001I don't know what their resolution [clears throat] >> and I'm sure they're trying to get to be more involved in schools >> and they're doing it. I think that we can support. >> Thank you. Thank you so much. [clears throat] >> All right. Uh before I call the meeting to order, I just wanted to uh hope that everyone had a very uh uh happy holidays and uh with family and friends. Uh I know I've enjoyed the holiday season something immensely. [laughter] >> How come >> and look at the So I knew there call the meeting to order. Please stand for the pledge of allegiance. [clears throat] >> To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
002>> Okay. Roll call, please. >> Black. Yes. >> Calhoun >> here. >> Kisser Wolf >> here. Long >> here. >> Swinty >> here. Belu >> here. >> Zimmerman >> here. >> We have a quorum. Uh, next item is to adopt the agenda as presented. >> Long second. >> I'll second. >> Motion a second to adopt the agendas as presented. Any discussion, changes, delutions? Hearing none. All those in favor signify by saying I. >> I. [clears throat] opposed. Motion carries. Staff recognition. We have a couple. Way to go, guys. Uh the board of education proudly recognizes the members of the Tomok Elementary School and Middle School student councils for their outstanding leadership, service, and commitment to honoring our national veterans through their recent fundraising efforts. Through their dedication and hard work, the student councils raised a
003total of $3,073 which was generously donated to two meaningful organizations, Never Forgotten Honor Flight and Reese Across America. Of this total, a donation of 400 was provided to Reese Across America to purchase Reese that will that were placed on the graves of veterans at Northwoods National Cemetery in Harshaw this holiday season. An additional $2,673 was donated to the Never- Forgotten Honor Flight, sponsoring travel for five area veterans to visit and reflect a national memorial built in their honor. The board further commends the elementary and middle students students for their extraordinary record of ser record of service. To date, the Tomahawk Elementary and Middle Schools have contributed more than any other school within the 13 county region. >> [applause] >> sponsoring a total of 72 veterans through the Never Forgotten Honor Flight Program. These students exemplify
004compassion, civic responsibility, and respect for those who have served our country. Their efforts reflect the core values of our school district and demonstrate that leadership and service know no age limit. The board of education extends its sincere appreciation and congratulations to the student council members for their remark remarkable achievement and for making uh a meaningful difference in our in the lives of our veterans. [applause] Thank you guys. [applause] A little token of appreciation for each one of you that showed up here tonight. These are our highly coveted and sought after hatchet pants. [clears throat] >> So, thank you for everything you guys did this fall and for the contributions you made to our area veterans. Very much appreciated and good job representing our district. [snorts] Thank you guys. >> Okay. It just makes uh me
005and I'm sure the rest of the board members feel very proud of the students we've got into school system. You guys are terrific. Thanks again. I appreciate it. >> And we'd like to see you guys double it next year. Well done. >> [laughter] >> and advisors. Thank you. >> Okay. [clears throat] Second is uh the board of education formally recognizes high school art teacher Annabelle Neve and elementary school art teacher Nicole Stilts for their exceptional professionalism, generosity, and dedication to both students and [clears throat] colleges. During a time of profess professional need for a staff member in a neighboring district, Miss Neve and Miss Schultz exemplified the highest standard of teaching profession by providing outstanding support to a fellow educator. They generously opened their classrooms, welcomed collaboration, and generously gave their time despite already demanding
006schedules. >> [clears throat] >> They provided essential curriculum materials and standards guidance offering critical uh clarity regarding K through2 academic expectations at a time when instructional plans were not yet established. Their willingness to share resources and expertise ensured continuity of instruction and directly supported student learning. Beyond these initial efforts, both educators continue followup with encouragement and ongoing assistance. In a in a profession where resources are often closely held, Miss Neve and Miss Schultz embodied the principles that teachers help teachers, modeling collaboration, mentorship, and professional generosity. Their actions went far beyond what was required and made a meaningful lasting difference during a challenging situation. The board of education commends Annabelle Neve and Cole Schultz for the exemplary service, dedication to the profession, and unwavering commitment to the success of both students and colleagues. Their conduct reflects
007the very best of the Tomok school school districts and serves an example for all educators. [applause] >> [laughter] >> over here. >> Okay, you got to help me. I don't know who's >> Thank you. >> Thanks a lot. You guys did great. >> Thanks. >> Thank you. Again, it makes uh makes me feel good and all warm and cuddly inside knowing the type of uh [laughter] type of educators we have in this school system. It's uh very proud of you. Thank you very much. >> Thank you. >> Okay. District administrators report. All right. Um [clears throat] few things on the on the list. I just wanted to start out with a brief legislative update. There's a number of bills. Um, first one that we'll talk about, excuse me, has already made its way through and
008been signed into law, but then there's a couple we're keeping our eyes on as well. So, Wisconsin Act 42 was recently signed by Governor Ivers, which prohibits the use of wireless communication devices, cell phones. In our policy, we refer to them as personal communication devices. Same thing. uh during the use and instructional times. One of the parts of that law required all school districts to update or put in place a policy uh that that had the updated language within the law and the updated exceptions. So, our policy committee received an update for our policy which is number 5136. We went through that yesterday at our committee [clears throat] meeting. Uh so, we will we have until July to get this done, but this will be coming I think in a February meeting. Um, so that
009new policy reflects all the updates that we needed. So, I'm happy to say we already had a policy in place that that um that was in line with most of it. It just was a couple of of the exceptions that that had to be put in there. So, that will be coming. We are in compliance with that currently and we will be in plenty of time for for next year as well. Couple of potential bills. AB226, which is um one that we'll probably have to if it passes through uh both the Senate and the legislature um or the Assembly rather, we'll probably have to work with Taharan. I'm sure they'll get updates on it, but it prohibits ultrarocessed foods in free and reduced meals. Um I think primarily it's focused on butter instead of margarine,
010but we'll we'll keep an eye on that, make sure we're in compliance with that. AB457 is one that will impact us if it is passed. The DPI, it basically states that the DPI must certify that a district is um in compliance with all financial reporting before the board can pass a resolution for a referendum, which we shouldn't have any issues with this, but it is an extra step that we will have to go through before we certify uh for our next referendum. So, we're keeping an eye on that one as well. And then AB677, which is the policy that deals with student communication, staffto student communication with regards to grooming and some additional trainings that will have to be added and put in place if that bill is passed as well. So, we're keeping an
