Jeffrey Gunther. Here. Kathleen Hillman. Here. Bo Sullivan. Here. Heather Sullivan. Mike Terrell. Here. Tim O'Connor. Here. We've got a flag behind you guys in front of us. Start please. P Allegiance America to the Republic for which sustains No Nation individual liberty and Justice Promise. We have set aside some time for public participation. I'll take my chair, although you shouldn't see. Hi everybody.
Apologize for the, uh, the room size here. We had to, we had to make a switch. Uh, pretty, pretty late on this. Uh, we are, we have started the meeting. We are at public participation. Uh, is there anybody who would like to address this group publicly and anything excluding personnel? None. Yep. Yep. Seeing none. Um, item number three. I'd like to make a motion for the approval of the June 30th, 2025 school committee meeting. Minutes second. Motion Made, seconded. Any questions? All in favor? Aye. Aye. Opposed?
Motion passes. Item Number Four. I'd like to make a motion for the acceptance of bus drivers, spare drivers and bus monitors. First, a, uh, regular education. Make a motion to accept the bus drivers and the spare drivers. Second. Motion made, seconded. Any questions or further discussion? I just got one. I, um, it would be for Chris. I'm assuming. Um, they've all been quarried, they've all been background checked. All the bus drivers are good to go. Yes. Yes. Okay. I know, I know. Uh, Pam's on here, so I didn't know who's you, but, okay. That's all I had.
Any other questions? Questions? Roll call please. Kathleen Hillman. Yes. Bo Sullivan. Yes. Mike ll Yes. Jeffrey Gunther. Yes. Jim O'Connor. Yes. I'd like to make a motion. Four B, the special education in district bus drivers and monitors. Second. Motion Made. Seconded. Any further discussion? Seeing none. Roll call Please. Bo Sullivan? Yes. Mike Terrell. Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Tim O'Connor. Yes. I'd like to make a motion, foresee the approval of the special education out of district bus drivers and monitors.
Second. Motion Made. Seconded. Any further discussion on roll call, please? Mike Terrell? Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Bo Sullivan. Yes. Tim O'Connor? Yes. Item five. I'd like to make a motion for the approval of the 2025 2026 Elementary School handbook. Second. Motion made. Seconded. Any further discussion? Oh, just to comment. Um, there's a lot of Work I know that goes into putting these together and making sure that we've got updated
and accurate information. So Everybody who was helping out along the way wanted to thank you for that. We know it's a lot of work. Uh, let's do a roll call, please. Mike Terrell. Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. O Sullivan? Yes. Jim O'Connor. Yes. I'd like to make a motion to approve the 2025 2026 Westfield Intermediate School Hand. Second. You made second. In any further discussion, See none. Roll call please. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. O Sullivan? Yes. Mike ll Yes. Tim O'Connor? Yes.
I'd like to make a motion to approve the 2025 2026 Westfield Middle School Handbook. Second. Motion made. Seconded. Any further Discussion? Seeing none. Roll call please. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Bo Sullivan. Yes. Mike Terrell. Yes. Tim O'Connor? Yes. I'd like to make a motion to approve the 2025 2026 Westfield High School Handbook. Second. Second. Motion made, seconded. Any Further discussion? We do have one on this one. That bow or Kathleen? Kathleen. Thank You. Uh, one question on this one is just I, as far
as I could tell, the, I know the thing we talked about on this last year was the cell phone policy. This is the same as last year as that. Right. Um, and then I guess my question, is there been any conversation or like contingency planning regarding the, um, bill that's been proposed Recently? Regarding, can you repeat that? The fan was louder. Sorry. Just The question is, has there been any discussion or contingency plan or anything like that? Um, with the, the recent bill that just passed the Senate around cell phone use? So it still has to be signed, but I do believe it's going to be, um, we are looking at various options,
but one of the things we still wanna pilot this year is this analog thing, which is a beacon that Can block but still allow cell phones in. So I do wanna pilot that, but obviously We will, uh, fall in line with the unfunded mandate from the state. And so if that does pass, we'll revisit the, I think, Well, that'll be for next year's Handbook. It would be for next year is the effective date on that. Yeah. Okay. Okay. Thanks. Any further questions? This is on Westville High School Roll call. Kathleen Hillman. Yes. Bo Sullivan. Yes. Mike Terrell. Yes. Jeffrey Gunther. Yes. Jim O'Connor. Yes.
I'd like to make a motion to approve the 2025 2026 Westfield Technical Academy handle. Second. Motion made, seconded by Ms. Hillman. Any Further discussion? Seeing none, call please. Bo Sullivan? Yes. Uh, Mike Terrell? Yes. Kathleen Hillman? Yes. Jeffrey Gunther. Yes. Tim O'Connor? Yes. Item six. I'd like to make a motion to approve homeschool applications, number one to number 52 for the 2025 2026 school year. Second. Motion made it second. Any further discussion?
I just have a question. Um, how are these numbers at this point compared when we compare 'em to maybe last year or the year before? Looking? Probably about the same. I will say we had a few bigger families come back to Westfield in the last four years. Um, but we can, like November, when they start slowing down, we'll give you kind of an update on their Okay. Good question. Nothing to be alarmed about, you know, in terms of these numbers. Any further questions? Uh, all in favor? Aye. Aye. Aye. Opposed? Motion passes. Item seven. I'd like to make a motion for the approval
of a Westfield High School trip to North Kingston High School in North Kingston, Rhode Island for September 26th, 2025. This would be for a football game. Second. Motion made and seconded. Any further discussion questions? Go bombers. Go Bombers. All in favor? Aye. Opposed? Motion passes. Item number eight. I'd Like to make a motion for the approval of the superintendent of schools goals for their 20 25, 20 26 school year. Motion made. Second. Seconded.
Do we need the principal? I have here. It's up to you said what you want to do. Principals can vote. Handbook proof. So it's just, we're in such a tight space already. I don't wanna make it worse for you Guys. So you're welcome to stay. You Can stay for the whole day, You're free to go. Right. But thanks again for the work on all of that. It's, uh, thank you. Lot of work, Mr. Superintendent. Yes. So the girls are, the goals are in, um, and the, uh, self-assessment is completed as well. But goal one for student learning is by June, 2026,
we will conduct a comprehensive evaluation of the effectiveness of special education in English learner or EL inclusive practices across the district, and develop a plan to improve instruction in all schools for implementation in the following school year. So, as you know, we have a new special education director, uh, Dr. Rosenthal. Welcome. And, uh, so, and we also, and if you, it's kind of a theme of the rest of our goals. You'll see too. We really wanted to hone in this year on the gaps and the achievement gaps, which also are attendance gaps, which lead to achievement gaps.
