##VIDEO ID:P0tztWjPq3k## Mr Bate Mr andrinopoulos here M hackery here M pasamano here Mr pasamano Mr patronio is absent Dr Scardino here miss Stella here and Mr valano here you have quum sir okay student representative report no no did I miss something yes I'm sorry oh I got to read that again yes you do oh boy adequate notice of this meeting has been provided by the following means annual notice was sent to the record Township's clerk posted in the lobby of town hall and board office set forthcoming schedule work meetings and public meetings of the board minut approval of minutes do I roll call Mr B Mr andropoulos for Miss Hagerty miss pasamano Mr pasamano Mr petronzi was absent Dr Scardino abstained Miss Stella for Mr valano for motion carries student student report good evening to all and thank you for joining us here tonight okay than you sorry good evening to all and thank you for joining us here tonight my name is Drew boft and this will be my second student report regarding the month of October that being said let us start I guess the future Business Leaders of America had their monthly meeting at LHS on October 8th where they discussed upcoming community service opportunities and the process of signing up for the various Regional tests members of the club have signed up for Unique exam categories and will be tested on December 3rd per usual fpla members are required to complete three community service activities at minimum in order to be considered eligible to compete at regionals this year liner Scott Talon took place on October 16th at 7 p.m. with tickets being sold at the auditorium doors for $5 refreshments and other snacks were donated by members of the LHS Corral and sold during intermission in the cafeteria congratulations to all participants who performed at Jefferson School the fifth grade class organized an ice cream social fundraiser which took place on October 18 in addition to this event the student council at Jefferson School sold pink items to students in honor of Breast Cancer Awareness Month lur Middle School's class of 2025 hosted a car wash on October 20th to fundraise for the events that will take place later this year the second meeting of the peer group connection program took place on October 22nd where they discussed the activities that will take place at their next Outreach the subsequent Outreach will be held on October 30th during periods 1 and 8 the PSATs took place on October 23rd at LHS where students students took part in the online standardized exam while the exam was going on the class of 2025 was invited outside to participate in Linhurst High School's newest tradition signing the rock which has recently been placed outside the elevator Tower the tradition was an ideaa by Miss Melissa artii where the senior class gathers to sign the Rock and symbolically leave their mark on Linhurst High School there has already been positive feedback from Linhurst alumni who saw photos of the event take place in subsequent years this event will take place in September with the rock being painted a different color for each class the next steps staff planned on taking include installing a light above the rock to make sure that it is visible and may be monitored by cameras throughout the day loner's high school's chapter of the National Honor Society held its second meeting of the school year for senior members on October 24th as previously noted the induction rehearsal will be held on Monday November 25th with the actual ceremony taking place on the following day November 26th members of this year's journalism program attended reders University in New Brunswick for the Garden State Scholastic press Association fall press Day on October 28th at the event students were given the opportunity to attend workshops on various topics relating to journalism furthermore awards for the 20123 newspaper cycle were announced at the event with the lighthouse being awarded its eth consecutive award for distinguished journalism and overall Excellence many of the student journalists also placed for individual awards for their respective articles congrats to all of them on the topic of the journalism program the lighthouse is scheduled to being begin releasing physical issues this Friday November 1st with online content following shortly in early November loner's High School will hold a College and Career Fair on October 30th from 6:00 p.m. to 8:00 p.m. in the gymnasium students are welcome to attend to hear about potential College opportunities and gather information from college representatives and advisers all schools in the district celebrated week of respect during the week of October 7th where students and staff support the prevention of bullying intimidation or harassment towards each other similarly the ler School District participated in National School violence awareness week which took place during the week of October 21st finally the ler School District participated in Red Ribbon Week during the week of October 28th students and staff were encouraged to dress up and follow the various themes to Advocate against the usage of drugs in closing I would once again like to thank the community for their unwavering support of the students in the liner School District thank you all again for your time and this concludes my monthly report good [Applause] night yes I have reviewed the financial reports for the month ending September of 2024 and support tonight's resolution that certifies that there are sufficient funds available based on the SE September financials to meet the district's Financial Obligations for the remainder of the 2024 2025 school year the district continues to work closely with our auditor to finalize our June 30th 2024 audit which is expected to be finalized shortly I have also reviewed and discussed the resolutions on tonight's agenda with Mr dorso and support his recommendations to the board that they approve all the resolutions on tonight's agenda that concludes my report for this evening thank you just want to give up uh we're going to have a presentation and I'd Like to Move Motion to move after new business all in favor against motion carries that's all right superintendent report okay so as Mr pasano said we we have a a presentation tonight on our our test scores this