011eye on those ones. I'll keep you updated as they progress through. Want to talk a little bit about tax information. Um, it is tax time. We have had a few people reach out with questions about their tax bills. We've been pretty fortunate, I think, this year with the school tax. We've held the line on that pretty well. Um 71% of the districts in our state uh received a reduction in their state aid. So, anytime you receive less state aid, it typically equates to higher taxes or a higher burden that's placed on your local taxpayers. We were in a position where we could uh levy $500,000 less than our maximum authority to try to offset that. And um much like last year, we did have some townships that reassessed. We had some things that are outside
012of our control that did impact taxes in certain areas, but by and large [clears throat] over our overall our tax levy remained uh pretty similar to what it was a year ago, just a slight slight increase on it. Um so we're we'll continue to navigate through that the next couple of years. The the state did not dedicate any money to state aid over this next banual budget. So what we saw this is is going to transcend into next year as well. Uh, one of the uh one of the things that will have a negative impact on our budget as we go through is special education aid was a was an area that they the state did um provide additional funding for. Unfortunately, where their estimated projections are right now is expected to be 42% uh
013reimbursement this year and 46 next year where we were previously at about 33. Um unfortunately, they're expecting that's going to come in more like 35%. So, we're not going to see the 42%. Um there is a possibility that some additional monies might be added to that account, but that's that's still pretty early uh in the discussion. So right now that's that funding will have to come out of our general fund to meet that that deficit. Um any questions on taxes or the budget piece? >> Any comments? Questions? >> Okay. Um as always, if things come up or if people reach out to you and have those questions, please feel free if it's something that that you don't feel comfortable answering to to direct them to me. Um third thing on the list, I just wanted
014to update the board that we uh our planning and [clears throat] the admin team decided on a day today for an admin retreat where we're going to be focused on our current data, the midyear data, as well as getting ready for uh looking at how that um measures up with our goals thus far with our strategic planning scorecard. Uh we'll be going through a lot of that stuff and some other planning. Um it's hard to get the whole admin team in a room at one time during a school day. So, we plan in advance, but February 5th, we will be working on that. And then lastly, I wanted to um recognize all you. It is uh board member appreciation month and I just wanted to tell all of you how much we appreciate the the
015efforts that you put in and the contributions you make to our district, to our students, and to supporting us as we as we navigate through things as well. And in recognition of that, you guys are also going to get a little gift from the school district today. So, we'll pass these down. You have to wear these at every board. All right. >> Say where. >> Thank you. >> That is it for me today. >> Okay. Any questions for Wendle? >> Okay. Next item [clears throat] is the con consent agenda items. uh you see as listed most of it is minutes and uh contract adjustments. Any questions about the consent agenda and I'd entertain a motion to approve the consent agenda as presented? >> I so move 20. >> Second. >> Okay. Motion a second to
016approve the consent agenda items. Any discussion? Hearing none. All those in favor signify say I. >> I. >> Opposed. >> Motion carries. Uh a professional coverage update. What's anything with that? >> So, for this one, Adam's going to take >> We just kind of want to give you an update. Um, I feel like >> you're the one who sat in the back. >> Yeah, I know. In the back, tried to mess with them. They told me they didn't care. [laughter] They're my feelings. Um, so there's been a ton of work starting last year um with with our elementary school. We have Cody here. I'm sure you know all of them. Um Chelsea Wolves is one of our special ed teachers, Amanda Huff, another one of the teammates and then Billy Jel is also one of
017them. And just want to give a little context. There's different philosophies special education like full inclusion, different ways to meet the needs of kids and it really comes down to what kind of resources you need and I personally feel it's best for kids. Well, this team worked very hard to come up with we they saw a need and Cherry can turpin at any time here. They saw a need of the increased needs of our kids at the lower levels. you know, the the the mental health things that are coming with the behaviors that we're seeing, um the moving kids that we're seeing and just try to find the best way to service them and make these kids successful in a general ed setting. I always have a philosophy, all of our special ed kids are
018general ed kids first. They just happen to have special needs that we have to accommodate to make sure that they can be successful in that general ed setting. So, um we invited them tonight. So, I know um there's been some paras shifts and stuff that have happened um in the past preme, but I thought it was important to kind of give you an update on kind of how how we're utilizing all of our staff in elementary school. Um we've created a bridges program in the life school program, and they'll talk about it. We have an upper bridges program for our students three through five. We have a lower bridges program for our younger students below third grade. And then Chelsea has worked very hard also uh with the team um to work on our life
019skills program which is super super awesome uh to see. We've had kids there's there's outstanding results from what the work that they're doing. We've had kids the state obviously we don't either one kids on half days. We've had kids increase their days, their stamina. They're here all day. We've had kids with students with behaviors that we're seeing very very few behaviors. Not none but very few behaviors between. We're seeing kids be successful that haven't been successful in a while. And it's not pointing the finger that anybody was doing anything wrong. It's just that the staff took it upon themselves to realize that we have to do something together. And Sher and I just worked very hard just in the work, but just to provide them the resources to do it. And it really required us
020shifting how we're using some of our paras at the different levels um and especially in elementary school to meet these needs of these programs because we would not be able to do it with just our certified staff by ourselves. Our parents are outstanding uh people. they dedicate themselves and and sometimes a very unthankful job um to work with some of our EDS students. So, I just wanted we just wanted to invite them in to maybe just talk briefly about the the three different programs and what we're doing and how it's working. >> Sure. We do have a handout, too. If we could pass a handout because it kind of explains everything. >> Sure. >> So, um thank you. I do have the classroom, the lower bridge classroom, but it is uh it is actually K5.
