001All right. Could I Oh my gosh. I'm sorry. Could I please get a motion to reenter public session from Matt, seconded by Lee? All in favor? Oh, sorry. Any discussion? All in favor? Okay, that's unanimous. Thank you. Um, could you please join me in saying the pledge of allegiance? Anybody sign them? You can go check. All right. Could I please get a motion to approve the minutes from September 25th, 2025? I see Matt and a second. Is Ashley. Any discussion? Okay. All in favor? That's unanimous. And then could I get a motion to accept tonight's agenda? I see Deb and a second from Tony. Any discussion? All in favor. Okay, that's unanimous. All right, this brings us to our first public comment period. On behalf of the board, thank you for being here. We truly
002value input from the community and appreciate your engagement. New York State U. Board of Education meetings are held in public so the board can conduct the business of the district visibly to maximize transparency and information sharing with the community. They are not public meetings with real-time dialogue with attendees. However, our board provides two public comment periods during which speakers may address us to share information and opinions that may inform our work. In the case that follow-up is necessary, the appropriate district official will reach out. The first public comment period is limited to 30 minutes. Then after the board conducts its business, a second comment period is available with no official time limit. We ask our speakers and the audience to conduct themselves in a civil and constructive manner, modeling the same respectfulness we expect from
003the students of our district. We do not allow comments about specific individual employees, students, or trustees and ask that you be succinct and try not to repeat previous speakers to allow more people the opportunity to address us. This opens the first public comment period. Each speaker is allotted a maximum of three minutes. And before you ask the board or before you address the board, please clearly state your name. Our first two slots are reserved for students, but seeing no students, um, let's start with Stephen Dods. Absolutely. Marne Mansfield. Hi there. Thanks for the opportunity to speak. Um, I'm Arie Mansfield and um, I am a parent of a current Saratoga Springs High School student and a former Saratoga High School student. Um, I'm coming here today because I'd like to um, propose a possible amendment
004to the attendance policy for student athletes who attend national competitions. Um, so, um, currently I have a son who rose for Saratoga Rowing Association and, um, uh, 33 of those athletes attended the national, um, nationals last year. Four of them also attended the Scholastic Nationals last year. Um, however, because it's a considered a club sport, um, they are only allowed to have an unexcused absence for that participation. These students are some of your highest achieing students. Um but unfortunately some of those absences then impact them on a day-to-day basis in regards to things like National Honor Society, their attendance, um uh truency, etc. Um so they're either uh required to say that they're sick, which I don't, which is an ethical issue with me saying they're sick when actually you're performing at a national um
005national uh competition. And I um also because um I feel that this should be celebrated by the district because these are some of your students that are achieving at the highest level. Um so I'm hoping that maybe that there could be a reconsideration of the attendance policy in regards to a um sports that are not represented currently by the offerings at Saratoga High School um for high level achieving athletes that um are participating in these events. So I have a petition today here signed by over 50 50 of our uh family member, parents, coaches, etc. um supporting the idea and have written up something also as well to give share with you all in regards to what we're hoping for just that that that could be considered um for um review. Any questions? Thank you.
006And Mr. Dobs. Good evening. My name is Ste uh Steven Dods. Um, also a parent of a current and former uh, Saratoga High School student, both rowers. Um, just wanted to convey our support for what um, Marne has just prevented. Sever several parents are here here tonight in support. And I'd also like to say um, both both of my kids have been sort of in this situation competing at state and national level. And u the opportunity to do so led to my daughter being recruited for rowing by Tus University where she's rowing now, reigning national champions and a great school sides. So um it has value now and in the future and uh we'd urge you to uh amend the policy as uh as we laid out in the letter. Thank you. Thank you. Is
007there any other member of the public who wishes to address the board? Okay. Um, again, we do have another public comment period at the end. This moves us to board committee reports. Are there any board committee uh report outs? Starting with Matt. Uh, not a report out necessarily. We didn't meet again, but I just wanted to flag for everyone that we're having the final look at uh some policies that we had first look at at the previous session. uh some changes to the admissions for early K through 1, uh student records changes, some data security changes, and some student privacy changes. So, we'll be voting on those as part of the consent agenda. Thank you, Tony. Yeah, I just I have a question and I I start this with an ap with an apology. Um
008I missed 5550 in the first read. I I I didn't see it last uh month when we did the first read. I I must have just skipped over it inadvertently. And I I do have uh I have some clarity of intent of words uh questions or or comments on the paragraph that um follows. It's in the student privacy 5550 um policy document and it's right after the list of um attributes of surveys that um would would make a survey um optional or or um or uh for which parental consent is required uh before a student takes a survey. They list eight things and the the paragraph there um confuses me a little bit and maybe it's just uh because this is just the way the law is, but it seems to state that um if
009the US Department of Education is sponsoring the survey and the district is requiring students to submit to it, then that triggers an optin function where we have to get optin from parents in order for the student to do it. But if a survey is funded through other sources, some third party and um then then it's only opt out. Uh is that is that correct? So like it is okay. It's a little strange, right? Yeah, I mean like if the US Department of Ed is pushing it, it's uh it's opt in and if some random third party is is running it, it's it the default is opt out. So, we just go ahead with it and then you have to opt out. Right. I think that just differentiates between a required survey. You know, the district
010requiring students submit to a survey and the survey is part of of funded by the US department. Students may not participate unless the parent or guardian provides written consent. So, if something that we're requiring, if a student is funded by other sources or participation is voluntary or Yeah. Okay. Right. So, if we're requiring a survey, got to let the parents have the opportunity to um opt in. If it's a voluntary survey, then they can opt out. I guess it's that or maybe that that's getting me. It says if a survey is funded through other sources, the district will administer the survey. You know, take out the or clause because that's an eitheror. Yeah, we didn't we didn't touch it. So, this comes this goes directly from I'm not recommending a change. I'm just expressing my
