001She's lovely. So, you went out for a walk yesterday? Yes, we did all kinds of things yesterday, but was the end of the thing. She's recovering from an injury in the pasture, but I think another horse kicked her or something. She's limping. Yeah, she was. [Music] here. How about me? Wait, turn my Well, is it not supposed to be on yet? But no, it's still on your computer. operator. of area school district. Mr. Tim Buban here. Miss Mia Croy here. Okay. Mr. Jim Moser here. Miss Don Garcia here. Miss Lisa Pew here. Miss Allison Sorg here. Dr. Sharon Milin Bartlett here. We have Lily and Michaela here. President Joe Patterson here. And um Mr. Massers is excused. All right. The first item on the agenda is public comment. I believe there was no virtual public
002comment and seeing no one approaching the podium. That takes us to item 2B, the legislative update. There are several items for the legislative update tonight. Uh there's a hearing tomorrow in the Senate Education Committee. As a reminder to anybody in the public, people are encouraged to attend public hearings. If you have something to add to any of the bills, uh you're welcome to testify as anybody is. Uh several of those, five of the bills impact public education. Uh they cover topics like restrictions on school referenda, uh mandating schools grant access to certain um outside organizations and requiring school boards to make curricula and and instructional materials available for inspection by district residents. Um some of these bills have already moved through the assembly, which means they are kind of on the fast track to um
003make their way through the Senate and then potentially to the governor's desk. uh they have to be voted out of committee first. A little bit more on those five bills. Senate Bill 10 is relating to access to public high schools by military recruiters. Under current law, um uh there must be the same access provided to secondary school students that the local education agency provides to post-secary educational institutions or prospective employers. This bill would expand access for military recruiters to allow them to access common areas in the high school and to allow access during a school day and to school sanctioned events. Uh Senate Bill 11 is allowing representatives of certain federally chartered youth membership organizations uh to provide information to uh students on uh school property. And this generally relates to organizations like Boy Scouts
004and Girl Scouts. It would require principles to schedule at least one date and time at the beginning of the school year where representatives of those organizations could provide information within the school on school property. Senate Bill 58 is uh requiring more information provided to taxpayers about and during referendums. Um as you might recall on your ballot, it will um give basic information on a ballot question regarding a referendum. Under this bill, uh the the question must would also be required to include the following. An estimated interest rate and amount of interest occurring on the bonds for uh this would be for a facilities referendum, I believe, or a bond referendum. Any fees that would be incurred if bonds are uh decreased and a good faith estimate of the dollar amount difference in property taxes on
005a medium valued single family residence located in the local governmental unit. um that would result from passage of the referendum. Senate Bill 22 or AB5 is relating to school boards making textbooks, curricula, and instructional materials available for inspection. Um, this would require a school board to um respond to a written request by a district resident for access to those materials within 14 days and require school boards to oper uh adopt certain procedures for inspection of those materials. Senate Bill 81 um is related to operating referendum. It eliminates recurring oper operating referendum and limits non-recurring operating referendum to no more than four years. uh state budget public hearings have completed. There were four public hearings. The last two were last week. Uh that just I think the finance committee is expecting to come together for some
006of its first business this week pulling the full budget together. Um they the co-chairs the Republican co-chairs have said that they are waiting for the reestimates uh from the fiscal bureau. basically what a tax collections look like and those projections and those don't come until miday. So there probably won't be a lot of major action on the big parts of the budget including education until after May 15th. Um I'm going to skip that. Uh on the federal end of things, um on on April 25th, the courts, uh several federal courts issued a pause on the Department of Education's letter requesting certification of Title Six compliance. You might remember, local school districts were being asked to send in a letter of compliance with um the federal administration's interpretation of discrimination laws. A lot of that's caught
007up in the court right now. So, there's really no action on that yet until the courts make their decisions. Uh, at the same time or a few days later, Governor Ivers has joined a lawsuit with 18 other states that are seeking to prevent the Department of Education from withholding federal funds that uh from states that do not comply with that letter that was asking for compliance from state education agencies. You might remember that DPI Superintendent Jill Underly um sent information to the Department of Education but did not technically comply with their request. So we are part of a federal lawsuit with 18 other states. Uh the President Trump issued two executive orders on April 25th. One dealing with artificial intelligence and the other with school discipline. on the artificial intelligence side. He's developed a task
008force and um to coordinate federal efforts around artificial intelligence in in addition to specifically artificial intelligence in the area of education. The executive order on school discipline uh says that the department of education secretary has to issue guidance within 30 days. Uh that changed the way uh school districts will be held accountable to racial discrimination uh within school discipline. uh basically kind of reversing the stance of what was formerly the Biden administration where uh there was sometimes districts were held uh under federal compliance uh for school discip discipline actions that were based on discriminatory or um uh unlawful actions uh that that the department at the time thought were racially disproportionate. So, we will expect new guidance on school discipline within 30 days. Are there any questions for Lisa regarding the legislative update? Lily, go
009ahead. If you could rephrase like the school discip discipline, what what exactly would be changing? So in the department of education a lot of times issues guidance and what's what are called dear colleague letters. So they send out a letter to state education agencies saying here's what we think the law means. And under I believe the Biden administration they put out a dear colleague letter on their interpretation of school discipline. Um that was actually rescended under the first this must have been an Obama. This is an example. It's not it's not from the Biden administration, but there was guidance that the first Trump administration rescended and they used an as an example in this executive order saying uh that typically schools were um under under um under I don't know what the what the right
010word is. they were they were being um not disciplined but looked at more closely by the federal department of education because the federal department of education said that their discipline policies were racially disproportionate. But this administration is defining that differently and they're they say that under their interpretation of the Civil Rights Act that those policies in the past were um what's the right terminology here? They were based on discriminatory and unlawful equity ideology. Does that make sense? Okay. I just go back to the what the I think I think it was 81 the recurring you know the referendum one and you mentioned recurring and non-recurring both and of course we've had recurring ones so trying to think of what the impact could be a few years from now if that's so for us anyway this
011particular bill would not allow a district to go ask for recurring operating referendum it eliminates operating Okay Yeah. And it also limits a nonrecurring operating referendum to no more than four years. So we've seen districts go to operating referendum with more frequency as they haven't been able to keep up with inflationary costs. But this would say you can't do that anymore. But it wouldn't impact any referendum that has already been passed. Correct. And it also needs to be signed by the governor. Right. Any other questions for Lisa? none in the room or on the screen. We can move on then to item 2 C which is workg groupoup reports and I believe no work groups have met since our last meeting last week. So then we are on to item 2D student representative report. I
012believe it is the final report or the final attendance of one of our most loved student representatives little gift for you. Thank you for your time. Wait, will the clicker work? I know that thing. Yeah. Okay, it worked. Okay, so you're good teacher. Also, um I got a fun update about an hour ago about something for this slide, so I'll just add it in, but I don't have a picture, unfortunately. So, um, our senior scholarship night will be taking place this Wednesday, which is also which is always super fun to go to and see all of the scholarships that they give out. I know this year we even have some new ones, so that'll be a fun night. And then, um, last week we had the Justify Summit field trip, um, which I went to
013last year. So basically it's a bunch of students from all over kind of this area and you go and you kind of do some breakout sessions, some different things to kind of learn about I think it's kind of like how to bring like more student voice into your school kind of like about like education. Yeah. being the goal to fighting hate is to educate and they bring in a lot of really cool speakers. Last year we did uh we brought the speakers from justify actually back to Stoen who had this whole school assembly thing. Yeah. Um and then another thing for this is our fifth and sixth grade math teams. They just competed and actually um a student from Stoton got first in the whole competition and I think there were like 70 students there.