021We had some other students move into the classroom and my portion is self-contained. So students were um finding it to be a struggle for them to be in a general education setting. We did kind of pull back and now we're just kind of focused on teaching those students regulation um so that way they can find successes throughout their day. They do push out um for specials and things like that. So we just kind of build on those successes. Um so I have K5 self-contained which is the first room model that you'll see there. Um my classroom is the life skills program. Um prior to like developing these new classrooms um students with um more significant needs were possibly just on a case load based on grade band. And so you would have one student on
022each case load that had very unique learning needs. And so now, um, me able to have them all in my classroom, I can teach alternative [clears throat] standards. I can, um, bridge the gaps between, um, the the lessons that they need and create an environment that they feel really safe in. Um, and that's been really a great opportunity for them to have a really comfortable home base and then spend really meaningful time in the classroom rather than kind of hopping around all over the place. So, um, it's been really really wonderful. It's a very happy environment and um kind of making their day feel a little more streamlined. >> Um on the there's on the resource room on the back there. Um I kind of deal with the main street students who have some extreme
023behaviors that are still in the classroom. So I kind of go and put fires out all day. That's my job at the school. Um and build positive relationships with those students. Um and it's going really good. My uh is a regulation room. So I pull a lot of students back to my room and just talk with them about why we had those behaviors, build that positive relationship and then we like then we get them back in the classroom. That's our goal. We want kids to be inclusive in the classroom. So it's been going really good. Um I sometimes have to take students from Amanda's room into my room and vice versa. We work as a usum The nice things I think is that we all teach to kind of a specialty now. Like I think
024we all have like our niche. Some of the teachers from the elementary that aren't here are teaching reading and math and that is their niche. And so it's really nice to see everybody kind of in their own group and focusing on the same mindset all day. So whether it's behavior or um you know regulation skills that we can kind of teach the same topic all day. >> Yeah. and and Cody and team too. um she works very closely with our our paras and organizing and really what it did is it took us a major shift of what we're how we're utilizing our parent time because Billy's room is always stacked with a pair and so is Amanda's room and so is Chelsea's room because they they may be out with a kid like Billy said
025he may be out working with a kid who might be escalated at the time but we still have kids that need that space for that regulation or for um you know there there's incidents of that times that we've had in this hospital where now that parent's dealing with the students was really escalated. Now our parent is pulling those kids. They're not losing instructional minutes. They're going around the corner. We're getting a door, but they're going around the corner to Billy's room um where they can still continue to work on their academic and behavioral skills to make them more successful. Now, we're seeing kids getting back into the gened classroom in a much more positive environment and kids are being, you know, we have kids with medical issues that need to be walked from one spot
026to the other because they can't be by themselves and without our support because they can't do that. that if they do that, they're leaving five kids in their classroom. And we really have a So, it's really shifted the way that we've utilized our our parents versus how we've utilized them in the past. And I think the best thing we're seeing, I think the best thing we're seeing is our kids be successful. I mean, that that's exactly what we talked about on a regular basis to see a kid who was super anxious. I mean, there's one in Kelsey's room uh super anxious hardly here at school to like outside of some medical things that are happening with him that we can't control, but he's just rocking it all day long. We have another student in her
027room that he carries a card with him every day and he brings it to you and he's using his device to tell me what it is and I don't even have to prompt them anymore. And so there's just those little successes that I guess um you know big picture wise people like but that's a milestone for some of our kids. Um it's a milestone for some of our kids making Amanda make it all day in school where we don't have to call parents and you know to see those behaviors you know decrease so we can have more we have to make this a spot that they fall in love with. I tell people all the time this has got to be the happiest place they can be for eight hours a day because we can't
028control them all. So, um, so yeah, we just wanted to give you an overview of of what they're doing and how they're doing it and see if you guys have any questions. >> Approximately how many kids are going through the program? >> Um, right now in Amanda's room there is >> I have four right now. >> Five now. >> Four possibly five. We have to kind of see there was some students who qualified recently so we're going to try them in general from there. So there's four >> I see. [cough] >> Yeah. K. When would the when [clears throat] would the load get to be too much, too many students? >> I think that's the big change with this is that it's really not looking at a number anymore. We're looking at a need. And
029so when the need changes, the number might change or the number might not change, but um there is possibly like a too much, but that's not necessarily a number. Okay. Make sense? >> Yeah. >> I was just interject another thing that makes this program so like wonderfully utilitarian in a district is that we can based on need by par support not necessarily by teacher support. Um, so that's something that's been really different for this is that it's not like once we get to eight, we need another teacher. We could, you know, potentially support by just changing our para structure around >> where before they were, >> they were a little bit more tied to a room and supporting a variety of students and now a student has an issue in that room. We're removing that
030student in a para. Now our students aren't being supported. So we've really tried to hone in on and like the other case loads are much higher. They'll have 14 kids on on a case load. But again, these are maybe the needs aren't inside. They're reading or math or maybe a combination of both that they're pushing and they're pull out. And you know, it it just looks different. And that's hard later on you'll see open enrollment. It's like it's really hard to determine because like you know, you get one move in and it can completely completely change the way that you're delivering your instruction for kids. And you want to make sure that you're a little bit guarded and yet open to making sure that all of our kids have a chance to success. >> All
031right. [clears throat] With that in mind, if if we had a a student or two students come into the district that uh could be potentially issues, are we able to be flexible enough to adjust? >> We do our best. Yeah. Um you don't see like as an example, you don't really see one to one aid support in many IEPs anymore because it really ties the district even though you may be supporting them all day long. you but you can interchange who it's not that aid isn't tied to that person and now if that student moves out you're like oh well we don't need that care anymore well no it doesn't really work that way because that just gets spread throughout there are situations that if you had a student move in with a high needs
032or hiring staff would be a legal requirement for us [clears throat] too because what we want to do is make sure we're not we're balancing a the needs of our staff because that's what's best for kids but also what's best for our children in the classroom on a daily basis. So, it's a tricky one. >> I think that's where these classrooms come into. I mean, if you had a student move in that had really, really high needs already written into their IEP. I mean, we have a self-contained room or we have a life skills room already up and running >> where in the past we read those and we went that year. What are we going to do? >> They were spread. They were spread throughout all the grade levels, >> right? >> Okay. So