So it's kind of c you know, it's cyclical. Um, and so that is our, our, our first goal. Um, we have our key actions in our benchmarks listed. If there are any questions, I'd be happy to answer, but the idea would be to have a plan. So this will be, there's like a part two next year. Why don't we, we'll take these one at a time. Yeah. That's Mr. Sullivan. Can I ask, and, and I know it's part of the, part of the goal, I guess, but I, I think I would like your opinion, doctor, on where you think the gaps are. Are the gaps bigger than you're used to? Uh, are they, yeah. Two mics. There's two mics.
Um, I guess your overall view of where you see things, where they stand right now. So If we take a look at the umbrella of the 20,000 foot view, uh, we, we have a discrepancy of students with, uh, identified as special education to the peers. About a 20 Points Deficit, give or take a few. But throughout the district, now that number in itself is just a number. And that's what this goal really is centered around, is trying to get and investigate behind the why of it. Uh, we're looking at a continuum of services
and a continuum of practices throughout the district to align. So, you know, I've pulled a couple of IEPs and there's discrepancies between service delivery, grid minutes. Um, and, and we're gonna do a focal point this year on why are we making recommendations and proposals at a team meeting. Um, are we doing it because it's meeting class time or are we doing it because it's instructional time? So there's that kind of component to re we really gotta get in the nitty gritty of it. Um, this isn't too far off,
we're not too far off at all from state average. Uh, there's a discrepancy across the state between the subgroups. But really what we're looking to do is take a look at our co-teaching practices, take a look at our inclusion practices, and how do we create a robust, uh, curriculum and instructional practice to meet this, uh, needs of our students who are reducing that gap? Is, can I keep going? We still have the floor. Yep. Is there, you're obviously gonna look at what we do in the classroom. Mm-hmm. It's what you're here for. But are you also gonna take a look at what's going on
outside of the classroom when students are getting services outside of school or, and see if we're in line with everybody kind of saying the same thing. I mean, if they're getting a service in school, they're doing one thing. If they're getting it out and it's completely different than what you guys are doing in a classroom. We definitely wanna look to increase our relationship with the community providers. Yeah. We already have a very robust, uh, um, uh, outside services, whether it's through D-C-F-D-D-S, you know, all the acronyms. Mm-hmm. We already have a pretty good, um, group.
Now we control six and a half hours of the day. Right. So how do we make the most benefit of that six and a half hours while bringing in that group, the outside group, to support and kind of pair it together. Uh, really looking at, uh, a whole child approach. It takes a village to raise a child, we know. And really controlling what we can control and bringing in the providers from the outside to help support us in that effort. The, the last question I got on that is what kind of restraints? I'll call 'em obviously. 'cause we do this every year.
We do this every year. How bad is budget gonna be to this goal? I mean, you got, you've got, you, you let slip an unfunded mandate in the last question we asked. Let's be honest here. This is the biggest unfunded mandate we got. I mean, if I gonna be, I'm just gonna, one of the things that is encouraging is that there, they are supposedly funding circuit breaker at 75%. Last year was 44. They have never reached the full 75. And I'm really happy that they're going in that route. So that will help us a lot in that. But just to, I, I think we need to get, take a look at.
Um, I don't anticipate our costs to go up. I'm not anticipating If that answers your question, but if that happens, we'll keep you abreast along the way. The budget thing, uh, proposals that we do. But this is really, and, and I just wanna add the piece about the English learners now, now that all of our ELs are in their home elementary schools too. So, so we're gonna need to look at that as well. So I really like this goal and the fact that it's going to be, you have to know what you have before you can make any changes or improvements. And with a new person, uh, in charge of special education, I think it's a good time to do this. Dr. Go. Um, my only question on the, um,
when you talk about establishing a stakeholder group, do you have the sense of the Composition of that is what the sort of roles In that group are? Uh, definitely. So, stakeholder group, we want to talk to students first. We, we gotta get their perspective. Uh, one thing we have to do is, what do you need from us? Mm-hmm. Because this is about that. And educating them, talking to parents. Uh, so we're, we've already established our cpac uh, dates for the year, which will be going out. But not just that, uh, we've added in some, uh, so I'm gonna go to a coffee shop and do a, a, a kind of community event there,
because not everyone can come after school. Mm-hmm. Or come at night. Uh, so we're gonna look to really, uh, build in that community piece. Invite DCF caseworkers to come invite the DDS kits for our schools to come and meet with us and get to an idea of what we can provide. Uh, I just took a phone call right before this meeting from a parent that said, I'm moving into Westfield. I just wanna know what you have for services. 'cause I hear you guys have great programming. I wanna really emphasize this. This, we do have great programming. It's an I, from what I've seen thus far, it's amazing.
Mm-hmm. Um, the, the level that we have here in Westfield, I can tell you where I came from. We didn't have that level. Um, and I'm very excited for that. And there's a lot of opportunities there. So, um, And a lot of movements as A result and a lot of movements. But, uh, how do we create a sustainable product? And that's really what we're looking at for now. Is it too close to, to think about what success looks like for this goal? I mean, is it just the plan? Is it understanding the gaps and then you build on it another year down
The road? I think that's pretty much Benchmarks and, and other, I think once we know the, the issues, if you will, then we'll be able to, uh, put a plan that, you know, we'll be able to know what we're doing. But I, what I like about this, uh, uh, this approach is that getting the kids' perspective, I think is huge. Mm-hmm. And, um, I, I'm really, really excited about that. And if we want a school committee member on the stakeholder group, we're more than willing to do that. Absolutely. If there's any volunteers, Absolutely. Good. But yeah, I think what you summed it up very well, And it'll be interesting to see how this falls in line a a bit with the chronic absenteeism.
