001Good evening everybody. Nope. Okay. Good evening everybody. Much better. Welcome to the um April 21st, 2026 River Board of Education regular meeting. It is 5:31. I'd like to call the meeting to order. Mr. Bine, will you please call the role? >> Mr. Bowler >> here. >> Mrs. Brackett >> here. >> Mrs. Burke >> here. >> Mrs. Rain >> here. Mr. Stein, >> right, Mr. We our students to lead us in the pledge and then introduce those students afterwards. We introduce them now, but you can talk about them afterwards. >> Tonight, we have the privilege of beginning our meeting with four outstanding students who will lead us in the pledge of allegiance. Those students should come up at this time. They are Avery Murphy, Luke Johnson, Ally Warner, and Kennedy Ruff. All right, if everyone could
002stand, please for the pledge of allegiance of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> These students are being recognized for representing what it means to be rever ready. They are respectful, responsible problem solvers in our school community. So our student leaders this month, first of all, from Mr. Johnson's kindergarten class. We recognize Avery Murphy. Avery has been a river ready student all year long. She comes to school with a positive attitude, treats others with kindness, and consistently gives her best effort. She's a great friend to her classmates, and a wonderful example of respect and responsibility in the classroom. Next up is from Mrs. Cowry's first grade class. We recognize Luke Johnson. Luke stands out for his kindness and the way he
003includes others. He goes out of his way to make sure everyone feels part of the group, even choosing different partners so everyone gets a turn. He truly makes his classroom a better place each day. And from Mrs. works second grade class. We recognize Ally Warner. Ally is incredibly thoughtful, patient, and hardwork. She takes pride in everything she does, supports those around her, and consistently challenges herself to grow. Her gentle nature and positive attitude makes her a joy to have in the classroom. >> And lastly, from Mrs. Reinhardt's second grade class. We recognize Kennedy Ruff. Kennedy demonstrates what it means to be rever ready every day. She is respectful, responsible, and a strong problem solver who keeps working even when things are challenging. She collaborates well with others and sets a great example for her peers.
004Congratulations to all of our river ready students for this month. As soon Feel free. All right, Mr. Fry, Mr. Sheffield, talk about our Bath students. All right, thank you and good evening. Um, pretty much every single day at Bath, I'm amazed at how smart our kids are. And this like the things that they're able to do really, it truly blows me away. Um, and tonight we we're able to recognize four of our students. And I have Mrs. Sheffield here. She is our advanced math teacher. And she also runs our math Olympia team, which is for our fifth grade students. And these are a lot of the kids that are in her advanced math class, but also kids that are just high achieving in our other regular ed math classes as well. And I've looked at
005some of these math olympiad tests and I consider myself somewhat intelligent, you know, multiple degrees, some, you know, so somewhat intelligent. I look at some of the problems and what they're like five on each one and I can say I'm pretty certain I know the answers to three of them. Two of them I have to have a best guess on. So So they're like I'm serious about that. They're they're very very very um talented problem solvers and and we're here to recognize our our top four math Olympia place uh placers for finishers. So Mrs. Sheffield, please come on up. Thank you. >> Thank you. It's a pleasure to be here tonight to recognize these students. I always say these are the kids that need more recognition because they don't always get it and and it's
006um wonderful to see that they are um I also appreciate being in the position that I am as the advanced math teacher. Um it definitely um is something that is a niche area for me. Um having my masters in gifted education and being a math teacher pretty much my entire career here at River. So um the math olympiad is a competition and it's actually both um throughout the country and the world. There are in addition to every state there are 39 countries around the world as well that participate in this. And um the objectives is to of course um introduce and um reinforce problem solving and to develop mathematical flexibility, problem solving, critical thinking, reasoning, number sense um which covers quite the gamut of the math standards. Um, it's also of course to reinforce the
007passion for math as well, which I love. Um, it does sometimes involve creativity with math, which I think is fabulous as well. And that's something that these kids um excel in as far as coming up with strategies on their own. Um so the competition includes five contests um throughout the year and each contest has five questions on it. The children are given 30 minutes to complete it and um then of course I score it and um it goes in. So with the five tests, five points each, there's a total of 25 points. And so, um, our top winners, which I'd love to bring up right now, in first place with 22 points was AIA Parvath Ready. So, come on up. And we have three a three-way tie for second place. So, with 19 points, I'd
008like to bring up Louis GM. Come on up. Congratulations, Avanor Carr. Come on up. And Ben Siobhan. And I have to say in addition to being great kids um and responsible kids and obviously smart kids um they're just super sweet kids. They're a pleasure to work with and this is the second year in a row that I've had the opportunity to be with them and um I it's it's so funny because I always like project into the future um with the kids that I have and I just see such a bright future for all four of them and um if I were to guess I would say that probably all of them are going to wind up somehow in the math science field for sure. So, um, thank you very much, guys, and I'd like
009to congratulate you on your success and keep up the good work in the future. Hold on. Thank you. Good evening everyone. This is always the hardest decision every month. I say this is the hardest part of my job because we have such great kids in our district. So the three that we're bringing today you may have been familiar with if you follow social media. Um, I know a couple of them have been on there in the past month. So, we have three eighth graders today. Um, students, I'm going to have you come up one at a time. Okay. So, our three are going to be Esther Lynn, Ava Wells, and Brandon Buckner. So, first, I do have some teachers here. I think people are tired of hearing me speak, so they're getting a different voice.