is uh required by the state uh to be done um at the October board meeting so Dr morale our assistant superintendent is going to go through um our test scores um obviously the test scores um are the foundation of our district and um I mentioned that the last meeting we still have not gotten official word yet but I did want to mention again um that we did pass our qac monitoring um last school year so um that was uh state approved at the August board meeting um that's a tremendous accomplishment for our district um and instruction in program and our test scores are a huge part of that and so um We are continuing to improve our scores um as a district um our district supervisors and directors are here tonight we analyze our test scores and that drives the instructional program of our district and so um over the the past couple years um for instance we've seen that our math scores are not where we want them to be and so um we've totally revised our math curriculum at our lower grades and we're now moving into our Middle grades to start to um look at different curriculums and see what we're going to do at the middle um in the high school and so um we've seen some strides in our scores and we just need to continually grow so thank you for our district supervisors and directors for being here and working with Dr Morel and the principles um to put out the curriculum possible for our students and so um we're going to move that to the end the other thing I just wanted to mention um which is going to be under new business but we did talk about it in work session is that the November board meeting is going to be moved uh to Monday the 25th so just please make a note at about that there'll be a formal resolution at the end of the meeting to do so so again the November meeting is going to be moved to November 25th um so we can we're going to continue on with the formal agenda now and then we'll conclude with our presentation so excuse me wait yeah he's just get pursuant to the recommendation of the superintendent of schools the committee on finance recommends the following resolutions to move forward for a roll call vote I make a motion to move forward Finance resolutions 1 through 15 to be adopted second second Mr aate roll call Mr for Mr andrinopoulos for Miss Hagerty for Miss pasamano for Mr pasamano Mr petronzi was absent Dr Scardino for Miss Stella Mr valano motion carries education ccum to the recation of the schools the committee in education and curriculum recommends the following to forward educ and curricul AD second second Mr Pano roll call Mr abat four Mr andrinopoulos for M Hagerty for Miss pasamano for Mr pasamano Mr Petron was absent Dr Scardino for Miss Stella for Mr valano motion carries policy and rules pursuant to the recommendation of super of school superintendent of schools the committee of policies and rules and regulations recommends the following resolutions to be moved forward for a roll call vote I make a motion to move forward policies and rules and regulations resolutions 1 through two to be adopted second roll call Mr Abate for Mr andrinopoulos for Miss hackery for Miss pasamano for Mr pasamano Mr petronzi was absent Dr Scardino Miss Stella for and Mr valano motion carries Personnel personel personel pursuant to the recommendation of the superintendent schools I a motion to forward resol roll call Mr aat four Mr andropoulos four Miss Hagerty for Miss pasamano for Mr pasamano four Mr Patron was absent Dr Scardino four Miss Stella four Mr valano motion carries at this time I'd like to move forward to watch the uh presentation no hold on it's new business first I'm sorry I'm tonight both because the Yankee games on 808 any new business yes uh go ahead second second all in favor I any against abstentions motion carries second next board meeting will be November 25th public uh public oh no yeah now is now is the presentation now we can do the presentation the board members will take a seat into the audience thank you uh you do that after the this is the presentation who's going to talk there's no stay awake [Laughter] please it's okay I think it's fine e it's on I see it the presentation is not on but I see the lights are on now yeah you have to check the input there it goes it's on all right good evening everyone uh this will be our last presentation of our state assessment results and so today tonight I'm speaking to you about our uh njsla results our New Jersey student learning assessment results as well as our uh DM uh results so uh as a reminder these we're required to our students are required to take these State assessments as part of a federal accountability requirement uh related to the every student suceeds act and um the assessments uh in for New Jersey for njsla and New Jersey learning assessments are are in three content areas English language arts Math and Science as you can see here by the grades uh Ela we test from grades 3 to9 uh in math is grades 3 to8 then you have Algebra 1 and geometry and then in our science our students in fifth 8th and 11th grade take the assessments and this is a way for us to assess how our students are uh meeting uh benchmarks related to the standards uh the assessment there are five different performance levels so passing is a level four so a student receives a score of 750 uh it's a level four and any student scoring from 810 or above is considered level five so level four is meeting expectations five is exceeding so when I when you'll see the results the results are going to be shared to you for students who have scored in the level four and level five range um historically our district has a strong participation rate so the majority of our students do take part in in the assessments we don't have a lot of student uh or I guess parent waivers refusing to take the test so we tend to hover around a 100% the lowest being about 96 97 so we're going to go into our Ela results and they're broken down by our grade bands so you'll see grades 3 five uh and then it'll go from sixth grade to the high school so here are H the percentage of students for who have met four or five um as you can see uh grade three is low uh usually Ela is one of our higher scoring grades um and however I do want to say and you'll see that a couple of slides later that that is