##VIDEO ID:QI1LaBgQvPs## the adequate notice of this regular meeting as required by the open public meetings Act was provided by the posting mailing delivery and filing of this notice on January 12 2024 this notice was on that date posted on the bulletin board in the township office sent to The Courier News and tap into Warren and filed with the Township Clerk of the township of Warren all in accordance with the requirements of the open public meetings act please rise for the Pledge of Allegiance States Mr Hegel right I'll call the rooll now Mrs Dalton here Mr Desai here M Keller Mr molfetta here Mr Otto Mr tour here Mr Valentino Mr Weinstein here Mrs Z here we have a quorum Mr Weinstein whereas the open public meetings act njsa 104-1 permits the Board of Education to meet in Clos session to discuss certain matters now therefore be resolved the Board of Education adjourns to close sessions to discuss a matter involving the purchase lease or acquisition of real property with public funds pending or anticipated litigation or contract negotiation Andor matters of attorney client privilege and material the disclosure of which constitutes an unwarranted invasion of individual privacy action will be taken upon return to public session the length of the meeting is anticipated to be approximately 60 minutes and be it further resolved the minutes of this closed session be made public when the need for confidentiality no longer exists do I have a second second all in favor I opposed abstain the board is now in executive session e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e that e all right motion to return to open session do you have a second second all in favor abstain opposed the board is now back in regular session Mr wein resolve that the Board of Education approves the public session minutes of the October 28th 2024 board meeting have a second second Mr H right I will call the role Mrs Dalton yes Mr Desai yes Mr molfetta yes Mr Tor yes Mr Weinstein yes Mrs Z yes motion passes 60 uh thank you Mr Hegel uh Dr mingle correspondence and information the board is in receipt of one piece of Correspondence which was an email regarding An Early Childhood Center there were two Hib investigations reported one at the middle school which was founded and one at Central School which was not founded and nothing on the suspension report uh thank you Dr mingle welcome everybody to the November Board of Education meeting um I would like to take a moment to congratulate um Mr Ryan Valentino on his successful election to a second full term on the board of education also congratulations to Rich moletta for his election to his first full term on the board of education and to Bridget granholm also elected to her first full three-year term on the board of education uh we welcome them back and uh welcome Bridget newly joining us on the board and uh are very grateful for their commitment to the district and to our community and the only other comment I have is Thanksgiving is coming up and I hope that everybody enjoys safe travels if you are traveling um Peace if you are hosting um and enjoy uh the good food and Company of loved ones that's all I have Dr mingle yes thank you uh staying with that theme on some Community Partnership topics first thank you to everyone who attended one of our strategic plan Community input sessions we held uh two sessions with students two sessions with with community members uh and our facilitators did a great job in addition meeting with three groups of employees uh the next day so that was very nice for anybody who was unable to attend one of those sessions and would like to get feedback there will be surveys available in early December that'll go out through the community briefing it will uh posted on the district website and most likely sent out by the township as well so that residents who don't have children have the opportunity to participate in that survey as well and the districts strategic plan engineering team which is made up of almost 40 people including board members parents community members without children staff members uh will be meeting for the first time next Tuesday night to start seeing some of the results of those input sessions and working on the next steps in the strategic planning process to follow on the Thanksgiving uh point I'd like to thank the Warren Township Lions Club which every year supports families all throughout Warren Township with Thanksgiving meals they've been a strong partner of the district for a very long time even as the number of Thanksgiving meal requests from us for our families has gone from single digits to this year over 100 which we'll be picking up on Saturday uh from the Lions Club to be able to distribute next week our principles handled the distribution our buildings and grounds department handles picking them up and storing them over the weekend it's it's quite a quite a process from the Lions Club members uh and also from The District staff but the families who receive those meals are extremely grateful and so that's very nice for us to be able to do as a community and and I know we have some Lions members on the board as well so thank you and the the last thing I wanted to mention is uh the strong and positive partnership between alphab best who our before and after care provider and the district as the board members know and probably most of the members in the community who are watching alphab best is the vendor that provides before and after care at our elementary schools they also provide holiday Care on school holidays for students across the district and recently they've stepped up in two very significant ways that I just want you to be aware of um and Mr Hegel and I are meeting with them soon about some additional Partnerships for the future that are very exciting but first at no cost alphab best provided Staffing for the Strategic plan Community input sessions that way any community members who uh otherwise would not be able to attend but for child care were able to come and have uh certified child care provided for them at no cost as I said and second alphab best is also providing before care to a family who's dealing with a personal circumstance where they their schedule is is up ended through partnership with our building principal members of the school district Community they've been able to provide at no cost to that family temporary before