001So, moving on to 4.0, the approval of the agenda. So, >> [clears throat] >> on the agenda, um under honors and recognitions, we're going to have that live uh demo from the robotics team. Anything else? To be added or changed or removed from the agenda? Hearing none, I'll take a motion to approve without change. So moved. Any motion by Scott? I'll second. Seconded by Danny. Any further discussion on the agenda? Hearing none, all those in favor? All right. Any opposed? Motion carried. So, 5.0 is the approval of the minutes from February [clears throat] 23rd, 2026 meeting. Are there any changes to those minutes? Hearing none, I'll take a motion to approve as presented. I'll so move. Okay. Motion by Danny. I'll second. Seconded by Ken. Any discussion on the agenda on the uh minutes? Hearing
002none, all those in favor? All right. Any opposed? Motion carried. >> [clears throat] >> Okay. So, we will uh 6.0 is honors and recognitions. So, we will uh >> [clears throat] >> Present first? Sure. So, we're fortunate enough to have we can have our robotics team come on up. Um couple of things uh we're going to give a demonstration here today first of all, but um we also want to take a moment to recognize >> [snorts] >> and uh Coach Kuzman, correct me if I say anything of this wrong, The club got my back. the Duke Bot at the Grand Forks competition most recently ended up fifth overall, is that correct? Yes. Out of 51 teams? Uh Technically eighth out of 51. Um that led us into being an alliance captain, and then in the
003finals we ended up forming the fifth place alliance. So, we kind of finished both eighth and fifth, but um eighth out of 51 and then five out of eight. So, all in all, great job representing our school district. Thank you very much. We have certificates for all of your your participants. Um but with that, uh would you like to do a demonstration for us? Yeah. I'll start with the auto first. And this is this is him not doing anything. So, the first part of the competition is an auto. They take about 20 seconds for the robots to do their own thing. Uh after that, it kicks into what we call teleop, which is when he's going to take control and he starts driving the robot. So, um the game this year launched on January 9th.
004Yes. So, from then till now is how long they had to work on the robot. So, it was only a handful of weeks that we built this thing pretty much from scratch. Um and we're able to compete with it. Pretty fun. Well, if you don't mind, I would like to just recognize the participants. So, we have certificates here for Christian Millbrand, and I'll give these all to you. Um Maybe you could somebody wants to help me hand them out to anybody who's here. Christian Millbrand, Maddy Clayton, Seth Branson, Matthew Ferguson, Braden Goddess, Hudson Schulke, Anthony Larson, Caden Moe, Riley Goddess, RJ Kuzman, and Casey Piatt. Can we give them a ROUND OF APPLAUSE? >> [applause] [applause] >> WE'RE ALWAYS LOOKING FOR MORE MENTORS IN CASE ANYBODY HAS free time. Engineering, anybody? Like Christian. >> [laughter]
005>> Thanks, guys. Okay, and then our second honors and recognitions, um we have uh we have two students, and are they present here today? One of them is. Okay. Um the two students were Greta Bormann and Reese Weber. And they're being recognized because they spoke in front of the Madison Kiwanis Club at their weekly meeting. Greta and Reese were actually asked to share their experiences about enjoying the books donated to the M&M library by that group. And they did a fantastic job. They both got up, gave individual speeches to a pretty large group. Uh once they heard kids are coming, you know, that we have a pretty good crowd. And um again, just did a fantastic job and acted like students uh twice their age as far as their maturity and being able to handle
006a stressful situation like that. So, I was super proud of the way they they spoke, but I was more impressed with the fact that they were able to sit there with 50, 60, 70-year-old people and actually be engaged. And so, like they were actually listening to them and had to hear about their stories, but it was they did a great job. All right. Well, Reese, you're going to have to be recognized on behalf of both of you. Give Reese A ROUND OF >> [applause] >> ALL RIGHT. WE'LL [clears throat] MOVE TO 7.0, THE STUDENT COUNCIL REPORT. Um to start off, we started our spring project at the beginning of the year. And this year we decided not to do tie-blankets. So, we decided to make gift baskets and well baskets for the hospitals, which included
007like some little colored books um and some puzzles that they can do when they're in the hospital. And then we voted for our next year's homecoming theme, and it was between gala, carnival, and arcade. And carnival ended up winning, so that'll be next year's homecoming theme. We are in the process of finding someone to build rebuild or reupholster our thrones for our coronation for like homecoming and Snow Ball coronation. Um we're also >> [clears throat] >> Um we are planning and we finished planning our teacher appreciation appreciation breakfast, which is going to be May 6th and on May 6th before school. And then at our last meeting we had our sign-ups for any members to sign up for upcoming officer positions for the next year. Any questions for these ladies? Thank you very All right.