Couple subset groups There. They, they're related. I mean, those No, I, I get it. Yeah. The, the attendance and the academic achievement is related. Yeah. And the differences between the subgroups are pretty glaring. Yep. So we want to, uh, uh, do that. But before I do that, I, I want to make sure I don't follow another goal yet. Uh, just, uh, Mr. Trell, Sir. Uh, not so much a question, just a quick comment. Um, regarding this goal, I think it's completely relevant based on, uh, based on all of the information we've gotten over the past few years,
the, the budgetary concerns, the, um, uh, I mean, there's a piece To that too. Well, our ability to keep our kids here. So, you know, hopefully through, um, through being able to identify what we're doing, what we're doing really well, what we can do better. We can keep, keep some of those kids back. 'cause that's, that's a common theme, right? Every year at bunch of time, the, the increase amount of district placement. So, so thank you. Good, good. Good goal. Ms. Soman, if we do get that money, is there a definite plan of more coaching? Because there were some kids who weren't being serviced
that we had a wait list for reading. And are we, is that You mean the additional, so the money for circuit breaker doesn't come in into the following year for the previous year. Okay. So that you make it a bit challenging, but certainly we will put, if, if we have a need, we will certainly put funding there as, as, as needed. If we don't have it, we will have to figure out a way to make it work. But I, again, I think this is gonna be a very, um, eye-opening process for us in terms of figuring out what we need to do. Because this, the prob and just in term of financials, the problem is increasing. I mean, that's our, it's one of our biggest budget
increases every year is special education. So, um, Could we up the VIPs, can we do more with that to sustain a, a little bit more help the vs. For those students? Yeah. And Heidi, Cody is our new VS person, and she's done a nice job recruiting some folks. So I think once we get there, I think whether it becomes tutoring, mentoring, things like that, we can figure out what more kids need. So, Because I look Forward to our, the recommendations we're gonna make at the end of, of the Year at the Westfield Women's Club.
We have a lot of teachers who have been retired, and it may be a source that we may wanna tap as a school system. I have something for you later too. Okay. Hey, I'm trying. I Know. Wanna be a lunch buddy? I'll, any other questions on, on goal number one? Goal number two. Alright. So goal number two is by June. Thank you. Yeah. By June, 2026, all schools will implement structured monthly grade level team and content meetings with administrators to review student performance data and develop targeted instructional strategies. So this takes something that we weren't able
to implement in the past because of budgetary constraints that we're now putting into place. Uh, this year on the elementary levels, we've been able to do it more on middle and, um, high school levels. But we are looking this time to specifically really make with the administrator look at data with the, with the staff and the teachers, and then really implement those targeted instructional strategies. We need that to, um, obviously address student deficiencies. We've already started that looking, uh, over the summer at all of the data that we have in front of us, uh, to see the areas where we're,
we're falling down a little bit. Um, but I think having these every month keeps it at the forefront because typically by, by the holidays, uh, you know, things happen. You, you're doing your thing, but this keeps it, uh, a top priority. And again, the goal here would be to improve, uh, overall student achievement. But to do that, you need to get the teachers on the same page. And so now they'll have the time to do that. Dr. Go. Um, I have a lot of positive feelings about this goal. Um, my question is on benchmarks three
and four, um, on three, I'm wondering how we're gonna measure the increased use of data to inform teaching and learning. What do you anticipate being, when I say we end up collecting that it's increased? Well, I think, uh, even for, well, so it's increased use of data to inform teaching and learning at those meetings. So I can provide you with the data that we're using, I can also provide you with the meeting agendas to, to demonstrate that that has been done. And I think that, uh, again, talking about the data on a regular basis is gonna improve outcomes simply because it, it now becomes at the forefront. Yeah. Um, and then the other one is the
on number four. It was the same push from last year about us quantifying that. I know it's very early. We still haven't gotten last year's MCAS data. I think my, my advocacy would be that we sometime this fall identify, so what I sort of, where we're trying to go. Sure. But curious if you have thoughts about that. What I would say about this school is the attendance is in here because we want that discussed at the team meetings as well. So if Tim doesn't come to school and we're all on the same team or whatever we're meeting, let's work together to get Tim to come to school. Yep. Um, I think that's important.
But in terms of improved student outcomes, I do have, I think in the later goal it's a little bit more, uh, defined, but maybe not. No. Oops, I'm sorry. I'm sorry. So, um, where was, we didn't put our percentage on this. Uh, I think what we are looking at, um, is really getting the practice down before I can promise any improvements there. I mean, I think there will be some, but I don't think it's gonna be something that we can, um, the first year will be the implementation year. And then you, I think you start to see the, the outcomes after that. Yeah. Getting the discussions, getting the people into the habit of talking about data,
getting, you know, that's, that's a, a cultural shift that we have to make and embrace. Yeah. If that makes sense. I, I think my push, we got some, we did have some success this past year in like setting some targets of where we thought we were headed. And, um, I think my push would be once you have done this initial real, getting real clear from the work over the summer, and when we get our MCA data offic officially out there to know where these, you know, where these identified areas are based on the data collecting. So We'll put em where we are and then where
we're gonna, hopefully where we're And where we hope we gonna go. Yeah. So first of all, good luck, didn't Tim, to come to school? Good attendance. Actually, You knew that was COVID. My, my question I guess is, is monthly often enough It's What we, why would, that's what We have contractually for within, so they meet with administrators. So, uh, it Just seems like this is kind of a new, I mean, it's a goal, so there's gonna be an emphasis on it. Right. And if you're go, so we had zero before. Right. But if you're waiting a whole month to find out if they're progressing, do you get behind the wall? Well, I mean, you try Implement something
On the run because the reason iReady data too, and that's given three times a year. So it's not like we're gonna have new sets of data to go off of more than that. And I think, you know, you also are gonna talk about, uh, formative assessment that's happening in classrooms with kids. I mean, it's not, everything is not gonna be a standardized test. 'cause we don't give enough to have data for every month. Right. Okay. I just, It's a work in progress. Yeah. Good. I get it. I get it. And I, I think it's a great goal. I I do. I think they're all good. But it just seems that even if you're just having, sitting around having a conversation, you're gonna find out how the feeling with kids in a classroom is going
and these things need to be looked at of that and some of the other things. Well, it's not, I mean, I know where the goal focus is on the academic piece, but the other stuff that happens too is also to talk about students socially, emotionally, and how they're behaving in your class as opposed to your class and why that is and how you can work. So there is comradery that already exists. I'm not saying that there isn't. There obviously is, but this is gonna enhance it and I think it's gonna be very helpful. Okay. Okay. Mr. Trill, Just one quick, uh, comment and you sort of touched on it with, in answering Mr. Sullivan's question, but in terms of the meetings,
I know we've had scheduling problems in the past in terms of making sure people get their prep time and making sure there's coverage for classrooms. So, so this has been Resolved, Built in, but this the current school calendar allows for Yes. Level of Yes. Okay. Thank You. And again, the administrator's gonna meet with them monthly on the data, but they're gonna be meeting on their own as well. Right? Are we on from three. Three. Okay. Uh, by June, 2026, Westfield Public Schools will implement artificial intelligence tools and practices in at least 25% of math
and ELA classrooms district-wide to enhance personalized learning, streamlined administrative tasks, and improve student outcomes as measured by student performance data and feedback surveys. And I realize that this is kind of a very large and lofty goal. We're already behind. And, um, you know, we're the legislature's focused on cell phones and no one's talking about AI at all. And the thing that ai, the things that AI can do is incredible. I just Had A picture And AI and I, someone was walking, I was trying to capture the cobblestone streets and AI allowed me to eliminate the person from the picture
and fill in the cobblestone streets. It's incredible. And that's not even touching. Um, you know, the, the, the idea of chat GPT and, and, uh, what, um, you know, how that's going to impact teaching and learning. I think we're gonna scratch the surface. This is, I dunno if we're ready for this to be honest with you. Oh, no. And, and, uh, I mean, we now have a machine and I realize it's not educational, but that can line the fields in 30 minutes where it took somebody all day. Mm-hmm. And so, I mean, really it did 30 minutes.
