of this regularly scheduled meeting of the Frenchtown Board of Education has been provided in accordance with the open public meeting act by notification to the star ledger and express times on January 9th, 2026. A copy of this notice has also been posted at the public
school at the m municipal building and filed with the burough clerk. And we'll stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. Blackberry. Mr. Germany here. Miss Howard here. Miss Klein here. Miss Near >> here. Miss Portella. Mrs. Nent here.
Um and at this time we have time for public comment if there is any. >> Yes. >> Okay. >> Hello. >> Hello. >> Hello Miss Early. I have um something that the staff uh we put together that
we wanted to share. Uh dear members of the board of education, we wanted to take a moment to thank you for your continued effort, support, and commitment to our schools and community. We appreciate the time, care, and thoughtful decisionmaking you bring to
ensuring the success of our students and staff. Frenchtown School holds a special place in the hearts of of each and every one of us. We deeply value the smalltown feel of our school where strong relationships and community involvement
are at the heart of everything we do. We take pride in truly knowing our students which allows us to provide individualized instruction that meets their unique needs. With that said, we would like to thank the board for its continued support of
Mr. H as our school administrator. His leadership and the positive impact he has on our school community are truly invaluable. Mr. H has made a lasting difference through his unwavering dedication to
students, staff, and families. He takes the time to be build meaningful connections with students, getting to know them as individuals and showing genuine care for their growth as whole people. At the same time, he thoughtfully
implements changes that strengthen academic support and helps ensure every student has the opportunity to succeed. His leadership reaches far beyond what is typically expected of an administrator. Whether he is present in
the halls, engaging with students, or attending extracurricular events to cheer them on, he is consistently visible, approachable, and involved. Students know him, trust him, and feel supported by him. Through his focus on
relationships and the introduction of new traditions, he has helped foster a school culture that feels more like a family. Because of Mr. H's leadership, Frenchtown Elementary School continues to be a place where students feel seen,
staff feel valued, and the community feels deeply connected. We are sincerely grateful for his dedication, vision, and heart. So, thank you for seeing what we do in MR H. We are truly grateful for your
recognition and for your continued support of Frenchtown School as it grows and thrives. Your commitment helps us move forward and becoming a stronger, more inclusive, and inspiring place for all students.
>> Thank you, Trisha. Thank you. Um, >> thank you guys so much. >> That's my team. >> Um, I would like to address the board of ed. Um, good evening. For those of you
who do not know me, my name is Kathy Petro and I've worked for the Frenchtown School District for 29 years. Sorry. Oh, Jesus. That's okay. I retired as the full-time school secretary after 27 years in June of
2022. After a two-year hiatus, I was asked by Jim Hitnack if I would be interested in coming back to FES to fill a part-time position. While I did enjoy retirement, I truly missed the kids. So, without
hesitation, I said yes. And one of the only reasons I did so was because of Jim Hitnack. Over my 29 years uh 29 year career here at Frenchtown School, I have had nine administrators.
Of those nine, one was here for 10 years. So you do the math on the comingings and goings of administrators over the years. Frenchtown has been a stepping stone for many. They come spend a few years, build their resume, and
move on to larger districts. I was honored when the board included me in the interview process. When my previous administrator left the school district, when I met Jim, I knew right away he was the right fit for our school. Jim has not only given our
school the stability it so dearly needed, he brought our district beyond what we could have ever expected. For example, our stellar special education program, the partnerships forged with the Frenchtown community,
more clubs and activities for students than we have ever had, personal learning plans, improvements to the school me school building, and let us not forget his leadership during the most challenging year in history for
educators, co. I could go on and on, but there is one, however, that I am compelled to point out as his most significant accomplishment. Improving our school climate. Students are happy, respectful,
and kind, and kind. Jim is visible in the school building and is involved in their day-to-day activities and classes. He knows every one of your children and can pick up if they're having a bad day or if they just need to talk. He is
approachable and caring and students feel safe sharing with him. After the last board of education meeting, I felt compelled to come speak to you today and address two things. Have families left the district? Yes,
but there are many reasons. To name a few, parents prefer a larger school district and an atmosphere conducive to what they prefer. Students leave due to a personal situation or a parental situation and and have to transfer to
another district. School choice students return to their home school for logistical reasons. To address the board of education and insinuate that all students leaving FES is due to the current administration is simply untrue.
On the flip side, we've had families return to FES after leaving because they've realized that Frenchtown school truly is something special and the grass isn't always greener on the other side. Number two, for someone to imply that
our school is not safe for students, I beg to differ. I have seen it all over the years and let me tell you, Jim by far has your child's best interests and safety at the forefront every single day.
I would like to commend the board of ed for its foresight in awarding Jim his contract. This decision provides fees with a stability and forwardthinking leadership that our district both needs and deserves. You absolutely made the
right decision. Thank you. Oh, and I have something else. Sorry. It's from um so Miss Sherps couldn't be here tonight and she wanted me to give you these. Um currently in second grade, we are learning how to share opinions in
writing class. As a society, we have created a sad habit of harping harping on the negative. I think it's important to also focus on the good, especially when it far outweighs the bad. Many opinions are shared about our school. Sometimes the most important voice is
that of our children. They are the ones experiencing fees firsthand. I asked my students, "Why would someone want to come to FES?" We talked about what sets us apart from other schools, fun activities we offer, and the staff and
and the staff at our school. They wrote pieces titled Letters to Our Future FES Friends. and I have shared them with you. I hope you find the responses interesting. Britney shirts. So, I will leave these here for you all to read.
