001All right, it is 7. Oh my goodness. Okay, sorry. It's 7 o'clock. Good evening, everyone. I'd like to call this meeting to order. Can I please get a roll call? Trusty Lakia here. Trusty Braxton here. Trusty here. Trusty Amory. Trusty Fogerty here. Trusty Copan here. Trusty Crackler here. Trusty Wilman here. Trusty Witovich here. Student member Wer here. Student member How. Please join me in saying the pledge of allegiance. Well, good evening everyone. Um before we get into the regular business agenda, uh we have one more uh exciting recognition. Uh over the last few meetings, uh we've been very fortunate uh as a school district uh to have the opportunity to recognize uh our student athletes uh who have completed the winter season. uh and at our last meeting had the opportunity to uh recognize um
002a few of our teams and athletes who not only uh represented Saratoga Springs with just incredible sportsmanship and and great pride uh at the suburban council level and the sectional level uh but having the opportunity to represent our school district and community at the state level. So, uh, with us tonight, uh, is Anderson Baird, uh, and his mom is here with us as well, as well as coach Bill Acy. Uh, Anderson is a junior here at Saratoga Springs High School. Uh, following in the footsteps of his older sister and his older brothers, uh, definitely, uh, a family who's committed to swimming, uh, both as, uh, athletes and exemplary students within our school district. Uh so this winter uh Anderson uh competed uh again at the highest levels uh here within section two and qualified for
003the New York State uh championships. I believe it was out in Ithaca College this year. Uh and Anderson uh competed in the 200yard individual medley uh and was this New York State champion. Uh so uh just have the opportunity on behalf of the board of education uh thank you to coach AC again for your leadership and support of the boys swimming program. Uh and just want to congratulate you on on your state championship recognition. So I'll turn it over to uh Mr. Goodson. We've got a certificate for Anderson and uh we're going to see if we can get some pictures. work and dedication that you put in. Take a moment to stop and reflect and say thank you to be a student athlete and to achieve at the level that you're achieving academically athletically, socially
004as a role model. We could have a round of applause for Anderson. And if we if we could have coach come up, coach would like to highlight his accomplishments. Thank you for having us. Anderson is clearly probably I know that because it's true Anderson um he won the 200 IM at the state championships this year. What you don't know though is he was fourth in the 100 breath stroke and he also participated in the 200 medley relay which he swam in the 400 free relay which he was on also. He made the difference because those two teams and ended up in the constellation finals at the finals of the state meet. So very valable. Um he was uh selected uh this year as the uh swimmer of the year for section two. He was also
005selected and that was by the coaches and at the state meet all the state coaches voted for him as the uh uh sportsmanship award for section two. So, uh, and, um, he he holds a number of school records, and he's probably going to hold all of them by the time he gets done, but he is the present school record holder in the 200 IM, the 100 freestyle, the 500 free, and the 100 breaststroke. is also a participant or a member of the 200 medley relay which is a school record in the 400 free relay. Um this year at the sectional meet he was a double winner. He won the 200 IM and the uh 100 breaststroke. The medley relay he was on was uh second and he had an exciting race in the 400 free
006of which he came from behind to win that for Saratoga. So, he's a lot of fun to watch. I'll tell you that. And um but I think the nicest thing about Anderson is that uh he's really a team player. He's always concerned and is trying to always do his best for the team. Anytime I ask him for advice or how to do certain things in the pool, he's more than willing to spend his time doing that. He's actually a second coach on the deck and I do really appreciate that. So, um, Anderson, you made us all better swimmers and coaches, and I appreciate your efforts here, and I'm looking forward to next year. Congratulations. Congratulations. Could I please get a motion to accept the meeting minutes from March 26th? I see Angie and a second
007by Matt. Is there any discussion? Okay. All in favor? That's unanimous. And then could I please get a motion to accept tonight's agenda? I see Lee and a second by Tony. Is there any Is there any discussion? Okay. Um, all in favor? That's unanimous. This brings us to our first public comment period. Although I did not see anybody signed up to address us from the public. Are there any members of the public who wish to address the board? Okay. Um, we will have a second public comment period at the end. Next, we have board committee reports. Are there any board committee reports? Okay, Tony. Uh, I'm going to give two quick reports because I wasn't here at the last meeting. And uh, so the reports for the meetings um Oh, wait a minute. I have
008I think I have the Oh, no. I've got the right ones. Um, the reports for the meetings of uh March 16th and April 13th are tonight. Uh, it'll be quick. the the subject was budget, budget, budget, both meetings really. Um, we talked extensively about the extender season, which we're in right now, waiting for uh state budgetary approval. Mike just sent an email today that gave us the latest and sounds like there's nothing new and it's being pushed, you know, probably being pushed into May. Um we talked about what the impact of that is on on our um our work here at the board and and there really isn't much um you know we we we go every year there's contingency portions of the budget even when the even when the uh of our budget even
009when the state um does come in with an early budget there are things that that have to be restated uh at in summertime. So the we're used to um having built-in slight uncertainties here and the only thing that's still really uncertain is the extra 1% uh foundation aid issue and um if that doesn't come through then the the plan is to just fill that gap with um with extra fund balance. Um we discussed some uh budgetary best practices. Bobby went, you know, just just gave us a some extra um uh extra insight into how he looks at rollover budgets and conservative conservatively estimates uh for for the coming years. Went over um you know, lots of budgetary best practice uh summaries. Um talked about the pros and cons of using fund balance to balance the
010the annual budget. uh noted that we we don't we typically earmark fund balance and then uh we don't use sometimes we don't use any of it. Sometimes we don't use all of it when um uh when everything comes out in the wash because of um spending uh less than than we've typically forecast. And then uh at the end of the March meeting, Bobby informed us that the accountant in the business office is uh resigning what was effective March 27th. Uh and we're exploring contracted services through outside vendors andor boseies while working out the plans for a permanent replacement. Um the only other thing we discussed at uh other than budget continued budget stuff at the meeting this past Monday was um we just went over the fund balance and reserves plan which is in tonight's
011budget and upon which we'll we'll uh vote we'll give approval or or not tonight. Um and the same thing with the property tax report card which is a yearly sort of statement of of uh our numbers. Um, and then finally, we discussed uh a couple of options for dealing with the loss of the Maple Avenue kitchen during construction, but that's 18 months from now. So, it was a very high level general discussion of of some of the options and uh more will come on that when we have more specifics down the road. Thank you. Any questions for Tony? Okay, Matt. Yep. We had uh policy committee meeting earlier this week. Uh we really only discussed the code of conduct. Um there are some revisions that were pushed down from uh state ed. Uh most of