It's, I'm not admission for or anything. Yeah, I know, but maybe you should. But, but I think it's just the coolest thing. I mean, and then, you know, I, um, was on a, a, uh, webinar today with superintendents talking about how they use it. Right. And this one superintendent who has like 25,000 students in this probably gets a hundred, 150 emails a day. And he uses Gemini in Google to summarize those emails for him to get the, you know, you get this, summarize into that for you put important dates in your calendar for you just by doing. And there's just so much to scratch the surface of it. And the thing is, is our kids are already using it and,
and us, um, elderly folk are a little slow to acclimate, to be fair. And, um, minus Jeff Young guy over here. But no, um, we have a lot to go. And even the 25% in math and ELAI, I think, you know, talking with, uh, Dr. Morris about what this can do to speed up tasks for human resources. I mean, this is gonna be fun and exciting and I would like somebody on from the school committee who wants to dive into this with us. Um, and, and, uh, on our, on our team. But I, I mean, I think we need policy. This is probably gonna be multi-year
because we need policies. We, we need guidelines, ethical, responsible use. My fear is what we don't want our kids using is just relying on chat DPT, but not learning the initial skills to write. So, um, so we wanna launch some classroom projects. We're gonna focus on math and ELA, right? Because I, we can't focus too broadly, right? 'cause there's too much to do. But, you know, I think we need to provide AI resources for teachers. I think this can help students personalize their own learning. I also think it can help make teachers tasks easier in the classroom. I think the opportunities are endless. And I still haven't wrapped my head around it completely.
I don't know that we ever will, uh, because I think, you know, sooner or later is gonna be robots that are gonna be completely functioning as human beings. I have no idea. But, uh, I do think our kids are ahead of us on this, and I think we need to get on top of it. Uh, I know some students have AI friends that they actually like, they're, you know, some people have like an invisible friend growing up. I don't know these, they have an AI computer friend that remembers things. It's, it's fascinating. It's really fascinating. But the effect on education, I don't think has been, um, has been looked at and, and I, we have to do this.
Um, we have to do this. Uh, so my first, my first thought when I read this goal, uh, and I agree something we have to, this, this is certainly relevant. Um, my first thought when I read this goal was, are we trying to figure out how to integrate a AI into the learning process? Or are we trying to come up with rules and guidelines on, on what's allowed and what's not allowed? Because to your point, the kids are using it. Right? That's, that's a, that's, that's a foregone conclusion. So, um, I think, I don't know if there's just multiple tracks within this
committee or if that, or if the committee has to determine like, we're first we're gonna go down this road, then we're gonna go down. Well, I think to cut, to protect us legally, we should have, we should come up with some guidelines and protocols. And I feel as though, um, again, we have our legal counsel that we can go to for that. MASC could have something that we could look at. Desi has put out some stuff that we can look at as sample policies. And again, we can change policies whenever. But I do think before we start diving into this, we should have some guidelines so that, um, we're not just running like the wild, wild west. I, I, I think we need something in place.
At the same time though, why have the guidelines if we're not gonna implement it or use it. So that's why it, 25% may seem low and we probably will do 50 or 75. Who has, who knows. Uh, but there's just so much in that goal that I need. I I just, I needed to, I'm excited to, if you can't tell, I'm excited. We're, we're doing it. I think it's got a lot of potential. And I think some of our staff are using AI already, uh, and doing well with it. And we need to get on board. Yeah. Similar to, We are already behind. So are other Districts I asked, I asked last year
to talk to even talk about that and the technology and it was such a broad topic that they didn't even wanna discuss it at that time. No. And we do have to cl bring in the tech center as well with us too. 'cause right now our students don't have access to Gemini and Google, but uh, we do. Um, but it doesn't mean the kids aren't using it 'cause they're using it at all. So Dr. Gun. Yeah, I, similar to Mr. Tre's point, I was just my offering here, or two offerings. The first is going to be that, um, I think I see connections here across multiple subcommittees. Not only the policy, but also the curriculum and instruction.
And think this would be a great like, focus topic for we might probably multiple of the, of the subcommittees. Um, because it is both, it is both policy and also what we intend to do with it. Right. Um, It's a, it's a big scope. Yes. Yeah. My other one, the Committee might break off into Subcommittees. Subcommittees. Um, and my, my other observation here is just as we finalize the goals, this is a very lofty goal for 2026. Um, and I wonder if there would be some benefit perhaps in
conversation as we go throughout the year to figure out like where your focus, where your focus, because I don't see as much as I want to get there. I don't see us streamlining administrative tasks and having student performance data and feedback surveys and all that stuff is by June, 2026. No. This, I wanna make sure we're setting Success. I mean, I use that language 'cause we do my goals every year, but this is really a multi-year role. Yeah. And, and really, I mean, we're sitting here right now, AI has probably progressed 20 more percent from where it was.
