001All right, I will call. Can you guys hear me? I don't feel like it. Hello. There we go. Okay. All right. I'm calling this meeting to order. Bobby, could we please get a roll call? Sure. Trusty Lakia here. Trusty Braxton here. Trusty Amecha. Trusty Amory. Trusty Fogerty here. Trusty Copans here. Trusty Crackler here. Trusty Wilton here. Trusty Witovich. Student member Ballser here. Student member How here. Thank you. Please join me in saying the pledge of allegiance. To the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. All right. Could I please get a motion to approve the minutes from September 11th, 2025? I see Tony and a second by Matt. Any discussion? Okay. All in favor? That's unanimous. And
002then could I please get a motion to accept tonight's agenda as presented? So I see Lee and a second from Beth. Any discussion? Okay. All in favor? And that's unanimous. We did not see anybody signed up for public comment. Is there any member of the public who wishes to address the board? Okay. There will be a second public comment period at the end of the meeting. And now we'll move to board committee reports. Does anybody have a committee report? Starting with Matt. Uh the policy committee met. Uh it was me, Ashley, and Connie. Uh and you'll see in the consent agenda a couple first read policies. Um just to highlight the sort of things about them. Uh there's some very minor changes in the policy about early uh admission early for K and one uh
003grades K and one. Uh the student records policy has a few minor changes mostly just clean out the we just adopted that policy in March. So it's just tweaks. Um the data security policy is updating uh the data things with more recent ideas including a parents bill of rights. That might be worth taking a longer look at before we vote on it uh next time. And then the student privacy policy. Uh there's some clarifications about what parents can opt in or opt out of, including surveys, marketing, instructional materials, and invasive physical inspection. Okay. Anybody else? Lee. So this morning, uh Trusty Crackler and I attended the the district emergency response, the dirt, uh monthly meeting. Um so DART brings together people across the district who are responsible for thinking about safety um how we uh
004prevent, prepare, respond and recover uh from all types of uh emergencies. Um this was the first meeting of the year. So we focused on um talking about the relationship between the dirt which is there to support individual buildings um and also uh reviewed prevention and proactive measures. walked through um examples of how to respond to various different types of um of emergencies and um uh had some reminders and about new safety updates um uh throughout the uh the district uh things to infrastructure but also electronic resources um and some new requirements such as the extreme heat laws. So the meeting was really very well attended representation from a wide range of people. every building um had members of their individual um emergency response teams there. Um we also had school resource officers uh representation from
005the divi the fire department um uh transportation custodial services uh boseies and then district level staff and administration. So, just wanted to say that as a board member, I was really um struck by the energy, preparedness um and seriousness of purpose that everyone um brought to the meeting and and um I was also struck by how carefully people are thinking about safety and how consistently it's being rolled out by people across the district. So, thank you so much for everyone involved in that. Thank you. Any other committee reports, Beth? Um the finance committee met on September 15th. Um we had several things on our agenda. Um the first was a financial statement update from Bobby. Um the yearly external audit is almost done and um MMB and company will be present or they will present
006their findings in October's finance committee meeting and then the following day actually they'll report their findings to the full board. That'll be at our October 21st meeting. Um we reviewed the committee's meeting dates and work plan for the 2526 school year. Um, and in regards to the plan, Bobby let us know about um, some new software that the district is in the process of implementing. It's called Clear Gov, and it provides transparency and strategic planning solutions to districts. Um, this software will enhance our ability to track, analyze, and plan for financial decisions as it provides a comprehensive report that wraps in all funding sources and allows Bobby and his team to run both long-term and short-term scenarios. Um, and this will be important uh just to increase transparency um as we navigate um you know
007future years. Um, and eventually this also will allow us to receive the meritorious budget award from the Association of School Business Officials International. Um, so that was very positive. We discussed meeting dates for the year and a plan for our budget workshops. Um, we agreed that the first workshop will be held on October 29th to get an initial look at where we are and what things to keep an eye on um, in this budget cycle. A review of our current budget and potential future concerns um, will be highlighted. And so these topics will include things like enrollment, class sizes, and the teaming structure at Maple Avenue Middle School. We also got an update on the zero emission bus mandate. Um districts are required to show that we are making progress towards the current 2035 deadline.
008Um so Bobby reviewed the statemandated zero emission busing progress towards transition survey. Um and uh that was due on August 1st. Um, Bobby provided a brief overview of the types of questions that were asked and how we responded as a district and he submitted this information ahead of the deadline in July. Well done. Um, Bobby also has been in initial conversations with National Grid and our district was included in our local BOSIES's RFP for an electrification study to help us understand and address the implications and needs the electricity needs um during the transition. As of right now, the plan is to propose the purchase of a small zero emissions bus and charger for next year. Um, we are taking a cautious approach with this just as our district faces unique challenges related to the availability
009of energy and the size of our district. um by purchasing one small electric bus, we're hoping that new funding options may become available and as we are making a good faith and we are making a good faith effort towards the mandate. Um this will be listed this proposal will be listed as a separate proposition on the ballot in May when we put it out to voters. So it will not impact the regular replacement and um purchase of gas buses. And then um we also talked about a tax issue um that is impacting the city as well as the district, but I believe Bobby is going to talk about that um with Mike's superintendent update. Thank you. Any other board committee reports? Um neither board member for our property committee is here, so um Dave will
010share. Thank you. So for property, we just had one item. Um, Girl Scout Troop 3909 is going to be donating a u basically it's a portable library um setup to East Side W. So, it'll be kind of towards the entrance of East Side W. Um, they're going to maintain it. They're going to be putting books in it. Um, so everyone uh seemed to be pretty excited about that. They were excited about it and that has been approved by property committee. Great. Okay, we'll move on to student member reports. Right. I just wanted to take a moment before beginning to thank the board for their warm welcomes to me and Sydney. Um it's very clear how much you all value student voice and we're so grateful to be part of the team this year. Um and
011we're all very excited to learn from all of you this year. So, let's get to it. Uh moving on to district updates. We received updates from five out of the six elementary schools as well as the middle and high school. I will read the first three and Sydney will follow up with the next four. So for Division Street Elementary School, they're off to a fantastic start. Their community came together for a warm welcome back at the PTA event held at the Windchill Factory, setting a positive tone for the year ahead. They also kicked off with a PBIS assembly where students revisited core expectations, the 3Bs, and got a sneak peek at the exciting events planned throughout the year. This Friday, they'll celebrate their first Dragon Day, honoring students who have exemplified this year's character trait
012of respect. Their recent um open house was a great success, featuring classroom presentations, a food truck, and opportunities for families to connect with special area teachers and service providers. The event concluded with a well- attended PTA meeting. Congratulations to their PTA on being named a national PTA school of excellence. Division is one of only 330 PTAs across the country and one of 24 schools in New York State to complete the program, displaying a commitment to create a warm and inclusive school community. On to Dorothy Nolan Elementary School. They are also off to a fantastic start with so many families joining them for their inform um informal summer meetups, fall meet and greets, and recent openhouse. The HSA has increased its digital presence and communication to help engage more families and highlight the great things happening