>> Thank you. >> At your leisure. >> Thank you, Mrs. Secret. You're welcome. Thanks. >> Hi, everybody. I'm not going to come up there. Um, I guess as a community member and somebody who my um picture, not that
I want to let you know that, but I feel like it's relevant. My picture is out in the hall. 1995, right? I think um so I've been a member of the of the Frenchtown community for many many years and it's obviously very different now than it was then. Um, but
I think something that's remained is that we're a unique community and I feel like we're a passionate community and I feel like we're a community I I always kind of imagine French as a community which you guys are kind of now a part of it whether you like it or not of course as like a big dysfunctional family in a
way like >> you know things come up and we kind of face them head on and um we're in this together you know and you know Mrs. Shorts had said it and um about negative and positive and through the ups and
downs. And as far as feeling safe to do that, I just want to say that as a parent, I feel safe and I believe that my kids feel incredibly safe. Whether it's in a in a, you know, they're having a good day or a bad day, I can genuinely
say that I it's they feel safe experiencing whatever it is that they're experiencing. Um and I have deep gratitude for that because I think we do obviously we all know that the world is really crazy and it's um I feel grateful to have a place
that my kids can academically you know experience and creatively experience. They are experienced physical exercise and sports. Um, I don't think that there's one thing that I can think of
that I feel like, you know, that they're not able to experience as a student. Um, so I just I I think it's important um to just, you know, I think it's interesting when I don't know. I feel like a lot in the
world like people come into spaces and they just want to like make it what they want it to be. And I just don't feel like that's deep community. I feel like deep community is coming into a space and really being
present and really being open and um just trying to kind of understand uh what's kind of you know what's kind of been happening what is happening um and as far as being approachable I just want to also I think the entire
school in my experience has been very approachable Um, and I feel so able to reach out and connect if I need to. I mostly don't because I'm really busy. Um, and I think that also speaks to how safe I do feel
with my kids in in your um, expertise and your ability to teach and what you know and what you're committed to. Um, and I think even in disagreement, even if I think something may be, you know, like, oh, maybe this
could have happened this way, I just have a lot of trust in all of you. And I just want you to know that I feel that deeply. And even though I don't come to these meetings very often, I really want to get to them more because I want you to all know that that's how I feel. And
I want the board to know, too. Thank >> Thank you. Um, well, I appreciate all of your words. Thank you for coming. >> That's um, you know, heartfelt. Thank you for sure. Um, and I appreciate, you
know, those words and, you know, we will continue to work as a team, do those things and super proud myself of many things that was just said. >> Yeah. Thank you. Um, okay. So, we'll move on with our
agenda. Um, we have no uh presentations or recognitions tonight. So, we'll move on to the board secretary report. Um, is there anything of note that you wanted to point out?
>> Um, just I guess the uh personal and financial disclosures. Um, you should have gotten an email. It wouldn't have come from me this time. Um, since I have some additional support, uh, you should see an email from David Garrison. And that email will have the code and
everything that you need to the link to log on to your form um to complete that. And I think that's I think that's it. I would just note too when people do that form if you've not already, it's
multi-step process. You have to submit it. You have to download it, submit it, fill it out, and submit it. So, um, make sure you do that last. >> Yeah. Upload, then. Yeah. >> Um, okay.
We also have um a couple of pieces of correspondence in your packets that are also um not public available to the public. Um and we'll move on to our minutes. Um we
have a motion to approve um we'll need a motion to approve the February 24th regular and executive session. So move second. Any comments or questions?
>> Okay. All those in favor? >> I oppose or abstain. Okay. If you can hand back your executive sessions. Okay, moving forward, we need a motion to approve the 2627
preschool budget. So, >> I'll second. >> Any comments or questions on that? >> Then we'll need a roll call for that. >> Mr. Germany, >> yes. >> Miss Howard, >> yes. >> Miss Klein, >> yes.
>> Miss Nahara, >> yes. >> Miss Cartella, >> yes. >> Mrs. N. >> Yes. And moving on to 8.2, two will need a motion to approve the adoption of the tenative budget for the 2627 school
year. >> I'll second. >> Okay. Any comments or questions on that? I have one small question, Teresa. It's really probably not very significant,
but in the ' 06 or 26, not 067, 2627 budget, we estimate the number of students will be 105. Um, if we come in at closer to the number where we're at today, does that impact the budget in any way or how much
the state would give us? It just impacts it the following year. >> No, because those are just projections. They're not they're not nothing in the budget is based on that except administrative costs. >> Okay. >> Yeah, there's it won't impact.
>> Okay. Yeah. >> Okay. Any other comments or questions? >> So, I don't know if we do want to go through this. There's a one of Jim's slides. We're going to talk about the budget. I think now vote maybe we should talk about some of those things.
>> Um, >> we good. >> Sorry. first you're getting ready. This will be more a quick discussion. A couple points this lead us off.
>> It's pretty easy. >> Is this the detail slide? >> We're definitely overshooting the details. >> There are other details. >> There's like only two pictures of me. So, he's very know how hard it was for me to sit here
and not take a picture. >> Um, okay. So, we did receive um additional state aid in the amount of $28,919 which was capped at the 6%. So, the state implemented sort of the same parameters as they did last year. No
district in the state lost lost state aid more than 3% and no district gained state aid more than 6%. So unfortunately we were one of the I guess we wanted it's fortunate too that we were one of the one of the districts that received
additional state aid but we should have received more than what we got. So we were capped at the 6%. Um some of that additional was also in the area of um the school choice the school
choice aid um was part of our overall total. So we re really re received an additional about $10,000 that was the capped amount and then the other um aids uh that brought it to 28,000 was more for the school choice. Um,
we will use a small portion of the healthc care adjustment in the amount of $17,940. And we discussed that at the previous uh board meeting how we were going to use that. Um, and we're also we're actually going to then
use debt ser or capital reserve to um reduce the debt service levy by that same amount, that $17,940. So, we're adding that to the tax base, but taking it from capital reserve to
offset the debt service so that the overall tax impact to the community is stays at 2%. Um, we talked about the preschool budget that's at 609,000. There will still be available bank cap
for future years in the amount of $124,585. And that's split over like a two-year period. there's like a $19,000 number we still have available for two years and then the healthcare adjustment from this year will generate the other $105,000.
So there's there's that available for three years after this one. um with the additional state aid, we we chose not to um apply that to the tax levy because
of the future years like there, you know, with the increase in costs. Um we're actually in a position this year that other districts are not. I don't think you're going to find another school district in Hunter County that's going to be probably at 2%. Um, I know
in the region there's nobody else in the region at 2%. Um, so we're in a a good space and part of that is due to the proposal that we received for the health benefits what we talked about at the last board meeting. Um, some of it is
due to um some expenses that dropped off, some tuition and transportation that we don't have to continue to pay after the current school year. and from additional pilot revenues.