010Here's some teachers. So, Esther, why don't you come on up? And Mrs. Abbott's going to say some lovely things about you. Hello. So, I am uh Courtney Abbott. I teach eighth grade ELA at the middle school and I am here to talk about Esther. Esther is one in a million. And I don't mean that figuratively. So, uh if you don't know, Esther is going to be representing Ravier at the Scripps National Spelling Bee in DC at the end of May. And that is quite an accomplishment. some somewhere between only 240 to 250 students get to do that. Um, this is an honor few students ever reach and I do not believe RER has had a student go to the scripts national spelling bee. Uh, from the nearly 11 million students who begin at the local
011level, only a small number advance to reach the national stage. Getting there takes far more than just memorizing words. It requires discipline, focus, strong study habits, and the ability to perform under intense pressure where a single word can determine the outcome. I know that for the River Middle School spelling bee, we went how many rounds? 40. I think we went over 40 rounds, Esther and another student, back and forth during our spelling bee. It was the most intense spelling bee I've been a part of here. Um Esther's success reflects countless hours of preparation and the resilience to keep pushing forward through increasingly difficult challenges. She has not only shown academic skill, but the calm confidence that competition at this level demands. And as impressive as this accomplishment is, it's not her only one. She not
012only is good at spelling words, she is good at putting words together to create beautiful stories. Esther will be representing River Middle School, the only representative from River Middle School at the state power of the pen competition. So, she's able to spell words and also use precision, creativity, and dedication to write stories. At River, we talk about the vision of a Minute Man, students who are prepared, responsible, and ready to meet challenges with focus and integrity. Esther embodies that vision. She represents what it means to be ready when it matters most and to rise to a level of excellence that inspires other. As she moves on to the national competition and the state competition, she carries with her the pride and support of our entire school and community. Reaching this stage is an extraordinary accomplishment
013and we celebrate both her achievements and the example she sets for others. So, please join me in congratulating Esther and wishing her the best at power the pen states and the scripts national spelling bee. And I can assure you, I looked at the list just at our own spelling be at the middle school and I think I gave myself until the third round when I would have bowed out. So that was a feat in itself getting out of RMS. So our next student is eighth grader Ava Wells. All right. So, Ava's had quite a week last Tuesday and this Tuesday, she has uh received some recognition. Um, so I want to first explain that over the last uh two years, the eighth grade ELA classes have completed a unit called Choiceless Choices: Resistance and Resilience
014in the Holocaust. It's quickly become my favorite unit to teach because it reminds students that reading is more than just gaining skills and test data. Reading means learning the stories of others, real and fictional, to better understand the world and our place in it. We read a memoir called All But My Life by Holocaust survivor Gerta Weissman Klein. She recounts her journey of survival during a time that is unimaginable to us today. As we read, we focus on the resistance and resilience of Gerta and others during the Holocaust. To bring that learning beyond our classroom, we partner with the Akran Summit Council on Holocaust and Genocide. Each year they hold a writing and art competition for middle and high school students. The theme this year was Holocaust and genocide, hope and resistance. Many of our
015students submitted pieces ranging from essays and poetry to creative non-fiction and historical fiction. River students earned the top three places in the middle school category, which brings me to why we're here. Eighth grade student Ava Wells was the first place winner with her poem Light and Hope Where None Was Meant to Be. At the end of the ceremony, the organization presents the Dorothy O. Jackson Award to one of the four first place winners, an honor given to the student whose work best exemplifies the theme. And this year, the committee chose Ava. We are so proud of Ava, not just because she won an award, which as an English teacher makes me proud, but because her writing honors the legacy of those who could not tell their own stories. It reflects the deep empathy and compassion
016that Ava has for others. And what makes Ava's accomplishment even more remarkable is the way she balances her many commitments. As a dedicated student athlete and an active participant in extracurricular activities, she demonstrates the same discipline, perseverance, and work ethic outside the classroom that she brings to her writing. Whether on the field in competition or contributing to her school community, Ava consistently strives for excellence. It is our hope that this empathy and this drive creates a ripple effect in her life and in the lives of those around her. So now, if you will allow me, I would like to share her poem that she wrote. Light and hope were none was meant to be. We came with questionable fear, wanting to know who put us here. But even in the dark, people lit a spark.
017Forced to forget our sacred religion, we chose to stand firm our on our own decision. Punished for faith, beaten, torn. Yet from the pain, defiance was born. Lonely death, sharp pain, and sad tears. Those were all of our biggest fears. With the hope of a bright and peaceful future, we painted our very own picture. Cloudy, cold, snowy days were turned into sunny gaze. With only our imagination, we made the dark world into our creation. Marching, starvation, dreading the days to come. Our feet and feeling were numb, wondering if we would see tomorrow. While our hearts were filled with sorrow, after many long hard nights with many few rights, it was finally time for liberation. Now we could have our celebration. Congratulations, Ava. And on a side note, she can run a mile in the time
018that most of us can run about two and a half. No joke. She's fast. Our last student, we always talk about every student thriving and you're hearing two great examples, but this is also a great example. Brandon Buckner, could you come up here? This student here has shown the most growth I have seen from sixth to 8th grade in my six years at the middle school. Come on up, Brandon. Hi, my name is Kaylee Toth. Um, I'm one of Brandon's teachers and Mrs. McIntyre as well, but she was unable to be here tonight. So, we wanted to honor Brandon tonight and his great accomplishments by writing a poem. Um, it shares various numbers of times throughout one day only, Brandon will exhibit um many of the great characteristics of our vision of a minute. Okay.
019For three great years, we've had the chance to teach Brandon Buckner to watch him advance. These are the numbers, the things he will do. In just one day, yes, all of it's true. 11 times or more, he cheers friends on, lifting their spirits, keeping them strong. 18 times, he offers a hand. With food or supplies, he's quick to stand. 23 times he checks in with questions he'll ask, making sure classmates are working and focused on task. 56 greetings, his attention so tight. Hello, he will say with a smile so bright. 67 thank yous, thoughtful and true. Gratitude shines in all that he'll do. 73 tasks he completes in a day with effort and focus leading the way. But what can't be counted? What numbers can't show is the growth and the impact we've watched steadily
020grow. With energy, kindness, and a heart so wide, Brandon leaves RMS having found his stride. He's more than the vision of what one could be. A standard of excellence inspiring to see. Congratulations, Brandon. Parents, come on up and we can take some pictures. Right, Mr. Ferris. >> All right. Hey, good evening everybody. Uh, to speak about the three students next to me in general terms, I am happy to say that they are all juniors and they are all involved in our CBCC uh, partnership and various uh, programs. And I am also incredibly proud to say that the strength of CBCC and River High School has never been more resolved and and stronger. And that is a lot to do with the current junior class. And just last week, we took over 40 kids. We I
