[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] We're going to talk about the policy order at 6.30 o'clock, let's stand for the budget
[0:07] to the black United States of America, and to the republic for which it stands, when one nation under God in need to visible liberty and justice for all
[0:28] public comment.
[0:30] We appreciate everyone who takes this time to be here and share the perspective of us.
[0:34] Please be sure to sign in with your contact information to ensure that all ways of coming up
[0:39] for today is to be heard, each speaker will come up with a time and then we ask that comments
[0:43] you may focus on issues in the NDS and the extra employees that we were at last meeting.
[0:47] The purpose of public comment is always for us to put the send and learn from the community,
[0:52] for education meetings and meetings that are being held in public, out of public meetings
[0:57] or hearing.
[0:58] Therefore, we want always to respond to comments or questions so I can just sign up for you,
[1:03] know that we value your neglect, and if there is a question, our follow-up is needed.
[1:07] The appropriate number of the district team will reach out to you after our meeting.
[1:11] So, thank you for anyone who would like to participate and welcome to do so.
[1:23] Thank you guys.
[1:29] They even knew all, I didn't mind, I thought there were a lot more people here.
[1:34] We can pick arguments.
[2:16] One question can teachers at the high school and their class talk about the renovation
[2:24] to the students and say, ask the students to go on and talk to their parents now.
[2:35] Right now, we're in what's other writers, we can't use district resources to promote
[2:43] No, I didn't say that, but I thought about the teachers in the classroom thought that it was still right now.
[2:53] I'm going to surprise, I've been talking all kinds of people.
[2:58] I've got a debate set to get them to have them clear all their stuff like this.
[3:04] And unfortunately, the scene to be so many ignorant people put it nicely.
[3:10] And I read all of the e-mail and let's talk about all of this thing that too much, we
[3:16] gotta don't do this and then we can renegotiate and do something like this and that
[3:22] talks to some people like that when they say that, it's just like the school board, I'm
[3:28] a bunch of stuff. They're counting on it. This is it, and this don't go all in all that.
[3:35] I don't know.
[3:36] They don't worry.
[3:36] I said, well, come over here.
[3:37] It's going to be a school board meeting, come on up and listen and ask these questions.
[3:45] And every time I see parents with a child, I say, or you must be had and taken, I'm going
[3:50] to go to the birth school.
[3:51] And I explain it to you, you know, but I say, when you've been a common support for your
[3:56] future, you're a son of a daughter when they go to the high school to be safer than
[4:00] all that.
[4:00] Oh, yeah, I talked to people, they said,
[4:04] don't let them say, well, we'll think about it.
[4:06] What sort of they think?
[4:08] And then I hear this one thing where they come up and say,
[4:12] well, we don't have as many students for the life of me.
[4:16] I can't figure out what they're trying to say.
[4:19] I don't disagree with that.
[4:20] We have a lot of students, but that may not be the same.
[4:23] It can't be the same, it can't be the same.
[4:25] And so I said, throw out a figure.
[4:28] So, well, maybe we have 28, 29 students and average many years and all, now maybe we only have 20.
[4:36] Certainly, well, let's do it.
[4:37] Still need a classroom.
[4:39] Still need a teacher.
[4:40] Still need to have proper writing.
[4:42] And need to be safe.
[4:44] And in the air condition, all of us on the kind of stuff.
[4:47] So, I go around and around.
[4:49] And I know it.
[4:50] So, I guess the bolts coming up.
[4:52] I was at the 60 truck today.
[4:55] And I bring this up.
[5:00] But anyways, I want to thank all the school board here, all the ones that came out and did all the hard work, the engineers, and this has been gone on since the last year, we used to come to computer to up for them to tell them to do that.
[5:16] I don't. But anyways, I do open passes. There's no word on it. Then they talked about tax tax.
[5:25] Oh, I think someone came down. They were talking about all the money we had to pay way back in 1948.
[5:32] We built the hell in school. And I'm going to set a class.
[5:36] So, all through the years that came up with this total of 1,4 million dollars.
[5:41] Oh, I'm sorry, 1948 was over 70 years ago.
[5:44] We can't compare structure cars for exactly that.
[5:47] You know, to go on find out what it was and through inflation was within today.
[5:54] Then we did the best and I guess hope.
[5:58] But it gets out of the boat.
[5:59] And now I tell you, come on in the boat, whatever high you go, boat, especially parents.
[6:07] So
[6:22] we had to try the communication with this staff seeing each other after a
[6:27] festival summer.
[6:28] We were able to celebrate that years of dedication to the district, the whole
[6:32] district heard about the wonderful staff members of the year and the
[6:36] district members of the year and Angela Coleman shared her words of wisdom as
[6:41] the district teacher of the year which was really great about and we had the
[6:50] down for us so thank you for that. We had a successful opening this school year which had 98
[6:56] percent attendance for the started school year. The students have all settled into their classrooms
[7:01] and schedules very nicely, assistant, superintendents and attorney and I visited each school
[7:07] towards classes on the first day and then we are able to be joined in followingly with which
[7:13] the colleagues on the board, through the schools as well. We are able to see the first days
[7:19] we're able to see to our students start their day and all the staff well for whom
[7:23] them.
[7:23] So we're able to see them all in the office and we're really glad it's a great event.
[7:28] And it's also a great student here.
[7:32] We'll get ready for the start of this 2 years. So, really wonderful. This year's motto is, coogrination, one community, all students, every day. So, we'll be sharing that out through the course of being here in different ways that we can't stop.
[7:47] The budget referendum was approved by the Board to go to Referendum, and I joined our Thursday, September 24th.
[7:59] 2026 is for the high school referendum, and voters are asked to just go to their local voting places.
[8:08] We do have our curriculum coordinators with us tonight, Jennifer Fearlander, and Heather
[8:15] Raghadi, who will share our current data from the state of Connecticut.
[8:20] Not all of our data is currently available, but as we continue to get more data and have enough for the accountability index,
[8:28] we will share that out later in the fall.
[8:31] Jen and Heather will also discuss some next steps and we'll work that we're going to continue to do, especially in our areas that require improvement, as we'll see through the next month of the district and this will include the plans.
[8:46] We'll talk at those areas as well. So we'll hand it over to that.
[8:50] Okay,
[9:06] so Heather and I will be sharing the data that was recently released by the state.
[9:11] We'll see how regions have a team performed in terms of our performance and our growth,
[9:18] and you'll see how we compare to the dirt and the state.
[9:23] So the first slide here is our ELA aspect over time. You can see the last five years,
[9:30] our performance compared to the state performance. The state is slowly increasing and in terms of
[9:37] LA, our data has some peaks and valleys, but we continue to perform well above the stage.
[9:47] This slide you've seen before over the years, this is our ELA performance data performance
[9:54] data shows the percentage of students performing at levels 3 and 4 on the aspect, or meeting
[10:01] an exceeding goal. And so you can follow across to see how a great level has performed over
[10:07] last five years, but it also shows our cohort data. If you follow the colors, just a reminder
[10:14] that there are fluctuations in our data in terms of cohort because we have a small number
[10:21] of students within each grade level. So when six or ten students move within or out of the
[10:27] district, it does change our cohort data over time. So it's not an exact match, but you'll notice
[10:33] that our current fifth graders, the green, from 24 to 66, 25, 68, and 26, they score 72%
[10:43] at railroads our strongest cohort in terms of performance over time for your life.
[10:51] This slide shows the same data that you just saw for region 17 by grade level, but also compares
[10:57] us to the drug and to the state. Our drug is a group of similar schools that have similar
[11:04] So it's your economic, similar fides, like in more demographics.
[11:09] So grades three, four, five, and eight outperformed the dirt
[11:17] and the state in terms of performance.
[11:21] And then on the right hand side, you'll see grades three
[11:24] through eight combined.
[11:26] And region 17 is equal to the dirt and outperforming the state
[11:31] for ELA performance.
[11:37] So this slide shows, again, the same data read in 17, all students grades 3 through 8, and then compares the high needs students to all students.
[11:50] And so high needs students, our students that have IEPs, our multi-lingual learners, or receive free and reduced lunch.
[11:58] The state likes to track those students to make sure there isn't a gap between those students and all students in terms of their performance.
[12:08] And so it's difficult because we have such a small end in regions of the team, so you'll notice that some of the data has been suppressed.
[12:17] But you can see that our high need students in grade three and for our performing lower than our all students when compared.
[12:25] So
[12:29] now we're shifting from performance to growth.
[12:33] This slide shows the average percentage of target achieved.
[12:38] So the state sets a gross target for each individual student in ELA and in math.
[12:45] And this data shows the average percentage of the growth that each student has made.
[12:52] And so it's not binary.
[12:56] It's credit to all students and all growth.
[12:59] Some students have made more growth than others, but it accounts for all growth and any growth that students have made and averages it together by the grade level.
[13:08] So you can see over time by grade level the average percentage of the growth the students have achieved in each grade level.
[13:21] And this is the same data that compares us to the dirt and to the state.
[13:28] And so our data, I mean, our gross data is lower than our performance data, it's an area that we're looking at across the district in terms of ELA and Emma.
[13:42] And we'll talk more about some next steps in terms of our gross data.
[13:47] When we look at great four through eight in terms of growth, we're right around the state average,
[13:55] but we are performing lower than the dirt in terms of RDA groups.
[14:03] And so this shows our high-need students and their growth compared to all students.
[14:08] So you saw I'm a few slides ago that their performance is there's a gap between our performance for a high-need students,
[14:16] all students, but there's less of a gap between the growth of our high-meat students and all students.
[14:22] And so this is a really nice, nice data point to show that our high-meat students are making growth.
[14:35] This is our BLA PSAT data, which shows our students in grades 9, 10 and 11.