014So that's very impressive. And um the state math meet I believe is coming up soon here. Okay. Wait. Oh shoot. I went too far. Okay. Oops. The picture didn't go great. Okay. Athletics. So we had our Stoen quad. Was that last week? Um, and so the boys track team had three first place finishes and one second place. Um, and then they also got first place in a relay. And the girls track team had two second place finishers and placed second in two relays. And then the girls soccer had a home game against Watertown and beat them two-0. And then softball had their teacher appreciation night. And then for the arts, the spring choir concert is coming up this Thursday. Um, and it'll be held at St. An's. And then the band had their variety show
015this last Saturday. Me and Lily did tech crew. It was very fun. Um, and so that's always a fun event. And then I think the last thing I have is cuz I just thought these pictures were all so cute. Fox Prairie had their Fox Trot, which is a fundraiser for them where the kids just try and run as many laps as possible. and they get like um you can get kind of like a sponsor and they'll say, "Oh, I'll give you this much for how many laps you run or whatever." So, that's a good fundraiser for them. And I think that's Oh, wait. I have one more thing. So, um the there was the Badger Conference art show which is coming up and um Lily actually got nominated for something. So, um guys, I got
016fourth place out of four entries. It's okay. It's okay. You're an honorable mention. Um so for the following Stone High School art students won awards. Um for third in functional ceramics, Ella Kettlesson and then third in sculpture was Seth Faulk. And then for animation, Seth Faulk also won first. And then we also had second. Lily, don't be shocked. And then um yeah, we actually had first, second, and third place. And then Lily was an honorable mention. And then um I think I linked somewhere there's pictures of all the artwork that was submitted. Um and that art show will be May 10th. Yeah. Yeah. That's everything I have. Where is the art show? Um it's held at Beaver Dam High School. Thank you. Are there any questions for our student? Oh, Mia, go ahead. Not a
017question, but I just want to add there's also an orchestra concert on this coming Monday. It's the orchestra concert is basically their version of like the band variety show. So, if you don't know, they're both entirely like student planned and they each have a theme. So, the orchestra is their theme is no, it's it's cowboys in the Caribbean. So, it's like pirates and cowboys at the same time. I just saw the uh wanted poster. Yeah. As the for their promo posters, they put like wanted posters in the hallway and it's really funny. So, yeah. Which elementary school was the math superstar from Oh, those were um that's River Oh, wait. I think it was a sixth grader from Bluff. Oh, okay. Other questions or comments for our student tonight? Being none, we will move on
018to item 3 A. All right. So, my report is a prelude to one of our uh discussion items um further down the agenda and that is our community conversation. I shared the preliminary feedback and we um closed it out. Um this past week we had 31 total responses and out of five um five stars we ended up with an overall rating for the event of 4.5. So nice job for our first inaugural um community conversation and in the '9s for um feedback around um the length of the conversations um the goal of helping the board better understand the beliefs and values of the community and then almost all said that they wanted to come back um and be invited back to future events. overall comments. The first one I already had shared last time, but
019um the themes from the feedback which I know we'll get to in talking about towards the end of our um report is what comes next and hosting more events with other audiences and diversifying the groups. So that will be something to talk about a little bit later. And just for um an anchor, this is again coming from our book study in great on their behalf chapter 17 which talks about responsibility to community. Specifically in the part of um the book that says listening sessions such as this or community conversations are a bridge um bridge the contact context gap between board members and the community beliefs and values and that the board collectively represents the community's beliefs and values. So future work that we can be doing doing which is outlined in that same chapter is
020training and reporting. So once we listen, how do we um educate the larger community on the function and role of the board and then how do we also report out the successes that are reported here to the board. So those will be um topics of future board development sessions this summer and into the fall. Questions or comments? Any questions or comments for Dan? All right, seeing none and seeing none from Mia and move on then to item four, the consent agenda. Move approval of the consent agenda as presented. Second. Moved by Sor, seconded by Bubon. Is there any discussion? you. I was wondering what the comprehensive and additional targeted supports and improvements grants evidence-based improvement strategy professional development was. Say that again. What's that? In the consent agenda, there's funding for comprehensive additional targeted supports
021and improvements grant professional development. Just wondering what that is. The targeted interventions. Is that Kelly? Is that the We'll take a look at it and we'll was a $9,000 item. I just I was just curious what if it was related to our literacy and math goals. Okay. I'll I'm not sure off the top of my head. So, I'll dig into it and report back. Okay. Thanks. Did you have a question? Well, if I'm I just to clar make sure I'm reading the right page here. Um in the material it seems bills payable through May 20th. It's supposed to be I assume it's supposed to be May 2nd. Depends on depends on maybe I'm not on the right page or something. Eric, can you talk about why the check register date is always projected out later?