So, you know, those all helped get us to where we are. But in planning for future years when, you know, we're going to continue to be in increasing in costs, um we want to make sure that we're kind of slowly increasing the tax base if we
don't, you know, we don't want to try to jump it too much. if we can try to increase it incrementally in small uh increments is better. So that's like an overall um bigger picture. You've seen the detailed expenses that we shared at the last
board meeting and um those haven't necessarily changed. I don't know if you want to talk about the additional >> Yeah. >> what we chose to do with the additional money. for sure. >> So I think you know thanks for recapping that a little bit too terasa. I think um
what's important to remember you know that pilot you know plays a significant role with us as you know as well as the you know the school expansion aid you know those are two things that um our team has worked together to you know in different ways to achie to have and um
you know be able to work with um moving forward which is really good and I think we're you know continue to be thinking about future years for Frenchtown as well. Um, one of the things that our team has been talking about, I think since I I have um come to Frenchtown is
the ability to support some of our younger learners at the K3 K3 level. Um so when we have something which you know we don't always have you know anticipated money or extra money and so forth and but we look at this
opportunity this year and it's something I think we feel comfortable that we could potentially do um for years to come make it sustainable then I'm interested I think the team's interested in thing we're not looking for a one-year thing. Um, so one of the things that our teams, you know, we have a
school improvement panel team that that meets. We have numerous team meetings that go on. We have numerous targeted meetings when they come up to board of ed initiatives or just new state initiatives and so forth. So our team works together a lot. One of the things
that has come up over and over again is the ability to have an additional aid that supports our K3 um students. it could support more targeted instruction. I know this year, you know, in years past, there's been situations
where we've had that scenario and I can tell you every one of our teachers in that was like, I'm doing this on Tuesday because I know I have this person and I'm doing this on Thursday because I have this. It really allows us to target some of that tiered instruction that we talk about, tier one, tier two with um
with the additional staff. There are numerous benchmarks that we're doing throughout the year with the younger students that also allows for consistency. Um I really just feel like and the team as well. Um once once that we knew about this, we you know a number
of us got back together and we talked about it and really feel good that this could be really a nice opportunity for us to support Matt literacy skills, small groupoup instruction, one-on-one instruction when needed um in the in the younger levels and from a general
education perspective and all perspective. We also know there's an eb and flow every year with special education. Um, so if that's something that, you know, to have a full-time aid in designated for that area, but with the ability to
potentially offset a special education period or two when we're working from another end depending on the year, I think it would be really an asset um for our school. I think our team also believes, you know, that flexibility opportunity and having a consistent
person um somebody that would be part of our team, part of the trainings that we're doing would be really helpful. So that's what we're recommending. >> Okay. >> Is it a full-time just full-time instructional
>> aid? Mhm. Designated to the on paper to the K3, you know, the K3's um classrooms. >> Okay. Any other comments or questions? Was that really the slide that I moved
towards but >> in seven years the chair >> I think in seven years I have two pictures of the rest of this is the one with the town gear and one of them he took at the high school.
>> Thank you. Any other comments or questions before we vote? >> Okay, then we'll need a roll call. >> Mr. Germany, >> hi. >> Miss Howard? >> Yes. >> Miss Klein? >> Yes. >> Miss Nakahara? >> Yes. >> Miss Partell? >> Yes.
>> Mrs. Nent? >> Yes. Um, and moving forward, we'll go to Jim's report. >> Right. Good evening, everyone. So here's our number of incidents um
reported HIV zero zero again this month um there was no violations of student conduct suspendable violations for student conduct and this is our security drill is on 226 and a fire drill on 219 in
collaboration with our local police >> and then we'll need a motion to affirm the HIV report from February. So >> move second. >> Any comments or questions? >> All those in favor?
>> Oppos? Okay. And we'll move again. >> Okay. >> Little more detail on this one. >> Yeah. >> All right. >> All right. Good evening again. So, we're just going to talk a little bit about our our SSDs data. This is something
that we do twice a year. Um, we talk about, you know, violence and vandalism and um things like that that potentially occur in our world. It also lends itself to all the trainings um that our staff do and and special events and positive
creating that culture that we're talking about, that positive culture in our school. Um but also supporting some of those things for sure. Um, one of the things that I think for us, you know, Mr. Blackburn is not here, but I, you know, we worked together for a
year or we always kind of look at the years past like what what did the last six months last year look like? Um, so we als we've been growing this, right? This is something that our teams have been growing for the last four or five years. different um co you know positive
culture activities things from you know Marley coming in on certain days right um reading across America week having our older students work with younger students having spec sometimes outside people come in and train you know our drug prevention new um and or yes our
resources New Jersey resources come in Gene Tulo does a wonder NJ prevention gene trul she does a wonderful job um things like that that occur when we have an HIV repressor or fifth grade or sixth grade or seventh and eighth grade. Those
are things that um become part of our our world there. So if you look last year, we do have 61 HIV programs and and eight trainings. Um behavior threat assessment was a big thing. Many of our team members, many team members that are
here tonight are part of that. Um and then this year, so we do and on paper it does go from 61 to 52. Um and we only and we have nine trainings, you know, whether it's an HIV, you know, training for staff or it's a um behavior
prevention strategy or it's a um handle with care prevention, which is supporting our students that need that type of support. Um so I think really when we look back at the data, what was the difference? I think a lot of how the Marley once a month at least we used to
kind of codify that as maybe four events now it's just that's an event right as we talked about it's become part of our culture um so that number does look a little lower but it's really just talking about those type events have become you know the monthly awards instead of saying it's we're doing this
Martin period or that Martin period in four now it's just what we do and we just call it one um so really it's just more of a tangible thing things that have become more more a part of our everyday which I think I talked about last year like it's just becoming more
of what we do and more of a typical day here. Um so the events just look a little less um so any questions with this feel like in the past we've always >> that number that you had in terms of the
HIV programs and the trainings has always exceeded the expectation anyway for a school. So, it's >> yeah, at some point I felt like we're going to level like not that, you know, I don't want to say that we're going to level out because I think there's going to be new things. I think there's going to be new strategies. There'll be new trainings um that I know our team will
want to be a part of. Um because I think we're always looking to support all our students, but sometimes some of those trainings are specific to, you know, 10 students where some of them are for all of them, right? Um but no, I think that's a good point for sure.
>> Okay. Good. All right. Do we motion that? No. >> Later. >> Okay. You can do it later. All right. So, I'm going to go into my report, talk a little bit about our district goals.
Um, more general. Um, January report did a more, you know, specific goal specific. Um, but just wanted to do have some shout outs, too. This is just something I've been thinking about. Um maybe this is something I get in the mood of too. Um but ReadAcross America
week sometimes some of our um students really go under the radar and some of the things they do. Staff really set up staff are a part of collaborating and saying hey like what about this opportunity? But during read across America week I just want to give a quick shout out to Haley and Anukica um our
eighth graders here. they during one of our lunching recess opportunities that we were indoor recess, you know, they were basically given the opportunity to say, "Hey, would you come up and read to the younger students? Would you like to do that?" And they're like, "Absolutely, let's do it." Um, so kudos to them. Also, I think we talked a little bit
about um Ronin. He was our unsung hero this year. New Jersey School Boards runs an event every March. Um, and he was our winner and you know, we we wish him um, you know, a wonderful next three months as we do with all our eighth graders. Um, but his family was super excited to
be a part of that event as well as a number of our staff and um, board of education. So, shout out to them. Also, I really can't without saying Friday night, right? Can we all like that?