033you have some flexibility >> to work with in this pro this >> and like in my classroom it's K5. >> Yeah. Okay. >> I might as well. >> Yeah. >> Multiple times this year, right? >> It's going to change even more. >> We changed right before Thanksgiving we made a change and it was right around Thanksgiving we made. >> It's ever evolving. >> I think it's really exciting the success that we've had and the the excitement that we've had around this so far. But it is also really This is the first year, so we have so much to learn and so [clears throat] much to grow towards. So, it's been really positive so far. >> So, you see yourself as a a team and if somebody's missing from that day or that team, you guys
034got >> because there's really I mean, yeah, we could get a sub, but I mean, the behaviors that we're dealing with and the relationships we have with those students too, it's tricky to have a sub come in and fill those shoes. So, it's awesome the team we have. Like, we just step up and work as a team together. And >> I mean, we really don't try to be gone at all. It's hard for us. It's hard for us to take a personal day. It is. >> We want the kids to come in every day. We definitely want you guys coming. >> Like I said, it's hard for us to take a personal [clears throat] just because we care and want to support. >> That's Saturdays and Sundays. No, >> we all need a day here
035and there. >> Yeah. What is something like this look like at the other grade levels at middle school and >> yeah so we're in that conversation right now middle school is still a pretty full inclusive program but we have some our needs are will be shifting so we've been >> well I would just say we put a lot of emphasis and well the high school last probably four or five years on co teaching >> which is really huge and we want to preserve as much of that as we can because there's some teachers not only just personally invested in that but there's been a lot of time and training spent in that too. So we want to try to preserve that but also we know that there is going to be a group of students
036coming up that we are going to have to change. >> Yeah. >> And we have 612. So life skills wise kind of with Chelsea we have Ava who does our 612 life skills type program. >> So we already have middle school. >> So we already had that 612. We just didn't have it at the middle school and we were trying to service these kids in a different way. Um and then high school. Um we we also have kind of a self-contained type room already with other teachers who are out co-eing. So we're we're talking about how do we what do we need to tweak with minimal impact on co- teaching because that's a great model at the middle school and how do we make that work and then our needs of our kids shift too
037and parents shift you know there's different things as a group of high needs kids go you know we just have to be flexible to do it [clears throat] >> I think it's great you can have a program but it's the staff that really makes it and you guys working together so well is awesome it's that recognition you're not going to get a pin window and they might be [laughter] >> I can help with that. No, that help. But, you know, I will say this because you you kind of hit the nail on the head, Chelsea, when you said this is this is the first year of implementation, but it's the second year that you guys have been all in on this. And you guys have made some huge gains, some significant gains [clears throat] in
038supporting kids, supporting the school as a whole in a very short period of time. And that's that's super exciting. So, I'm very proud of you guys. just I mean just to look at and I know some of you personally but just to look at the four of you and to see um to see you happier in the position >> there's a pep in there >> um to see the yeah is really great >> and it's a true effect too because we have our other staff are here today but like to see them so happy because now we have a robust system that will meet the needs of pretty much any kid >> like to your point their cohesiveness >> and you've been able to take some ownership rather than it being potentially dictated to you
039what you have to do. So, Adam, that's to your credit. >> No, but you giving them the the the reigns is really great. So, >> thank you. >> Very good. Any other questions or comments? >> Thanks again. >> Thank you. >> Okay, the uh video scoreboard for the fieldhouse. Okay. >> All right. So, uh, an exciting opportunity, uh, coming our way. So, what we're asking for here tonight is an opportunity to for the board to authorize us to pursue and secure some advertising sponsorships, uh, that would fund not only the purchase, but the installation of a video scoreboard. [cough] And, uh, working with Dacttronics over the past month or so, uh, Ryan Flynn has is taking the lead on on this and kept me updated. on meetings as well. Um, but essentially we're very limited
040as a from a school district standpoint uh on areas or ways that we can generate revenue. And we've talked a lot about this in our finance and operations committee over the past few years. Uh, and this u recognizing what some other schools have done with this is a great opportunity for us to generate revenue that can offset essentially anything we want to do. But in our case, we would dedicate a lot of it to maybe some up of the upgrades that we've been trying to make in our fieldhouse or to our athletic programs in general. And um the potential is here to offset a significant amount of those costs um o over the course of time. So uh the way it works obviously is through ad revenue and sponsorship revenue. And so we are very
041early in this stage, but before we started to go out and select the [cough] sponsors [clears throat] and and talk through them on what the positives would be for them and the benefits would be um for them, uh we wanted to make sure that this is something that the full board was in support of us pursuing. So it it did pass through our operations and finance committee and um had approval to come to the full board for that next conversation or next discussion question and answer sessions. And um I know uh uh Ryan Flynn will be here a little bit later. He's not here right now. So if there's questions that I can't answer, we will have an opportunity maybe get some of those answered there. But does anybody from the committee want to add
042anything to that before meeting? I think aside from just the um you know the obvious ad revenue and just the more updated look in the fieldhouse which would be great. Um this also opens the door to future um potential ways that we can get students more involved the right equipment. We could have kids videotaping the game and doing instant replay on this um and do some other really interesting and exciting things that other districts are doing. There's a certification actually through Dacttronics um that if you obtain and you should mention all of our UW schools in the state and probably some other universities and colleges as well do have Dacttronics equipment. It's very common. So for the kids, if they go through this and it's something that we offer, they provide the curriculum and we
043can offer not only can they use our equipment here, but they'll have opportunities if they do go to college or live in a college town even to have that certification which would qualify them to work some of the games and other things that take place as >> very much not just a revenue opportunity. Very very much in line with I think our you know educational plan what we want to do for the district. I think after our discussions, it kind of seems like a no-brainer from the operations and finance committee perspective. >> There's also need to, you know, some of the squirt words and some of that stuff that was mentioned is getting older. >> It is. Yeah. >> Yeah. I mean, like I mean, what I guess what's the maintenance in terms of, you
044know, I know we're having issues obviously pool wise. >> That was a question. I see that didn't make it necessarily in this proposal, but the pool was part of this. >> Well, it's done. It was in the concept, but it just wasn't in the up here. >> Um so the the plan would be to look at securing this board and then um the committee wanted us to also have a conversation. I I figured we would do that one in February after we had a month of kind of going through and seeing how much community support we had for a venture like this. But um would be then to move on to that next layer and to look at the pool and upgrading and what type of Dacttronics product we would want to put in there.