011confusion there. And there may be just for clarity there may be no need to do anything and just push this through. We we don't necessarily need to uh delay it. I guess I've said my piece. Okay. Any other board committee reports? Oh, I'm sorry, Lee. Um so this morning the district emergency response team met and conducted a mock run through of a reunification process. So reunification would be implemented in situations where students need to be safely released to a guardian or parent um following an emergency like an evacuation. Um it was I think helpful to walk through the process, see it play out on a smaller scale in real time. Um it was well attended. Everyone uh representatives from all um from all buildings and district level attendees were there. Um and we were able
012to think collaboratively about ways to make the process as effective um and efficient as possible. Um so this is primarily anformational update. There's no further action from the board. Thank you. Um I just wanted to follow up on the same policy. Um just to share that I did I also had a question on it. Um and I had emailed the board and Mike um to clarify. So there is a section of that policy about invasive physical examinations. This was a completely new section added to the policy um and basically stating that prior to the administration of a non-emergency invasive physical examination um that students, you know, families would be notified and they'd have the opportunity to opt their child out of the exam and then it had a definition of that. Um and just in
013reading that I felt confused about what uh would possibly happen at school that could meet that definition. And so I had emailed to ask and Mike clarified that um the only things that are happening at Saratoga that really meet that definition would be the annual sports physicals. And so families do have the choice to either have the sports physical here at school with the district physician or go to their own doctor. All right. Any other uh board committee report outs? All right. Then student member reports. Um we received updates. We received updates from all six elementary schools as well as the middle and high school. So starting with Caroline Street Elementary School, they have wrapped up their fall assessments and will hold their fall data day next week. This will be an opportunity to review
014their students strengths and needs then plan accordingly. They also conducted a relocation drill on Friday or they will be conducting a relocation drill on Friday. And their afterchool program called Girls on the Run has begun and is off to a great start with 20 students participating. They are excited for their Halloween fest on Friday, October 17th at 6 PM. And at the end of the month, they will be having a 30th annual Grandparents Day and VIP lunchon. At Division Street Elementary School, they're thrilled to receive the Saratoga Springs Education Foundation grant for their new book vending machine. The students are excited for their potential to use their Blue Streak Bucks to enter the raffle for a chance to select a brand new book of their choice. This is a such a fun and meaningful meaning
015meaningful way to promote a love of reading and they're so grateful for the opportunity. Tomorrow marks the exciting finale of their 3-week fundraiser. Students will take to the West Recre Fields for the much anticipated Dragon Dash event, something they've been enthusiastically preparing for during PE classes. Their hard work and dedication have truly paid off. Not only are they ready to run, but they've also raised enough money to earn the chance to pie some of the division street staff. It's going to be a fun and memorable memorable day for everyone involved. Dorothy Nolan Elementary Street School is off to a fantastic turnout for their HSA meeting of the year. Partnership with families is the key to students success. The bus drivers are the first and last faces the students see, making their role so important to
016students attitudes about school. They showed appreciation through a bus driver breakfast this week along with some gift cards donated by their HAS. School picture day has been taking place this week. Students are ready to share those smiles. They look forward to hearing the fifth grade orchestra students collaborate at this year's orchestra hoown at Maple Avenue. Geyser Road Elementary School has held its first ever fall festival. The PTO organized so many fun activities for students and parents alike. There are games, a haunted house, a haunted bus. Thank you to their transportation department, and a chili cookoff. School pictures are this week along with their open house. and they are celebrating a new outdoor classroom that was purchased through the city's participatory budget grant with a special ribbon cutting ceremony in their orchard. All right. Um October
0173rd was fire prevention day. Students at Greenfield were able to enjoy a visit to the firehouse. Their first HSA meeting was this week and they are excited to partner and create great opportunities for their students. They had their second best assembly of the year celebrating students who earned respect certificates. They are looking forward to recognizing students in October who demonstrate responsible behavior. Picture day and their Charlotte's Web movie night have recently occurred as well at Lake Avenue Elementary School. They had a great showing at open house last week. It was wonderful to see so many families visit Lake A to learn about what happens at school. Many uh student clubs are up and running or will start soon. They are excited to have more clubs for students this year. They have multiple Battle of the
018Books clubs, student council, and a morning reading program, Olympics of the Visual Arts, Best Buddies, and a yearbook club. The prevention council started working with third grade classes this week on the Too Good for Violence program. And they are looking forward to their Halloween fun fair at the end of this month. At Maple Avenue Middle School, their annual walk-athon will take place on October 10th. And as of October 16th, they have raised $18,000. On October 1st, they sent 20 staff to Ed Tomorrow Circle Training, and they now have 35 staff trained in the building. They look forward to sending more staff to this empowering training. Drama Club announced that the musical being performed this year is Frozen. They are excited to see the students and staff bring this magical story to life on stage. And
019at Saratoga Springs High School, uh they had a great open house on Tuesday, welcoming families to hear from teachers about their academic classes. They welcomed their new school resource officer, Steve Cretman, and he's very excited to be joining the high school team. The National Coalition Building Institute or NCBI recently trained 19 students as peer leaders. NCBI focuses on supporting diversity and inclusion in school. Next week is spirit week where each day has a theme for the entire school to participate in and accumulates in the homecoming game and dance. Tomorrow night, October 10th, will be the 2025 Blue Streak Hall of Fame induction ceremony. Brian Becker, Kelsley Kimmel, Amber Stanley Howell, Bruce Jones, Aiden Tuker, and Lynn Young. In addition, the 2015 football team will be honored. And that concludes our student reports on the district