[14:42] And you'll see that the green cohort from 9 in 2023-24 to great 10, 24-25, they were 81%
[14:53] and in 2025-26-83% there's really nice growth there. Those are our current seniors.
[15:00] We expect them to continue to grow and do really well on the SAT this year.
[15:09] And this is a slide to celebrate.
[15:13] We have 85% of our high school seniors last year.
[15:19] That scored 85% on the ELA SAT. And we're higher than the dirt. We're higher than the state.
[15:27] And we were actually number one in the dirt
[15:29] for the first time, I think, in a very long time.
[15:34] We are always neck and neck with region 18,
[15:38] and we surpass region 18, and we're number one
[15:40] in the dirt this year, so it's a great celebration
[15:42] for our SAT data in terms of ELA.
[15:48] And so some next steps.
[15:51] This year, we are offering professional learning
[15:55] for our special education, teachers,
[15:57] and our reading interventionists around language comprehension and how language informs comprehension.
[16:03] Our speech language, I'll just be joining in that professional learning. It will be spread out across the year.
[16:09] We'll have five sessions. We're looking forward to that and we expect that that will help to improve our growth data.
[16:17] We are shifting some resources in terms of reading support to add more resources for the middle school in terms of intervention.
[16:26] We will continue to use IAVs, which are in term assessment blocks that are designed by the state that are like small snippets that align to the aspect assessment and we'll be using those really purposely this year.
[16:40] We've we analyzed our claim and target data and we've determined which IAVs we're going to use in which grade levels and we will monitor students growth through the data team process.
[16:52] One thing I do want to highlight, which wasn't on these slides is that we did a deep analysis
[16:58] of our target in Clean Data for ELA and our data for language and vocabulary was an area
[17:07] of strength in every grade level 3 through 8, and that's the professional development that
[17:12] we invested in last year through leaders in how we brought the content area teachers into
[17:18] professional development as well, and so the cross-content work that we did had positive
[17:25] being. So we hope that the work that we're doing this year will continue that. And then the
[17:32] last piece here is of course we wanted to continue to monitor and support small group instruction in
[17:37] case. You're five and we're actually looking at some structures for six or eight for some small group
[17:41] instruction because we know that if we want individual students to continue to grow and meet their
[17:48] targets we need to provide in visualized instructions. So we'll have more on our district
[17:54] steps and schools that's related to that.
[17:59] So now we're going to shift gears to math,
[18:00] you'll see parallel slides showing the same information just from that. So this is the
[18:06] comparison over the last five years. For the state, you can see the state is making
[18:12] gradual increases and we were as well. We had a little bit this year but we're working to
[18:20] improve that for the future.
[18:24] This is the cohort data so you can follow a group of students
[18:27] approximately by looking at the colors. We had some strong growth in our fifth to sixth grade group
[18:37] and they're showing some greater proficiency.
[18:43] This shows a comparison of the same RSD 17 data to
[18:48] Durg C and the state. We have a greater results than the Durg and the state for fourth grade and for sixth grade and we've done some analysis of what has happened in fourth and sixth grade so that we can replicate those things in other grades going forward.
[19:12] This breaks down by high needs. As you can see, we do have that
[19:17] asterisk. Again, due to small end sizes. The high needs, again, is the students with
[19:23] IEPs, for special education, free reduced lunch and multi-language learners.
[19:34] The average
[19:34] percent of targeted cheered, as Jen mentioned, each student is included in that and has
[19:41] a sort of scaled score of how much growth they need versus how much they were expected to
[19:47] make. And this shows that we have, again, some strong numbers in fourth grade and sixth
[19:54] grade, that fourth grade number is higher than we've ever had before in, in 79 and the sixth
[20:02] grade as well. So again, we're looking to replicate those practices from fourth and sixth grade.
[20:10] This shows the average percent of target achieved again, but in comparison to Dirk C and the state and once again fourth and sixth are highlights.
[20:28] And here we compare the average percent of target achieved to the high need students and all students.
[20:37] So we can see that we're still making a lot of progress with our students that have
[20:44] high needs.
[20:50] The SAT. Did you skip one?
[20:53] Oh, thank you. Oh, I hope he has a few slides. I don't know where I went. Okay. Yeah,
[20:59] that's fine. The SAT this past year we had our best performance in the last five years,
[21:08] will 2023 and 2026, 57%.
[21:12] You might recall that we added a map interventionist last year,
[21:17] and that targeted instruction allowed students
[21:21] to have their needs better met.
[21:24] And so we're looking to improve that again in the year.
[21:28] Head, we still do have a part-time interventionist.
[21:36] And then this one is kind of exciting just to see comparing both
[21:40] benchmark. So the ERW is the reading writing and then the math and you can see the 56%
[21:49] meeting both benchmarks when you combine that together. Again, that's the highest that it's been
[21:56] in the last four years.
[22:01] Shifting gears now to science. Science is only tested in grades 5, 8, and 11.
[22:07] The colors show the cohorts, but you have to, you know, go back three years to be able to see that.
[22:15] And so we had some nice growth in the eighth grade to 11th grade.
[22:20] And overall, we are significantly higher than the state in terms of our overall performance for the district with the sixth grade.
[22:30] 37, compared to 51.
[22:35] Science high needs is suppressed significantly, but you can see the one data point that's there for great aid.
[22:46] So the next steps for math and science. We have also purposeful use of the IABs. Those are those interim assessments that Jen mentioned.
[22:55] We also have done target analysis and are aware of the areas that we need to work on as well as broadly addressing all the areas.
[23:06] One of the main focuses will be the data team meetings and having them facilitated by coaches with a focus at looking at student work.
[23:15] When teachers look at those error patterns, they're better able to plan for next steps.
[23:21] We are continuing to focus on vocabulary acquisition because the math teachers were also trained
[23:27] with the ELA teachers on those best practices for vocabulary instruction.
[23:34] We are continuing to implement formative assessment and monitoring in both math and science.
[23:40] You might recall that we are piloting a new math core resource in grades K through eight.
[23:45] and so we will be making a form decision on a math program during this school year.
[23:52] We're continuing our work with small group practices in math, finding that students
[23:58] when they receive that targeted instruction in a small group, make better gains, and then we saw
[24:05] some significant improvement with our students with special needs in grades 3 through 5 after the
[24:11] years of the SPDG grant, and so we're going to continue to incorporate those same best practices
[24:18] in those grades and in other gradals.
[24:24] There's a few other topics besides the content areas,
[24:29] so chronic absenteeism is released on the site right now and you'll see 93.92.93% of our students
[24:40] are attending school regularly, that's the 7.7% that we're chronic the absent, but look at how
[24:48] many are not chronic the absent, and that's well below the state average. One thing to know
[24:55] is that the middle school last year there was a reporting error in the middle school reporting
[25:02] in the state was aware of that, but they don't, you don't update it once, once it's kind
[25:09] of been posted. So our 5% from last year is not fully accurate. So we likely are similar
[25:23] to previous years. And you can see the breakdown by school as well as the breakdown by
[25:29] needs it is typical for high needs to have greater absenteeism than non-high needs, but we're
[25:36] well, well below the state and and doing quite well with attendance.
[25:47] These are this year's numbers,
[25:49] this year's numbers are accurate last year's numbers we're not. So the 5% district on the bar graph
[25:56] includes the middle school inaccurately, but that's what's the public value is because that's what was
[26:03] recorded.
[26:06] And then physical fitness is assessed in grades four, six, eight, and 10 students take
[26:12] four assessments for a row of what capacity, flexibility, strength, and abdominal strength,
[26:21] and, again, we're well about the state in terms of our physical fitness.
[26:29] Again,
[26:33] so some other next steps that are across multiple areas,
[26:38] the continuous improvement plans will have goals and action items
[26:41] that will be sharing at the October Board meeting.
[26:45] We're going to continue frequent data teams.
[26:50] We're implementing restorative practices.
[26:52] physical fitness will work on grades four and eight. We're continuing a high
[26:58] needs focus with all of our teachers and having students work on their
[27:04] individual growth and goal-sign.
[27:09] We do.
[27:33] Well,
[27:35] for the areas that I believe it down,
[27:40] I find it as for a little bit, but I know
[27:44] that we are refocusing on the sort of work behind it.
[27:49] I think that there's been a lot of great professional development, and we have some teachers
[27:54] and we have smart kids.
[27:56] And I think that, I'm sorry, you know, some of this process is proceeding to that team and we're really going to take it to somebody's law.
[28:05] And you guys said,
[28:09] I'm sorry for my ignorance.
[28:10] So this is
[28:15] current for the past.
[28:17] It's another incident.
[28:19] Correct.
[28:19] Correct.
[28:20] All the data was from last school year.
[28:23] On the 25th, 26th.
[28:25] Correct.
[28:27] Yeah.
[28:27] Good question.
[28:28] We've agreed that are on the slide, they're now.
[28:33] Yes.
[28:37] Yes.
[28:37] of the students were any of the guests who the... I mean,
[28:45] I didn't know if I was like
[28:45] a guest. We don't know yet. Okay. That data hasn't been released yet.
[28:53] Do you want to know how many comments I heard
[29:00] ability to a suitable or not?
[29:10] Overall, for ELA, and for most grades and math, we need to focus on individual student groups.
[29:18] It's an area of need for a district.
[29:21] We've always been high performing.
[29:24] And so sometimes you may think that,
[29:26] because we're so high performing that kids won't make as much growth
[29:30] because they're already at the top.
[29:33] But the state still sets growth targets for those students
[29:35] and still expects them to grow just as much as their peers.
[29:39] And so we need to have an eye towards that, yes, yes.
[29:44] And we've done it great job over the last few years at targeting our high-meat students and really looking at those students and
[29:53] classroom teachers know who those students are and we monitor their growth throughout the year. So that's working.