022Sure. So, thank you. Um, we basically time our our check runs with board meetings so that way we're paying any bills based on due dates. So that way we're not past due on things. So we will run things that are due prior to a certain date to be able to pay those timely. Thanks. Any other discussion around the consent agenda? Well, let me let me ask one followup to that then. Will we get a a revi a complete register then for those bills that aren't on the what we already have? In other words, so something's paid on May 15, will I see that somewhere along the way? Yeah. Every payment we make will show up on a check register. If it's not if it's something see it till the next meeting or something or or
023June, right? So things that are due prior to May 20th are on here that and they'll get paid. We do everything via a so they'll get paid tomorrow. And then anything we we rarely pay things in between board meetings unless um if the board only has one meeting a month or something like that. But everything we pay will show up on that register um whether it's already paid or it will be paid like tomorrow through the 20th. Yeah. Okay. Thanks. Yep. Okay. Any other questions or discussion? Seeing none, I'll call the question. All in favor? I. Any opposed? Any abstensions? The consent agenda is approved. And that takes us to item 5A, the library plan update. So um every three years um by state statute we have to update our um library plan with the
024department of public instruction and part of that approval process is presenting um for consideration to the board of education. So, we have Kathy Gargano um who is representing the library media um team and our five library media specialists who um work collaboratively um with their respective buildings and the director team to update the plan. So, Kathy will walk us through the updates. So, the plan that we're presenting would start with the 2526 school year and run through the 2728 school year. Um, so just a little background quick. Um, we use the future ready librarians framework, which you can see there, um, as a guide to creating the three-year plan. The plan is required by Wisconsin administrative code. Um, and you can see the link up there if you need it. But, uh, we have to
025get it approved by the board first and then we, um, send it to DPI. Um, the future ready framework is made up of focus areas or we call them wedges. Each of which is centered around literacy. To create the plan, the media specialist assessed each of these wedges. Um, we talked about what we're currently doing in these areas and then what we want to do in the future with each of those and then of course um, literacy in the middle. We looked at that as well. We talked about the strengths and then the areas of growth. So um I shared the website with you that we created. Each web each wedge has its own page. On the left we talk about the current practices, what we're currently doing and then on the right are the
026possible areas of growth. And then each plan um is required to have one to three goals with spec specific objectives for each year of the plan. So year one, year two, year three. There's not a goal for every wedge. Um, but work is in all wedges. So even if it's not a specific goal, we're still of course working for each of the wedges. One goal may incorporate more than one wedge. So our first goal is by the end of the 2728 school year, so the third year of the plan, all K12 schools in the district will enhance student engagement with literature by providing annual author experiences, including two years of virtual author visits, either live or recorded and then at the end, the last year having an in-person visit. So um in November, this past
027November, we had Aaron Reynolds here at the elementary schools in person. Um it had been a while since we had a like a nationally known author illustrator in the district uh for a variety of reasons. Of course co being one, but um the cost being another. Um Mr. Reynolds was fantastic. Everybody loved him, but he was also $5,000 a day. Um and he came from Chicago, so the travel expenses weren't as much as if it were, you know, someone from California or another state. Um, so he came to each of the three elementary schools in the beginning of November. He's got a series of books for those of you that don't have little ones. Um, creepy carrots, creepy crayons, creepy underwear, and then he's got some um, middle school books called the Fart Quest series,
028which are always really popular with middle school. Um, so you can see in the pictures there, there's the crayons behind him. There's the creepy underwear. And at the bottom picture, Fox Prairie staff even um got really excited and uh bought some of his creepy carrots clothing to wear with him. And um when you're looking at So this was a screenshot from this is Kaganza. The top books so far this year in circulations are the the creepy series. The three creepy books are in the uh top five books checked out this year. So, you can see how having a an author in person increases reading motivation. Um and it and it just exciting. It's really cool to have an actual live author here. So, this was a note um from a student at Sand Hill that
029was dictated to a staff member. Um, I can't believe how happy I feel that I got to meet a famous author and I'll never get to experience something like that again in my lifetime. And so, um, hopefully in three years this student will get to experience it again. But, um, it's it takes a lot of planning. Um, it used to be that our coordinator person had I mean that was their job, had time set aside 0.25 25 in their schedule and was able to work on grants and things like that. That position doesn't exist anymore. So, I'm doing it just as I have time, I guess, which I don't have a lot of time. Um, and the grant that we used to get all the time was a Dayne County youth grant, and that grant's
030not available anymore. And so, funding is a big issue. So, um, we're we're part of our activities. if you looked at the goal was to investigate other funding sources to figure out how we could collaborate with public library um and to just try to make these things um happen more often. And then the second goal um revolves around AI as you know it's um everywhere and we want to make sure that our staff and our students are um efficient and effective and ethical users of AI. So it centers around um staff p prof professional development as well as student literacy and student ethical use. And um so if you look these are just some of the AI tools for for education. These are just 40 of the most popular ones but there's a ton more.
031And so, um, part of the plan and the goals are to look at the different tools, figure out which tools are best for us at each of the grade levels or, uh, elementary, middle, high, and figure out how we're going to train staff and how we're going to get student involved. Um, last week I did, um, a lunch and learn, it's called, um, on Brisk, which is one of the tools that's up there. Tomorrow I'm doing one on uh, Magic School. So Cassie Jumalo's been kind enough to buy pizza for the people who want to come and they come out voluntarily on their lunch hour. Well, not not hour, lunch half hour and uh eat some pizza and learn about AI. And we're just trying to figure out interesting ways where it doesn't feel like
032we're just adding one more thing to their plate, but showing them how they can use AI to sort of take some things off their plate. Um so that's what our goals are centered around. Um there are on the website that um was shared with you there are activities for each of the years for each of the goals and then um there's a page for each of the wedges that we talked about and what what the work is in that area. So um that's what I have. Are there any questions? Okay, go ahead, Lisa. Are the library media specialists involved in like the sale planning at at each individual school? And I'm wondering to the degree like that you've been thinking about our big goals of reducing the proficiency gap around literacy and math. Um we
033aren't on the sale teams per se, but a lot of us are building leaders um at our respective schools. And so we hear about the sale goals in the ALFs at our building leader teams and then also um within our departments. But we um looked at our district goals and our building goals when we created the plan itself. Thank you. This is more of an observation. Could you bring up the verbiage for goal one or goal two? Sure. Um which one do you want? Doesn't matter. This one is Y. This one is fine. It just struck me that this talks about what adults will do and we've been talking about the grade on their behalf book that really should center the students and the substance like I think is fantastic. I have like zero issue