021say we, Mrs. Tuma and Mrs. Ryan took over 40 kids who are already in next year's programs to do their shadow day. And it's just such a great partnership. So much of that credit goes to Mike Hall and his staff for creating environments where kids want to be. Um, and the rest of it goes to our amazing kids that I am recognizing tonight for our January, February, and March Stu CBCC student of the months. Uh, first off is Jaden Morren and he is our January student of the month. Jaden is enrolled in architectural and mechanical design. Uh, he learned about that program through our tours that we do throughout sophomore year. He was excited about a fresh start at the new school, a change of pace, meeting new people, and exploring interests as he considers
022life after high school. Uh when asked about his teacher, Mr. Ward, Jaden uh says that when he gives us directions or questions in class, he doesn't just give the answer. He makes them think about it and figure it out themselves, which can be frustrating, he admits. But you end up really appreciating it, and you realize it's a great way to teach because he knows that you can figure it out. Um, back in January, Jaden was talking about the cabinets that you were building and about that experience. And he notes that these projects teach valuable life skills that will benefit him no matter the career path that he selects. Even if I don't go into architecture, he says, after high school, I'm learning to take care of my house, build things, and be more independent. So,
023ladies and gentlemen, Jaden Moing. And I have to say I have to add one more thing about Jane. He is one of the most polite and respectful young men in our building and I always appreciate that about him. Uh two bright rays of sunshine are Izzy and Molly. I'm going to talk about Izzy next. She was our February CBCC student of the month. Izzy is Izzy is involved, easy for me to say, in the CBCC cosmetology program, which is a much soughtafter program and often ends up with uh some of our students on a wait list. Uh she again kind of has a passion for hair and makeup. And she states here, CVBCC has shown me that there are so many opportunities out there. It has improved my confidence in her future. And I love
024that about what she said. After graduation, she plans to attend college to study psychology with the goal of becoming a therapist or a psychiatric nurse. And although she may not pursue um a career in cosmetology, she believes that the skills and experiences she's gained in the beauty industry will stay with her. The program has influenced how she wants to present herself professionally and has strengthened her work ethic and attention to detail. And I think that's such a cool statement for you to make as a junior that is heading into your senior year of that program. And I couldn't be more proud of Izzy Massu. And then last but not least is Miss Molly Wolf. She was our March CBCC student of the month. Molly is in another sought-after program and that is our sports medicine
025exercise program. And again, that oftentimes results in students from all the uh compact schools waiting um on a wait list. So, she was fortunate to get in and she has taken full advantage of that. So, she learned about the program again through a visit her sophomore year. She was immediately drawn to the program's hand-on hands-on curriculum, welcoming environment, and classroom lab space. So, for every everybody that doesn't know, they get to actually go into each of these programs, which is impactful for many of our students. Um, talking about one of the experiences so far, she competed at the HOSA regional competition in February where she and a classmate placed fourth in healthc care uh, display and earned a spot this month, right? Did you do it yet or no? How did you do? So, just
026last week she went to the statewide competition in Toledo and placed eighth. So, that was pretty impressive there. Looking ahead, Molly is excited to earn her CPR first aid certification as well as her NASM certified personal trainer certification. Through the program, as she writes about the impact, I've become more open to making mistakes and asking questions. And I've made so many friends here. It's so cool to be surrounded by students from other districts. Some of my best friends are people I've met at CBCC. So much so that they even hang outside of class together. So ladies and gentlemen, it is my pleasure to present to you Miss Molly Wolf. We're going to move forward with a curriculum update, but parents, we understand it's a school night. We appreciate all of you being here tonight, but
027feel free to go ahead and go home now if you would like. Have a good night. You can tell spring sports are in. >> Right. >> You have to take advantage of a nice night in the spring. >> That's good. If you want to go ahead and start, yes, please do. >> Okay. Well, good evening. I'm here with my friend and colleague, Mrs. Mccclausen and we are going to talk with you about a recommendation for adoption for third grade ELA programming and I want to give a little bit of background and then she will take over sharing from a teacher perspective why we are recommending this adoption. So we'll get started on this. So before we go into a lot of the detail about arts and letters I want to provide some background. Great Minds
028is a publishing company and Witten Wisdom is one of the programs from Great Minds. It's one of the English language arts programs. It's what we have been using in the district for kindergarten through 8th grade since 2016. The update to Witten Wisdom is actually arts and letters. They haven't made a second edition of Whiten Wisdom, but a program that has a lot of overlap with some changes. And this school year, third grade was really interested in piloting arts and letters. And Mrs. Mccclausen will talk a little bit about why. Um, some of that is looking at some updates to texts and we have the new texts here so that you can pass those around and then we'll have them in the conference room at central office for anyone who would like to look at them
029over the next month. Um, there's more detail in the lesson plans to provide teachers with some differentiation and um, the lesson plan itself is really user friendly. It's an update definitely from the teacher materials for witten wisdom were very scripted and a lot of words and needed needed a little bit of supplement when it came to looking at different avenues to pursue opportunities for all students. Um there's also a shorter time frame for lessons which we'll talk about why that's important. But I'm going to let her take over and then I'll come back and talk a little bit about some of the other grades right now and we'll definitely have an opportunity for questions. So I'm going to pass these around and you can take a look as she's talking. Hi, my name is Kaylee
030McCosland. I teach third grade um ELA. Um, I was so excited to get the arts and letters curriculum um, first because we have been examining a lot of our components in our ELA programming and where our kids need the most support. Um, we really liked the texts that Wit and Wisdom provided. They were rigorous. They were allowing our students to see a different worldview and perspective. Um, but we always felt like some things were missing and we were really doing some work on the back end to supplement from a lot of different pieces and parts. So, when we saw the arts and letters update, we were like, "Hey, maybe this has some of those components." And we're really excited that it does. Um, part of the reason we were interested in the pilot is because
031it did align to many of the current texts that exist in third grade. And after talking to Mrs. Roach. Um we realized third grade was really the only um grade level in that band that was so closely aligned with Wit and Wisdom. So it made sense for us to do a pilot and to just try it out and see what happened. Um as I mentioned, the the current texts are rigorous and we had already analyzed a lot of those texts and the pacing to make sure it aligned with our standards and our district's um scope and sequence. Um, however, we were pleasantly surprised with Arts and Letters that many of the additional texts actually enrich our students worldview. It's not limited to one character or one experience. Rather, it exposes them to a lot of
032different things. Um, for example, as you kind of are passing the the texts down, one of the example texts is Water Crest. Um, it actually takes place in Ohio, which our students were like, whoa, that's a that's a really great connection. But it talks about a family who is already established here, but the parents immigrated from China. Um, and it talks about how the main character, the girl, is trying to assimilate her culture um, in America with her parents' Chinese background. Um, so it's really cool because it gives our students that foundational understanding um, but still provides them the rigor that we've come to expect with our Witten Wisdom texts. Arts and letters does also include more literary text. As we have analyzed our data over the last few years, we've noticed that students have