I have no idea. I mean, I, I don't know. I I think the latest iPhone, which I don't have also has AI integrated to it as well. And I mean, it can streamline tasks if you make things make you be more productive with your time, for example. But at the same time, there are, there are some other things to consider with the policies and the procedures and we're talking about, and I did pick ELA because that's one of the first ones you always hear about with plagiarism and thoughts and stuff like that. That's what people were, are concerned with, right? So, so that's why we wanted go with ELA. Uh, and maybe I should have just done ELA and map, but I figured 25% was low enough
and there's already some AI stuff happening that we probably will get there. But just as a district, this is exciting. And I want to, I would say again, that, uh, a lot of districts are behind. Mm-hmm. And the templates that I got are out from California to look at, not here. So, but it's an exciting goal. Yes. I wonder if I can contact my nephew who's in charge of Genius. Yes. You know, Mr. Tips, is there any, um, I just talk about grant funding with ai. I mean, there's nothing out there. All Bessie has released at this point is, uh, sample language that districts can look at, which is what we're gonna do.
And they just came out with that last week. To be honest. I'm imagine there won't be grant funding at some Point. I, I think, um, I know the president has said something about potential funding for ai, but I haven't seen Any other questions item there. Goal number four. I'm glad we're doing it. It's a good goal. It can take, it is, it's a good rule. It's a good goal. Yeah. And then four, the, uh, second district, including goals by June, 2026, reduce chronic absenteeism by 1.3% for all students from 20.8 to 19.5,
3.5% for special education and 3.5% for English learners. And that might be a bit locky for the last two, but I think it's important enough that we need to do it. And I, there is clearly a parallel between academic achievement and attendance. We know this. And so to see the numbers, I mean, when you look at the entire district, so all student list students were 20.8. But if you look at the special education list, 28 and a half and their ELs were 29.7. I mean, that is 10% higher in, in terms of, um, all students as a whole.
So if you, I I just think it's important to, to, uh, get these kids to school. And we've already kicked this off at our administrative retreat too, where the sites are working on, on student attendance teams and site plans and what they're gonna do. And, uh, I've asked them to create a smart goal in terms of attendance similar to what we did, but maybe not as broad, uh, or as, um, difficult. Uh, but I, I think it's important. And so we're gonna market, we're gonna do attendance recognition programs. And obviously that varies at the different levels. But we sat at our retreat, we came up with ideas
for each grade level, what we're gonna do, uh, to acknowledge students' attendance and how to get them here. Um, and uh, then we have our, we still have our attendance task force, which Kathy is a member on, and they're gonna do a district marketing for us. And we're also gonna revise, we have our MTSS tier one tier, uh, two, three interventions. We're gonna revise that, maybe expand 'em a little bit. But I really think, um, I think when we do better with attendance, it's automatically gonna affect our achiever question.
And by the way, our attendance is not horrible. I mean, it's not, but I just want us to do better. What was, sorry, what was attendance last year? So we, we were at 90 last year. 93. We were roughly 93% in district wide for daily rate. So on any given day, 93% of our students' grades one through 12 were present. We would love to be at 95%. Right. And It's always, and that was the pre COVID. Right. And where, where does that compare to like, other districts? Statewide Is that, is our, we right, right there. We're right there. Yeah. Yeah.
We're, we're, we're pretty, we're pretty close, you know, and we've actually, like the superintendent said, we've made some nice gains since COVID. We're still not back to pre pandemic levels, like Right. So our pre pandemic level, we were at about 15, 16% chronic absenteeism. And we went the state, the country went up to like 28% during, uh, COVID and right after. And we're down to 20.8. And I wanna get us below 20%. I, I do wanna hold district focus, but I also wanna focus, as I said, we're focusing on the, on the, the gaps, right? Mm-hmm. Uh, we want to do our ELs
and our special ed students find out why they're not coming. If they're not coming. And, and, you know, frustratingly enough, it doesn't matter if a student has a significant disability, if they're not in the chair in the school, Desi counts it as an absence. So I just want you to be aware of that. There are no excused absences in their eyes. Right? So when they give their number, they don't count for the person who has a broken back or anything like that. That person's out. Right. They Don't count Chronic illness. No. Chronic illness. You could have any kind of, it doesn't matter. You're not in the chair. So I, so I do take that number with a grain of salt. 'cause I know we have some health concerns in our district, And that includes COVID.
Anyone who is not coming to school because of COVID, that will be an absentee That counts against us. Yeah. Which kind of cracked me up with the, sorry, with the state's policy of this is the attendance, but they told us to make kids stay home 10 days. So you just jacked up our data. What are you doing? Yeah. Maybe We can get, um, maybe we can just carve that out at least so we know what that Looks like. Well, the other thing is, is sometimes the families won't tell us that that's what the illnesses. So it's if they're volunteering that information Yeah. And I really can't what you have. Yeah. And then three
and five look like they have to align with one another, right? I mean, they, they, they, they almost are one, right? I mean, if you're, I know, I know it's one's gonna be the district marketing, the other one's gonna be each site. But, so I, the reason I separate 'em that way is because one of our marketing things is to be reaching out to parents, right? So the schools will be doing the same thing. But when it comes to, uh, I mean, your strategies for marketing are gonna be, are gonna be different for, for parents and for kids depending on the level. So, you know, an elementary student, a reward
for an elementary student would be different than a reward for a high school student. Mm-hmm. Certainly. So they're gonna have to be tailored to your audience. Yep. But the parent piece is, we want our parents to know that it's, we want their children to come to school as well. And we've even talked about, uh, when we were strategizing is are there rewards for parents for sending their kids into school? And that's something that might, will be brought up again on our first, uh, task force meeting. It'll be good to get updated information on all of these goals through. And Chris has done a phenomenal job with update. I mean, he updates as Kathy gets 'em too. We get 'em every two weeks,
I think about where we are with data. I'm certainly happy to forward that to you. You know, the one thing that can throw you off is a bad flu season, a bad COVID season, a bad, anything like that. But I mean, and or stomach bugs. We really don't want people coming to school if that's happening. Um, I just wish the state would consider some excuse, Do a writing campaign like we did with the 75%. Yeah. It's just not fair. Mr. Terrell. Um, yeah, I just wanted to say not specific to goal number four, but just in general in reading
through the, through the goals I've done so a few times, um, you know, we've talked a lot in the past about, um, having lofty goals, but realistic goals, um, having, uh, measurability integrated into them and having, you know, the individual goals aimed at specific pain points and specific, um, items, uh, that are, that are causing us issues that need, that we recognize need improvement. And I think, I think these four goals as best as possibly could, um, address, uh, sort of a,
a snapshot of where we stand as a district, the things that we need to work on. And, uh, I just wanna thank you for that. I think there was a lot of thought that went into this. Thank you. And, uh, and I Appreciate it. And I wanna thank my team too, because we did spend the summer working on these, this is a team goal because I, I believe it's important for all of us to be working toward the same thing. Yeah. Um, it just makes sense to me. Well, you rate me, I'm passing on to them, so There you go. Kidding. No, but really we spent as you can, I think you can tell we spent a consumer amount of time on these and, uh, getting the data as well. So, Any other questions? I
Will tell you. Thank you guys. I Did the goals before the self-assessment because I knew where we needed to go as ing and the self-assessment just kind of came up to support what we already thought. Yeah. We've got a motion to approve the superintendent's goals. Uh, roll call please. Kathleen Hillman. Yes. Bo Sullivan. Yes. Mike Terrell. Yes. Jeffrey Gunther. Yes. Tim O'Connor. Yes. Item number nine. Thank you, Stephen. I'd like to make a motion to recognize the registered behavior therapist as part of the Westfield Education Association Unit D paraprofessionals. Second. Motion Made, seconded.
