001Call the meeting to order. September 8th, regular school board meeting. Um, all members are present excluding Michael Mossman, Danny Homestead, and our admin teams here. Let's rise for the pledge to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. On to public comment. Anyone from the public like to come speak on an agenda item? Seeing none onto the consent agenda. Is there any items from the consent agenda? The board members want to pull. Is there a motion for approval? So >> by Kudson, is there a second? Second. >> You could take either one of us. >> Kowski is a second. All in favor say I. >> I. >> Passed. On to tiger time. >> I
002gave all of you a packet with some information that also going to be up here on the screen. Um, and I'll start with the MTAS and MCA data. So, this is a five-year look um comparison of the test scores. So, the column for for this year is 2025. They're on the far right. And then the state um SCAM task percentages are there as well. So that's percent proficiency in those areas. Looking on the very far left, you see the grade level and then the scores for math and reading. Uh the reason why some of those uh numbers are highlighted in each of those rows um if the proficiency score so for example third grade math seen in 2025 was a proficiency of 71.5%. That is the highest percentage of third grade in the last 5
003years. We have to have it goes back farther than that, but that is the highest percentage most in that fivey year period. And then 13.6% is what the percentages above state average. And again, this year for third grade math, for example, that was the highest percentage above that state average. Uh when you look at third grade reading, uh you see that back in 2021, that was the highest percentage of state average highest percent period. So, looking at all of the data, I'm just I'll just scroll through that, get a chance to look at that, that fourth grade math was 65.3%, reading was 51.2, fifth grade math 64.3. And we had the highest percent average for math and reading was 71.4%. Fifth grade math or sixth grade math, sorry, 49.3 and reading 54. Seventh grade math
00449.2 and seventh grade reading 48.9 math 57.6 six in eighth grade and then eighth grade reading 56.7 I should have said at the beginning of that science was a new MCA test last year MCA4 because the standards change so we still are waiting those results while they were um noring the tests and and looking at what would be a proficiency score so we should be getting that sometime hopefully by October um and then high school math with 29% 29.1 and 46.3 for reading Those numbers at the bottom are um overall index scores. That's just adding all the percentages um proficiency up. So you can add all of those together and get an index score and then at the bottom the results of where we are um compared to the seat and above the proficiency percentage.
005So for this year for example in math we're collectively um we get an index score of 72 points above state average in math 36% above in reading. So we are um looking at then as we talk about in our student achievement retreats and our building goals the principles and their leadership teams are looking at how to um continue to increase scores. But I think a bigger piece of all these things are is this is one snapshot of um our district assessments and reading and math and then obviously science and those things come out. Um you know we're working as we all know on our strategic planning and one of those things is probably looking at student achievement and what do we mean by student achievement? MCAS and TAS are not the sole definition of student
006achievement. We have student achievement of ACT scores. How many students are um proficient on ELEL assessments on our English learning assessments? How many students are passing the AP exams? How many students are um proficient in our early childhood programs when they're looking at classroom data? Um all of those things, what are we defining as student achievement? How many students are taking um certain classes at the high school and teched or in our tiger path? What's our graduation rate? What is our attendance rate? Those are all student achievement measures that we as a district and as a community when we start we do those surveys are looking at what is student achievement how do we define public schools in that regard. So these are again MCAs are one of those those things that one of those
007data points that are showing achievement on the benchmarks. The MCAs do not assess all the benchmarks. Uh they can't assess all the benchmarks in reading and math because there's not a way to do that. on a a standardized assessment like this. Um but those are then assessed in the classroom because we have to assess all the benchmarks. So one of the things then that uh we look at in um our [Applause] when we're doing the student achievement sheet for examples I gave you another sheet that kind of looked at how much time our students are spending on the assessment. I don't have that that up here, but I do have that sheet for you to look at. And that's one of the examples of what we look at in with our teams about how much
