Good evening. Meeting calling to order for the pledge of >> delay. [Music] United States of America indivisible. >> Thank you. Mr. Organ, you wanted to say something at this time?
>> Yes. I asked that we have a moment of silence for Oie Garcia, who is the brother of Chairwoman Anna Hernandez. This is 10. Thank you. >> Rockco,
please. >> Mr. Rean >> present. >> Miss Enriquez >> present. >> Miss Cababral >> present. >> Mr. Gomez Pereira >> present. >> Miss Valdz >> present. >> Dr. Neville >> present. >> Miss Kovayo
>> present. >> Miss Alfaro >> present. >> That's eight in the affirmative and one absent. >> Eight in the harmony and one action. Now we're going to be moving to the script minutes. We need an approval for
the minutes of the regular minute meetings on June 5th and the subcommittee of the hall on August 28, 25. A motion. I make a motion to approve the minutes. >> Second. >> Thank you. Um I would like to make a motion to move out of order and start
with our collective bargaining agreements. >> I second. So, now we're going to be moving to new business. Uh, item 25 SC43, consideration and actions to approve the collected bargaining agreement between
the Chelsea School Committee and the Chelsea Administrators Association for the period of July 1st, 2025 through June 30th, 2028. And you can see the enclosure. >> Mr. Mr. Organ,
>> yes. >> Miss Enriquez, >> yes. >> Miss Cabraw, >> yes. >> Mr. Gomez Peda, >> yes. >> Miss Valdas, >> yes. >> Dr. Neville, >> yes. >> Miss Kovves Caravayo, >> yes. >> Miss Alfaro, >> yes. >> And Mr. Maltesz, >> yes.
>> That's nine in the affirmative and one absent. Nine in the affirmative, one absent. The item 25 S644 consideration and action to approve the collective bargaining agreement between the Chelsea school committee and the American Federation of State Country and
Municipal Employees Security and Cafeterias Unit for the period July 1st, 2025 through June 30th, 2028. Enclosure key roll call, please. >> Mr. Organ, >> yes. >> Miss Enriquez,
>> yes. Miss Cabral, >> yes. >> Mr. Gomez Pereira, >> yes. >> Miss Valdas, >> yes. >> Dr. Neville, >> yes. >> Miss Kovas Caravayo, >> yes. >> Miss Al Faro, >> yes. >> Mr. Maltz, >> yes. >> That's nine in the affirmative and one absent.
>> Nine in the affirmative and one accent. Thank you. Moving on to the uh item 25 SC45 consideration and action to approve the collective bargaining agreement between the Chelsea school committee and the United Steel Workers Local 94271
the school nurses and nurses aids unit for the period July 1st through June 30 2028 for call please >> Mr. Organ. >> Yes. >> Miss Enriquez. >> Yes. >> Miss Cababral. >> Yes. >> Mr. Gomez Pereira.
>> Yes. >> Miss Valdas. >> Yes. >> Dr. Neville. >> Yes. >> Miss Kovas Caravayo. >> Yes. >> Miss Alfaro. >> Yes. >> And Mr. Martz. >> Yes. >> That's nine in the affirmative and one absent. Nine in the affirmative, one absent. The item number 25 S46,
consideration and action to accept $500 from the Department of Elementary and second. If I would like to make a motion to go back in order. >> Second. >> I second that motion.
>> So, go. Thank you. Going back to the uh regular uh order. And thank you. >> Thank you. So, now we're going to continue normal uh for the um following item. Then we're going to go for the public comments. If it's anybody in the in the public that I
would like to address uh the school committee, they had two minutes to talk in the uh podium. Seeing none, then we're going to continue with the with the agenda. Thank you. Um Dr. >> Good evening. It's uh always a pleasure
to be here. Um we are off to a very smooth start to our school year and thank you to all of our educators that have made that possible. Uh I was just telling someone that this has probably been our smoothest start in a long time
and um just feeling like it's it's going to be an amazing year and I'm so excited about already what we've been able to accomplish. And so with that, I am going to do the name, strength, and story
awards. And I'm going to start with elementary. Um, this this tonight we have an elementary and a high school uh awardee.