care that maybe longer than just a few weeks probably through the end of the school year while they've been displaced due to a personal circumstance and uh I think it's often it's hard alphab best is a company that we have a contract with these Partnerships are not required by our contract with them and so I wanted to highlight it's it's more of a donated service we'll be sending them a letter of thanks tomorrow on behalf of the district thank you Dr mingle uh we have the annual presentation of the student achievement report Mr kimick I am turning it over to you thank you thank you for the opportunity to present tonight um as you said this is our annual uh testing report I just want to remind the board and members of the public that this is actually a state required report we've had access to this information for quite some time it's been shared with the board already parents have received uh njsla results and their reports from home as well so this is really a formal just public um discussion around the testing results and what those patterns look like for the benefit of the community and for the board uh so today we're going to talk about these topics I won't go through each one of them right now but you can see there's a number of them that we'll address uh really what we're looking at is just the results from our um our Ela our math our science and our access uh exams that take place um at the uh end or second half of the school year last year uh I think it's important to recognize that these are very summi in terms of they're done at the end of the year they provide a snapshot of performance at the end of the year we collect a lot of information across the year on our students we look at that information very actively we spend time actually looking at a variety of benchmarks within the district itself so this is one source of information that we try to actually put side by side with all that other information about how students are doing in general and and a patterns that we're seeing within the district um as I said before we're going to be taking a look at Ela we're going to be taking a look at math uh all students in grades three through eight need to take those assessments uh we also do end of course assessments for algebra and geometry those are two High School courses that are offered here uh students again that are successful in those courses uh actually will track into uh either geometry or Algebra 2 at the high school and then we also take njla science only in fifth grade and only in e8th grade so that data is something again that's longitudinally hard to track with students because you're you're having a three-year Gap each time the students take that assessment uh but we'll take a look at that as well I also want to make mention and I mention this every year we have a very small number of students that take another kind of assessment called a d dynamic learning map uh that is an assessment that is really geared for students who cannot access for whatever variety of reasons there might be the njsla assessment um you know these are students many times that may have an individual education program and you may need a different type of assessment to actually provide uh the the look into the progress that they're making from year to year so that number is so small that we don't report on that number here uh but I do want to make mention of it publicly that we take that assessment and then we also have a number of students that are identified as elll students or multilingual students these are students that come to us knowing another language and are again developing their English acquisition over time it's really important that the the the way that the state is identifying these students has changed quite a bit the certificate is still elll for teachers and are still categories known as elll but really it's more appropriate to know these kids as multilingual students and you know it's a much more positive term in the sense of these students already know language they're learning a second language right now and we shouldn't really uh in any way undervalue the fact that they already know a language uh they come to us and now they're learning a second language which is actually a great strength that these students have and something that they bring to our community so I'll talk a little bit about that as well uh this is just a snapshot of what the assessments measure uh if you've been on the board for a while you're familiar with this this is the same format that we've used in in the past but when we look at njsla for ELA it's really focusing on reading and math or I'm sorry reading and writing that's a little bit different than what our I diagnostic does the I diagnostic only focuses on reading so when we get projections and things like that around what our Ela results might be the challenge with that sometimes is that we don't have a writing view with our ready results so we try to project and we try to actually focus on those areas but you can see the skills that are focused on and and the domains within that assessment in math you can also see that idea of reasoning and modeling is very very important to the math standards and you know I know sometimes we'll have discussions just about uh students needing to uh be able to critique an answer or to be able to explain an answer and that's something that's actually embedded very very clearly within standards that ability to be able to uh clearly articulate their thinking is something that's very important for uh students future math work as well and and there's a lot of work in terms of uh that taking place within the standards uh I do want to make mention that um these assessments do not measure every standard I think that's important to remember as a board and that every student not every student but there are about six or seven different versions of this um njsla assessment that's administered to students so it's entirely possible that if you were as members of the board the students taking this assessment that you would all have a different assessment um so it's really important to recognize that when we see s of some of the work that students do and we do item analyses on these things some of the standards may have all the students haven't taken that assessment some of the standards may only have 10 or 15 students responding to that particular question so when