001[clears throat] >> Dr. Bidwell? Dr. Ferris? Present. Mr. Gilmore? Here. Mr. Hedley? Here. Mr. Homer? Here. >> [clears throat] >> Mr. Miceli? Here. Mr. Breezy? Here. Okay. First order of business tonight is the You have the chance to review the consent agenda. Uh please take a look at the and any additions to the consent agenda to the full people you Also, please the personnel personnel agenda on your desk. Nobody nobody has the uh Move to waive the reading and approve the consent agenda as presented in the board agenda including the addendum of May 14th, 2026. Second. We have a motion and a second by Dr. Bidwell. Roll call, please. Mr. Hedley? Yes. Dr. Bidwell? Yes. Mr. Breezy? Yes. Mr. Homer? Yes. Mr. Miceli? Yes. Dr. Ferris? Yes. Mr. Gilmore? Yes. The next item on the
002agenda would be our recognition. All right. Very excited to have students and staff with us to recognize our student and young authors. Uh we've been celebrating our K through our writing program. Uh we have students in K through 5 and creative writing and poetry activities. They were led by the literacy committee led by Kristen Sullivan. We had our winners chosen and we're honoring them tonight. Uh the books are here and I'll say hi later. Uh and we took a picture with the school. So, we now honor our young authors and that's tonight. We're honoring staff from Mary Andrews. Whereas the Board of Education of Woodstock Community Unit School District wishes to recognize the contribution of these individuals. Whereas District 200 recognizes the efforts of its staff and consultants. Now, therefore, be it resolved the Board
003of Education of Woodstock Community Unit School District hereby bestows special recognition and a certificate of achievement from the hands of the citizens Second. We have Mr. Gilmore second and Mr. Breezy motion. Roll call, please. Mr. Gilmore? Yes. Mr. Breezy? Yes. Mr. Homer? Yes. Mr. Hedley? Yes. Mr. Miceli? Yes. Dr. Ferris? Yes. Dr. Bidwell? Yes. >> [clears throat] >> All right. Young authors, I'll call your name. Come on up. Here's your certificate. We'll picture the whole group. First, from the interior, we have Elaine Vinotola with the aerial flight. The great middle Very nice. Thank you. Great job. From Clay Academy, we have Teddy Glaze. >> [applause] >> From Dean Street, we have two. We have Sophia Dina. And Jaden Stoneberg. >> [applause] >> From Greenwood, we have Kelly Hanson. >> [applause] >> From Mary Andrews, we
004have Dawson Sheehan with wacky hair and writing nails. From Olson, we have Kennedy Rock with Brian Green. From Prairiewood, we have Zachary Knowles with fairy floss on Candy Island. >> [applause] >> From Westwood, we have Lucas Forrest with Candy Adventure. >> [applause] >> From Creekside, we have Zachary D'Angelo with Beyond Infinity. >> [applause] [applause] >> From Northwood, we have Katie Supolita with the secret of Narnia. >> [applause] >> All right. Okay. Great. Okay, let's get in the middle. We'll do the book cover and take your picture. This is Thanks for coming. Get your pictures. You guys You guys are Thank you so much. Now, we step and go out to the lobby. It's fine. So, tonight we honor Corey Klein. Come on up. >> [cheering] [applause] >> We'll all start with Miss Corey. I'm going
005to let the kids say it cuz who can say it best, right? Uh I'm just going to give you a little heads up. Corey started with us as a mama and she is does everything. She's an associate in the wild album. She helps at bus duty. She stops for our custodians at night and she's just willing to do whatever we need at any time and she smiles like that all day long. All day long. So, her students have a a couple of little things they want to say about her. We love Miss Corey. She is We love Miss Corey. She is kind. We love Miss Corey in the wild album. Okay, now we have Miss Pennicott. I like to call her Miss Stephanie because she started off with us as a pre-K teacher. And now
006she's in our dual language program um and teach co-teaches with uh Kim Hanson who's also here tonight. So, we have a couple of students that are going to come up and um speak about Stephanie. We find Miss Stephanie because Stephanie is moving and we're going to Our hearts are sad but happy for her. She's getting married, so she we won't have her next year. You ready? She is She will be missed. How we She is the teacher. She is the Stephanie is the teacher. Stephanie is the teacher. We love you Miss Stephanie. Wow. She is teacher. She is teacher. She is >> They were reading themselves pretty impressive. >> [applause] >> Thank you, Maya. Thank you. Thank you very much. It's exciting. No problem. For your information, the Titans will play. >> [applause] >> Okay,
007we're going to in a couple of minutes we're going to resume the rest of the meeting that was the remainder of the board meeting. Uh you guys are welcome to stay at the board meeting. We'd love to have you join us. in the third quarter or anything like that. You're welcome to stay. But I know you all have to take a little break at this point. We really do really want to give them the chance for recognition when they get a chance to get home. So, uh please join us and stay. Um it's beautiful outside. We'll start in a couple of minutes. Thank you all for coming. Oh. All right, we can move on now. What's uh uh we're doing is our Communications are a time for community members and district employees to express a