[30:10] There are absent for 10% of the days, so if you're absent for 18 days out of 180, you're considered chronically absent.
[30:37] do the math but it's so I don't remember. I think I have 125 out of 1627.
[30:48] So, 125 out of 1627 last year.
[30:58] And then we do me monthly and review it and go over what's in our control.
[31:06] It isn't in our control, we did a computer discipline,
[31:12] contribute to it, did not mean to school from morning.
[31:20] And also, big Asians.
[31:24] So we have, and we have all of the other end of that.
[31:27] That's right.
[31:28] And we have to be hospitalized.
[31:30] Yeah, that's one of those.
[31:31] Yeah, Steve has to get a white wrap for that number of days.
[31:34] And it doesn't matter if it's used or not.
[31:36] No.
[31:44] But this is James.
[31:53] Yeah.
[32:00] Right.
[32:06] Right.
[32:07] I thought you all again.
[32:10] In your package, you should have this very lovely colorful, lots of pie charts.
[32:15] Full graduate report.
[32:17] I won't walk you through the page right page.
[32:19] I'm just going to concentrate on highlights, which I typically do.
[32:23] But I'd be happy to answer any questions.
[32:25] If you want to go page right.
[32:27] address you about something I don't have to highlight, but it's always a pleasure to do the
[32:31] graduate report because in general it's always a big celebration, right? I think it's a
[32:38] flown away now, literally, and I'm telling you about it. So in general this was a very strong
[32:49] class, that's not a surprise. One of the first things I'd like to talk about is that there
[32:54] community service hours, the amount of hours they gave back to this community was up significantly.
[32:59] We tend to average around 10,000 or so combined community service hours across the graduating class,
[33:06] which is significant because each member of the graduating class has to contribute 30.
[33:11] And so that means mathematically, most of them do far above and beyond their 30,
[33:16] just supporting their graduated community.
[33:18] This graduating class contributed over 12,000, we had a service hour, so that's a 20% increase, that's crazy.
[33:25] So, anyway, just a really strong, really good class.
[33:29] Trends to know, so this analysis talks about where they went to college,
[33:33] whether they went in or out of state and kinds of majors they chose that kind of thing.
[33:38] That's what I would be highlighting for you.
[33:41] Trends to know, we say pretty, pretty consistent across time.
[33:45] Maybe a little up, maybe a little down, but in general, we're pretty steady.
[33:50] So, trends to note this year include a steady percentage of students, about 91%
[33:55] and can you see your education beyond high school? So, that's fantastic. We are very glad about that.
[34:03] It is a mix of four-year and two-year colleges at the vast majority of the 91% are four-year
[34:10] colleges. And another statistic that I think is always really important to note.
[34:14] I emphasize that even with our young parents coming in for a great parent preview night is
[34:20] across all college applications sent out by our seniors and our seniors send about 700
[34:27] applications out so about 7H on average of course some more some less. We average over 75% acceptance
[34:36] rate every year, which is remarkable. It's remarkable. This year that was up even a little bit higher
[34:42] So we were at 78.8% so that means of every application, if a student sent out 10 applications
[34:50] about eight of them came back with a letter of acceptance, that's really what's done.
[34:57] So we're very happy about that.
[35:01] Pretty steady across what students are majoring in, it's always our top four, have been
[35:07] for years, business, health sciences,
[35:09] STEM, and sustainability's related fields.
[35:12] STEM seems to be first,
[35:14] and this is your business passive
[35:15] at the first time and quite a long time.
[35:17] So about 21% of our graduates
[35:19] were headed to business related fields.
[35:21] Interestingly enough, we might have a business department,
[35:24] our kids are always asking for business classes.
[35:27] We don't have them anymore, but they are headed that way.
[35:30] So that's just kind of really interesting piece of information.
[35:34] We also have paid special attention in the last few years.
[35:38] You've heard me talk about the number of students going into education.
[35:41] As we face a national teacher shortage, it's a big deal to me that we send kids off every
[35:46] year to become teachers. It's a small percentage that we send.
[35:51] So we vastly between four and six, four and six, four and six percent, which is about five
[35:55] kids every year. Okay, it's five kids. Five teachers, hopefully.
[36:01] So we are at 4% again this year.
[36:05] Use may or may not recall a few years back about four years back.
[36:09] We had a year for the first time in my career.
[36:11] We had not long to do it.
[36:13] Going on to the teacher and that really got our attention.
[36:16] And we implemented the economy.
[36:18] Love a teaching course.
[36:19] And really just went after the students who seem to have the personality.
[36:25] the F to the attention to teaching perhaps and start recruiting them, so we're doing what we can.
[36:36] Moving on, so, and that's on page four, that all that information that I just shared is,
[36:41] dipping back to page three just for a moment when comparing where they're going to college,
[36:48] more students left to state this year than it's typical of us. With about 48% of the students going
[36:54] for your college is leaving the state to do it in about 27%.
[37:02] One thing that's really interesting is looking at the kinds of post-secondary experiences
[37:08] that this particular graduating cohort had.
[37:12] So we track that for at least 12 years now in terms of number of college credits that the
[37:17] students accumulated or could accumulate before they left us, which is a point of pride.
[37:23] We always have a pretty strong showing, but this year this class knocked it out of the park across 120.
[37:30] 243, I believe seniors that we just sent on their way, they completed 546 courses for college credit, before they left.
[37:41] I guess I said right there of across 123 students, for comparison, so 546 courses this last year, compared to 434, the previous year, and we were pretty proud of 434.
[37:53] So, really, really, really, really very strong class.
[37:58] So, that's all happy news.
[38:00] I'm happy to answer any options that you have
[38:03] or drill down on any detail further if you'd like to.
[38:08] Much pleasure.
[38:09] Thank you for joining us.
[38:10] Do you want to explain to your graduates?
[38:12] Yes.
[38:13] How many students do you have to move?
[38:16] About 500.
[38:18] No.
[38:19] You did graduate.
[38:20] Oh, 100 in poetry.
[38:22] Is that right?
[38:22] Yeah.
[38:22] I don't know that.
[38:26] That's a good question.
[38:32] You're welcome.
[38:34] I had a question.
[38:36] You know, I don't know the graduation is a need indication.
[38:39] I really have to follow you in the class.
[38:42] I have to say, I really have to be a student's teacher.
[38:45] I mean seriously.
[38:48] I think so, and the kids have been boys.
[38:52] Yeah.
[38:52] I understand in life, I'm perspective about how to pursue it.
[38:58] I'm not going to do that.
[39:00] I really really really don't take you back.
[39:02] I'm not really.
[39:03] I think you did it.
[39:05] Thank you very much.
[39:07] I really appreciate that.
[39:08] Really appreciate the work.
[39:14] And I think over time, the speech is over time.
[39:18] But I've been attending them.
[39:19] I think there was this post-comedy technical movement.
[39:25] Post-comedy.
[39:26] I've re-found my joy and things.
[39:29] Those are those speeches in 21.
[39:30] And it was like, oh, but I think these kids are getting it.
[39:36] So you all have kept that focus on being a whole person
[39:39] and not just being a staff that can about eight classes,
[39:45] but that's great, but being a good person, being a good system,
[39:49] being a community member is really important,
[39:51] and then the kids reflected that one they said.
[39:52] And since it is our learning expectation number one,
[39:55] we have five.
[39:56] And one is be a good feeling.
[39:58] Yeah, so I think that it was a parent and it was good.
[40:02] Yeah, right.
[40:03] Well thank you very much.
[40:04] It's always fun to share with you all the time.
[40:06] It makes it easy
[42:08] to be as well.
[42:26] If we wanted to make sure that the
[42:33] online group is that we want to
[42:36] times.
[42:39] But I think today that the art partners were ready to get dates.
[42:47] When they could
[42:50] present either a draft that will be the final or the final.
[42:55] but something to get by the time you get a date together,
[42:59] and absolutely,
[43:02] which is very close.
[43:03] In fact, I believe the importance of that is aware,
[43:08] but the normal processes
[43:12] I want to see, of
[43:21] course.
[43:22] So in the end, yes, and that's where I actually
[43:36] could be of it,
[43:42] and I could get it for the first
[43:48] responsibility
[43:48] of the state of the United States, and the United States.
[43:52] So don't there a job and have their report that they normally
[44:00] I just didn't think that, and I don't know, I'm going to call it my first name, the audit part of the wind, and David, is that they are really cool.
[44:12] I'm pointing time here, and so if I write
[44:17] the date and
[44:25] use the final draft that gets uploaded, that is correct.
[44:29] That's the final draft.
[44:31] I don't find a draft.
[44:33] And you can let it go.
[44:34] You can drop it up
[44:45] for questions last minute.
[44:49] So I just thought that.
[45:00] If we should actually make sure to see that part of the referendum because that's what the people discussed in front of the questions in the audit.
[45:12] In a covering by a question.
[45:16] And so then we've been on to talk about operations report.
[45:20] All of the people are delivered and we're building installed.
[45:24] We're building one.
[45:27] The facility is with busy but we need to hear.
[45:29] But it was constantly that it's been smoothest in many years, which is great thanks to all the preparation work that was done.
[45:38] The superintendent also informed the committee of the SDA and operations specialist that had early in office discussed events in the timing.
[45:45] And then we were already produced some process and I don't know if you have anything for them to add, but I also think it was very smooth based upon what you said.
[45:54] and that the transportation study consultant will begin in the next few weeks.
[46:00] Yeah, we met in our activities started.
[46:09] But we nod to the capital plan,
[46:12] where we are all the summer projects we've completed with this great teamer.
[46:16] We also know that we should have a tag sale
[46:19] to allow for the new members to purchase a furniture workshop.
[46:22] And that was a furniture that we have been preparing for.