020for this meeting. Thank you. Next, we have administrative reports. Well, thank you Sydney and Olivia for your comprehensive uh report. Uh so I'm going to touch on a few of the things that uh you had mentioned. Uh but I do want to start off uh by thanking um the community already for uh participating in our strategic planning process. Um just earlier this week uh we sent out information and we're going to be putting a newsletter out to the community uh here in the next few days uh that the district is excited uh to launch a new strategic planning process uh that will position uh the school district uh for the future. And so this process will allow us to reexamine our core beliefs, our priorities, uh establish goals and action steps for the future uh
021as we continue to provide outstanding learning experiences for all of our students. Uh so this process will be pivotal uh in helping shape the future of the district and obviously all of the community members uh participation, involvement uh will be essential. So, uh, emails went out to all parents, uh, to all of our high school students, uh, the entire staff of the district. Uh, and if you, um, go back to 2018, uh, is when our current, uh, pathways mission and vision, uh, was created with input, uh, from our students, staff, uh, the board of education as well as parents and community members. And our current pathways is rooted on our core beliefs of equity of opportunity, collaboration, uh community and personalization. Uh and Pathways has served as our guide for our work for the last
022eight years. Uh but we believe it's important uh to continue to re-evaluate and update our vision vision and mission uh to reflect uh the district's current priorities uh in the evolving needs of our school community. Uh so the updated strategic plan that we'll be working on over the next several months uh will help us create a road map uh that not only reflects uh the aspects of the school uh what we're doing already uh but also uh areas which we can improve upon. So we want to look at our strengths. We want to look at uh any gaps uh challenges, opportunities. Uh so we're committed to considering all the perspectives and the opinions uh from all of our stakeh stakeholders on uh the future of our school. So if you haven't done so already, I
023think we've had well over 400 uh participants uh online. We're using a platform called Thought Exchange. Uh so we're encouraging people to get on and share your thoughts uh for the school district. So, there are links on the district website. Uh we're going to make links available to the community. So, even if folks don't have kids in school, uh that they'll also be able to to uh participate. Uh and we truly value obviously as much input and feedback uh that the district can uh receive in making our strategic plan the best it can be. Uh so, encouraging to share your insights. Uh and again, we're eager to hear your thoughts about how we should prioritize the future of the school district. Uh so the the uh thought exchange will be open for the entire month
024of October through the 31st and then we're going to have some in-person uh sessions to review the survey feedback with stakeholder groups uh in November. And we're hoping uh that the process will culminate uh at the end of January uh so the start of the second semester of the school year uh to have some information uh to update our entire uh school community on our strategic planning initiative. Uh any questions from the board about that? I know we've been sharing a lot of information out. Uh so we've got a few weeks to run the thought exchange and then uh the board session is scheduled for November 6th and then our community stakeholder uh session is scheduled for November 12th. Those are the two dates uh that will be in person in November. Um and then
025just to to follow up um on I I think uh Olivia touched on it. Uh tomorrow night is our annual athletic hall of fame um ceremony. And so this Saratoga Springs Hall of Fame has announced its newest class uh celebrating the exceptional achievements of athletes, coaches, and contributors who've made a lasting impact on our athletic program. Uh, so she had mentioned this year's inductees being Brian Becker, Kelsey Schmeal, uh, Amber Stanley Howell, Bruce Jones, Aiden Tuker, uh, Ling Lin Young, and then the 2015 football team, uh, will be honored at a ceremony at 5:00 tomorrow in the high school high school teaching auditorium. Uh, and then I know those inductees, uh, will be recognized at at halftime of the the football game uh, tomorrow night. So, uh, just want to thank the, uh, committee, the
026Hall of Fame committee, uh, that's composed of community members, uh, current and former coaches, administrators, athletic directors, and, uh, several community members, uh, who again, uh, go through the nomination and honores each year and and really do a wonderful ceremony, uh, each year, uh, to recognize our alumni. Uh, so that's tomorrow at 5:00. So that's what all I have for this evening. So now it's uh it's my great honor uh to introduce our Maple A administrative team. Uh our assistant principles are here with us tonight. Christine Valardo, Carol Lar, and Corey Harton Nelson. Uh so uh so far we've heard from our uh high school administrative team on our pathway visions K uh uh grades 9 through 12 report. Uh so tonight we'll be hearing from members of the Maple Lab administrative team on their
027uh pathways divisions grades six through eight program report and then our next meeting uh will be our final uh presentation uh from from the program level and so uh elementary principles uh will be up at our at our next meeting. Uh so I'll turn it over to our Maple Lab administrative team. Thank you. All right. I first want to apologize for my voice. Um, so hopefully you can bear with me here through these introductions. Um, my name is Christine Valardo. I'm the eighth grade assistant principal at Maple A. Um, my colleagues here, we have Cara Lar who's the seventh grade assistant principal. And although we said goodbye to Mr. Harris officially. Um we are saying hello to Corey Hart Nelson who comes to us from the Skenctity uh school district as an assistant principal as
028well as years of teaching experience at the Albany school district. So we're lucky to have Corey with us. Before we get started, I just would like to say um thank you to our board of ed members for your time and dedication that you've given us and to our district. I'd also like to thank district administration for your support that you've given to all of us as newer um administrators as well as to Maple and to our student members. Thank you for this taking on this important role. So, okay. So tonight in our presentation, we're very excited to share with you the progress um that Maple Avenue has made throughout the 2425 school year. We will be including how our building goals align with the district's vision and pathways. We're also going to show you some
029data um that we have from academic assessments as well as attendance and discipline. And then finally, we'd like to highlight some new initiatives that we also have brought to Maple A. So, we kind of broken it down by each of our pathways. So, beginning with equity of opportunity. Our first goal here that you can kind of see behind the curtain there is to increase the number of students in grades six through eight who are performing at or above grade level standards in literacy and math. Okay, I'm going to give you a second here to kind of look over those two slides. Um, I Ready is a program that um, we have throughout elementary K through 8 and we also use this as it's a program where we use it as diagnostic benchmarks throughout the year.