008point of view and not to debate an issue. Those who sign up to speak in the public are to identify their name and address, phone number, name of organization represented, if any. They are to restrict to the topic to be addressed. The comments are generally limited to 3 minutes. They are according to board policy 220 and are otherwise governed by board policy 220 and 230. When you sign up for public comment, did you have someone who signed up, Casey Kurtz? Would you like to address the board? Is there anyone else on the district board at this time? Hi, good evening. My name is Casey Kurtz. I am a resident at 3909 in Holly Ridge and I'd like to discuss the elementary the proposed changes to elementary start times. Okay. Good evening, members of the board
009of education and Superintendent Holly Ridge. My name is Casey Kurtz. I am a parent of a current kindergarten student at Greenwood Elementary. I'm also a school administrator in a district outside of Holly Ridge. I previously sent an email to you all regarding um my views on elementary start times and I have not yet received a response, so I wanted to take a moment to share them publicly this evening. I am here to speak about the proposed changes to elementary start times. I recognize that this is a complex decision, having gone through this in my own district, and one that will likely bring forward very different and strongly held perspectives from the community. Because of that, the weight of this decision and its impact on families should not be taken lightly, especially given the timing as
010we are now in April and many families, such as my own, already have standard and schedules established for next school year. Earlier start times allow for meaningful family routines, especially among families like mine. For our family, it provides opportunities for me to be present to make my child's morning and be present at the start of the school day, which sets them off on a positive tone. A shift in start times would directly impact that, requiring us to utilize not only after school care, but also before school care for a brief 15-20 minutes. In addition, those supports are not currently available within our home school, before care or after care, creating both logistical challenges and possible financial considerations. If changes are ultimately decided that they need to be made, I also think that our families will
011be supported. For example, before school care will be offered at Greenwood and all elementary buildings? Without those structures in place, even small shifts can have significant impacts. I also encourage the district to please survey parents. When surveying parents, please consider including questions about employment status as the impact of these changes will vary significantly between working families and those that have more flexible schedules. Additionally, um at the prior board meeting, it was there was um a a lack of um agreement on if surveys would be presented to families to see if there were different views. Given the significant impact this decision may have on the families in the community, I would like to know why that would be and I would like to encourage all families to be meaningfully included in the decision-making process if you
012choose not to move forward with the survey. I also want to express concern about pre-K students riding with be significantly older elementary school students. The developmental difference between a three or four-year-old and a 12-year-old sixth grader is substantial. The environments, conversations, and expectations are very different, and this needs to be carefully considered when thinking about transportation and student experience. Our strategic plan states that we will number students and all families benefit from an active partnership within the school community. We will provide clear, transparent, and frequent communication to foster cooperation and engagement with all families. Providing consistent communication is foundational to that partnership, so I again urge you to survey families to get their input and also listen to the speaker. Please keep this commitment at the forefront of this decision and include the community throughout
013the process. Thank you. Um we're going to be discussing this later in the meeting, so somebody got to address that later. Okay. All right. Uh is there any other member of the board that's all the everyone who signed up? Is there any other of the members of the board who wishes to address the board at this time um on any topic? Hey, are there any staff comments? Board comments? Okay, we'll move on to superintendent's report. All right. Kathleen Harris, our spring is cooling right now. Uh we're getting ready for the coming year. Today is a beautiful weather day to go along with it. We just finished our testing all along those lines this week, which is an exciting time for our students and staff. Spring sports are all underway. Uh um got our spring activities