[46:25] for the October meeting of continue to discuss the capital
[46:29] committee on the forward with the top of the plan
[46:32] that I
[46:35] know categorize,
[46:52] it's important to note that at the end
[46:55] of the
[46:58] June 30th, that the education reserve
[47:03] for million in
[47:09] the 30th approved that
[47:16] the phone system
[47:19] quickly, then we also encumber Jala's
[47:23] that we needed for the high school project advisors
[47:25] for our KDS, which is, so there are many values
[47:30] as
[47:41] an additionally, we did end up going into exact, oh sorry, let's talk about the white
[47:48] barn, it's very important, hold on, talked about the white barn, and I believe you may be
[47:55] talking about it further in our agenda for today of the donation of
[48:06] E.N. then further, we did
[48:09] go into exactly a session problem.
[48:14] Any questions from the perspective?
[48:20] You just want to update
[48:21] one thing, the Summer Projects were all done, but we are having trouble with the floor in the
[48:25] gym at birth, and so we have gone back to the other, just try to recognize some of the
[48:30] things.
[48:30] They're going that way, the gym floor.
[48:37] So, um,
[48:40] double check on the board education scene, uh, before it gets posted,
[48:48] even like,
[48:50] I've never heard of the government body not seeing their audit,
[48:55] and I could be wrong, but
[48:56] I don't know, push up the expression because it's late, I don't know, but that sounds
[49:01] Thank you very much.
[49:03] Second day, are we done with our capital friend?
[49:09] We are not.
[49:11] We are looking at bringing that to impact and act on it.
[49:16] So the final version of it in our country.
[49:20] It's close to a class first.
[49:21] We're pretty close on it.
[49:23] So just be distant on what we want to do for this year.
[49:29] And so the white bar is going to be a total cost of the project.
[49:37] So we were within, I don't have the total cost here with me, but we could get it, but to my knowledge it was within what we put in for this.
[49:47] That was an additional.
[49:51] For the cost of the landowners.
[49:53] For the cost of the landowners.
[49:56] Yeah.
[49:57] So can we just as a discipline and facilities once we complete our taxes?
[50:02] That's all.
[50:03] We're going to work in to, you know, and all the stuff that went into application permit, the
[50:10] We also said, I think a budget for Arcades do we not originally decided to extend that time, we know that we kept creating that opportunity as well.
[50:35] So my knowledge we have, I don't know that we have it.
[50:40] So because he goes back to a motion where we decided to extend the green input, whatever, now we decided to...
[50:47] Yeah, just check out.
[50:49] Yeah.
[50:50] I appreciate that.
[50:50] Yeah, I appreciate that.
[50:51] Yeah, I appreciate that.
[50:53] To me, extend it over the summer.
[50:56] Yeah.
[50:56] I definitely don't remember.
[50:57] Yeah.
[50:58] So that's over just in the capital that you're talking about right now,
[51:01] is the number for our heinous, the January July with QA and I believe, but I'm just
[51:10] going to tell you that the feasibility study we did at all RFP, so I'm just asking if we
[51:20] have a discipline in a real project, so RFP is still stepping, right? And the entire RFP
[51:25] And our kids, I think that's a personal one.
[51:27] And what's budget to have people, right?
[51:29] But then we agreed also to have our kids working somewhere.
[51:33] We're going to come on.
[51:34] We'll be on the creation of these bills that
[51:36] have helped us with a legal language, et cetera, et cetera.
[51:40] And just so we're continuing to monitor.
[51:42] Yep.
[51:42] How was your spending on it?
[51:43] We need to be exploring.
[51:45] It was actually a lesson.
[51:47] Yeah.
[51:47] We have a lesson about just knowing, you know, all along.
[51:50] Well, not master playing in sex often, but ever since we decided on the
[51:54] highest, how much have we invested? Right. Oh, that's gross. Yeah.
[51:58] We went with that. But there's a lot of things I see looked at me.
[52:03] Some of this, some of this,
[52:14] we made an on-exportable to do in the
[52:16] capital. That's it. In fact, it's kept on. Well, you know, that was
[52:27] a big time. They cost us money.
[52:30] So if you have a time you call, what are the costs of money? What is keeping a chart earlier? Who am I receiving? What would be out? What was it actually? What was it for?
[52:40] And what did we send?
[52:41] Turin, so the budget for some other sort. Maybe it's your list of big dollar items.
[52:57] Or whatever I missed, those folks sent me to say, I'm not happy.
[53:07] Okay. So health insurance. Oh yeah, that's me too.
[53:13] and my friend that and they said okay so it's just a real by trying to dodge the
[53:24] why here. So we met and it wasn't last week it was the prior to that and what we did is we met on September 8
[53:34] actually was seeing this right before.
[53:36] Then, in fact, I believe.
[53:38] And so what we did is we really want to just share
[53:41] here what we have identified as the options.
[53:46] It's just like our text report.
[53:49] So I'm going to read it, going forward if that's okay.
[53:52] So the priority purpose of more of the task force, right?
[53:55] This is going to be temporary in nature.
[53:56] It's not going to be a community forever.
[53:58] Is that we're going to optimize the financial
[54:01] of the standard that will be the district
[54:02] and you can try to benefit and
[54:08] ensure your attention and wellness of our
[54:13] subcommittee.
[54:14] We'll synthesize and sign in to a formal argumentate.
[54:21] The scope of this committee is to investigate, analyze, and compare available to the
[54:25] chart's atmosphere.
[54:30] You understand that we need to be quickly on this piece.
[54:35] So this includes a review of the terms and options available from
[54:41] the mind of us that
[54:46] it's
[54:47] a consortium.
[54:50] Then to compare those with other available options, the subcommittee and these are used
[54:55] in the first meeting in those members present for Matt Riggs, a co-chair and Kelly
[55:06] Hanessa,
[55:07] and
[55:10] he's a collegeist, but
[55:13] like, how do I say things? Okay, I'm gonna have a safe ass.
[55:16] Hi, I'm gonna have a safe ass. I think this goes well.
[55:20] So that is the broker,
[55:29] we did end up laying all that out there and going into it.
[55:40] We will continue to need
[55:45] de-forth and 630 to continue
[55:51] with that. We have asked for a lot of data.
[55:58] What is it that is
[56:03] how do we get where we are in some
[56:09] of the charter we didn't call it what we do
[56:20] have did I miss anything
[56:24] No, that was fantastic. Thank you for doing that Kelly
[56:27] Well thank you that is
[56:45] I'm as a second we're in an executive
[56:49] we really need to
[56:56] three we'll take it most of the data that we need
[57:01] But I think that we need to be open to have some of those negotiations
[57:08] because, you know, what we are doing is we are doing a very significant thing in everybody else
[57:14] with a meaning which is not secret, which is within the
[57:26] hoods. So, we take what we have,
[57:28] we compare the state plan.
[57:32] We do have to understand that there is risk.
[57:49] So, we are quite doing what we never believe in the party to do something specific.
[57:56] So, I think we should take the
[58:01] delegates we have already did.
[58:06] We did never do that.
[58:17] with the driver
[58:21] in a drop to date right here.
[58:32] How would you like me to know about sharing,
[58:36] to say you'll try to make a motion,
[58:37] to have participation,
[58:39] delegate the authority of the medical,
[58:43] specifically in here.
[58:44] It's all part of the community.
[58:45] You have insurance evaluation.
[58:47] You have to have a job.
[58:48] This is the value it will be currently had.
[58:50] And it becomes the evaluation tab.
[58:56] Truly the subcommittee for the task force
[59:00] was being broke,
[59:09] right, so you're not going to be able to position those corrections in the committee.
[59:14] Please make a motion in the sense that that's there for the...
[59:19] I will make a motion for the Board of Education Task Force title,
[59:27] the assurance that help insurance evaluations after not charter,
[59:31] to look for authority from the Board to allow us to do that for
[59:38] our committee.
[59:41] You get to do the evaluation.
[59:42] and you have to do that.
[59:54] I'm also going to talk to you to make it seem to request any information you need to.
[1:00:00] In order to be able to request any data and add it right back.
[1:00:24] And
[1:00:30] I think
[1:00:38] it is, so it does end with 15 visit today, when are you, what are your goals
[1:00:45] for your creation of this, so that a board can make this decision?
[1:00:52] So I think if you look at, I don't know exactly when the next board meeting is, so I'm
[1:00:57] going to go back to the next board meeting, which we've done for a second, I'm going to
[1:01:01] use that slide.
[1:01:02] I wasn't sure how long it is going to be, but that's what we're striving for.
[1:01:07] I mean, yeah, or make my sense of literature,
[1:01:12] we have two women after all.
[1:01:14] Oh, sorry, nice, that's it.
[1:01:18] Because the negotiations have
[1:01:25] been 20.
[1:01:27] So, I love deadlines.
[1:01:28] It's only one.
[1:01:30] Because I don't know how to get anything done.
[1:01:33] So, I would believe that it's the second board meeting
[1:01:35] that we're not sure where that would be to be able to come back and ask for.
[1:01:39] Because I'm sure
[1:01:46] that's making it.
[1:01:49] The 24th.
[1:01:53] But
[1:02:01] we're going to need the broker to help us move on.
[1:02:07] We're going to need the broker to help us move on.
[1:02:11] We're actively engaged in
[1:02:16] based upon my single time with me,
[1:02:18] but then we really seem to have a lot of regional infrastructure as well,
[1:02:26] so because
[1:02:31] I thought,
[1:02:31] yeah, I just don't think they're worth it.
[1:02:34] That's how you're seeing it.
[1:02:36] Oh, thank you.
[1:02:39] But it seems that it's bouncing out of knowledge to compare at different.
[1:02:51] Yeah, I know it has that when I'll compute it from there.
[1:02:54] You don't have to do that.