045whether it's a video board or they could replace a scoreboard like we had. We're no longer going to have to also replace the Colorado system. >> I was going to say that was my question is that was going to be my question. Do you replace the Colorado with you have to replace the Colorado with the board? >> Not [clears throat] necessarily. But but the Colorado system is imperative to be replaced. We know that. >> It's just a matter of whether it's going to be done with the Dacttronics equipment at the same time, I think, is >> the only question. >> Okay. Do do you know I mean through dctronics regardless whether it's the fieldhouse the pool whatever what the maintenance kind of you know when you start going upgrading with something like this kind of
046you know >> no I >> and the reason I'm asking is I know like Lakeland when they updated their their one in their pool and I don't know if it's or not I know that was one of the issues is that they've had some electronic issues with it >> and it's been costly. So, I guess that was one of my questions >> I that you know the the upkeep and the maintenance of the thing is something that I honestly didn't even think to ask. Um, mostly because of the current technology of these things >> is that they don't require much in terms of maintenance or upkeep. It's what would be my understanding. I mean, this is for all intents and purposes a giant TV. >> That's really what the thing is. So, >> well, maybe
047something to look into when if we get to [clears throat] that point. Okay. What's the >> what's the warranty? with the replacement everything. >> Yeah, >> durability too. I think we brought that up, the safety and the durability. I'm assuming it's protected with something, but >> and I did have a chance to >> see what kind of system Losai East has in place to protect theirs. We could do something very similar to that and that's not very costly either. >> Yeah. >> So these numbers are just for one >> system, right? >> Yeah. That I think then what'll include in the reports just for the fieldhouse. >> Okay. And then there's a lease payment also. >> So there's two ways we can we can do that and that's what we would have to decide once
048we got to that point. So my recommendation at this point would be that we avoid paying any interest whatsoever >> and that we would look at potentially fronting the money and then over the course of of time with the I think it would be five years the ad revenue would pay pay that back and pay for that board. Now they one of the things I want to look at is we currently have pretty good returns on the money that we keep in the local government investment pool. So if >> you're guessing at where those interest rates would be, but if if we could do a secure a lease deal that would be less than 4% or whatever we've been averaging, we may want to go that route, right? Because our money would better be served,
049you know? So, so we're going to look at those things and then I'll work with Sandy and we'll we'll kind of come up with what would be best advantageous. >> Sounds good. [clears throat] >> I think uh I know Wend I talked about it too. We might want to even look at just donations to purchase, you know, maybe some business or whatever might want to look at that too. And if it's it might be that uh you know you could give them so many years of sponsorship >> with a donation of some kind for purchase. I don't know >> like an LP company >> and working with Dak what we what we've seen with them uh is they've got um they break it down into essentially anchor sponsors and premier sponsors. So, your anchor sponsors
050are going to have the bigger [clears throat] signs you typically see surrounding the boards. In our case, we would we would rebrand our our gym and we had room for eight, which would be better. Uh, and then your premier sponsors are the ones that would typically have ad revenue generated before halftime with video revenue or video ads on the board itself during those events. And there would be a certain agreement between how many times those ads would show, how many, you know, events they would be shown at, that sort of thing. Then there's also the possibility of getting one main sponsor that maybe kicks in and has has one big sign above the board itself which then offsets the amount that the other sponsors would have to contribute. So we're going to be uh looking
051at all of that and and putting a plan together. Dacttronics also has some supports through their company to help us um put some some materials together to help to help guide that process. Good. Any other questions, comments? >> What's the third diagram? I didn't understand that. Look at that. Go past the aquatics since one of the last slides on that be replacement outdoor sign. >> Okay, that's what >> I think they they kind of threw that one in there, right? Wendle, the outdoor one. >> Yes. Yeah. Okay. Yeah. assume that he didn't want to. >> So, our our outdoor sign is is getting to that point, too, where it's it's pretty antiquated and old. And so, I just had them draw this concept up to see what what potentially would look like and what the
052the cost may be on that. But that would be something else that the board could consider down the road if we wanted to replace that signage over. >> Okay. Add a little curb appeal. Any other questions or comments? Okay. Then I'd entertain a motion to uh authorize the administration to pursue and secure advertising sponsorships uh to purchased the video scoreboard in the fieldhouse. >> So move second. >> Second. Hinrich. >> Motion is second to approve the uh video scoreboard in the fieldhouse. Any further discussion? Hearing none. All those in favor signify by saying I. I. >> Opposed. Motion carries. Thank you. The staff reports. Uh any anyone in particular today? Today? >> No. >> Okay. The staff reports. You should have received copies of uh of the reports from each of the administrators. Uh any
053questions for any of them at this time? >> Sher, I just have a question about the hatch at heart. >> Sure. >> And it's it it you said small groups of students and teachers to build meaningful relationships. is that like those teachers and those students in their group or for the whole school. >> So for the whole school. So the building leadership team has been um working on that. That's one of their goals this year. So the concept is is that as many staff members as we can get including like Mr. Joe and our school counselors and they'd all take a group and the group would become comprised of 4K through fifth grade kids trying to keep it numbers we've run so far about eight or between eight and 10 kids in group um and
054we'd use that for sometimes just like our hatch pride days when we're doing things groups now but this would be in of that um and sometimes just to I don't know do some social activities together just to build that relationship with other students outside of their little silos. Sometimes they get stuck in their little grades and they're just their teacher just to build and grow. And once we get it established the first time, which is the biggest one, um when our fifth graders go up to sixth grade, then our incoming fourth graders will fill those spots and they'll stay with them the whole time and the staff member will stay with me, right? But So that's >> stay with them through elementary. >> Yeah, they would be their staff person. >> Alinda and I are
055going to um probably do one together in case we have to go. We want >> I like the concept. That's really language. Yeah, we have quite a few staff >> and where we can some of them need to be with kids obviously, but space has been a we're trying to find spaces for all of it, but we're figuring it out. >> Very good. Sounds neat. >> Stacy, can you tell us the amount for the fundraiser or >> I know I had >> purchased quite a bit. >> Was over $17,000. >> Oh, that's great. >> That is awesome. >> The kids, they're just they're so jacked up. Like they're it's so great. And we're just looking looking at maybe a couple other projects. You know, we've done a lot of um kind of upgrades. You like
056when you walk down, you see our hatchet pride wall on our tomahawk middle school stuff. The next I I have something cooking that in my mind that I'd like to do. Um like we that coming into [clears throat] our door is such a common entrance because every kid that comes in off of a bus or gets dropped off, they come in front of that [clears throat] building. There's so many people that come and use our facilities down there at the high school gym. I would really love to have something over the top of that that says like home of the hatchets that's like a graphic. That would be super cool. So that's kind of like the next thing I think that'd be like just a sense of pride, you know, for the kids. But yeah,
