001public session. Miss Littlewood, Miss Mella, all in favor. The vote is unanimous. We're now back in public session. Please stand for the pledge. >> 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, liberty and justice for all. Thank you all for joining us tonight. We are going to begin our meeting with conferring diplomas for our August graduates. The following are the names of students who have met the requirements to receive their diploma in August. Coming up to do you want Okay. We have Allayia Bosman Jones, Landon Sukavo, and Anas Zendani. >> Unfortunately, they could not be here tonight, but we we've made efforts and we will make sure that we get their diplomas to them. [Applause] >> Do we
002have any agenda changes? Yes, we have some additions to our uh action items with SEI's approval which has already been in there. >> Awesome. Thank you. >> Thank you. >> That moves us forward to board president's comments. I wanted to thank everyone for being here. I know it's a really exciting busy time as all of our schedules are adjusting and we're all trying to build up our stamina of being back in different routines now that the school year has started. And it's so great to see our classrooms and hallways and all of our fields full of the energy, effort, and smiles of our kids and our staff and our parents. Um, wanted to also thank the work of our team and our district to really promote the communication with families. Um, I at first sometimes
003feel overwhelmed by the communication because I look at it all at once and then I'm like, "Okay, now I can look back and process and remember the things I have to do for my own children." Um, and it's just really helpful to see the variety of communication that we're providing through our district. I've had welcomes from different teachers, quick check-ins as they have their first assignments, making sure that, you know, we're giving them a little tender loving care as they learn how to turn work in on their own, but also introducing opportunities at all different grade levels for the coming year, whether it's career or areas of interest and growth. We had the opportunity to spend some time together as a board to work on really grounding ourselves in our norms for the year and
004looking at what our goals are for the year and how they align with the district goals. And that's always a really valuable thing to do because there's nine of us and we all come from very very busy days, have different kids, jobs, backgrounds, um, and experiences we bring to support our families and our students and staff here. So, it helps us remember who we are, why we're here, and how we can ground all of our work and decision making into our kids. And whenever we do have differences, how we can work through those together because differences are good. They help us make thoughtful, well researched, well-grounded decisions, but knowing how to do that with each other. Um, and it just I love our August meetings to hear the names of kids who've worked super hard
005with teams of teachers and admin around them and parents and aunts and uncles and little cousins and siblings because it takes a lot and everybody's pathway to graduation has its own struggles and its own successes and it's just so great whenever we can recognize our kids working to make that achievement in their life. And finally, I just wanted to thank and welcome our new student member for the year. We have Kandre with us tonight. We're so excited to have you with us this year. Not to like make you all nervous and have everyone look at you. You're welcome. Um, but we're very excited to be able to work with you and hear your voice this year. Do we have any points of interest to share? Dr. Richards. >> Good evening, everyone. And I just want
006to do a huge shout out to the JV volleyball team. Um they have been putting in the work. Even though the last two games haven't been that successful or fruitful, um it's still great to see them just working together as a team. The coaching staff is great. So I I truly enjoy attending their games. >> Thank you, Miss Littlewoods. >> Excuse me. I have a few. First, I wanted to thank um the safety and security team for the organized high school dropoff. It was very organized. The flow was very good. Appreciated that with a new high schooler. And um unfortunately there was a few injuries last night at the JV football game. And I just wanted to thank the coaches for their calm demeanor and the support of the athletic trainer, the athletic director and
007the Gates Chilai staff, the yellow coats that were there um at the game and I appreciate all of their support. >> Thank you. Go ahead, Miss Mella. On Friday, my family and I went to the Hots with Cops at the Gates Town Hall, and it was great to see some of the uh elementary school principles there. Um I think a lot of the families really benefited from having something to do all together at the end of a long week. So, that was really fun and my kids are very excited to see their principles even though they had just been with them for three days. So, it was great. >> That's a good sign. >> Yeah. >> Thank you. Any additional points of interest? Okay. Uh, that moves us on to reports of meetings. Have we