[1:02:56] You don't have to do that.
[1:02:58] What do you always have from there?
[1:03:01] I'm going to do something.
[1:03:03] And it's the broker in the evening inquiry into the,
[1:03:12] you know,
[1:03:12] You see HMC, or is it more of a little bit, so if I was that being reported about it, it took a little bit to 20 more of a.
[1:03:22] And which is one of the things that came out of our research activities.
[1:03:34] Tara, I'm a tutor.
[1:03:35] Yes.
[1:03:36] Sonia Sharpen here.
[1:03:38] Lisa Connelly.
[1:03:39] Jennifer Faveler.
[1:03:40] Yes.
[1:03:41] Kelly Huckel.
[1:03:43] Yes.
[1:03:43] Matthew Rix.
[1:03:45] Yes.
[1:03:46] Suzanne Zach.
[1:03:49] Jen Bigley.
[1:03:50] Yes.
[1:03:50] Heather Pa.
[1:03:51] Yeah,
[1:03:54] don't think
[1:04:12] they come on more months and things, don't know the answer.
[1:04:19] Yeah, yeah, yeah.
[1:04:22] But we asked them, but more formally to it was as during the last meeting,
[1:04:30] they could begin to forecast on weekly basis.
[1:04:33] and the match showed a number of weeks of each month to the prior year into the current care
[1:04:43] service. We'll have these endless discussions about how many weeks have I left it in the
[1:04:49] year, and how many months have I left it in the year, and how many months have I left it in the
[1:04:50] year, and how many months have I left it in the year? Everything is well-known because the whole coming
[1:04:58] ahead and it allows even masks, the situation of what's going on through.
[1:05:06] So if we pay two payments, so first off, if we ever pay in advance a set of new masks
[1:05:13] in our bill,
[1:05:17] isn't it why I, you know, it's just a piece of, you know, the source team has
[1:05:21] capacity to do it legally, and we both pay past it later, the objection, it's going to
[1:05:28] And so we were first all the highest cases and sort of we should just, the portion of that.
[1:05:34] Secondly, we just, that means that Jews, we don't pay something.
[1:05:42] In June, we didn't, right?
[1:05:46] However, in the past, it's the current plan that is the current plan.
[1:05:51] But they also passed a verification of allowing a special assessment, without any advance one.
[1:06:05] So there's a new rule where they can do that.
[1:06:09] So they passed that one.
[1:06:12] Also the last class meeting.
[1:06:14] Because you just went up again on this way side.
[1:06:17] They wanted to clarify their powers to require a special assessment with no advance warning.
[1:06:28] So on June 29th, they could say by June 30th, we owe another money, some earned $50,000.
[1:06:39] So, question is, if they have the powers to do that, how does it mean to handle that as it relates to our staff?
[1:06:52] So we need to understand that and accept these key forms and what
[1:07:00] we have and what we need to do is to impact things.
[1:07:07] And they can't know on this June 28th, June 29th, they always want
[1:07:25] to.
[1:07:25] because being able to, I would be so sure.
[1:07:30] roll at any time and
[1:07:36] so again, for the public record, I think our role as a task force is to ensure
[1:07:43] that we still provide quality, health insurance, comparable, and the sermons of the same
[1:07:52] to meet our staff. It's just that steady and the same consortium that we're in, doesn't
[1:07:58] feel very solid.
[1:08:11] Do you have anything else to add?
[1:08:15] No, thanks. Yeah, we're just trying to review what this consortium is doing and not doing
[1:08:24] for our staff. I think Kelly, you just summed it up. We want to be able to affordively provide health
[1:08:33] insurance to the staff of RST-17 in a way that retains those staff that is financially responsible
[1:08:43] to the district and its taxpayers and just a matter of reviewing costs and contracts and
[1:08:51] and everything else to figure out what the best options are and we hope to come back to this
[1:08:56] to the full board with those recommendations in short order because as we've mentioned we just
[1:09:02] don't have a lot of time to make this decision.
[1:09:22] The
[1:09:25] first day, this is a superintendent who has the courage to work against your
[1:09:32] efforts.
[1:09:32] We've got to be there currently in the process of learning and right now we're going to
[1:09:38] have to put up a 10 to a,
[1:09:47] no, we need to get this started, but they should be starting
[1:09:51] soon.
[1:09:52] And one is finishing in your book.
[1:09:55] It's a further take.
[1:09:58] And I'm just actually about direct up.
[1:10:01] Director of Facility, Security, and Transportation,
[1:10:04] JavaScript, and so on.
[1:10:06] So it's in your position.
[1:10:08] So I will begin with that.
[1:10:09] So it's
[1:10:14] not completely dead.
[1:10:16] We've motioned to, and we're planning,
[1:10:18] and we're going to provide proof of the challenge.
[1:10:26] And as relates to...
[1:10:30] We've worked five sessions on federal and South England,
[1:10:35] and the assistance you're going to get for the city,
[1:10:38] even shared a RZ-17 annual setting for the board.
[1:10:43] We're going to work out that you don't use this framework
[1:10:46] and go through and turn, sort of, just like a common language
[1:10:52] for all the states that have been in this South England
[1:10:55] framework and the health things to the board
[1:10:58] in your three years of active work.
[1:11:02] It's also called for the board.
[1:11:02] I think this is even happening.
[1:11:04] Wait, but what is there in that plan?
[1:11:07] How is it going to work?
[1:11:08] And so it's like, hopefully, I'll clarify all that act.
[1:11:11] And I just want to question that.
[1:11:15] There's the information in this framework, which is currently in a draft format.
[1:11:19] It was that as you know, it's trying to be interesting.
[1:11:23] So we can't think of it as a really responsive,
[1:11:25] And all these situations are not right with you like, no, no, no, the day I know it's actually.
[1:11:33] There's some new devices,
[1:11:41] and then just to kind of hide back into the manual, right?
[1:11:45] So, like, this recording framework, there's a live within a envelope and what we can do.
[1:11:53] Within a policy.
[1:11:54] So, that this isn't just something that is good for things that have come.
[1:11:58] It's been created, and then we get a slots in the shuffle, then go on.
[1:12:01] get with this one face
[1:12:07] and that. And then we'll be able to
[1:12:11] be able to look at this one as well.
[1:12:16] And then we might
[1:12:17] choose if you have session to discuss what we're
[1:12:20] getting and then we'll let you sit.
[1:12:24] Or when someone
[1:12:32] might want to get. The director of facilities, do we take a
[1:12:36] matter or need to be discussed? Yeah, so under discussion, number
[1:12:40] five, I'll talk about it a little bit. Okay,
[1:12:42] okay, do you know where it's
[1:12:48] at? Yeah,
[1:12:53] So we met, and I'm just going to go for this evening.
[1:12:59] We discussed the Board of Ed meeting at the calendar and the committee
[1:13:05] calendars.
[1:13:06] Actually, we primarily discussed the Board of Ed calendars.
[1:13:11] For 2027.
[1:13:14] Which will be there in some order to this year.
[1:13:17] We will likely hold most of our meetings.
[1:13:20] as central office, rather than going back and forth, specifically during the budget
[1:13:27] process.
[1:13:27] This is a lot of information that is housed at Central Office, and it's not just your
[1:13:32] head, it should be clearly information.
[1:13:36] We also discussed redeveloping our retreat dates, making both of this batch later both
[1:13:46] because there is more information available a little bit later
[1:13:49] for specifically the summer one,
[1:13:52] and we push it back a little bit.
[1:13:54] And it seems to be a little more convenient
[1:13:57] for people to be a little bit later.
[1:14:01] Subcommittee calendar is sub-inventile up
[1:14:03] to end with the review of future moving.
[1:14:07] We discussed the budget communications template
[1:14:11] that we are looking into putting together.
[1:14:14] But we discussed developing a consistent back-to-based template for communicating information
[1:14:21] to the community.
[1:14:24] We talked about having three annual visitors, one would be the fall welcome back, pre-budget
[1:14:33] and thank you and a looking ahead, oh, I'm sorry, that was the brief, welcome back a pre-budget
[1:14:41] winter and a vacuum looking head so after the budget passes we need to have more
[1:14:48] information about what we're doing, like how the tax payer dollars are being spent
[1:14:56] in providing specific examples of school and programs.
[1:15:00] They're having these schools.
[1:15:05] We also discussed board meeting with the first latchment in each
[1:15:08] town, and including a regular viewing corner in the district's communication, that go out
[1:15:15] monthly to the school community.
[1:15:20] And if committee will continue developing a computer that
[1:15:23] communications template, four budget communications,
[1:15:27] and that will then come to the full board for approval.
[1:15:31] So I don't want to be seeing that count
[1:15:32] that the world is serve using it and for it.
[1:15:38] Dr. Selvin Balske provides a variety of information
[1:15:41] on parents school that has been rolled out this year.
[1:15:45] The platform provides detailed engagement analytics
[1:15:47] that can help inform communication efforts.
[1:15:51] It was great for all of us to see, I believe, it was at every level, there was about a hundred percent.
[1:15:58] Yeah, one scrolls at a million percent.
[1:16:01] So that was a great mistake.
[1:16:02] It's really great.
[1:16:03] Yeah.
[1:16:04] Yeah, it's really deep.
[1:16:06] And it's really helpful to be able to extract, who's seeing it and how it's afforded.
[1:16:13] Just for fact, it's continued to become more familiar and comfortable in terms of it.
[1:16:19] We also reviewed the self-evaluation forms that you will see very soon.
[1:16:26] We distribute these and the leaves out of the mirror and these are used to inform some
[1:16:33] of our activities at the financial retreat.
[1:16:38] And the other thing that we discussed is essentially to bring the communications committee
[1:16:41] to focus more on community engagement opportunities.