057they did a tremendous job and it was awesome. Our school store is um so positive. Um the kids love it. We have two eighth graders right now that Cassie, we made shirts for them. They come down and they like volunteer to like help in our store. They were in there today inventorying and organizing and they help and they have like t-shirts on that say student staff on it. Like it's and it's two kids that you would not even believe. It just it just oh it warms my heart. It's so great. Um so yeah, they it was awesome. It was um it was really great this year because like last year one of the awesome field trips that we have every year which is camp for springs that our cemetery gets to go to which unfortunately
058the last couple years with snow and the weather has been crappy where we couldn't go a couple times because we didn't have any snow but we've had to like actually do some charging to get the kids to be able to be able to all go. So stuff like this is we're able to just fun it. So it's awesome and That's one of the coolest trips in middle school when they all get to go to Camp Springs in seventh grade. It's just there's so many kids that make awesome memories that it's >> something that we want to be able to do for everybody. So, it was very successful and we're really happy about it. That's good. >> Great. Awesome. >> And Mark, it's good to hear that all the kids that need interventions are going to
059get them. I don't know when that's ever happened. [laughter] >> That's amazing. >> [laughter] >> spreadsheet. >> Oh my gosh, >> spreadsheet. It's It is a really good thing. It just shows the growth that we're getting to. Um, we have to make decisions. I mean, the student doesn't get reading and math. [cough] So, there are pieces like that that we have to decide things on. Um, the special ed rearrangement of things has helped this process. Um, so there's a lot of factors that go into it. I think it's just the teamwork and the communication and >> it look >> yeah [laughter] how I feel right [clears throat] now >> teachers have been amazing go to and um pivoting and >> the wind time >> yeah especially I mean you're talking you're looking at first grade
060team second all of them pretty much now where it used to be first grade is an easy example the first grade teacher each teacher took their kids during win and ran all these centers. >> And now they're their kids are going into one of seven different rooms because the interventionist could be considered a room. They're they have their four rooms and they're getting what they need at that time and then they come right back to the classroom and they go on to >> and we're running. >> Yes, we are. Amazing. >> And I would I'm just gonna shared her awesome >> spreadsheet with me [laughter] and it's I love spreadsheets. It's pretty cool >> and we've been using it too like this was the first quarter that when we met we use it as [clears
061throat] well and it was really helpful for us and we're I mean we're able to do some we we have been doing some of that stuff and it's really kind of honed it for us as well and I love the spreadsheets. It's awesome and our teachers are using it too. We just got done um planning for our next quarter round too. So >> that's great. >> So that's good. >> And Justin, great to hear in the high school all the people coming in the professionals or the kids going over to Nicicolay and having experiences. >> There's a lot of stuff that you know the teachers have really [clears throat] jumped on to a lot of those trips and things when it comes to the Nicke bring people in. Um I can tell you, you know,
062like some of the people that have came in, you know, it's been really cool to see a lot of the local people that bring in. Um I know one thing I didn't put on there is like some of the speakers that even, you know, Taylor Pike and Alison bringing in, there's been just people galore from the community coming in through speaking and you know, just exposing kids to what's going on and the opportunities around here. So >> that's great. >> Great. >> Adam, we already gave you so. >> [laughter] >> It's just >> what a great way to start the year. >> Yes. >> So many positive things happen. >> Yeah. [clears throat] Thank you guys for your effort and you know you're all educators and you have tons of experience and education behind you
063but you can't teach and train love and compassion and thank you for that because it it shows. It does show. Thank you. >> That's what our kids are teachers [clears throat] need. That's what we all need, right? >> Yeah. Thank you. Okay. Anyone else? >> Okay. District library plan. >> We'll turn this over to Mark before he starts. I do just want to give credit where credit is due here. Angie McFerson was, you know, first year coming in as library media specialist and then have to update this. Well, it could be anywhere across the board as far as years go, but this is a three-year plan, correct? >> Um, reading through it, love it. I it's it's not just a plan that you did to get done. It's a plan to guide your work and
064I love that. So, you put a lot of effort uh into this and I hope you guys I know we had some problems initially with accessing it. You had an opportunity to look through it, but I'll turn I'll turn it over to both of you to to talk about the plan. So, >> not to mention, I will say before you get going, [clears throat] um Angie thought she had way more time to get this done than what she actually had because we didn't realize at the time that we needed this plan approved before we could um apply for our rate money, oh, you don't have to worry about you don't have to worry about apparently if we want money, we have to. So, so I I called Mark and said, "Hey, you know, I I
065know you said you had end of the spring, but how about this afternoon?" And [laughter] so, good job. >> I went to Angie and said, "Angie, how about this board meeting?" [laughter] >> I was coming in because I would probably worked on it more and more and more and more, but it is not meant to be a finite document. So, it can be anywhere from a year to five years. And it's um required by legis. It's legislated. So, we are required to have this plan. Um, and it really is supposed to tie to the district goals. And so, that's what I started with. What are we working on as a district? How can I support it? What do I what do we envision for the library? What do we want it to look like? And
066so, there's three goals. I don't know how deep or if you've gotten to see it, but um the goals are surrounding um the elementary physical of the library. It has not been updated. Um, you know, carpet spraying. Um, I just feel like the libraries have evolved so much because I was a librarian when I first started here 28 years ago. I spent the first um 10 years of my 10 12 years of my career in the middle school library. Um, so it's been kind of a it's like I'm back, but I missed a lot in that. time span. So, it's been kind of a lot of trying to figure out the evolution of it and where should it go. But I think there are a lot of exciting things happening in libraries and I'm really
067excited to work on that elementary [clears throat] space and bring it more um up toate more technological but still support some of the love of reading and the oral language and the play. I think we can do so much with that space. So, I'm really super excited about that. The middle goal is more about knowledge and I will be completely honest, it's a lot about my knowledge and catching up to technology. Technology was just kicking off when I started like it felt like just kicking off. Um, and it's evolved a whole lot and there are so many more tools out there. I started with something called Claris Works if anybody remembers that one. Um, Microsoft Word was like a big jump up from that and things have evolved a lot. So that's what the middle
068goal is about finding out what all those tools were. I was lucky enough to be able to attend Slate and doing some more conference things and I have [sighs] one like five really fabulous library aids who know more than I do. So, I'm learning from them, too. And I'm hoping that I will get to the spot where I can teach them something. That would be great. Every once in a while, I get to do that. And then the last goal has to do with um resources. Just knowing, and that's a lot for me, too, knowing exactly what it is that we have that we pay for, what our subscriptions are, and how they're being used, and why they are or are not being used. So, That's what the third goal is for. And each of
069the goals goes through the three years. So it's not like one goal and I do that for a year and then I move on. All three go through. And then as the year years progress every year, we stop and reflect and see where we're at and go from there. >> That last goal is way more complicated than what you think. It's really easy to get this budget piece and understand, but the library access is accessed by so many people that there are certain licenses that we have that somebody has to have for one reason or another. And yeah, I think the other complicating part is they come in at all different times. >> Yeah. >> It's not like they're all purchased on June 1st, >> right? And I we do use a subscription called Wils