034with it. But I was just wondering about adapting the verbiage um to be consistent with the students being able to do things with infrastructure that students will be providing. And I'm not saying that's necessarily an issue, but it would be an opportunity to try to have some consistency if if we feel that, you know, that's meaningful that that is a communication strategy. Well, I haven't to be honest haven't read the book. So, I'm not sure exactly what you're focusing or or what the focus is. It has to be a smart goal. So, um you know, we have to be able to measure it and we have to be able um to track it. So, this goal talks about the effective and ethical use of artificial intelligence and that 80% of the students will be trained
035on that. So, it's hard for us to write a goal on what students will do. It has to be like what we are going to do to help the staff and the students. Does that answer your question or do you have further comment? Yeah, it was question comment you know very much of sure those two things. Um from what I'm gathering like the the gist of the book is that the students is it what we're doing for students or how students can take more ownership or more student so student outcome based language. So by doing this we expect students to be able to use the tools in in an ethical way or used. So I think the ex I think um Sharon if I'm kind of interpreting your your question so we're if by doing
036this we know what the adults will be able to do. So how does that translate down to the student? what will the student be able to do as a result of us as adults being able to uh work effectively and ethically with AI? So, how do we for the purposes of the document that's going to DPI? Maybe that's a layer that you know we don't need to necessarily worry about, but I guess it's sort of a practice to be mindful of with the three years that we have with this plan is how does it then lend itself to what students would be able to do? What does effective and ethical use on the students part look like eventually? Okay, thank you. Any other questions or comments? Seeing none in the room and none online, is
037there a reason why or would there be a reason for us to um act with more urgency and potentially wave our two-step process on this? Um approve it. Approving it would allow the library media team to um upload this to DPI. Our timeline is actually we are past due because our la previous one sunset in January. Yeah. So our last plan expired December 31st. Um, but because two of the five media specialists this year are new, I did get an extension from DPI. Um, and it had been going for calendar year for three years, but we got an extension because I had two new people who, you know, in September can't write a goal for the next three years because they're just trying to, you know, survive day-to-day. Uh so we we got an extension
038and it would and uh it was stipulated that it would be now school year to school year instead of doing the calendar year. So we need to get it approved and uploaded as soon as possible uh so that we are in compliance. Okay. Um with that in mind, does anyone want to make a motion? I'll move that we to move this to discussion action. Second. Second. by Dr. Milan Bartlett with me. Sorry, I had a hand up, but it I don't think it got up quick enough for you to notice it. I did have one additional question. Um before we vote, I'm just curious. Um will the board be receiving updates on progress toward these goals? And if so, at what cadence? we can be more than happy to come whenever you know if you
039want to do it at the end of each year or you know whenever you would like an update more than happy to do that. I don't really have strong feelings about when but I think it would do us it would behoove us as we're moving toward more attention to measurement and achievement of the measures that we set out. that to to get some updates on this at at whatever time and frequency makes the most sense. I'll leave that to you and Dan to sort out. I think annual be. Um, any other discussion questions? Okay. So, there has been a motion to move this to discussion action and it has been seconded and I'll call the question. All in favor? I I opposed. Any abstensions? Okay. So, now we need a motion like the one that
040is in the agenda. I move approval of the library plan as presented. Is that good enough? Second. Moved by Bubon and seconded by Pew. Sorry, just a um would we not continue with our item B? Yes, we would. And then deal with it at discussion action. I mean, I don't know that it matters, but just keep things in order so it's easier to follow. All right. Sorry about that. So, we're going to move that to discussion action. You want to push pause? Yep. All right. All right. Make a note so that I Yeah. Okay. So, That takes us then to item 5B, the community conversation debrief. Okay. So, we are happy to bring back um Lynn Breedlove who's been our facilitator for the community conversation. Um again, from the from the um my report, this
041is a practice that should become regular with with the board as a whole. the frequency and the and focus um are things to be discussed. The goal from the community work um community relations work group um now the outreach um work group was to put together a process and to conduct at least one by the end of the end of our um school year which thankfully we've accomplished. So this it should be seen as a baseline for future conversations um with the goals to elevate the themes. Um and as Lynn walks us through the report um that he has put together, my hope and outcome at the end um of this discussion is not only a good conversation around the themes but then um some discussion as to if we liked the process or improvements
042to the process and then um either as a group or as a workg groupoup discussion on where we want to take this process moving forward in the conversation. With that, I'll turn it over to Lynn to walk us through. Um, so we uh sent you the document a few days ago. I'm not sure if you had enough time to look at it. Um, I wasn't going to use my time to walk through it page by page. I mean it's pretty straightforward you know uh page three is basically the values that the small groups came up with and the comments that come after that are really question four where we circled back to the core values and ask people how could you promote those values. Then um on page six is the um results of the
043conversations about academic proficiency and reducing the gap. And you can see there's several themes there and then a lot of comments that elaborate on those themes. And then the final section on starts on page nine. Increasing a sense of belonging. Same idea. the themes and then some of the comments. Um I just wanted to um sort of talk about this in in overall terms. Um and you know having done community conversations before I wanted to make a few observations. Uh one is it seemed to me you got a good turnout. Um, obviously not everyone who was invited came, but I think uh you had 60 people and you had seemed like you had a nice cross-section of school personnel and of course whole school board um but also some business leaders, some parents um so
044I think that objective was achieved. Uh, I noticed that it seemed like almost everybody stayed through the entire thing. So, people didn't burn out at 10 o'clock and say, "I've had enough. I'm going home." Um, I thought that was a good sign that people were really invested in the process. Uh, I also, you know, I read every single note. So, that was nine groups times four questions. Um, and I was impressed by the energy and the commitment people made to really think about the questions and and work hard on the ideas. I felt like people were pretty diligent and earnest about it. Uh, and that in itself says something to me that there is some positive energy in Stoton around supporting the school district. Uh I feel like the vibe at the event suggested that
045to me and you know in the notes there were some complaints some people talking about well you know we don't do this very good we don't do that very good I didn't put those in the report because that really wasn't the point of the report the point of the report was what are the ideas that can make things better and I also felt like some of the things that people were commenting on that were flawed laws are known to the schoolboard. I mean, that's why you have these goals. Uh, you know, some people comment, gee, there's a proficiency gap. I think, you know, that they might not use that term, but um, by and large, I would say 70 to 80% of the comments were genuine attempts at trying to figure out ways to do