014coming into play. We even have our first honor band, and that's next week. That's a sure sign from our last third of the the spring season. As we have now and uh through the month of April. Yesterday we had a different band festival. It was like I had a great band. Uh concert performances, especially with the junior high band last Tuesday evening. It's a great opportunity for for all of the district to see the cool performances that come from fifth grade to the senior year in band. Which is going to be our festival next Monday at 6:30 at Westbrook North. So anyone who's looking at a day three weeks to join us, it's a great opportunity to see the amazing work of our students and teachers directors do and they do it frequently. Uh experience
015for anyone looking for uh quality music next Monday at 6:30. Freshman chorus fourth hour is doing right now. That's again this week and you're coming in with the choir Saturday and Sunday. It's very good. And then for this weekend, Saturday and Sunday and next weekend they will each have a performance in the mall. So anyone who wants to see a quality musical, great opportunity. So just come out to see the key come and engage with our students and staff and and uh enjoy the arts festival. That's our report. Thank you. All right, next item on our agenda is there a monitor report? We have a middle school science program. So I know I'm lucky enough to be joined today by Christie Wolter, who's a sixth grade science teacher. And we wanted to provide an update
016on our implementation of the So so last spring we set before you our consent agenda just we asked for the approval of the purchase of the new middle school science curriculum. And and we are really excited So all that really focuses on NGSS practices, phenomena, and standards that go along with it. There's a lot of hands-on activities for our students to really understand and act and replicate what the science curriculum is really looking for. So we adopted it last spring. We ordered the supplies in the summer. Came in four pallets. So uh there are a lot of materials that go along with it. Each each um book, and there's four of them for each grade level, has anywhere from four to six science boxes of lab materials. All of that is nice and reusable materials
017with no additional purchasing by the district. We implemented it this fall. We started off with some professional development for all of our teachers. Um we'll talk a little bit about that in a second. We've got an impact of 1,300 students in the middle school and we have 12 teachers who are participating. So one of the big pieces that incorporates the new curriculum is professional development. And Lab-Aids is one of the reasons we really like this curriculum they bring in a teacher that actually currently teaches or has taught in the middle school and they're a trainer to professionally develop our staff. So for example, last spring uh teachers went over the sixth grade unit with a teacher that would come in that would get uh sixth, seventh, and eighth all before school started with that person
018and they got to get a lot of stuff together with the supplies in the summer. And then we did that throughout the year. So our teachers had a lot of opportunities not only to have the materials ahead of time, but they were able to actually practice each lab with the students and they they got to use them in the classroom. Give them a perspective of what a student would see, but also the perspective of that how do I teach it to our kids? Um so some of the different practices that are really core to this curriculum are teaching about the phenomena. Why does something work the way it does? And that's one of the biggest parts about science, I think. Um a lot of the curriculum has discussions where students are going to be interacting
019and talking to one another about how things work. And there's a lot of real life data that's incorporated with that, too. So I'm the middle school science person. We talked about the middle school science curriculum. So I'm Christie Wolter and I teach fifth grade science at And so the middle school teachers have been super excited about this new curriculum. We're excited and we're actually working very hard uh to implement the new Lab-Aids curriculum this year. So I'm going to show you a couple of the amazing things that your sixth, seventh, and eighth grade science classes do today. So these are some of the key practices that we use to really engage our students in active learning. So one of the big things that we use are these scientific notebooks. So these students are responsible to