[1:16:46] which, frankly, those regular abuse letters, so we're not just, you know, reaching out at one
[1:16:53] time of the civil reaching out, you know, at, yes, continually through regular intervals and people
[1:17:00] will know whether it's actually
[1:17:05] going to under budget implications except for during budget process
[1:17:08] or throughout the
[1:17:13] years. So the idea, well, the idea is to have regular communications so that we're
[1:17:18] actually discussing what the budget funds throughout the year, and then that we'll actually
[1:17:26] break down the budget, so we can give people information in and more digestible.
[1:17:33] Now, Shem, we're really going to answer an example from the distribution page two, where they
[1:17:40] they share wraps and charts that are actually in our budget book, and they look very similar.
[1:17:46] But someone with an entire knowledge doesn't really point them.
[1:17:51] So if we were to do something like that, it just gives people just natural intervention.
[1:17:57] But usually what people are asking for and what we usually have to say is over on the website.
[1:18:03] And then they want their eyes out.
[1:18:05] So it's during the budget.
[1:18:06] Correct.
[1:18:07] Not throughout the year.
[1:18:09] On budget.
[1:18:11] Yeah, yeah.
[1:18:12] Because it would be, it would be an actual intervention.
[1:18:14] and we would have that report that time because it wouldn't be on the approval.
[1:18:18] That's what we could report how we're distributing to family members.
[1:18:23] That's why I asked you go, this is one of the questions you've been in for as a result.
[1:18:26] No, this is for Australia.
[1:18:28] However, what we talked about with that, we're just getting started on it.
[1:18:33] We've already started the year, we haven't done that, and it's not an expectation that it's right in that moment.
[1:18:38] that it would be the outcome of moving forward.
[1:18:43] So we started at the budget at one.
[1:18:46] And then have a goal of three.
[1:18:47] So you start school year-outs saying,
[1:18:50] each of the things that the set of budget
[1:18:51] was going to do with here some examples of doing that.
[1:18:54] And then at the budget, this is what this is.
[1:18:59] And afterwards, this is how we've wrapped up the year
[1:19:02] of what the set of budget was going to do with being,
[1:19:05] you know, for whatever we set of budget.
[1:19:08] I want to reset the threshold.
[1:19:10] That would be a goal.
[1:19:13] I go in communication with people.
[1:19:15] But something predictable too,
[1:19:16] over time, so people would say,
[1:19:18] well, I'm going to see this because that's
[1:19:20] the information that's important and informative.
[1:19:25] And they, for me, have
[1:19:29] current with parents,
[1:19:30] where are people actually talking,
[1:19:33] but before that, we can have enough.
[1:19:35] Do you know what I mean?
[1:19:36] You can do it.
[1:19:37] I think that
[1:19:45] that platform,
[1:19:46] communication and how what even happens so far. I think has really been the
[1:19:52] least strength at the parent's district.
[1:20:03] I'm assuming that you're in a legal life.
[1:20:05] It's a parent's square. I'm sorry to like you're getting information on a woman.
[1:20:11] And it's really easy to find the key for the group.
[1:20:17] So it's, somebody just even mentioned
[1:20:19] to be one of those athletes that I can't really
[1:20:21] work out.
[1:20:26] So it was a question.
[1:20:30] Right.
[1:20:30] Yeah.
[1:20:31] That was a question we talked about,
[1:20:32] was that
[1:20:36] I think this were kind of
[1:20:39] to be meeting with the first life end,
[1:20:41] and I think including those things to be pushed out
[1:20:44] into one of the, you know,
[1:20:49] then push that out to the community so that people beyond just parents get that and then the
[1:20:55] goal of this template that we're going to work at, then it would be a mail error that would be
[1:21:00] me able to on-home homes in the two districts so that everybody would receive a mail error eventually
[1:21:06] that everybody in here will be free here and how we're able to work with people in terms
[1:21:13] of this
[1:21:15] So, I go so hard to do different.
[1:21:17] So, we train the effects.
[1:21:19] And at some point, we can do, like, a super cool super.
[1:21:22] So, we come in and do a presentation on what, how we build up transfer.
[1:21:26] And it really, that communication with families.
[1:21:29] How we do everything.
[1:21:30] The only comes to this type of communication.
[1:21:33] We started with Crystal's health to email out.
[1:21:37] That's what we explore to gender.
[1:21:38] So soon as they get emailed out, they get emailed to the talents to post or also sending it through
[1:21:45] parents' prayers and these are the agenda for next week's meetings, and so, you know, in meeting
[1:21:53] with the first select event, could some previous conversations, some of my attention meant
[1:21:59] when we sent them these like, they might send it out, they might not send it out, so just having
[1:22:04] I don't know how to say something. First of all, when we send this out to you, you can push it out.
[1:22:10] So that, you know, other people are getting it, these sites just really scripting it.
[1:22:16] Yeah, I thought, like, when I, I think it knows this all day long.
[1:22:21] But I thought you could try that.
[1:22:23] Well, what were you doing?
[1:22:24] I mean, I think that's a little numbers.
[1:22:26] When you write like, do you already take me?
[1:22:29] I assume that was...
[1:22:43] So those three here, like, like, that's the agenda item, so those will, that's not something that should be like, three here, that's something that happened, that people need to know about.
[1:22:58] Yeah, we'll be the only way we could do that is if the first assignment
[1:23:02] or send out the email, because we don't have our help.
[1:23:05] We do.
[1:23:05] We have the email system that was set up.
[1:23:08] We're not to the whole community.
[1:23:11] We have like a couple of different people that signed up for any emails in this.
[1:23:16] So yes, there is a way.
[1:23:17] You're choosing to do it different way.
[1:23:19] But I just don't want to say it like there isn't a way to do it.
[1:23:21] We have a way to do it.
[1:23:24] We have a way to do it.
[1:23:27] Anybody who signed up, but it's the same with the first of luck.
[1:23:30] They're not hitting every single community, there's a whole hole.
[1:23:33] Right, so these people decide that often.
[1:23:35] Are you being an aside-of-time on the time of websites?
[1:23:37] You want the only to want a lot.
[1:23:39] So we've got an option though, you should.
[1:23:41] Yeah, correct.
[1:23:42] I don't have that.
[1:23:43] That's ecstasy.
[1:23:45] Oh, yeah.
[1:23:46] That's ecstasy.
[1:23:50] Yeah, that's ecstasy.
[1:23:51] Yeah, that's ecstasy.
[1:23:52] Yeah, that's ecstasy.
[1:23:52] No, yeah, that's ecstasy.
[1:23:53] No, yeah, that's ecstasy.
[1:23:53] No, yeah, that's ecstasy.
[1:23:53] That's ecstasy.
[1:23:54] I think that's ecstasy.
[1:23:55] But we can start looking to like, all the words of communication needs to be about
[1:24:01] our team.
[1:24:02] Right.
[1:24:06] But we have a word system for some, right, so some of that subject, we've got to do the dance.
[1:24:14] I feel like that's in, I would do that understanding.
[1:24:17] We sometimes have a word system for a community for, yeah, we have a word system.
[1:24:20] Yeah, I understand that.
[1:24:22] If we can get people, for words, for a different, you know, math, you know, distribution.
[1:24:30] That's why the sounds ask us as they want to expand their looks
[1:24:37] for that.
[1:24:39] Whenever you understand the questions of the person.
[1:24:42] Yeah, I mean, I mean, I mean, like, how would you...
[1:24:46] Yeah, I mean, how would you explain that?
[1:24:47] Yeah, that's my agenda with them.
[1:24:51] And one thing is going to be to make the movement that I include the preschool program coming up here.
[1:25:00] I'm not necessarily, because they're not in, but I don't, they're not in power school.
[1:25:06] So, this is, this is a school-aged parents class for school-aged teachers, so that's a power school every night.
[1:25:15] So, the daycare does not have PSI as code, so they're not in power school.
[1:25:21] So we can certainly see some of them.
[1:25:25] Oh my god, it's useful.
[1:25:26] Yeah, it's useful.
[1:25:27] Yeah, it's useful.
[1:25:28] Special, we'll record our preschool over at the time,
[1:25:31] or our schools do.
[1:25:33] All right.
[1:25:36] So we'll go
[1:25:40] to great.
[1:25:42] Just especially on the job description.
[1:25:44] Sure.
[1:25:46] So we have a finance manager on position that a person in the position has
[1:25:53] on in looking at reorganizing and understanding the needs of the district, making recommendations
[1:26:02] for to change the job to the director of facilities, safety, and transportation, splitting
[1:26:09] the responsibilities so currently we have a director of finance and operations and we would
[1:26:15] be pulling out majority of the operations at that goal and splitting it between some different
[1:26:22] goals, for the purpose of this position, it would be safety facilities, safety and transportation.
[1:26:29] By splitting the responsibilities for school finance from facilities, recognizes the
[1:26:34] value of two very different positions that require very different skills.
[1:26:41] And I would say extreme need in this district to really have a focus on specifically operations
[1:26:50] and finance, as separate entities.
[1:26:54] By doing this, just show our dedication to improving accuracy
[1:26:58] and tidiness from the financial development and business office
[1:27:03] and being able to build on the systems specifically for that.
[1:27:09] Like I said, finding someone that is finance and operations
[1:27:14] is vastly different.
[1:27:16] And for our district, as we are looking at high school run a date as new, project, really having
[1:27:24] somebody that has skill set specifically for our facilities and operations.
[1:27:29] We understand that.
[1:27:30] Participation is an extremely here.
[1:27:33] Having oversight to some of our work that's happening.
[1:27:36] We're expanding now as well.
[1:27:39] And then, of course, the overall safety, which goes along with capital.
[1:27:43] those in safety, emergency, all those, all those aspects as well, we would also be able
[1:27:50] to have a stronger focus on a capital plan and a long-term goals of the capital plan as
[1:27:57] well.