012them are very minor. The most I think noticeable one is we're now calling the DASA coordinator the dignity act coordinator and so there were like 40 replacements of that term. Um we we're making some other changes. you you'll get a first read of this next session, but some things you'll you'll see uh are uh we changed inappropriate sexual conduct contact to inappropriate physical or sexual contact. Um there's there was a discussion of of adding um uh restitution, thank you, uh as as part of it, but it was it was removed. So, you'll see it in there as a note that's then crossed out. Um it's not something we've ever approved and it's not something we're going to be asked to approve be approved this year, but you'll just you'll see it. And yeah, so we'll
013get first read of that at the next session. Um I'd also just uh we we only got uh we we had our meeting right after spring break and we only got like six or seven hours to look at the code of conduct before the meeting. And I I think I' I'd like to encourage us as we go forward to find ways to give us at least 48 hours to look at something uh before we have to like have a thoughtful conversation about it. Any other committee reports? Lee? Not a committee per se, but um this morning I attended the dirt committee um or not a BOE committee specifically, but um uh we focused today on um bus safety, bus accident safety in particular. Um, so we talked about things like what to do if there's
014an incident that occurs on a bus, like an accident. Um, it was a fun one today. We went on a little field trip. We walked outside. We got on a bus. It's been a minute since I've been on a bus, so um uh we had a a tour of it and heard some protocols for safety training that drivers go through. um but also some of the um uh safety information that students uh also get in the case that um it's not happened in Saratoga, but um in the case that a driver is injured or incapacitated, kids could step in. Um we ended with a tabletop discussion of how to respond in a situation of a bus accident, reviewing different roles that a driver would take, dispatcher, uh principal, transportation director, nurses, etc. um and ended
015with a discussion um thinking about different incidentals and best best practices um uh getting input from local agencies such as the fire department. It was very well attended. Great. Any other committee reports? Okay, seeing none, that brings us to student member reports. Okay. Um through late March to early April, the Saratoga Springs District has wrapped up our music in the schools month and we are heading towards final performances and showcases across the district. At Caroline Street on Wednesday, April 1st, they had their annual inschool spelling be where students got to showcase their awesome spelling skills. Today marked the beginning of the buy one get one book fair which will extend to next Monday, April 20th, as well as the fourth and fifth grade chorus concert. Yesterday was school spirit day for Caroline Street where students
016got to show off their Carolion excitement at Division Street. They are preparing for their April 24th PTA spring fling at Dorothy Nolan. Next Thursday and Friday are celebration days for grades 3 through 5 good citizen celebrations. Overall, what stands out is the strong alignment across all schools and the district's commitment to developing well-rounded students. at Geyser Road Elementary. Yesterday was Geyser Road's grades fourth and fifth concerts, and they are all so proud of their students performances. Geyser Road is hosting its fourth annual student voices event on April 30th, bringing together families, students, and community members. The evening focuses on student perspectives and building inclusive school communities featuring a student performance and panel discussion starting at 6 pm. And there will be opportunities for students, parents, and educators to meet others from all around the district.
017At Lake Avenue Elementary School, they are excited to participate in the Olympics of the visual arts competition at the city center on April 30th. And that is a statewide creative problem solving competition where student teams uh design and present a long-term project in one of eight visual art categories um from fashion to architecture. Each team also completes an ondemand design challenge and submits a portfolio documenting their research planning and creative processes. We can't wait to see what our students come up with. at Maple Avenue Elementary School. Um the district will host a drive a bus event on May 2nd from 10:00 a.m. to 2 pm at the middle school. Community members can test drive a school bus, meet and talk with current drivers, and enjoy some refreshments. The event also includes free car safety seat
018safety checks from the Saratoga, excuse me, Saratoga Springs Police Department. Um, no CDL is required to start as the district provides full in-house training for new drivers. Maple Avenue Middle School's C Perch underwater robotics program wrapped up its first competition season with a strong debut at Union College where five teams and 19 students competed against schools across the region. Students built and tested underwater remotely operated vehicles or ROVs, gaining hands-on experience with their science, math, and engineering skills. The chlorine commanders earned the top score in the mission course, and the water guys placed a second overall and will advance to the uh international competition in Maryland. This was a great showcase of student teamwork and problem solving, especially in its first year. And we applaud all of our young engineers. The Maple Lab Maple Lab
019also participated in band pops night um grades six to 12 where students have had valuable opportunities to collaborate with older peers through district-wide music events. And lastly at the high school um the high school students participated in a participatory budgeting vote that was on March 24th and 25th with nearly 90% of the student body or around 1,645 students taking part. Students selected a new cafeteria grill as the winning project with bathroom privacy upgrades as the runner up. They also proposed ideas for future projects and will continue to be involved in bringing the winning project to completion. Um, congratulations to the winners and all participating students from the high school for their outstanding performance at the regional science competition. 13 students competed at the Regeneron Greater Capital Region Science Fair and Engineering Fair, showcasing original research
020developed through the district's three-year science research program. Ava Aught earned first place overall and Isabella B won second place with both advancing the International Science and Engineering Fair in Arizona. Isabella also received a $50,000 scholarship to RPI and se several other students earned special awards for excellence in areas such as environmental research, microbiology, and quantitative measurement. And that are those are the district updates for this week. Any questions for our students? Tony, just one. Um Olivia, do you know whether um I know when they spoke about the participatory budgeting process, it was uh suggested that if there were uh enough funds to to fund more than one project, they would. Do you know if the cafeteria upgrade does that take all the funds? Will the second one will there be room for that or? Um,
021so the grill was my project personally and I think the most expensive grill was only 9,000 and we had proposed doing two grills, but we decided on just doing the one. So the runner up will be a part of the project most likely and our next meeting is on Monday. So we're going to start working on putting into practice what Great. Awesome. Thank you. Any other questions? Okay, that brings us to our administrative report. Well, great student report. Lots of wonderful things going on throughout the district. Uh, and we actually are working on and we've invited our science research students to come to get recognized uh for their wonderful accomplishments. So, we're hoping uh in the May board meeting uh be able to have uh those students come to be recognized uh by the board