020have a scientific notebook where they take observations, they jot down all these different notes. Um they are recording all this data and then they get to go back to this and they get to continuously use them through all of their activities and classes throughout the year. Students are using vocabulary word walls that teachers are putting up in their room, which really helps to facilitate those discussions and the writing that they are doing. They are performing those hands-on lab activities that those kids love doing, and I'll go into a couple more of those uh on the next slide. That communication and discussion and engagement has been key this year with those sixth and eighth. And we use this method called the 4-2-1 method where the students are in these little science communities, we call them, and
021so they meet together in a group of four, they have these discussions, they collect their data from their preliminary investigations. Sometimes they do it instead of a pair, but then we hold them accountable and have them work independently to really ensure and see And then finally, we have our writing piece, which are our CERs. So this is claim, evidence, and reasoning. So our students are making claims, they're making statements about our investigations that we are that we have. And then they have to provide evidence. So within these investigations, they're collecting that data in those scientific notebooks, but right they have to provide that evidence. And then they reason through it, and this is where their scientific methods come in and excite them. So thank you. Those hands-on learning opportunities really are empowering our students. And
022these are just there's such like a variety of what they are doing. So I just picked out three that we did together and we did in class. So my first example is this example of our students graphing. So again, that's them taking all of that data and then they are able to take that data and they are able to graph it on their own and then really look at that data and analyze that data on They also participate in analysis, which is this middle picture where they are analyzing earthquake activity, GPS systems, and as they're analyzing that, they're trying to figure out the plate movements and the way the plates are moving. And then they also are using in those hands-on activities making streams and deltas. Uh we were making volcanoes. So these really are
023just some of the amazing things that are happening in here in the science classes. So really to you know, finish up, we've had a great year with it. Right now we're looking at what worked and what didn't work. And for next year, teachers are meeting to discuss what that looks like. So we're really excited about what we can see next year in the program. Any questions? We made Christie do a couple of them actually. It's a great job. Very communicative, high level scientific language discussion. It's kind of awesome. Thank you, Christie, and all the staff for all your hard work. Is there anybody else who has any comments or questions regarding the middle school science report? I'm here. Any comments? I'm just looking at the units that in the county by the other schools that
024they're for middle school and elementary so we're we're probably the first in the county we looked at and talked to Neighborville. Um that was one of the districts that had used it and actually re-adopted it. So they had gotten a new um version of it and I think I can remember the other school that I talked to. I know Normal uh in Illinois was using it as well. It's it's become more popular in the area so it was it was uh green-lighted at the board meeting so we were >> [screaming] >> able to get the materials and so I know that even with that it's becoming more popular in the area. So we sent it to Prairie South first. One of the things we really liked about it is that right after we had adopted
025it a large district out in Washington adopted it as well and then it transitioned out of here that everything was going to be transitioned into Spanish. So most of it was in Spanish but once they adopted they were about a 50,000 student district that was continuing on making sure so we were the recipients of that. So we used this across the board and it's really provided a nice foundation for our dual teachers and our non-dual teachers to be able to talk and communicate in both languages. It's cool stuff right because people are getting a hang of it and it works out really well. People are getting a hang of it and then you kind of get the academic language in there and they actually see how it's going to be amazing because that's actually a
026great job and they all feel comfortable. So we had to find equipment that would meet all of those goals because that was a struggle but I think we're feeling good about this one. I think it works for this. From the elementary to the reals to the sixth. All right, thank you for coming tonight. Thanks for the presentation. It all looks like a great program. Hopefully we'll hear more good things about it so thank you. Okay, next item on our agenda is old business. There isn't any so we'll move on to new business which is review consideration of possible action for altering school start times. >> [clears throat] >> We're open to any questions anybody Yeah, so I mean we did reach out you know to the elementary school grade and >> [snorts] >> we did