Do you want to address this or do you want to answer any questions? Whatever the committee would like me to do. Okay. So we received communication that, uh, RBGs who were, have been part of the non-contract group, uh, voted to, um, try to join the Westfield Education Association. So you all have two options here. Uh, one option would be to accept, uh, their request and then that would commence with some, a bargaining over contract matters. Uh, second is to reject the request, in which case it would likely go to Department of Labor.
Uh, in general, the advice or the feedback I've received legally is that Department of Labor really just checks to make sure it's a legal vote and that the members really want to go and they're going to likely accept it, um, that way. So my recommendation would be to accept, uh, I think that's where it's gonna land anyway. I think it was a good faith effort and I think there's benefits for the employees of being part of that bargaining unit. And frankly, I think there's benefits to the district. I think it's mutually beneficial. And that would be my recommendation. Yeah. Uh, Mr. Ll so, so a yes vote here, um, the steps that take place after that.
Sure. So, uh, I'm working through those with, uh, our attorneys. But in general, there's a, I think a 20 day period where we kind of publicize this to all the bargaining units that are affiliated with, with you all, with the school committee, make sure no one has any objections. No one feels like actually they belong in our bargaining unit. I don't think that's a likely outcome in our situation being that they are much closer to educators than they are to other bargaining units like food service, custodial, clerical, uh, et cetera. But we have to have that waiting period legally, uh, after that waiting period's over, assuming there's no objections, we would then, um, begin
to bargain, uh, with that bargaining unit, you know, via the WEA, uh, to figure out where they would fit within, um, our current contract structure. Um, and, and, you know, one of you would be in, at least one of you would be involved in that process And, and the end result of that. Excuse me. But, um, the end result of that would be just a revision to the existing, the existing contract per unit. Yeah, exactly. That's a likely outcome. I mean, it could be that it neatly fits perfectly within one of those units, but a likely outcome. Yeah. Yeah. Understand. I think that's right. When was the vote taken by them? Oh,
Thank you. Okay. And was it unanimous? Okay. Thank you Mr. Char. Thank you. Any other questions? A roll call please. Post Sullivan? Yes. Mike ll Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Jim O'Connor. Yes. Thank you. Thank you. Thank You. Can you give you one of these too? Yes, we could have. Thank you. Did we could've pushed that one up a bit, I guess. Um, item number 10, I'd Like to make a motion for the approval of the employment agreement between the Westfield School
Committee and the Westfield Cafeteria Managers Association, effective July 1st, 2025 through June 30th, 2027. And authorize the mayor to sign on behalf of the committee. Second, Motion made and seconded. Questions. We pretty much Hammered this up before this is, Yep. Yeah, this is this, we, you already voted this, uh, settlement agreement. This is just, uh, you know, after that the attorneys put together the full contract and just needs a signature just without, I mean, I can try to find the mayor, but if he happens to be out
for a little while, the only reason it's important for us is we like to get that to our payroll friends so that we can make sure everything gets codified for them soon. So I think it'll be fine, but if the mayor part, just 'cause he is not able to be here. When does payroll need upon? Um, Tomorrow. Tomorrow would be fine. Thank you. And I'm happy to drive up the city hall. Yeah. Yeah. No other questions, Comments? Roll call please. Mike Terrell? Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Bo Sullivan. Yes. Jim O'Connor. Yes.
Thanks for all the work On that. Of course. Thank you all. Thanks. I'm number 11. I'd like to make a motion to approve for approval of the Westfield Public Schools Bully Pro Bullying Prevention and Intervention Program. Plan 2025 to 2027. Vice Presented Second's. Motion made. Seconded. Mr. Rogers Welcome. Yes. Thank you. Good evening everyone. Just, uh, wanted to bring this Stephen, and I wanted to bring this to your attention this year. Again, if you remember last fall, uh, we did approve, um,
the plan for two years as required by by the state. Uh, but this summer we, on the Advice of Council, um, we made a few adjustments to our plan, particularly, uh, the appendixes, appendix B, which was our bullying prevention intervention, um, incident reporting form for stakeholders, uh, to fill out either online or they print pencil in person, uh, which is on page 22. And on the advice of counsel, we, we added Appendix C, which, which was kind of a part two, which is kind of, which was our old form,
just rehashed a little bit o over the summer. Um, the middle school, and I, I, I wanna give Jesse McMillan and his team credit. Um, they, they were really looking to take a look at our form, um, and, and make some adjustments to it in, in terms of the format. We've been using the same reporting form since we, I think, I think since we had our original bullying plan approved maybe 10, 15 years ago. So it was time to up upgrade the form a little bit, make it a little bit more user friendly. Um, and that kind of got the ball rolling, uh, in terms of sending it to, to counsel, uh, to, to our legal team
to take a look at it and see if anything needed to be adjusted. And, uh, they got back to us right away and said, you need to split these into two forms, right? One for stakeholders to fill out online and the other for administrative and internal use. So that, that's exactly what we did. That that's really the big change that we're bringing forward to you tonight are the two appendixes. Adding, uh, taking Appendix B and shortening it, making it easier for our stakeholders to fill out online or in person to just give us the information, um, about allegedly what took place, uh, who's filing the form, um,
who's the target, who's the alleged aggressor, when did these things occur? Allegedly, where did, where did they occur allegedly And, and the names of some witnesses that may have seen or heard something take place and describe the incident. For us, that's really all our stakeholders need to fill out, whether it's a staff member, a student, uh, a caregiver, um, whoever fills it out. Once they do that, that will automatically trigger form two, um, which is Appendix C, which for administrative use. So once we get this up and running, um, online, on our website,
once you approve it tomorrow, uh, we'll make sure it goes live. Uh, when someone fills it out online, it will auto, the, the first form of appendix C will automatically put appendix C into motion, and our administrators will begin to work on it from that point. But you can see appendix fee is about half the size of appendix, uh, C and, and there's a lot of reasons for that. And again, Kim's the one who gave us, uh, Feedback. Right. We're Very happy she did that. Very happy. Mr. Sullivan, is anyone in the school building itself able to fill this out? Yes. So custodian, anybody. Okay.