[1:27:58] With funding for this position, we're specifically through the current position of the finance
[1:28:03] manager, and then utilizing lines through purchase lines through that department, as well,
[1:28:10] using a very sharp and accurate reflection on exactly what we're using in those purchase lines and I'm
[1:28:22] sharing that we utilize the money for this position. We'll have to take a keen eye to make sure that we don't hold on to it.
[1:28:30] I'm sorry, you used a trace of finance manager right you went.
[1:28:34] It's all inside the facilities manager.
[1:28:36] I think that's fine.
[1:28:39] I want to make sure.
[1:28:40] Yes, that's fine.
[1:28:42] This is a director at Facility Safety and Transportation, and we're only taking apart operations
[1:28:50] out of finance.
[1:28:51] So we can really show we focus on things and we're important, this is right now, and we need
[1:28:55] to focus on finance and rebuilding that department to a very functional, but something that
[1:29:02] works for the district and something that ensures that we really have proper things in place that
[1:29:09] we need in order to have our audits done in the time of fashion or pieces of place and then this
[1:29:16] splits the job to also focus on significant needs of the buildings specifically with the high school
[1:29:22] better
[1:29:25] positive thinking, positively thinking on high school but also knowing that regardless
[1:29:32] the highest-class significant projects that need, as well as the other buildings as well,
[1:29:36] but you really focus on capital planning and I'm really having the position elevated to a place
[1:29:41] that really does take into consideration. Well, the basins of this district, properties, buildings,
[1:29:49] or safety.
[1:29:54] So I think it rolls off here's one by saying director of the system.
[1:30:01] It's here, security.
[1:30:05] Security.
[1:30:07] How do we ask?
[1:30:07] And then you say that way because I think that that speaks better to what you're asking for the safety and security.
[1:30:17] I'm going to take you a little bit here about me.
[1:30:18] It's just a recommendation piece of information stuff.
[1:30:22] You think we're using that safety in our computer game?
[1:30:24] Oh, so you can do it for this?
[1:30:26] All the phone, but how many things might I ask you at a minute?
[1:30:30] He went, I mean, on the Chalhum, yes.
[1:30:35] And so, yeah, absolutely.
[1:30:36] And so then, what I understand is that the salary
[1:30:40] we've been to someone for 35 and so, actually,
[1:30:45] it's updated.
[1:30:47] We are looking at an older version of everything.
[1:30:50] Oh, yeah.
[1:30:50] We have a update.
[1:30:52] It's in the highest update.
[1:30:53] Thanks.
[1:30:54] This is from, um, I don't know what's changed,
[1:30:57] but I guess that's what I wanted to understand.
[1:31:00] So I apologize, we have to do it, I don't think so wasn't manager in the manager was about 10.
[1:31:11] So now it's just about 1.40 to 1.60.
[1:31:16] Okay, I say, based on my market I'm seeing.
[1:31:18] Yes, based on my market, net 50 is going to come off the line of the self that we're not going to have.
[1:31:25] It's going to come off of purchase in that part. So the purchase leave that we're not going to
[1:31:32] correct the other side of purchase services.
[1:31:37] What will happen next year?
[1:31:39] The purchase service line will continue to stay low and the salaries continue to be maintained
[1:31:44] for the purchase services will
[1:31:49] be, you know, the purchase service will go down because the
[1:31:52] salary will go up. And next year it will be like, yeah, it will go through.
[1:31:57] Can we eliminate purchase services not just borrow from the machine?
[1:32:02] That's a goal.
[1:32:05] And also, will you be, you won't be to replace the manager?
[1:32:11] No.
[1:32:11] This, we place it in.
[1:32:13] Yes.
[1:32:14] That's why I'm going to be stabbed down the road for.
[1:32:16] I don't believe so.
[1:32:19] That doesn't mean that we well continue to evaluate reorganization within.
[1:32:25] But I don't believe that we're really looking at asking for anything.
[1:32:35] So in non-standarding the current financial director, would you because you cut down the
[1:32:42] panel?
[1:32:43] You see, because I know that job is also one that will be in transition, because it's
[1:32:49] a temporary intern.
[1:32:50] I was really using a lot of buying that salary without the elbows responsible.
[1:32:55] I think we have to look at it.
[1:32:57] I'm unsure if it would be competitive if we don't.
[1:33:00] In that, I'm not sure we were competitive as finding
[1:33:05] stand operations to begin with.
[1:33:07] We struggle with finding candidates that we've got
[1:33:10] when they're able, but we definitely have to revisit it.
[1:33:16] I can't say yes to that right away, but as always,
[1:33:24] we'll look at any efficiencies, you know.
[1:33:27] I believe you two have fun transfers in finance.
[1:33:31] Yeah, so we'll do that in finance.
[1:33:48] Yes, yes, just make really important. Yeah, putting operations under finance. I didn't really say it was all
[1:33:57] Yeah, it is I mean I I know it only happened two years ago, but in the time that I've been here
[1:34:05] It's
[1:34:06] daunting really to try to get all the things operation
[1:34:09] You need to get done in the top of at the same time that we have all the things in the finance department
[1:34:15] And so they're particularly big projects for me here.
[1:34:23] You know, we were, I hate to call it typical public school system, but being a regional public
[1:34:27] school system, having role in the responsibility of the properties and the amount of that it is,
[1:34:33] as well as additional pieces through finance department that are put up on us by being responsible
[1:34:40] in a way that we are as regional.
[1:34:43] We're really, we can't really compare it to another district,
[1:34:47] our size, it's not regional.
[1:34:49] It might have those things together,
[1:34:51] because there's other people from the town side
[1:34:53] that are doing some of that work.
[1:34:54] So, yeah, that's it.
[1:34:56] And so, I'm having a chance to be on such a very good
[1:34:58] conference.
[1:35:00] Yes.
[1:35:01] So, in the meantime, yes, we're looking at trying to figure out
[1:35:06] what we're going to do in the meantime,
[1:35:07] utilizing some of our current staff that's been reaching out to see if there's anyone
[1:35:13] that could be in the interim. We have an assistant manager that we're getting a concept
[1:35:21] into and we have an operations specialist. But it's kind of quicker.
[1:35:31] We're going to have an earlier
[1:35:38] low-bed and got a raise because they were going to take on some of these responsibilities for
[1:35:43] nature basis and then when those symptoms are going to go away, they're raising that.
[1:35:50] So, I'd like to be sure whatever you do on the nature basis, those are going to go back to
[1:35:54] yes, good luck.
[1:35:59] Well, it will be very, very long time, I hope so.
[1:36:01] And we're hoping that folks stay asleep, you know, like, you know, yeah, let's do that.
[1:36:07] to improve the job description for the diversity of facilities,
[1:36:12] but not on the public.
[1:36:13] Do you see these last two cases?
[1:36:31] Tara Amatuto.
[1:36:32] Yes.
[1:36:33] Sonia Sharpentir.
[1:36:35] Lisa Connolly.
[1:36:36] Jennifer Favelore.
[1:36:39] Kelly Huckle.
[1:36:40] Yes.
[1:36:41] Matthew Riggs.
[1:36:42] Yes.
[1:36:43] Suzanne Sack.
[1:36:44] Yes.
[1:36:45] Jennifer vaguely.
[1:36:46] Yes.
[1:36:47] Heather Pa.
[1:36:53] It's still draft.
[1:36:54] Hi.
[1:36:55] I don't know, but it's the start for sure.
[1:37:03] Right, so that's it.
[1:37:03] I'm doing some out the way far.
[1:37:07] Yeah, so in the barn being demolished, the white barn,
[1:37:14] couple of lots was salvaged, and we did check
[1:37:17] with our engineers and something that they would be able
[1:37:19] to donate.
[1:37:21] So I did check with both the first left men
[1:37:24] with the one working at Adam,
[1:37:26] asking them if there was anything that they saw
[1:37:30] This further discussion, otherwise the recommendations be to to donate people out to the head of the
[1:37:39] of the society which the Mare Understanding of the David Lawrum.
[1:37:49] Yes.
[1:37:51] Is that a little bit of a little bit?
[1:37:54] Is that a little bit of a little bit?
[1:37:54] It does.
[1:37:55] It does.
[1:37:56] It's a little bit of a little bit of a little bit of a little bit of a little bit of a little bit.
[1:37:58] So if you just take it on a side end there.
[1:38:03] If they ultimately changed their mind on the side end, they didn't want it.
[1:38:07] Once they, the marks didn't pop, so whatever, it would just be.
[1:38:12] We
[1:38:16] can also offer, we can go to Australia society, yes, and we can just make sure, and
[1:38:23] in writing to our first life in, that we're just discussed in, yeah, because since I'm
[1:38:30] making the donation, as you agree with you, finally with you, however, if you're there
[1:38:35] as well, I think it's actually a capital asset.
[1:38:40] I don't know, I just want to be on the record.
[1:38:44] First of all, I don't believe you're supposed to do that.
[1:38:47] Yeah, but I can write in the moment of back to them.
[1:38:50] I'm really glad I've been just a meeting of the current.
[1:38:52] I just have to meet them, but I'll send it back as a result of tonight's meeting.
[1:38:57] And yeah, we could have definitely,
[1:39:02] yeah.
[1:39:02] So I'm just asking for approval to say, yes.
[1:39:05] So I have a motion to approve the donation of the quote from the White Barons
[1:39:08] that had a historical design.
[1:39:12] That's not true.