013at Dorothy Nolan. Be sure to check out their new website and socials. Students have settled into the school routines and were able to reconnect with Chester the Cheetah at their schoolwide PBIS pep rally. This week they will be celebrating peers nominated as good citizens and signing their pledge to attend. At Geyser Road Elementary School, they hosted kindergarteners and families for their annual pizza and playground evening. The ride for missing children bike riders made a stop at Geyser Road during their 100mile ride. The first PBIS Geyser get together assembly will be this Friday, September 26th, and their annual PTO sponsored fall festival will be Saturday, October 4th. Moving on to Greenfield Elementary School, who also had a fantastic start to the school year. They are excited to host their parent information night tonight, September 25th. Their
014first best assembly of the year was last week, where they reviewed PBIS and how it connects with the Greenfield Promise to be safe, be respectful, and be responsible. Third through fifth graders learned about what they can do to get school get to school on time with Mrs. Warner at an attendance assembly last week. They all signed the attendance pledge and are working hard to get to school on time each day. They are also looking forward to their fire prevention day next Friday, October 3rd. And their Skidmore reading buddies start this week at Lake Avenue Elementary School. They are also off to a great school year and they held a back to school assembly and students played a game to review the three Bs. They are proud to announce that their fifth grade class had a
015wonderful time at camp walkmane last week and students spent four days and three nights at the camp where they participated in a variety of outdoor classes like wilderness riding, archery, survival skills, tin flute playing, hiking, and canoeing. Students even learned how to cook their own breakfast on a camp stove. Moving on to Maple Avenue Middle School also had a smooth start to the school year and welcome families to their annual openhouse night events that took place on September 17th for grade six and September 18th for grades seven and eight. During the first day of school, students took part in a coordinated PBIS lessons that focused on being safe, respectful, responsible, kind, and being present at school each day. After school modified sports and clubs are also off to a fantastic start and their new club
016Battle of the Books has been welcomed as an addition to their afterchool clubs family at Saratoga Springs High School. They also had a great and smooth start to the school year and are very proud of how their students are following the new personal device law and policy. SSHs was unnamed among US News and World Report's best high schools again for the 2425 school year and they congratulated senior Loic Kofal who has been named a national merit scholar semi finalist. A national merit semi- finalist represents less than 1% of US high school seniors based on PSAT scores. They also want to congratulate seniors Daniela Fleming, Daniel Hancock, Elenni Hill, Clara Man, and Kyra Rawart who were recognized as commended students by the National Merit Program. The high school welcome parents, guardians to their open house on
017October 7th at 6 p.m. And that concludes our student reports. Thank you. Next, we have administrative reports. Well, good evening everybody. I want to start off by thanking uh principal Dana Bush uh and the entire staff here at Division Street uh for not only hosting uh tonight's board of education meeting, but also uh we were able to recognize all of our 25-year employees at a recognition event. Uh so want to thank Dana and her staff for uh just doing an awesome job getting everything uh set up and prepared uh for all of tonight's uh events. Uh so as mentioned uh tonight we recognize 15 of our school district employees uh who have reached a significant milestone in their career in celebrating their 25 years of service to the Saratoga Springs City School District. Uh so
018each of these individuals uh was able to pick a a book uh that would be donated to a school, a library, a classroom uh in the district uh in their honor uh for their 25 years of service. So again, we truly appreciation appreciate their dedication uh and their support of our students and families uh throughout their uh prestigious careers. Um we've as mentioned earlier by Beth uh the finance committee last week um Mr. Yosco had reviewed some information uh that I think is of interest uh for the community regarding our tax rate. Uh so at this time I'm going to turn over to Bobby just to be able to provide an overview. All right, thanks. Um, so I gave everybody a handout uh that they could follow along with here at the table. Uh, it's
019the same calculation that I went through with uh the finance committee because um we received word that there was um people reaching out because there was uh you know disgruntled feelings about um some explanations they were receiving about the increase in tax uh year-over-year. Um, so I know we've all talked about the implications of assessed values and the equalization rates that are used at the state level. Um, but I thought it was important to just put a side byside calculation together. Um, to go through the factors that determine uh not only tax rates but the distribution of the tax levy that is uh voted on each year. So we'll just run through real quick the uh calculation. So uh the step the first step obviously is at the top of the page and it's where
020we have the tax levy amount. So yeartoyear you can see the levy change 3.96%. So underneath we provide the taxable assessed values broken down by municipality within our district. We have the taxable assessed values for and taxable assessed values for 2526 and then the percent change relative to each. Um, and then you'll notice all the way to the right, um, there's that elongated column that says calculate the share of the levy because these are the factors that are used when you're calculating the proportion that each municipality within the district is responsible for for that tax levy pie. So the other piece of this too is when we're proportioning out that tax levy, there is taxexempt property that is taken into account when you're taking the true value of property and then distributing uh the tax
021levy amongst uh the taxpayers in the district. So a couple things happen here. we have to take into account the taxable assessed values but we also have to add the tax exempt assessed values. What that does is it gives us a total assessed value per municipality within the district. So you can see uh step four shows that we add the taxable assessed value plus the exempt assessed value to get a total assessed value. Okay. And then what we show is the year-over-year change modest 1.45. 45% for the entire district. We have to equalize now these assessed values because the assessed values represent local assessing practices. The true value or the equalized value represents the value that the state says your property is worth on the fair market. And they determine this by a number of
022things. Um, but essentially they produce an equalized rate and your total assessed value is then equalized to come up with a true value. The true value of taxes that you'll see or the true value of property, I'm sorry, that you'll see is in number six. So you can see year-over-year, even though we had a total assessed value increase of 1.45%. We had a true value increase of 14.5%. And this kind of speaks to what I've been saying relative to our foundation aid and our state ratios because we are in relative to the rest of the state becoming wealthier and wealthier in two main areas. One being property and this this really shows that because by our local measures of assessing we go up by 1.45%. four or 5%. But when those rates are then equalized
023at the state val perspective, we're going up by 14 a.5%. So then what we do is we have to aortion out uh based on the true value within each municipality relative to the total true value within the municipal or within the district to come up with each municipality's proportionate share. And that you can see is reflected in step number seven. So year-over-year, the true value of property um in the city of Saratoga Springs increased by 3.4%. While all of the other municipalities realized a decrease in the true value of property and really that that's coming down to the way that these um equalization rates are being determined based on the assessed values of the property. So that brings us to the second page. So we go back to the tax levy, 3.96% year-over-year. And then