actually an improvement from the previous year of the students um then you see our fourth grade and our fifth grade scores and here's the scores from the sixth grade uh to the freshman year uh ninth graders uh there is a dip you see in seventh and eighth grade and and we're going to talk a little bit more about that when we dig a little bit deeper into those scores here's a comparison of how we perform against the state so you'll see that um in third grade we did underperform the state but in fourth and fifth grade we outperformed what the state um overall the state performance student performance was so either way we're not far that far off from the state obviously we want to be um at or above the state we that's where we strive to be here are scores in six through n so overall again you'll see similarly scores where um as a district we are performing better than the state or pretty similar to the state um when you compare our students from sixth grade through high school now this is a comparison of numerous years um where you follow the same it's the same grade but different students and I think it's important to note about um how you have to report that data so part of our presentation we have to show trends that we're looking at data so we like to look at data not only from one grade to the next but we also like to look at data from looking at the students and how they grow with us from one grade to the next and the reason why we look at same grade different students is that gives us information about how our curriculum is meeting the standards and we can compare from one year to the next and if there's any gaps in terms of how we're doing with that but also keep in mind that you're talking about a totally different group of students and some students um have different um performance levels overall as a cohort of students um the first two on the far left the lighter shades of purple uh these are your uh pre pendemic scores um you'll see that the um there's two years that are missing which is 19 the spring 20 and the spring 21 scores and that's because there was no State Testing again due to to the pandemic so you'll notice that the overall trajectory typically uh that you see here is that pre pandemic we had high scores as a result of the pandemic we did take a dip in our scores but what I am happy to show if you notice that if you look at the 23 24 scores you see that they're slowly rebounding back up so we're coming back and we're making um hopefully trying to get back to some of those pre-pandemic levels um with those scores so um if you notice in the earlier slides you saw that there was a dip in the seventh and eighth grade scores um when I just showed you in the year but if you see overall as a cohort you'll see that in seventh grade um we actually improved from the previous year um and uh and in eth grade we did take a slight dip with that uh but and I'll show the next slide that if you see that the students actually grew so we took to me is where I really like this one because we meet students where they are and we helped them to improve so in those previous slides where you saw perhaps a lower percentage we actually moved we improved the students from from the previous year when they were in seventh grade for example from 40% to 55% in 8th grade so across the board for many of our grades you'll see that for each um as the students were with us we improved their scores you might see the dip when you're looking at it from just looking at it by grade same grade different student students and I just want to you know preface that that again there are a different group of students so it is a little bit of a comparison of apples to oranges in a way because there's a different group of students and a different makeup of the students but that's not to say that the information from looking at it grade to grade uh is still relevant to us in terms of looking at our curriculum and meeting the state standards so another component that when we look at our data is how are our different um demographic groups of our students performing and so this goes here by our race um again you notice on the far left those are our prepandemic levels and on the far right would be our current um status and you'll see that in many of the categories again we are rebounding and we're getting closer to those pre-pandemic levels which I think um is definitely a positive sign of the direction that our district is moving forward and um we do have some achievement gaps between the difference uh of some of our groups um for example if you're looking at our um Black and Hispanic students that are underperforming um our Asian and our white students um but as again we're still improving where they're going so I it's kind of you know half of one doesen the other half of another but we're making those strides um in our female and male population you'll see here that our females our students are outperforming our male students in ela um and again we're getting closer to the pre-pandemic levels bless you uh this is the breakdown in terms of programmatic so um L's are English language learner students uh free and reduced lunch um and then we have our Section 504 students special education students which have IEPs and then our general education students um the other component to think about I think when you're looking at multilingual Learners again this is looking at um different group of students each year so when multilingual Learners come to our districts and different grades obviously they're at different levels so a particular year we might have more students that are at a lower level of their English language development whereas in the previous year we might have higher level language uh students um that's not to say that we don't look at how do we support those students because you can see here that this past current year um our multilingual Learners uh they're was a a a a dip in their scores where we only had 6% passing in ela and what we are finding overall as a district is that our multilingual Learners are increasing our population and we're having much more students um who need those additional supports and those are things that we're trying to work internally with providing professional development to our teachers as well as modifying