008Moving on to 8.0, the live update for this month is with uh Principal Swatsky. Yeah, I laid a few things on your um by your spot, just so as I work through our building goals, um you have something to refer to. The first one of our the first goal that we have here is to uh ensure guaranteed viable curriculum for our students in each grade level. And so, that is what we have been working on. Um actually, what you're going to reference there, I I just printed off a couple of samples of um some pacing guides for you here. Um so, this is what we're talking about here. This is the work that our teachers have been doing on the early out and late start days. So, um it's an opportunity that they get through
009the standards of their curriculum, their specific curriculums, um and make sure that we have this living, breathing document that's basically going to be continuously updated. And in here we talk about the timeline, the pacing that that it'll take. And it These are rough estimates, but the pacing that it takes to uh implement their their curriculum, um the standards and benchmarks, the learning targets um that they're trying to accomplish. As you'll see on on these attachments, there's some links with assessments and resources, so we can have some common assessments where applicable, um, some key vocabulary phrases. And so this is a document that basically, no matter who pops in, um, if if there's if there's a new teacher at an elementary level or a new new teacher in a content area out here at the high
010school, this is something that we can place at their fingertips and they've got an immediate actionable resource at their fingertips to help cover curriculum. So like, for example, Shannon, this would be a wonderful spot for you popping into a an English classroom, so she's covering things that the assessments are right at her fingertips, um, and she can just refer to a document like this when when they're all completed. Um, new teachers, same thing. So this is the work that our teachers have been doing throughout this school year. Um, I don't for lack of better terms, um, we're we're at different places depending on where different teachers are at. Some of our teachers have many different, um, one-year content areas that they have to prepare, where others teachers might have, um, two or three different content
011areas where they have to navigate through the standards. So the work is the work scope of the work is, I guess, not equal in all cases, if that makes sense. Um, so this is an example of the work that that we are doing and and, uh, um, on these early outs. Any questions about goal number one? And then the goal is, as as teachers continuously use this, they'll continue to implement different assessments, different key pieces that they'll plug in here, so this document is continuously being updated. It can be utilized at the at the whim of whenever it needs to be done. Um, our second high school >> All right, so with this, right, are we aligning or the intent is to align the grade schools with the high school junior high curriculums eventually? So
012that it's feeds one to the other to the other. >> So that would be your power standards that that we'd be talking about there. So each each grade level has typically about five power standards where we say, "Okay, moving from fourth grade to fifth grade, we really want these pieces to be We want our kids to have come in strong and and feeling confident in these areas." That that would be that particular piece. I think this across district would be ideal to be at the K-4 level consistent, um, to the best of our ability. Yeah. Can I ask >> Yeah, for sure. Yeah, please do. So can't um, is specifically this year the elementary buildings have been working on unpacking the new language standards, which is having a big focus on the new math. And
013I know Lindsay's here, she's been working on that diligently and we are going to do a vertical activity vertical alignment activity upcoming on April 2nd to speak to exactly what you're talking about. So we're aligning that K-12, so the language is consistent. Shannon jumps into a classroom, she'll know what's going on with the pacing guide document. So yes, we are moving in that direction. Next up will be math, that will be the next big chunk that we'll work on. And as Mr. Sawatzky said, unfortunately, we have some departments that they're by themselves. So if they're in a different place, but yes, that was the goal to be aligned district-wide. All right, thank you. Okay, um, the second goal that we have talked about here is just providing robust college and career opportunities and experiences, um,
014that articulate different pathways for our students. And one of the things that I wanted to make sure we had done and, um, is this is the larger piece of paper here. So essentially what this is, this is as big as I get the letters right here. But essentially what this is is this is all of the classes that we offer at the 7-12 level, um, that are under the Minnesota Department of Education's career pathway. So that's the colored colored sheet you have here. So we utilize those six areas, seven if you're counting the gold area in the middle, the foundational knowledge and skills. But then what we did is we took all of our classes and we plugged them into those career pathways. Um, the goal is going to be, um, by the end of
015this year, hopefully to have a visual that we can have up in the walls of our building so that students can, um, literally just stand and see wherever they're at, what the classes are. If they want to look at in a ag field, they can stand here and and just look at a nice visual of, uh, some classes that they should strongly be considering while at Lac qui Parle Valley. The other thing that I'm hopeful for is we can have that we'll have an interactive, um, component on our website, so students can click on on the different career pathways and be able to see the classes listed there as well. So a nice visual that parents, students, etc. can can utilize to say, "Okay, if this is if I'm interested in the medical field, let's
016let's look at that career pathway and see what sort of things we can be exposed to at Lac qui Parle Valley." Um, the other thing that we've done is we continue to get our our kiddos to different college college fair, career fair, we're hosting a career fair this year on April Wednesday, April 22nd. That's always a great opportunity. Our students in grades 7 through 12 will be, um, participating in that. Um, I realize that our our younger kids might not have a clue what they're uh, looking to go into yet, but that is just an opportunity for them to see the many things that are here locally, if it's something that they want to stay in the area or are considering. And secondly, it might be something that will jump-start their their thinking in terms
017of of career path that they might maybe didn't even know existed, but they might find exciting. And then through job, um, uh, job shadowing [clears throat] opportunities in 9th and 11th grade, that will be an opportunity for them to maybe get their feet wet and and go meet with somebody there. The third goal that we talked about, um, is taking a deep dive into our the district's communication tools. Um, Dave is is helping not helping, Dave is leading this one. Um, I believe he's pushed out a survey to the school board looking for guidance on that. I think there's a few that two or three that have to get some feedback that we're looking for your guidance on kind of what direction we want to go with this communication audit. Um, so if you haven't
018completed that survey, um, maybe do it do it dive into the the inbox or reach out to Dave or I and we can help make sure that you get it back in in your, um, in your inbox. That's kind of a a pivotal first step that we that we want to take there. Once we get that information ready, then we'll we'll keep on progressing through that communication audit. And then lastly, the fourth goal is, um, establish systemic conditions and promote student connection and engagement. Um, one of the things and and we did this today at both the Appleton-Milan K-4 building as well as out here at the 5-12, um, where we're doing some leadership team walk-throughs, getting a chance to see what our teachers are doing, uh, not for assessment of our teachers, but for
019collaboration amongst the leadership team to talk about, "Hey, here's some things that I'm seeing, here's some things that I need to talk about in a post eval or or just a a post, uh, communication with walk-throughs." And it's been very valuable for me, anyway, to just hear what other people are saying, maybe see what they're seeing that maybe I'm not necessarily looking at. And and I think we we'd all probably agree that it's nice to get other people's perspective. So that happened today for the second time out here, second time in Appleton, and then tomorrow we'll be doing the same thing in in Madison. We did it, I can't remember, a couple months ago at all sites as well, roughly. So this will be our second time going through this year. Um, we've had some
020student forums, two of them this year, December and February, where our students have given some feedback on on, you know, what their what their thoughts are about the school. We continue to have our soar team, which is promoting, uh, social emotional learning and and positive connections with our teachers and and each other within the building. We do that once a month out here at the 5-12 building. Um, and then the fourth part of this is that our kids continue to be engaged in the college and career readiness opportunities, which I hit on earlier, so. Those are kind of the four the four main components of the goals that we have out here at the 5-12 building for this year and where we're currently sitting. Any questions? So these pacing guides, are they just a guide
021or is it what is expected that we will get done? I would say that the pacing guide is what is expected because that that will, um, in essence, allow us to meet the different standards that are being taught throughout the year. Um, it also allows us to kind of identify some areas that maybe we really have a strong unit or lesson that we just don't want to let go, but if it's not in our standards, um, we really do need to let somebody else teach that lesson and maybe we have to give our our exciting curriculum up to somebody else, but, um, to allow us and we heard these conversations earlier, to allow us to kind of cover the cracks that that maybe haven't been that we've allowed I guess ourselves to be exposed to.