027that as well and then pre-K and all of them are on the same bus. A couple of districts in the area do it some don't all right. Um I think it's just for information maybe we can work it out and get it I can I ask a follow-up question? The email. So I'm assuming that with pre-K through five busing together right? So in the morning they'll pick everybody up and they'll stop at the elementary school first and then go to Deer Path and and then do the reverse. Yeah. On the way Yeah, 100%. Does that stop and like let all of the students get off the bus and all of that that happens at the elementary school? Is that accounted for in their on the bus time? Yeah, yeah. And that's what we're looking at
028because we don't want to go over 30 minutes and that's the same thing with you but our goal was no longer than an hour right? So yeah, I mean that it's got to be absolutely perfect. They got to have their own community. We we want to make sure they get to the elementary school meeting. That was the question they asked so we'll double check that and we'll talk to her tomorrow. Yeah, that's got to be part of the equation. Yes, 100%. Yeah, it can't be longer than an hour. It's very long as we want to go and that's all that right? We both want to give you my number if you want to talk about the school bus to go over the last kid. Okay. Yeah, good question though. I also um So just to
029be clear personally I don't have like I'm not invested in this personally as a parent so I don't want anybody to think that my statements are coming from that. Um so I responded to I think almost all of the emails individually um and I heard back from five or six people I could count on one hand um and universally none of them knew the specifics of the changes. So I think that's just an important piece of context for us in making sense of the emails that we got. I think everybody for sure wants a later school start time for elementary um but those emails came from not knowing about the busing not knowing about Deer Path changing times not knowing about the length of time that the um the change was going to be. And
030so the majority of the people those five or six people they were like yeah that's not ideal but we still think it's worth doing. One person it really put them on the fence and they were like I really think it should be later but I don't like the idea of the kids not being together. So I think that's just a piece of context for us to keep in mind and interpreting all of that and making whatever decision is made. Yeah, I um I printed out copies of the times that you'd be able to collect and you know I came up in my office a number of times and some of them people were you know staff members and they weren't aware of it and so we talked you know across the board. Now I was
031giving copies of them out and they were glad to get that information. I think we need to get like we said more information to so everyone knows what we're thinking about and I don't know if it's you know I didn't I our website would be posted on our website or But I think it's simply it's just about information and that's what we'll do. We're going to have a high level but we're also going to have anyone who wants to get information on our website we're going to do that but it was just to bring it to you as a first step to see what you wanted to do with the next All right, sounds What do we do now? Yeah, looking at the plan um I know some of the comments that you know a
032lot of this plan is on the table and we brought this idea to the table. It seems like I think we voiced that and it seems like a lot of um a lot of work for not very satisfying change. Um and given what we can do I I don't know that frankly my reason for not wanting to do the elementary school business is I don't think this plan really does much and causes some difficulties in the district and raises some questions about the program's transportation for pre-K kids. I just rather let it die at this point. Yeah, again we're open to whatever I can say you know I think we need to look at this. The the two things I would say that impact right are the different people one you know about the 6:20
0336:45 it is a big difference right? That's a significant difference. That's not a big deal I'm not making it a big deal. Who knows but that's that's a significant difference. Take that out of your mind you can make it stop. The other thing is you know I looked up the staff directory calls it it you know people are going to have that. You know people are going to call me hey so you can't I can't get a daycare for I can do it with 7:10. But our teachers got to be good on right? Like power of money right? Where are you taking your daycare? Driving you know who's going to be listening right back to them and the kids waiting to be picked up at 7:10 So a lot of those solutions get solved. Now