046things better. Um, some of the ideas are things you're already doing. And you know, I after I completed my draft, I sent it to Dan and he noted, well, we're doing that in at least some of the schools or we're doing some of that, maybe we could do more. And I think that's really important to note. These are not all new ideas. Um, and then, um, one of the things about a community conversation is you really have to come you have to start with some fairly open-ended questions because you want to stimulate people's thinking. You want to you want to stimulate good conversation. So, you don't want to put too many blinders on it and say, "Well, you can only talk about policy or you can only talk about this." And when you talked about
047proficiency gap, you were basically saying to everyone who came, you got any ideas about proficiency gap, bring them on. We want to hear them. We're particularly interested in ways that the community could help reduce the proficiency gap, but you weren't saying we don't want to hear ideas of what teachers could do. Uh so of course you got some of those u ideas in there. Um similarly with sense of belonging you got some ideas of things that school personnel could do. So um I think one of the challenges for you as a board and as Dan said this is the first time you've done this is you got all this stuff that came out of the conversations. It might be tempting for you to just grab on to some things here that are really in the
048province of Dan and his team and principles and teachers and they really fall in the realm of tactics to achieve your goals. And I think one of the things that you guys will have to do is resist the temptation to say, "Hey, we really think the high school ought to do more of that." U because you don't want to undermine your high school principal and the teachers on her team. You want to give them some space to figure out what they think is the best way for their particular school to achieve these strategies. Dan and I decided to leave those ideas in the document so they're available to school personnel. But that's not the same as saying, you know, the the school board ought to be um picking and choosing which of those things would
049be the most promising things to do. Um, you know, I feel like there's several interesting themes in the in the report, but one that I'll talk about a little bit here is you've got a lot of ideas in there for things that community members could do, whether it's volunteering in the school, volunteering to be mentors, volunteering to be tutors, um ideas for uh Stoen alumni to do, things that business leaders could do, things that business could could do. Um, and some of these are things that these people could do in your school campuses, but a lot of them are things that could happen in the community, like creating more job shadowing opportunities, creating more um apprenticeship opportunities, things that local businesses could do, local nonprofits could do. Um, and so when you think about this
050community conversation sort of on the big picture level and you think about the fact that you specifically posed questions that are framed as what could the community do to help Stoton schools? And I feel like at least to the extent that the people who came were representative of the community, what they were saying is yes, we think we can do more. We want to do more. We have ideas for how to do more. Uh we're we're responding to your invitation in an affirmative way. And when you think about that, you you at least I came to the conclusion you would have to be somewhat systematic about how you would capitalize on all this energy that the community is saying they're willing to offer you. Uh because if if you don't if you just say, "Oh,
051these are all great ideas. Come and do it." Well, that's going to be chaos. That's going to be hit and miss. Uh it's going to be disjointed. It may actually in some instances have unintended negative effects. Um you don't want people barging into your schools saying, "I'm ready to be a math tutor." I mean, you you have to be somewhat coordinated and organized about that. And I think together as a board, I mean, you and Dan have to think about, you know, do we really want this stronger and this sort of multiaceted relationship with the community that we're serving? It sort of implied that you do because you invited these people to come and you asked them questions about, well, what would that look like? and they had answers. Um, and given that they have
052answered in an affirmative way and in some ways I think an innovative way. Now the question is what is the district willing to do to harness that energy and doing it in a purposeful, systematic, coordinated way so that it actually has the positive outcomes that you were hoping will help you achieve the goals that you describe to people on that day. And I don't know what the answer is. I mean, if you read the document closely, you will see some some body suggested, well, there ought to be a volunteer task force of community members that would sort of recruit and market all the volunteer opportunities and sort of channel them to the various places within the district that they could go. Uh, somebody else said you ought to have a volunteer coordinator. Obviously, there's a
053cost associated with that. uh or whether volunteer coordination could become part of an existing position and there may be other ways to do it that people didn't think of because we didn't really ask people well what's the mechanism for coordinating the involvement of community members we just said how do you think community members could be involved but when you look at all the ideas they have um there's a lot there and unless you have some organized way to address that um either a it's going to happen in a uncorded and chaotic way or it's just not going to happen. Um because there were some people who said things along the line of I've wanted to do stuff to help the schools for a long time. Nobody asked me. I didn't know, you know, what what's
054the path? What's the avenue? Where do I sign up? I don't know. Uh so now that you've said we really want you involved, I think somehow you got to back that up with creating clear path for people, matching people's interests and skills to what you need. Um, and presumably if this is something you want to happen for the foreseeable future, you probably want to set up some kind of infrastructure that will last. So I mean there's a lot of other things I could comment on, but that one sort of struck me as an interesting and important one because this invitation of the community was so central to the purpose of the community conversation. So I'll just stop there. You can comment on that particular issue or anything else you saw in here and I'll see
055if I can respond. Thank you. All right. Yeah, Lisa. Oh, go ahead. Um, so we've been talking about doing more of these. What would be what are your top three tips for the next community conversation? What would you do differently or maybe what would you highlight? Um, you know, we originally talked about three questions. We decided, you know, when I was getting re reactions from the work group to make it four, I think we were able to squeeze in four and it seemed like people did not run out of gas because the notes from the fourth question were still pretty substantial. So, people were still going at it. Um, I think it was good that in the survey Dan asked the question, what do you think about this length of time? It seems like half
056day was about right. I mean, I don't think people could have sustained that level of energy for a whole day. Uh, and some people would say, I'm not giving up my whole Saturday either. So, I think the half-day format was good. You know, because you're doing small groups and you had facilitators for all the groups, I think you could you could certainly have 10 groups again. And, you know, Dan had mentioned, you know, if you had more groups than school board members could could facilitate, you could probably have other members of Dan's team facilitate another two or three or four groups. So it seemed to me like the room was good, the technical stuff worked and with small groups, you know, you can have five, you can have eight, you can have 12, you can
057have 15. Um, you know, 15 means more reading for whoever's going to read the notes. But the reading was pretty interesting. I mean some of the ideas came up four or five times and of course I didn't if they came up under belonging and also proficiency gap then I I listed them both places if they were relevant but you know I wouldn't list them five times under proficiency gap I would just try to coate those together in a single bullet but you know the survey suggests the format seemed to work and of course the good thing about small groups is everybody can talk. You know, there still could be a few shy folks who have to be solicited by the facilitator, but there's enough time for people to say what they have on their mind.