033been a little bit more deficient in their literary knowledge. Partly because Witten Wisdom was very non-fictionheavy. We had to supplement a lot. Um, as Mrs. Roach alluded to, we also have been very very pleased with the resources provided. Not only is it giving us easier resources to sift through, the digital platform is phenomenal. It's easy to navigate. We're able to download things very quickly and easily and also adapt them as needed. Um, it also includes a variety of assessments, not just for our tier one learners, but also for our learners who may need enrichment. It also includes a lot of um, graphic organizers for our students that may may need extra scaffolding and support. Um, you can kind of see I just screenshotted all of these from the digital platform and you can see, um,
034it gives us so much more. Um, if you ever have the pleasure of flipping through a Wit and Wisdom teacher manual, um, it's very wordy. Um, not a lot of color. So, this was a lot more pleasant for us to look through and actually plan from. Um, this arguably is our biggest takeaway from the arts and letters um, format. So, one thing that Wit and Wisdom was crucially lacking for us was the writing. We spent a lot of time with Mrs. Roach over the last few years building a writing curriculum. We examined the standards. We we did all of the things just to try to, you know, cement that gap, but we just always felt like it wasn't quite fitting quite right. And um when we started the painted essay structure, we were like, "This
035is it. This is exactly what we've been missing." Um one thing that's very cool is that it exposes our third graders, our eight and nine year olds to the term thesis statement. Um my students are able, if you give them a prompt, to develop a thesis statement using words from the prompt. And um not only is that learning for right now, but it I am so excited to see how it builds into fourth grade, into fifth grade now that they have this fundamental understanding of how to form a thesis statement. As you can see from the painted essay structure, this is not my coloring, by the way. I can color inside the lines. This is directly from the the Great Minds website. Um, you can see how the thesis is green because it's supposed to
036be a summation of point one and point two, which are red and blue. And then you can see how proof paragraph one is yellow because that's supposed to be talking about your first point. Um, so it's a beautiful visual aid for our youngest writers. Um, and our students are able to independently now develop a text. And um because of that, I kind of wanted to show you how that translated into our um writing. This is our test prep writing that mimics the Ohio State test. We do every third quarter we do um Ohio State test released writing to get them used to the format. This is their first year testing. Um, and one thing we've been really missing with the wit and wisdom curriculum is matching the writing that we do in the first and
037second quarter to how does that translate into the text or into the test. And the painted essay provided that crucial bridge that we needed. Um, the on the left you'll see a graphic organizer that my student developed in less than five minutes. And I know it was less than five because I timed it so they could see how long they should spend on it. um she was able to develop here's exactly what I need. Here's my checklist. Here's exactly the sentences I need in my in my um paragraphs. And then she was able to write the the um writing on the right um which is a textbased writing in less than 90 minutes. Um it was really fun for me. Honestly, state testing is not the most fun thing as a teacher, but it was
038fun for me to walk around and actually see my students confidently writing during that state test. So, we have been really, really pleased with the painted essay, especially um and I'm excited to kind of see how we can translate that then into our vertical grade bands. Um, as I mentioned, all we really like the textbased writing. So, one thing that this curriculum did was it got students into textbased writing right away. They weren't writing about would you like to go to year- round school, yes or no. Like, it was basing their writing off of what did you read? What what experience did you read about that you can then draw your evidence from? Um, for example, how would you choose to explore space was our um summit of writing for for the second quarter? They
039had to choose one astronomer, astronaut or mathematician. And then they use the mentor text then to formulate their opinion and say well here's what I read in the text and here's why I would choose this option. Um which again is amazing and the bridge that we desperately needed. Um, we also found that the formulaic structure is going to allow us to have better conversations with the second grade teachers and the fourth grade teachers which have already happened on our professional development day so that we can better serve our writers which is huge as it crosses content areas. Um, last but not least um this is definitely more holistic instruction opportunity. As I mentioned before, Wit and Wisdom um was very narrow and they also expected teachers to be teaching for 90 minutes, which I don't
040know if you've been in a third grade classroom recently, but me standing at the front of the room for 90 minutes, um good luck, especially this time of year. Um the instruction is based on both literary and non-fiction texts. We were really happy with the balance of that. Um we also liked that the writing connected to the reading because we don't want to teach those two things in isolation. We really want them to see the connection between reading and writing. Um, and we were really pleased with the way that it did that. Um, we also really like that vocab and grammar are embedded within our instructional day. Um, again, they're not separate instructional times. It's all embedded, which is what we want our students to see. Um, finally, the 60inute suggested pacing for arts and
041letters does allow us to supplement not just with, um, our phonics program, which is foundations, but also with interventions and enrichments as needed. Um, so finally, um, I kind of just put some key points up here, but, uh, our grade would recommend that this was a board approved curriculum for third grade. Just a couple things to add. When Kaylee and I talked through today and actually at the beginning of the year when we were talking about arts and letters, I reminded them one of the first times we all got together when Bath let me know they wanted to work on writing. I brought this book, the ver the writing for understanding from the Vermont Writing Collaborative and it has this little insert that looks really familiar. So, we were laughing about how this is what
042we've actually been talking about and working on for the last five years. It's pretty cool to see it come full circle as we've looked at the pieces in this program. I feel like you probably have a couple questions. Why just third grade might be one of them? And I think something that's important to note is that every one of our grades is unique. There's different goals. There's different skills that we're working on. Third grade is really different from fourth and fifth grade even though it's in the same building. And part of that is we still have foundational skills that we're developing in third grade which is why we have foundations level three which is another 30 minutes of instruction. And our schedule at Bath allows for that. that we still feel like having the 60inute
043ELA lesson instead of the 90inute that Whitten Wisdom is planned out to be is more appropriate for the third grade student. At Richfield, we have had a very different path as we've worked on Whitten Wisdom because there's an additional component to Witten Wisdom in kindergarten through 2 grade called geodess. And the geodess are an 80% decodable text that helps us do small reading groups. We also have some other reading groups that we we run at Richfield. So the need was not the same for making a change. Actually in first grade and second grade the texts are really engaging texts that are working well for our students. And one of the things with the third grade, we found the module three which leads up to heritage day, these texts in arts and letters were a better
044match to some of the families that we serve and students could see themselves in the text which we really valued and the research supports is critical for developing young readers. In fourth and fifth grade, we don't have the same exact need because we have novels. We're really getting into those chapter books and it's a different experience alto together. But we are looking at how we move the writing structure into our scope and sequence and pacing guide in fourth grade next year and then to fifth grade the following year so that we can go into the work that we've been doing and support it and get everyone together as we're working on growing those skills. >> Anything else you think we should add? >> I don't think so. >> Okay. What questions do you have for
