeting? >> There we go. Uh yeah, we met uh the safety committee met on October 23rd. Um and uh it
076was our first and only meeting of the year so far. Um, not really uh much to to report on that. Dan, I don't know if you have anything to add, but I I don't have any notes and it it's it's been a little while, but um it was a good meeting. I do know that. I don't know. >> We're safe. We are safe. >> Yes. Yes. >> But uh yeah, that's all that's all for now. >> Thank you. And um has the wellness committee met? >> Yep. So, we met um shortly after our last meeting. Actually, I'm not sure when our next one is. I know Dr. Sugar's here. Um, so thank you for leading us through that. We did talk about um lunches as we were asked to do and we'll continue on with
077that good work compiling information from many different sources. >> There was a request earlier this evening unofficially from our administrative team for the return of peanut butter shoes. >> Peanut butter shoes. That sounds good. >> It was probably not an option on Jacob's survey. >> Okay. Thank you all. That we have we have a lot of committees. We're doing a we are active. Um okay. Now we're going to move into public comments. Um my understanding is there may be one person who didn't get a chance to register. If you >> if that is you, please let me. >> Nope. Okay. Um so public hearing. So we had to update um the safety plan um in accordance with NEA's law. So, um, we would like to make a motion to open public hearing on the safety
078plan. Thank you, John and Marissa. Is anyone in the audience like to speak on the safety plan? Don't all come at once. Okay. Thank you. Um, so I guess there is no comment. Um, may have a motion to close public comment. Thank you, Sarah and Jason. All right. Okay. Um item 4.01. Um be it resolved that the board of education of the Fateville Manlas Central School District hereby approves the resolution appointing Dr. Magda Parvey as superintendent of schools effective March 1st, 2026 as presented by legal counsel. May I have a motion please? Thank you, Dan. And second by Chrissy. Any discussion? Okay. Um, all in favor? Anyone opposed? Thank you. All right. So, I know we don't normally talk after a vote, but we are really excited. Um, so sorry. we don't really want to
079move right on to taxes and such. Um, so I I would like to just say a couple of things and then I'd like to invite uh Dr. Parvey to introduce herself to all of you. Um, so we are thrilled to formally welcome you to FM, Dr. Parvey. Um, firstly, I want to thank my fellow board members for your careful collaboration and thoughtful work throughout this search. This was a very important decision for our district and I'm really grateful for the care and commitment each of you has brought to the process. I also want to take this opportunity to recap the the work that led us to this moment and why we're so excited about the next chapter for Film Manlas. This decision comes after a thorough and comprehensive search process that if you recall we
080um partnered with Dr. Matt Cook of OCM Boseies to help guide us through that process. Um believe it or not we started this last spring. Um so it's been a long time coming. So we are uh very excited to be where we are today. Uh the process consisted of some community feedback through surveys. Um, we had stakeholder focus groups that Dr. Cook facilitated and several board members attended each of them to hear directly from lots of stakeholders um throughout the community um as well as student staff and other representatives. Um, we conducted multiple rounds of candidate interviews, got very close with one another through that process, and uh, we had very careful examination of each candidates's qualification and leadership experience. We want to certainly thank Dr. Cook for his guidance throughout this process and everyone
081in this community who participated. Uh, your input was heard, it mattered, and it really helped shape what we were looking for in our next superintendent. We were looking for someone with proven experience in curriculum innovation, fiscal stewardship, and community engagement. A leader who values listening, partnership, transparent communication with all of our stakeholders. It is something that we as a board are committed to and we ultimately wanted someone whose experience and values align with the pride of FM. Dr. Parvey brings exactly what we were looking for. She's a New York native with over 20 years of educational leadership experience, including leadership roles in districts similar to Fateville Manlas. She's led successful curriculum initiatives that raise student achievement. She's managed complex capital projects. She's implemented frameworks that position districts to meet evolving graduation requirements. It's important as
082we look to our future. And throughout her career, she's built strong partnerships with students, educators, families, and communities. When we met Dr. Parvey, what stood out immediately was her thoughtful approach to listening first, her commitment to continuous learning, and her genuine excitement to work in partnership with our strong school community as FM leads into the future. The board is confident that her leadership experience, her commitment to collaboration, and her student centered vision make her the right leader for our district. This is a really exciting moment. We're very grateful for the strong foundation Dr. Ty and our dedicated teachers, staff, administrators, and community have built over the past decade. And we're really ready to welcome Dr. Parvey and begin writing our next chapter together. So at that I would like to offer you an opportunity to