070and they are trying to streamline that. So even I'm getting emails saying we're going to move payments to like twice twice a year or something to keep it more cohesive. So it's really nice. There's a company that manages a lot of those subscriptions and they're working too to bring it together. But yeah, it's a lot sometimes and I get surprised. Oh, we paid for that. Oh, I'm supposed to pay for that. Okay, [laughter] it happens. But I think it'll just get better and better from here on out. >> That's how we save money school, >> right? [laughter] >> This is awesome report. >> Very nice. Very easy. >> Any questions, comments? >> How do you relate with the public library? >> The connection there. >> I get to go to the library board meetings once
071once a month. Um Miss always stops by when she's down there. And um yeah, we I think we promote each other very nicely. We don't we haven't done like projects together or any like working anything like that, but I always promote her and she's always so so sweet and helpful. Yeah. >> Is there a consistency in the type of stuff that's available so you don't have to bring the whole lot of cool fun stuff at the at that library? And I look at it and go, "Okay, >> yeah, that's why I'm one of sharing so it can carry through in the summer and the days that the kids have off and all that stuff so that the kids can flow easy back and forth between the two. >> They have to get their while their
072library card, [cough] but um yeah, there's so many and that the parents understand the whole programs that go there too. >> Definitely promote the programs that they do, especially in the summer. >> That's huge for us to keep kids reading and >> absolutely >> engaged at least read being able to read their grade level. So many kids nowadays are struggling to read the grade level, >> you know. >> Well, I think the enjoyment of it is such a huge thing too of that book. And I think Miss Annette and um the library aid in the elementary, she is amazing. They're all amazing. They'll hook books with kids in a way that is because they have relationships with those kids and they know the kid comes up and says, you know, so and so had this
073book tonight and here's five others that you might like. So >> good. >> That's great. This plan is really high quality work. Good job. As is your efforts every day at the library. So, >> thank you. >> Any other questions? >> Okay. And entertain a motion to uh approve the district library. >> I so move. >> Second. >> I'll second. >> Motion to second to approve the updated district library plan. Any further discussion? >> Hearing none. All those in favor signify by saying I. >> I. Opposed. Motion carries. Okay. Next item is curriculum change. [clears throat] Mark, guess you're ahead. >> So, we have three of three courses that were that we're hoping to run for next year. Um, only one of them is a new course. So, at the high school is where two
074of them are. AP physics one, just physics going to AP physics one. >> Uh, we've been teaching, Andrew Johnson teaches physics now as an AP class. Kids are going to be taking it. They'll actually ret. >> So, it's really no change for us other than a title >> and logo change. >> We get the AP logo on there. Um, we've offered earth and environmental science uh for many years. Uh, we're going to alter it to earth and space science and it's set to be a year-long course or run as a year-long course. Um, this is more meeting standards. So earth and environmental, there's some overlap in the environmental area. And when we did our standards analysis at the end of last year, we had this massive gap where nobody touch space. So it's kind of
075a big thing. So we wanted to make sure we hit those standards. So we altered the course a little bit, removing some of the environmental stuff because there was a lot of overlap in the first semester and the second semester of that course, which opens up the space to take that board. Basically, um, Kayla Kers Farm has been teaching it that way already. uh she has all the resources ready to go. It's just a matter of pulling the trigger and making the course that we want or want to make it. The third one's a little bit more complicated. So, a couple years ago, um, we removed we moved Spanish at seventh grade to eighth grade to connect it closer to the high school because what was happening is because we're taking Spanish in seventh grade
076for a quarter and then they have a year and possibly three quarters off plus a plus a summer and then they might enroll in Spanish. Well, you can imagine there's not a lot of connection between those two. So, I'll own this one. and I had a great idea of moving into eighth grade and you said, "Oh yeah, that's a great idea except the state requires world language at seventh grade." >> So we are going to be offering I think it's really cool personally. >> Um it's a seventh grade world cultures course. So all kids will go all kids will have the opportunity to take the class. They'll take it. >> They have. Yes. >> Yeah. It's required. >> And what [snorts] it does [clears throat] is it goes through different cultures around the world and
077exposes them to different opportunities. German, Chinese, a Spanish. Trying to remember all the ones that we threw in there. Um, but basically what it does is it goes through a two week exposure for each one. And then on the last one, they have a choice of around 30 different other cultures that they can go to and it's their job to research that culture and present that culture at the end of the at the end of the course. So, it's just meant to be a pure exposure course, but it fits the bill of a world cultures course very very well. introducing language as well, speaking. >> Yes. Minimal only in the initial readings basically as much as anything else. >> Okay, cool. >> At the start, [clears throat] the other complicated part we're going to run
078into is an alphabetic language versus a non-alphabetic language. I think we're going to run into a lot of issues, a lot of like, oh my gosh, what is this thing here >> where symbols now are in carry meaning instead of just words? >> Yeah. Does that change to Spanish in eighth grade then or no? Is that still Okay. >> Any other questions? >> I [clears throat] just had one. Uh you you talked about the different cultures that you're going to introduce the students to. >> Uh I think you said Chinese. >> I did. Yeah. As an exploratory. >> Would you would you are you considering Russian? >> I did. Um we put it on the optional list that a student could that they could choose at the end. Um, so >> I'm just thinking like,
079you know, the world powers, this is something that >> it might be a benefit to >> it was it was on the list. Well, we have Russian uh Sophia Russia in this district. Uh, she's from Ukraine. It was one of those that was on the list. I chose the ones for the teacher to go through that we were offering. So, we plan on offering a few different courses through our VA next year that other languages. So, I tried to connect those two, but we did put it on the list at the end. >> Yes, I did sit there going, "Should it be Russian? Should it be Russian? I hope it should be Russian >> because it only because we don't offer it as a a dialect to speak in the high school." >> So, to
080follow up that you mentioned so students in high school can take one of those languages then through RVA during a study hall. Is that how that's going to work then going? >> Okay. >> Yeah. So, If you guys look at the course guide in the high school when it comes out, there will be a German, a Chinese, and an ASL, American Sign Language is also being offered in addition to our Spanish. So those kind of comprise those first main weeks. Um the that's for next year and then the year after all of those would go to version two of it. You have D one and two whereas next year we're only offering one. >> So this is starting next year. >> By the time like seventh graders by the that they would get high school
081that would be in place. [clears throat] >> Okay. >> So just say who's going to be teaching? >> So it'll be a synchronous course through RVA. >> Okay. Thank you. >> Any other questions? >> That earth and space science course that you're now converting to a year-long course y >> is um they can start taking that as a sophomore. I'm assuming they can start that as a sophomore. Biology as a freshman that as a sophomore. Anyone else? >> Thank you for updating the curriculum guide, too. >> Oh, did you see it posted? >> Um, no. I just as seeing like Well, as you can go in now through the curriculum, you know. >> Yep. >> Um, it's a lot more. >> It went live. >> It's two hours ago. >> Two hours ago. >> It's
082easier. It's I mean, you can pull it up like where you've got it posted now. It's easier to navigate ago, >> you [laughter] know. That's that's something that [clears throat] >> it's I mean it's easier definitely easier to navigate from [laughter] >> it's one of the hopes. >> Okay. I'd entertain a motion to uh approve the curriculum changes for 2526 school year. >> I'll make a motion to approve the changes. >> One second. >> Motion a second to approve the changes uh for the 2526 school year. Any discussion? Hearing none. All those in favor signify by saying I. >> I. >> Opposed. Motion carries. Number of uh regular education and special education spaces. >> So this is a this is an annual requirement that we do in uh in January. Basically outlines the district uh