022This has been a pretty enlightening journey to to navigate through this. So Someone decides to deviate from them I mean what they what they have to follow is they have to follow. And the curriculum and the pacing guides is from where? That's what from the Minnesota standards. So MCA standards for testing. And as well as every other content area that might not be assessed in MCAs. Yeah, there's standards in everything. So if we for future looking on these after we have these implemented or working toward them, we start to get feedback from people that go to college or other places that hey, I'm not prepared. I've really struggled in this area. Is there a a plan I'll say audit or the associated with that if you will? Well, there there should be a continuously planned
023audit. And although one thing I'll say is depending on what they're going into, um we might have some weak areas where we just we're not covering every single area that students are going You often in college with. But I mean like specific if we're subjects >> Yeah. type of thing where Yes. And assessments are tied to these standards, so those will be listed in those pacing guides as well as all the resources that teachers use to implement the standards and the instruction in their classrooms. You'll see I think it should be color coded in there, but anything in blue, those are links that you can click on and they're going to be the assessments will be right there. One thing I could add to at the elementary level since this is a conversation focusing mostly
024on high school, the one of the purposes of these documents too is they help ensure we're we're one of the districts that we're fortunate to have two elementary buildings. We want there to be continuity between those two. So you know, every teacher has kind of their arc of teaching and how they go about it. But I think we can be in agreement that whether you go to this school or that school it shouldn't dictate which standards you get exposed to and what things you learn. And so that's the purpose behind this is so that we can have that part of teaching, you know, everybody kind of has their way of approaching it, but they do it still making sure that those essential standards are being not just covered but mastered. Any other questions for staff?
025I like the the laying this out now in a visual that that'll help a lot. Yeah. And and once we get to the the visual that we want to hang up in the schools, then we'll make sure that we bring that to you guys as well so you can see it before it's made and I think it'll it'll be a sure Sure will. Okay. Thank you. >> [clears throat] >> All right, moving on to 9.0 is the resolutions to accept the gifts and donations through the month. You can see those on page four. We thank those individuals for their support. Is it Sorry. Is the the little those day cares, is that a reimbursement or is that a purchase from the additional donation? So that is we have a we created a agreement with them
026some years back and that's what this is is the EDA with Madison as well as the the hospital in in Madison each pledge each year to give $20,000 and then they part of that agreement also states that if we get to the end of the year and that still isn't enough to keep us whole that that they would give up to an additional 20,000. And then in addition to that our our child care capital in Madison has has been working like for instance Cargill just gave us a donation as well and that that's for the purpose of making sure that that always stays in the black. So this is the first part of that. Correct. Yes, so this is we're giving in the 20. Yeah. We weren't short 20. Correct. All right. Thank you. Any
027other questions? >> [clears throat] >> Hearing none, I'll take a motion to approve. I'll make a motion. Motion by Keith. I'll second. Seconded by Shannon. Any further discussion? Hearing none, all those in favor Aye. Opposed? Motion carries. Uh 10.0 is the consent agenda. >> [clears throat] >> You can see the list of the resignations and the hires and the contracts uh that were done in [clears throat] the last month. And as well as the medical leave as well. >> [clears throat] >> So I'll take a motion to approve if there are no seconds. I'll make a motion. Okay, motion by Shannon. I'll second. Seconded by Scott. Any further discussion on the consents? Hearing none, all those in favor Aye. Opposed? Motion carries. 11.0 is the monthly financials. You want to go through tonight? I do.
028Drew, can you hear us? Yeah. Yep. Can you hear me? Yep. Yep. Yep. So starting off with the financial reports, uh the first one up is the enrollment report. Um so this is based on our most current enrollments. Um we're up one over the previous month, so we're at 808 compared to last month's 807. Um like we kind of touched on every month, the budget revision that we um went through back in November um was based on 785 students. Um this is K through 12, so the last couple of months with the big uh influx of students has should help us financially um to uh end up uh favorable spot. Um Continuing on to the next reports, our expenditures. Uh this is just kind of business as usual. It just has the the year progresses
029along, everything kind of right online with uh our revised budget um back in November in terms of these expenditures. And then the last report here, the investment reports. Uh once again, not a real significant change from the previous month. Uh it's just typical bills, payroll going in or going out. The state aid payments coming in to help kind of offset those costs and yeah. Um so not >> [clears throat] >> significant changes here to the investment report. Anything you're worried about, Drew? No. I I I think uh at the at the at the business side or the the financial aspect, um the enrollment report is is what I kind of always look at um the closest. And so to see us kind of we hovered close to the 85 number um which kind of is
030not not a uh alarm going off in my head, but it's just kind of a little bit of not as good feeling on my side. Um so to see us the the enrollment side um trended upwards as the year has progressed along is uh a definitely a good strong financial aspect to uh consider. Um expenditures, nothing really uh significantly out of the whack here. Um I don't I don't really think there's anything that really catches my eye or is too uh far um out of our expectations from from earlier in the year. Um there's there's always going to be surprises, but um I think our surprises from a financial perspective have been good surprises and not uh um bad where boiler goes out or uh other expenditure related things. So um that that kind of
031touches on I don't know my my recap here. Any other questions for Drew? Just I guess for the building here, do we understand the instance of 20 kids do we have an understanding of why or I would like to think it's the amazing curriculum work that our teachers we just talked about. People are hearing about it and coming in. What's that? Um you know, I don't know that we we know exactly why other than you know, we do have a fair amount of transients in and out during the course of of a year and we did have like last year if you remember, we started and then we lost close to 30 I think it was students and then that kind of slowly ticked that bit, but um right now I think it's it's just
032kind of movement within our population. Yeah, and that's what I was trying to understand is this a the transient part of it or is there something that's changed around that maybe is driving a little bit more of the population coming at all? And and it's not I guess I would characterize it as it it's not impossible that is the case. I just don't know if we put our finger on it yet cuz it's the opposite trend of what we had last year. So, we it's a good trend and we'll take it any day of the week, but Okay. And moving on to 12.0 the payment of bills and claims. I make a motion to approve the March 26 board bills for $196,641.16, February 26 manual checks of $72,620.52, and March 26 construction bills of $130,844.33