045us? Those are really good. So, thank you for bringing those and sharing this. I think I hope as people see them picture, but I think often they're just like >> kids don't want to read picture books for little kids, but there's really nice variety. >> Any other questions? >> I think the one last thing we did talk about we didn't mention was that the assessments, what we really liked is that they're assessing skills, not books. And if you think back to your own learning, perhaps you had a teacher who tested on books and it was a lot of recall. I know when I started in the classroom as a high school English teacher, that's what I did. Um, and it's been a while, but I've grown and learned that it doesn't really matter if a
046student remembers the little details from a story that they were taught or that they read. What matters is that they can translate that learning to a new piece that they are reading independently. And that's really what these assessments are doing, which is what we're building in all of our assessments in ELA. >> Thank you. >> Nice presentation. >> Thank you. >> She's amazing. >> Thank you. Well, you don't get rid of me just yet. I have one more presentation for you. So, give me a moment to change screens here. >> Are you going to be alone, Mrs. >> All the way at the end on this one? So, we'll have to go backward. >> I mean, >> yeah, I agree. I might find myself in the >> I brought some books as well, but these
047are not picture books. So, there are some pictures in the books. >> I will kind of hold those up when they're most appropriate and then pass them around. And they also will be at central office. I don't have the seventh grade copy with me today, but that will be at central office over the next month. Um, this is looking at sixth grade through eighth grade English language arts, which we currently have Whiten Wisdom. So that same um great minds tree kindergarten through 8th grade. We're looking at making that change at middle school into um HMH into literature. And we'll talk a little bit about why Miss Peele helped me develop this along with the ELA department at the middle school, but she could not attend tonight. So I just wanted to give her credit because
048a lot of this is her work and I'm delivering the message and and you'll see some of the things from the teachers. Just an overview of what we'll talk about with this presentation. I'm not going to read through all of that and I will share these with you so you have them. Why update? Our current programming we have had in place since 2016. Some of the text lack engagement or relevance. When we're talking about a middle school audience, what is relevant can change quickly. The main example that I'll use is in eighth grade, the book The Crossover. It's a um it's a collection of poetry really and it's about basketball and it was really engaging in 2016 but a lot of the references are it would be like us trying to talk about Tupac. They're
049referencing musical artists that aren't relevant to students right now. So there's we have found that text especially it's drawn across nine weeks. It's it's a the anchor text from a full module. There's four modules and it really can be taught in about 10 days. So that's just one example. We have identified a need for more variety and not necessarily in theme or title but variety in type of text that students are exposed to and reading and practicing to read on their own. The resources just like we talked about with third grade, we wanted comprehensive resources. Witten wisdom has a lot of strengths and it's stronger in some grades than it is in other grades. While it does it is publicized as being comprehensive, the vocabulary, the grammar, some of the writing is not as strong
050in all grades. And we definitely were seeking something that could give us a little bit more to represent all five strands of ELA content. We also wanted more opportunities for students to grow their analysis, comparison, and collaboration skills. We really felt like we found this when we were looking at into literature at the start of the year and we decided to pilot this resource. It's a comprehensive grades 6 through 8. It actually does go through 12th grade, but we only this year looked at grades 6 through 8. We are getting samples of 9 through 12, but we're not in a curriculum update for 9 through 12 right now. So, comprehensive grades six through eight English language arts program with rich content and resources that supports Ohio's learning standards. It combines a physical workbook with a
051robust robust online with robust online supports for a blended experience. So, physical workbook, this is actually the student text and it's a consumable workbook and the students then can write directly in and annotate and really have that opportunity to read from a print text. This is really important to the middle school ELA department because they've been transitioning away from a digital focus into a lot more print. There's many days in the ELA classrooms at our middle school where iPads are not opened, but sometimes there is a purpose. So, they do like that blended experience that this affords. It also includes the following routines. Analyze and apply, collaborate and compare, explicit writing instruction, and speaking and listening tasks. I'm going to pass this Speaking and listening tasks, I think are the most critical things that we
052do in English language arts classrooms. And I love that there are so many embedded opportunities in this text for students to work on those speaking and listening skills. It's one of the things in ELA that does not have a lot of accommodations. If a student struggles with speaking and listening, there's not many things that we can do that make them not need to speak and listen when we think about developing them for their futures. Here's an example from the text and I know it's kind of a lot of words on here but I pulled this out. It's from eighth grade compare arguments. It's looking at two different texts technology uh focus with and impact of technology on jobs the automation paradox and heads up humans. After walking students through those texts with annotation questions going
053from depth of knowledge one to three really not getting beyond that. Um, it leads into a step-by-step guidance to analyze the arguments, prepare a debate, and then write an argumentative response with explicit writing instruction. After that work, it follows up with short reads from multiple genres that can continue to develop thematic knowledge. For this, and this is the structure of every unit, but for this unit, it's poetry, science fiction, and a novel. That's an option as well. That's true in sixth grade and seventh grade and eighth grade. The units are structured similarly where there's articles or text that you're comparing opportunities for students to have a lot of support in writing speaking and listening experience and then additional texts. Variety of texts include novel excerpts, short stories, poetry, um poetry documentaries, drama,formational text, speeches, video
054and there's writing, speaking and listening tasks in every unit. A variety of texts and tasks increases engagement and valuable outcomes for more learners. There are so many students who do not enjoy fiction. That's just a reality. We still have a responsibility to cultivate their reading list. That's part of being an English language arts teacher. But that engagement piece, it definitely increases when they're reading a text that they enjoy. That's one of the things I like about adding in this option alongside novels is that shorter texts can increase engagement in between some of those longer texts. I know this is small but again I will share this. Um these are what we're really looking at as a whole for sixth grade, seventh grade and eighth grade. Along with these titles and units there's grammar, writing, speaking
055and listening and vocabulary included. some of the big takeaways from sixth grade. There's um fears and phobias, OMG, Not Another Selfie, a whole unit, surviving the unthinkable, some of the larger reads and novels, I am Malala, The Bread Winner, The Odyssey, and Shipwreck at the Bottom of the World. In seventh grade, the seventh most important thing, that's a novel that we already have been teaching that we would continue as are some of those sixth grade that I listed. um the reality check unit which includes Monster. Monster is a um it's a novel. It's written by Walter Dean Meyers. And I paused on saying a novel because the structure is really unique. It's written as a screenplay. It's an engaging story that gets just a lot of kids excited and and makes them ask great questions.