022of education. Uh so, just a few up updates. Um, next Tuesday, April 21st, all the 31 component school districts in our region, uh, will be voting on the Bosey's budget and their board election. Uh, so all school districts in our region are required by law to vote on Tuesday, April 21st. Uh, the time is flexible. Uh, so I know um based on everybody's schedules, uh, we just want to see what would be the best opportunity that we need to get a quorum so at least five people are present. Um so again some options and maybe just go around and raise a hand as to what we're going to work. We could do it early like at 7:30 in the morning uh or 8 o'clock or in the evening at 5:45 based on again what's going
023to be uh the best available time for majority of the board to um be present. And I just want to clarify can we be virtual or do we need to be in person for those five? It'd be good to be of all five in person if we can. If we can pull it off, that would be ideal. Okay. So, I guess 7:30. Wait, I'm sorry. Can we just really It's the 21st. We're talking Tuesday the 21st is the day that we have to vote. Yeah. Yes. Get out your calendars. All right. Um 7:30. Okay. Well, 7:30 certainly works. So, that's six. So, should we just go for that or Okay. Yeah. What about for eight? That's a no. and 5:45 8 a.m. Yeah. Like just availability. Yeah. So it look like So it looks like
024it's 7:30, right? Yep. I just want to make sure we cannot do 5:45. It looked like we lost. All right. So then 7:30 it is. So we will meet uh at 7:30 just in room 225. Typically it's a 10-minute meeting. And then we Yes. Yes. Yep. Uh so Tuesday, uh April 21st, 7:30 a.m. Um room 225 administrator and again the only agenda item that morning will to be voting on the Bosey's uh budget uh and their board election. Uh and then one other thing just to point out that Sydney had mentioned as part of her report, our annual student of voices event, uh which we've been doing for the last several years, sponsored by our district diversity, equity, inclusion committee, uh is on Thursday, April 30th at six o'clock. Uh this year, Geyser Road Elementary
025School is the host school. Uh so as Sydney mentioned, we have student representative uh from all of our schools uh highlighting all the studentled of initiatives and the variety of programs that are going on throughout our schools. uh that help promote safe, welcoming, and inclusive uh school environments uh for all of our students, staff, and visitors. Uh so we're looking forward to hearing from our students uh on April 30th at 6 o'clock at Guise Road. Uh so we do have one formal presentation tonight. Uh so I'm going to turn it over to Lisa. Uh we have several members of our district professional uh development committee. Uh and they'll be updating the board on our district professional learning plan uh for this school year. So, I will turn it over to Lisa and the full team.
026Give us a moment while we assemble. All right. Uh, good evening everyone. Um it's a great time of year and this time of year um we hear all about the student um celebrations and the great things that are going on and it's the perfect timing to talk about uh some of the professional learning and uh how the professional learning committee functions in our um district. So, um, each district in New York has to have a professional learning committee. Um, and as you can see, uh, behind me, I have a fantastic, uh, group of folks who contribute to this, some of whom are, uh, on the slide in front of you. And the important part to, uh, recognize about this, it's is that it's comprised of folks from all different, um, stakeholder groups of our staff
027in the district. um teachers, um support staff, um everyone our um administrators. And so we really uh make a very concerted effort to provide support in learning to promote um lifelong learning in all of our staff here. Um, as you always hear us discuss, our work, uh, making sure that it's aligned with the district's pathway vision. Um, and we are always looking at how can we continue to support and address, um, the needs that our staff is bringing forth, whether it's in our classrooms, um, on our buses, in our hallways, etc. So um it's an ongoing um constantly um monitored activity with the folks u from the committee and it requires a lot of working together and uh one of the key parts that we really emphasize for our district through our district's mission and
028vision is that yes we have our uh major constituents who are students but when we talk about continuous meaningful uh growth and learning learners, we're always talking about adults, too, because if the adults aren't learning, then the students aren't learning. So, um that's a philosophy we always keep in mind. Uh moving right along and jumping into some examples and discussions of how we uh support our staff. I'm going to hand it over to Dr. Boutton Wales who's going to talk a little bit about that. And I would ask our um speakers here today to introduce yourselves as you come up so everybody knows um who you are. Good evening. So I'm Dr. Danielle Bountton Wales, director of STEM. Um and one of the things I also do is uh co-chair um with a couple of
029wonderful teachers, our new educator support program that we call professional partners. Um, and the goal there kind of played out in pictures is that we want to have our new folks in 25 years be able to celebrate 25 years with us um, in Saratoga. So, we have a great tradition here of celebrating the folks that have been with us a long time. So, right off the bat, we support our new teachers um through our new educator orientation program, a three-day long program as the start and kickoff um of their school year and as part of the professional partners mentoring program. Um and then throughout the year along with being paired with a mentor um is we really try to differentiate different opportunities because we have a different mix of educators each year um across K12,
030different departments, different levels, different experiences and different roles like social workers, counselors and so on. So our goal is really to um both provide that foundational support as well as a variety of supports throughout the years throughout the year. with our professional learning, we want to make sure that it's aligned with the uh best practices and principles when we think about how adults learn um and that it comes in many different forms with that uh choice along the way. So, our district professional learning plan and structures are aligned to New York State and national professional learning standards and we know from some of the best practices that adults learn in collaborative um aspects and in groups um when it's goal oriented and purposeful, they can see that purpose direct connection to what they are doing
031um directly applicable to their work and relevant for them um and in a supportive environment that uh really supports that ongoing development because when you're learning something new, you might not get it right the first time and that's okay because we learn and grow together. With that, you can see from the graphic the different ways that we want to make sure professional learning is occurring that it's not just here's one session. No, that we have different opportunities along with our workshops and superintendent conference days for embedded professional development for colleague courses. Um, we have student centered coaching that you'll hear more about and have heard about in the past that new educator support and our grade level department and PLTS that we have structured throughout each week and each month. One thing that we have
032to keep in mind is that our professional learning plan and all those structures are supporting the requirements around New York State's continuing teacher and leader education requirements that our teachers, administrators, and teaching assistants um need to have those 100 hours over five years for their ongoing certification. Um and we focus our professional learning from as you heard the district goals looking at student needs, staff needs and also changes at the state level. Um we've started talking about that portrait of a graduate and we know that will be really a lot of conversations and focus on the horizon. Next up we have Dr. Whitley to talk about the professional learning plan. Good evening. I'm Michelle Whitley, director of K12 humanities and elementary instruction. And I'm Amanda Carpinsky. I'm an AIS reading teacher at Geyser Road Elementary.