033for a grand total of $400,106.01. Okay, we have a motion by Scott. I'll second that. Any questions on bills and claims for the month? Hearing none, all those in favor. All right, I. Opposed? Motion carries. Uh 13.0 is construction uh updates from the buildings and grounds committee, which is myself, Tom, and and Danny. So, one of the things >> [snorts] >> um that that as we get close to the end here is that um >> [clears throat] >> we have some funds left over and we also have because the banks were so generous, um we also have some interest um from those uh projects as well. Um so, we have roughly 1.6 million that we can work with. And so, um the three of us have sat down and gone through some of the the
034needs and wants list that this could possibly be used towards. Um we can't use it for just anything, so it's going to have to be something um building or facility related. Um >> [clears throat] >> So, some of the things uh that that we've identified, but we still haven't gotten a solid locked in bid price um to do this work, but uh one is our loading dock. Um many of you go back there. Um it's a kind of a concrete cracked mess. And so, that's one thing we're considering um that probably has to be done. Uh then with with the addition of the pole vaults and and our always in need of storage, we're we're looking to put up a 30 by 42 storage building for those big old pads for the pole vault plus
035our other um buildings and grounds maintenance equipment we do in there as well. Um Also considering the softball uh field sound system, so there wasn't really anything included when we did the press box and all that. Um we think we've got a uh pretty darn nice field up there, and so we should probably have some speakers that are not just a crackly um loud speaker, etc. So, looking at that, uh the football field sign, so the one that's on the press box is out of date, so it doesn't have our right logo, it doesn't have our right um font, etc. Uh so, looking to replace that um just a replacement of you know, the sign. It's nothing fancy or anything like that. Um also getting potential getting um the eagle head on this building like
036we have in Madison and in Appleton. Um Volleyball nets, uh these were at the high school, right? Right? Yeah, they have them all at the school. Okay. So, the >> [clears throat and cough] >> volleyball nets um it's they're old and outdated. They're probably original to the this place. Um And and then the bleachers, so we've got a bunch of uh bleachers that are broken. Um they're also not ADA compliant. Um so, we'll be looking into uh replacing um bleachers on both sides of the main competition uh gym. Um This one is kind of a wait and see, but we do not have shot clocks in the uh north auxiliary uh gym. So, if there was ever a high school tournament here, etc., um we would not have those. >> [clears throat] >> Um right,
037217 is games, one in the north and one in the in the south. Um uh the next thing is the um to extend the softball dugout uh dugouts um dugouts um to uh provide storage um for the the equipment, etc. Uh another item that we're looking at is we have the atrium, um which is by the commons there. And we'd like to kind of spiff it up a little bit. Um we've got kind of worn out pop machines and just picnic tables in there. It'd be a nice spot for uh young families if they're at a basketball game, etc. or volleyball game. Um we'll have some decent place for them to to sit. And then lastly, um as you might remember this last year with the the abundance of rain, um the Appleton building had
038uh quite a problem with the white mold. And this is uh particularly uh concerning in our two kindergarten rooms. Um which the grade uh behind there actually runs right back into the building, so it's not a surprise that that those those uh rooms get wet. Um so, we are looking to basically run a have a basin and run a uh drain tile um to move that water off and um onto the streets of Appleton to be taken away by the storm sewers there, and that'll hopefully um alleviate our problem or we won't have to um go through that again. And it also includes replacing that concrete that's kind of dipped down, um so that it doesn't accumulate that water, ice, snow, etc. Um So, that's it. The The other one that's potentially on there is
039the parking lot for the tennis courts. Is that Danny in there? No. Okay. Can I try again? Yeah. Okay. Um just as >> [clears throat] >> coming in as superintendent a couple of years ago, I think it's worth noting, you know, that a number of the items that were on here, to my understanding, were items that either were kind of wait and see if we could finish the project under the amount of money or they were items that we we felt that um we wanted to include, but in the original cost of the project didn't feel we'd be able to. And so, I I just point that out for the sake of you know, these these things didn't come out of left field. These were things that were identified as priorities back um in many
040cases back when this all started, so. It uh it's a good problem to have that we're we're finishing under budget and we're going to be able to look at making it even better, so. Anything else? Questions? Um a couple of things. The the storage building. So, it's going to be I assume over that way, so could probably store football equipment and stuff in there, too, or track hurdles, all that stuff. Is that kind of going to be the plan and Adam's thought as of right now, which could change, is to be right behind the school. Okay. So, we'll hear that out there. Yeah. That makes sense. We could change that, too. Um if it makes more sense to go up there, but I think having it close to the school with, you know, the robotic
041mower and all that stuff goes in there, then it would make more sense down here. And then I think it went from four to we pulled out the lights of the tennis court. Is that something that we're thinking about bringing back in or not? Cuz that's the timing, you know. Yeah, I guess we haven't discussed the lights. That's something we can definitely get into cuz I think I think I remember when we went to seven courts, we shouldn't have to worry about needing lights. Cuz before we [clears throat] were only at six courts. We've added an extra court to change that, I think, to cut the time down. Okay. Cuz I think there's a lot of schools that don't have lights on. I just know when I was up here, they were always Yeah. Look
042at what we did. But we only used Yeah, they only used four of the courts that thank you for so. 14.0 is the Lake Lake Country Service Cooperative for drug and alcohol services. So what exactly is that? I believe that that this deals mostly with our transportation department and required random drug and alcohol and we contract that through the cooperative. Okay. Any questions on that? I'll take a motion to approve. Make motion. Made motion by Shannon. Seconded by Kent. Any further discussion? Hearing none, all those in favor. Aye. Opposed. Motion carries. 15.0 is policy updates. That's exhibit 11. So Kent, Shannon, and Maureen. I will not do this one. I mean we there's a number here, right? A lot of this stuff comes down to I'll say wording choices of changes. Um for the most
043part there is one that this will be the first reading before uh 523 I think it is. Um and this one was recommended by lawyer's guidance to include uh so that we have it so that kind of ties up a number of policies together to just make it a little clearer. That was the policy Mr. Superintendent Wonka you had mentioned that we should consider adopting the 523. Okay. And then also I can note that there are several policies where we need to designate a staff member. So for example, we need to designate a human resources person as the contact. We need to designate the district assessment coordinator in a couple of locations and I sent all that information to the Superintendent Wonka so we can make sure we are in compliance with those things. And
044then >> [clears throat] >> to speak to that 521, it basically is that there are a number of policies like harassment or violence or chemical use that in some cases have typically focused either on the students or on staff, but it's it basically recognizes the fact that we would hold students and staff to those same expectations. So the 523 is the first reading then? Yes, correct. All right. So I'll take a motion to approve those with the exception of 523. Motion by Kent. I'll second. Go ahead. I'll second. Seconded by Shannon. Any discussion on the policies? Hearing none, all those in favor. Aye. Opposed. Motion carries. All right, 16.0 is the school resource officer. Um so we've got Brian here tonight. Um representing Lac qui Parle County. Um Yeah, and I can speak to this
