May 2026 School Board Meeting

001fees and so just to remind the school board and members of the public this was one of our budget enhancements is that we are proposing to charge for credit card fees much like other businesses restaurants and restaurants especially I think is where I see it the most are doing so statute requires a public hearing before we do that it would take effect July 1st and we have several platforms we have like five different platforms and I'm really going to just open it up then to members of the public if anyone wants to speak and then like I know we have one gentleman that wants to speak and I'll I'll have you step right up here I have no prepared statement I'll only take up a few seconds of your time I always appreciate it my

002name do you need my name some of you have seen me before I know and some of you maybe read an article or two in the paper but I am here because part of this the purpose was to ensure that maximum funding remains directed toward classroom instruction I think this is a good thing to do I think if you can say you can pick your regarder whatever it is as you said for pay to in order to use that for instruction purposes that's the right thing to do I don't there's a lot of people here I am not sure why. Student laughs. Cause you know if some of this money but maybe for school lunch money or to be jeepnow they have to absorb those fees for the interpret of speech but I have come

003out to see that that's where i'm coming from that would save the school district money to use towards what you said your purpose is here um and i looked online today and i'll keep it to this point but it looks like money needs to go to instruction purposes i saw q comp something like that still haven't met what the goals are and so money that can be used money that can be saved that's the reason i'm here today and i think you should pass those fees on to the people that use them you can tell by looking at me i don't have any children in the school district that's my kids are 38 and 35 years old so uh but anyway that's the reason i'm here i i apologize for taking up too much of

004your time but i just wanted to say if you can save money by doing that i think that is a good thing and it should be passed on to those people that are using it and i know that's selfish of me i live in the district of course but i think it's a good thing for you to pass those on and i've thought of some other things and um i hope it's okay with the school board chair if i pass along some of those other things i've thought of in a written form in a document if you would accept that i will be doing that in the future to help i i did that once before and you know you might have burned it or something but anyway those were my ideas and uh i

005appreciate everybody listening to me i apologize for all the time i've taken um i do appreciate you board members i've said that before i really do um sometimes i question the finances part of it but that's just me because it's the way i am and i don't have a lot of money but anyway thank you all very much thank you thank you thank you i just want to mention one one thing i forgot to mention is that um there will always be the option to pay by cash or check to to avoid you know if you don't want to pay the credit card fees you can pay by cash or check so just want to mention that and is there anyone else that would like to speak i don't see anyone else i have a

006comment okay it's not unusual we do it in our own lot you know there's something tacked on to almost everything i do you know what i mean so it's this should be no difference unless there's any other comments you probably can close close the hearing okay i'm an adjourner we're going to move on to the regular board meeting so that all board members are present first we need to make a motion to approve the agenda moved by sixberry second by hancock any other discussion all in favor i oppose motion carries please stand for the pledge i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all the first step we have a service project update

007i'm kieran dunkel and this is uh kya lo green yeah and we're here to talk today about the service learning class um so what is service learning service learning is a educational approach to teach students how to collaborate and community value yeah our service learning projects we've gotten a partnership with nextrex which helps us so when we collect the plastic it goes towards the bench we have also partnered with all lines with the lines club here and we are supported by local business like coburn's why we chose this project was because of environmental impact we wanted to help the ocean and the expressed we wanted to help the community with the plastic pollution so we can make good use out of the plastic community resource we wanted to get a bench for the school and

008we get to help with community and future generations we deeply care about the planet environment in our future generations i was actually in service learning during the first trimester and at first we were doing like the research part of it after we did the research i met with to figure out what our goals were. And then we created posters and digital slides to promote it, to let everyone know about it. And we also partnered with the Alliance Club. For second trimester, they created a detailed plan for plastic collection. They supported the Advisory Group Gold Challenge and executed weekly plastic collection. During third trimester, we continued plastic collection. We weighed the plastic and we coordinated with NextTex and school staff. Our achievement, the final tally was 2,277 pounds of plastic total. That's out of 1,000 pounds

009of plastic. Yeah, our goal was 1,000. These are pictures from the collection. And when the Alliance Club came to our school and we did a ribbon cutting ceremony, the Alliance Club, we partnered with them. And by doing that, we got the bench, but we also gained like, so every other year, we can only do the NextTex thing one time a year. So basically, they'll do it one year and they have like people who will give them plastic. And then the next year, they'll hand those people off to us who give us the plastic. Thank you for your time. Yes, thank you. Thank you. Right around the corner in the front. So before we leave tonight, we should all sit down. Yep, we'll sit on the bench and check it out. It's a nice bench. Good

010job. I just want to know who carried all the plastic. That's a lot of weight. I was told Mr. Ernst carried all of that plastic by himself. I got him started and made it so old. It's rough and I'm a man figure and that's what's good about the New York State. What if I doubled their goal, made it part of the Google challenge around here? It's just a good thing. Thank you. I learned a lot about New York State. That was great, but they seemed like they needed a job, right? They didn't want to be vulnerable. They come back in the future. That's pretty cool. Okay, we're going to move on to the PCN update. Hello. My name is Danielle Ginther. I am the Positive Community Norms Grant Coordinator for Big Lake Schools. I'm just