008had any yet? No. Do we have any visitor comments? All right. That moves us on to the report section of our evening. We have our curriculum and instruction report. First >> All right. Good evening, Superintendent Dailyaly, President Coffee, Vice President Richards, and members of the board. Thank you for the opportunity to provide our annual update this evening. Over the past year, we've experienced significant growth in multiple areas. This progress reflects intentional leadership grounded in high expectations and meaningful support. Tonight, we will highlight key uh accomplishments and from the past year and share our area of focus as we look forward. Oops. All right. So, this leadership starts here. this incredible team who has joined here uh me up here as well as uh with restructuring the addition of uh Lisa Young our director of PE
009health and athletics. Uh we're happy to have Lisa join the team and she'll be providing you all an update in May. So we look forward to that as well as Zelica new face to our team. We're excited to have join have her join our team from the middle school. Uh together they embody the drive, vision and commitment needed to move our district forward. Uh we could not uh do the work that we do as a team without our support team. Sandra and athletic office, Lindsay and Karine, both supporting our team uh throughout the uh district to move the the great things that we're doing forward. So we're happy to have them as members of our team. And so let's jump right in with uh our expanded leadership. So we're looking forward to the expanded leadership
010of our teacher leadership structure. And so we have nearly uh 80 teacher leaders with this restructure that uh support the office of instruction as well as the student support service team. Uh we want to thank Chris uh for his support and each of you for your ongoing support um to be able to put this into place this year. This restructuring provides the attention and focus necessary to support programs, staff, and ultimately the growth of our students. As you probably can't see from the graphic on the screen, uh that's an overview of the teacher leadership structure. And on essentially what to take away from that image is on the left side are our full release teacher leaders, which we're going to talk about a little bit more in depth here in a moment. And then on
011the other side, the orange uh colored bubbles there are uh the department and grade level leaders. and so spread throughout K12 uh that we'll talk about and what you can see are are their work effectively communicating and collaborating um with their colleagues with members of our team members of the building leadership team. It is working collaboratively to develop curriculum and assessment. It is supporting the system structures uh and expectations of MTSS. It's ensuring consistent implementation and support of our instructional resources as well as promoting and utilizing data to support our our school as well as district uh performance and improvement and ultimately providing that professional learning support ongoing coaching and um in the in the trenches support for each one of their colleagues um dayto-day. Okay. >> So, a piece of that left-hand side, the
012full release teacher leaders are our seven our team of seven K12 district leaders. So, this group really works cohesively as a team to support teachers throughout the district. They are um housed together in our operations center, formerly known as the administration building. So, they're getting moved into their new space so that they can work collaboratively together. They have a nice meeting space there. But some of them have been part of our district and part of our team for a long time with new shifted roles. Some of them are new to the district. So Matt Harvey and Wendy Taylor are both instructional leaders. Their former titles were interv innovation coach for Wendy. And Matt was the K12 library media coach. So he still oversees our library programs but works more um on the instructional side thinking
013about student engagement, academic achievement assessments. Um, and then Jen Christensen has been with us for a few years as our K5 literacy leader. Jen Russo is our 612 literacy leader. She's been with us just a year now. So, they work together but also separately at their levels um around our literacy initiatives. Brent Gillette has been in the district several years, almost 20 I think as a middle school math teacher. Phenomenal math teacher and he's stepping new into this role. So getting used to not having a classroom this year, but he's really jumped right in and helping our math teachers look at their data already. And then Kathy White, similar story. She's been in the district a long time as a social studies teacher, then as a teacher leader, and now she's a fully released position
014to work with our teachers K12 around the area of social studies. New to our district, coming from um East High, is Jen Ozgood Whitelock. She's um brand new to us, but started working with us actually in July and met all of the science teachers and worked with them throughout the summer as they were doing their curriculum, looking at their data, thinking about the new earth science exam, getting ready for the new biology exam. So, she has really jumped right in working with science teachers at all levels. But not to say that, like I said at the beginning, the seven of them really work cohesively. There are things that cross over as around vocabulary strategies, engagement strategies, data and assessment that's not bucketed to just social studies or math or science where they're really working together.