045one. Um So if if you remember I believe the last meeting we we had representation from the sheriff's department as well. Um we've been having dialogue with um with Sheriff um Alan Anderson and a number of members of his staff about the possibility of being able to bring an SRO uh school resource officer to our building out here. If you remember from that last meeting it that had to do with a number of areas. One one being um the fact that we are a school that's kind of located centrally in in the countryside and and that does require a longer response time if there ever is a need, but there's a lot of other really positive things that an SRO can bring to the school on top of that as far as student relationships and
046and exposing kids to law enforcement careers and things of that nature. Um we've been able to after um having a lot of dialogue and looking at the resources available come to a potential agreement to have um a part-time SRO. It would be shared by two different individuals is my understanding. Um and um it would be Deputy Dickman and Baldwin. Baldwin. And uh and basically this would be a starting place. It would allow us to get get an officer here in in the building doing the work and then our our goal is that it would be successful and we would be able to down the road consider building it up to full-time. So did we ever find out what they can and can't do according to the Minnesota state? Can you elaborate? Sure. So what can
047and can't Um I don't want I wasn't a part of any of those conversations so I I can't answer that one for you right now. I know that um the statute requires them to take special SRO training within 6 months and they're both scheduled in July to take that. Yep. And I think a lot more things will be for that nature will be answered in that course that they take there. Yep. And he's and he's runs the DARE program so he knows a lot of the middle school kids so that kind of helps too. And I should point out that this that would continue. We would still have our doing the DARE program. That wouldn't go away and that that wouldn't subtract from this. This would be in addition to that. And Mr. Swatski introduced
048them with the last week. Yeah, last week to the whole student body. I think we talked last time maybe, but if something does happen in the school we have to get another deputy here to do the Is that still the case? Um well and so that that was that kind of came from uh if you remember a couple years ago there was some legislative changes and then that has been kind of in flux since. Um essentially the way I understand it I don't want to put words in you guys' mouth is um you know the goal of having the the officer in the building is is not that they would go around being hands-on. It would be relationships and um and protection, safety for the community. If um if there was that said if there
049was an event that was a crisis situation with an active shooter or something like that, um they would be able to respond immediately and and with force. Um we we don't want to put our liaisons or our SROs in a position of having to handle um physical altercation with students. I just think that sets them up for failure, but the fact is they would be here and and have the ability to act in good conscience if they see something happening they can do it. And so So they can arrest. Um they they they're full but Yeah, they're they're full they're full officers. They're you know I I think But there's no restriction because they're SRO that they can't. So if somebody's sipping on a beer in the parking lot, can they give them a minor?
050Perhaps? Yeah, that that is smoking my understanding as well. Yeah. Just like if they're here and and violence takes place they're going to take do what they need to do and use their level of force whatever to solve the situation. Right. And there could be situations where having that officer here they might call for an outside officer to come in, but again that's having them here allows us to be able to do that. Okay, so it's not required that they These guys can detain them and then the other guy's got to come and arrest them. That you know and I would want the experts to speak to that, but that's not my understanding. We were you're looking at a contract here for for laying out certain things, right? But they're still an employee of Lac
051qui Parle County Sheriff's Office. They're not an employee here, right? You're kind of a contract employee or whatever you want to say or contract for service. Right, right. That's all I'm concerned about. They're still a deputy. Bottom line. Bottom line. Yeah. So that they do just like any other deputy does they have that same capability out here is what I'm asking. They'll be out here in full uniform and they wouldn't be out here in full uniform with a gun and a >> reason I'm asking you is I just want to make sure that your hands aren't being tied or your deputy's hands aren't being tied because Minnesota legislation has decided that because you are awarded this title or contracted under this title that we're taking away any of your or eliminate any of your processes.
052>> Yeah. No, I understand your If the need arises. Yeah. And I'm pretty I'm not saying that there isn't anything that hands aren't being tied on cuz there probably is a couple items. We just have to identify exactly what those are which we'll identify in July for sure. And then that's part of the training that they will be taking when they when they go in July. And and part of this too is is to recognize I think that it seems like that's evolving over time. I think it's in a better place than it was years ago when that first came out. I know what you're talking about was this idea that an SRO couldn't deal with a situation in a building in a hands-on way or something. In the way in my past district that
053was approached is it was it was kind of common sense and goodwill. If you're acting in common sense and goodwill in a situation where there's danger you're doing you're going to be doing the right thing and that would be something you'd be able to I just what I can't predict is what the legislature is going to do over time. Is this starting and all were they coming out every slot now or is it not till next year? Um Cuz I thought it was just they're coming out now, right? Yeah, so this week is the or I should say last week was the first week we have the deputies in the building just just to start having those um introductions and and get them used to the building, figure out needs that we have, that sort
054of stuff, but but they aren't going to start officially until the board gives them that endorsement to do so. >> [clears throat] >> You got to say something about the 2026 school year going forward. Yeah, I just well I cuz my my hope is that um once they're out here some of the issues will kind of calm down like calm down a little bit. So I don't you know, so once they see them out here I'm hoping that staff and administration are a little more calm like calm what do they call them? >> [laughter] >> Like so that's what I'm hoping. I don't want anybody to I don't want the SROs to put hands on them, but at at least their presence here will probably take the culture down a little bit. Deter incidents like
055that. >> Yeah. And again, if there's a crisis situation they're they're a deputy with the sheriff's department they're able to respond immediately. Any [clears throat] other questions? And something I should point out too just because it was part of the dialogue the last time we we our ultimate aim would be love to have it this be full-time right off the bat. Um that way in working with Alan, you know, he's trying to work within his current staffing that he has to give us a starting place to build to a place of success that at that point we could have a dialogue about does that mean adding more staff that is, you know, and that would probably have an increased cost to us. And so that would be where we'd be working toward, but we have