our curriculum to input additional strategies um and resources to support our teachers to provide instruction to these students uh the other area um that we always um have struggled with is with our special education students uh but you'll see here that we did improve so again we're moving in the right direction not at the rate that we would like to be in comparison to some of our other student subgroups but we are moving in the right direction here are now our math results um again this is grades three four and five obviously we would like to do better but this is where the positive part I want to show you uh here's six through high school again uh Algebra 1 please note that the algebra 1 scores um include our eighth grade students uh who take algebra as well as our high school students who are take algebra so that's a combination of scores um I'm going to break that out for you a little bit later in another slide um but you see those are results this is a comparison of our performance to the state in three to five again we're either similarly performing with the state uh in this case in third grade we are underperforming the state uh as well as in fourth grade but in fifth grade we're pretty much equal to the state in terms of percentage wise in our high school from sixth grade to high school you'll see that um we are are performing the state in sixth grade in Algebra 1 and in geometry and um but I I also want to reflect if you notice the eighth grade scores obviously they're not uh at a level that we would expect for our students to be passing um but the state is not performing either at that point so it's clearly an area that we need to address overall as a state so here's again a way for us to compare um when you're just looking at the grade from one year to the next so these are same grade different students and again um the far left would be pre pandemic and the far right would be current level and if you notice we again are moving closer to pre-pandemic level so I think that is a positive if I if you if you walk away from anything from this from this presentation is that we're getting closer to our pre-pandemic levels um and um even when you look at it from one year to the next uh we have some improvements in the in the grades oops I went H too much there goes six through high school again looking at the far left is pre pandemic if you notice in sixth grade we're almost there I and I'm hoping that with the changes I'm not hoping not a betting woman but I should probably nope I'm not going to do it I was G to say I guarantee but I'm I'm optimistic that with the changes we made in the middle school schedule of having daily Ela math instruction um we believe that we would expect higher uh achievement for next school year so I guess they'll be my either my famous last words we'll see so um even though 8th grade is low the 11% um it is an improvement from the previous year obviously we want to continue to improve and then you see our algebra and geometry scores and please note that our algebra algebra and geometry scores are actually passing our pre-pandemic levels so we have pretty much gotten back onto onto par with that um I know this slide might be a little bit difficult and I I failed to mention that this presentation will be placed on the district website so under the academic section um if you click on it you'll see assessments and I will have this presentation up I purposely put this slide in because um when I do meet with um the director of mathematics Sabrina Leon we actually break out our algebra um results looking at how our middle school students perform compared to our high school students now um I have to put it an nisk to that a caveat that um the students who are in Algebra 1 at the middle school are your typically your honorable students honorable track students and so um the other difference I want to make a note of the change in scores if you notice from the 27% that jumped up to 80 to 84% um we had internal conversations uh that we were we recognized with also with the Middle School and High School administration about some of our eighth graders um were in Algebra 1 passed a class but were not passing the njsa so we made a change that said um if you want to continue on this track in high school where in freshman year you will take geometry you we have to ensure that you pass njsla and that was an agreement that made and so if a student passes Algebra 1 here in the class but fails njsa they have to take algebra again in high school and we believe that was a very strong incentive for some of our students uh to to take their due diligence and taking the assessment and I think that clearly showed with the high school with the big with the big increase with that um our high school is our overall general education population but again I want to point out at the the far left is pre pandemic we've already doubled what we used to uh achieve pre pandemic so we are moving we continue to move in the right direction um I tend to be a little impatient sometimes when I see these scores because of obviously uh we want to have higher scores but we are moving in the right direction and so here's a comparison of when I just look at the students as a whole and then I follow them from one grade to the next so we continue to take students from where they are and we move them up the grade four to grade five this is a a great conversation we had with our teachers and we actually had it with one of our math consultants and comparison to the state the the the state overall took a dip in fifth grade and there are many Educators who pose questions to the state that we actually found some errors in the fifth grade assessment am I correct U Miss Leon and so we're going to take that that glitch a bit with with a grain of salt um and in fact uh I believe several districts reached out to the state and said that hey we found out that one of your questions was wrong in terms of it actually wasn't aligned to the standard and how we were supposed to be teaching and it actually was um a confusing question to students and um so that was something that has been highlighted of course the state didn't really respond to us uh but there was enough people across the state that caught that in the fifth grade assessment