033And I feel like the jolly green giant standing next to you. And I have flats on. We'll have to coordinate better next time. Uh so as Dr. Cutting had mentioned um under New York State regulation and requirements, all school districts in New York State um must have a professional learning plan and they're based on a three-year term. Each year, our professional learning committee evaluates and analyzes our experiences from the year and we make updates to the professional learning plan. We are coming off of the third year which the committee is in the process of looking at our current plan and we have a survey out to our district right now uh to everyone asking for feedback uh for future professional development and also the types of structures and things that we offer this year and
034that will influence the content of how we update our plan for the next three years. Um I am very fortunate to be one of the folks who facilitate the professional learning committee and this committee is really um invested in ensuring that we are communicating to all members of our school community to talk about what does teaching and learning look like? What does support look like? What does our clerical staff need? What would our bus drivers need? and we have these collaborative conversations during the professional learning committee and that helps us to plan for the year and beyond. Um, so this is kind of a funny picture up here. I just wanted to show you this. This is one of our professional development days on March 18th and this is our second grade teachers and they're
035speed dating. And guess what they're talking about? Foundational skills. Now, when I asked them to do this, I think they thought I had six heads. And when we started to do it, it became a lot of fun. But the the point is when educators have the opportunity to get together and talk about their craft, that's when the real learning happens. And that's when we expand our thoughts and share our expertise. So you will be seeing from us in the next month an updated professional learning plan that will say 2026 to 2029. Our um professional learning goals this year are all focused around multi-tiered systems of supports for all students. So when we talk about MTSS, we're talking about students that receive intervention. We're talking about students that receive um academic support, behavioral support, we're talking
036about attendance strategies. And in addition to that, we're also closely following NICED's guidance. And in the past couple of years, they have released the literacy briefs and also the numeracy briefs. And as um Saratoga Springs School District, we review that guidance and we make sure that we're aligning and evaluating our programs based on that guidance under an MTSS model. On the screen, you'll see some of the pieces that we focus on during our uh professional development. You hear us talk a lot about culture responsive instruction. You'll hear more from some of our administrators in a few minutes. We're consistently talking about um responsive classroom management strategies in supporting children. How we use technology as a tool to enhance uh teaching and learning. Social emotional learning because we know that we need our students to be
037present um regulated and be able to access learning. traumainformed instruction and restorative practices. And this is all based on feedback from our faculty and staff of what they would like to learn more about. So you can see on this slide that there are numerous um avenues for teachers getting together and collaborating. Of course, we have um you know, it's easy for our middle and high school teachers to get together and discuss their craft. Uh a little bit more difficult across the elementary schools. So, we really appreciate those planning days, working together on superintendent conference days and also working together in our grade level at the building, our PLT um meetings. And then, of course, we often have Zoom calls with with other buildings. Um, we really target our professional development based on the needs that
038we see through our curriculum renewal process. I've actually been a part of that process uh as a teacher and I find that highly valuable as the needs of our students change. Um, we have embedded professional development for um implementing new curriculum which um our curriculum it feels like it's always changing but again our kids are always changing. the world is constantly changing. So, it's really needed to uh ensure that teachers are um you know providing the best instruction while also learning new material at the same time. Um okay, I'm not used to these clickers. Oh, okay. Sorry about that. Um so I've I have a couple of of examples in which um I have per personally been involved in um professional development in the district. Uh the first is the foundational skills for our new
039I just couldn't do it anymore for our new phonics program. Uh our kindergarten, first and second grade teachers across the district implemented a brand new program this year. uh we call it UFly foundations and UFFLY stands for the University of Florida literacy institute. It is directly aligned with the science of reading and it is explicit and systematic. Um our primary teachers have begun to build this collective expertise in both the knowledge of how reading develops in children and also an instructional delivery that best meets the needs of our students. So on superintendent conference days and in PLTs, our classroom teachers, reading teachers, special education teachers, teaching assistants get together and to work on discussing appropriate pacing, share best practices for whole group and small group instruction, and then we also analyze assessment results, making sure
040that students are mastering their grade level essential standards, which has also been on the table and received a lot of discussion. um we're now seeing the fruits of this labor in our students abilities to read and write with greater fluency and confidence. So again, having that time to meet with colleagues and work on the roll out of this program has been truly invaluable. Um, we have also teachers in grades uh 3 through 12 also participated in a professional development session focused on strengthening students cognitive routines by improving the way that vocabulary is taught and reinforced across the content areas. The training emphasized that vocabulary instruction is not a standalone activity but a high lever instructional practice that directly supports comprehension, reasoning, and long-term learning. And these are practices that support the science of reading and
041shifts that we are making in literacy instruction in the district. And the last um professional development practice uh sorry opportunity that I'd like to speak to is our uh PBIS and restorative practices. So I am a reading teacher, yes, at Geyser Road, but I'm also one of two building coaches for PBIS, which stands for positive behavior intervention and supports. As you may already know, it is a three- tiered system that's designed to improve student behavior and academic outcomes. As a coach, I actually get the opportunity to take part in creating those supports that teachers utilize to maintain a safe and positive learning environment. And as an elementary teacher, I actually see and participate in community circles at that level that really serve as a foundation for building stronger peer relationships. Restorative practices are and have
042been instrumental in developing deeper connections between students and teachers. Really excited about restorative practices trickling down at the elementary level. Um the roles of PBIS and restorative practices are critical in education. And I'd like to quote a recent article in the educator that best summarizes Dr. John Hattie's research encompassing more than 40 years of studies and including more than 400 million students worldwide. The number one factor that impacts student learning is engaging teaching. He said that schools must look beyond hints and tips that will give schools easy hacks to good grades and instead look at changing the culture of education so that teachers are excited about teaching which makes students excited and engaged in learning. And Dr. cutting actually spoke to that right at the right at the beginning of this. So whether the focus
043is on phonics and vocabulary or community circles and restorative practices, our professional learning committee creates those opportunities for teachers to achieve a common understanding, a common language for instruction and more engaged learning. And when that time and space is given, teachers truly do get excited about teaching. And that's the goal of our committee. Um, so now I will turn it over to Dr. cutting and Karen Sandbuff to share more insight on teacher supports. Hello, my name is Karen Sandbuff and I serve as an instructional math coach. I am currently in my third year in this role in this role and I continue to learn, grow, and see encouraging results. I work with No. Yep. I do that every time people say I talk too soft. Should I start again or am I good? Okay. Um,
044I work with first and second grade teams across three of the six elementary schools. And this year, my role has expanded to include supporting connections and strategy classrooms as well. Student center coaching is a data-driven model designed to improve student outcomes in mathematics through strong collaboration between the teacher and coach. The process begins with setting a clear goal and identifying the standards and learning targets that support it. Using student data, the teacher and coach plan, co-e, and assess instruction throughout the cycle, they work together to apply effective instructional practices, address challenges, and celebrate successes. On Superintendence Day, as you can see from the picture, um a second grade teacher and I presented a coaching style to illustrate how the model works and the impact a full grade level team can have on student success. And