008time students are spending on the assessments. So, if you look at, for example, third grade reading, MCA, um 15% of our students took an hour and a half or less on that assessment. 7% took an hour or less. um MPD has given a recommendation that between one and a half and two hours is about the typical range that students take. Doesn't mean that that's a correct range. It's just the typical range that when they look at how much time students spend on the test and that's pretty much throughout all of those assessments. Um estimated time or impact performance and most of those are two two and a half hours as you look on that right side. After that it doesn't matter if students spend three hours, four hours or 5 hours that the impact of
009their performance is not increased. As you look at some of those at the grade levels, it seems like, you know, our elementary grade levels spend um more time taking assessments. And as you look at as you get to the high school level, and this is one of those things when you start digging deeper into the data and we have our quarterly meeting here at the end of September, wanted to give you this data. Um, some of these things I'll continue to talk about here yet tonight, but if there's any questions that you might have as a board as we go into our strategic planning, what does some of this data that we dig deeper in actually saying when we look at our proficiency scores and people see 50s and 40s? I want to be able
010to look at that a little, show you some of these things yet tonight at Albert that compares with some other districts too because all districts are taking the assessment. So when we look at the wise and what's happening, uh they're they're having some of those same wise and what's happening with their data too. So as we, you know, we look at our high school um scores and we're, you know, saying the 29% of our students really proficient in math. And then when we dig a little deeper in the data and look at our last year's 11th grade was 53% spending an hour or less on the math test or 80% spending an hour and a half or less on the math test. we have an issue with something happening where students are not spending the
011amount of time that they need to on assessment. We're giving them the amount of time they might not be spending the amount of time. So those are the data one example of what then our leadership teams go back and look at to say well is it are we not teaching the benchmarks? Is it a resource issue? Is it a time issue? Is it a student apathy issue? Well, that's one thing, for example, that we look at maybe the high school level that we need to have a a discussion with our students, their families about if this is going to be a measure of our system, this probably isn't an accurate measure when our students aren't spending the same amount of time. The same thing with with their 10th grade students, 97% spending 10 and a
012half or less on that assessment or 64% spending an hour or less. Um, I don't think that that data is a good reflection of the achievement. But then when we start looking at AP exams, we start looking at graduation rates, our classroom data of assessments, um, ACT scores, those things are not necessarily reflecting all of that. I don't know if that data here tonight, but it's something that we need to continue to look at and compare. So that is one other piece of data to to kind of be looking at to say um, a correlation between how much time students are spending on the test and how much and what our proficiency scores are. >> Can I ask you a quick question on that particular subject? What is the policy when a student is claims
013to be done with the test at say an hour? What what do they do with that time? Because we probably give them up to two hours or whatever for that test. What does that child do in the meantime? >> So the students are um stay in the room um can be doing other work. Uh I believe sometimes they do send them um on on another day. Well, on the on a second day if they're going to continue to test, they can't be in the room if they're done. So on the subsequent day, they can't be in the in the testing room. So students are are sitting and waiting for that time to to expire uh during that time. >> Okay. So they're just sitting there. It's not like they have an incentive to get done
014early. Okay. Thank you. >> I did have one question. So uh science is only being tested in fifth, eighth, and then the high school level. >> Correct. Okay. >> Correct. Thank you. >> Y and then math and reading is grades three through eight. And then in the high school, reading is 10th grade only and math is 11th grade only. And science is a high school science is usually taken when they take their life science or biology course. So most high schools do that in their 10th grade year, but others it could be a different grade wherever they take that course and finish it. >> Dr. Scott, I would be really interested to see what our ACT scores look like um for like our junior and senior class as compared to this test where it's not