034the whole thing I want to say is they're all good but I had I had some of those 100% but there are benefits to the program as well. Any other thoughts? So the reason it was put on this agenda that we brought in tonight was because if we were going to take any action to do it for next year we have to do it tonight. We got to be on this to do it. We can do whatever we want but we can't do it If we don't do anything tonight but we can't but we can't but we won't be able to get it in place before next year. So we we know that. So I mean where we're at right now is kind of where we left it I think was it's here for somebody
035to if somebody has an idea what they'd like to do with it you know we can drop it we can continue to explore we could uh we could do numerous things um we you know this is trying to do it. If we're going to adopt it tonight and adopt it for launch next year we have to do it tonight. So I'm looking for direction from the board as to kind of what they'd like to do with this at this point this time Chuck. I'd like to get on this. I'd like to talk about the four year olds on the bus. Is that a motion? If you don't do anything you don't If you do nothing you won't be able to vote yes. You might want to tell me what you're talking about again so I
036can be somewhat at ease. Let's go and you know the guy check for sure. We we have a quite a few written responses that says they're interested in doing this so I I I would be able to work up for at least getting some consensus as to what we're doing at this point for what it is just to agree on something tonight or decide on doing whatever people want to do with that so we'll go with that um the rest of the way. I'd like to pursue it as possible. We heard from from a few people already that you know they have a schedule set already for next year you know. So to you know not make that an issue in the future I think we should investigate it now like after summer or you
037know in of summer and start with some investigations so that we can then present, you know, you know, possible scenarios to give people, you know, so that we can if we're going to do we have them in place by the end of the calendar year, and so that, you know, that can't that won't be an issue if it goes, you know, those polls. And I I personally I don't really have a big problem with the kids driving with them. That is really common. I I I mean it's it's a from my personal point of view. So, that's how I feel about it. I I do think it's worth um considering uh whether it's maybe in the city tonight or surveying and and gathering more information for families. I've been on the board for like almost
0388 9 years now, and I feel like this has been an issue every year that I've been on the board that we've had complaints, concerns, interest in shifting start times. Um I struggle with the idea of just letting it die. Any new thoughts? Does anyone wish to make a motion? So, Grace, were you saying I just want to clarify. I'm quite confused. Were you saying potentially 2027-2028 calendar year? Yes, for the next next calendar year. Right. And to clarify what I said, I don't have a problem with the other kids. I think it's the only way this is going to work. I I I don't think we can fool ourselves that we can provide all these different bus routes and drivers and keep the status quo the way that we are. And there are from
039the information that we received, there are two other districts in our county that do that. And there's three there there was three I think that don't that are similar to us. So, it's kind of split, you know, and I mean, I don't think that they continuously have numerous problems with that. So, I mean, I just think being realistic, we have to say that that's probably going to be able to have to have this. I I think six points to hurt people. 22 miles. Mr. President, do we really have a problem with the way we do it now? And with what we think, will we be able to be able to have a meeting on the bus with the elementary and junior kids? We're trying. Basically, I think I don't know if we're going to be
040able to do it today or tomorrow necessarily. We we both agree I don't have a problem with trying to get it out. I don't know if we need to decide the charging time, right? But, I don't know if we're going to be able to do that for sure. I think you guys we talked about the first calendar year seats, right? The exact opposite of pre-K K. And then that would allow me to go out. Same one with pre-K K assistant if you want. Everybody go home by 12:30. Like what's been said here, I think the 20 minutes that we give up gained from these kids at the elementary level makes it worth while to do it here, and then examining what we need to do going forward, a new plan for the future by surveying
041the public, being of public interest, and so on and so process. To me, that's the biggest benefit of the current system is the 20 minutes. You're going to lose 5 at the high school, which isn't ideal either, but it's worth this 20 minutes at the front end. And I I'm willing to do the same at the high school for the high school. [clears throat] And we're losing the minutes, right? 5 minutes at high school. Yeah. You don't lose. You just push it back. Yeah. Which doesn't make any sense. Correct. Yeah, the thing is it's an issue here. No, I'm sorry. I apologize. But, I think the 20 minutes we gain at the front end is worth it for the families and those kids um for sure as well. I'm I'm in support of moving forward