083openings and opportunities for open enrollment um for the next year. So you can see the special education has some limits and some caps based on um based on the the availability that we have of of teachers and case loads. Uh we are wide open with no caps for regular education. Okay. Any questions? Okay. Entertain a motion to approve the number of regular education and special education space spaces. >> So what do you move? >> Second. Motion a second to uh approve. Uh any discussion? All those in favor signify by saying I. >> I. >> Opposed. Motion carries. >> Schoolboard election update. >> Okay. So, the um the leader just ran a story on this as well. So, it's probably old news by this point, but um we did not have any additional candidates come in
084to register for the city by the deadline. So, therefore, it will be a write in only for that seat. Uh currently do not have any writing candidates and um nothing nothing else has changed everything. So >> okay any questions right uh parent transportation contract? Uh, >> uh, legally when a student qualifies for special needs, if there we have a, we would not provide a transportation to and from school, we go and provide a parent uh transportation contract to for them to pick up. It's a legal requirement for us with an IEP to to do that. Um, in this scenario, they're just with [clears throat] a extremely rare medical condition that every now and then might need to get picked up or not. It's we have things in place that hopefully it's extremely minimal, but we
085would just re reimburse that mile somewhere else. So it's specifically like a Google map their address state specifically mile trip but just a legal requirement for us to provide that and we don't force it because we definitely would provide the transportation but in this scenario it worked out whether yeah it doesn't run the bus >> on a on call basis to just do it and in addition Craig it's awesome work at the bus company but they don't always you know it's a set time so they might be running a route they might not [snorts] have somebody there for so Okay. And to my understanding there's uh uh the school is under any liability with this for the parent transporting them. >> Okay. >> Sorry. Just >> the last one on the curriculum. We just need
086to change that to 2627. Can you make a >> it? >> Oh yes. Thank you. Uh for the agenda item. >> Yeah. It should be uh 26 27 the curriculum changes. Yeah. >> Okay. Any discussion, concerns? All those in favor of that change signify by saying I. >> I opposed. Motion carries. Thank you. [clears throat] >> Thanks, Colleen. >> Thank you. >> Uh okay, then I'd entertain a motion to approve the parent transportation contract. >> Black. >> I'll second. >> Okay. Motion to second to approve the parent transportation contract. All those in favor signify by saying I. >> I. Opposed. Motion carries. >> Okay. Next item. Uh staff survey questions. >> Okay. So it is that time of the year again. We will be um working with school perceptions to pull together our staff and
087student survey this year. um recommending that we do not maybe we go to every other year where we go out and do families and communities just because the participation doesn't seem to be there. It is pretty hefty price tag for school perceptions to pull that together. Um but if any regard where where we're at with this um one of the things that I know we've talked about is there's only there's one question uh that pertains to the board and it goes out to staff, it goes out to students at all the levels. Um, but it it essentially states that um or does state the school board is doing what it takes to make our district successful. One of the struggles that I've had um with the survey and digging in afterwards to try to get
088some meaningful feedback so we can build goals around things is that word success. We know that different groups, different people, different age groups all define success differently. So when you just ask a vague question like this, it's really hard for the board to take that input and say what is that telling us? So what I wanted to do is just have a brief conversation. I gave some examples here. It doesn't have to be any one of these questions. Um but I I just try to pick some things that maybe you guys would want to um to maybe gather some feedback on. I particularly like number seven. Uh now you you can see the weird symbols in there. for whatever reason when uh they're not on your on your digital form, but if you have the
089print form that I gave you, [laughter] it always comes through. That's an apostrophe. So, um so you can read that, right? But they're not on the digital one. Um but number seven says, overall, the school board's actions contribute positively to the success of a district. You still have the word success. Um but you know, at least it it looks at it a little bit differently. Um, otherwise we could get into more specifics and I tried to put something in there for well-being and safety, for high quality teaching and learning. Um, long-term success or or long-term planning. Um, school board uses data and evidence when making decisions. Uh, the school board makes decisions that align with the district's mission and values. Maybe that's an area that that you guys would want to look at. So, any
090comment? Are we just looking at one or you >> currently you have one and we try to keep this short and they you know we I [clears throat] think the whole survey is 15 questions or less if I'm not mistaken. It's um especially as you get to the younger grade levels. Um we we don't like to have an abundance of questions. So from a leadership standpoint, I think there's only four questions total, four or five questions total. But if you want to pick a couple, we can pick a couple, too. What's What's a preference? >> I like seven. >> I like five, too. >> Yeah, I do too. >> I think it's hard for anybody that doesn't attend these to know whether or not we use data or evidence to make decisions. I was thinking
091people aren't aware of this hell to get this information. [clears throat] >> I like though too. >> Shake the base. >> I don't know. That's like I agree with I agree with you, Jen, that the stuff on data and stuff like that, they may not get all that information or know it enough to to make a reasonable decision. But I think the stuff on, you know, high quality teaching and learning success in the district, you know, two or three of those, I think that type I think we'd be good. >> Okay. Or >> let me add those three. I I like five, six, and seven myself. >> Yeah, I'm okay with that. >> Five, six, and seven. >> Yeah. >> Okay. >> Yeah. >> Okay. Next item is uh public comment. Any public comments tonight?
092>> No [clears throat] one. >> Okay. Board referrals. Any board referrals tonight? >> No. But I'll just update. We have the policy meeting yesterday. You only have 18 policies coming up that'll be available for your review. There's only one that's new. So, you'll have two meetings of that and then we'll split them up. So, you have some in February and some in March. So, you won't lose focus on that stuff. How's that? >> And heavy policies, too. >> Yeah. Yeah. Um I just have one. Um I last night participated in a um middle school book club with Tana Evans and Tammy Hall. Um, so if anybody wants to um read this, it's called Middle School Superpowers, Raising Resilient Twins and Turbulent Times, and I just wanted to um give a thank you to Stacy um
093for um supporting Tammy and uh Tana. Um I know that they weren't able to get the grant that they initially [cough and clears throat] um applied for because for some reason they didn't think it was about helping our kids. Um, and this is an amazing book. Um, but talking about how that we can get through raising our kids during basically times after co and and we talked about all the great things the school is doing doing to help with um mental health and so um just give kudos to you guys and so thank you for supporting that. We had >> Yeah, there was um actually we had 13 moms >> that were there. Um so it was it was a great uh evening of discussing um what we're doing um and what we all are
094doing with each other and that um so it was it was really good. So thank you. >> Okay. >> Uh do you have to do anything with the uh financial statements? >> No. >> Says audited. >> Okay. Nothing. That's just for you to be for. >> Okay. Anyone else can entertain a motion to go into close session? >> Second. >> Motion to second. Roll call, please. >> Sure. >> Long. >> Yes. >> Hinrich. >> Yes. [cough] >> Kisser. >> Yes. >> Swinty. >> Yes. >> Uh, yes. >> Zimmerman. >> Yes. >> Black. >> Yes. >> Yep. >> Okay. We're in close session. Thank you everyone. >> Thank you. [clears throat]