056There's Take Control Unit, which includes The Hunger Games. That is the novel that seventh grade is most interested in adding into next year. and the terror and wonder of space with with short stories. It also includes an excerpt of a wrinkle in time with an opportunity to read that and of course they would keep the outsiders because the outsiders is a great text. Um 8th grade gadgets and glitches is a science fiction unit. The thrill of horror that's always, as the teacher said, a fan favorite. The legacy of Anne Frank. It's an something that they used this year to introduce their Holocaust unit that Mrs. Abbott spoke about where we read all but my life. Side note on that, she didn't say anything, but we found out today we have on May 7th, our students,
057our eighth graders are doing a Zoom with Gerta Visman Klein's daughter. And what's really cool about that is that May 7th is her liberation day. Gerta's. So just a really special unit that's been part of 8th grade. It's not something that we would get rid of. And actually this text gives us even more content as we're supporting um students in their learning. Still keeping all quiet on the western front and having the option for cladet pulvin twice toward justice and a midsummer nightstream. Couple things the teachers really love that were part of the literature and and I do want to mention this was not a unanimous we love this text and everybody's all in. As we were going through and piloting, we definitely had different points of view. Um, there were times in one grade
058level 50-50 split. I really don't like this. I really do like this. We had a lot of discussion and we came back into the text and we talked about the opportunities for students and decided that this was the best path forward. Here's an example of differentiation that would be support for building scaffolding if a student needed some additional resources. There's also differentiation. This is two different examples when students need a challenge. Our teachers are absolutely capable of creating their own differentiated tasks. But all the things that they are doing all day, every day, the data that they're working with, those split-second decisions that they need to make, a text that gives them guidance and support and suggestion is really beneficial and it increases their toolbox. Nobody comes in with a totally full toolbox and and
059this is really a great support implementation plan. If we are to adopt into literature sixth grade through 8th grade, we would do a five-year bundle of digital and print resources. There's value in both. We actually talked about that a lot. We talked about do we really want that student workbook or do we want the hardback print? Now, this is the teachers edition. I'll pass this around. Um, it's heavy. We talked about just doing class sets, but ultimately we landed on that consumable workbook so students could write in the text and annotate and we really believe in that. >> It's a good one. Carry it around. You can develop develop your muscles. Um, we'll use backward design to build a pacing guide. So we will take the assessments together as a team, myself included, and then
060figure out what are the non-negotiables, the things that every student needs to have access to, the skills that need to be scaffolded and supported for all students. But where do we have some autonomy? There's a lot of reasons for autonomy. One is that you have an honors class and you also have a resource room and then you have a lot in between. We believe that we need to build a guaranteed viable curriculum sixth grade through 8th grade. not just there but this is the goal of this work so that we can say every student at River Middle School as they are going through those years will have access to this content and you know the other reason for some autonomy is that teaching is an art and I want teachers to still have the opportunity
061to know from this list I can select this text even though she might select this text and he might select this one and we're all working on these skills in order to prepare students for this for this assessment ment and these skills. So along with that backward design to build a pacing guide, we would bundle with this the student workbook for print access, have professional development support from HMH to utilize the platform well and then build in our reflect and refine where we're looking at the novels. We're looking at our pacing. We're looking at our supplemental resources. We use mem in sixth grade through and seventh grade for vocabulary. We have some grammar supports. We are we want to add in just for teachers copies of these grammar practices which I am sure makes some
062people feel a little stressed about your own youth but um grammar practice is really important when we work on developing the right skills to grow writers and we're not talking about assigning this we're not talking about getting student grammar workbooks but having kind of like a blackline masters for teachers to be able to print and provide when students need some additional practice. And I know that Mr. Bowler and I would just sit and do this because we've, you know, talked about our love for grammar. I'll share this as well. These are from this is notes from the teachers here. I looked at this the other feedback that they've provided. The physical books have been a great way to have our students take a step back away from reading on technology and physically interact with annotations
063and highlights. Lessons are more customizable and can be aligned better to standards in our data driven culture. lessons allow for more teacher creativity, flexibility, and choice. There's also more novel choices. The assessments are customizable. There are some great things for very quick changes that you might need to make to an assessment in order to accommodate needs. Like for example, in the digital, you can redact choices and it goes from the four choices to three, which is often an accommodation that teachers might need to make. You can add in a line tool that helps students have that tool that moves as they're reading. Wonderfully helpful for many of our students. Um sometimes for me as well there there's some other some other things that are helpful. A little notes box that comes up, but a lot
064of great things that are part of those assessments. And the physical workbook allows students to focus on the task rather than distractions, which they wanted to remind us that sometimes that's the iPad. >> Oh, yeah. What questions do you have? >> Yes. So, we in sixth grade we we already used Malala. Um, we'd be pulling back on Ramenana and oh my goodness code. seventh grade novels that were being read and so the ones that they wanted to keep and then this year they did a wrinkle of time but they didn't love that in the pilot so that's why we talked about the hunger games adding a little bit more engagement for students and then eighth grade would be the crossover that they removed for sure. We kept the Claudet Wven story and the Midsummer Night
065stream knowing that it might be a choice. They're both really great texts. They're not always the right choice depending on the group of students. >> We've also moved away in the last couple years from reading in the terminate stream to listening to it because it's meant to be >> and heard. So, we've made some changes and truly when we came down to it, we talked about how we can say that we're doing Whitten Wisdom, but we've really pulled back from some of the content that Freemind provided with Whiten Wisdom and this will get us into a place where everyone has a common assessment and those common tools for that guaranteed viable curriculum. Um, and the workbooks, would those be designed to stay in the classroom and be in class work, or could those be going