And the name, strength, and story award goes to educators who exemplify knowing our students by name, strength, and story. And because we do believe in building relationships with our students and our families and it's important to
know where our students come from because when we know where they come from and what they're going through, um, we're better able to meet their needs. And the students will actually they they learn from us when they know us too and
they know that we care. And so our first awardee, I'm not going to say the name yet, but you guys probably already know. I'll say the name at the end, but um this um came from his um principal, Miss Linew Weaver. So the conversation has
happened so many times. I can recite it by heart. I bump into someone who was a student at the Kelly School five years ago, 10 years ago, 15 years ago, and when they learn I'm the principal there, their eyes light up. Is Senor Gomez
still there? They say he was my favorite teacher, and I always remember him. I always ask them why. What about Senor Gomez has stuck with them so much that they get excited to hear his name a decade later?
He was their first teacher that the first teacher that got me to like school they say or he made me really have to think or he never let me just get by. He expected a lot from me and over and over again. Mr. Gomez was the teacher that
made me believe in myself. As a longtime teacher in the Camino student language program, Mr. Gomez has been a role model for generations of Chelsea kids, an example of how to be both high achieving and humble, both strong and gentle, both
hard on kids and their biggest believer. His deep belief in the power of being bilingual and biliterate, has helped generations of Chelsea kids see themselves as scholars and strengthen their bilingual brains. Waldo's influence does not stop with
students. He has served as a mentor teacher to numerous Spanish teachers in the Camino program, sharing both his wisdom and his craft. His participation on Camino's working groups over the past few years has ensured that the next
steps on our journey as a growing program are grounded and the lessons from the past thus far. Waldo has made it a mission to know his students by name, strength, and story. So, uh, Waldo, um, congratulations and thank
you. [Applause]
Absolutely. Three, two, one. [Applause] [Applause] Wow. >> One more. Yeah. Okay. Very welld deserved.
Okay. So, our next person, our next name, strength and story award goes to um I'll go ahead and say her name because it starts off the nomination starts with her name with um goes to Marcela Moreno from Chelsea High School.
And and this nomination, it it actually came this write up came from one of your colleagues. So, I just when you receive something from a colleague, I think that's even more special. So, I'm going to go ahead and read um what she wrote.
Um Marcela embodies all the qualities that a Chelsea Public School staff member should have. She knows each of her students and families by name, strength, and story. She cares deeply for her students and families and advocates for them fiercely and with her
whole heart. She makes our school better and the school counseling department a strong force. She is a team player and always ready to take initiative in creating and implementing ideas on a department and school level. She is one of the first staff members to volunteer
and participate in events or participate on planning committees all to benefit her students and their families. She has been a mentor to many new members of our school counseling department officially and unofficially and has mentored many
teachers through her mentoring program. Her students love her as she's a supportive role model to all new staff and to staff. So Marcela, we're we're we're grateful to have you at Chelsea High School and um just want to say
thank you. [Applause] [Applause]
[Applause] Oh, that completes our meeting. No, >> I I just >> Can we just stand? Yeah. >> All right. Well,
>> thank you everyone for coming. Thank you. >> Thank you. >> Yes. Thank you. Okay. Um the next part of my report is uh indicators of success. And if I could, I would like to call up our assistant superintendent,
Dr. tomorrow Blake can'ty to the podium. Oh, my eyes are my >> good evening everyone. >> Good evening. >> Please hang tight. There's quite a lot of data to share tonight. Um, it's important for us to share out
our indicators of success monthly as it's a mean to show the alignment with the district priorities, how we monitor our work and hold ourself accountable as well as how we show
integrity for our vision for our students. So our first indicator of success tonight is our daily attendance for the month of June as well of year to
date. Grades K through five data is relatively strong. It's generally range in the 90th to 94th percentile. Grades 6 through 8 data holds steady
around 92 to 94%. Grade nine data is the lowest data in the district and grades 10 through 12 holds at 82% year to date.
in terms of rigorous and culturally relevant instruction. >> Um, excuse me, >> grade eight students. >> Dr. Kanty, is there a specific reason before we go on to the um next part why uh grade nine holds at the uh lowest
percent? I know that we tend to track the uh grade nine. >> So, normally when you're looking at grade nine, grade nine is a transition grade. And so that's it's that's it's
historically it's always lower than any other grade at the high school. And then towards the end of our senior year, our seniors start to kind of fade away. So you'll see the the the patterns in most high schools is grade nine is lower than all the other grades. And then the
seniors towards the end of year the attendance drops as well. and and it's it's has to do with the transition of of ninth graders trying to figure things out and um and then you any any transition grade. So, and the
the one thing that I I will call your attention to too as well is if you look at the district total, it was 87% total and then last year it was 88%. There's a slight drop. I do attribute that to what
is happening with ICE in our community. Um we had a 2% drop in the month of February um districtwide and that impacts us in our overall attendance. So I I just want to call I want to call that out too.