083introduce yourself and say a few words. >> Thank you. Thank you. >> Thank you so much, President Fitzgerald. I'm It's hard to hear about yourself. So, thank you so much. And good evening and welcome everyone. I'm very excited to be here, but most importantly, I am very proud to stand before you as the new superintendent of the Fed Fateville Madness School District. This is quite an honor. The rigorous, and I'll tell you, this board put me through it. The rigorous, thoughtful, and deliberate process used by the FM board during the search made very clear the high expectations the board holds for itself, for the superintendent, and for the greater community. Those expectations were clearly centered on excellence, integrity, and most importantly, collaboration. Those things are deeply in line with my own values and a large
084part of what drew me to this role. You had me at hello. I am strong. I strongly believe that leadership at its core is about service. My role as superintendent is to listen, to support, and to work in genuine partnership with the board, our talented staff. And we all heard about your talent this evening. I'm truly impressed our families and our community, but most importantly always on behalf of our amazing students. I am I am committed to ensuring that every decision we make is guided by what is best for student learning, student well-being, and continued academic excellence. FM has a proud tradition of high achievement and innovation. I look forward to building on that strong foundation. Thank you, Dr. Ty. This will not be easy. Got a lot of committees and a lot of work
085going on. Um, honoring the work already underway and supporting educators so they can continue to do what they do best, which is to inspire, challenge, and prepare this our students for their futures. Thank you again for this opportunity and for most importantly your trust. I am excited to begin this work together and to serve the FM community. I have with me this evening my partner Robert and we are really exciting is excited about immersing ourselves into this community and really being at every game and really being at every event because we do believe that to be part of the community you have to be one with the community and we're really excited. Thank you for the opportunity. Well, this is going to be a letdown. Um, moving on to approval of minutes. >> Oh, boy.
086Um, okay. Item 4.02. Oh, you guys don't have to leave. It's okay. It's exciting. Um, be it resolved that the board of education of the Fateville Manley Central School District hereby approves the minutes of the December 8th, 2025 meeting as presented. May I have a motion, please? Thank you, John. Second, Jason. Um, any discussion? All in favor? Anybody opposed or abstaining? >> Okay, we got two abstensions there. Okay. Item 4.03, extension of a consulting agreement. Uh, be it resolved that the board of education of the Fagetville Manla Central School District approves the extension of the consulting agreement with April Woreram through June 30th, 2026 in an amount not to exceed the original contract value of $5,000. May I have a motion, please? Thank you, Dan. And a second, Jason. Any discussion. All in favor? Anybody
087opposed or abstaining? Thank you. Okay. Item 4.04, excuse me, approval of safety plan. Uh, be it resolved that the board of education of the Fateville Manla Central School District hereby approves the 2025 2026 district safety plan as revised in accordance with DEA's law. May I have a motion, please? Thank you, Sarah. And a second. Thank you, John. Uh, any discussion? All in favor? Anybody abstaining or opposed? Thank you. Okay. Item 4.05, appointment of a 504 hearing officer. Uh, be it resolved that the board of education hereby appoints Matthew Fletcher as its designated 504 hearing officer as recommended by legal counsel. May I have a motion, please? Thank you, Marissa. Second, Jason. Any discussion? All in favor? Anybody opposed or abstaining? Okay. Thank you. All right, ongoing business item 5.01, board development. Um, so we did
088get a special meeting put on the calendar. >> Oh, we're going to have a we have a new doodle that's going out. Okay, wonderful. Um, so we will be having another meeting sometime between now and our February meeting. So if you can respond to that, that would be great. Um, and then in our February 9th meeting, we're having another curriculum update. Dr. Ty, do you know what the learning >> Oh, personalized learning. Isn't that every update? Um, awesome. Thank you. Um, so upcoming meetings we already talked about. Um, item 5.03, potential considerations for future meetings. Anybody have any questions, discussions on that? Okay. Um, item six um is our consent agenda. So, be it resolved that the board of education of the Fateville Manla Central School District approves the consent agenda as presented. May I
089have a motion, please? Thank you, Dan. And a second, Rebecca. All in favor? Anybody opposed or abstaining? Thank you. Are we done? This is could be could this be possible? Oh my goodness. Um item nine, adjournment. Um be it resolved that the board of education of the Fagetville Manley Central School District hereby adjourns the meeting at we beat the estimated time uh 7:21. You are welcome. Oh. Uh, may I have a motion? Uh, thank you, Dan and Christy. All in favor? Anybody abstaining or opposed to ending? No. Thank you. Thank you all for coming. Um, we really, really appreciate your time and attendance and all that you do.