066home in backpacks for at home work? >> We'll have enough that students who need to take them home can take them home. >> Okay. >> But the teachers did like having them in the classroom. We always when I order a class that I always order more than just what the class size will be, knowing that we have students who might need to have something that stays at home. They also can tear the pages out so those pages can go home with them as needed. >> Really, I know it might sound silly, but the biggest reason to keep them in the classroom, and it's not just a class set, by the way, that is for everyone. The biggest reason is so that they don't get lost. >> Yeah. Um, and then just a a comment that
067I love that we're getting back to handwriting and handwriting questions and using more tactile types of instruction because I do think that it really imprints deeper and further than scrolling on an iPad or reading on a digital device. So, thank you. >> It's research supported and it's difficult because the changes that were made in the standards that came from maybe what people thought that handwriting wouldn't be as important. But even though the standards don't include handwriting, the model curriculum does. And there's a lot of research that supports it's it's not even just so that we can write in crising helps us keep up with a lecture in college. That's one of the reasons it's one of the values. But it does imprint on brains and it actually impacts early literacy. So that is something that
068we've been working on. Not handwriting, manuscript and cursive, but also those small motor skill development things that we need to keep working on. >> Well, I would argue cursive like every historical document is written in cursive. So, there's a lot of schools that don't teach cursive. Those kids like literally look at things and are like, I can't read that. So, I I think there's just great benefit for lots of reasons, but that's a side note. I was going to say I love the consumable workbook. So, I'm glad we're doing that. I think it's really beneficial, especially at that time when kids are just starting in novels, to learn that you can write in it. It will help you remember it. You can engage with it better. When you're just reading a book that you have
069to give back, you have to keep it nice. You have to keep it pristine. And it's hard to remember all those things if you can make notes. And I think that's a great way for kids to learn, especially at the beginning of their novel reading. So, I'm glad you're doing that. I think it's a great idea. >> Any other questions? Thank you. >> This will be at central office. All of these texts that the third grade as well as the sixth grade through eighth grade over the next month for anyone who wants to see >> Thank you. >> Appreciate it. >> Thank you, Marca. >> We agree, Mr. Con. >> All right. On to public speaks to agenda items. So, I don't see any >> There's no public here >> out there. So >> probably
070no comments. >> We'll go ahead and move on to the board agenda. So we have one item on our agenda tonight and that is the superintendent contract renewal. So I'm going to start by asking for a motion in a second. Please motion. Second. Okay. And then I just have something um uh to say to speak to this item. So during Mr. White's um nearly two-year tenure at Revier, he's provided steady, thoughtful leadership and worked to build strong relationships in the river community. He's supported the high level of performance that our community expects and we appreciate the experience and perspective that he's brought to the role. As a board, one of our primary responsibilities is to ensure strong stable leadership for Rubier. Like many districts, we have had several leadership transitions over the past decade and
071we believe consistency is critical to student success and to maintaining the strength of our district. This contract reflects that commitment to the stabil to stability. The board is proposing a three-year contract renewal that represents a meaningful investment in Mr. White's continued leadership while also aligning with our responsibility to regularly regularly evaluate progress and remain responsive to the district's needs. We believe this contract strikes that balance, recognizing the positive work that has been done and positioning Revier to successfully navigate future challenges. We look forward to continuing our work together on behalf of our students, staff, and the entire river community. And then I'll just anybody else have any comments or anything? >> I do. I just want to say first that thank you. Uh as always, it's a team effort. We all work collaboratively. Appreciate all
072the support from all five of you. And it is uh a lot of hard work on behalf of all these people in here. Our entire staff like our success is one river working together and I am thankful to be the leader and looking forward to the next four years. It's going to be great. So, thank you very much. >> Well, I'm very glad to have you. Um, having been on the committee, the board when we hired you, um, it's been nice to work with you these last couple years and to see um, how much you do work. Your level of dedication to our district, to our students, to our staff is impressive. Your level of integrity and enthusiasm is also just great to see as a board member knowing how much you're happy to be
073here and how much of yourself you put forward for all of us who want Revier to succeed. So, I'm very glad to have you here for three years and I hope it's just the beginning of a very long relationship. >> Me, too. >> We've had all of us now, I mean, had the opportunity to see your leadership up close. Um, and one of the things that has stuck out to me the most is your genuine commitment to doing what's best for all kids. And you never waver from that. That is always your goal. Um, no matter what. And I think that you're fair. You always have good intentions. and you are just a really genuine person and I'm excited you're going to be continuing on with us. It's not an easy job. I think we
074all recognize that. Um but you are steady and resilient and we're so happy to have you. >> Thank you. >> All right. Okay. Mr. Berdine, >> Mrs. Stein. >> Yes. >> Mrs. Burke. >> Yes. >> Mr. Bowler. >> Yes. >> Mrs. Brackett. >> Yes. >> Mrs. Rainey. >> Yes. Congratulations. >> Thank you. >> All right, on to the next KY Valley Career Center. Mrs. Burke. Uh, yes. So, we last met on March 26th where we got a um review of the technology five-year plan. Um, and also this is the last time I'll bring this up, but the constructing futures event is on April 30th, also the same day as the groundbreaking of the new Cleveland Brown stadium. Um, we also uh prior to the meeting, our curriculum committee met and the policy committee met and
075they both had reports at the meeting. Um, approved some new textbooks and curriculum updates. And then um we'll hear about this a little bit later for Revier, but we did vote to raise the lunch prices from $3 to $3.50, which is the first increase in 10 years. That's it. Thank you, Mr. Berdine. >> I would propose all of Roman numeral 8 items one through six, please, as one action item. >> Okay. Can I get a motion and a second, please? Motion. Second. use that. >> Yep. >> Item one, uh, the two minute minutes from the two meetings, March 10th, March 17th. Item two is the financial report, which is sideways quite a bit, $ 1.5 million. You can see the bulk of that. All of that is timing of tax advances, or at least I
076hope that I am correct about that. It's interesting in tax world now because of property tax reform legislation. Kyoga County, not Summit, but Kyhoga just announced they will only be doing starting next calendar year a single settlement for each tax collection cycle. Typically, they've done two advances in a settlement in that county. Summit has done a few more advances than that. Summit has not announced anything, but I think with all the property tax reform and trying to work all that in, that's the position Kyoga is taking. You still get your money, but you get it in a lump sum, which will typically be that late date, which will change the way we analyze cash flow and investments and things like that if Summit does that. They have not done it yet, but it is happening