So when they do that, that will kick it up to correct an administrator? The administrator, yes. Okay. Are they everybody in the building trained on how to fill this out? Or is this just, here you go, do it. I mean, it's Sort of straightforward, But We'll, certainly it is. It's, it is pretty straightforward request. Right? Um, certainly. But you know, as well as I do that, as soon as they see a loophole or something like that, it's like, oh, I wanna, I wanna pull it away. Right. Uh, I'm sure that, you know, we'll go over it. We will with our leadership team, uh, so that they can refresh.
I think the, the, uh, the new form is so much more user friendly than the old one was that, um, I'm just happy for that. It's less intimidating, I guess. Not so much the wording and what they're gonna use to describe what happened is how do I do it? Where do I get it, You know, process. Oh, that comes out to, that comes out at staff meeting class, meeting staff meetings, stuff like that. If we Ever have, that's more what I was, we also push out like our anonymous alerts, uh, which I got many tests, unfortunately. Yeah. We had the test 10 times. Are you going, Um, once somebody fills this out, it goes
to the administrator of the building, or to You? It goes to the superintendent, myself and the building principal. Okay. So all, so three people will get it in real time. Perfect. Thank you. So I, I like the way how you've, you've, you've put all the stakeholders out and you've separated 'em. I think it makes sense. It, it, it brings a little bit more direction, responsibilities of everybody that said, under principles, there's 16 bullets, right? And about halfway down the bullet upon substantiation of bullying or retaliation,
this is now the principle takes steps reasonably calculated to prevent recurrence and ensure target is not restricted. The one under that determine what remedial action is required, if any, and determine what responsive actions, interdisciplinary actions necessary. So, and, and this is one of the things I struggle with, is when, when the building principles have that authority, what, what, what's happening to ensure that they're, they're implementing it consistently. I mean, if, if, if one building, uh, a principal looks at a situation and might decide to handle
that differently than another principal, where's the consistency There? So the consistency, the opportunity for consistency exists at the fact that both Mr. Rogers and I get it as well, and we get the final product. And so not only, I also have to report these to the state at the end of every year. So any confirmed or reported cases of bullying have to go to the state. So we look at them to see what the circumstances are. I will tell you though, it is very infrequent that the circumstances are exactly the same, where you're gonna have to give the exact same circumstance. It's very unusual that that would happen.
Um, every situation that we've come across, and I I want to put this out there, that, uh, the amount of confirmed bullying cases have decreased, decreased over the last mm-hmm. Um, not because it's not, uh, it's just because the investigation. And a lot of times what we see is conflict as opposed, as opposed to both. Right. So, um, that is also changed. So we don't have a lot of these is what I want to point out, but, um, when, when, when we do, we get them, we look at the consequences, and I'll be honest with you, when there's a bullying investigation, nine times outta 10,
they're contacting Chris as well to work through the process with him. Right. And there are other areas that might be, is it a Title IX situation, which Chris also oversees so it becomes more complicated in that particular Instance? Yes. And that was a big part of the, of the second appendix with Appendix C, was to, 'cause not every, every case is the same. It could be a Title IX investigation, could be a civil rights investigation. So that was the other piece. Sometimes we were getting calls last year, well, I don't know, is this Title ix? Is this civil rights? What do I do next? Now we've kind of, okay, this gets, this gets sent in
by a stakeholder administrator right away. You know that that's, that's in black, well I should say not black and white. It's in red and yellow at the moment. Right. But it will be black and white about what, what to do in that scenario and who to contact. So we're trying to button all these pieces up. Ms. Soman, Um, after somebody reports it and it goes to you, does something go back to the stakeholder saying, we received this. Yes. Um, we're following up on this, this is what we're planning on doing. Yep. So I'm working. Okay.
I just wanna make sure that it goes back. Right. So I'm working with our, uh, supervisor of technology, Brian Deco, on that very thing, just to make sure that once they submit that form, they will automatically get the copy of it in their inbox. Okay. Right. To the email. And if they request the form, we can get, we can certainly print it off and give it to 'em or send it to 'em as well. Right. But do they get your piece of this? Okay. That's a great, that's a great question. So we have the, we have the piece for administrative use only. Okay. Right. And this was this is where Kim gave us the advice of splitting it up.
Right. Okay. So that we can respect the privacy of all individuals involved. Right. We're not gonna give them the entire report with, 'cause you think about it, the whole report, the whole form, it has everything from start to finish. Every witness, we've, we've talked to every piece of information that we've gathered. What the determination is all in writing. Now, legally, if a court, if a court ca, you know, if, if it went to court, we may have to turn that information over, but we don't wanna necessarily give all that out. Right. What it does is it is it promotes retaliation 'cause now they can say, three
or four people spoke against me and now I know who they are. And that can be problematic. But how does the, how do, how does the initial person know that what you've done? So there's a follow up. 'cause I, Oh, there's always a follow up. Yeah. There always a follow. Is there an email? Is there a letter sent? What is the So that's a great, that's a great question. Whenever we do a bullying investigation at the, at the school level, there is, when it's completed, the, the, the principal or assistant principal, whoever did the investigation, it, sometimes it's Title IX could be, like you said, civil rights.