058And that's the thing you want to make sure because you're trying to harvest all the good ideas. You don't want to leave any out there because the group had 10 people and only six people got to talk. Mia, I see your hand is up. Thank Sorry. Um, yeah, I I just want to preface this by saying like I think all kudos go to the work group that put this together. It was our very first one and you got a bunch of people there and we it the day for the most part went off without a hitch and I think that's remarkable. So please don't take this um in any way to be negative. But I think for our next one we have to be a little more intentional about who's getting invited. Um, a couple
059of the groups I was very careful to keep my mouth shut because you know that's my uh my opinion, but a couple of my groups, several of my groups actually said, "We don't have the right people in the room." If we're talking about people who struggle with belonging, when I look around, we've got people from the district. We've got people who are leaders in the community and the parents that are here. I know a lot of them and their kids aren't struggling. Their kids are involved in sports and band and theater and they they don't have the same challenges around belonging that that we know some of our kids do. Um and so I I just think we have to be really thoughtful if we want if we decide we want to hear from those
060people. we have to craft it a little bit differently. And I would say if we're inviting a lot of people who are traditionally a little more disenfranchised, we might want to think about how many school staff are there because it's hard to talk about some challenges you're having in the school when there's three teachers at your table. I think a couple people sort of noted that as it was and these weren't disenfranchised people, but they were very like sort of tiptoeing around the school staff, the district staff that were there saying like, "No, this isn't meant to be criticism, but you know, this is what I've experienced." you know, they were just really careful because it's it's a little awkward, right, to be criticizing someone who's a part of an organiz, you know, to be
061criticizing an organization when you're sitting alongside someone who's part of that organization. Um, but I think I ju I just think we want to be thoughtful about that moving forward. Yeah. One of the things that I talked with Dan about, I'm not sure if I talked to the work group about this, is you can orchestrate this more. You can actually have assigned seating. Um, and you can have some tables where there's no teachers. Now, you'd have to decide which parents are going to feel awkward around teachers. We're going to have to put them in the tables where there's no teachers. you know that implies like quite a bit of inside knowledge about about these parents or of course you can have community conversation and not invite any teachers at all. And you know, one of
062the things we talked about was how many how many school personnel should be there and should there should it be prescribed which school personnel there would be and I think Dan's decision was to leave it up to each school to identify who would come. So we weren't that prescriptive but as you say this was sort of an experiment. this is your first time and if you conclude that some considerations should be given more weight next time around, you know, I think you're making an interesting point. Now, the thing about parents of kids who are struggling academically, parents of kids who don't really feel like they belong, um, you know, the the method for identifying parents to invite, as I recall, didn't really focus on that, but it's it seems to me that with the help
063of people in each school, you could probably uh make some targeted invit invitations to get some people. Now, the other thing the other comment which some of you might have noticed in the in the report was, uh, gee, there aren't there weren't really many people of color here. We should have had more. And, um, you know, first of all, you got the demograph demographic of Stoton that you have to be realistic about. But then also there again, uh, it may require almost like individualized invitations. I mean like a personal invitation from a principal or a teacher might be necessary if you were going to really try to change that the next time around. But those are all things to think about. And I think the next time you do it, whoever's the planning group, I
064think these comments like the ones that me are making should be part of the conversation. like are some of these ideas should they be uh a reason to change the logistics or the format a little bit? I'm ask I I agree with Mia that it um the whole thing was way too educator heavy. Um, I was hoping to see, but although we didn't ask just families with, you know, couple kids in grade school, um, families or parents with on a kid in in high school, um, I just felt that there was just way too many educators um, in proportion to how many people were there altogether. Um and um that um I also felt that it was um extremely white. Um and to your point, yes, maybe we need to have targeted um invites, but
065those are just my comments. Thank you, Lily. Go ahead. I was just gonna ask Um, I guess in your opinion or anybody who was there because I wasn't able to make it. Correct me if I'm wrong, but there were not any students there. There were How many did we have? There was three. I'm looking at the picture of everyone who's there right now. Okay. I attempted to zoom in on the picture. I glancedly. Was there only three? There were only there was an invite sent out to the students who participated in the legislative day panel. However, um I know for me personally, I had to work that day. So, I wasn't able to say there was a lot of conflicts because we didn't get nearly as much as I would assume the rest of the
066community had. Um, but would you predict it to or in your opinion to be beneficial to maybe in whatever ratio we're inviting people have one student for each small group? I mean, I think more students would be a good idea. You know, I I was mostly focused on my job and organizing the format and the questions. Um, there was, you know, I had some conversation with the work group about who would be invited, but I kind of left that up to to Dan and the and the district folks. But when you think of 60 people there and three students, that's 5%. It's probably low. I mean, and and also there was obviously more school personnel there than there were students. So I I think you're making an interesting observation and that's not in a negative
067way. I know this was obviously our first one. invites were sent out to obviously more than three students, but I just think if we title it we all have a stake at Stoton schools, we should make a point to either directly go up and ask different immigrant students if they'd be interested in something like this or at least making sure when we are inviting students that we're inviting a variety of them in hopes that you're going to get maybe not all students from the same like subgroup at a school because it's the same way we're talking about distribution of community members and certain people's values and interests over others and uh diversity in our general like adult invitations. We would want to make sure we're hitting that with students. I don't know age-wise if that
068was necessarily a conversation for elementary school kids. Maybe just like middle and high school, but you know, making sure we have a range of maybe it's not all second semester seniors or all freshman or something like that. I don't know. That was just I wasn't there. So, that's just my observation based on the observations. Um, my comment was just based on the picture I I I recognized most of the parents in there and I only recognized about two elementary school parents and I think that's like a very important if you have like younger parents necessarily that's like a very different perspective from high school parents necessarily. So I think like sending out invites maybe like focusing to make sure you get a variety of parents from like each grade level. And then similar to Lily
069like yeah I'm there was email was obviously sent out to more students but of the three students who were there um two were freshmen so they don't have like a super vast perspective on the high school I would say. So that's kind of if we could get more student participation that's more of something like on the student level talking to people about you know like hey you should go. Do you think limited to high school students or do you think there's any middle school students that could do this? Um, I would say there is definitely middle school students who are capable of having this conversation. I know the student council at the middle school isn't exactly very active. So that would need to be something more like we ask teachers, you know, who do you
070recommendations of who do you think would benefit from this? Who do you think would be able to like contribute something to this? you. Um Tim, go ahead. Yeah, good good discussion. I I mean I I left with a much better sense. Uh and obviously there's no sort of I didn't expect to leave with this ten commandments of Stoton values. That was asking too much. But I did I did leave with a better sense of what the values are. Uh I agree there probably could have been, you know, looking at at the invite list, whatever, whatever. I think where I struggled though was um so the goals were we're we're we're trying to get ideas as to how to meet these goals. These goals are very specific. Um so I it was hard to have a
071discussion with people who aren't educators. What is what are your ideas for closing the gap? Well, I think we should have a career fair and I think we should do this. Okay. How is that going to close the gap? And it and I'm I I hear what I'm saying. I hear those are great ideas, but that's that's sort of getting us off track and I don't know how you facilitate that. And and so I actually think when we talk about the specific goals and ideas to meet those, we need to have more educators there. They're the ones that are there and they're on the front lines. So they know what needs to be done technically uh from that standpoint, right? I mean, I'm if a dentist comes to me and says, "How can I improve