Um, >> you know, River Union State, Mrs. Bower, Mr. Bledo. Yes, I did take that right out of the the post that we created that's on our website and everywhere else. But it really was all of that, right? I mean, I think, you know, we
couldn't say Bravo enough. I think just for me I got I had such an opportunity many times after school to kind of pop in and I'll do a little work in the auditorium and things like that but to see the behind the cast to see those panels grow um you know just the parent
volunteer component this year um creating the pan panels on the on the casters and all those things totally as we talk about all the time a true community effort in order to make this happen and then as always the the you know Our auditorium is packed. It really
I mean we had probably I don't know >> that was a lot for I don't know if we got to 200 but we were pretty close like you know >> um so it was just a really you know >> considering it was what 15 kids you know
that was a lot of people for 15 kids. >> It was it was well attended for sure. So just in as always that's one thing like as long as I've been here every time we have an event there's not only those families and the friends of those students our community comes out and really supports. So
>> can I quickly say that it was incredible show I was so impressed. It was the best show I've ever seen here. The kids were so amazing. The costumes were so amazing. Like the whole production was so um impressive would be the word I used. Then the next night I took my kids to the one at the high school. a
Frenchtown kid was one of the leagues. That made me so proud and excited and that my kids were looking at they had gone to the FPS one. They then they went to the high school and that they were like this could be us too and that they could like see that bridge. It just made me feel so proud. So, I just want to say
too that I was sending um videos to my kids and one of my my my daughter said to me um we were talking about one of the kids in the show and she said, "Oh, well, maybe she's found her thing." Mhm. >> And I thought to myself, like I'm just
so grateful that our students have such a variety of things to try and that because of the size of our school, you don't have to like everybody can be involved. So everybody gets a chance to try these things and see if they can find their thing.
>> Um so yeah, it just really it was and in addition to that, it was such a great performance. It was so fun. really good. >> So definitely definitely worthy of a shout out for sure. Um so thank you again everyone involved in that for
sure. Um all right, so we're talking little data. Um tonight I put we're transition there, right? But we can talk about that other stuff. We're we're gonna get back to it when we talk about culture and our climate too. Um but just
want to you know we set the 75% of students will demonstrate measurable growth in one academic area. This is something um we work together board of education to work through. Um in your in your packet there's just a it says data 317
um if you have any questions on that. But I just wanted to highlight a little bit of basically we we looked at all our students right and just looked at some of our beginning of year math growth. um K2 math 3 through eight using
um and basically across the board all these yeses is that they've made growth in those areas right reading growth beginning of year FMP as well that's a yes of all the way through now this is just a snapshot of a grade um but we
have the whole list in your um in your packet there so if you want to take a look at it but I think >> every single student should grow up right I looked at So we're we're doing I mean for March 1st right now making you know and these are just a couple benchmarks right I
think we when we set this goal um as a board of education along with our teacher team we we were looking at okay let's set the goal and then let's see where we are and then see what we want to do next year right and and you know what can we do to keep supporting our students the best of
pace possible and have them achieve and have them grow right so right now to your point 81 one students have measured growth at least one of these markers. Um some of them have also done two markers and these are just two markers, right? There's a couple other markers that are
part of this. Um so maybe in years future we go down and we narrow it down a little bit more specific, but this is where we're at right now and and we're really honing this in. So again, kudos to the students and the staff that are a part of making this happen. For sure. >> This is great. And I love that we're
like getting into the kind of nitty-gritty. I'm curious as like you and the staff look at the data. Are you able to look at kind of um like it's wonderful to see that the kids are progressing which is awesome but are you able to see then out of our total
student body how many of them have reached kind of the grade level expectations for that particular subject and if that number is improving like are they progressing at the same rate as the grade level expectations are they progressing beyond it you know what I mean like are they reaching the
expectations for their grade >> I think it it it depends a a little bit depending on what we're talking about, right? Like I think you know and this is you know middle of the year per se data that I'm still speaking of from the beginning of the year but like something FNP based where we're we're assessing
beginning of the year right if we are to your point and I'll get to this in a minute if you are on grade level then we don't we don't do a midyear we just do beginning and end um so there's a I can I'll talk to that like where we're at with those pieces but I think it all depends on what specific area
>> we're talking like when I think about it I think about reading for kids, you know, K through four and then reading math as you go into middle school in particular, >> right? >> Yeah. I mean, I'll think about I'll think more. I mean, I love that like
when you were talking earlier about setting aside budget for an instructional aid for K through three because we know like if you like read through the Mississippi Miracle stuff, it's like the more support you can provide for reading and reading comprehension for children and those grades, the better they perform in
middle school going forward because they can better understand the material. So, I like I love these investments and I'm sure that they're going to have a positive impact on the kids. >> Yeah, I I agree. I think they are I think they are going to make a difference because I see already how our staff on all levels I'll say from preK
through 8 when they have there's days that someone might call out or we have an extra staff today I'm like okay and you know okay do you want an extra staff second to third period absolutely and you know they're our team just starts working it's not like oh you know we're right to it I can use this person second
period third you know what and nothing makes me more happy when someone says you know what I really don't need that person third period because I know so and so because I didn't even get there and they've already our team's already talking already, hey, there's an extra person today, third, fourth period. So,
I know that that that person just that consistent person is going to make a difference. Um, I really do I really do believe in it and I think our team does too. But thank you. All right, so
I'll think more like reading and math and so forth. I think this is what a little bit of what you're talking about. Um 54 of our students have demonstrated reading levels in their beginning of year assessment. So if they're on grade level and I can resend a chart. I found an more I think you know I sent that
chart in the beginning of the year but I can resend this with the stuff on Friday. It breaks it down a little bit um easier just on where like ABC for kindergarten and Z get you know when you're in seventh and eighth grade and so forth. But right now 54 of our students have demonstrated growth in
those FMP skills. 34 with this considered that 34% of them are already tested on grade level in the beginning of the year. Now they'll get another assessment towards the end of the year. So that's where I'm hoping you know our team and our students can show um when we come to June and we do our tally of
all this um I think we'll be able to see that growth there. Okay. um just looking like a little bit more hone in. Um our K2 team um has been having some really good sessions last week and last couple weeks and I think