024what we do is we have to distribute that tax levy based on the proportions that we just discussed in item number seven, which again the proportions are based on the true equalized value of the property within the district. So, taking the the proportions and then distributing it out, we get to what you're seeing here in number eight, each municipality's uh responsible share of our $103.5 million tax levy. And you'll see that year-over-year, even though we had a 3.96% tax levy increase for the entire district, the city of Saratoga Springs, their share increased by 7 12%, but all the other municipalities within the district fell by a negligible margin to get us to a district-wide 3.96%. So then this is where the assessed values kind of come into play where we're only now considering our taxable
025assessed value, but what we're doing is we're distributing that levy based on the total true value, the equalized value in the in the municipality. And now we're distributing that proportionate share to the taxable assessed value property in remaining in the district. And that's where again negligible increase. It's 1.55% taxable assessed value year-over-year. But when we then apply the proportionate share and then do the tax rate calculation, that's what you see in step nine is this uh 6.38% year-over-year increase to the tax rate for the city of Saratoga. And then all of the other municipalities decrease 7.15% for Greenfield, 9.65% decrease for Malta, 5.63% decrease for Milton, 89% decrease for the town of Saratoga, and then 3.06% decrease for the town of Wilton. So year-over-year, the tax rate districtwide is a 2.38% increase. But this entire
026you know exercise here really I think highlights just how important um you know the assessed values and then those equalized rates are on an annual basis especially when you have multiple municipalities who may not move uh proportionally in relation to the other. So, this is really the the explanation as to why the city of Saratoga taxpayers are seeing um probably more than they anticipated in the tax increase. And Bobby, you've shared this information with the city officials, so uh they have got a better understanding of answering those questions that they're receiving from residents in the city. Yeah, that's that's the hope. Yep. questions from the board. Again, the finance committee spent some time kind of going through it, but again, we just felt it was important to kind of raise it to the attention of
027the board, but also uh to make sure we're on record to share that out with members of the community uh who would be interested in again getting more information and again encouraging folks to reach out uh to Bobby uh if they have questions regarding tax rate. Thanks, Bobby. Um so one update that I wanted to uh provide to the board and the community uh tonight as well uh is part of our uh our Bosey's collaborative effort with the 31 school district in our in our region uh the New York State Education Department uh at the beginning of last school year uh charged uh school districts across New York State uh to work together collaboratively in coming up with a regionalization plan. Uh so that plan uh has been uh put together with input of all
02831 school districts in our region and our Boseis district uh superintendent Tina Parker uh provided an executive summary to all school boards uh in our region and so superintendents are presenting uh this executive s summary of the regionalization plan uh that all districts will sign off on uh to be part of our commitment uh to contributing uh to our regionalization efforts over the next several years. Uh so we'll make this available on the district website. I've shared out with the board. Uh but just to kind of go through the process and then what are some of the outcomes uh that we're looking forward to. So that's Trina's introduction about the shared purpose and the collective strategy of 31 school districts partnering together. Um the timeline uh that this effort started back in the fall of
02924. Uh again, information that was put out by the steady education department. uh surveys that went out to school districts about what our collective strengths and what our needs are. Uh we again then created a regional report uh and then spent some time in the spring and the summer uh organizing. You can see we had great participation. Uh 97% of the component school districts uh provided feedback in their surveys and needs assessments identifying the strengths of our region uh which we have tremendous strengths uh when it comes to uh diverse academic programs, student support services, uh professional learning and uh and professional development uh community and parent partnerships and as well as technology integration. and then identifying some of the needs uh increasing obviously curriculum and and course offerings especially when you think of 31
030diverse schools within our region. How do we help each other to make sure that all students benefit uh for the type of course offerings that we're very fortunate here in Saratoga Springs to offer our students? Uh improving uh equity and access. Uh uh again closing achievement gaps. Uh supporting well-being, expanding ways schools can support student mental health. And then again resource allocation especially when it comes to like transportation uh academic program scheduling uh and recruitment and retention of our staff uh throughout the region. Um so again there were some established priorities uh again strengthening expanding uh curriculum we've talked about and you'll learn more about the new CTE regional center uh as well as the special ed programming that's being developed um in one unified location uh off of Ballard Road. Um building our capacities
031for special education services and multi-tered systems support again across districts. You know, those have been both focuses of our school district, but uh all school districts are seeing a need there. Uh supporting students uh social emotional well-being uh addressing staffing needs and then transportation continues to be a challenge for all school districts. So, what we can do to partner together to help support. So, we put together a regional activity plan uh for each of those areas uh with some actionable steps. And again, this is a multi-year process. This is not just all going to happen uh at one time. Uh social emotional supports, the staffing needs, the transportation, um and again expanding uh programs to include uh therapeutic pro programs, uh special specialized programs for students with special needs and preschool. Uh expanding uh opportunities
032for flexibility uh for districts to share services between districts. And then uh based on the feedback tonight from our from our board um they've asked that each school district sign off our basically commitment uh that over the next several years that we would be collaborating with our school local school districts and regionalized efforts as part of the activities uh and again providing feedback as to how we can kind of support each other. So, uh, by October 1st, I need to be able to sign this and say that we present it to the board. And again, uh, there'll be lots of opportunity for, uh, board, uh, feedback and input as we, uh, continue to develop these plans. Uh, the next step is Dr. Parker would then submit this back to NISD as here's our regional regional
033plan. Any any question on that effort? All right. And our my last um kudos for tonight uh is to Olivia and Sydney uh is as our new student representatives. Uh they both participated uh just last week in a statewide conference uh for student exeicio board members who are new to their boards of education. Uh New York State has now mandated uh student participation on school boards where it's not new for us. We've always had a great tradition of having student reps. Uh but for many school districts in our region, uh they're doing this for the first time. Uh so they brought together student reps from all 31 schools last week uh up at the Battle Road conference facility. Uh so Olivia and Sydney represented Saratoga Springs. Um again had a great opportunity to uh virtually
034interact with some state leaders. Uh and then the afternoon did some breakout work and some sessions to be able to network with other student representatives from school districts across the region uh as to you know roles and responsibilities of student student schoolboard members uh and again ways that as we as board of educations and school districts can best support our students uh as they transition to these new roles. So I don't know if you have any feedback or comments of just overall how the the training went for the both of you as new board members. Yeah, of course. Um, so this student leadership day, um, we all got together via Zoom meeting with all other representatives from New York State where, um, we heard from, uh, students and also leaders across New York State um,
035and also um, nationally. And, um, what was really um, you know, great to learn was that there's a national uh, factor of um, representatives. So, school representatives. So there's a um national component of that that's bringing students all together um globally you know it well it will reach um globally but nationally especially and um I think it's great that student voice is um rising through America and I think it was um a great achievement and something very commendable for the state of New York. Um, I just wanted to mention that we talked with all the other representatives within the district and it was very informative and we got to learn about how their schools work and how their board of educations also communicate with them and we devised different ways how we're going to better