015And then at the building level, we have literacy leaders that are fully released. So Lisa Dorphy and Sandy Train both have been in the district for a long time, but are stepping into those new roles leading the literacy initiatives at their buildings um at the middle school and high school. At the elementary level, we've also shifted a couple of our teacher leaders into fully released positions. So up here you see what were formerly known as building math teachers um have now transitioned to building math leaders in that full release position where they're able to support tier one instruction in addition to intervention in the MTSS process related to math and same thing in literacy. We formerly had building reading teachers at each of our elementary buildings and similar to math had a case load while
016also trying to manage supporting intervention. Um but we transition this also to fully released to allow um there to be support tier one instruction all the way through intervention. And so, um, one thing that we're really proud of with this structure is that right now we've been able to say that over a thousand hours of formal professional learning by our, um, teacher leaders. And that's the formal learning that's logged in frontline. That's not inclusive of the day-to-day interactions that they are having, um, with teachers and coaching, planning, those hallway conversations with them, their co-eing. So there's a lot of things that are happening in addition to the coursework that they provided over the last year and into this year. So this year we are continuing our intentional work to strengthen instruction through clearly defined targeted
017areas of emphasis. Um through the collaborative conversations that have taken place during walking talks, teacher leading meetings, and administrative team sessions, we've identified a unified focus on high quality tier one instruction as a foundation for improving student outcomes. So our area of focus for the 2526 school year um is again rooted in that high quality tier one instruction. It's what every student receives in every classroom rooted in grade level standard-based teaching practices that reflect all of our students. It's rigorous, it's relevant, it's responsive, and it's really um important that it is it ensures that all of our learners can access grade level content. We um through collaboration this year have identified three key areas of focus to guide our instructional practices and student support and success. Those three areas are clear learning targets, success criteria,
018and timely feedback. Um, engaging instruction and data informed scaffolds and differentiation. When we talk about our clear learning targets, success criteria, and timely feedback, this is more than just posting the learning targets. High-quality tier one instruction goes beyond just simply putting something on the board. It ensures that all of our students understand the what, the why, and the how of what they're learning. When our teachers provide these clear goals, timely feedback, and foster high expectations, our students gain clarity, take ownership of their learning, and understand what what excellent success success looks like. Um, this approach strengthens lesson coherence. It deepens student learning. And according to Hadtie's research, clarity of learning intentions and success criteria has an effect size of 0.88 equating to over two years of academic growth. So when we walk into our classrooms,
019we really want to have an understanding of what this sounds looks like, sounds like, and feels like for our students and our teachers to have a clear definition of what the learning targets are. Our second area of focus is engaging instruction. So again, this is how we are promoting critical thinking through active thinking and ownership of learning, peer-to-peer interactions that build upon collaboration, student initiated questions and thoughtful responses, small groupoup discussions that deepen understanding, whole group participation in lessons and activities activities. Um, and a balance of that ratio of student talk versus teacher talk or teacher talk versus student talk to encourage student voice. And our third area is our data-informed scaffolds using data to meet the needs of all of our learners. Instructional adjustments that are based upon um exit tickets and formative assessments,
020targeted small groups that are tailored based off of this data to really ensure that the interventions being applied are going to meet the needs of all of our students. the analysis of summitive data um to retach priority standards with alternative strategies um and scaffolds and different differentiation that are proactive and responsive because we know that there is not a one-sizefits-all model for our students. All right. Oh, thank you. So, at the elementary level, I just wanted to highlight for you some of the things that we have been working on and continue to work on. So, one of the things um this year is we've continued to develop our clear expectations for tier one instruction. This is to really ensure that across the district, we have four elementary buildings, but it shouldn't matter where a student
021lives, what classroom they end up in, they should really have the same experience and be learning the same thing. So, really trying to set those parameters of what is happening at each grade level and calibrating that across the building, across the four buildings has been one of our main goals. um those instructional priorities that Celica just shared and kind of expanded on for all of you. We really worked with our new teacher leaders over the summer to make it very concrete about what that looks like, sounds like, and feels like when you're in a classroom in order for teachers in kindergarten to know what that would look like, sound like, and feel like, right, versus a fifth grade room. And we know that those are things that span, that's good instruction that spans K12, but
022it's going to look a little different. is going to sound a little different and it may feel a little different depending on what grade level you're walking into. So, we really worked hard to take those big ideas and break them down so that they're actionable things that teachers can be working towards and that we can focus our support on to help um teachers with implementing those. We continue to work on our assessment system. Um there are lots of different assessments that occur especially at the beginning of the year um but then also throughout the year and really defining those purposes and then what we do with the information that we have and how that's communicated. So we continue to work through that. Another big focus with assessments is not just using those to identify our
023needs um with small groups of students but really starting to think about that first level of intervention which is our tier one instruction. So you hear me talking a lot about that um is really to start to use data when we're looking at the cohort of students in front of us and really seeing if there are shifts that we can make and be responsive with our curriculum right now in the moment to our students instead of waiting till the end. So really starting to think a little bit differently about that and putting systems in place and kind of having that mind shift um that we can use it for that in addition to identifying student needs and targeting you know small groups. Um, and that last bullet is talking about jump start groups, which is