042next year with this idea, but with the thought that we've all talked about here, surveying, analyzing earlier so that we can make a sound decision in the future. But, I think this is a good first step possibly to make it better so we don't have to discuss this a lot for 10 years or whatever. Let's fix this, but let's make this the first step in that process. That's where I'm at. Do you want to make a motion or do you want to? So, we don't have a motion? I was making sure everybody had their horses before we made a motion. Technically, yes. So, I have a motion to make a motion to alter the start times based on the plan represented at the March 31st board meeting that I had. Uh in the future. I
043thought the motion was saying you were going to look at it. But, I looked at it. The real motion. We have a motion here that is what it is, so it is a motion to alter the start times to times as presented at the March 31st That's the motion, okay? Second. Second. The motion by Mr. Hommel and seconded by Mr. Hedley. Roll call, please. Mr. Hommel? Yes. Mr. Hedley? Yes. Mr. Prezi? No. Mr. Miselli? No. Dr. Ferris? Um I'm going to say no. Dr. Bidwell? No. Mr. Gilmore? No. So, that motion failed. So, with that being said, let's move We're not doing that. We're not doing this before next year. Um does anyone wish to make any motions with respect to moving forward for that? I'd like to make that motion that we continue to
044move forward and with a goal in mind that we will not be doing this for the next school year. And I'd like to include a parent survey with that, you know, that. Yeah, part of the motion. I would say I'm looking to do this. It's two motions. It's just ask that we survey parents. You can call it whatever you want. I have three people saying they would kind of want to do it, they would want to look at this tomorrow, and I have three people saying they they don't. And so, the inner circle is split. So, we don't have a direct direction at this point. Is it solved? So, I think that doing a motion is a good idea. Okay. Okay? So, um All right, we have a motion from Dr. Ferris to continue to
045move forward with the with the start time change with the goal of implementing a time change for next year including a parent survey. Do I have a second? Well, I can I clarify the motion? Sure. It sounds like you're saying it's going to happen no matter what. Okay, that's not what No, it's to continue the investigation. No, it's for us to put forward a plan and then vote on it. That motion is to continue to, you know, proceed with you know, trying to do this. Are we going to do it? I don't know. We have to vote on it. That's not what I'm saying we're going to do for sure. I'm making a motion that we continue. That's what I thought you were doing. I just the way it reads sounds. Yes. Now, the motion
046is to investigate it along with the parent survey. So, you want to include the parent All right, the motion is to continue the investigation of start time changes possible time to implement a time change for next year including the parent survey. Yeah, that's not a motion. Okay, do we agree on the motion? Do I have a second? Second. Okay, the motion by Dr. Ferris seconded by Dr. Bidwell. Roll call, please. Dr. Ferris? Yes. Dr. Bidwell? Yes. Mr. Miselli? Yes. Mr. Prezi? No. Mr. Hedley? Yes. Mr. Hommel? Yes. Mr. Gilmore? Yes. >> [clears throat] >> I got a 7-0 7-0. 7-0. Can Can we talk about when that would go out and the deadline by which we would make a decision? Yeah, I I I'll do whatever you want. My suggestion is we don't do it
047right now. You're going to create confusion about when you're going to do it and and I don't want to cause that kind of confusion. So, I think I mean, probably I was thinking of bringing it out in August, maybe two or three We'll probably be ready to do it I think we'll be able to do it probably in the video. I have a question. Do you approve it in August? We'll put it out in September. You got back in there 2 weeks ago. Do you think you want to go? Yeah. That's all right. Good. And then we'll be getting feedback from like middle school and high school. >> Okay. So, where are you all? Yeah. Yeah. Yeah, I want everybody to bring something. Okay. I think it's fair. Okay. Thank you. That's the way we
048ordered it. Okay. Um that's all the business. All right. We're going to do the committee reports and committee member reports. Do you have any committee reports to report for me? Just as a very important reminder, please remember to do your statement of economic interest and get your responses in on the various events that are going on for this year. All right. If there's nothing anything else, I'll entertain a motion to adjourn. So moved. Second. All right. Dr. Ferris, seconded by Dr. Bidwell. All in favor, say aye. Dr. Ferris? Yes. Dr. Bidwell? Yes. Mr. Perisi? Yes. Mr. Miselli? Yes. Mr. Homo? Yes. Mr. Hedley? Yes. Mr. Gilmore?