045I'll just take a moment if I could just talk or share with you what we shared at that superintendent uh conference day and what we um it was a it was a fantastic cycle. You can see my my awe and my love of what I do. I love this position. I feel effective in this position and I feel it has tremendous impact and um in addition to that we have great data um with the cycle to show that it is effective. And what we shared with the district is this um cycle began very naturally at a PLT meeting that I had attended in the second grade class in a second grade team and they were talking about how their students were doing with uh two-digit subtraction with regrouping. they were coming to a close with
046the concept or skill and there was discussion amongst all of the uh teachers you know my class is doing okay or my class you know I have a couple students who are still making some errors or I have a couple of students who still don't seem to really grasp the concept of regrouping so in further discussion and collaboration we said you know how many kids you have a couple you have a couple you have a couple how many kids as a grade level here are we talking about that haven't mastered that concept So through more collaboration and brainstorming and discussion, we said, you know what, let's get a baseline on these kids. Let's see how many kids in our grade level do not know how to mass how to show mastery of this skill or
047concept. So the next question is, okay, so what are we going to use for that data? How are we going to find that baseline? So the team together came up with an assessment that would show um the misconceptions that students may be having in terms of that skill as well as who mastered it, who's making silly mistakes, what's going on, what are the results. We designed the assessment, we delivered the assessment to every student in the grade level. And the results surprised us. We had um 79% of our children in the grade level were proficient with that skill. So from there we're like what are we going to do? And looking and digging deeper into the data we determined that there were some students that um could had mastered the skill so well and had
048shown progress with the skill so readily that they may benefit from enrichment. And then we had students who made some errors but they were silly errors and they could only they what they really needed was some additional practice. And then we had students who really needed explicit instruction and retaching. So what we did is we as a team, as a grade level, we owned all of those children. We no longer had our classroom of kids. They were all ours. And so what we did is we took those three groups, the group that needed enrichment, the group that needed additional practice, and the group that needed explicit instruction and we divided them up. And during win time, which is what I need, which is what we're doing, giving the kids what they need, um we we
049uh split the kids up and we delivered to them what they needed. We did this for a couple of weeks during the win time, which is typically 20 to 30 minutes. Three times a week. I believe we did it three times or five times a week. I'm not quite sure. However, after several weeks, we did what we're supposed to do. And as you can see, this is all coaching the cycle standard learning target. What data do we have? Where are the kids at? What are we going to do? Let's co-plan. Let's keep assessing as we're going. Make adjustments that we And now it's time to assess again. So we assessed all of the kids again. Gave them the pretest that we gave them a few weeks prior. Every student was assessed. And our proficiency level
050or our proficiency rate, our proficiency, 98%. And being who I am, what about the 2%. So um that's the best way that I can describe this job that I love. And um I feel it's successful and I'm I am only successful because of the teachers who have all allowed me to come into their classrooms and work with them collaboratively. And all teachers that were eligible to receive coaching received it. They all welcomed me in three buildings, all first and second grade teachers. And in addition to that, I would not be successful without setting myself up for success with proper training and with the support of everyone from administration, principles, teachers, Dr. Patton, everyone here who has helped me to be um successful in this role and I do hope to be in this role for
051many many years to come. Um going to the rest of the slide. Um moving on, uh the district also has um internal professional development informed deescalation training is mandatory for all districts to provide. And here at Saratoga, Stacy Molton, Katie Sup, and maybe some additional pupil personnel provide work workshops for every building each year to support this training requirement. And in addition to this, we have technology integration leadership teams at the elementary and secondary levels, otherwise known as TILT. These teams uh include instructional leaders who collaborate with teachers in each of the buildings to help integrate technology and tools into teaching and learning. Thank you. Next person is another Karen. Yes, we have Karen and Karen. Our first Karen talked about um our wonderful internal supports and professional learning and um Karen Kura is going
052to talk about um how we also bring in um external supports and consultants from outside of the district. Hi. And I always start off by saying I'm Karen with an I because there's not many Karens with an I. That's how I distinguish myself from a Karen with an E. Um, but I'm Karen Kandura and I am an ENL teacher um, at the middle school currently and I am going to talk about like besides all of the wonderful um, opportunities we have within the district for professional learning through coaches and workshops and other um, learning opportunities, we also have opportunities from external providers. Um, and some of the examples are we work with Boseies for um, restorative practices training. We had um a company called McRail research come in and talk to teachers about latest brain
053research and learning research and best instructional practices. Um the elementary level uh teachers special education and reading teachers have gone through letters training which is like a foundational reading program. Um we have opportunities through CASDA um for workshops in all different content areas. And um what I'm going to talk about because this is what I know the most about is the ENL partnership we have with Dr. Sarah Chaffy who's a consultant who has been working with us for the last couple of years. Um and we started off last year and it's very needbased. We started off last year um and I don't want to say teachers were in a panic but teachers were in a panic. We had a great influx of um relatively new beginning ENL students come to the high school. Um, and
054for stu for teachers who've never had a student who doesn't speak any English, it's quite like alarming like what do I do at you don't have your ENL teacher with you all of the time. Um, and Dr. Chaffy was great. We had um right off the bat we started off with like a co-eing workshop and she worked with those teachers who have never um worked kind of like um here are some things when you don't know what to do, you can try this and like that was really helpful for teachers who have never worked with ENL students before. Um she also last year um gave um a workshop like an ENL 101 workshop to administrators which was amazing. As an EL teacher, we've always like we always try we're always like it feels like when
055we were talking to administrators about ENL stuff, we're always on the run. We're always busy. We don't have time to sit down and actually like talk about like these this is what our ENL students need. These are the regulations. So it was wonderful to have her to come in and have their undivided attention and just talk about the ENL services that we provide and what our students need. Um this year we've kind of changed gears a little bit because like I said we are very like need-based and we have been working a lot. She's worked a lot with the elementary schools and the co-teers and with classroom teachers again kind of like that moment at the high school like the classroom teachers at elementary school like what to do when your ENL teacher is not
056there with you. Um but then as an ENL team with Dr. Chaffy we have been focusing on the MCSS process for ENL students and um we have been collecting research and resources on what is a learning difference and what is a language difference because we want to when I when we bring our ENL students um to to our CST meetings to look at to try to figure out like what kind of supports they need. We want to be able to try to pinpoint is this something that's language related or is this something where they need a little extra help in another area and it's a really complicated process because there's so many crossovers. So, we've been doing a lot of research, compiling a lot of research and resources. And our next step with that is