we make a generalization about how is the whole District doing relative to a standard when only 15 or 20 students may have responded to a question or r that standard that's important to to be careful about that and we shouldn't dismiss it as something that we should look at but we want to look at those numbers very carefully and look at the way that that breaks down in our assessments um this slide is just showing the the levels of performance that you will see many of you are familiar with this I did put in here for you uh just the scale score bands that take place and I I I do that for you because at level two and at level three you see there's are these are 25o bands there're smaller scoring bands than level one level four and level five so when we have students that are scoring at those levels the the the hope is that they're going to be able to move through those levels fairly quickly students that are that are performing at a level three are fairly close to many of them fairly close to actually meeting expectations and we want to be able to focus on that and be able to look at that carefully in terms of the like the types of supports that we can provide to students during the school year uh just some other areas of note to to point out this environment is really unlike any other testing environment that we do with in schools the security protocols the way that we have to set up classrooms the way that we have to cover information in rooms for students it's just very very different than a normal assessment situation that occurs across the school year for students uh we wouldn't want to do that in every situation that we have because um we would never have anything displayed in our classrooms and and students wouldn't really enjoy school that much but it it is a very very different kind of assessment environment that takes place during these these assessments um we do compared to our our state data uh do very very well compared to the state which we would expect and the question the board always asks is well what about comparison districts and that information is not available yet but as we get more information that's released from the state we're able to break that down across the Year and be able to see how we do relative to other districts that that are more like us um we did have very specific goals related to our performance that were strategic plan goals last year we met both of those goals we wanted to see an increase of at least 3% in both Ela and math over our 2022 scores uh we had an increas of 3% in ela we did an increase of 6% in math last year and we we have goals very much like that again this year where we want to see a collective increase across the board in terms of just overall performance and then when we look at grade five science we had an increase in our passing rate of 23% over last year so that was one of those things that also stood out as very positive in terms of our test data I mentioned that uh level three approaching grade level expectations we have anywhere from 15 to 30% of students in certain grade levels performing at that level the level of approaching expectations and I mention that to you because there's a lot of work that takes place in terms of analyzing results and then wanting to actually think about the ways that we can support those students and exactly what skill deficits are they demonstrating if at all and how can we support them in terms of of the work that takes place by teachers throughout the year so that's that's a pretty uh substantial analysis that takes place principles work very carefully with their with their grade level teams and actually look very carefully at our IR data at our njsla data and the kinds of things that we want students to be able to do within within a class in the instructional environment and then I mentioned to you about science uh science is just to make it super confusing is a completely different scale by the state it's a fourpoint scale not a fivepoint scale but when we look at how our students did with regard to the percentage students at level two we have a very high percentage of students at level two which is the science version of approaching expectations um so it's just something again that that we want to note and be able to U think about actionable steps we could take around that so I'll spend a few minutes just talking about math if you look at this chart there's a lot on this table uh some of you you've had this report so you were able to look at this but if you I'll direct you to the two columns all the way to the right because that is students that are greater than um or at a level four so you could see the percentages for each grade level so we have a range of in math 50 almost 53% at grade 8 up to uh 74% at uh grade three you can also see how we compare to the state in those areas and just again as I direct you to that level three column you can see the percentage of students at level three you know we have a high of 28.7% or 29% and and a low of seven or 17% or so right so that's important to point out this chart if you look at this you could see that the left column actually shows our percentages round it for this year just in terms of our uh passing rate so grade three we had 74% for instance grade 7even we had 72% you could see the difference again in terms of how we did relative to the state in each one of those areas so we we far surpass what the state average performance is and then you can also see what our core score was for last year 2023 so that's that column that's in the middle here where it says meeting exceeding 2023 so pretty much in each one of our areas in the areas of math we we saw with the exception of uh two grades positive increases that were taking place anywhere from up to 9% of of growth across the year so you know we want to be able to look at that we want to be able to act on that this year um you know as again I'll point out when we talk about e8th grade math remember that that's that's very much something that um is subject to how many students are taking algebra and how many students are taking geometry because remember we remove those students from the grade seven count and that greatly influences the way that the grade eight uh profile may look so those scores relative to the state are actually pretty pretty strong U so we see some good things that are happening actually within grade eight