what's nice is in this group again 82% of our students have improved right again with their fluency beginning year. That's something as we talked about, you were talking a little bit about it. We need to know our math facts, right? We need to keep building. So by the time we're in fourth grade and fifth grade,
we can't be worrying. We can't not know our map facts at that point, right? Even younger. But, you know, that's just something we can't we don't want to have to keep going back to because we're trying to build. Um, so the more we can focus in on here, um, our our teachers are taking advantage of that additional
period in that K4 world where they're getting an extra period in math um, each each week, which is definitely giving us opportunities. So here are 44% of our students are in that zero to like they're increasing up to 40% and then the other half is over 50% growth. Um so
we're really seeing um some really grow big growth at this time um with the end of the year still a few months away. So think and then just some quick things you know where we are with eighth grade math. So
I think meeting with our teams a lot over the last few months but really more recently the the Lumis program that we're using we're really finding some big time we're we're really liking I know the teachers are really liking the workbooks um which are a little non tech
and I think it's also really helping the students to break through that step by step. So, um, over and over again, we're hearing this quite a bit from the teachers. I really, um, and liking the Lumis workbooks and textbooks and, um, that'll be a part of our summer scholar
program, too. We're seeing that as a really just a tangible thing for students to be able to, um, work hand, you know, pencil to paper and work on their stuff, right? Um, and then some of our teachers in, uh, got a chance to, we collaborated with one of our other
elementary schools. um had an outside speaker. Um like we've had math in lit literacy um speakers the last two times where we've invited other districts. Um a couple of our middle school math teachers got a chance to go over and participate with them. Um Harry Kerr was
the presenter. So something I think all our team came back with some strategies. We discussed them a little bit in our team meetings. Um so you know keep trying to grow and see different ways of how to support our students best. And then I um couple of our middle school
math teachers also have been focusing on going to some webinars and being a part of that um to see how else we can maximize data, how else we can see more integral specific data for um specific students in our world. Um, the Lumos piece as we talked about, I think the
really the the great thing about the digital version, the digital assessment is when you just hover over your person. I think I showed this two meetings ago, you have the problem that the student didn't do well on, right? So, in a real fast minute, you can that can be your problem of the day. That can be the
first thing that you have everybody work on when they walk into the classroom. Um, especially when, you know, if multiple students miss those answers. So that's, you know, that's another piece from Lumis that we're really liking, I think, as a as a team. Um, state
testing, it's coming. Um, so it's going to happen. Um, so just I'll talk more. Me and Mr. have had a couple good conversations, but it will be just so people can start kind of marking in your world 13th to 20th world, but we are
going to do ELA and math. The 13th and 14th um is our plan right now. Um and then the 15th will be writing. Um so just so everybody's in the loop on that. And then the following week we'll do science. Um we're going to be we have professional development Friday and then
we have team wings. The following week we're going to be looking back at our five-point testing plan and how to best support. Um, this year it's a little it the first two days are a little different because we're going to be actually be testing AM and PM. So, that's different from years past. So, I
definitely want to get the team's input on how do we best support some of the, you know, our strategies before were just all based on prepping morning and then afternoon we were back to typical school debt. Um, so we're going to have to look look at that, make a couple
adjustments. Um, so more to come next month for sure, but just kind of put it on everyone's radar. We'll be communicating out the families. And then, you know, going back to our middle school attendance, we've been monitoring that quite a bit. And, um,
one of our teammates said something like probably three or four weeks ago like, I really feel like we're making a difference in a specific area. And so one of the things our team, you know, we each year we always have an opportunity in this frame to kind of talk about different things and look at different
opportunities. And one of the things we talked about and it doesn't always work. We're a master schedule prek through 8. So um not everything always wells works out the way we want, right? We have a lot of um non-negotiable things in our in our master schedule and then we have
things that we really want and must like must haves and we play the game each year. But 678 this year was the first year that we actually have a special meaning they have art music or Spanish first period. So what we've been noticing by having that's one of our
strategies. We've also talked about how we're first 20 days of school first marking period. So we're we've only we've done four um acknowledgements already two marking periods in. Um, but that's something else that we're just every time you have a 20 days in a row
or 25 days in a row, you're getting, you know, positive treasure opportunity, you're being acknowledged for coming to school and being a participant. Kindness awards, parent communication and meetings. This is stuff that we've done before that's not new. Um, the time
management sessions started last year. So when we have students to have these multiple tardies, we bring them in be a part of conversation and not everybody loves that conversation. Let's just be honest. Like it's, you know, but you know, Mrs. Ziggy, some of our teachers sometimes help me with it because they
don't mind jumping in to be a part of it because many of our conversations is how do we find five minutes? Like where do we find the five minutes? And that's really a big thing of our conversation about it because we'll have students arriving at 8:23 or 8:22, right?
Instruction started at 8:20. So the door opened at 810. So how do we get, you know, how do we get to be in your first period class at 8:20. So that's some those are some conversations we've had. We share that out with the parents of them, too. Um just as a useful tool. We
have a small presentation on it. Um but but really it really just for most of it is a real life conversation about where do we find five, six, seven minutes in your morning. Um you know packing your bag before you go to work before you go to bed or you know whatever things like
that. So we go through a number of those things. So, we're going to keep monitoring this, but right now this group with what less than our marking period ends next Friday, so the 27th, so less than 10 days to go.
This group is on pace to increase at this point. If we stopped it today, 70%. Just the 678 group from last year, which is huge. Um hopefully I can I'm hopefully I can say in in a two weeks from now that that still sticks but um
from this 678 group that's a that's a tremendous difference. Um and that has to do yes it has to do with some strategies here but that came from teacher team strategies the teacher is doing I think one thing we forget and it's not always acknowledged every one
of our teachers has to way to welcome your student in the morning whether it's a fist bump it's a high five it's something right it's more than just good morning right it is you know we do those traditional too but every one of our teachers has a way to greet their
students and there's an expectation, they're happy to be participant in it. Day 150 versus day three, it's all the same, right? They're looking forward to that interaction that that that one-on-one interaction. That's my moment with my teacher and so forth. Um, so
that I don't I feel like that sometimes gets lost in all the other things that we might do in the different things, but that's stuff that we do on a daily basis that I do see students really respond to and the teachers want to be a part of it. pretty neat thing. Um, for sure.