030We give it three times a year in reading and math. um we give it fall in the fall and then uh in the winter and then in the spring. It has been shown that there's a really strong correlation between our scores on I Ready and the state assessments. From the um I Ready diagnostic assessments, we then can give our students personalized instruction and they each have their own different pathway um through learning their skills that they need to learn. Excuse me. So what you're seeing here is um this triangle represents the different levels at which kids um you know kids score at. So from last year from fall to to the spring of 2025 you will notice that we had a 14% increase in the green there and that is tier one. Okay, tier one,
031excuse me, tier one means that kids are either at or above grade level. Okay, so that's great. We want our green to go up and then we want our red to go down. And you will see the decrease there. Um, last year we had a 9% decrease. So throughout the year from the year prior, our numbers are improving. Okay, so that's what you see in the white there with the 9% increase fall 23 to 24 and the 7% decrease fall 23 to spring 24. Okay, so that is our reading diagnostic results. Here are our math diagnostic results and again you will see the growth there. Tier one, we are increasing our tier one which is 17% versus 12% from the year prior. So, it's continual and consistent growth we're seeing here. And then our tier
032three, again, we've we're continually decreasing those kids that are below grade level. So, that's good for us. That's where we want to go. The This is the slide you're looking at here is our uh our New York State computer-based test. It's our state assessment for ELA. Um, we have the past three years here and you will notice that in 2023, oh, and excuse me, the orange there are the number of students who tested. Okay, that's important to note. The orange is the number of students who tested and then the blue is the percentage and number of students who were proficient. So on these on these types of exams, it's scored a one through four, three and four being proficient. Okay. So in 2023, you'll see that we had 61% proficient. And then 2024, you'll notice
033it goes down a couple percentage points. This was the year that it was identified that our literacy scores, our literacy was at a decline and scores across the board across the nation went down and this is when science of reading came about and the state started looking at that. So that is kind of what we're we're looking at there with that that's a major reason. However, since we learned of that decline in literacy, we have certainly worked hard to raise our scores. Um, one thing that we just recently implemented for this year is flex reading on Wednesdays. It's kind of like a drop everything and read um across all flex classes um to help kids increase their literacy. Okay. And then here's our math assessment. Same thing. The orange is the total count um of
034students that tested. Math consistently up all three years. Very impressive with our math scores there. Okay. And that brings us to our region scores. Um so our eighth graders can take algebra and biology life sciences. The regions they take in June. Excuse me. I'd like you to bring your attention to the bottom line in the orange chart. Okay, that was um our last year's scores for algebra. The regent exams are scored on a one through five. Five being mastery, threes and fours being proficient. Okay, you will notice that for mastery our students Thank you. 85.9 mastery. That's also very impressive and 14.1 level threes and fours. Okay. Um again that is also increasing each year. So continual growth we see there as well. And then for biology you will notice that last line there with
035the asterric last year's um regent exam in biology was a brand new exam. Um and this exam really focused on comprehension more engineering type skills. Um and again we know that we need to increase our literacy and our reading skills. So it was it posed a more difficult uh it was more of a challenge for students again being the first year. So um it's now on our radar and that is an area that we are looking at to improve. Excuse me again. Um, so those numbers are a reflection of the new exam. Okay. All right. I'm gonna pass it over now. I think I've talked enough with this voice. I think we're all feeling for you, Chris. Thank you. Hi, everybody. Thank you. I'm Carol, seventh grade assistant principal. Happy to be here with you
036guys tonight. I'm going to start off by talking about uh collaboration at Maple AB Middle School. Um, the first example of collaboration at Maple Lab is our PLTS, our professional learning teams, broken down obviously by subject area. Our PLTS meet one out of every six days in our 3-day cycle. Um, and the first thing they really do is focus on creating curriculum maps and pacing guides. And these are not just created once and never looked at again. they are continually um redefining and redesigning their curriculum and their pacing guides. Um again, when they meet whenever out of every six days, this is something that they consistently talk about. Those maps and those guides are then used to help create what we call at Maple Lab or at Saratoga, I should say, smarty goals. And that's
037a very long acronym for it's right there at the bottom. strategic, measurable, attainable and ambitious, realistic, timebound, inclusive, and equitable. Very long acronym, but um the teachers in the PLTS work together to create those and then use those smarty goals to um guide their instruction. They use multiple measures to determine whether or not their students have achieved the smarty goal that they set out for them. Once the smarty goals are created, which happens at the very beginning of the school year, then they work on creating and refining what we call common assessments. These PLTs, these common assessments, these curriculum maps, pacing guides, they help our students at Maple Lab Middle School, regardless of what spring they end up in, have a very similar learning experience. They're learning the same things in a very similar way.
038They're being assessed in the same way. Um, they're being graded in the same way. So it doesn't matter if you're in Red Springs, Hawthorne, Excelsier, um Colombian, you're going to get this the very similar learning experience and that is um attributed to our PLTS. Uh the common assessments like I said are given once a quarter and these are used to determine maybe interventions. They're determining whether differentiation of instruction is needed and even enrichment opportunities for our students as well. One of the things we did in PLTS this year was look at PLTS from an equity lens. Again, we want our students to have similar learning experiences regardless of their house or their spring. So, our PLTS are looking at the amount of assignments that they're giving each quarter to be similar throughout the springs. They're
039also looking at what they're grading and in terms of how they're grading, too. Are they using a point system to grade assignments? Are they using a percentage system to grade assignments? So these are all things that are discussed and decided on by the PLTS um when they are meeting again to give our students a similar learning experience regardless of their spring. As somebody who has spent the majority of their 23-year career in a middle school, I am a true believer and very passionate about middle school teameing. I was part of a middle school team for almost 18 years um as a teacher and now I I'm seeing um and being able to see the value of them as an administrator as well. Um so not only do we have subject area teams, we have interdisciplinary
040teams as well at Maple. Um one of the things that teaming does obviously in addition to our springs making a school within a school, our teams make a school within a school. You know, literature will show you, research will show you, students in a smaller environment, students in smaller classes are more likely to achieve success. Also, what teams do for students is allow them to build relationships and connections not only with each other, but with the adults more easily than if we didn't have teams. Um, our teams are consistently planning things for the for the students, fun flex Friday, field trips, team building activities in order for the students to foster those connections and those relationships with one another. Um, the other thing about teams is that we make their rooms in close proximity to
041one another. So, they're constantly in communication with one another. They're meeting again just like PLTs one out of every six days. But that doesn't mean they're in isolation on those other five days. Um they're again they're consistently meeting. They're consistently communicating with one another. They're except for our sixth grade, the counselors are in the hallways with their team. So they're communicating with the counselors. Um they have grade level administrators that meet with them as well. So teams allow us to foster um the whole child academically, socially, emotionally, behaviorally um and again create that community for our students in a building of 1400. So they're consistently seeing the same 100 to 120 students in their classes, which allows them to build a sense of community with one another. One of the things we started at Maple