math as well okay so this slide right here is showing uh a number of subgroups uh the state does require us to report out on subgroups I think for the board's sake it's very important that you just U note the composition of subgroups note the number of people that are within subgroups and then think about again if you're if you're looking at that far right column that would be the passing rate for each one of those subgroups the other thing to remember for the board is that there will be individual students that belong to multiple subgroups as well and and that's important you if you if you add up all these students that are on this slide that's way more than our enrollment because those students are actually uh being represented at multiple multiple times but this is something again as as our community keeps evolving uh and subgroups change and grow we just need to pay very very close attention to this and this is something again that uh building administrators and District administrators and teachers do have conversations about as well in terms of subgroup performance this is another set of subgroups in math again many students on the first page are going to be represented on this page in different ways again and you could see just what the passing rates are for each one of the subgroups that are listed on the left side here okay moving on to ELA so same setup again I'll just bring you through very similar sets of slides on this this is our our Ela performance uh so you can look at this by grade level again and you can look at this relative to the state I'll I'll I'll kind of direct you again to that that level three column as well because the percentage of students at level three um is a tight band of students and we want to be able to make sure that we're thinking about steps that we could take to support those students as with everybody else this is that same look again at our 2024 passing rates compared to our 2023 passing rates and you can see again the difference between our performance and the state performance as well and then moving on to our subgroup data in ela so same sets of subgroups you'll notice that the numbers if you go back and compare these the numbers and accounts may be different for ELA because there are some students that may be exempt from taking Ela assessment um just because of a variety of conditions but you can see again as as we begin to look at just performance rates and the size of subgroups you know that's an area that the board may want to consider kind of moving forward as well and this is the same second slide that we have for math with a different profile of subgroups there are other subgroups but if they fall under a threshold of about I believe the number of this year is eight we do not report on them okay all right science I'll go through this very quickly as I mentioned it's four it's a fourpoint scale Advanced proficiency going down to low proficiency these are the areas that science addresses there's three major areas that science will measure this is our performance this past school year you could see at that far right column this is students that are scoring at a level three or above are passing you can see relative to the state our our performance is strong relative to the state but you know we have a discrepancy between what's happening in gr five right now in terms of overall performance in grade eight but I would think that that's going to begin to level out this assessment being done only once every three years in a student's career is is kind of an odd assessment it's it's not something again that um we can look year to year and say what's what's the factor for that growth but it does give us a snapshot in terms of how our students are doing um I can say to you the grade A teachers take this very very seriously they take take this to heart when this happens and and they want to make sure that uh they're providing students opportunities that um really assess during the year in the way sometimes that this assessment is assessing as well because it's they're very very complex problems and questions that the students are addressing during the assessment itself this is our two-year Trend you can see we were relatively flat in grade eight but we had a big jump in grade five this year access for elll I'll quickly go through this for you um just recognize that these students who are multilingual students need to take this assessment um in the February March time frame and then are also required to take njsla in the April May time frame so these students get assessed a great deal and this assessment is very different because it's a digital assessment for certain grade levels though it's also a very labor intensive assessment in terms of the teacher having to administer um you know a verbal component to this and then we're dealing with kindergarten first and second graders who are taking this assessment so it looks very different for our youngest children as opposed to our students who are Middle School uh the assessment results are used to make a determination as to whether or not a student has actually developed uh the language competency to no longer require elll services within within the district itself uh this is very much like an IEP though you know this is very much a a you know a legal standing that that we identify students for this program and we provide services for this program and there's a very specialized teacher that is working with the students uh on a pull-out basis during the year as well as supporting them within the classroom this is the Continuum of language acquisition I think it's important that you just have this as background information for yourself uh for students who are entering they know uh and use minimal social language and minimal academic language we have students that will join us that speak no English uh and that's that's fine and what we end up doing with those students is pairing them with an eell teacher but those students will spend their time in a regular classroom students pick up English acquisition very very quickly but what happens is you could see on this Continuum is what they're what they're going to be actually acquiring first are the social language and the social conventions and that becomes really important for them until we get to uh expanding and bridging you'll notice that the academic language is not something thing that is