So, hopefully I'll be able to share. We're right at that 70%. Not pretty close. Um, all right. So, just some quick overview stuff. Goal one, student learning achievement. We've been running the additional sessions last three marking period or last three weeks of
each marking period this year. That's something um we work through our budget in order to make happen. So again, our teachers again, nothing like our middle school teachers that are teaching the subjects of ELA, math, and that are there to be a part of it. Um, just
really appreciate that. Um, we were we were able to again extend our for third and fourth marking period more for K our K4 tutor time. We have so many students. So, we're building that culture. We stay
after school for another hour. we might have to do some, you know, additional work, but then at the end of that, you know, you're you're on your way and you're probably done with your work for the day and you can go enjoy your day. So, the more we can promote that, that's certainly a a great way to do that. So,
I feel like that's why it was so important to get that additional um teacher in there, which they were very willing, and then be a part of that. Um, so good stuff there for our homework club. We also look at some of our clubs,
right? As when we have soccer, we have basketball or we have volleyball. Some of our students at the middle school level are getting to the understanding that teachers use this as a great strategy tool. Come on over to homework club for 20 minutes, get your work done,
and then go to volleyball or soccer. Um, so those strategies are super helpful to us. I think it also helps them moving forward eventually as they get on to the high school and they're balancing out clubs and sports and what and their homework and everything else that they
have to do. Um we talked about attendance acknowledgements, personalized plan development. We're in now third marking period. So Friday during PD, we'll be all huddling up again with our groups. We already have our breakouts ready to go. And I think the neat thing is we're looking at that
data and we've talked about this already in all the team meetings last week that the strategies potentially some comments are coming from the data that we're reviewing and trying to support our students. So I think really coming full circle with that. Um talked about the
data review and summer scholars is out um and people are signing up so that's a good thing. um community engagement, movie night coming, artyard discussions, they actually be there tomorrow. Um Mrs.
Bower, this will be at Bledo are going to be part of a puppet camp, right? Justin Lander, I think I have that right. Um pretty amazing guys. So that's out. We need to build it up. We we only have we still have less than 10 students, so we need to try to um promote that. We'll be extending it
another week to try to grab some students. We might actually look at maybe extending um more than grade two to grade eight. I'm going to we're going to discuss that tomorrow when we're down there. So that might be an opportunity for us too. >> His stuff really appeals to like kindergarten age.
>> Okay. >> Yeah. >> Yeah. >> Okay. >> Students, right? >> Yep. It's for right now. That's that's something else we're going to be talking about. We wanted to give our FPS students a chance, but we are not against opening up to the community if
once we've all given, you know, or FPS students had an opportunity to sign up. So, we'll be working through that tomorrow. It's a good question, though. Um, River Union Stage winter walking school bus. We know Miss Sach um her team won
that. Um, student teacher facilities use, we keep exploring that. Who else just somebody else just asked to borrow it? >> Um well, >> no uh >> FBPA meeting, but we're hosting that. That's here tomorrow night. Um and then
we were asked about another concert in the summer. >> Yes, another concert. So, um they they walk in and they see the space and they're anyway. So, we'll keep working through that. Recess yoga is back. Um you know, so thank you PTO got really
warm last week. So, Miss Bonnie and I were talking. I'm like, "Okay." She's like, "They don't want to like when it's 80° out." But I said, "Well, it's March and now it's 30, so I'm on back." Um, so she'll be back tomorrow with the group. Um, Frenchtown Sun newsletter. So,
that's something Mrs. Miller, um, Mrs. Nent, her community, we're going to be putting out an actual paper flyer, right, for people. So, that's something that we're now a part of, which is, you know, very cool. um bookshop. Um Ashley Rodriguez, a few of us had a nice
meeting with Scott from the bookshop and we're building something. Rachel was helpful um and prepping me for that meeting. So, thank you Rachel. Um and then Miss Kelly, ReadAcross America came in and did Miss Kelly what Miss Kelly does, right? And she just um did a
really wonderful job with um all our students and we really got to a point we her and I kind of joked and I think a few of our team heard um I was like, "Okay, so now we've done this. how many years. So, literally we can hand you a schedule and say like we walked I walked
her to her first class and then she just went on her way. She knows where everything is. Um, obviously we got some teachers and staff there following her around, but it was just she and she's just so happy to be around the students and the students really just gravitate to her and it gives her an opportunity to promote opportunities at the library
like we've done um for her since we really started this lab um collaboration. And then last piece, cultivating at school culture pieces. Um, our awesome sauce board, student council awesome sauce board. Um, Mrs. Rodriguez has been
having her students do some different positive messages. Um, I think we saw Mr. Rek Epstein put one up not too long ago. We had a shout out board. Mrs. Ig, um, Miss Yard, some of our culture, school culture and climate team um, put that up. So it was really if you haven't
had a chance some area right outside the gym still up for like this week I think it's going away. Um but just so many students took a minute to just you know say something positive about individuals about staff staff had an opportunity to
share with students um just really great opportunity for our students to you know have an opport to come up and just say something and it you know reflected in the board. So kudos to everyone part of that. Um, SEAL week, read across the web, we talked about that. So, social emotion
week, we had numerous things that were going on, including that shout out board. Um, but kindness bingo had numerous staff were a part of, you know, either writing a letter to a staff or saying hello to a staff or you had to say hi to 10 people were saying a nice thing about 10 people and the students
really got into that. Um during that time, our older learn older learners with younger learners that continues um you know I really want to brag about the recess huddle when we have that opportunity. Our our middle school students coming out and asking like they
lead it. I mean they literally can do it themselves. We say what was something you did positive as oh I helped a friend. I included four friends in my game today. I followed the rules today. That's a big thing in K4s. we don't always follow people's. >> Um so and then we clap it up and
everybody has a really, you know, good time, but it's empowering to our middle school students to be a part of that. Um the other day I I got asked kind of all and told to students, I'm like, "You want to come help me with kindergarten as we go out on our fire drill?" And they were like, "Let's do it." Um so
really just that openness, that willingness to be a part of it, not you know, for our students with the support from the teachers really goes a long way. winter clubs, you know, we're kind of at the end of that now, but we're still rolling with volleyball just started in
yearbook club. Um, academic support clubs, we already talked about kindness awards, they're ongoing end of year field trips, a lot of them. So, you see a couple on the agenda, they're been being planned now. Ramp balloons are science circus. Um, they were here March
9th. So they came in and did a really nice um you know really nice what you know what a gas assembly and students really got involved and if you um we did put it up on our website number of our students got to be volunteers and be part of the activity which was really
neat. Um kindness bingo is back to the week and then you know the K2 group did some friendship tips with um from the rainbow bishop you know the book as we know. So really just trying to cultivate all those things that we talk about that
kindness, being in that kindness and respectful lane really just goes a long way. Um you really I feel like we talk about this all the time, but if we can stay in that lane, it's usually a pretty good thing. It's usually a positive thing. All right, thank you for your time. Any
questions? Good. >> I do want to just say thank you Teresa as always. It's budget season and if it's it's busy, but thank you for all your work. >> Thank you, Kim.