057to bring in some other teachers, some classroom teachers, uh bring in some psychologists, some special ed teachers, and kind of work together to try to create a procedure and a policy for the district, um to assist with this process. Um the other project that we're working on this year, which kind of leads into next year, which I'm guessing we're going to have Dr. coffee again next year. Um we are going to be doing a um a shadowing workshop in May and the shadowing workshop is we are going to have ENL teachers and classroom teachers or content teachers follow an ENL student for the day and our idea is to be like a fly on the wall um and just observe. We're not to interact. We're just to observe and take notes and collect data. And
058at the end of these days, and we're going to do this across the level K12. Um, and at the end after we've followed our students for a day, we are going to debrief and we are going to look at all of the information that we collect to try to determine, okay, what did we see? What do our teachers need in the future in PT? How can we help them? because we now know that maybe we've observed they can use a little help with you know language scaffolds in content areas and then that can direct the PD that Dr. Chaffy will do next year. Um and we're looking into next year because we're doing this at the end of May and we don't think we have enough time to get it all together before the end
059of this year. But we're hoping for the beginning of next year that after we collect all of this data and this information, it will lead us into a good direction as far as the PD that our teachers need for next year to work with our L's. Um, and just to finish off, I always like to say I know that our L's are not like the largest population that we have in the district. Um, but when we're teaching teachers ENL strategies, we're just also teaching good teaching strategies. So when they're learning INL strategies and language strategies, it's not just benefiting the L's in the classroom, it's benefiting all the students in the classroom. Um, so that's about our work with Dr. Chaffy and some of the other external supports that we have brought in to help
060our teachers learn and I am going to turn it over to Abby Gonzalez. Thank you, Karen. Um, good evening. Um, my name is Abigail Gonzalez. I am a teaching assistant in our primary connections classroom at Greenfield Elementary School. As a teaching assistant and a member of the professional learning committee, I have the opportunity to be a voice for other PAR educators and by sharing topics and ideas and feedback with the committee. This collaboration fosters meaningful connections within and across our schools and creates valuable professional development opportunities for support staff to continue learning and growing in our roles. Connecting professional learning to what we see and experience in our classrooms creates a meaningful and impactful learning environment, strengthening both staff confidence and student outcomes. Having a deeper understanding of curriculum, best practices, educational frameworks, and social
061and behavioral strategies allows our pair professionals to provide a more enriching and responsive level of support to students directly contributing to their growth and success. As you can see on the slides, these are just a few of the topics that were offered uh this school year. For myself, feeling confident and prepared in my role helps me meet my students where they are, respond to their needs, and helps them grow both academically and emotionally. Continued educational opportunities for our support staff will further empower PAR educators to adapt to the diverse needs of our students, collaborate effectively with our professional learning teams, and feel supported in our roles. By providing our support staff with the tools and knowledge needed to succeed, we are strengthening our school community and investing in the success of our students whom we
062care so deeply about. Thank you for your time and continued support. I'm now gonna turn it over to Jerry Keenan. Hi everybody. My name is Jerry Keenan. I'm the director of transportation for Saratoga. Um, many of you may not know, but uh, school bus drivers and school bus assistants are mandated by New York State Education Department to receive four hours of continuing education. Uh we call it re mandated refresher training twice a year during specific times in the fall and spring um with curriculum that is actually been given to us from state education. Um we call them core one, core 2 and core 3. Core 3 is always special needs training. Uh one and two can be something as back as uh back to basics as loading and unloading uh safe stop um different things
063of that nature. So, I've been really blessed to come here to Saratoga and be given the support from our curriculum team because I'm not really on the committee, but I take advantage of these superintendence days to make full training days. As you can see here, this was March 18th in this slide right here. Um, where we um do a full day of curriculum training for our drivers, whether it's including state mandate. So, in August of every year, we do our orientation and welcome back to school the week before school starts. Um that day includes awards for our drivers who have um had no accidents in the past year or no accidents in five years or you know um recognizing them for the efforts that they put in. Um we start off with um one or
064two hours of our statemandated training depending on what the curriculum allows us to do. Um so this past year um we started out we and we also have to pass um everybody has to pass. drivers in attendance have different tests, but they're both the same on physical performance tests. And there's certain physical performance tests that have to be done in a specific order, specific timed. Um, I'll give you just one example. Getting out of the driver's seat, unbuckling yourself, getting down the aisle, sitting and sliding out the back door in 20 seconds. Okay? Um, or up and down the stairs. Uh, there's different things. So, we showed um we showed a video of that nature. So, we also bring in a lot of our internal trainings like with our time clock and things of that
065nature. Um, we kind of take care of most of that in-house stuff in the beginning in August. Um, in November 3rd, um, I'm able to create what is, uh, stations. Um, this is we've done this now two years in a row. Um, and we bring so we break up into five groups. Um, and we every hour on the hour, like every 50 minutes we move, giving you 10 minutes to switch from station to station. um doing different things. Um this particular year um we set up a driving course for the drivers. We brought in a large electric bus for the drivers to drive um that have never had experience on them. The driving course in included maneuvering around cones um we had some back to basics. Um and uh we also allowed the drivers one
066hour that day to work on their vector training as well. Um, on this particular day, two years ago, we brought in from our workers comp carrier, Perma, we brought in a full-size trailer, which is called a slip, trip, and fall simulator. I'm bringing that again back again this coming uh November. I already have it on reserve. Um, so I would like to um invite all of you, I will let you know when the schedule's out, to come by and check that out. Mr. Yusco actually provided actually did it himself. get harnessed up and you put these shoes on and you they you're simulating walking on ice and how to handle those um things. So, as my drivers and aids are walking through the parking lot, you know, they're they're learning the correct maneuvers of keeping
067their heads up and um to not be looking down. So, we have lots of different things that we bring in for there. Um I'm trying to talk fast because my time is running out. Um but in in uh March 18th, um we finished up our statemandated re uh training. We um also brought in a service dog. Um we have a student in the middle school that has a service dog and that service dog rides the school bus. So there's special things that everybody should know when the dog starts licking his face or starts barking, things of that nature. What are these trigger signs? What is what is he alarming my staff to be aware of? What do we need to do? Um how do we secure that dog on the bus? What you know, what
068are those um the procedures? So we brought that in. We also brought in from Quest Star 3 um uh we brought in some consultants that they put out a curriculum called Driving with Care: Trauma Informed Practices for Bus Drivers. Um this was pretty fantastic. This uh this allowed us to be able to recognize different triggers when you're going to start seeing such as I'll step over here. When if you see a student start doing this with their hands, this is a trigger sign that they're going to, you know, start getting escalated. and how do we deescalate these es uh these um behaviors? So, um as a matter of fact, I mean, I even went to something this morning that I've already scheduled for September 1st of this year with um New York State Trooper Steven
069Rothwine did a deescalation on the school bus for active asalants and it was phenomenal. I mean, I booked him right on the spot. So, um we're going to bring him in and to train us on tactics if we ever did have an asalent on the school bus. What do we do? How do we uh deal with these situations? You know, we're one person in a steel tube with 60 kids. We need to be able to, you know, have our, you know, we need to keep our our skills up to par and and how to deescalate these uh situations. So, we also, again, we come back in, we allow some time for some CSA updates. Um, but we take full advantage of our superintendence days to put curriculums together that are based on transportation specific requirements.