015incentivized. Kids can kind of say it's not important. I don't really have to try at it if I don't feel like it. But your ACT score is what um sort of can make or break where you go to college, if you go to college at all. I'm kind of curious if you naive hand when we look at something that's more incentivized or valuable to students do we are we in the middle are we above or we below >> our scores I know that our scores don't necessarily correlate to these scores um in terms of achievement the achievement is higher um one one comparison to these that's a little skewed is that not all students take an ACT test not all students take an AP test we have to give them an opportunity during the school
016year to take it at least one time But they don't all take it either. >> Mhm. >> Maybe when we review this information at the workshop, could you maybe have some of that information with some of these comparable districts that you've given us? >> That might be interesting. >> I do think that as a parent, I know a lot about MCAs and the value there. Um, you're right. We don't put all of our value on the MCAs, but there's value there. And I know probably more disproportionately to the average parent in the district. Um, there might be some that don't know what proficiency really means or people in the community that don't haven't ever seen a, you know, MCA report like we have probably all seen on our children and know what proficient means. Um,
017I look at scores from 2022 when we were maybe riding the wave of or coattails of having some some funding for programs that we might not have anymore. And I think from a community and perspective, putting that all together and how that impacts each other will be good education to offer to our families and to community members, too. The other items that I gave you were just so when you look at the scores and and people say, well, you know, how can uh some of these scores be where they are? What does that mean in the state? Um what does that compare to some other districts? I'm not going to go through all of these things, but for example, I have to download this so I can turn it. You can see it. So, I
018gave you the sheet that shows all of the school districts in the state. There's about 533 that were listed here that um our public schools that took the the MCA. Um we are about I think it was school district number 77 out of that in math as a district. Um our overall proficiency score was 55.06%. So that puts us in about the top 14% of school districts in the state um in our math proficiency. Um so I did then in that packet and any member of the public that wants any of this data certainly can contact me and ask me for that too. It's it's just a lot of pieces on here. But then each of these sheets were by the district and by grade level. Where where do we compare to a school district
019um in terms of if you look at third grade for example, we had 207 students take the third grade um MCA math test. So I compared us to schools that had 20% more students and 20% less students in third grade take the MCA. So there you'll see some very uh similar districts on on these sheets. Some might be a little different like why are we comparing to some some metro schools or some schools that are way up north or way down south and not in our region. Uh but this is similar size schools and where where we are compared to them. So just you can be taking a look at those from now until until our quarterly meeting just to have some more um understanding I guess of when you see these scores where are
020some of these scores at the other thing that we're also looking at then is is what are the demographics of our students in terms of we know that we have gaps uh between free and reduced lunch not free and reduced lunch the state does so do we uh special education versus non-special education students who are English learners versus students who are not English learners and looking at those percentages of school districts that maybe have a higher or lower percentage population of students in those um um intervention groups um or in that subgroup and then compared to ours. So we look at those things too to say well what what can we do to help support students in those areas um to improve MCA scores. So it's another data piece that I gave to you. It's
021at the end of that packet as well. This is where um you can take a look at um our comparisons in math. While I pull up the reading one, you can see if there's any questions. Well, maybe I didn't share that with Tina, so I can't can't pull it up. Mhm. >> Um and then the other for our reading, we're about in the top 20% in terms of our district reading scores. Um overall, every every school district from the biggest to the to the to the smallest. So, um, and then I did have this data for you as well. And, and again, if I won't be able to necessarily show all of these things, but took those school districts that I compared us to, um, with the top, you know, 20% larger, smaller in terms
022of the the testing population and just looked at where our district falls in terms of the size of those districts. um where our free and reduced population we have um 32.7% of students qualifying for free reduced lunch status. So when you look at well um other you know districts that maybe did better or worse than us on MCAs it's important to look at uh some of these factors at where the gap data is. Our special ed we have 21.4% of our student population qualifying for special education. Um, and then we have 5 and a half% of our student population um as English learners. Um, so what does all of this mean? Well, that's um good questions. That's the the wise that we ask when we're when we're digging deeper in looking at an analyzing the