that secure for students when they reach that point of uh expanding and bridging it becomes more secure and we could begin to think about exiting a student from needing that that high-intensive elll support that that the teachers provide for the students uh so that's really what the assessment is measuring where are they on this Continuum do they need to continue uh this type of support across the year these are our results I broke this down by K2 and 38 so you can see there's the Continuum items one through six and those are the counts of students that are actually uh scoring at that level on the access itself so a number of students like the students at level five would be would be um dismissed from the program and we would provide additional supports after they're dismissed um through just our our regular educational program but students that are in that 1 to four range will you know likely continue within the program for at least another year and then we'll assess and we'll make a determination on whether or not those students should be exited right just very quickly in summarizing just some action steps that we're taking as a district as I mentioned before uh we do have very specific strategic plan goals uh set in terms of just our overall performance on njsla our overall performance on I ready and the reason we're setting those is really because we look at that and we say that as students are progressing in their skill work and as we're focusing on certain things we should see as a byproduct an increase in those scores uh so we're really looking to have an increase of 7% over our 2022 Baseline data U so again if that continues then we should see a three or four uh Point increase in in each language arts um and math this year as I mentioned these areas we we've done a lot of work uh last year around our K5 language arts curriculum uh the board was very supportive of adopting uh just a whole new set of resources that are informing the work that teachers are doing with students uh so we have a lot of consistency and a lot of continuity in terms of the approaches that are being used and then there's a great deal of professional development that's taking place around that as well especially when we think about um the the types of look fors that we want to be able to see in the classroom and the instructional moves that we want to see teachers actually um being supported with we talked about again um student growth goals really closely tied TOA and I ready uh We've also looked at the idea of uh really carefully looking at our njsla and I results side by side with our other diagnostic information to be able to make good decisions about what what we're doing for students and the types of things that teachers will be planning and then as we talk about um the benchmark assessments across the year that's where we can kind of monitor this the progress monitoring across the year becomes very important njsla at the end of the year it just tells us what happened we're trying to kind of predict what's going to happen and make sure that we're we're making moves across the year as that's taking place and then as I mentioned we we have lots of discussions that take place uh throughout the year on this couple other things that have taken place uh Warren Middle School is piloting an ASAP approach that's a little bit different than a views in the past we talked about this during curriculum committee so we'll report on out uh to the curriculum committee U at different points during the year we did uh apply for and actually uh receive high impact tutoring money so I think we have about $124,000 that uh through a grant through the state that we're actually using to support tutoring extended day po students that are eligible for that and we're also using our Title One funds for that and then we really look at the idea of providing just embedded opportunities for students to have opportunities to just understand the nature of njsla items they're they're just a little bit different than some of the other things that students might see within their assessments but thinking about test taking as a genre thinking about the fact that many of these students are going to be taking these types of tests for you know much of their school career um there's a good correlation therea that we want to be able to help students just understand like how should you approach those particular items so uh that's part of the approach that that that uh we're using as well um in closing the the assessment schedule is this year we're looking at uh njsla uh in May and these other assessments are going to be taking place around now time frame as well all right so that's my conclusion but if you have questions I'm happy to thank you Mr Kimi um I am going to open this to board members for questions okay thank you thank you very much just wait till we're visually back on everyone's cameras all right thank you we do not have a discussion item this evening the only committee report which would be the ad hoc strategic planning committee will be carried to next meeting so we are now going to move into the first opportunity for public commentary this is the first of two opportunities for public commentary I ask that anyone interested in addressing the board please raise their hand or use the raise your hand feature on Zoom each speaker is asked to limit their comments to three minutes please begin your comments by stating your name and address and by directing your comments to the presiding officer please know that the Board of Education welcomes and encourages input from the Public Public commentary is intended as an opportunity for the board to receive such input but is not intended as a Q&A session following public commentary if appropriate the presiding officer or the superintendent May provide some response for this first opportunity we ask that your comments be limited to items that appear on tonight's agenda there will be a second comment opportunity for all other comments later in the meeting so at this time I'm looking to our live audience relating to an agenda item ma'am we do have a um microphone back there if you'd be so kind and then I would just remind you to please state your name and address at the beginning please speak yeah hear me now yes I can thank you okay uh mild B from uh Mount Beth Road in um so the question is uh pertaining to the new school that I