072dental care?" I'm not going to know how to do it. a dentist comes to me and says, "How can I make my office more inviting? How can I make it less scary?" And things like that, I can give him input about that. So, I I think I looked at a lot of these ideas and I I thought they were great and I love innovation. Um, and I wish we could do them, but my concern is that if we're going to focus on these ideas and they're not linked directly to meeting that goal, it's going to take us off track with the goal and meeting that goal. And um, I actually agree with Mia. I I I would like to hear from families and students that that you know are struggling with feeling a sense of
073belonging and things like that. I think that could have been some very valuable information. Um and so again I I I thought it was a good first run. I felt good uh leaving and kind of having an understanding of of some of these values and things like that. Um knowing that they're not static. But I didn't leave with any real I I didn't leave with any more ideas as to how we're going to how we're going to meet these goals. I guess um maybe maybe a little bit, but again, these ideas are a means to an end. And that end is improve student learning that are measured in these goals. And so as I read some of these, I don't know, I really feel like we're going to put way too much pressure on our
074superintendent and our teachers, our administrators to try to implement some of these ideas. Um, and these ideas may not get us any closer to the goal. Could I just remember one thing is if you do future community conversations, you don't necessarily have to have all of these different constituencies in one community conversation, right? For example, you could have a community conversation which is only parents. Yeah. you know, a significant number of elementary school parents and middle school parents and high school parents and create a form in which nobody's feeling awkward about talking in front of school personnel. And you know, you're right, Tim, when you talk about academic proficiency, people who have studied how to be teachers have a leg up. But when you talk about sense of belonging, it's not really clear, right, that
075teachers know more than parents, especially if you're a person of color. Parents may know more about, hey, I was odd man out when I was in grade school and I know why. It was cuz I was black, you know, and that person may know more about sense of belonging than a white teacher know. So there I think you might be on more of a level playing field about who Yeah. And I would agree. That was probably the one I felt like, okay, there's there's some good stuff here. But I I agree with me. I I didn't hear from, you know, um, a lot of the people that I knew I, you know, I knew their kids probably didn't struggle with it as much. And so, it's not that they didn't have good ideas, it's just
076that that to hear from the people that So, I thought with that one, yeah, it was it was suitable, but I think some of these others were pretty difficult for me to to leave with much. Okay, I see Mia's hand up and Lisa's hand up and who? And then you. Okay, so I'm gonna go with Mia first, then Lisa. So, I just want to shift gears a little bit. And another thing that sort of has been sort of gnawing at me a little bit as after I read the report is how many of the things and Lynn mentioned this, you know, are things that we're already doing. And so I'm curious, how do we make all the great things that we're doing more visible? Because if you think about it, well, so like the city
077council people who maybe don't have kids in the schools, that's one thing. But like the parents and the educators who were in the room are probably the most plugged in of all of our parents, right? And if they are not aware of some of these good things that we have going on, then I I don't think anybody is. So, you know, I just I just I don't think that's something for the board necessarily, but I wonder about how do we make some of that more visible? How do we bring it into the community even a little more so they can see some of the innovative things, some of the community connected programs that we're doing. Um cuz it feels like a lot of this happens in little nooks and crannies of our schools instead of,
078you know, really being out there for for everyone to see and recognize and think maybe, oh, I want to get in on that action, you know? That's all. Okay. I think one of the unstated goals of the event was and why it was focused on, you know, the questions were about the community was to help educate our community about our goals to help them understand that this is the focus of our work and to communicate that we really need community support and and buy in in order to make progress on the goals. And so I think I think in that sense we achieved that goal because a lot of the community leaders were there and even if they don't have kids in school, they have a stake in the quality of what's happening in our
079schools and and I think they may who knows if they've heard about these goals, but now they for sure were exposed to them. So I think that that's a really good outcome. And one one thing I wish we would have done that I've seen done at other community conversations is for people to leave filling out a pledge card of something specific that they would do or that their organization would do or some role because when I read a lot of that report it's it's it can be overwhelming as a laundry list of all the things that people want the schools to do which is I guess not what we wanted to take away. We wanted to have at least I thought we were would have a kind of a commu collective community vision of you
080know what what's everybody's role and stake in this and so I think maybe that's something to think about. I agree with what everybody said about the reflection of not having enough diversity in the room and um not and then maybe not being able to get at the meat of some of the questions because the right people weren't there. But I think you know it was never meant to be a oneandone. So I think we learned a lot in this first pass and we can take that to the next community conversation. Hopefully have multiple multiple of them over the next year. So I think I think this was it it accomplished a lot of goals. Okay. Anyone else before I leave it up to Dan? Oh Jim, go ahead. Uh I can you know kind of
081coming in the context you have to take this in is just I kind of came in just as this was happening. So I didn't have the benefit of prior conversations but but first of all I thought it was a very uh sort of well structured and the and the process moved along well. Um couple things that Lynn mentioned that that kind of struck me. One is uh one is that notion of of this doesn't we have we have the flexibility to create different conversations with different groups however we want. This doesn't have to be the the one the end all beall of how we do these. And so the notion of how do we how do we get more input from students or particular particular groups we can talk about that and find ways to
082do that kind of under this umbrella of community conversation. Um and so I think that was a good a good pro a good a good start to this a lot of information more than we can sort of in obviously more than anybody can do. And the second thing is the I had the similar reaction I think that maybe what Lynn touched on was a lot of things that I thought were very good. Um and there's sort of that how do you invite people in? How do people come in without being invited? How do we invite people in who we don't know if they want to come in? You know, we some figure out how to bridge that that uh that gap because I think there was a lot of energy from people in the community
083willingness. We have to figure out how to take advantage of that. But that is a that is a something we have to give a lot of a lot of thought to in terms of how we do that so that it's both manageable and productive and that we take steps towards things that can be successful along the way. So we don't try some grand plan and it flops and everybody kind of goes see that didn't work. So I think we just kind of keep moving forward with the information we have and the ideas that have discussion here this discussion is good as well. Okay. Anyone else? No. All right. Go. Okay. Um, so I I want to thank the the work group for putting a lot of time and thought into both structure um and process.
084And I want to thank Lynn for working with us and facilitating and being able to be here tonight to to synthesize um all of the notes because that is a lot of that is a lot of uh note takingaking and with different note takingaking styles. um kind of popcorning around to to the conversations to part of the workg group format was we went through a lot of different iterations of how and who to invite to this first one. Um because we had never done this before. This really was a a two-pronged approach. One, I mean, how's the process and is the process going to work? and two, how's the conversation itself going? What's going to be the fruit of that conversation? And I think we were successful on on both fronts. The structure of um
085inviting over a hundred individuals and getting 60 people there um meant that we had 40 plus people who said that they couldn't be there or they couldn't be there because of conflict or comfort or maybe a little bit of both. So definitely the idea of uh affinity groups and really saying we wanted classes of group of people to be there. We wanted some educators. We want some parents. We want some students. We wanted some business leaders. We wanted people um from different sectors within Stoen, but we limited to Stoton. We didn't necessarily have a a lot of people who weren't proper to to the Stoen area. So that is an intentionality that we could explore moving forward and I think we should move forward personally. Um the how um Tim I I agree with you
086if if the intent of the conversation is give us all of the ideas for the purposes of implementing them depending on who's providing the ideas that can actually prevent us from working forward to the goals. But the idea as Lynn talked about the theme of this was to say through all through the articulation of ideas and themes and comments was are we moving forward with these three goals and those goals are seem to be the right goals that the community can get themselves behind behind. And I think um from reading through this I didn't I personally didn't see any themes that said no you focusing on opportunity gaps in the area of literacy and mathematics was wrong. Focusing on belonging was wrong. Those seem to be the right goals that our community can rally behind.