056to have a place to start and let's get to going where we would have a regular presence in our building. I'll make the motion. Motion by Danny. Seconded by Scott. Any further discussion? On the contrary? Hearing none, all those in favor Aye. Aye. Opposed? Motion carries. Thank you, Danny. Yeah, thank you. I think that they'll be out here for the rest of the week then. Thank you. We appreciate having them. Yeah. All right, 17 >> [clears throat] >> is local unit 70 so our non-certified staff has sent a letter um to myself and the negotiation team wanting to negotiate um for this next school year. We only did a one year with the hopes of we can hopefully get more tiers and more categories within this union so that we have more flexibility if the
057market rate for our buildings and grounds maintenance people goes through the roof, we're not handcuffed because the cook staff goes through the roof. Right now we're handicapped between those two. So um just need a an approval to start the negotiations with them most likely this summer. I so move. Motion by Danny. I'll second. Seconded by Shannon. Any further discussion? Hearing none, all those in favor aye. Opposed? Motion carries. 18.0 is another non-renewal. This is a junior high teacher. Not in the field. Um licensure. Um so that affects one person there. Again, this This is just a Yeah. I can't speak to it. This is one of those ones that in certain situations out of field licensure is being one of them. We we have to non-renew. It's required. That doesn't mean that as we go
058through the search process that person if they're doing a good job can't return. It just means that by licensure rules they have to we have to seek a licensed candidate first. What's the one again? Why is that? Yeah. I'll make the motion. Motion by Scott. >> [clears throat] >> I'll second. Seconded by Shannon. Any further discussion? Hearing none, all those in favor aye. Opposed? Motion carries unanimously. All right, 19 is the lawnmower bids for this coming summer. So we got a couple of bids. Um We got a sole bid. Who's the sole bidder? She better not be a second chief. So So what's the second bid? So the MD lawn has the cheaper bid than M&M. The reason why we have crayons in there I was going [clears throat] to say 25. Never mind. All
059right, so at the Appleton Milan it's $100 $190 per time mode and in Madison MD lawn here at 175 per mode. And these um >> [clears throat] >> bids will have to be required to have lawn insurance. Any questions? Okay, then I'll take a motion to approve. I'll make the motion. Motion by Shannon. >> [cough and clears throat] >> Seconded by Scott. Any further discussion on bids? Just to make sure we're doing crayons in that Appleton and MD in Madison. Yep. >> [clears throat] >> Okay, the motion is on the floor. Questions? All those in favor? Aye. Aye. Opposed? Motion carries. Uh the next one is to request bids uh for waste collection and recycling for the next year. Um I'll just take a motion to put that in the works. I so move. Motion
060by Scott. Seconded by Ken. Any discussion? Hearing none, all those in favor? Aye. Opposed? Carries. Um 21 is the achievement and integration plan uh for school years '27 through '29. All of the information is in my board report which is on page 35. I talk about the goals and talk about the line to which strategic plan goal. It's very similar to what we've done in the past and then I've been working with you to make sure the budget aligns with these goals. >> [clears throat] >> And then this the second exciting piece of this is that Appleton was identified as a racially identifiable school within our district and that means that the priority or protected class population percentage is greater than 20%. So I have to write another plan with three additional goals specifically the
061Appleton building and there unfortunately is not any funding tied to this. It's just another NDE requirement. To ensure we're not segregating schools or students. And we're still wrapping up our current three-year plan. So we're living under our '23-'26 three-year plan and we're working toward that plan. Any questions? The goals? >> You're not allowed to watch the food. Make a motion. What's my saying? I'll say second my chance and through the discussion. All right now all those in favor. Close. Uh 22 is the monthly building leaders reports. You will see them attached to the agenda. Marina Scott anything to highlight? Nothing beyond achievement and integration policy testing coming up. Yes. I would just like to talk to real quickly talk about the flex schedule last time so I think the next one is the pacing guide
062here where if our kiddos aren't getting in on the first run, this is a way for the intervention time to happen. And I agree and it's not like we're paying intervention at the at the 5-12 level 7-12 level like I guess in particular. It is a way for them to get some more time with our teachers, the the people that are directly teaching them. Help give them a little extra guidance. Um we do do the legwork. I think schedule has been created. We wouldn't put that in place without finalizing details. There's still a lot of legwork that needs to be done on it. Um April 2nd is another another um Mervin staff development day where we're staying in house in the district to do some work and um that's going to be an opportunity for
063me to work closely with our 7-12 teachers as well as our middle school teachers. Kind of a separate deal that we have going on there. But um to even focus on a little bit more. What I'd really like to do and what my hope is we can get a a free trial run with um the smart pass system and one of the components is called hallway pass and essentially what it is is instead of the paper passes which are old and outdated, our kiddos the passes would be electronic and and essentially they're going to need their phones charged and ready to be used. So if they go to the bathroom um that's how they check out. So there's data there that says how long, how often, etc. How many and what classes are they leaving?
064How consistent are they leaving? There's all sorts of data that you can tap into and have conversations with people if we need to, the students if we need to, parents if we need to, etc. Um there's also opportunities to put limits on those passes. So um students might say um I went to visit Evanston the other day high school their principal and they I can't remember it's two or three passes a day that students get. Um so use them wisely. Um there's another piece that would Oh, the other thing that you can do is you can set it up so um if Scott and Shannon and Chad are seeming to meet up somewhere pretty consistently, I can set it up so that if Scott uses a pass, Chad and Shannon cannot use a pass at
065the same time. So it kind of eliminates the congregating that can happen without the teachers even really knowing what's happening. So there's all sorts of I don't know, just ways to and clean up the hallways. Um Benson high school says that they had outstanding results with theirs. So that is something that I Well, I know we can get a free run at if we can get ready for it and that's that's the That's the Can we get ready to try that? I don't want to push it out if it's not going to leave a good taste in everybody's mouth. So So the flex period would work in conjunction with the pacing guides. So However how do you collect the metrics? Is the pacing guide the pacing guide is basically Shannon comes in to as a
066substitute grabs the pacing guide, looks at what [clears throat] week currently is happening in the semester, turns to that week, boom here's where we're at. She goes ahead, grabs the curriculum that's in hyperlinked, whatever, begins to teach the class. The flex period you're saying will also help to identify what help not to identify help provide additional support to children kids that are falling behind. How do we track the individual falling behind? Well, in just the GMC data. So if they're if they have missing assignments, if they're failing classes, if they're getting scores that we're not pleased with, etc. Um we can flag them through the smart pass system. I can say, "Hey Danny, things aren't going well in math. You're missing four assignments. Um you've been out for four days in a row. I need