this year and so here's a breakdown of math across our different um demographic groups in this case in the race category um again you'll see that we do have achievement gaps uh but the overall trend as you can see is that we are improving with each uh subsequent year with the students uh this is the comparison of male to females um you know you know historically there's this perception that males um will outperform females in math um but in this case we're pretty evenly uh performing between our female and our male students with the male students slightly performing a little bit better than our female students by about six uh percentage between 39 and 33 uh this is for the different programs we have again our English language Learners free and reduced lunch Section 504 and our special education students I want to highlight again if you notice we're almost back to pre-pandemic levels again not the at the percentage that we want our students to be but at least we're um improving them and we've put a lot of resources um to supporting our teachers and providing those supports so now we get into science uh so science has um a different levels and is obviously not tested for each grade it's just Fifth Fifth eth and 11th and instead of five performance levels there are four and you'll see here that a student could pass a test with a level three and a level four and so here are our science scores in grades 5 8 and 11 um they are definitely low scores uh but I definitely want to show you um our comparison to the state and we are underperforming the state uh but the state itself is also low performing this has been an ongoing conversation at the state level um with questions about the test this is um about year four I think uh one year didn't count at all because it was field testing and we continue to question the state um about the validity validity of the Science assessment um because of the number of students that are passing the assessment and this is across the state even for people who are quote unquote um High performing districts where expect 70 or 80 their their students are not performing either at the expectation that they have um nonetheless we have to get assessed in science and we try to do our best um for the students to to to provide them with the resources to pass uh this is the comparison of of the three years that we had as I said although it's the fourth year the one year was really of a field test so we weren't held accountable to those results um so these are the the last three years of our students performing uh with the assessment here's a performance uh by race and um in the very first year of the of the Science assessment you'll see the different performance levels and it kind of varies each year and again this is kind of tough to look at because as I mentioned it's fifth grade eighth grade and 11th grade it's two different very three different groups of students so really depending upon um where those students are coming in you know that it's difficult to look at each year we still look at it obviously to look at how our curriculum is align to the standards and how the students are performing um our female and male students are pretty equal in their performance when it comes of Science and then by our programs um you'll notice that um we have definitely achievement gaps between our students um and for our multilingual Learners is is even more concerning um in terms of the type of supports we need to provide them and um if you're trying to learn English uh you have a dual situation where not only do you have to you're trying to learn the English language you also have to learn the academic language of that particular content um that's difficult for a native English speaker and it makes it even more difficult for someone who's also trying to learn English and so what we have been trying to do is trying to build up more um support English language supports uh for our students in some of these content areas so the dynamic learning maps are the alternative assessment for some of our students um who have IEPs now not all student special education obviously uh take the uh dlm uh these are usually uh typically are um students who have the most significant um intellectual disabilities and so they take an alternative assessment which is the DM um their results are um are at the different performance levels and uh again they are assessed in English language arts math and science uh this assessment is more of like a portfolio of different assessments it's not an actual like the similar test to the njsla um but they they still have to provide work in terms of how they're Meeting those standards and so overall as a district we had 29 students who um were um deemed eligible to take the dlm um we're supposed to report out if we have at least 10 students per grade but these are 29 students um across from you know three to high school so I don't have 10 in any one particular grade so I won't be able to break out to you the grade level performance um be due to to protect student privacy of these students um but I still have to report to you that we did have students that took the dlm test so what I am perform reporting out to you is overall how did our students perform um collectively those 29 students and we had about 48.3% um were at Target or advance in English language arts and about 41.4% in mathematics so when we take a look at the data um we as I've mentioned earlier uh the positive news is we continue to show that we are moving our students along and getting closer working our way towards pre-pandemic levels and in some content areas like geometry we have already surpassed um the pre-pandemic um achievement scores um in these particular grades you see that we have performed above the state in ela uh we have definitely seen improvements in our writing uh in particular areas and I'll talk a little bit more about that and then again more importantly I think for me what we all appreciate is that we meet students where they are and we continue to help them grow for the following year so where are some areas that we need to polish uh in math uh we're continuing to support our students when it comes to understanding modeling and reasoning skills um specifically their number sense rules uh Sabrina can you