024something that we started new this year. We're testing it out using end of the year data um to start working with small groups of students right at the start of the year to just try to help with some of that summer slide and get them back in the routine and not waiting for that beginning of the year data assessment window. We often found ourselves in a cycle of waiting for the beginning of the year data to start working with some students and we figured we're going to start at the end of the with the end of the year information we can get up and going. Um, so we're kind of working out the kinks of that and it seems to be going really well. Um, another thing that we started last year that we've expanded
025into this year is what I need time. You may hear that called win if you have students that are in our programs. And so what that is is really dedicated time in the day to allow for some targeted instruction for our students. So you heard me talk about tier one and that's grade level. That's for all students. Um but what we found is that sometimes if students needed something in addition that had to happen and the class would keep learning right tier one. So this win time allowed us to kind of um have our tier one time then have dedicated time where students can receive enrichment they can receive um extra practice and or they can receive an intervention during that time. Um, and so again, the whole goal in doing that is ensuring that
026all of our students get access to what they need. Um, and it's exciting to share that last year, um, the hard work of our staff and our administrators, that we were, uh, increased by 17% from the beginning of the year to the end of the year, K5, um, in our reading for students that were at or above, uh, the grade level benchmark. So, exciting stuff. Our teachers are working really hard. So at the secondary level, we work twice as hard because they're twice as old. We like to joke about, but really um at the secondary level, our literacy team goals have built from the hard work at the elementary level because we have felt the sense of urgency of these students are coming to us in the middle school more ready than they ever have
027been. So we really needed to adjust our programming at the middle school to get ready for what elementary has been sending us. So our literacy team has some goals around um particularly at the middle school but also at the high school level. So some of our goals were to fully implement a universal screening process at the high school. We did not have anything in place and actually that started today. All of our 11th graders took the STAR reading assessment which is going to give us some of that tier one data and then we'll go through tomorrow will be 10th grade and then 9th grade and then next week we're doing a math universal screener at the high school because we really need to start collecting that tier one data to see where our high school
028students are as well. Um some of our other goals are around enhancing that tier one instruction that Sarah talked about bringing that up to the secondary level and having um those instructional practices make sure that our students are having access to that high quality instruction. We have some things that we've been piloting and refining around our tiered intervention as far as materials that we're using and strategies that we're using and then also progress monitoring those things in a consistent way to check um the evidence of student learning and then data. You hear a lot about data but using that data to revi to refine those interventions and supports. So the literacy team at the 612 level continues to meet around these goals. Some of these things are being implemented while some are moving forward this
029year and being refined. So, in the areas of curriculum instruction, what that looks like is at grade six, uh, most of you know that our middle school was completely reconfigured into grade levels, which has allowed us, uh, for the first time to be able to have all of our sixth grade teachers teaching reading at the same time. So, that has is off and running. Um, so that's a tier one class that they are getting in reading. And also in ELA, we've refined our materials that we're using in tier one ELA. Um, which really is going to move those kids forward. Like I said, coming from the elementary level and looking at that data, the teachers are collaborating together during the day and in collegial circles after school to adjust their instruction in the areas of
030reading and ELA for our sixth graders at seventh grade because those are some of the students that we might have missed in fifth grade that didn't have the programming. We have um implemented a tier 2 reading class that can reach more students and at structured literacy that they didn't get that they still need. So, we have almost a hundred students getting structured literacy at grade seven. And then at the high school, um our intervention teachers and our literacy teachers are implementing some tier 2 vocabulary routines that are built off the letters uh professional learning that they've all gotten. And then we are also partnering more formally with Sarah Mclundon. You've probably heard about our literacy consultant that has worked with our elementary team. So, we're formalizing that support at the middle school level this year
031again to continue to grow on what we've already seen being so effective at the elementary level. I talked about the STAR reading assessment that we are doing in the algebra star math assessment to get us some good tier one data. But beyond just universal screening data in all of our courses, we have set the expectation for our teacher leaders that all of their units need to have at least one common summitive assessment and two common formative assessments for every instructional unit. so that at least three times during their units they can come together to talk about common instructional data. So they are working on building that system of assessment as well. We also at the secondary level are continuing to work on our equitable grading practices. You've heard us talk about this for the last
032couple of years. So our our charge when we started this was really to learn to learn about what was happening across the district. what were the practices that were in place to learn about what was best practice in the research and then to ultimately recommend some practices to move forward. So we've made those recommendations and now we're entering the next phase where our task for task force has shifted their commitment a little bit to now piloting those recommended practices. So the teachers that are on our task force have created their own individualized action plans around what they're going to pilot this school year. Um so what that will look like is this is really easy to see but we're right in the middle there. We're in year three. Um, so this is a pilot year.