[1:39:17] Okay, Tara also I'm actually living there wanted to say I want to say I want to say I'll live in favor of the generation
[1:39:25] I'm with you in person I'm with you in the case and we put it on location to offer them anything or
[1:39:32] Consider and this is funny. Let's tell you
[1:39:47] Tara on my true dose. Yes, so you're up in tier. Lisa calmly. Yeah, Jennifer Favelore
[1:39:54] Kelly Hackel
[1:39:55] Matthew Riggs? Yes. Suzanne Zach? Jennifer Vagley? Heather Pa? Yes.
[1:40:07] The next item is the contestant of that. So, we've got to add that as presented to the board.
[1:40:26] Okay. Tara Almachudo? Yes. Sonya Sharpen tier? Lisa Connelly? Yes. Jennifer Favelora? Yes.
[1:40:36] Kelly Hekel, Matthew Riggs, Suzanne Sack,
[1:40:47] Jennifer Vigley, Heather Paul, yeah, okay.
[1:40:58] First meeting of the school year, with the presentation on the schools, this is the second year of our three year transition as we will be opening up the infant to program school next fall.
[1:41:16] and so what we're doing is shifting each of the schools, so that we have a continuous
[1:41:24] education. We offer a continuous education honestly now independent to grade 12
[1:41:33] possibility for students and so we
[1:41:41] moved our French at school to expand this year from
[1:41:47] and kindergarten to pre-K, and grade one through grade one, through a MSI grant that we have for $40,000.
[1:41:57] It's just one piece of it.
[1:42:00] The regional multi-cultural magnetist school expands from grade two through seven.
[1:42:06] Next, it will be a long-term goal, it will be RMMAS, the regional multi-cultural magnetist school,
[1:42:13] will be 3 through 8. And then, just let you guys know,
[1:42:20] learning experience to record enrollment interest this year with 1,100
[1:42:27] on-time applications for approximately 400 meetings. And our high school, our
[1:42:34] Murray Science Management High School led by Tara, continued to demonstrate strong academic outcomes,
[1:42:41] including 100% graduation rate, and 99% of freshmen on track graduation, and they had the second
[1:42:48] highest percentage of BCD early college experience enrollment in the state.
[1:42:56] We also had a really good reason.
[1:43:00] We also had a really good presentation, something that
[1:43:03] there's public act 25.93 now requires a presentation from Superintendents to Board of Education.
[1:43:11] that presentation and we talked about this in the presentation.
[1:43:15] The presentation includes the number and names of all community-based organizations
[1:43:20] that the BLE has contracted with to provide services to students inside the school and district.
[1:43:28] Number two is the workforce development programs offered by the BLE to students,
[1:43:32] that involve partnerships with outside entities, and number three, the attrition data,
[1:43:37] for certified and non-certified staff.
[1:43:39] And that is by disaggregate and by school and subject.
[1:43:43] And so we have that presentation.
[1:43:44] You get delivered to us and learned to send the sample template
[1:43:48] to all districts so that we can start using that as well.
[1:43:54] And the first part of that law is just contracts with both the community
[1:43:59] or just outside contracts.
[1:44:00] It is contracts with communities or organizations.
[1:44:04] So like HKY and the S, but it would also, I think it would also
[1:44:08] for the way I saw it, it would include the ESSAS, it's a cool contrast I didn't have it,
[1:44:16] it would include it, it would include the ESSAS.
[1:44:18] No, they wouldn't have to leave that. Oh, you mean reside in a school or in a school? I mean it would be a single school.
[1:44:26] Yeah, yeah. It's not a school day, it's being a special school to realize it's outside.
[1:44:41] I have each one I put it in as a packet item because there's usually a lot of things and I just want to hit the highlight and I thought it would be great for everybody to have there for the item from me.
[1:44:55] And so just the highlights of that were our summer we welcome back.
[1:45:00] We've been a co-director of on-site alley and it is regional brinets, who, um, we also,
[1:45:09] um, welcome to our new, um,
[1:45:14] oh, my gosh, I can't think we're ahead of, but some are all into also a little pain just from, um, each day's
[1:45:20] close. Um, and so, um, summer works, this summer on spring school transitions, having a strong start with our
[1:45:27] to grant families and students building their confidence
[1:45:29] with further versus school,
[1:45:31] gearing up for middle school,
[1:45:33] supporting the rising,
[1:45:34] since great families.
[1:45:37] We have a lot of growth in our back to school programs this year.
[1:45:41] 64 students received back access,
[1:45:44] school supplies, through our school supplies.
[1:45:47] And 38 HD students received three back school haircuts,
[1:45:51] provided by HK graduate, Dylan Beck.
[1:45:53] And we're actually working with him
[1:45:55] to maybe have some additional professors that like, you know, for girls that we'll just be doing
[1:46:04] Barbara's Nutherits next year as well.
[1:46:07] We actually had to transfer people away and so that was how we are.
[1:46:12] September is suicide prevention month, and so you'll see science throughout the community that
[1:46:18] students worked out over this summer.
[1:46:21] Having group teachings are for sale throughout the community.
[1:46:25] Having groups of visible or behind-row folks connection and the importance of looking
[1:46:28] out for one another and all of those proceeds from that are going to be in a fellowship
[1:46:34] for our students.
[1:46:37] There's lots of fault programming underway.
[1:46:39] And there is, there is a social intervention program that you need program in the community.
[1:46:52] And then we working forward, you know, working with the school district and grateful
[1:47:01] for the continued partnership.
[1:47:03] And I just want to say that those of you who weren't at age-to-giver per day or haven't
[1:47:09] on Saturday night. One of the coolest programs that happened this summer was a partnership
[1:47:16] between the Lions Club and some of the older gentlemen in our community who wanted to work
[1:47:21] with our kids for community service. And so they developed a program where they worked at community
[1:47:25] service, but they also had children's. And one of the things that came out of that program was
[1:47:30] that they took an old pop up camper and created a lemonade stand out of it. And so they were
[1:47:37] selling levity at Riverby's Saturday night, and they were fabulous, and they were all the kids and the lions were having it the time of the live stream.
[1:47:48] So it was really great, and they all grabbed those kids all grabbed a lot of community service hours, so it was great.
[1:47:53] So that's
[1:47:56] been a huge care of.
[1:48:00] I honestly sent an opportunity
[1:48:14] six to eights out, they kind of gave me a rundown
[1:48:19] for a
[1:48:23] bunch of the really spoke about all of the great work that they were doing.
[1:48:28] They're like so many different
[1:48:34] kinds of things and so they really do a nice job.
[1:48:45] I have to say that
[1:48:49] it's curious that it will all small move lessons and it doesn't make
[1:48:54] because I mean it's really like a hot topic here.
[1:48:58] I also think that just to talk about soccer a little bit is they need some changes, but they have
[1:49:04] of sponsorships that also have their costs and
[1:49:11] how good it is.
[1:49:14] It also received a grant from the community foundation
[1:49:17] that was
[1:49:25] some of the dollars of each.
[1:49:38] They definitely had a challenge
[1:49:40] because when the weight
[1:49:47] they're parking lots was really full.
[1:49:50] When the light barn had to be taken,
[1:49:54] they really were 12 together
[1:49:56] in order to figure out how tough the kids did
[1:49:58] and how different they needed to be.
[1:50:09] I think it's also important to note that there's
[1:50:12] What
[1:50:27] do you say in the USA that stuff is that?
[1:50:30] A lot of it, it's just like cheese.
[1:50:31] You can have like summer camp for like a dollar.
[1:50:33] Yeah.
[1:50:34] Like, I think
[1:51:40] it's like, I don't understand.
[1:51:41] I don't
[1:51:46] understand.
[1:51:46] The perception
[1:51:51] and the majority of the stuff.
[1:51:52] So they asked me a couple of questions.
[1:51:54] And we'll
[1:51:58] see it.
[1:52:02] I'm not judging it.
[1:52:03] But two really
[1:52:15] good questions.
[1:52:16] They're really, like, answering them or directing people.
[1:52:21] They're, they're helping people who know where to go together.
[1:52:26] And then if I was also, for the end of time.
[1:52:31] And it helped explain this. She says she's hearing from people who are working for hearing, prices to, like, rank, or, as close as ready to, cost and choose what's closer to.
[1:52:45] Part of that, and she, just wanted people to know that that project was designed in the form of code that's removed.
[1:52:53] was we afterwards just want to learn a letter from an after-care person to make a
[1:53:00] letter.
[1:53:02] If that was a successful problem,
[1:53:08] I don't think I'm very able to shoot a certain
[1:53:11] person.
[1:53:11] I can't help but they would find it.
[1:53:14] I thought to that I was at the meeting for the United States and I could text each other
[1:53:18] quite a few minutes and so I thought that they did ask for that.
[1:53:22] So that's what I wanted to
[1:53:29] do.
[1:53:29] On our own house,
[1:53:37] I went to see a few minutes after I said to have sessions
[1:53:43] this question about the actual attorney prime
[1:53:45] and the occasion regarding environmental issues,
[1:53:47] inviting the superintendent and assistant superintendent
[1:53:50] to join him.
[1:53:57] No problem, no problem, no problem, no problem, no problem.
[1:54:00] I'm going to give you a second.
[1:54:11] Thank you.
[1:54:11] All right, sir, I'm going to go to the
[1:54:15] doctor.
[1:54:15] Good night.
[1:54:17] Good night.
[1:54:17] I'm sorry, I'm not going to go to the doctor.
[1:54:20] I'm not going to go to the doctor.
[1:54:20] Kelly.
[1:54:24] Yes.
[1:54:25] Sarah Almachudo?
[1:54:26] Yeah.
[1:54:27] Sonya Sharpen tier?
[1:54:28] Yeah.
[1:54:28] Lisa Connelly, Jennifer Favillora, Kelly Huckel, Matthew Ritz,
[1:54:34] Yes, Suzanne Sack,
[1:54:38] Jennifer Vagley, Heather Pong,
[1:54:41] Yeah,
[1:54:46] you're quitting.