042last year was um our learning walks which um were very I'll say mini observations so to speak. So last year um in the fall of 24 we started with our science and our math teachers and in this past spring of 25 we did our ELA and social studies teachers. So what happened was um the administrative liaison who was assigned to that subject area and the department head chose 8 to 10 teachers to randomly pop into their classroom for about 10 minutes or so. And when the administrator and the department head were in those classrooms on the learning walk, we would stay for about 10 minutes. And when we were in the classroom, the goal was for the two of us to look at two things in particular. We were looking at teachers use of higher
043level questioning techniques as well as culturally responsive teaching to improve and increase student engagement. So when we were in there, we were simply recording evidence, seeing what writing down what we saw, making no judgments whatsoever, just literally recording almost verbatim what the teachers were saying and what they were doing while we were in there. Then the administrator and the department head would kind of come together afterwards and discuss what each of them saw. And then the best part in my opinion of the learning walks was being able to as the administrator sit down and follow up with that teacher. So little mini meetings were scheduled um after the walkthrough with the teacher and the administrator just to provide feedback and to also give them the evidence that we recorded when we were in the room
044so that they would have that. And the goal is to build on our already strong tier one instructional practices at Maple. And I think a long-term goal, and I hope I'm right in saying this, is we would love teachers to be a part of these learning walks, to learn from one another and collaborate from one another. So, you know, they're on the front lines. They're the best teachers for each other. So, Corey, turn it over to her. Thank you. You got it. Hello. Once again, I am Corey Hart Nelson. I am the sixth grade assistant principal at Maple and I will be talking to you about the personalization aspect of the building. Okay. So, first and foremost, um we have our MTSS multi-tered systems of supports. Uh we have a lot of them within our
045building focusing on tier 1, tier 2, and tier three. This is a mix of all of them. A few I want to highlight is first the student support team. Um, this is a team that comes together. Um, I'm on it. There are, um, interventionists on there, math and reading, as well as school psychologists. And we come together and we look at the students that are struggling as a whole. And when we look at these students, we are trying to identify interventions that can be used in the classroom to best support them. uh really coming together, sharing that information back and making sure that each student is being successful at Maple. Um we also utilize PBIS, positive intervention, positive behavior interventions and supports. That's our universal uh behavior system that we use. You'll hear us all
046the time. Are you being safe in the hallway? Are you being respectful? Are you being responsible? We also have are you being kind and be here. Okay, that's part of and I'll talk about, you know, some of our attendance initiatives, but be here is one that you'll hear a lot at Maple. Uh we also as a part of PBIS, we also have check in and check out, and that's for our students in tier 2 and tier three who need a little bit extra support throughout the school day and an adult checking in on them, making sure that they're being successful throughout the school day. We also um meet weekly as a CAPS team. um that is a team consisted of counselors, administrators, school psychologists and social workers. And that's when we come together and talk
047about students who are struggling um in the behavior aspect at school. And we really come together with a positive approach to also help those students be successful. We also focus on attendance. Uh we have Jen Warner. She is our attendance liaison. She has done wonderful work for the building and also the district and I'll talk a little bit more about that. We um have a heavy focus on improving our discipline and then also improving restorative practices within the building which has been a new initiative. Okay. So right here is a graph of attendance um from 2021 until um last year the 2425 school year. And as you can see these initiatives um that we have put into place such as um Miss Warner um she helps us identify students who are struggling to come to
048school and what barriers are kind of a that are affecting them from coming to school and how we can break down those barriers and get them to school. So um and along with her we really look at students who are struggling to get into the building on time um every single day. identifying those students, calling home, figuring out how we can support parents and get them here. So, as you can see, um our attendance continues to decrease um or not our attendance, our chronic absenteeism. Our attendance is high, our our chronic absenteeism continues to decrease. Last year, uh we had a goal of decreasing by 1% and I'm happy to announce that we did meet that goal. Okay. Um, and then on this slide, um, we're talking about discipline. And, um, I'm kind of going
049to just jump down to the bottom. In 20121, there was 1,482 referrals. Since then, Maple has been really focused on their tier one classroom strategies, making sure that we're building relationships with students in the classroom, making them feel welcome, um, and making sure that our, you know, our expectations are clear and consistent. And, um, since then, um, last year, we dropped down to 985 referrals. And we continue to keep reducing that number as well with um our restorative practices that we've been using. Uh we've been utilizing our CRICS um which is help me conduct restorative instructional coaches. I always end up calling them RP specialists. I'm sorry. I'm getting better. Um so through that I kind of want I want you to look at the bottom looking at 23 24. Um just some things that
050you stand out on this slide. The the biggest issue in 23 24 was that we had 107 discipline referrals from students being truent to school and that I know that was a focus of the building last year and utilizing Jen Werner and really focusing on those tier one strategies. You can see up in 2425 that really improved. It went from, you know, 97 um true went from school. It went from 107 and it's not even on the board anymore. Oh, nope. I lied. It's right there. It's 93. So, it's a little bit of a decrease. Um but we still continue to take pride in in improving that number. Um and then in 2425, we also had um 99 referrals for disrespectful behavior. And that's something we can we continue to focus on um as we
051utilize our Crics. Uh when when a referral comes to us that a student had disrespectful behavior or um physical contact or anything like that, we try to bring the students together and have a conversation about what happened and how we can restore that and prevent it from happening in the future. So we were really taking pride in that work. the whole building is really learn leaning into that. They're doing circles in their classrooms, building relationships, and we hope to see that number decrease you, you know, in 2526. All right, I'm going to pass this back over to Cara. Thank you. Just going right along with Corey's um information about decreasing our, you know, our negative behaviors, we are in year two of using restorative practices at Maple. And I really think I'm very confident that
052we're going to see um a continual decrease in some of our disrespectful behaviors and our disorderly conduct. Um we have two conduct restorative instructional coaches who are in their second year. Also, we have Carrie Jackson and Nora Ketchum. Um they have been trained in tier 1, tier 2, and tier three restorative practices. Um, and they have a brand new space which when we do our walkthrough, I'm not sure exactly when it is, but in the winter, I believe when you come to Maple, you guys will be able to see their brand new um, cric room. It can accommodate um, up to 30 people in a circle so that we're, you know, we would like teachers to do at least one community building circle a year with their students, but we don't need them to rearrange
053their room every time they do one. So we have the the crics created this space that teachers can sign out and bring their classes to to do the circle in there. The crics are willing to help facilitate that circle or not. That's up to the teacher. Um within that space they also have resource library for teachers. It's a plethora of information for teachers on restorative practices, how to implement them in the classroom, how to use them in academics and for behavior purposes as well. Um they also um are running with in addition to our other staff members who have been ed tomorrow trained in facilitating a circle they will be facilitating all staff circles come this November 4th on our um for superintendent's conference day and I think Corey or Chris or somebody mentioned earlier