033By the end of this year, they're going to have several times that they will have met together to share feedback, to share what they're trying in their classrooms to get feedback from colleagues. They will also share information through our office of instruction newsletters and with our teacher leaders so that they can get input from all of our teacher leaders on what they're trying with the goal of this spring to make recommendations that could be implemented districtwide for the 2627 school year. and then looking at those next year, what needs to, you know, be clearly aligned across the middle school and high school for the 2728 school year. So that's kind of our long range plan and we're right in the middle right now. So when we talk about the pilot, the specific things that we
034are piloting, and this is the teachers who are on the task force, some of their department colleagues have agreed to kind of join them without formally being on the task force, but some of the things that we're looking at is a specific grace period for late work. We know that teachers are accepting late work, but it's a variety of how they accept it, if they take points off, when they accept it. So, we're trying to be consistent around that extra credit. Um, so what we're piloting around extra credit is that there is no extra credit. And that's really around, you know, if it's something that the student needs to do um in order to meet the requirements of the course that it's part of their class requirements. So, trying to limit extra credit uh reassessment.
035So we have teachers that are trying the idea of reassessment for summitive assessments, behaviors that affect learning. So trying to separate those from the grade so that things like being late to class, they don't get marked off points. Um that is a behavior that's aligned to the code of conduct and we need to address but it doesn't affect, you know, it's separate from what they understand about their content. So trying to keep those separate. Grading categories and weights, that's really around being consistent. So what we put into the grade book is a consistent category across departments. And then the grading scale is one that we leave up there, but we're not actually piloting it. We're continuing to learn about different grading scales because there are some limitations with the 0 to 100 scale that are
036mathematically inaccurate when you throw those zeros in there. Um, so we're continuing to look at the grading scale and learn about it, but not actually trying anything different yet. So you've heard a lot uh about MTSS multi-tered system of supports already through each of the other presentation components of this and really around our focus with tier one. So as we start the new school year we really remain focused on our shared commitment to ensure that every student gets the right supports at the right time. MTSS is not something extra. It's how we align our practices, our data protocols and resources so that every student can succeed. Whether we're talking about academics, behaviors, or social emotional learning, a key reminder is that MTSS is proactive and datadriven. It uses a tiered approach to support students before
037challenges become barriers. This year, our focus is on strengthening consistency from preschool through graduation so that our supports become seamless across levels. To do this, we've started to build in monthly collaboration meetings between our office of instruction and our student support services leaders to ensure shared language processes and expectations. We're also focused on building a more cohesive district-wide multi-tered framework that strengthens alignment and supports all students. So, as I shared, MTSS is proactive and it's that tiered system that ensures every student gets the right level of support. At Tier One, we're enhancing our focus on equitable instruction for all students. This means consistent expectations across classrooms and buildings and using data to guide everyday teaching and learning. Our tier 2 provides more targeted support for students who need something extra. These are often small groupoup
038interventions with clear processes for identifying students and consistent monitoring to check to see if the support is effective. And for students who need more significant supports, our tier 3 offers more intensive individualized services. These supports are guided by regular team meetings, careful review of data, and specialized services designed to meet the unique needs. The most important point is that MTSS is one cohesive system. Students can move between levels of support as their needs change, ensuring that we remain proactive and responsive while not losing sight of the foundation of the solid tier 1 program that we've worked so hard to build. You've also heard a lot about data today and so our focus and a key part of strengthening MTSS is how do we use data? This year we are embedding the use of a single
039comprehensive platform to make student progress more visible and to guide the decisions on how we proactively support our students. All instructional staff K12 now have access to a platform called Panorama. In addition to grade reporting and behaviors, screening and assessment data for both academics and social emotional learning are being integrated into the platform. This helps teachers and leaders better understand student needs and able to adjust tier one instruction for all students. In addition, we are building regular opportunities for staff to come together around data. Whether it's during our built-in data days that we have the first one in a couple of weeks or our tier one meetings that are happening very frequently. These discussions will allow our teams to collaborate, monitor progress, and make timely adjustments across all tiers of support. The goal is to