>> Um I have a couple of things for um my report. Um, first of all, Adam and I met a few weeks ago with um, presidents and vice presidents from the other sending districts and the high
school. Um, and every district was represented, which was great. Um and we basically spent some time um you know talking about things that were going on in our districts that we were
happy and proud about issues that we might be having in our districts or um you know things that we're trying to deal with and um then we talked about ways to work together. Um, of course
we've were a room of board president, board members. We were not a room of administrators, so all of our ideas are kind of hypothetical. But it was really um it was a really positive meeting. Um
there was nobody there who was like h you know we don't really want to get involved or um every district was um enthusiastic about doing things together and um you know even some like kind of
higher level things um you know like for instance we talked about like oh if we could all share a curriculum director it would be great And without fail, every single district was like, "Yeah, that's a great idea." >> You know, the next step is bringing that
to the administrators and seeing how that would work in real life. But, um, but it was a I think a good positive step to have all of the, um, the boards kind of talking together. Um, also I
just I do want to mention that throughout during the meeting um at least three times initiatives from Frenchtown came up um and people were like, "Oh, I heard you're doing you know
blah blah blah." And um there was people wanted to know about our cell phone policy because other districts have not um finalized theirs yet. Um, they also asked about our personalized learning plans. Um, when I talked about our
summer learning program as one of the things that, you know, we were excited about that's going on in our district, um, one of the districts said, you know, would you guys consider expanding that and taking students from other districts? And so, there was just a lot
of great talk and a lot of positivity around the things that we're doing here. um which was really nice. Um also one of the other districts is like oh and one of the things I'm excited about is that our uh superintendent now sends around a
weekly newsletter on Friday updating the board. I was like I wonder where I got that idea. >> Oh well our superintendent's been doing that for a long time. Um but it was just it was really good. It was a really positive meeting. I know
I've um communicated to our board before that um we've tried to get together in past years and I don't know what happened. I don't know why the climate has changed because some of the people at the table are the same people who were at the table 10 years ago when we
stopped meeting but um but it was good. So, um we're planning to meet um at least, you know, at least every other month and then um eventually um meet
with the superintendent. So, um so we'll keep you posted on how those meetings go. Um and then the other thing we wanted to talk about tonight was the forge goals. Um, so we'll just I'm gonna try and go
through this quickly. >> Just sorry to interrupt quickly on the previous uh comment of meeting with >> any update from Delv Val. I know it's been now almost a year since they said that they were going to start giving us updates on how Frenchtown kids are doing
once they land at Delval to get us a better sense of like preparedness. >> Yeah. >> Any update on that effort? Um I won't not really an update just because the you know the board president was there not the superintendent. >> Um but we did talk about that at the
meeting. It did come up and um so you know my thought is that that the board president the high school will bring that back to the superintendent because everyone at the meeting was like you know that be great information to have. >> Um >> right.
>> Yeah. Mr. There will definitely be last I interacted to there will definitely be a meeting amongst the administrative group um discussing that somewhere between now and the end of the year. I know that's that was the last dialogue that I had on that subject but
>> so we're I no one forgot about it yet, you know, for sure. Um but it's you know it's just a process, you know, as you can imagine. Um okay. So the first thing that um our first goal was to increase public engagement. Um
one of the things I actually I had a conversation with Rachel earlier today. Um and one of the things we were going to see was to move forward with an advisory committee. Um the purpose of
which was kind of to um evaluate our progress with the strategic plan, but also to kind of um create a bridge for the community and the board and the administration.
Um, but one of the things that and I I said to Rachel, you know, it's kind of like some of the other districts do like coffee with the principal or coffee with the superintendent. And then she and I were talking and wondered if the board thought maybe that was a better thing to
do for our district, that kind of more casual collaborative um rather than an advisory council, which sounds a little more serious. Um, I think both of them probably have their benefit.
>> Um, >> how would you feel about coffee with principal? >> Maybe te with >> No, I think you know I think it could be an opportunity. It just, >> you know, where do what is a good time for that I think is important, but I
think it could be um and potentially be an opportunity to, you know, highlight it. um you might not like this but a staff member too during that time um to be a part of it depending on um so you know I would look at it yes um but a
team approach on it and then what could be what would be a really good time I think that's something we always work through you know what's the best time to do something obviously which is you know we're thinking morning right in some way shape they're doing >> I mean I also think that
if we try it and it doesn't work. You know, if we do a couple and nobody shows up, they're like, "Okay, this is not the way, you know, we're going to make it work." So, we go to the advisory council or something else. Um, >> this is the portfol
I'm a little bit confused by the advisory council and the like public engagement bit like I understand that the expectation be the advisory council is made up of the public. >> Yeah. So, the I'm sorry. So the advisory council was the when we had an advisory
council after our last strategic planning five years ago or seven years ago. Um it was made up of members of the public whoever wanted to join. Basically there were probably 12 to 15 members of
the public on it. Um however the majority of it happened during COVID so it was all Zoom calls. Um, our superintendent at the time was on it. I was on it. Uh, there were two other board members who were members of it and
I think two staff members. I know at least one I think two staff members who were on it. >> So, um, and you know, we like we decided on topics to discuss um, and um, it was just a great way to get public input in
a much more casual setting. >> Yeah. more into a setting where you can get into the >> Yeah, that feels relevant. Um, so the question is, could we do the same thing in a more casual atmosphere like a coffee with the
superintendent >> than a advisory council meeting? My my in the conver in the in the conversation well let me see if I can in the conversation question was >> you know if the goal is to engage
members of the community in talking about um issues that come up you know like screens for just for as an example um there's something about being a member of an advisory committee that is like serious commitment and official and
all of that kind of thing that somehow feels different than sitting down with the principal for tea and some staff for tea and other concerned people and just sort of talking about these issues. So having
more of like a intimate town hally anyone can come town hall. Yeah. more of a conversation and less of a >> to me an advisory board feels a little more >> official and I'm a member or not a member and there's a meeting and I have
to go or I you know I think I I just feel like >> maybe and it's more of an invitation to come and >> let's explore these things together in a way that is friend friendlier that's not a good word but you know less less efficient.