>> Thank you. And I just asked because you you typically say that you would that as a district we tend to um keep a more of a vigilant eye on the freshman and and sophomore year just because then we have to um monitor more of um they they tend
to be potentially more at the dropout rates. So, I just wanted to make sure and and you did give us more of a warning that between the um the dip in um enrollment and um the current climate
that we we would be seeing that but I just figured I'd not assume and verify. Thank you. >> The good thing is and I say this in monitoring the data from fe as we know January February was a bit of a a tough was really tough for us. um we did
recover and we went right back up um March, April and May, >> but it doesn't it does impact your overall attendance. And I have advocated with um Desi at the time and and spoke to um our former superintendent, Dr.
Mary Burke who's with the Massachusetts Association of School Superintendent to say I just want to call attention to this because we do get we do get rated on our absenteeism and it it doesn't seem like it's it's
always fair. So, but the good thing is we did bounce right back up. So, and that's a tribute to to our educators, our principles um messaging the importance of attendance because around after everything we we kept messaging
it's important to come to school. So, thank you. Um, in terms of our indicator number three, rigorous and culturally relevant instruction for all students, the number of eighth graders who started out in algebra 1 classes last school year was
73. We ended the school year with 81 students, that's um, a plus of eight more students. In terms of number of students who were enrolled in AP courses at the high school, we started out the
school year with 399 students and we ended the school year with 384 school 84 students. That's a difference of 15 students, but most of those students went on to take college courses.
the number of students at the high school in calculus courses for last school year. We started the school year at 90. We ended the school year at 91. That's just a difference of one more student in calculus class. In terms of
early college, we started the school year with 226 students taking early college courses and we ended the school year with 317 students. That's 91 more students. So that's a great
accomplishment for grade students who will exit the fourth grade and enter the fifth grade reading on or at above grade level. In reading we're at 46% which just a slight dip from the previous year. In writing,
we're at 43%, another slight dip. In math, we are at 60% that is 2% more. And in science, we are at 67% that is 4% increase. In terms of number of students
in the eighth grade who will enter ninth grade with C or better in ELA, writing, math, and science. For ELA, we have 69% when compared to the previous year. That is a difference of
nine. For writing, we're at 67%. Um, mathematics we are at 65% and in science we see a jump of 7% we're at 76%.
High school students in AP courses who will attain three, four or five. The number of students at the who were enrolled in AP courses were 384 students. The previous year was 391.
That's seven difference. AP test taken 598. The number of test scores three, four or five is 251. And the test uh the percentage is 42 when compared to the previous year we
see an increase of 12%. One thing this is the high highest rate of students passing AP AP courses that we've had in five years. >> Yes. And I I'll shout out the fact that it was high even without dropping the
number of students taking AP, which means it's it's a good sign. >> Yes. Um in terms of our high school students with a plan for college, career, and life,
for the students attending two or four-year college, we see an increase. we end the year of 71%. Um, for students who enter directly into the workforce, there's a 1% increase when compared to the previous year we're
at 21%. Who for students who enter the military is just a 2.8 where the previous year it was 1.6. Um for students who enter a certificate
program it's.9%. For students who um took a gap year that's 3% and for students who enter a trade school that was 3%. For our high school dropout in October,
we had 100 I'm sorry, 1,827 students. The previous year, we had 1,852. That is 25 less students when compared to the school year 2324.
The number of students who dropped out in last school year was 117. The previous school year was 134. That's a 17 That's 17 less students who dropped out.
The percentage for dropped out rate for last school year is 6.24. That's almost a 1% difference when compared to the previous school year. Um, when you break down our dropout rate
in terms of our programmic areas, you will note that our students who are multilingual learners have a higher dropout rate. Um, our traditional students are just at 3%. Our students
who are on an IEP are at 4% and our students who are duly identified that means those are students who are on an IEP and are also identified as multilingual learners that is at a 4%.