023data. What we can do to increase the scores, what we can do to um support our teachers, our students, our families. And those are the continued questions that we do when we do our um in district strategic planning that we've done for many years, but then now on a bigger scale we're doing our um district strategic planning. So besides this data, if there's anything that you want from now until September, let me know which was the ACT scores, AP scores, we can take a look at some of those. um if there's anything else that you would find interesting such as how many students opt out, how many students are in a certain other category, uh what our attendance rates are, you know, coming to school is important, uh how many students are are not coming
024to school, that's going to probably impact um you know, I said kind of um off the cuff today after our um what was formerly known as World's Best Workforce Meeting, but um our comprehensive achievements at civic readiness meeting that, you know, we're in day five, 10% of the trimester is done. And I know that doesn't seem like we've been here that long, but every minute counts. Every minute we do something, every decision we make, every moment we're with the kids, and every moment they're here, uh, matters. Um, there's not, we don't have any more minutes in the day since 1950. Um, so there isn't a lot. We got to make school um an enjoyable place to be, build relationships with the kids, but we know that um all of these other academic things that we're
025doing in school is the um a big piece of why they're why they're here, too. So, we have to make sure that we're having the resources we need, the the teachers have the professional development they need, the students are here every day, and then we dig deeper in the data to look at what we can do to do any changes that we can make. So, any questions >> or or write them down for the September meeting, too. But yeah, if there's anything right now that I can >> Thank you for putting this into such um nice, understandable charts for us to look at and review. It's good. It makes us able to ask more thoughtful questions. If we had didn't have it organized so well, it wouldn't be that easy. So, thank you. >> Thanks.
026>> Thank you. All right, moving on to the second and final re for policy 904. Is there a motion to accept the policy 904 is presented? >> So moved. >> Motion Diane Jowski. Is there a second? >> Second by Aron Nudson. Is there any more discussion on this policy? All right. Hearing none. All in favor say I. >> I. Post same. Resol or policy passed. All right. Preliminary levy 25 payable 26. This is to what are we doing here? Ah this is a preamble and then we will do a final certification in December. Is there a motion to approve or do you guys want to hear a little narrative from Miss B? >> I would motion to approve. >> I would secondation. We need to certify it maximum. Um otherwise we won't pick up the
027edits that the county will put through after tonight. And they published the report this afternoon but it was incomplete. So we really need to see MDE's edits. >> So when I motion I can motion or my motion to certify at maximum. >> Yes. >> That amended motion. >> We're still good. I should have just said does everyone accept as presented? All right. Any more discussion or questions for Miss Bolt? All right, hearing none. All in favor say I. >> I. All right, that passed. Love certification. Superintendent Diaz. >> All right. Good evening. Um Dr. Scott and I were able to get out to the buildings on the first day of school and got to see the staff and students walking through the doors, which is always a lot of fun. Um this the buses were
028on time, which was great. Um, I was at Park Elementary and they were rolling in between 8:25 and 8:40, which is perfect. So, that was nice to see and I heard from the other schools that they they had they were there on time as well. So, that was nice to get the day started when when it needed to. Um, and I would just wish everyone a great 2526 school year. We were able to have our first strategic planning session on uh August 25th. the administration which meant about 16 of us and uh the school board were there. There are six strategic planning sessions with various stakeholders between now and the next school board meeting. So just meeting the next regular schoolboard meeting. So uh some of those might include the board and others won't include
029the board at all. It just depends on the strategic planning session and what the goals goals are. So, just wanted you to know that the all staff breakfast and the district-wide speaker went very well on August 26. It was really fun to watch all the staff come before school started, sit down. They were able to have a breakfast, mingle, and just say hi to each other after being gone for a lot of the summer. And uh also, I I do though want to say there there were plenty of staff that worked this summer. If you've been kind of following along on social media, you'll know that um a lot of meals were served this summer. Over almost 65,000 meals, and that's because our food service staff stay around during the summer to do that work.