036communicate within our schools to inform the schools of the position and how they can reach out to us better and communicate issues especially students because we want to hear more student voice. Thank you. So, that was an awesome opportunity for Olivia and Sydney to, you know, provide their own professional development, but also representing our board of education. Uh, and so, uh, I think having that network of other, um, student reps across the regions is a nice network that they can, uh, now tap into. Uh, so that's it for my uh, superintendent report. So, now I'd like to turn over to our high school administrator. Sorry, I do actually have a question on that. Okay. On the um I think it's great the regionalization plan. Do do we need to vote on it before you sign
037it? Okay. Nope. No. It's just uh information for boards of education. Uh and again uh the the signature that I'll submit tomorrow is hereby certified that our district has agreed to participate in the in the items listed above that have been collaboratively uh created. So but nothing nothing to have to vote on. All right. So, at this time, I'm going to turn it over to our high school administrative team, uh, who's here tonight, uh, to present their annual, uh, pathways, uh, vision, uh, grades 9 through 12 program report. All right, good evening everyone. Um, if you don't know me, my name is Michelle Tal. I am the high school principal. Uh very proud to stand here with the rest of the high school leadership team to present tonight. Um tonight's team includes Stacy Rston, Joanna
038Freriedman, Aaron Bennett, and Kevin Wilpert. And tonight we are very excited to present to you um today's uh progress, our progress from the high school from the school year. um how our building works to meet the district's vision pathways and priorities uh to share some of our successes and we have a lot of celebrations from the previous year and some areas for continued growth and then finally we will share with you some data points um towards our graduation rates and give you a multi-year view so you can see how we are progressing uh through some of the work that we're doing at the high school. So to start we uh we have a check-in and so if you're wondering why we're looking at tacos, one of the ways in which uh we ask our teachers
039to check in with our students and to try to build um an increased community in the classroom is to see how students are feeling to start the day. So I'll give you about 30 seconds to look at the different choices you have here and think about how you feel today. But this is again a way that our teachers can gauge how our students are feeling, how they enter the classroom, if there are any um obstacles that might be affecting a student's ability to learn or interact with people. So, it's a really great way that we have utilized restorative practices every day in our classrooms. And there are many different activities. So, this is just one example and you will hear more about uh restorative practices in our school and our conduct and restorative instructional coaches.
040For me, I'm always fully loaded, ready to go. I got all my toppings. I'm organized. I'm ready to go. So, hopefully you're all feeling uh that you are fully loaded as well. So to get started with um our building targets, uh just to show you how there's a lot of different priorities that hit a lot of different realms. Um in education, we talk a lot about multi-ter systems of supports, restorative practices, common assessments, professional learning teams, PLTs. So there's a lot of different priorities that are all equally important in our education system. And what we try to do as a high school is to make sense of all of it, to tie all of the priorities together, to streamline it so that our teachers and our staff understand the direction that we're moving in and
041that they also see that the building targets and the building priorities are very much aligned with the district's priorities and vision and we're all moving in the same direction and that direction is always towards continuous growth. So just to give you a quick snapshot of how did Saratoga Springs High School do in the 2425 school year. You can see at the top is our goal. This was the the building's focus for the entirety of the school year which was to collectively implement multi-tered systems and supports. We call it MTSS to support teaching outcomes and learning outcomes. And there are so many different data points to help us uh to understand how we did through the school year. So what you see on this slide is how MTSS which is our building procedures and our protocols
042to support our students have impacted attendance and discipline. And so overall what you can see here is um a really nice increase in our daily attendance continue to rising you know continuing to rise uh since COVID um really big decrease in our chronic absenteeism. This is fantastic um to see our students attending school more. Of course, we want to continue to see that decrease and then overall a decrease in both offenses and def uh and dispositions which is the consequences. Um and you can see that number from the previous year. And then also what you see in the pie chart is uh the top five uh offenses in the 2425 school year. And just one thing to note here, if you look at the categories on the right, they four out of five of them
043relate to student attendance in class or to school. Um so again, even though we're seeing that those are the top five, there's still decreases um overall for the school year. So we are very pleased about that. This next slide is a slide that I showed to our staff to start the school year. And I know the numbers are small and I will just kind of summarize it for you. What it shows is a threeyear trend in graduation rates and also uh it's broken down by the various subgroups. Just a key thing here is that these subgroups are not defined by the high school. These are state named subgroups. Um, one of the most proud things that we want to highlight for you is that top line and that is our graduation rate. And you can
044see that that number for the ending for the class of 2025 was 95.9 nearly 96%. And I just want to note that going back at least 20 years, this is the highest graduation rate that our school has seen. Thank you. I don't want to say ever because we really don't have the data readily available prior to 20 years, but this is such a fantastic number to see. And some of the uh red boxes are highlighted. And I highlighted those for our staff for a couple reasons. One was to show some major growth that we have seen in certain subgroups, but then also to highlight some areas that still need imp uh improvement. You can see for economically disadvantaged students, which was an area that our teachers have focused on for their smarty goals. Um, you
045can see that exponential increase over the three years. So that was a huge celebration. And then you also see for students with disabilities that number maintains a relatively flat number. And so that is an area of continued improvement. And we feel that sharing this information with our staff at the beginning of the year helps to uh help them drive their current goals for the 2526 school year and some areas of focus. Also, as part of the district's vision pathways, we aim to provide multiple pathways for students to succeed and achieve. So, when we look at our academic programming, um you can see here are some examples of ways that students can earn academic credits um and recognitions here at Saratoga Springs High School. Uh just a few highlights here from this slide. Sorry, I have
046an ongoing cough. Um what we see here is uh a really strong growth in the number of students earning a seal of biiteracy and a seal of civic readiness. These occur in the world languages and the social studies departments. And just for comparison, back in the 23 24 school year, so that's two years ago when these SEALs started to become um uh an area of recognition at Saratoga Springs High School, both of these departments saw numbers between 60 and 65 students. So when you look at the growth and the number of students earning the seals um which is through a variety of pathways it is truly fantastic to see our students achieving at really high levels. Another highlight is the number of students who participate in our CTE programs our career and technical education. Those
047are our Boseies programs could be auto tech, cosmetology, nursing, criminal justice. We have strong uh numbers in the number of students that are going for our CTE designations and then also passing their technical assess assessments which allows them to leave high school with an endorsement so that they can go right into the workforce. And then we also have a very high number of students participating in college and the high school level courses. We offer over 33 courses with a variety of institutions that you see listed there. So our academic programming is strong and we continue to evaluate our academic programming each year because again our aim is for continuous improvement. So at this point I'm going to turn this over to assistant principal Aaron Bennett who will start to talk about our specific district vision