067you to come in and get caught up into my math class right now." So smart pass then works So smart pass is part of the flex period? It would be. Yep. No No That would We would have to have smart pass to make flex period drive in my opinion. Because that's that's what would That's what would organize and and The paper passes would be educational. So you can you can do that. And I can speak to that in during my time in Minnewaska they they did start running an intervention something like what Scott's describing and they at the time that I was there were on the old paper pencil pass system and what you ran into is it was with that old system it it it relied to a large degree on the the kiddo
068being where they're supposed to be when they're supposed to be and if they weren't you often times didn't find that out until after the time had passed. Whereas with the smart pass system if you would find out real time you know, they you know, the kids has a record of where kids are approved to be, where they're supposed to be so that you would know if you didn't have somebody in your room who was supposed to be in eating. Do those smart passes can you like can parents put money on them so like if they need to go No. No, they would just they would just be an organization Well, I I shouldn't say that. I don't know the all the details but from what I what I have observed so far with it is
069it's just an organizational tool of this is where you're supposed to be. So if our SRO is walking in the hallway and sees kids walking in the hallway um we can simply say, "Hey, where are you supposed to be? Can I see your pass?" Your Chromebook should be with them. Um there apparently is an app on the phone that teachers can staff can use to um so that's their that's their piece right there. You used your two or three passes for the day. You don't have another pass to use so that's your out. So then we're having them take their Chromebooks with them to the restroom? Well, I mean I I think that is the Maybe there's a better idea. I don't I don't know that for sure Scott but um um Certainly letting them
070have their cell phones. No no. I'm just saying. That's going to be digital, worry Danny. >> [laughter] >> We will both figure out ways around it with with the Chromebooks. Well, it's something else. Correct me if I'm wrong [clears throat] Scott because you've looked at this you've looked at it more closely than I have. But one of the things I like about it too is is if we have you know, for instance some of the things high schools all deal with but um you have van vandalism. You you know, with the second it's reported we you know, it typically what we would be doing is going through tons of video to figure out you know, who's been in and out of there and then you you know, and this would at the second it's reported
071you'd be able to go these four kids were at the bathroom at the time. You know. Yeah, so they said they were in the bathroom. Well, the the passes would document because it can track the tracking it would track in real time with the time stamp Well, I don't know that it would track them. It would I mean I know what you're saying Danny and I think you're right that when they check out they say they're going to the senior high boys bathroom. Now could it be that they go to the middle school boys bathroom? Or like me you go to the theater bathroom for one privacy? Yeah. Yeah. But my question so just so we don't get too far out so you said it's GMC flagged, right? GMC. GMC. Excuse me. That's what I
072had. I just dyslexic. But my question is then who holds the teachers to make sure the assignments and the grades are being updated in a timely fashion because I've heard through the grapevine that Scott we have problems with that in order to be making this flex period so now the faculty is going to be held to another standard too that they got to get it in there in order to make this all work or we aren't going to be able to identify it. Right. Yep. That's it. Okay. Yes. So the thing I'm trying to understand is I understand the pass thing. I just don't understand why do we need an advisory period and a flex period? Isn't that the point of advisory period? Uh not necessarily. The point of advisory is I mean there's all
073sorts of different things that we can do and that's what we're we're working on those details right now. So advisory can be the SEL social emotional side of things learning. So it's making connections with kids. It's doing the soar activities that um Miss Royce does. Um it might be advising them with schedules. You know, I'd like to see a more robust um involvement in terms of helping to guide kiddos with that stuff. And I guess what I'm saying is the advisory period now seems to be a free time to just do whatever in some places. And you know, if we're going to have another period that's another free time you know, might as well not send the kids to school. school until 11:00 and then So that's what I I'm trying to understand the difference
074between the two because to me it seems like we could take what you're planning on doing here is apply it to advisory period and make the kids go to where they need to right away in the morning. Well, the the difference is the way advisory is set up is your the kids have an advisory period to go to. That might not be what they need. So they might need They might go to an English teacher's advisory cuz that's where they're assigned to, but they might need a math teacher. And we do that. I mean our kids are bopping all over right now with the paper pass system, which is really hard to identify where they're at. Yeah. I get the electronic part of that. I'm just >> No, but but what I'm saying is that
075I don't know that I don't know that some of our students are necessarily um I think this is a way to target some kiddos that need some more intentional intervention in terms of their academic And we've got we've got a lot So where So where would the that flexible piece fall into because it seems like you run out of hours in the day. Is there any that So we currently run a Wednesday schedule on every week, right? So there's a 30-minute advisory, there's meetings there, etc. So what we'd be looking at is running a 30-minute the schedule worked out. We'd run a 30-minute um advisory {slash} flex. So some days would be advisory, that hasn't been determined, a day or two a week, and others day other days would be flex. So maybe 3 days
076a week would be flex period where they're getting those interventions. They wouldn't be getting them every day. Okay. That makes more sense. So So it's not two separate things. You're kind of combining the advisory period and this flex thing. Yes and no. I mean it's kind of it's two separate things. It's But I guess what I'm saying is time-wise. Time-wise. Time-wise. No no but it's one it's a 30-minute every morning. And then we were able to get it so instead of 48-minute class periods it's 46-minute class periods. >> Okay. Can it be based on the individual student? It is. The flex is, yeah. Right. Yeah. So there could be potentially a student that won't have advisory but will have a Monday through Friday flex if they need it. No. No. No. No. It'll It'll be
077the same for everybody every single day. So instead of advisory on Monday it may be a flex schedule and Tuesday's advisory, Wednesday's flex. So I'm just going to So I'm going to hypothetically throw something out there that has not been decided yet. Okay. This is not in the final lines we're in the works on this, but for example, maybe we we would do flex on Monday, Wednesday, Friday. Where the kids are going into different areas, they're getting the the intervention time that they need. Um that that would On Monday I might I might go to Mr. Beer God's room. Um Tuesday or on Wednesday I might go to um Mrs. Band's room cuz I need to get a makeup lesson done. And on Friday I might go to a different room. There'd be some some
078not necessarily all academic things because our high flyers might not need that. You know, there's there's There's going to be things we're going to try to make it meaningful for everybody to So what it does then, let's say Mr. Beer God has advisory, it frees him up on the Monday, Wednesday, Fridays to in order to do execute the flex for the individuals that need it. Yeah. So then he might have his advisory kiddos would come on Two days Two days a week. No, I'm tracking now. So we're basically making advisory I'll say more More purposeful. Purposeful, yeah. Okay. I just want to make sure it wasn't a on top of each other stacking and I think that was one of the student forum things too that they kind of wanted in there. Well, actually I