Our next indicator, uh, priority three, Miss Lee will report out on that next month upon her return. Our mobility rate
for our kindergarten in the month of June, zero students came in, one student exit. For elementary, one student came in, one student exit. At the middle
school level, zero student came in, zero student exit. At the high school level, one student came in, 41 students exit. Um the district total for June is two
students came in and 43 students exit. In terms of total for the entire school year in at the kindergarten level we had 89 students in 63 students
who um left us. That's a retention of 26 students. So we were able to hold on to 26 students at the elementary level. 218 students came in, 180 students left. That's a difference
of 38. We were able to retain 8 38 students and the same for middle school. We were able to retain 38 students where 169 students came in. 131 students left us at the high school
level. 249 students came in and 247 students um left us. So that's a difference of two. The total district year to date, 725 students came in,
621 students went out, and that's a difference of us being able to hold on to 104 students. The last data share out is our high
school failing grades. At grade nine, we have a total of students um for the fourth quarter 462. That's 12 less students when compared to the third quarter. One failing grade 67
that's 16 students left less when compared to the third quarter. Two failing grades we have 52 that's 13 students less when compared to the third quarter which was 65.
Three failing grades 44 students which is 10 students less when compared to the third quarter. Four or more failing grades 52 students which is 18 more students when compared to the third
quarter which was 34. So in terms of percentage 46% so we were able to have 3% less students showing failure at the ninth grade level. In terms of 10th
grade we have a total of 404 students. That's one% difference. In terms of one failing grade 57 that's nine less students. Two failing grades, 40. That's two less
students when compared to the third quarter. Three failing grades, 11 students, that eight students less when compared to the third quarter. Four or more failing grades, that's 25 students, which is six students more when compared
to the third quarter at 19. The total percentage is 32.9 which is a 4% increase. Thank you. >> Dr. Kanty, sorry. I have a question. Um
I noticed that we're not um reporting on CVLA um COA and well are specifically are they all um Yes, CVLA and COA are aren't in here.
They're smaller schools. And the purpose of this is really about capturing nth grade at the large comprehensive school and 10th grade because if a student gets behind even fails one or two classes in the ninth grade, that's an indicator for
dropout. And so part of the reason why we we are are looking at this data is because in ninth grade is a critical grade. It's the grade that determines whether if if a student fails two courses in the ninth grade, they have a
higher risk at dropping out of high school. And so we we we're tracking it since nth grade. CVLA, COA, we don't we don't report out on it because they're so small and individualized that they they can really monitor their kids. But
with the high school being so large, we at the district office level, school committee level, we we report it out because we're really trying to make sure we >> we minimize we we want to make sure that we can catch the kids at 9th grade that are failing classes through credit
recovery, through summer school. through accelerationmies. We want to intervene as soon as possible and we have those safety nets and they're they're built into CVLA and CV COA. They're much smaller >> and um those are also the students in
which we have specialized classes for them to um help to support them during the school day. >> Thank you. >> You're welcome. Any other member has questions?
Thank you so much. Okay, so next is our um enrollment uh let's see personnel report. So clearly this is probably the long the largest amount of uh people that we've
hired. This will be the longest report. it's in your enclosures because it's the beginning beginning of the year. So, um, but of our hires this year, we've hired 52% Caucasian, 32% Hispanic, 9% black,
and 7% AsianPacific Islander. So, you'll see pages and pages of of hires, and it will not be that way next month. Um and then on our student enrollment right now our number and I I
I believe I've shared with some of you some some school committee members um and just in talking as I've seen you our numbers are lower than last year and we're right now at 5,74 students. It's it's is lower than last
year and um Danny has a lot of meetings right now to enroll students at the parent information center. So we'll be checking it on a weekly basis. Um the reason why this number is so important is because on o in October when we do
report our numbers to um desi and the final numbers the numbers in October determine the funding for the following year and so that's why we monitor the numbers very closely. um at this point um what do you project