048pathways and starting with equity of opportunity. Thank you. All right. Good evening. I'm going to talk to you tonight about equity of opportunity. Let me click ahead. So, last year we completed a book study with our department heads. We read together a speak right into uh so we completed our book study uh arise the art of transformational coaching really powerful read uh transformational coaching is a practice that centers on the collective well-being of students and staff educational equity and building a culture of learning where all students thrive academically socially and emotionally emotionally. So, we explored listening skills, reflecting, having difficult conversations about emotions, addressing resistance, and building resiliency, and confronting inequity and bias. So, this is ongoing work with our instructional leaders, and we're excited to engage in this coaching and see its effect on
049school culture and and learning as we continue ahead in the current school year. Um, another area of focus for us was cognitive routines. Um, this is continuing our work with Zaretta Hammond's culturally responsive teaching in the brain. Uh, cognitive routines give students explicit learning steps when they're presented with new content and it helps them to make connections between new information and their background knowledge or what they already know. A way to think of this is to ask who is doing the thinking in the classroom. Are the students receiving knowledge directly from the teacher or are they learning through their own discovery? So some examples of this would be students identifying similarities and differences, relationships or points of view. Uh this was an area of focus for our superintendent conference day last November um and continues
050to be a priority in our work at the high school. Michelle touched on multi-tered systems of supports or MTSS a little earlier. These address academic attendance, social, emotional, and behavioral needs for all students, providing more intensive levels of support as needed. And Michelle highlighted the improvement seen in our graduation rate, attendance, and discipline. And within the context of MTSS, I just want to point out how our tiered systems of support play a big role in addressing each of those areas, ensuring that we provide intervention at the earliest sign of concern, and we offer support where needed from teachers, counselors, psychologists, social workers, and all of our other staff. So, I'm now going to turn it over to Joanna Freriedman, assistant principal, who is going to speak to you about collaboration. I won't say anything. Thank
051you, Erin. Tonight, I will talk about the district goal collaboration. So, as you see here, collaboration lives within our professional learning communities, and we call them PLTs at the high school, professional learning teams. So, tonight I'm going to highlight one way that our science department is using data-driven information to really focus on improving student learning within their PLTS. Last year, the science department piloted using Mastery Connect. What Mastery Connect is, it's an assessment management system that supports student growth and personalized learning. The two images to the right, I know that they're blurry, but what they are is what a student will see regarding a specific standard after a quiz, a homework assignment, a do now activity. They will get specific information whether they are the levels are mastery, proficiency, approaching and remediation. So teachers put
052the standards into this mastery connect they call it their trackers. And what's so great about Mastery Connect is that not only can the teachers have access to all of the information, but the students can see it as well. So when requesting help or to see where they're doing well, they have really specific feedback and information. And what the science department in talking with them a lot throughout the school year said that they loved about Mastery Connect was that it really allowed for real time and actionable data. So for example, a teacher shared with me how at the start of class she had a do now activity, one question. She had the students respond in Mastery Connect, which is connected to Canvas, and she realized within seconds, uhoh, I need to change my lesson. I now
053see that they did not get this concept, excuse me, the concept. So, she tailored her lesson right on the spot and made adjustments for the students, which was great. Another example of how Mastery Connect is used. I was in a PLT, professional learning team and I observed the teachers were looking at data in their trackers regarding the standards and two of the teachers turned to another teacher and said, "Hey, your students did great specifically on this mole calculations and ours did not do so well, how did you teach it and what did you do so that we can try to model this." So true collaboration happening. Then a student also emailed her teacher and said, "Can I come see you for academic support flex?" specifically said, "I need help on stabilizing pH reactions," which the
054student knew exactly from Mastery Connect and the specific data. And lastly, this is hot off the press as of yesterday regarding Mastery Connect. This couple science teachers called me and said, "Joe, come up here. You have to see this." They had the tracker up in Mastery Connect and student information. They had a couple columns filled out already for standards this year. And all of a sudden next to it were some columns regarding a different standard that this specific teacher had not addressed yet, assessed yet, excuse me. And there was information filled in for some of the students. And when she hovered over at it, she said, "Look, I can see, for example, Sydney that last year in her biology class, because they assessed the same standards, she was proficient in this. I know she won't
055need help, and I know that this student will need help with this." and they were so excited that it really collab took all of the information from the previous year and played into this year. So, it was true collaboration without them even realizing it. So, I'd now like to turn it over to Kevin Wilpert who will talk about community. Thank you. Good evening everyone. I get to talk to you about restorative practices. Yeah. Um, I will tell you that this is our second year of working on and implementing restorative practices at the high school. I think you can summarize the work as simple in theory and complex in implementation. Um, and I need to thank the board and the district um for supporting as Michelle mentioned our conduct restorative and instructional coach. um that person
056we call our Crick. Um he is really responsible for a lot of the work that we have done over the past year. Now, one of the things um that we are proud to have done this past year was to be a a school that was coached by New York State in restorative practices. And I want to take a minute to explain what that is. Our team meets twice a month. We meet once without our coach and once with our coach. The New York coach keeps us on task, keeps us goal oriented, and really gives us real life experience about what it means to be restorative in nature. And um despite our opening uh slide about which taco are you, um we learned over the course of the year that restorative practices can go deeper than
057that. We had our conduct and restorative coach train our teachers on doing community circles that were actually based on content. the idea that you can weave different themes into developing relationships between students and how important it is to listen to individual voices and also for individuals to speak. So we expanded our our net of restorative practices quite a bit. Um towards especially towards the end of the school year we started the more difficult work which is tier 2 and tier three circles which are meant to repair harm and damage that has been done to the community. this work. We also learned how timeconuming and how human it is. It takes a lot of work to organize and to have effective um effective circles that repair damage that is done. The best moment for me personally
058was we ran a two-day professional development course for two dozen of our students last year. When I say professional development, our students took it all the way. They were so excited to be trained in this work. These students were trained in restorative practices that they can use in their clubs, on their sports teams, they can use it in the classroom. Um, we left that two-day training very proud of the future that these students have in order to build better relationships throughout the rest of their life. Next up is Stacy, who's going to talk about personalization. Thank you. So, I would like to start by actually saying thank you to district administration for supporting the high school's proposals to do things differently and provide our students with additional supports and opportunities through the operation graduation program.