054that we now have or it was a student update I think we now have almost 40 adults in our building in trained in tier one um circle facilitation. So, we'll be doing our first all staff circle on November 4th. Continuing with our restorative practices, and I really think this is going to help decrease our discipline this year, is our new turnaround room. Um, we're going to I'm going to give credit to Corey for naming our turnaround room. Um, what it is, the turnaround room. It's really it's a a very calming space. And again, you'll see it in the walkthrough. And I have to say, it also smells really good in there. It's just got it's it's dim. It's not bright. It's quiet. It's really a place for students to go and deescalate and to calm
055down. Sometimes um they have a very difficult time as adolescence regulating themselves and their emotions. It's not a disciplinary thing whatsoever. It's just a place for them to go sit. It is always staffed by the same person. Miss Khloe Bonner is doing an amazing job in there. Um she has designed it, decorated it, and again she's in there every block and she's doing an amazing job with our students. So, I think that's going to help reduce the amount of discipline issues that we have at Maple. Um, our cicks have outlined some of the goals that they are hoping to reach this year, and that's on the second half of the slide. They want to work more with the high school cric team using some PLT time. Um, we have already trained additional staff in tier
056one community building that took place last Wednesday over at the high school. um they really want to work to increase the use of the restorative practices room by bringing in and encouraging more teachers to bring in their classes to that room. Um they're going they really want to um guide more meaningful work and collaborate with uh tell me what WWSRJ is again. It's restorative justice. Yes. I'm just gonna schools around the area. schools around the area working together, not just again working in a silo at Maple, but also branching out to other schools to see how their restorative practices are used in their schools. Last year, our CRICS and I believe Chris also went to visit um Troy Middle School because they have been using restorative practices there for a very long time. So, they
057took a visit to that school. All right, and we're about to wrap up, but before we do, we wanted to give some shoutouts about some things happening at Maple this year. Um, we have amazing kids in Saratoga. We have amazing kids at Maple. And I think one thing that struck me when I when we were working together in August, um, was finding out how many students, eighth graders specifically, wanted to be a part of the unified PE class. They can only all lot for about 14 to 16 students in the unified PE class to help with our special education kiddos. And over 80 students wanted to be in that program. And to me that speaks volumes. I mean these are 14year-old students who wanted to be in the unified PE class and that's awesome. Um
058we are also in year two of co-ed physical education classes which is going well. Um, we have we're giving coral lessons, voice lessons during the school day. You see a picture right there of the mountain bikes that were generously donated by Saratoga Shredders. All of our classes this year have sixth, seventh, and eighth grade have plans to use those mountain bikes. And if you haven't seen them, we have beautiful trails around our back fields at Maple. And like mentioned earlier, we are, I believe, I want to say, one of the first middle schools able to use um the rights to Frozen for our musical this year. I'm pretty sure that I was told that. I could be wrong. And I think that's it. And we thank you guys for listening. And I think it's time
059for questions. Okay, cool. Thank you. So, any questions? Lee, um, thank you very much for your presentation. Um, it was really great to hear all about the great things that are happening at at Maple A. Um, especially appreciated hearing about um, restorative practices and progress there. Also, the steady gains in reading and math and decreases in in absenteeism. Um so looking at the the the gains that you talked about in you know I ready and state assessments um you know it paints a really promising picture of growth over the four years. I was wondering and that's at the the school level. I was wondering um if you've been looking at that at sort of broken down by other groups and if the the the gains are consistent across them or if there are any you
060know um things that you want to highlight in terms of academics you're talking about the growth in Okay. You want in terms of like you know race, ethnicity, disability status, things like that. You want to answer that, Dr. Cuddy? Yeah. And then I hate to make you talk, but you're the best one to probably answer that. Okay. So, for the I Ready um slides that you saw and the growth you've seen there, that is six through eight. So, that is the whole school um as one, right? Um your the other part of your question was for the different groups, did you? Right. Yeah. So if you were to look at um sort of disagregated data or looking at them sorry no it's still on so um I'll jump in for for that question. So yes
061we always do dig deeper into the subgroups. So um this is the most current data it was just released. Um so there's overall and then we do spend time digging into the subgroups and you will also see um in the second half of the year when we do our accountability uh presentation the ESSA presentation which is typically in April or May we uh go through and we share that information out with you. One of the things that we're very cognizant of is looking deeper into the subgroups uh because um it looks like we're doing uh very well on the surface, but we know that we need to do that personalization. So um fortunately we have a lot of tools now to be able to dig into that. Just takes a little bit of time. Um
062but yes, we definitely uh look at it and disagregate it and you'll hear more too. Any Did we get all of the aspects of that question? Thank you. Okay. Any other questions? Yeah. Hi. Um, so amazing academic data and it's so awesome to see all the restorative practices that are coming together. So, thank you. Thank you. Um just looking at like the discipline data firstly amazing to look at like 23 24 that physical contact intentional physical aggressive behavior and unsafe behavior all get wiped out of the following year and I think I guess my question is I know like the disrespectful behavior went from like that rised is that kind of like a shift because like kids are using these strategies and I'm not saying it's a bad I think it's a good thing. I'm
063just wondering like what the if any of the the school policies change to like change that like what the disrespectful behavior is. It's just a wondering middle school kids too. You never know what's going to happen. I don't have like a perfect answer for that. You know, it's a good thing to point out though. Um and it's not that like physical contact just completely disappeared. It's just not high right on the list. Um in terms of the disrespectful behavior, I think and I'm I'm really only kind of making an inference here. I think it's something that we are really more cognizant about turning around. Um, one of the things I know we we all have grade level flex talks we call them. So I'll pull all my seventh graders into the auditorium. You know Chris
064Corey will do her sixth grade, Chris will do her eighth grade and just reiterate our B's, our five Bs about being safe, respectful, responsible, kind, and being here. Um, and again really focusing on that respectful one. And you know, kids are different. You know, they they are they're they're still kids though. Um, but we're really trying to get them to just respect each other, respect Maple property, respect the adults. No matter if you are the custodian, if you are the teacher, if you are a monitor, if you are an administrator, it doesn't matter. So, I think like again, I'm just making my an inference and kind of giving my own opinion and these guys can share too, but I just think we're really focusing on turning that disrespectful behavior around and not just saying, "Oh,
065they're just kids. They can talk to people that way." You know what I'm saying? I think that's really the best because this was last year was our first year, Chris and I. And I think coming in, we really wanted to focus on changing the behaviors, you know? Thank you. You got it. You want to say anything else? Did I get everything? Yeah, I don't want you to talk. I don't think it's a negative. I wanted to like highlight. Sorry if I posed it as a negative question. I think it's it's just really it's interesting to look at those data points. I'm glad you noticed it though. And I think Cara hit the nail on the head when she said that. That is something that we came together um being our first year last year and