the difference will be between this year and last year if if we we're getting a lot of last minute people registering and and there's as you can see we have a lot of mobility in and out the the thing the
impact of the national policies immigration policies on Chelsea public schools is we're not getting as many students incoming and so that's why there's a drop and it's not that we're not retaining our
students because we are but this is the impact of national policy on our school system. So I'm hoping hoping that we'll get at least 50 to 100 more. >> So uh sorry what did it drop by like
>> 300 >> last year at the end of the year was about 6,100. So we are reporting out 5,700. So if we get 50 to 100 more kids with between now and October kids that
trickle in then the difference you're probably looking at about 300 students. >> Okay. Thank you. >> You're welcome. So we'll be monitoring this and I will be keeping you apprised of this because this will have huge budget and financial implications for
us. Um, another comment that I have on that point is that I do hope that this is something that um, our state government can step in and help us with. Um, the way I understand it is um, something
similarly catastrophic happened for Chelsea's funding several years ago when they changed the way that um, lowincome students were counted and that really affected the amount of chapter 70 funding that we got. And at that time, the state actually did step in and help
um give us extra extra the funding that we needed to to try and close that gap. Um this year, what I've been hearing from people is that um they're hoping that um the money that has been put aside um that has come in due to the
fair share amendment, the millionaire's tax, that is a a bucket of money that um the state government can use for special circumstances, hopefully like this one. So, um I think over the the next year, this is going to be something that we have to really keep an eye on and
advocate um at the state level over all of the coming months. um it's gonna it's going to be it's not necessarily something that they're going to make decisions on um right now or this fall, but as we're we're looking to, you know, next spring and everything, really um
really advocating hard to use that that fair share money to help out districts like Chelsea that have been affected by immigration changes. >> Thank you. And I I appreciate that. Um and one of the reasons why I've I'm calling it out now is because we have to
plan. I mean, budget doesn't season doesn't start until January, but if if I know like it's clear that we're gonna we need to plan and and figure things out starting now. Um I have
brought this attention. I've I as soon I of course always reach out to MASS and Dr. Burke is always very familiar with this and I'm keeping her apprised of this. Uh I belong to the urban superintendent network. I've reached out to the other superintendents to find out
how this is impacting them. I know um River is filling this. I know Everett is. I also u reached out to the secretary of education explaining. I was like, "Uh, hey Dr. Tutweer, just letting
you know." I sent him a text and said, "Um, just want you to know where we are with enrollment so he knows." and just bringing it to his attention. And so, um, I didn't I I I'm very concerned. And
so, we will need to be in the in front get in front of this. >> And that completes my report. Thank you, Dr. Aveda. Now, we're going to continue moving on for the um committee reports. We don't had any
any reports. So, then we're going to continue with the new business. So, now we're going to continue with the um item 25 SC46 consideration and action to accept $500 from the Department of Elementary and
Secondary Education for the Performing Arts Department in closure G. >> Roll call, please. >> Mr. Organ, >> yes. >> Miss Enriquez, >> yes. >> Miss Cabell, >> yes. >> Mr. Gomez Perea, >> yes. >> Miss Balderas,
>> yes. >> Dr. Mr. Neville. >> Yes. >> Miss Kovas Carabayo. >> Yes. >> Miss Al Farro. >> Yes. >> That's eight in the affirmative and one absent. >> Eight in the affirmative, one ab. Um item 25 SC47
consideration and action to accept the award allocation for the adult education and family services and learning supporting a students. S Eel behavioral and mental health and wellness. EA shelter supplemental
reimbursement for the FY25 and early college support estate grants for um 2025 and 2026 and the amount of 1 million 145,45162. It's hard for me to
um enclosure age. >> Mr. Orian, >> yes. >> Miss Enriquez, >> yes. Miss Cabraw, >> yes. >> Mr. Gomez Peda, >> yes. >> Miss Valdas, >> yes. >> Dr. Neville, >> yes. >> Miss Kovas Carabayo, >> yes.
>> Miss Al Faro, >> yes. >> That's eight in the affirmative and one absent. >> Eight in the affirmative and one action. Motion passed. Um I think it does. The next one is the item number 25 SC448.
consideration and action to accept the awarded allocation for the beloved list federal grants for 2025 2026 in the amount of 7 uh72577 roll call please >> Mr. Orian
>> yes >> missz >> yes >> cabal >> yes >> Mr. Gomez Pereira >> yes >> miss beras >> yes >> Dr. Neville. >> Yes. >> Miss Kovasabio. >> Yes. >> Miss Alfaro. >> Yes. >> Let's see. In the affirmative and one absent.