059Both last year and this year, I have the distinct pleasure of working directly with the students and team of teachers in the OG. That's what the kids call it. Operation Graduation is a program to provide additional supports to students that are eligible to graduate within that year. Students follow an individualized schedule with classes that are shorter in length meeting every day while still aligning with the high school building schedule, allowing for students to still take elective area courses. Students are identified by teachers and counselors as needing additional supports in the spring of their junior year. Students are then interviewed and information about the program is shared with both the student and families. In August, Mrs. McGlaughlin, the school counselor for the program, and I meet with students and families to discuss their individual schedules and
060what is needed for successful completion of all graduation requirements. We have two beautiful classrooms that are actually located in the district office, providing our students with a smaller alternate learning environment. Both this past year and again this year, OG is comprised of students from different backgrounds with different learning styles and individualized needs. Providing these students with the support of a team, educational opportunities, and field trip experiences that focused on team building and exposure to career and college opportunities united them as a group and prepared them for their future. As you'll see above the picture on the upper right, we um went to the therapeutic horses of Saratoga farm and our students we participated uh all the teachers went as well and we participated in some team building activities. Some students had never been that close
061to a horse. They'd never seen a horse that close. They've never touched a horse. You'll see on the left the student reading to our um Head Start program students. And so in order to remove some of the barriers for our students in our program as seniors, all students need to complete 12 hours of community service. We gave them the opportunity to work right within our own district and go right next door. And whether they were reading stories or making gingerbread houses or coloring with the kids, the Head Start students light up when the big kids come in the room. And obviously the most celebratory fact was our graduation where um 15 of our students successfully completed the program this past year. And I made an error. We're actually at 17 students for the 2526 school
062year. Lastly, what I would like to do is just share a quote by one of our OG students um that they wrote to the incoming OG class. And you know, the first group said, "Well, we are the original OGs, so we get to tell the other ones what to do." So, here is their quote. It's so much easier to show up when you actually know the people around you and actually feel comfortable. There is no pressure to be perfect. You can just be yourself. For me, OG helped me stay on track, especially during times when I felt overwhelmed. Life gets busy, school gets stressful, and senior year gives you a lot of things to get done. But OG gave me so much support. It taught me how to get things done without feeling like I
063had to do everything alone. I got help with college applications, John, job stuff, and just life in general. The teachers and staff are more than pleasant to work with. Your OG class might end up being the calest part of your day, especially when things outside the classroom feel chaotic. No matter where you're starting from, just know this. You're here for a reason. You're capable of amazing things. OG just helps bring that out of you. And now I'll turn it back over to Michelle. So before we go into our data profiles and pictures, I just want to preface by saying, you know, Saratoga Springs is much more than the data points you're going to see. It's all of the things that you just heard of the programs, the teachers, the dedication, the student opportunities, and the
064academic program. Um, and all of that leads to the results that you will see. So, what you're seeing here is the four-year outcomes. Uh, we it's the cohort four-year outcomes, which I'll do a little bit of explaining real quick. Um, cohort refers to the year that a student enters grade nine. So, uh, certainly, for example, with the class of 2025, we had more students graduating than in the cohort because we may have had some year five and six repeaters. You may have had some students that graduated early. In fact, last year we had seven students that did high school in three years and graduated. So, the graduation numbers are different than the cohort numbers. So, I just want to explain what you're looking at. you're also wondering maybe why you're looking at the class of
0652024 and that is because uh these are official state numbers um on the report cards and they are always one year behind. So um last year you did not have necessarily the class of 2024 numbers. So just wanted to show you here um a trend for four years of cohort graduation rates with the most recent state data again broken out by the state defined subgroups. Um and again you can see the the growth um in certain subgroups which is really nice to see and there's es and flows and that's sometimes because of the number of students that might be in a subgroup. Obviously with a smaller number you would see a larger percentage impact. Uh but overall we're um really nice to see some growth in our cohort areas uh our cohort graduation rates and
066our subgroups. This is the um you can see on the bottom is now added with the class of 2025 information. This is our local data not yet on the state website but just for comparison's sake for you to see five-year graduation rates and again celebrating that 95.9 which is the highest again we've seen in in decades uh with our 433 graduates from the class. You can see the increase over time in the subgroups for economically disadvantaged. Uh you see a rel relatively stable subgroup information with the students with disabilities. I just want to highlight that 2023 has a star next to it and that is because during 2020 to 2023 there were many COVID exemptions a lot of um um exemptions given by the state for our students and then after that expired you see
067us going back to some precoid level numbers. Um and then of course our graduation uh rates as it relates to advanced regions diplomas which is a formula that students would follow to ob uh receive a higher designation. So of course you know how do we get that advanced regions diploma number to grow? We encourage our students to continue in high level math high level science um so that we continue to build student confidence and uh performance in those programs to see continued increases in our advanced regions diplomas. The next two slides will show a comparison of our regions scores uh from 2324 to 2425. And uh we we in case you weren't aware, we did see some new exams in the science and the math uh areas this year. And you probably heard some statewide
068discussions about who gave new exams, old exams. Saratoga prides itself on always moving with progression. We gave the new exams. We have been teaching the new standards um in biology and in earth science. And so um you can see from the previous year some changes between the proficiency level and the mastery level. Proficiency being defined as earning a score 65 to 84. Mastery being defined as 85 or higher. So when you look at the living environment um you'll see the starkkest difference between the mastery and the proficiency and that is because of the new standards the new exam Saratoga chose to be progressive um but you can see our performance is still quite strong. And then here are our humanities uh region scores. you um we have been giving the ELA exam in January for
069some years now. Just a preview, we are not going to do that in January of this year. We will have regular classes during the January regions week because we are shifting to the new ELA exam. Again, being progressive with our standards. Um and we will give that in June of 2026. But our humanities have always had very strong performance. And then finally uh in terms of our assessments, our AP exams, a summary of our participation over five years. Um you can see this has a uh this year 2025 has such uh a a large growth in the number of students who took AP uh courses, AP exams, and their performance has also grown in earning a three or higher score. So those of you who don't know an AP exam is scored out of five.