066we were like respect, respect, respect. It is absolutely like the number one thing for you know these kids at this age. Um and so I think when we focus on it more and we're looking at it, that's why it's going up. You know, we're we're paying attention to it. So we hope we can stand here next year and we see a decrease. And just to add on to that too, um when when we're thinking of disrespectful behavior in class and and the difference between um what's classroom managed and what comes through as a discipline referral as well. Um you know really empowering teachers to you know if they're submitting a classroom referral or a discipline referral fine but really looking at the situation seeing if they empowering them to also handle you know those situations
067on their own to build those relationships. So I think you know I I hope we also see an increase in a decrease in that next year. Thank you Matt. Um first of all thank you so much. I think I think all educators are heroes but middle school is a particularly heroic place to be. So thank you for for that. Um sort of following up on on what Ashley was asking. Um last year you all spoke a little bit about um the hallway culture. um and what you know h how how you're working to improve that. Can you can you maybe talk talk a little bit more about that and and maybe if you're seeing I mean from last year to this year if you're seeing changes in that behavior particularly in the hallways can you
068hear me? No. Yeah. Okay. All right. Um, I'm I'm going to speak on this as somebody coming in from an outside perspective if that's okay with you and then, you know, I'll let them tag on afterwards. But, you know, walking walking into the building, um, the the hallways are are genu generally pretty quiet. Um, students are in the hallway doing what they need to do, getting to class. The hallways do clear pretty quickly. One thing, you know, that we've been struggling with, you know, this year since I've been there is we do have a handful of students who um don't go to class right away, kind of want to, you know, wander around. So, using our CAPS members, our social workers, our psychologists, our counselors, we've all been in the hallways present because we know
069that being present makes a difference for our kids. and you know knowing where they're supposed to be. Um if there's kids in the hallway not going where they need to go, building that relationship with them as you're walking them to class. Hey, do you need me to do you want me to walk you to class? And it I feel since the beginning of the year, we have had that improvement. However, it is still a work in progress. Um but we do have all hands on deck making sure that we can get our kids in our classrooms because when they're there, they're doing a really good job in class, right? It's just that looseness of the hallway. Um, but you know, I I am really proud of the the work that we've been doing. We actually
070call it full fullcourt press. Um, that's how that's how we refer to it. Every all hands are on deck getting kids to class. It's been working well. And I'll just add to that that from from last year um we worked over the summer to implement some new stations around the building that we have monitors um now or we have staff on duty um in different areas throughout the building that we've we've noticed are you know high traffic areas whatnot like just the other and we're listening to teachers that are you know we're taking what they're telling us that just the other day we were told hey you know at the upper main lobby were having an issue with kids running down the stairs there because they want to get out of the building and get
071on their buses and go home. So, you know, Cara and I talked and we made sure that we had somebody right there that day from every day on because that's a high need area. So, we're definitely looking at the structure of the building and where people need to be. Beth. Um, well, I also want to say thank you for all of the wonderful information. Um, I have survived three middle school children. So, I agree with Matt. Thank you very much. I'm always so impressed by um the positivity in which you talk about the students at Maple. Um, so thank you for that. Thank you for the way in which you are building a culture around restorative practices and respect and responsibility. I think those are just really important skills for kids to learn. Um and
072so you know to have that kind of be the ethos that you're working within I I think that's wonderful. Um I am curious about the learning walks. um you know I I could see that being um it sounds like that feedback um could be very valuable and very useful. I am wondering how the teachers perceive that. Um I could also see that being anxiety producing to have you know a guest come into the classroom and just be observing. So, I'm just wondering like what how is that um presented or how are teachers preparing for that time? Um and just what is the culture around the learning walks? I think there's a few things I'll say to that question. Um I think and I I hate to speak for them but just from the few that
073that I sat with after our first round of learning walks and our second round of learning walks is this well I should our second year of learning walks at Maple is this fall and I believe we're moving into our special areas of PE art and health. So, I will be able to talk to more teachers, but um I did the social studies teachers last year and I know I I I remember talking to one of them in particular before learning walks were beginning in the spring last year and they said um they were they were nervous, you know, what's it going to be? Just it people are scared of the unknown, you know, um but they've been observed, you know, through the APR process now for years. But this was we're going to come in.
074You don't know when we're going to come in. um it's going to be somebody new, your department head who hasn't observed you is going to come in as well. So that can be overwhelming and a little nerve-wracking. Um but from one of them in particular who verbally said that they were nervous afterwards said it was wasn't that bad. I really enjoyed having you guys in class and and typically like all of us are usually in classes anyway just like popping in saying hi not obviously observing but just saying hi. So, I think they were used to seeing us in classes. Um, and again, being part of the APR process and being observed, that wasn't anything new, but being that we popped in kind of um without notice necessarily was definitely nerve-wracking. But on the flip
075side, once it was over, the teachers really said it wasn't that bad. And being able to sit with your administrator and get feedback. And for me in particular, I always start with the positive. and just we have amazing teachers at Maple and and I hate to make it seem like we're all sunshine and roses at Maple and we're not, but I you know we are a great strong school and we have great teachers. Um and I remember my DH that came with me saying like wow I didn't I knew my my department was strong but I didn't realize how strong they were until I went into their classrooms. Um, so it was just I think from my perspective, from what I see and heard from the teachers, it was a more positive than a negative
076experience for them. If that answered your question, Lisa, definitely what happened. And without going into a ton of detail, they're designed learning walks are really designed after medical instructional rounds. um we call them instructional rounds but modeled on um medical rounds in terms of working with um staff administrators and um DHS at the secondary level to work in teams um and go in and be specifically focused on certain aspects of um instructional practice. you know making very clear it is not evaluative but there is value in the feedback and so as Cara said the unknown people wonder what is this you know wondering but the experience from the first year of it last year um I think there was a establishment of trust um okay and so now uh as was mentioned uh we would
077love to expand that and build the capacity of more teachers who would like to participate in them who may not be uh a department head but again focusing on instruction and how we all can improve whether it's us as administrators learning um as well as teachers learning. So um happy to talk more about that at a later date. I'm just going to add to my own personal experiences with learning walks. Are you laughing at my voice again? It's okay. It's I'm sorry. I um the every single teacher that um I I went into and then debriefed with were thankful. Love them. Very positive feedback. Wish we could do that all the time. Um I think that and Cara also mentioned it as well as Dr. Cutting that feedback they get at the end, it's um