077in Kyhoga. They announced it about a month ago. They doubled down on it yesterday. Last night they sent out another because there had been some requests for reconsideration that was uh not met favorably. Um so oftent times we see copycat stuff happen. So it could happen in neighboring counties. We'll see. But I do anticipate our tax numbers are going to come in. It's just a matter of when bills are distributed, paid, and come to us. So, um there's no reason not to think that's the case with this. Uh purchase orders, we only had two this month where those were done out of sequence over $3,000. It would require your approval. Donations, we had Mr. Archer's uh somewhat annual donation for four or five years now where he does not accept his pay as boys golf
078coach and requests that that be put into the team account instead of payment to him. We also had a $300 donation from Bruce and Diana Kowalsski to the Ben Christmas scholarship fund. And then we had three teachers who uh Miss Holger, Miss Martin, Miss McDonald, they received GPD group employees foundation. They're kind of mini grants, but we're they treat it as a donation to us, but 1,2200 and 2,000 dollars for each of those for the purposes that were identified in the agenda backup. Um, so we have that money and those were approved in advance through curriculum the way they're supposed to be and those teachers are super excited to get spending. Um, asset deletions is a continuation of the purge of materials from the library stacks at RMS. And then the transfer that is listed
079there is your approval then to move Mr. Archer's donation from the general fund into that team account in our athletics fund. And that's it. Unless you have questions. >> Anyone have any questions? >> No. Thanks to everybody who gave us donations this month. Always appreciated. Very generous district. So all right, Mr. Please call the >> Mrs. Bracket. >> Yes. >> Mrs. Rainey, >> yes. >> Mr. Bowler, >> yes. >> Mrs. Burke, >> yes. >> Mrs. Stein, >> yes. >> Thank you all. >> Okay. I recommend that we take Roman numeral 91 1A through 1H as consent. >> Sorry. 1 A through what? >> 1 H. I'll make the motion. I'll second. >> All right. First up, we have the resignation for purposes of retirement, Mr. Shanker. And then Don Seeker, our athletic director. And then
080we have administrative contract renewals, Mrs. Tuma for three-year contract renewal. >> Yay. >> Letter C, we have a resignation for retirement certified staff. At letter D, we have resignations uh Jessica Welch and Victoria Coleman Coleman's I think her fiance is taking her to Dayton or something along those lines. So we will miss her. Letter E, we have the internal transfer changes. Shaina Mcnite will be going to the middle school for sixth grade ELA. And then we have Mr. Dallas and Mr. Sylvester will be both working together. They will not together, but they will be going to the middle school to teach our career connections. Uh we're hoping to build a little bit of a bridge for our students as they get to know both those teachers and learn about some of the electives they're teaching
081at the high school. Potentially create some more opportunities for those students. Um letter F we have the continuing contract for Cara Shepard and G's are limited contracts and then H is the routine non-renewals for long-term substitutes. Any questions on any of those >> questions? >> No, but I'm sorry to see some of these teachers go. Yeah. Congratulations to them on their retirement, but thanks for their service to us all these years. >> Mr. >> Yes. >> Okay. Uh, Roman numeral 92A through 2E. I'd recommend as consent >> motion. Second. >> All right. Resignation for retirement for Mrs. Wheim there, one of our bus drivers. And then substitutes. We have a list of five there at letter B. Letter C, we have our game worker, Tom Hosa. And then D is our routine non-renewals for kindergarten
082preschool drivers. And then E is a change of positions and transfer for our M middle school custodian. Chris Cely will be now our head custodian at the middle school. Any questions on any of those? >> Same comment. Appreciate the >> Yeah. >> the service to our district. This bus driver will be missed by many many people I know. So appreciate it. Thank you Mr. >> Mrs. >> Yes. Yes. >> Yes. >> Recommend 3A through and 3B is consent. >> I'll make a motion. >> Second. >> All right. And first agreement there is just agreement to meet the learning needs of some of our students and then extended school year to have Mrs. Smith serve as our extended school year coordinator for our students that need those services. Any questions? >> Mrs. >> Yes. >> Mr.
083>> Yes. >> Mr. >> Yes. >> All right. I recommend Roman numeral 94 A through 4C as consent. >> So move. >> Second. All right. A is the revised board policy second and final reading. Have your list there. B is the student handbooks for the 26 27 school year. C was the curriculum recommendations. The second final stop there. Any questions? All right, Mr. B. >> yes. >> All right. No action 4D. And that was the presentation tonight. >> All right. I recommend Roman 94 through four I consent. >> Motion. >> Second. All right. Letter E, we have the student fee schedule for 2627 school year, and there's no increases with the student fee schedule. Letter F, we have the student meal prices. Um, for 2627 school year, we did have to raise our prices as
084well as CBCC. Thankfully, not as high as CBCC, but we did have to raise, I think, in collaboration with other districts in the area. Letter G, we have our neonet services agreement 27 school year questions. >> No, but this is the first. Did you say Rick? This is our first uh lunch price raise in your tenure at least. >> Longer than nine years. >> Okay, that's great. And only a quarter. >> Only a quarter. >> Not bad. My food prices at home have gone up more than >> pretty sure things have gone up more than a quarter for me >> in 10 years especially disadvantages. One advantage with programs >> well right two years >> all students were provided >> that's right there. >> Yeah, I forgot about that. Now we were audited this year
085under federal audit. We were asked to keep our pricing within a range of area districts similar what happened to CBCC. So this quarter is request that we may ask for another quarter few years but today is today 25 cents >> seems fair. Thanks. The only other thing is just commenting on I know that you're going on the Washington DC trip and considering everything that's been going on with our Holocaust unit and all the writing and the books we've been doing and this year will be the first year that our eighth graders are going to that Holocaust museum at least in a long time. Maybe they did long ago, but I am unaware if they did. Um, so I'll be excited to hear kind of your experience of the kids experiencing that. >> Excited experience it.
086Looking forward to another great opportunity to build relationships with staff and students. It'll be a great trip. >> Mr. White, are you riding the bus? >> I am right. >> You are. I think I harassed you about that last year, too. Okay. >> Are you riding bus? Can I change his bus? >> I was talking to Mrs. Peele and I'm not sure I'm going to be on her bus again. I don't understand why. >> Yeah, I'm looking forward to it. Thanks. >> Any other questions or comments? >> Okay, Mr. Bine, please call the RO. >> Mr. Bowler. >> Yes. Mrs. Rainey, >> yes. >> Mrs. Bracket, >> yes. >> Mrs. Burke, >> yes. >> Mrs. Stein, >> yes. >> Roman numeral 10 information, discussion items. Next board meeting will be May 12th, 5:30, administrative building,
087conference room, and then regular meeting will be on May 19th, beginning at 5:30 p.m. >> Okay. And then now it's time for the other public comments, which there's still nobody here, so we'll just move on. Um, we do have need to go into executive session to discuss the employment of a public employee. We don't anticipate any action to follow. So, can I get a motion? >> Motion. >> Second. Roll call, please. >> Mr. Bowler, >> yes. Mrs. Burke, >> yes. >> Mrs. Bracket, >> yes. >> Mrs. Rain, >> yes. >> Mrs. >> Yes. >> 651. We are in executive session officially. Thank you.