070Um, and So, I want to thank Saratoga for allowing us to expand this to be what it is um for our drivers in attendance. Thank you. Oh, and now I need to introduce Mrs. Eman. Hi everyone. It's actually uh Courtney and I up here as well. I'm just starting off. Um so I'm going to be talking a little bit about learning walks. So, learning walks are short structured visits to classrooms to observe patterns in student learning and action, not to evaluate teachers. Um, using a common note catcher, we look across classrooms to identify trends in things like student engagement, instructional practices, and alignment to our district goals. Over the past two years, principal teams across the district have used the structure to help us grow and learn as instructional leaders. At the elementary level, we
071split into two teams and have observed close to 80 classrooms across all six buildings and all grade levels, which also includes AS providers. Just hearing all of the folks um share before us, when we narrowed our focus to the wind time, you heard that's what I need. um the time that we're trying to differentiate our student support, the things that we saw were all results of the trainings that you just heard about, the math coaching, the literacy work, the ENL work. Um so it really just here was like this is great. We are having an impact. We're seeing that come to fruition. So we did as an elementary group choose to focus on that win time. Um we wanted to see how is this part of our schedule impacting our student learning and outcomes. Like
072I said, it's meant to differentiate and further support students in various skills. Um, we leaned on the work that we have done with Anna Munz over the past with um, Generation Ready and then the book study that we have done as an administrative team around culturally responsive teaching in the brain by Zaretta Hammond. Um, and we narrowed our focus to really looking at culturally responsive practices, knowing the things that we're learning about through our own training and through this work with those companies and and providers are good for all students, similar to what you heard about the ENL practices. Um, we further narrowed, you heard about the shared notecatcher that Katie was explaining, um, our look as we're walking through classrooms, it was not about the teacher, um, and in an evaluative way. When you
073think about Danielson and all the domains, there's lots that we're looking at. We really wanted to narrow our focus. And so in year one, we thought about um things like student engagement. Um what does it look like during a win time? What are kids focused on? Um what does that work look like? And in year two, we further narrowed that to actually um the fancy word is cognitive routines, but just how is material being presented and how are kids engaging with that material in a way that helps it stick. You think about like Velcro. You want to present something in a way that's going to stick to something they either know, peique their interest so that it begins to stick, um or it's sticking to something that you're about to present to them. Um, so
074that's what we were really looking for as we went through classrooms this year. Just a real life example of one of those cognitive routines that we saw a lot was thinking about how material can be presented um either thinking about a big hole and breaking it down into the parts for kids or thinking about small parts and building it back up to the whole for kids. Um, in many of our classrooms, we saw teachers working with um, our younger readers about how to break down larger words, breaking them into the chunks, looking for parts that they know so that down the road as they're applying that skill, they can increase their fluency and their comprehension of texts. What was um, kind of the specific lens that we were looking through is that teachers were providing
075that explicit modeling to kids first. So, for example, presenting the word basketball and thinking out loud as the teacher to say, "Okay, I see this really long word. Let me look for any part that I know." They recognize the word ball and all the kids are like, "Ball ball. I know that." Um, and so it's helping them realize when you come across a really long word, it can be intimidating. Look for those small chunks. So that explicit modeling, the thinking aloud allows the students to then say, okay, when I do this, that's what I should be telling myself, I can do this. Look for a chunk. And in this small group time that we're watching, um the next step for kids is then guided practice. It's typically small groups of kids that either the teachers
076identified needed that extra support um after they've done a whole group lesson on this already or who are pre-teaching this so that they're ready for that next whole group lesson that's coming. And so the kids have that guided support right there close to the teacher. The teacher's providing that immediate feedback or correction. They don't have to wait and correct something later. If a kid is struggling, they can talk through it right there. Lots of what we saw was guided questioning rather than just direct correcting, which was excellent, too. So it's really helping the kids think through their own process and what are where am I coming from to look at this um kind of work and building their independence as learners. So it's been a really really excellent practice. Katie's going to talk about the
077learning that we did as the folks doing the learning walk which was um also equally as exciting as seeing the kids learning. Yes. Um so as an elementary team um because I am on the elementary team um learning walks have expanded our perspective on instruction student learning and the use of time in the classroom um to expand the learning that takes place as the result of these walks. We provide the note catchers that we've talked about to each teacher that is observed. So each classroom that we go in that teacher gets that note catcher. Um and we also offer opportunities for individual discussions and then larger trends and patterns are shared at the building level um to give the broader perspective of what we are seeing. Um we have found learning walks help us identify
078strengths across the buildings to replicate for example organization of small groups um use of manipulatives to solidify concepts and high levels of student engagement. In addition, of course, we've also learned um we've also learned of areas where we need growth and something such as explicit instruction is where we have seen. Um perhaps the best part of learning walks has been allowing our elementary principal teams and other principal teams to grow and learn together. And now moving on to feedback and reflections. Dr. Daniel Boom Mills. All right. So, uh, feedback and reflection obviously is such an important part of all of this. Uh, we ask, um, our students to be reflective and our teachers to be reflective and us as a learning organization to be reflective. Um, so we work on gathering and reflecting on that
079feedback um, to make sure that the professional learning is what the different folks need at different times. Um and we don't always hit the mark with professional learning structures or focus or presenters. Um but that's why it's so important to have that feedback loop. Um so along along with a larger feedback survey and of course needs assessment for ongoing learning, the district and professional learning committee gathers other feedback on individual professional learning courses through embedded surveys, reflective discussions um when we have groups of individuals together. feedback from departments, feedback from um articulation process to really take that information and evolve what is being offered and how we are offering it. Um, so it's really important for us as we're supporting our teachers and our staff and all of the um, individuals across our district that