We will follow up with a letter right home with the, with the findings of our investigation, whether it was, you know, substantiated, whether it was unsubstantiated, if it rose to a certain level, if it was peer conflict. Right. Based on our findings. We don't, we don't give all the details of everything that we've done, but we give the, we give them a letter with, with what our determination Is. So it's the principal. What if the complaint is also against the principal, Then that would, that would come up to, that would trigger Chris Rogers current investigation. Right. Right. Okay. And then you would follow up with the
Parent, which she has done. And it could also, uh, we, we would Have contact because of a situation that occurred last year. I just wanted to make sure that that's, I wanna know the procedure. The one thing we Can't tell any family is what the Consequences were Correct. To The student that they've made the complaint about. 'cause that we can't file Request. Right. Right. That is the most asked question, though. Yeah. What did you do to the, what did you do? Yeah. Because the Child, what, what we can, what we can and what we often do co communicate is our safety plan.
Mm-hmm. Okay. Right on how we're gonna keep all parties separate and safe from one another that we do communicate. Okay. Mm-hmm. Chris, I just wanna talk to you a little bit after The meeting. Sure. Absolutely. Any the questions? A lot of work. You can tell when It's Sorry. It looks good. Thank you. Thank you. Thank you. Thank you for Comprehensive roll call, please. Mike ll Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Bo Sullivan. Yes. Jim O'Connor. Yes. Thank you. Thank you. Mr. Rogers Superintendent. Uh, item number 12, Uh, weekly, monthly, summer long warrants.
Thank You, Heather. Um, June 13th, 2020 5, 22 batches totaling $655,759 and 6 cents. June 20th, 2025 15 batches totaling $422,232 and 38 cents. June 27th, 2020 5, 21 batches totaling $2,394,132 and 75 cents. June 30th, 22 batches totaling $550,539 and 37 cents. July 11th, 18 batches totaling $265,918 and 27 cents.
July 18th, six batches totaling $49,531 and 52 cents. July 25th, 17 batches totaling $250,998 92 cents. August 1st nine batches totaling $78,354 and 33 cents. August eight 15 batches totaling $160,799 and 41 cents. August 15th, 11 batches totaling $142,428 and 79 cents. And August 22nd, 13 batches totaling $425,142 and 16 cents.
Thank you Ms. Sullivan. After you take a breath. Item number 13, I'd like to make a motion to accept the following Gibson donations donated to Westfield High School from Vista Corp. 300, uh, $3,300 for the Westfield High School Innovation Lab to be used in the Westwood High School STEM gift accounts. Second Motion made, seconded. Any further questions? Thanks to Mr. Court to roll call. Yes. Gimme one second here. I'm sorry. Uh, it was Bo and Jeff. Uh, Jeffrey Gunther. Yes.
Kathleen Hillman. Yes. Bo Sullivan. Yes. Mike ll Yes. Tim O'Connor. Yes. Uh, 13 B superintendent's update. That's why I stayed. So that's why I stayed up here. So, um, I did wanna let you know that we, we had to add a kindergarten class at South Hampton Road Elementary School. So that is an unbudgeted teacher in K Cara. But our enrollment increased and I think we have a bubble this year. This, this may or may not be the COVID year. Just saying. So there's a little bit of an increase years, huh? Five years. Yeah, maybe. Maybe the COVID.
Oh, it, it's, Yeah. Uh, so that is on budget. So we are starting from, uh, from that perspective. Uh, but I, we did have 28 new teachers attend our, uh, new teacher orientation this morning. Had a nice hope and fear activity with the group that coat led. Um, we have two to three more on route starting later this week. And I think we only have one staff, one teaching position maybe that's left unfilled. Wow. So if you know anyone who was an electrician and would like to be a teacher, please let us know as soon as possible. Um, right. Is that the one? Yeah, That is one. There's Yes. Couple. Okay. There,
There's one or two that for just sometimes people admit and they don't admit, so we're still figuring out. Yeah, it's not bad. Um, yeah, so that was that. And in 28 it's, it's low for us. But, um, the thing I wanted to mention is that we are partnering with big brothers in Big Sisters of Western Massachusetts with Chris Thompson actually who owns the Star Fires. And we are doing a, we we're, we're piloting that first for lunch buddies at Westfield River Elementary School. So if any of you are interested, and I'll be promoting this as well elsewhere, but, uh, 30 minutes a week, it's always, uh, spending time
with a, a child that is in need, uh, of a trusted role model, a trusted adult. Uh, we'd like to do lunch, but we can do in, you know, uh, other ways. Whatever works for, for people. Uh, so if you're interested, just let me know and I have the contact information that I can get for you. Um, and then all I have left is that August 28th, uh, school's open for grades one through 12. That's Thursday, Friday, we're off Monday for Labor Day. And then Wednesday, September 3rd is the first day for kindergarten and first grade Preschool. Sorry, slipped. I, okay. Yeah.
And then, uh, and not that anyone's counting, but if, if we have no, um, it's no emergency days this year. The last day will be June 16th. That's all I have. Thank you Mr. Superintendent. So Can we stop putting the five days on the calendar for snow days? Just make the last day June 16th and then if you had a snow date, you just move it on. I don't understand why we add the five days and I know we've done it every year. 'cause we did it when, Every year since I was a kid. Well, Yeah. It never been since we have five days, days till the end of the school year. I
Dunno. So after this calendar, that's how we will move forward. 'cause we do try to do our calendars two years in a row, row ahead of time. So we will, we've, uh, in the next few months submitting the 20 Ouch. 26, 27 calendar. Okay. Any other questions? No. Good. Thank you. Uh, mayor's report. We're certainly miss the mayor tonight, but I'm sure he'll be back with us at our next meeting. Uh, number 15 school committee update. I will just, uh, let, uh, folks know that, um, we did take tours of the schools and we'll probably report out on that, uh, next meeting. Munger Hill was excellent shape, by the way. So, um, number 16, items for
items, uh, for referral of the subcommittees, seeing none. Item 17, any old business item 18. Uh, subcommittee, reports or recommendations? I don't see any reports or minutes. Uh, item 19, any other items Not reasonably anticipated 40 hours prior to the meeting. Our next regular school committee meeting is September 15th, 2025. Motion adjourn. Motion adjourn. Second. Seconded Dr. Gunther? All in favor? Aye. Aye. Aye. Thanks guys.