give an example what number sense uh skills are right so like I can I can carry 10 pencils in my hand I can't carry 10 jugs of water that's not reasonable that's having a number sense so it's having that type of information and so that's work we continue to do um Mr dorso references earlier um we did did um our consultant worked with our K5 students and now she has transitioned to our middle school and so we're we're starting to support our Middle School teachers with much more intensive job embedded uh PD and uh revising our curricular maps and we're again excited that we have daily instruction for Math and Ela and so that has also had to adjust our pacing with that um in ela uh one of the things we want to continue to work is with our vocabulary development uh this also supports for our English language Learners uh as they have to improve as well both their English language but also the content area language uh we continue to practice with our students uh with reading non-fiction uh and in science um what we're really trying to make sure is that we're hitting some of the major content areas um in the science blocks so some strategies that we're doing is um obviously ensuring that our special education teachers are included and supported with our grade level curriculum PD um I think this is something that uh I really want to stress um our special education teachers are with our general education teachers with all of our PDS we don't treat them separately and they don't you know they're not on their own Island they are part of our conversations and part of our PD uh the difference however with sometimes with the PD is that we will tailor the PD with specifically with with a special education teacher uh to meet the needs of their students in their class and so it does get even more um targeted for those teachers um obviously we're supporting with job EDD with our Ela and math curriculum initiatives um in our Middle School this year we've been working um with a consultant from Gravity Goldberg Jamie margoles and we're really looking to break down how we're teaching um our our different novels and um Lisa if you don't mind talk a little bit about that e so in Thank you Lisa so in ela and math what we really have um try to focus on is the consistency of instruction across the district as well as across the GR Gres and having a Common Language uh common assessments so that when we look at our unit assessments we can have a conversation about how do we do overall as a grade how did I do as in my class and then identifying any areas that we need to adjust so we're constantly meeting and looking at the data from that um we're going to continue to utilize our early literacy screeners and our diagnostic assessments um I I feel at this point we really have improved our tier systems of support in our K3 area where we have our students all of our students are assessed with Dibbles um based upon how they're identified with that um they're provided with additional supports in class and um supported um with uh with additional Diagnostics to really pinpoint what are the different areas that they need support in uh new this year we had it in our in our schedule last year we call it the flex period uh we changed the focus of that period this year where we we called it a win period which stands for what I need and it it literally what that's that's what that means so during this period students are either receiving intervention or receiving enrichment to move forward and again um that looks very different for example in the K2 classrooms um in the 35 classrooms they're using I ready uh which is uh an adapted diagnostic that also provides them with an individualized learning path with that um in the Middle School um and I I see um Miss Brennan here the middle school schedule in addition not only did they include everyday instruction in ela and math but there's an additional Ela and math period for all of our students and during that time they're also receiving intervention and enrichment some additional strategies we're trying to have um better conversations articulation between our fourth grade to our Middle School uh teachers uh typically our middle School teachers uh because of their specialization in science have a stronger content background and understanding and the utilization of our Amplified science program so we have have we've been coordinating uh conversations between our Middle School teachers and our fourth and fifth grade teachers to really help them better understand how to utilize amplify and understand the science of the why behind some of the lessons um in 6 through 12 something called document based questions uh which historically C comes from AP classes but it's a strategy where students um look at different documents and critical thinking skills and it's it's a way to help them with their research and writing skills and we have adopted that and Incorporated that in all of our social studies classes so we have increased the rigor and as well as the practice for our students we um continue to use Link it in our middle school with Ela and math and um also in in the Middle School it's not listed here um that information then is also paired withl which provides additional support and I Exel is used during those additional Ela and math classes and then in our sixth and seventh grade um as I mentioned earlier um with the consultant who has now is um primarily focused with our Middle School teachers um has been meeting with with all those teachers again supporting and strengthening their own content knowledge um and talking more about um ensuring that they're moving students through what's called a concrete pictorial and Abstract way of providing instruction to students and incorporating more manipulatives um which in turn um are very beneficial strategies for English language Learners and special education students and that is the presentation and I hopefully get you out of here to go the Yankees are there any questions yes okay and I okay but I I can tell you right now that between the three five Schools they're pretty evenly split they're very similar and they're results okay I mean there's only two Jefferson r ah understood okay no problem any other questions all right thank you e all in favor I Against for