070Uh so a level three, four and five is considered strong performance and you can see the increase in performance over time even with more students taking the exam. So that's a really great achievement and success that we celebrate. Now, this is not a data point, but it is just an update about the personal electronic devices um policy and the law that came into play for the 2526 school year. Just to highlight a couple things for you um in terms of how we communicated this change, as Sydney reported out in our high school report, we're really proud of how our students have been following this uh this policy and law. Uh, we attribute that to a lot of different things. I think strong communication is one of them. We communicated in the summer what our protocols
071were going to be at the high school. We sent a summer parent square. We also sent it home in an actual written letter, snail mail. Uh, we spoke to the students during student assemblies about our expectations. We also on the first day did an announcement uh so everybody knew what the expectations are. And the expectations you see are in accordance to our board of education policy. Uh we talk to our staff about consistency in enforcing it because we don't want students to be confused about what may or may not be okay with the policy. Um and then we very clearly communicated to our staff what the protocols were going to be. Um and then how the offices were going to uh work through any situations that occur. I'm very happy to report um again that
072our students have really been so fantastic with complying with not having their personal electronic devices out during the school day. Um you know we just did some data running and on average for the start of the school year to last Friday we are only collecting less than 1% a day of our student body's devices. So, um just want to say that that that to me is a fantastic uh number given the student body um population that we have and some feedback from um just some of the adults and even the students that we've talked to is we're seeing a higher level of engagement in the classrooms, lots of talking and that's in the halls and in the cafeteria. Um, you know, at some point a few years ago in the hallway, you know, you don't
073hear voices because everyone's walking down the hallway texting or doing something. Now, students are engaging with each other more. Um, which is really great to see. Uh, we had a teacher today just tell us she didn't realize how much energy she was spending telling students to put phones away and having that. Uh, not having to do that has really given her a lot more energy to start her class. uh which is really great which is has a positive impact on our students um and we've really had very cooperative students and parents and and guardians um without with this uh policy. So um initial feedback and and is really good lots of successes. So we're very pleased with it and that is our presentation. Are there any questions for us? Matt. Uh, I mean, first I
074just want to um thank you all for uh not using acronyms or explaining what the acronyms were before you used them. I think this is the first presentation I've ever seen where I had no questions about what any of the acronyms meant. So, thank you. Um, I uh I guess I sort of have a comment. I I I wonder if the the drop in out of school suspensions, which which was in the MTSS section, could also be attributed to some of the restorative practices you're doing as well. Absolutely. That's a great question. And and I would agree with you that we're seeing decreases in offenses and dispositions as a result of more community building, more conversations, more reflection on behavior, um, and more opportunities for conflict resolution. Um, and so that decreases recidivism. That remains
075an impressive program. And I, you know, I hope the board continues to support you all as much as you need to to keep doing that work. Um, I guess I have uh the other thing I was really impressed with is the the uh the OG uh uh work you did last year. Um I realize it's only the first year, but like I hope that's that information is being collected so it can be shared with other school districts. It seems like an incredibly powerful program. Yes, definitely data collection. Uh we look at patterns and trends the students uh their performance and we also did a visit to other school another school who had a similar program. We tweaked it to be Saratoga's program and I'm sure that there will be other students looking at our program
076and making recommendations for their schools too. Any other questions? Ashley question but can we um I found myself vigorously writing things down so I wrote it because I knew I would just fumble if I didn't. Um, just first of all, the tier one supports are so thoughtful and allow for all students to be seen. Like it's it's just incredible how much your tier one supports are clearly supporting all that data way at the end that we're talking about and keeping kids like Matt said, the out of school suspensions are just one data point, but um the the academically the focus on the student cognitive load and the pilot of the mastery content program. I mean what a way to empower students and allow them to understand their own learning and gives them so much confidence.
077Um but more than that just supporting the whole student so they can even get to that academic place right like this the restorative practices social emotional well-being um I'm just so impressed and thankful for the whole staff. Um, and then I'll cry if I talk more about it, but Operation Graduation, thank you for developing that and recognizing that just some kids need something a little different and when we show up for them, they're going to show up. So, thank you. Thank you, Tony. Yeah, I'd just like to um beat the the drum that I tend to beat on uh chronic absenteeism and and congratulate you on the uh downward trend in in chronic absenteeism and the somewhat related upward trend in in graduation uh rate. I I I have to cop to being a skeptic
078uh a year ago when we lost the 08 FTE in in um in the attendance folks. uh I was really I wasn't hoping for but I really thought that we might see a backslide and we haven't. In fact, it's gone the other way. And I think that's testament to um the, you know, the everything that's been learned through the uh growth of the uh program in in attendance. And I think it it's got to have something to do with the um the focus uh that was talked about two or three years ago, maybe three or four years ago when when the the the stress was on addressing attendance earliest, you know, early in the in in the grade the early grades. And that's the way to really uh to to improve uh outcomes down the
079line, you know, not starting in nth grade, but starting in kindergarten and first. There's got to be some element of that that went into that. So, congratulations. Thank you. Go ahead, Beth. I I just can't miss an opportunity to also say thank you for all of the work that you are doing in such a holistic way to address, you know, really challenging issues in in the high school in terms of attendance and um testing outcomes and um it's really impressive to see the very thoughtful and holistic and intentional way that you are addressing all students needs. the graduation rates broken down by subcategory are incredible. Um, you know, our Hispanic population, our I know the students with disabilities are flat, but but still these are good numbers. Um, our English language learners, um, our economically
080disadvantaged numbers, they're wonderful. They're really encouraging and I have to believe that all of the effort that you are putting into addressing our students needs and kind of meeting them where they are, giving them what they need is making a real difference and that benefits everyone. Um so thank you for all that work. Thank you. And I just want to note a lot of this is um the work of our dedicated staff, right? They have worked really hard to craft very specific and strategic goals to support our subgroups. We created the MTSS, our multi-tered systems and supports tiered interventions as a way to support our teachers to support our students. So, it really is a group and whole building effort. Great. Thank you so much. Thank you. [Applause] Just want to thank the high school