030And if they didn't, we wouldn't be having that program. It would be a very small program. So, we have to say thank you to them. And we still have our um our extended school year services that we do in the summer. and we need staff for that. And so we're lucky to have staff that are willing to stay and do those that important work. And of course, our year- round staff, including our custodians, work really hard to make sure the buildings are ready. And and um it's just it's a big team effort when when you look at how many how many people need to do what they need to do to get the school year ready and to make sure our students are ready to roll on the first day of school, which happened on
031September 2nd. So that was that was just uh just a little bit of thank you to people who took time to make sure that they um for kind of volunteering their time in the summer to come and do the work that is important. And then uh we are also finalizing the K3 e-learning guidelines. If you'll remember, we started with a K12 kind of model or K even TAP model. And when we met with the K3 teachers and staff, it was it became kind of obvious that their their e-learning is a little different than 4 through 12 and TAP. So, we will have one guideline that is for K3 and then one guideline is for grades 4 through TAP and they'll be a little bit different than each other just based on the the learning needs
032of our students. We are going to meet on October 1st and hope to have it done then so that it can be shared and ready to go in case we have any inclement weather which I hope we don't but I can't it can't control that so we have to be ready to go for that. Any questions okay and then I have a little bit of negotiation update uh with HESP the administration and schoolboard members continue to meet with HESP. uh we continue to negotiate our 2527 contract. Time has been given to analyze the 32 or 33 proposals that they made to us and the next joint negotiation meeting is going to be this Thursday, September 11th and then we have another one scheduled for October 6th. So we try to have three uh we try
033to have at least three at once scheduled so that we are not trying to figure out when the next meeting is. We always know when the next meeting is, which helps us. And then our local 284, our custodians, the administration and school board met for a joint negotiation meeting on September 5th with the with the local 284. The administration and school board members responded to their language and financial proposals. And the next joint negotiation meeting is scheduled for September 23rd, which we would assume that they would come back with a response to our respon our counter proposals that we made. And that's it. >> Thank you, Dr. Scott. >> I think there was one highlight that came in for the middle school. Well, I don't know if these teachers are moving on to regional and
034state competition in their minute to win it, but I think they wanted to just to give a um congratulations to their teachers, Laura Leopold, Peggy Wesley, Monica Moore, Josh Coupe Miners, Scott Rening, and Jocelyn Buckington for being the winning team and their minute to win it. Um looks like they must have a a game that they did during the workshop week. So, congratulations to them. We'll look forward to seeing you on TV when you move on to the competition. Uh, one other thing I should have said about the MCA things too. I get sometimes a little too black and white on some of those things. I think we have a lot to be proud of as a district when we look at those scores. I know I was talking about areas where we want to
035continue to improve and I think that's what always drives us is how do we just keep moving forward, but I I do want to recognize the great work that everybody's doing. Uh, we have some pretty amazing scores um in some of those grade levels the last five years where they were um higher than the state average and highest proficiency for a long time. So, a lot of great work that's happening and I know we always look at as educators how we can continue to maintain and get better, but I wanted to make sure that I said that, too. Um, just a couple other things. We have 35 positions right now approximately yet to fill. >> Um, and you know, that's everything from having activity positions, which is about 13 of those, to custodians and special
036education assistance. So, just encourage the community if there's any interest at all to be looking at um any of those positions or even substitute positions to um look on the website, give uh the district office a call to see where we can point you in the right direction. And we've even told some of our internal staff that might um be looking for more hours or things like that. If there's positions that look like it's five days a week and you just don't think you can do all five days, we can, you know, some days are better than no days when we have this many positions, it might not work for all of them, but if there's some things that we can be open to and flexible to, just call and ask. um redact update. I