080we look at that information to make and provide meaningful, intentional, and timely opportunities for the staff as we go through. So, we wanted to present this to you tonight and I want to thank all of our presenters, but most importantly all of the staff across the district that have such a learning mindset and engage in this work throughout the year and questions. Tony, not a question. Just a quick thank you for um really the specific uh details and stories and examples that you gave as part of that. It was uh it's heartening. It it it it brings what we hope is going on and it it it brings it to life uh for us and and I wanted to thank you for all of that, but mainly for the the really specific examples of um
081real uh real situations and scenarios that you that you uh encounter. Thank you, Matt. I have a a comment and sort of an odd question, but my comment is like I this just echo what Tony said, hearing about these what you the work you all are doing. I I'm uh aware that in the back of all this is sort of that disruption that happened during COVID and the pandemic and trying to like recover the kids from this and trying all these different new tactics I think is really inspiring and I'm so glad you all are doing you know are doing this work. Um, so a number of you mentioned how important and impactful the superintendent days were. Um, and I and it I it sounded like that was in fact the case, but then I
082started to wonder are they at risk or something? Like did were you doing that to make sure that we would defend the superintendent days because like I'm on board. I just want to make sure like if there's All right. Yes. No. Um, we we wanted to really give some more specifics so that if you were wondering, which hopefully you were, what what we do that everybody is engaged in a variety of different things, but very intentional and um collaborative and um we moved one this year. We typically had one uh that we would do toward the end of June, toward the end of the year. We took that and moved it to March. And um I think you know what you heard is there there's a lot of uh important work and um need for
083people to work together and uh we found that that day um seemed to be more beneficial in March than waiting until the end of the year when it's a really hot tough time. So um just trying to give real more concrete examples. That was great. I just again I just wanted to make sure I wasn't missing like Connie. Uh just a congratulations on your success. The 98% is certainly something to be proud of. Um yeah, absolutely. Absolutely. So, um thank you for all of your hard work. Thank you, Angie. Yeah, I want to thank you for um this holistic thinking that you brought not only to this presentation but that's obvious throughout the year that as you're learning. This is my ninth time hearing this presentation and it was absolutely fantastic. I I can't compliment
084you enough on how you presented um with the passion and and the examples like Tony was saying. Um, it's very clear that every area of our district is being touched by meaningful learning and just thank you so much for all that you brought tonight and that you're doing really great work. Thank you. Any other questions or comments from board members, including our student board members? All right. I would I would just like to thank all the members of the professional learning committee again for your leadership uh again throughout the school year uh providing feedback gathering feedback from all of your colleagues uh from all you know all the departments uh and just the wonderful uh learning activities that that exist throughout the year. So great job and thank you for everything that you do. Thank
085you. Now we turn to the consent agenda. For those in attendance or watching, a consent agenda is a commonly used vehicle provided for by our adopted rules of parliamentary procedure that allows a board to vote on a large number of items in a single motion. Typically, these are business items associated with the everyday running of the schools and their inclusion in the agenda is the result of a great deal of prior work and care by the professionals of the district. There are from time to time business items that by law cannot be included in a consent agenda. And when this happens, we pull those out and vote on them separately. Consent agenda items are known to trustees and the public several days ahead of the business meeting on which they are considered so that board
086members have the chance to ask questions of discovery and do any advanced factf finding that is part of their due diligence process. Beth, do we have any modifications tonight? We do not. So I motion to approve consent agenda items E, F, and G in their entirety. Can I get a second? Connie, any discussion? Okay, seeing none, all in favor? And that's unanimous. I just have a few uh retirement recognitions. The board just approved uh several of our staff members uh retirements for the end of the school year. uh and just want to uh the sincere appreciation on behalf of the board of education, the entire school district to the following individuals uh who again who've committed their service to the district and are very excited uh to plan for their next stage in life as
087they uh retire at the end of the school year. So, first up is Ellen Morin. Uh Ellen's a teaching assistant uh at the high school. Uh Jill Parker, keyboard specialist at Maple A. Mary Speed, keyboard specialist at M at Maple A. uh Dean Thimmer uh one of our school bus drivers in our transportation department and Lynn Hton teacher aid at Saratoga Springs High School. So congratulations to all of them on their upcoming retirements and sincere appreciation for their tremendous service and commitment to our students. This brings us to our second public comment period. Are there any members of the public who wish to address the board? Okay, seeing none, we move on to agenda planning. Do any board members have agenda planning items? Okay, seeing none, that brings us to board member comments. Do any
088board members um including our student board members have any comments? Lee, I just wanted to say that it was wonderful hearing about all of the wonderful achievements um of of many of our students across the district and especially in some of the STEM and other creative endeavors. And I would just like to um underscore that I think it would be great to have them come here so that we could recognize them in person. Okay. Um seeing no other comments, um upcoming board meetings. So, we have our Bosey's budget and board election that is on Tuesday and we'll meet at 7:30 in the administration building. We also do have our next SSTA liaison meeting which is not open to the public. Um, as of right now, I have Matt, Connie, and Beth attending. That's on May
089uh sorry, April 29th at 5:30 p.m. If you are not able to attend, please let me know. And um yeah, I would appreciate that. And then our next business meeting will be on May 7th. Um for that one there is a budget hearing at 6:30 and uh then our business meeting starts at 7 and we will have our ESSA presentation. ESSA is the Every Student Succeeds Act. Um and this will also be following the district bike rodeo um which I'm really excited for. I know Ashley and I have signed up to volunteer and we would love other volunteers to join us. Um but really excited to celebrate biking in our district. Um, that brings us to the end of our meeting. Could I please get a motion to adjurnn? I see Lee and then Tony.
090Any discussion? Okay. All in favor? That's unanimous. Have a great night.