>> Eight in the affirmative, one accent. Motion pass. The next item on the agenda is 25 SC49 consideration and action to accept the award allocation for the below listed
private grant for 2025 2026 in the amount of uh 115,000 and closure. Um gay roll call please Mr. Organ >> yes >> Miss Enriquez >> yes >> Miss Cabra
>> yes >> Mr. Gomez Pereira. >> Yes. >> Miss Balderas, >> yes. >> Dr. Neville, >> yes. >> Miss Kovayo, >> yes. >> Miss Salaro, >> yes. >> Let's see. In the affirmative and one absent. >> Okay. In the affirmative, one accent.
Motion passed. The item 25 SC50 consideration and action to accept an end of year budget clean up transfer for fiscal year 2025. Enclosure K. >> Mr. Mr. Rean, >> yes. >> Miss Andriguez,
>> yes. >> Miss Cabral, >> yes. >> Mr. Gome, Miss Pereira, >> yes. >> Miss Balderas, >> yes. >> Dr. Neville, >> yes. >> Miss Kovas Carabio, >> yes. >> Miss Al Faro, >> yes. >> I'd say in the affirmative and one absent. >> Eight in the affirmative, one accent.
Motion passed. The item 25 SC 51 consideration and action to approve the early employer wage schedule for school year 2025 2026. and close your air. >> Mr. Orian, >> yes. >> Miss Enriquez,
>> yes. >> Miss Cabra, >> yes. >> Mr. Gomez Pada, >> yes. >> Miss Balderas, >> yes. >> Dr. Neville, >> yes. >> Miss Kovves Caravayo, >> yes. >> Miss Salaro, >> yes. >> Let's see. In the affirmative and one absent. >> Eight in the affirmative, one absent.
Motion pass. Item number 25 SC 52 consideration and action to approve homeschool petition for three Chelsea families with a total of three student for school year 20 25 2026 in closure M
>> Mr. Orian >> yes >> Miss Enriquez >> yes >> Miss Cabal >> yes >> Mr. Gomez Pere Pereira >> yes >> Miss Baldas >> yes >> Dr. Neville. >> Yes. >> Miss Kovas Carabio. >> Yes. >> Miss Al Farrell. >> Yes. >> Let's see. In the affirmative and one
absent. >> Eight in the affirmative. action. Motion passed. the item 25 SC 53 consideration and action to approve on the recommendation of the superintendent and adding a state uh and overnight field
trip for two Chelsea High School students and six chaperons from October 21st to October 24, 2025 to Washington DC to participate in the bar foundation learning escortion to uh innovate schools serving multilingual learners.
Roco, please. Mr. Orian, >> yes. >> Miss Enriquez, >> yes. >> Miss Cabraw, >> yes. >> Mr. Gomez Pereira, >> yes. >> Miss Valdas. Dr. Neville, >> yes. >> Miss Kovaso, >> yes. >> And Miss Alaro, >> yes. >> A state in the affirmative and one
absent. >> Eight in the affirmative, one accent. Motion passed. Um, thank you. So, I think we we move to the announcements. any announcements uh among the members?
>> Yeah, we have uh this Saturday Chelsea day and we have the race club too at 9:00 and here in Chelsea if anybody wants to come and participate. Uh we gonna have a lot of a lot of things that
you can enjoy with family and um there Chelsea day starts from 3 to 6 and we have also going to have a parade from 1 to 2 I think. >> Oh 1:30. Okay. And um we hope we see you
there. Thank you. Any other um comments? >> So, we have our um I just want to uh say that with I think um on day two of at
least the um elementary um we started off with our fire drills um and some of our um emergency uh drills or safety drills. So, I do want to commend our students because they did amazingly. Um uh I know that it's our
our littles are so resilient. Um so I do want to just say that um remind our families to be mindful especially I know that traffic is hectic but it takes you know a you know it's a second and you can go from zero to 100 very quickly to
get nowhere. So especially during um peak um it's not just our school department right? So there's other students that are coming off like off the buses and um if if you have to stop for a bus stop or
for a um different methods of transportations just you know be mindful. Um sometimes the crosswalks are being uh rerouted as well. So um our crossing guards are doing their best to
make sure that they're uh chaperoning our children during the red lights. Um there's also construction going on most of the time as well. So everybody just if we could just exercise patience um because it's our littles and some of
them are also walking to and from school on their own. So um just to you know we as Dr. Aa said we had a very very uh strong start. So very proud of the kids. >> Thank you.
Um motion to adjourn, please. >> Motion to adjurnn. >> Second. >> Thank you. Have a great evening. Thank you.