037talked about this today too with the with the comprehensive achievement civic readiness team. But um you know we're registering our new teachers that aren't in the redact training to get their training this year. I'm going to be meeting with them here in the next month just to give them more specifics about that. Um I'm meeting tomorrow with some internal trainers are I've talked about um couple teachers and two administrators are going to be talked about that in the past doing some uh train the train the trainers now. So, we have about 60 to 70 support staff that need to go through that. Um, I'll be sending notices out to them to make sure that they know what those dates are and the options. So, that will be done. Uh, we do need to ensure that
038all the all teachers um and those support staff are done by next um June, the end of June. And then our phase 2 teachers, which is primarily our middle school, high school language arts teachers have next year um to be completing that. um had our first monthly access title oversight meeting today. We talk about a number of topics, but a lot of that is a little more management pieces. When we talk about those those meetings, talk about data, making sure that the teams have the teachers have what they need. Uh they do a lot of work here at the beginning of the year. It's always um wanting to get in and get working with the students, but they're doing a lot of testing data, making sure that the schedules are put together. There's a lot
039of managerial pieces that the building administration and their teacher teams are are doing to ensure that those things are set up. But we had a good meeting today. I feel like we're in a good spot with following the application that we have um and the schedules that they they had a few questions that are come about from that to make sure that we're lining everything up the way that it needs to be. So, we'll be following up with some teachers about those things as well. Um and then we have a fall orientation meeting that's coming up too. So that's uh yearly. Um be attending many PD sessions and the Department of Education has a lot of uh sessions that are coming out here for district leadership on um science, language arts, and social studies. So
040I'm going to be attending those in the next month. Uh I know homecoming week is coming up here the 22nd through 26th. So uh best of luck to all the students involved in the activities that week and our staff and students have a fun, enjoyable, and safe week. Um I know it's a little shorter week that week. Um but that's where the things landed in terms of activities. Uh September 26 is a professional development day. We're going to be having in the morning um Megan Galbari with Trustbased Relationship Interventions. Uh Pack for Families Collaborative is going to be uh sponsoring that with us. Um and um all of our staff is invited to that. Our support staff is invited u to attend and certified staff will be there. And then the ISD423 Foundation is planning
041a their grant awards presentation and and um staff lunch as well. So uh that is coming up and I think that's all I had unless you have any questions. >> Nope. Good job. Kept it under three minutes. >> What? >> Thank you. >> All right. I'm going to have Aaron Kudson take over for our resolutions. um every quarter uh so four times a year uh the school board uh gets to accept donations from our community. Um and this quarter is no different. And so I think what if you can Becky or Tina, thank you. If you can put up the donations for this quarter. Um, what I was struck with in reading through these was how many of these donations really go to benefit benefit our students that are in um, activities, not just athletics,
042but activities in general. Um, I think girls soccer alone uh, had a lot of very generous donations this last quarter, which was just awesome to see. I think we on the board appreciate the value of kids having the opportunity to participate in activities and many of us know just how expensive and hard it can be to um have kids in a lot of great activities that we do have. But I think our community has shown a lot of dedication towards trying to make activities um more affordable um with helping out with their their great sponsorship. So, thank you to everyone who um donated over the past quarter. >> Thank you, Aaron. All right, I'll take a motion to accept the resolutions as presented. >> So moved. >> Motion by Miss Kudson. Is there a second?