081administrative team for their wonderful presentation tonight. Uh, and as Michelle stated, you know, it really is an entire uh, staff effort at the high school. So, I want to thank all the teachers, support staff, uh, and all the educators who do an incredible job supporting our kids uh, throughout the school year. So, great job high school. This brings us to our consent agenda. Um, I apologize to my fellow board members and to the public, but I did leave my board binder at work today and so I do not have the explanation that we typically read. Um, so I'll just say that our adopted rules of parliamentary procedure, which is Robert's rules, do provide for a consent agenda. So that's us listing or the district listing several items for approval by the board in a single
082motion. Um, and I'll make sure that I have my full speech next time. Um, but Beth, do we have any modifications to our consent agenda? We do. We have one. It's personnel item F.9. Um, and if you look at the agenda, you'll see that one individual listed under the PSAT proctors and support was listed twice. And so it is just um eliminating that individual's name under the standard time rate. she will be serving as an extended time proctor only. Um so it's just making that um correction. So with that, I would like to make a motion to approve the consent agenda items E F and G in their entirety along with any items listed under D1 modifications of the consent agenda. Can I get a second? Lee, any discussion, Matt? Um there was a one
083of the things we're going to approve in the consent agenda is the new contract for the SRO uh through the sheriff's department. I just want to sort of flag as we're you know we're not at our budget discussion yet, but there is a built-in 11% annual increase in that salary uh between this year and next year. uh and there um I was also surprised to sort of see that overtime is is uh for beyond school hours is also included as part of that that contract. I do have a question about it too. Uh the the contract states sort of in the the beginning whereases that the the do the district wants the SRO on staff for 12 months. Is there a reason for that? No, it's uh it's written the contract is written for all
08412 school districts in the county that utilize SRO's. Some districts utilize them for 12 months and pay a higher rate. We only utilize our SROs for the 10-month school year. And so we don't pay we don't pay the rate that's in the contract. We don't pay the additional rate for the summer school. Typically, some other districts are employing their school resource resource officers for their summer school program and we haven't done that in the past. Thank you. And then again any overtime requests have to come through district office. So we we keep track of uh any uh time beyond the school day. Thank you. Any other discussion? Okay. All in favor? That's unanimous. This brings us to our second public comment period. Is there anybody from the public wishing to address the board? Seeing no
085one, we move into agenda planning. Do we have any agenda planning items? I guess I'll just follow up. I know that last time Lee had brought up a request for the transportation presentation. And so, um, sorry to put you on the spot. Would you be willing to restate that? Yes. uh talked about um the a request for during the presentation on transportation which I think is December slotted for December. Um if we could um hear updates on hiring as well as um discussions about um some of the previous plans that were brought up for making changes to transportation and where we are on some of those. So do we have um I guess general agreement by the board that this is something that we'd like to hear? Okay, that's a yes. Thank you. Are there
086any other agenda planning items? Okay, seeing none, that moves us on to board member comments. Matt, um there was an article in the LA Times this week and this past week entitled, "As California installs more artificial turf, uh health and environmental concerns multiply." Uh it discussed how there's a push in California to ban artificial turf because of increased risk of injury as well as concerns about pollution particularly microplastics and PAS contamination. And a quick internet search showed uh I found another study about from Monontlair State University. I forwarded both of these to the the superintendent. Um and I'm not an expert and I'm aware of the danger of of doing my own research. Uh but uh an Kyle uh one of the independent scientists at UC Berkeley who who who is an expert uh says
087quote I wouldn't evacuate playgrounds but if I were advising my friends on the schoolboard about this I would say try not to use this stuff referring to artificial turf. Um as a professor of medicine at UCSF said more succinctly in the same article. Uh I'm glad my kids played on grass. Um, when we passed the most recent legacy project, it included an artificial turf field for our high school softball infield uh as part of the restoration of that that field. Um, there's no doubt that we owe our girls team a better field. But I hope as we move forward, we look again at the possibility of using real grass instead of artificial turf in the infield as well as the rest of the field. Um, that portion of the legacy project is still two years
088away from going out to bid. So, there's definitely time to take in new uh information and make sure that our legacy is one of healthy, safe uh and environmental playing fields for our teams and our community. Thank you. Any other board member comments? Tony? Um I'd just like to thank uh the uh Defusco Family Charitable Trust for their donation uh to help offset the cost of general uh supplies for students. um the uh Daughters of the American Revolution local chapter uh for their donations of uh books to fourth grade classrooms. And I guess uh although maybe it'll show up again, Girl Scout Troop 3909, which uh Dave mentioned earlier for for their um donation. And I'd also like to um just uh this is not a it's it's not even a request, it's just an
089invitation. Um I it was I was struck I think when Olivia was talking about the program they went to and the thoughts that um it engendered about looking forward to um providing greater uh awareness to this group and to the public of student voice. Um I was thinking that um you know it'd be great at some point to hear if you're comfortable um from your side the the the the phone uh the d information um both uh you know anecdotal and and data if you have any on on the uh uh how this how you all are feeling about the um cell phone policy. Any other comments? Okay. Then I have a few. Um the first one is that our next board meeting is on October 9th at Caroline Street. That meeting we're going to
090hear from our middle school um their program report. We also uh do have our goal setting workshop on October 14th at 5:30. So this is when we will work together to set our board goals for the year. Um this is a workshop so the public may attend. It'll be in the administration building. And so again, that's October 14th at 5:30. And then the last thing for uh my fellow board members is that I did send two Google forms um one day this week. And so one is just to find out about availability for the upcoming SSTA liaison meetings. Um and I do have information from six board members on that. So just as soon as you can fill that out, I will um get that information to Mike. And then the other thing is just
091on October 14th, I'm sorry, October 16th is the NISSBA annual meeting. And so I just um made a a pretty simple Google form for you to weigh in on the different resolutions and bylaws amendments. Um I do want to be clear that if you take a look and you don't really have anything to weigh in on, that's also okay. This is not something that you are required to do, but it is helpful for me um going into this to be able to represent our board's view and not just my own. Um and that one I am just hoping that you could have that done by October 10th so that I can have time to compile the results and be prepared for that meeting. And that's all from me. Um any other board member comments? Okay,
092that brings us to the end of our meeting. Could I please? And we do not have an executive session tonight. So, could I please have a motion to adjurnn, Matt? And a second. Is Ashley. Any discussion? All right. All in favor? That's unanimous. Have a great night.