believe is under consideration for preschool through what is it I I am we don't have an item on the agenda tonight on that I'm happy to take your comment would you mind terribly just holding it for the second commentary period sure I'd be grateful thank you we will get back to you I do promise we'll just move the agenda items first um do we have anybody in the zoom audience that would like to speak on agenda items seeing none do I have a motion to close public commentary motion second okay all in favor I opposed abstain the first opportunity for public commentary has closed Dr mingle do you have any comments on agenda items okay does we will be polling item A3 which is going to be read separately that will be pulled for a separate vote other than A3 does any board member have any other item to pull for discussion or a separate vote see n Mr Weinstein items for board consideration A1 through A2 items A4 through A5 which I'm going to read right now uh A4 resolved that the Board of Education affirms the recommendation of the superintendent and the special board subcommittee regarding student 40206 00773 and approves the attached resolution item A5 resolve that the Board of Education approves the tuition and transportation contracts with Somerset County ESC for 2024 through 2025 regular school year for the following student at Somerset Academy uh items B1 through B4 and items C1 through C10 do I have a second second Mr Hegel all right I will call the role on the consent agenda Mrs Dalton yes Mr Desai yes Mr Metta yes Mr Tor yes Mr Weinstein yes and Mrs Zan yes motions carries 60 Mr Weinstein uh move for board consideration item A3 uh resolve that the Board of Education affirms affirms uh the determination on November 18 2024 uh regarding Hib investigation uh number two 27250 mhs1 08224 do I have a second second Mr H all right I will call the role this A3 only Mrs do yes Mr Desai Mr Metta yes Mr tour yes Mr Weinstein yes Mrs Z yes right the motion carries 5- Z with one abstention thank you we do not have any unfinished or new business items on the agenda for this evening so we are now moving to our second opportunity for public commentary this opportunity is open to any topic you wish to raise to the board's attention I ask that you again raise your hand or use the raise your hand feature on Zoom remember that comments are limited to 3 minutes and please state your name and address before beginning and I do have someone in the audience so please uh mil 70 M be Road uh so the question is I understand from you had a previous board presentation uh talking about the need for a new school based on the uh increased population within warrant correct we don't take Q&A but please continue with any comment you might wish to make so um I guess the question is whether or not you had considered adding on to existing School properties as opposed to having a centralized school for what was it preschool through I'm not sure okay um considering that uh you might need new administrative staff if you put everything together centralized uh in a new school and then also considering that you'll have this cohort of students moving through the school system and depending on you know how many new families move into the town will you always have enough need for uh a separate centralized school with you know I I think you said something like I I don't know what the numbers are something like 400 or 500 is thinking there were a lot of students that you have to care for coming into the town just for the purposes of the audio if you wouldn't mind speaking into the microphone I'm sorry it's just that we have people on zoom and this gets recorded I apologize continue please so I'm not sure that every year you'd have you know 200 400 or additional students coming into the school district that would warrant having a centralized school as opposed to having um accommodate these additional students within each of the uh what is it that we have three four uh elementary schools uh and Staffing it that way that's basically it all right thank you very much for your comments do we have any comments in the zoom audience seeing none do I have a motion to close second public commentary motion second all in favor I opposed abstain second public commentary is closed yeah I I'll just take a moment to address it we have um we are at the very beginning part of doing presentations to the public although we've been talking about it for a year now in finance committee readouts and about the need to respond to um increas in enrollment um I can tell you that we find very very valuable questions such as yours it helps us um communicate with the next steps as we as we talk to people um about what our needs are it helps us communicate in a way that answers those questions um I can assure you that the finance committee has already spent a couple of years pursuing Alternatives and conversations and it is our desire to be completely transparent at the appropriate time as we move forward we certainly are going to be looking to answer those questions I also encourage you to participate in strategic planning process um that is a process that we are currently undergoing which looks to build plan for the next five years for the school district and every member of our community whether you currently or ever or never had children in our district is a valuable voice in that process so I certainly encourage you to participate in that as well and to look forward because we will be answering those the questions you're raising as as we move forward okay just just for the uh outside audience um the the individual in our audience here has asked about notice for these meetings um they are always available on the school District's website we also communicate those out to the town who puts it on their websites and I understand they do blasts as well email blasts um you'll find that they're also in the ecos Sentinel um as we make it public there as well um we have um you know we'd be happy to take your email address and make sure you you personally get email um it is our intent that you know any way we can can find to reach people we want to do that okay yeah of course that it okay um um the next executive session listed on the agenda is not necessary so at this point um Mr Weinstein motion to adjourn do we have a second okay all in favor abstain opposed um the board is now session thank you thank you but