078so valuable to them. And one other thing that I realized myself doing them um was I could give better feedback to other teachers from and and working as a team. I can say to teacher A, hey, you know, your line of questioning could, you know, be be um uh stronger. why don't we, you know, why don't you get together with teacher B and because they have a really great, you know, they're really good at this. And so it's kind of that's what I'm envisioning moving forward is teachers working and learning from one another, which I think is very valuable. Any other questions from board members? All right. Thank you so much for the wonderful presentation. This was great. Thank you. [Applause] So, I just want to thank uh first and foremost uh our teachers and
079support staff at Maple A uh who do just an incredible job supporting our kids. It was mentioned several times if you want to feel energy and enthusiasm all you have to do is walk through the halls of Maple A. Uh but our kids do an awesome job and we do get really really impressive uh results and it's great to see the gains that are made each year. So uh thank you to Christine, Cara, and Corey for an a wonderful presentation. That's it for the presentations tonight. 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
080items 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 members 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 to our consent agenda? We do not. And so I prop uh motion to approve our consent agenda items GH and I
081in their entirety. Can I get a second? Okay. Matt, any discussion? Okay. All in favor? That's unanimous. All right. This brings us to our second public comment period. Is there anybody here wishing to address the board? Okay. Um, please remember the ground rules for public comments include asking speakers and oh speakers and the audience to conduct themselves in a civil and constructive manager or manner. We are invested in hearing your voices and ask that you model the same respectfulness we expect from the students of our district. We do not allow comments about specific individual employees, students or trustees, whether they are complimentary or not, and whether they are identified by name or some other indicator of who they are. Each speaker is allotted a maximum of three minutes. And before you address the board, please
082clearly state your name and address. I'm sorry, just your name. So, I'm Kimberly Barface and um I just wanted to say thank you for hosting this and I have three things I'd like to touch on. Um first I want to say thank you for your efforts with the transportation. Um I know last year that there were lots of like staffing issues and um you got a lot of community feedback and um so I just want to express gratitude for your efforts. I know it seems like it's been better this year. Um, we haven't had any cancellations, but um, I don't know if that happens more in the winter. Um, and my kids told me that a new bus route was added. Um, they go to Caroline Street. And, um, so it sounds pretty good like
083you've had enough drivers that you're able to even add a whole another bus. Um, so I wanted to say thank you for that. And then, um, I'd also just like to highlight the principal of this school, Dr. Packard. He is just amazing. and seeing him how he much he loves the kids and he really tries to get to know each and every one of their names and it just blows my mind that there's even 370 kids cuz you would think there was like 25 because he knows them all so well. So I just love him so much. Um and then uh my for my third and final point um I'm looking forward to learning more about the DEI committee and um you know I would like to be involved with that and um I am
084excited for the kids to feel more united in that community. Um I would however like to suggest that the board like change the name of the committee. Um I think it should be something more like the committee of belonging or the community and culture committee. um something to specifically show the students that we care and um DI kind of sounds cold and very corporate and it also has like political baggage right now unfortunately. So I think it's important to let the kids know that we care about them as a whole and that we want them all of them to feel welcome and we want them to feel united and that nurturing kindness um can come from a genuine place and um doesn't need to have any political undertones. And so I think a simple shift
085in phrasing um would make all the difference to the community and would shift the focus um to the end goal which is to foster those feelings of belonging. So I just really appreciate it if you guys would consider making that change. So thank you guys so much. Thank you. Are there any other members of the public who wish to address the board? Okay, seeing none, that closes our public comment period and moves us into agenda planning. Um, are there any, sorry, are there any um agenda planning items from any board members? Okay. Oh, Beth. Um, so I don't really have something prepared, but in response to the comments that were made at the beginning of our meeting regarding our attendance policy and our athletes, I'm just wondering um I did see that uh I was
086kind of looking at the attendance policy. It's uh 5,100 student attendance. Um there are excused absences um tardies and early departures and there's a list of items that fall under excused and I'm just wondering if that is something that maybe we as a board would consider looking at um to make sure that it is equitable for all of our students. Um so I you know I guess I'll defer to what the process is for for this issue. I mean, I guess this is my notification and I would ask to your input on whether or not it's something we'd want to talk about in a future meeting. So, um, just following our process, we would discuss this at our next meeting, which is on October 21st during agenda planning. And at that point, board members can
087weigh in. Um, Beth, you can further explain um, what you're hoping for and we can um, move forward from there. Are there any Can I ask a question about that? Like can I ask a question about that to so that we have something to think about for the next So are you suggesting potentially that that's something that the policy committee should take up or that the board as a whole should take up? I don't know. I'm I I think it would be dependent on our conversation and what feels if it's something that we feel like we want to pursue. Um it that would just depend on where it where it landed like where it seemed like the appropriate place to address the issue. So I think it makes sense that we can also you know
088have input from our superintendent on how to pursue that. But to me it would make sense that we would ask the policy committee to take a look at that. um I guess with the specific things that we do discuss at the next meeting and that we um can agree on or find consensus on as a board and then they would be bringing forward what they do to the full board. Um is that the understanding that other people have as well? I think that's typically what we've done. Um but we can also get administrator feedback um if there's a different way that we could go about that. Does that sound good, Angie? Yeah, definitely. And I think we want to um make sure there's legal definitions if that we can even do that. So that that
089would be but it would go through policy. And I would like to add that maybe next week as we clarify it that I think we should consider all kind of scholastic activities, not just athletics, that maybe people are um without letting it snowball, but that it's not just athletic pursuits that are possibly eligible for that if we're looking into it. That makes sense. All right, sounds great. Okay, so we will continue this discussion at our next meeting during the agenda planning. Are there any other agenda planning items? Okay, seeing none, let's move to board member comments. Any board member comments? Go ahead, Tony. I just want to uh acknowledge and thank uh West Avenue Pizza for donating uh $1,080 worth of chicken to the uh to support the summer meals program this summer. This is
090the the food truck and and the Eric Bush's summer program. So, thank you West for supporting that uh effort. Great. Anybody else? Angie, I just want to say thank you to um Dan Peckard for the tour this um this morning. It feels like a long day when we first got here earlier. Um it's amazing to see the changes that our legacy project has allowed to the building down to the boiler room. Um was so clean and tidy and shiny. Um but the changes to the classrooms are phenomenal from when sounds like both of you were here as students and uh my daughter as well. It's just great great work from the legacy project. Definitely. Anybody else? All right. Thank you again to our presenters. And could I please get a motion to enter into executive
091session to discuss matters leading to the employment of particular persons? Lee. And can I get a second from Deb? Any discussion? Okay. All in favor? Great. Um, for members of the public, we will not be making any um decisions in executive session, nor will we be exiting executive s sorry, executive session to make decisions. We will end the meeting directly. Thank you so much. Have a great