087And in my um report, the other two factors, once you listen, it gives the board a whole lot of insight as to what what is missing in our community as far as what we're communicating out and what we can do to help facilitate. This is what we mean by literacy goals. This is what we mean by math goals. This is what we mean by belonging. and um also reporting out the information that the board is receiving so that in future conversations we've reported out this and what is how is that landing community for you? I definitely took away strong themes of um volunteerism, also the idea of um youth apprenticeships, internships, job shells, and things like that. Some of which we're doing, some of which we we can um be stronger. But Lyn and I
088were both in agreement in not wanting to lose those ideas because some of those ideas enhance the themes and some of those ideas are things that we we haven't necessarily talked about as a group. that becomes future information that we um uh as district leaders, building leaders can contemplate, think about and say if we're doing this, maybe there is an untapped um resource that we can we can access. So, it gives us feedback as to where our community to your point, Lisa, that pledge card, it almost works in reverse. If there's a strong theme of communities saying we're we're ready, willing to help and buildings have said, "We have some needs that we would love volunteers for." Well, we have a resource and we have a need. Now, now it just becomes how do we
089build that bridge to that? So I think um the community connectedness programming is an interesting um terminology and concept which I think has some some um um legs to it that I want to personally explore. But I'm really um looking at that theme piece to say are the themes um that have been elevated. Are they pushing us further into our goals or are they telling us that there's a goal that we're not we're not missing? to your point, Tim, like they're giving us feedback on what we're working on and is that the is that um the more welcoming office environment that that we're trying trying to achieve. Um and then all the ideas that becomes work that I have to do. I have to sip through that. I have to work and decide what are
090the things that we're already doing that we can that we can elevate more on a communication side. what are the what are the bridges that we need to continue to build um in and amongst all the things because our goals have to be our priority moving forward but everything else becomes conversations and negotiations moving forward. So I look forward to um the next phase which is where do we want to take this from here because I as I said at the opening this to me is a baseline. If all we do is have this and one and done, it becomes one of those things that yeah, we did that. And I think to a lot of the individuals who were there that day, they said, now that I know what this was, I thought this
091was going to be like a microphone and people were going to say, you know, what do you think about X? And then people would come up and say, I like X. I don't like X. I like X more than Y. But now that they've had this experience, over almost 100% people said, "I know who to invite. Now I know who to bring to the conversation." And they might be the people that can tap people on the shoulder and say, "Hey, we really want to hear from um our families who came from Kosovo. We need a translator. We need to have a very small group with that. We want to focus in on families who feel disengaged with the district. Who are they? who can we tap on the shoulder and invite in? And the hardest
092part for the board and ourselves is when we're in those spaces to sit in that discomfort of just hearing the feedback and saying thank you and then at the end seeing in totality what does that feedback give us and what are the next action steps moving forward. So thank you. Anything else on this? Just I have one just in this question. Will will there be any communication from you or you two to the participants about kind of what you said and because I thought you articulated well that you know the this was helping us determine if these were the right goals or not. The reason I asked that is I I I do fear while I really appreciate that I do fear people are going to be some of these people might be like I
093went to this thing I gave these ideas and they didn't they didn't even you know it's just like it was whatever you know and now they're not going to do these things they're not no it was one of those and so um I don't know that everybody saw saw that as the purpose uh I think a lot of people saw as purpose I have this ideas of things that we should be doing and I'd like to see them implementing them um And that's that's just my fear. Um I think it's a good question. We did uh send communications thanking people who who attended and let them know that this would be the board meeting where we would first hear the report. So um follow-up communication um as Lynn kind Lynn and Jill in wrapping up
094on that day said, you know, there would be communication coming from the board and myself. So I definitely agree that we need to communicate out um something if for no other reason at this point is the report and highle summary of what was discussed tonight. Yeah, I agree. Okay. Anything else, Mia? No. Okay. Um that then takes us to Oh, thank you, Lynn. Yeah, you're welcome. Thank you. Thanks, Lyn. That takes us to item six A. And for that I need a motion. I move there's a motion. I Yeah, it's not quick enough for me. I move approval of the workg groupoup assignments as presented. Appointments as presented. Second. Oh, second by Croy. Is there any discussion? Seeing none question. All in favor? I I I. Any opposed? Any abstensions? President abstains. All right. Then
095we have a new second discussion action item which is the library media plan. Is there a motion for that? I move the uh approval of the library plan as presented. Second move by Bubon, seconded by Pew. Is there any further discussion on that? Um, seeing none, I'll call the question. All in favor? I I. Any opposed? Any abstensions? Okay. The library media plan is approved. And that takes us to item 7A, meeting or seven, meeting closing. So for action items I have that you are going to look into the targeted supports grant on the event agenda and report back on the specifics around that. Um senior scholarship night is Wednesday. There's an orchestra concert on it's next Monday. Next Monday and a choir concert this Thursday. choir conference this Thursday which is not being held
096at the pack because at the pack is the eighth grade jazz band if anyone's interested in that. That's all right. Am I missing anything else? The follow-up communication to attendees of community conversation. Is that something that should be a workg group thing? Yeah, you can you can sign it. Okay. I mean I feel like it's mostly just sending out the report that prepared, but I think the the work the outreach work group should look into what else we would want to provide those attendees and then clearly that work group needs to meet to discuss what our next steps are going to be for thanks future conversations. Okay. All right. So, um, if there are no other action items that I've forgotten, uh, 7B, future meetings, our next regular board meeting is Monday, May 19th at
0976:30. Um, oh, so, uh, Rachel, can you try to find a time for the outreach work group to meet? Perfect. Okay. If there's nothing else, I'd entertain a woman. Go ahead. I wanted to I didn't want to I'm gonna say complete sentences. So I'm gonna debate in public speaking today and after that my brain died. Um I just wanted to say thank you to everybody for my three years on the board. I know you guys didn't exactly get a say in me being here, but I've appreciated being welcomed and the little group we had so far. I have no doubt that Michaela is going to do a great job. And if she's not, send me an email and I'll drive up from Missouri. [Music] Um, but I've just really appreciated my time here and knowing
098that you guys care enough about students to include even an honorary role such as this. So, thank you. It's been really great having you here. Thank you for your input, Lily. Good luck next year in Missouri. And when you have the opportunity to be back in town, feel free to stop in anytime. Once a Viking, always. Oh, yeah. All right. So, if there's nothing else, I'm going to entertain a motion for adjournment. So moved. Second. Moved by Dr. Milan Bartlett, seconded by Sorg. Any discussion? All in favor? I. Any opposed? Any abstensions? Meeting is adjourned.