079need it. And it's got correct me if I'm wrong, when you visited the other school districts that that do this it can also be an enrichment, correct? Like if if I'm a student and I have interest in small engines and I want to do more with that and I'm staying caught up on my studies, then that might be a time I can go into that area in that space and work on an extension project. And those are just the those are the next level stuff that we just haven't figured out yet, but you're exactly right. I say keep moving ahead on it. It works great. So the passes are for what then I think? So they're saying kind of two separate pieces. There's there's the the software that we'd be looking at getting is it's
080a hall pass plus I don't know what the correct term is, but plus flex pass. So the hall pass is it really is something that is as simple as saying instead of paper pencil you're going to click on your Chrome and say I'm going to the nurse's office right now, I'm doing this. Then it it clocks all of that. So so then when we see you in the hallway or when you know, the nurse is expecting you, etc. Um So like we'd scan as a teacher And also to Scott's point though, we can you can bring your Chromebooks with you everywhere you go. I just by me looking at it you wouldn't need to bring your Chromebook with you. You would just request the pass in the classroom from your Chromebook. The teacher would approve
081it. They could go do their thing and then come back to their room. Then like you'd have maybe like your fire classes where they're not bringing their Chromebooks, you probably we'd have to set up a kiosk there for them to be able to just have on the wall or whatever that they could check out and do do do their passes that way. And if a faculty member wanted to see what they were doing they could pull it up on their phone or computer computer and say oh you're supposed to be here but you're really here. So the problem that I saw in my previous district because again we didn't have the smart pass system, when we did these interventions what would happen is you have kids that you know, the teacher said hey tomorrow I
082want you to come down to my room for an intervention or I want to work with you on you know, retaking this test so let me reteach this. But then you'd have kids that would go where they were supposed to and then you'd have kids that would tell their teacher I have to go to math to work with my math teacher on raising my grade and would end up on the other side of the building somewhere else and you didn't know, whereas this will allow that when that kid arrived that teacher could go uh-oh you're not in my you're not in my group, you're supposed to be in that group. And I assume that the details right up the day before the students would be notified by something that this is where they're supposed to
083show up the next day. >> They have to sign They'll sign up for their own stuff. Um unless a teacher says you don't get the choice, you're coming to my room. Like you a teacher has the ability to block off and say no, Danny, you're you're coming to math, you're not going to shop class or you know, whatever. That's definitely a two-sided you know, just all sounds rosy and everything. But it's probably not a perfect system and we're going to run into some bumps along the road. You know, like we're we're going to learn this process too and what works best for us. But um I don't know. I'm I'm just excited to get >> I'm I'm hoping it's better than the paper. Well, it has to be better than that. I mean there's data
084that comes along with that, but um I'm I'm excited to give our kids the opportunity to have some more [clears throat] intentional focus on help. So in that case where the kid says oh no, I got to go to the math teacher, uh would that teacher that they're currently in front of they'll be able to see that that yes, he is supposed to be in math or would they not see that? They would. They would be able to see. The flex part of the the smart pass is a scheduling basically. So you would sign up for math intervention and those kids would get put in the math intervention list of whoever's classroom in the future should be able to see all that information. So you like Yeah. Well, he is the guy. I agree. He
085says it can work, it can work. I'll continue to keep you updated. If you have questions, give me a call. I'm happy to answer questions and I don't have all the answers yet. That's kind of what we're navigating through, but um that's what our team is working towards. So When when do you plan on having a final thought for next year or plan for next year for this? A go no go? It's a good It's a good question. Um I don't anticipate the final plan will be ready for by the end of this year. Um what I'd really like to do is get this get the exposure to the hall pass side of things in May. And that's still a big if, honestly. Um So I'm not going to sit here and guarantee that that
086can happen, but we're trying diligently to make it happen to some degree. But it sounds like something that we could potentially implement since it's not going to I'll say drastically affect the the calendar anytime really, right? No. No. What what we would need to do is we would need to train some people over the summer um to to really have some expertise so that when we come back to um school for this we can train like we'd have to have some side some time planned and set aside for our staff to really lock in train and then we'd have to have that grace of a few weeks of school to get our students trained in this too. Scott, anything to add on that? Uh 23 is Dollars for Scholars. >> [clears throat] >> So um
087in years past we the board has given a uh scholarship of donated to it. Um which is just one one per game. So it's a $600 donation to that. Um And then are these tiers and new stuff? Gold, silver Yes. bronze. Okay. Yeah. You'll see that on the very last page. Yeah, basically uh Dollars for Scholars is just emblematic. It's just some different sponsorship levels. Um just so those that donate certain amounts um can get like a like a calendar just like a bronze sticker. The gold sticker says Dollars for Scholars donor, silver. Um just to recognize them as, you know, where they potentially If you want to if you donate that high, um kind of where you fall with your donation to Dollars for Scholars, so. That's just informational and similar to what we
088did last year to do that again this year. Anything else? So, we have to have them in by April 1st. Is that what we're Usually. Yes, sir. If they don't donate, what happens? There's money there. Yeah. Sooner the better. Anything else for tonight? Um I would like to Yes. applaud the music department for doing awesome with the choir show. IT WAS AMAZING. [applause] AND YOU SIT BY YOUR CHILD AND HE'S LIKE, the whole theater turned green and he went, "Oh my gosh." You know, like so it was Yeah. So, the new theater work? I wanted to make it and I ended up not getting here, but so yes, everything met your expectations? >> It was It's very far behind cuz we didn't get the keys till supposed to get them around October and we got
089them January 13th, so it's been So, that wasn't all the bells and whistles then. It's It's very close, but there's still a few more a few more things we can we can do, but You could tell that the kids were just probably they you could tell just The cast was very They did very, very well, so and I I would also just like to say thank you to both of you guys. They're What is it? Probably a parent is that as we were coming down the stretch and things as this fall were getting fixed, there was a lot of um our teachers having meetings to learn how to run things and then also communicating with the contractors on bugs getting worked out and this was all happening right up to and so it looked like
090it came I mean, we've had really nice comments about the performance. Um I just want to say thank you because what that doesn't speak to is how many bugs you probably headed off on the way and got them out of the way before anything happened and people got to enjoy a really good first exposure to our new space, so. Anything else for tonight? Hearing none, I'll entertain a motion to adjourn. I so move. Mr. Danny? Second. Seconded by Kenny. All those in favor? Aye. >> Aye. Cool.