>> Yeah. I thought I thought the way the strategic planning was kind of kind of structured like there were certain areas we were going to talk about but then talking could happen freely because I think an open town hall might be a total freeforall. >> Yeah. I meant like a >> Yeah. Yeah.
>> No bigger than but Yeah. Right. >> Right. and to just maximize your time too in terms of, you know, are there certain things that are hot items that we've been working on and not just not just have a town hall to to get people's >> uh I was wondering if there's a way that
you can create like a group of people that agree to like meet and talk about something and then you create these like sub meetings that are specific. So somehow because I know we've like struggled with lack of like getting people to come to things. >> Yeah. So if there's some kind of hook like what you're saying if it was like
an advisory they feel like a little bit more hooked in like they have to come whereas we don't want to create that like I have to come but some kind of commitment and then give them the choice into like a certain situation something to get them to come you know
some kind of sign up or something that like usually works right um >> but yeah I mean I think We also I think keep in mind that we have this bank of ideas from strategic planning. I mean we
we took this year and went all in on a number of >> So you know what people are interested in. >> I mean yeah change but we do have the >> too. Yeah. The other thing is like we can reinvite the folks that came to strategic management. >> So yeah that definitely like when we did the advisory council the first people we
emailed was everyone who had attended strategic planning and said we're doing this thing. Do you want to be a part of it? And then we put it out to just >> and maybe we could even like go so far as like, hey, we remember you being at strategic planning. We remember you specifically having concerned about
this. We're having this like panel meeting about this specific things. We were hoping that you would attend because you had such good input or something. You know what I mean? Try to pull people in somehow >> to something that they're already interested in. >> I don't know just to try to get people there. My biggest concern would just be
that most parents are working parents and then setting it during hours that are feasible for working parents is going to be so like breakfast coffee may not work as well as like well >> yeah I mean you know we've done
and I made 7:30 a.m. destroyed. >> Yeah. Right. >> That might work for some parents. >> Um >> Yeah. or if there's something visual we could do to create more attendance, you know, like >> but I >> I will say not that it's up to me by any
means, but like I love the idea of resurfacing some of the like hot topics from strategic planning of making it more open instead of handpicking the individuals who are part of a like committee and they have to go and like creating opportunities whether that's via Zoom or in the evenings or early
mornings where folks can show up who are passionate about a specific subject. So there's like, you know, the subject of getting more town businesses involved and I'm sure a lot of folks that have businesses in town control for that one. There's a subject around screens. I know a lot of people in the community have, you know, hot takes on screens like so
we could just frame it in those and just invite as many people and hopefully, you know, quarter of them show up and there's enough for a good discussion. Um, I mean, I think it's it's worth trying it Yeah. that way a couple of
times and then if we're finding that nobody's showing up, then we >> change it. >> Try to Yeah. change it up. >> I mean, one of one of the things that might help us I mean, it's first of all, I think we have to give oursel enough time because sometimes it takes time for something to get real. >> Yeah. >> So,
I agree. And and I also think that if it's like like pretty much always on the second Tuesday or the like if it's quarterly, if it's always on a Monday or whatever it is, if it's something that is predictableish or people can put on their calendar in some way,
>> that's helpful or two in the evening and tour in the morning or something what whatever it is. If we're kind of plan out those opportunities so people have time. >> Um >> um okay. Um the other thing we had that
came up at our last meeting um and I did not um look into this any further but was our part of the website or background maybe. >> Yeah. Um but one of the things we had
talked about was relocating the um the link to the board meeting and so I feel like all of that kind of >> falls under increasing public engagement. Um, and also just looking at the board pages and seeing what you know if if everybody could take 15 minutes to
look at those pages and just if there's something that you think should be there that is not um you know we can certainly add it. So it would be good to get everybody's perspective um on what what you feel should be there.
>> Thanks D for making the quick updates because it was on the front page today on the calendar. Great. >> Team members help with that for sure. But yes, thank you. We'll share it. >> Um our so our second goal was goal was to evaluate indicators of student
progress presented to the board of ed and make changes as needed. Um so at some point towards the end of the year I think it's kind of our job to um give feedback to Jim about how he has shared
the data what we felt was too much what we felt was not enough and um you know do that in a way so that next year um you know he'll know exactly what we're looking work.
>> Do you plan on reconstituting the academic achievement committee again because it seems like a relevant task? >> I feel like that would be probably something that that committee could be tasked with. Although I do feel like the whole board should give >> input
>> input on that. Um >> because you know we're we're all getting that data and we need to so >> um yeah let's talk about how we want to do that. I mean, I don't think it's fair to at a meeting all of us just be like, "Well, here's my list out of what?" So,
um, you know, so let's think about the best way to do that. Um, and give Jim some feedback. Um, okay. Number three, we already talked about. Number four, um, is kind
of a non issue at this point. Um, it's to evaluate and assess the findings of the regionalization study. Um, and number five is to research local educa ed foundations and assess the viability of a French town edition. Um,
so this was another subject that Rachel and I talked about. Um, I've begun the first steps of reaching out to the other sending districts um to find out who the head of their ed
foundation is. um currently and um Rachel has agreed and may call on some others to help to kind of reach out to those folks and see how they're at foundations or if they see they're think they're beneficial in their communities
and um then kind of assess the viability of whether it's something Frenchtown could do. Um so if anybody wants to help Rachel with that, please reach out to her. Um, okay. That is all that I have got.
So, we'll move on to our uh consent agenda. And we'll need a motion to app through 12.1. Yeah. To 12.11 including the um addendum items.
>> I'll second. Okay. Comments and questions on that. Great for Brett Bell. Yeah. When will the kids find out about that? >> Um, sooner than later.
>> Yeah, we're working with him. This is me. I was like, >> sorry. Any other comments or questions? Okay, then we'll need a roll call. >> Mr. Germany, >> yes. >> Miss, >> yes. >> Miss Klein, >> yes. >> Miss Harris, >> yes.
>> Miss Cartello, >> yep. >> Mrs. Dent, >> yes. Um, okay. Um, is there any new business with total public? >> Okay, then we have another opportunity for public comment if any of the public
wanted to speak. Okay. Um, since we have nothing for executive session, we need a motion to adjourn. So, okay. Um, all those in favor, I post Durk's name.
>> These are definitely worth looking at. >> I know.