040ensure that data is not just collected, but actively used to drive decisions that help every student succeed. So, at the start of tonight's update, we spoke about growth through intentional leadership, high expectations, and meaningful support. We see that growth in our youngest learners with more elementary students reading at or above benchmark and we see it in our oldest learners with a 10% increase in our graduation. These numbers represent real opportunities for students. Doors open today and future shape for tomorrow. Together with your continued support, we are building momentum that will carry forward for years to come. Any questions? at the high school level um for data days. Are they having common common planning time or do they have time off from the classroom to be able to meet and discuss the data? Because I know
041it's hard at the high school level. >> Yeah. So funny you should say Mrs. Co was just meeting with teacher leaders today to plan and prepare what the secondary data day looked like. So they will have time as departments to work collaboratively on the data that's been collected. Any other questions or comments? I really appreciate that you guys thoughtfully explained how you have to keep looking at how we're addressing secondary needs and supports based on the changes that have been made throughout elementary and how that progresses. So, thank you for clarifying those pieces. Thank you guys so much for your time and your work. >> Thank you. That moves us on now to our education foundation update. We I can give a brief one and then you can give the details that I didn't write
042down. We met with the education foundation and we had Andrea join us this year. So they are very excited to have uh a new member join us as well. Um, part of what we met and talked about is their upcoming fall session where they accept applications for the different scholarship supports to really support student activity and growth um that often come from teachers, sometimes from students themselves, uh, to really support our kids in their access and learning. So, that's coming up this fall. And they're working again to bring back the Harlem Wizards in January. >> Anything that I missed you guys? just that they uh from October 1st through 15th, they'll be accepting applications for grants from students, teachers, and staff. So, it's on our web page. Uh please apply and the principles will be
043reminding our staff to be able to do that. >> Thank you. That moves us on to our consensus items. Can I have a motion to approve the consensus agenda? Dr. Richards, Miss Davis, any discussion? All in favor? The vote is unanimous. Can I have a motion to approve consensus items C through J? Miss Littlewood, Miss Machella, any discussion? All in favor? Vote is unanimous. Can I now have a motion to approve the 2025 2026 districtwide school safety plan? Dr. Richards, Mr. Reinhardt. Any discussion? All in favor? The vote is unanimous. Can I have a motion to adopt the resolution of the restated RASP one municipal cooperation agreement? Can I have a motion? Miss Littlewood, Mr. Reinhardt, any discussion? All in favor? The vote is unanimous. Can I have a motion to approve entering into contract
044with SEI for the 2022 capital project? Can I have a motion? Miss Davis, Miss Mella, any discussion? All in favor? The vote is unanimous. That moves us on to our superintendent comments. Well, we are officially one week into the best school year at Gates Trillaya yet. Last week, we welcomed thousands of students back to school and had a phenomenal week. Thank you to the faculty, staff, and administration for all the work over the summer to make sure this is the best start of the year yet in Spartan Nation. With school full steam ahead, we want to make sure you pencil in those open house dates and times. At the high school, open house will take place next Thursday, September 18th. Meanwhile, middle school will have their meet the teacher nights on Tuesday the 24th for
045grades six and on Tuesday, September 30th for grades seven and eight. And last but not least, our elementary open houses for grades 1, three, and five will be held on Wednesday, October 1st, and grades two, kindergarten, and fourth will be held on Thursday, October 2nd. All these events kick off at 6 pm. Last week, we also learned that our district will be recognized with the Gates Trillay Chamber of Commerce Culture and Arts Award for our GC Performing Arts Center. We'll receive the award at their gal in October. We'll share more details on that after it happens. A quick note to anyone visiting district office in the next few weeks. The main entrance or door 73 will be closed starting Monday, September 15th for several weeks while crews install a canopy. This work was delayed earlier
046in the capital project and requires concrete to be poured and cured before completion. Visitors should park in lot G or lot E and enter through high school door 1 for interviews, student registration, or meetings. Thank you in advance for your understanding and patience while we work to continuously improve our facilities to better support our community. And speaking of facilities, as crews continue making great progress on Spartan Park, our fall athletic teams are making good use of the extraordinary fields and facilities we already have. We have upwards of 450 fall athletes participating representing our district. Please consider supporting these student athletes by attending games and contests and cheering them on. And finally, remember to save the date for our Gates Chryai homecoming from October 14th through 17th. There will be several home athletic events that week
047incl. concluding with our varsity football game on Friday night at 7 p.m. We'll also be sharing more details soon about the plans for reinstating our homecoming parade which will start at 5:30 from Neil Armstrong heading towards Spartan Stadium. And last but not least, welcome to Keandre. We are all looking forward to working alongside you this year together to make this the best year in GC yet. That is my report. President Coffee. >> Thank you, sir. Can I now have a motion to adjourn the meeting? Dr. Richards, Miss Davis, all in favor? Vote is unanimous. The meeting is adjourned. Thank you.