043>> Second by Miss Pullman. Roll call vote. Miss Kudson >> I. >> Luan's I. Jowski >> I. >> Miss Bowman >> I. >> All right. Resolution pass. Accept. Thank you guys. committee reports. Who's which one of you two want to lead? >> I'll do that >> that long one. >> Okay. >> Um so we met today. Um some of the highlights of today um we learned about the new um keyboard/computer apps class. Um we are starting a new curriculum called typing.com. It should be um more comprehensive than the typical keyboard um program that we've been doing for over a decade. Um so it dis it uh has aspects of uh discussing uh AI coding education, creative writing, digital citizenship. So we're pretty excited about that coming. um we review the test scores and um there'll
044be a group discussing um like the issues that we see with high school test scores and how we can increase those. Um and then we discussed the new sped curriculum which is called spire sp p i e um and it's as more comprehensive as well. That's K12. Um, it's the reading curriculum and it will help to have one curriculum that starts at kindergarten and goes all the way through 12th grade. Um, and that covers everything that Dr. Scott did not already discuss. And then I'll just move right over to finance. Yes, ma'am. >> Talking. >> Um, uh, the highlights would be that our revenues and expenses are on track. We reviewed all the bills and um Rebecca answered many questions. Um we'd just like to say one more time that um we're really um appreciative
045of all the donations and grants that were donated. Um, third, we also looked at our projected enrollment numbers for this year and what our enrollment numbers looked like the day before school started. And um, we had a projected decrease in students overall of 68 students. The actual was 63. Now what it is today after a week, I'm not sure, but the numbers are looking good. Five extra students does make a difference. >> Um everything else has already been covered tonight. Thank you. >> Thank you. All right. Facilities. >> Yes, sir. Uh highlights from the facilities meeting uh include that uh we continue to work through some window issues at Park Elementary, but those windows are coming along and are nearing uh the completion of their renovation. Um the tire windows are going to take more
046time uh both to uh determine what's what repairs are exactly needed. So the windows there um the work on that might get pushed to spring break or next summer. Um we are getting close to uh bringing forth a new facility uh rental rate um policy. What we're waiting on right now is um as part of that new policy um youth associations will be able to have in district employees or personnel able to um check out keys or ways to get into the building to supervise which helps cut down on the need for our custodial staff to supervise and saves us money and the association money to do that. We're generating a uh form in for sort of similar to informed consent that you know the responsibility of being the one in charge. Um we're waiting
047to draft that that form and then we should be able to bring the rest to the ward. Um the bus garage had some recent renovations to their office that they were responsible for and have finished. Um we're working on pre-treating our parking lots. Um the um OSHA has has um OSHA has sort of mandated that every employer in the state of Minnesota participate in what's called the AARE program. AARE as in acronym AWIR or a workplace accident and injury reduction program. So, Justin Tennic has uh developed a plan or a process that will help us recognize and avoid potential injury to our employees. As part of that, there will be a committee that um helps review these and record um these events and hopefully lead to a decrease in future events. Um custodial staffing uh
048was and has been um a bit of a bit short-handed is a good way to say it. We were down four custodians until recently. Three of those were at Park Elementary alone. So, first I would like to thank all of our custodial staff who have really pulled together as a team to uh help cover um all the shifts that were necessary during this um really um this really short period of time where we were down some employees. Um and two um say that fortunately as of last Friday, we had hired two new employees. And so now we're only down two. two two rolling down two. You get the idea. And so hopefully we'll get those positions covered um shortly. And uh lastly, um we talked about at our facilities meeting um the need to let
049the community know in the face of uh the annunciation travity that tragedy that all of our safety plans have been updated. They are obviously not available for the public to view and uh review themselves, but they are all um in place. Um and there's very easy access to it if we should need it amongst our buildings. >> Thank you. >> I have a couple questions. Are those reviewed every year >> and updated? >> The the the crisis plans, the safety plans? Yes. >> Okay. >> Yeah. But every couple years we do even a deeper dive into them to make sure that you know just to make sure that every all the new things that are coming out are included we do that each year and then we do a deeper dive every other year. So
050>> okay and then my second question this aware initiative um does Justin see that we have um any kind of >> concern about employee injury like do we have a high instance incident right >> I think if Justin were here he would say no not particularly um it was it is sort of a mandate that we have to have um and I think that we all hope that all that work will go towards something you know preventing future injury. Um, but no, we don't have a particularly high rate or risk of that in our district. >> Thank you. >> All right. Parks and wreck. >> Um, oh, sorry, that's me. We actually didn't have a September meeting because of Labor Day. >> But I will say on a fun note, >> um, we the group
051is voting on final voting on the name for the, uh, field striper. And so, more to come on that. We should know like by the end of the week what the machine's name is. So, we'll get that out to you guys as soon as I hear a couple of great ideas. I forgot to >> They're great. I mean, there there's some really good winners on there. So, >> that's cool. >> All right. If there's no other items, we're going to move on to a motion for adjournment. So, moved. >> Motion by Miss Kudson. Second. >> Second by Miss Pullman. All in favor? I >> I meeting journ