011here to present about the five years of the Positive Community Norms Grant. We are concluding our funding on June 30th of 2026. So I just want to provide some updates regarding that. There is a lot of people in the room today, so I'm not sure if everyone has heard of PCN's new program. I'm not sure if you've heard of it. I'm not sure if you've heard of it. I'm not sure if you've heard of it. I'm not sure if you've heard of it. I'm not sure if you've heard of it. I'm not sure if you've heard of it. I'm just here to present about the five years of the Positive Community Norms Grant. We are concluding our funding on June 30th of 2026. So I just want to provide some updates regarding that. There is

012a lot of people in the room today, so I'm not sure if everyone has heard a PCN spiel before. I only got ten minutes with all of you, so I don't want to take up too much time overviewing exactly what we do, if we can go to the next slide. But I will first talk a little bit about what Positive Community Norms are. I'll talk about some of the great new data that got back just last week from the Montana Institute. And then I'll talk about our transition as we move out of funding and then just a little overview of what we've done over the last five years. So we are one of nine schools that have been awarded the Positive Community Arms Grant, this cohort. So we were awarded this grant on July of

0132021, but this work has been being done in the community for the last 20 years. Every highlighted county of that state map right there has had a Positive Community Arms Grant. It used to be called Prevention and Intervention, but a lot of the state of Minnesota has been touched by this grant and this work. And our core assumption within this grant is that the positive exists, it's real, and it's worth growing. And so just a little bit about norms theory. A norm is what most people do or believe, and the perception of that norm is what we think most people do or believe, and then we have our misperception of that norm. So often what we think most people are doing is wrong. We tend to overestimate risky activities, and we tend to overestimate risky

014activities. So we tend to overestimate risky activities, and we tend to overestimate risky activities. So we tend to overestimate risky activities, and we tend to overestimate risky activities. So we tend to overestimate risky behaviors and attitudes, and overestimate or underestimate our healthy ones. And that's kind of just the way that data is presented to us often. And so I'm not going to touch a ton on this slide, but I do just want to reiterate that students who do believe that most aren't using in their communities and their schools are more likely not to use themselves. So that is really the framework of this grant. And so a little bit of math. So according to our 2024 data for our students, we know that 123 students had used alcohol in the past month, 102 students had

015used marijuana, and 102 students had used an e-cigarette device. But that also means 900 of our high school students hadn't used alcohol. 921 students didn't use marijuana in that past month, and 921 students didn't vape or use an e-cigarette. So moving on to our science. So the mission and goal of the Positive King Norns grant is to reduce youth alcohol, tobacco, and other drug use in the community. So we have a lot of promising data. I will just mention that our 2026 data is in its draft form. So the percentages shouldn't change, but if they happen to change by like a couple point percent, that is because this is currently draft data for 2026. But, oh, can we stay on that side, please? So on our 2020, our PCA, we have a lot of promising

016data. We have a lot of promising data. And this is very hermaphrodite-like data. So on our 2020 data, we have a lot of promising data. So on our 2020, our PCN survey, we asked students if they had used in the last 30 days. In 2023, 12% of our students had reported they had used alcohol, but that's down to 5.8% now in 2026. 6.6% had reported using marijuana in the last 30 days. That is now down to 3.3% in 2026. In 2023, 8% of our students had said they had used a vape or e-cigarette device in the past 30 days, and that is now down to 5%. And so these next three slides, I'm just going to tell you. So the light blue bar on the förth, the is our actual use rate in a typical

017month. And then the dark blue bar is the amount of students that accurately perceive our most don't use norm. So in 2023, 91% of students had not used alcohol in a typical month. And in 2026, that is now nearly 97% of students not using in a typical month of alcohol. And that perception has also grown. So in 2023, 57% of our students had accurately perceived that norm. And in 2026, that is now up to 73%. For vaping in a typical month, that number was approximately 94% in 2023 and now is approximately 97% in 2026, not using in a typical month. That perception has grown quite a bit here too. 37% of our students had accurately perceived that norm in 2023, and that has grown to 54% of our students accurately perceiving that norm. And then

018for marijuana or cannabis, in 2023, 95% of our students had said they did not use in a typical month. And now it's up to 93%. So that's 77%. And then accurately perceiving that norm, 61% up to 77% now. And I will say in the last five years, cannabis has been legalized. So this is really promising data as well to show that regardless of what the marketing is looking like or the access looks like, our students are still continuing to choose not to use that substance as well. So just moving into our action, BLSPC will be transferring into the Sherbourne County Substance Use Prevention Coalition. This is mostly to keep up with administrative tasks like meetings without a paid position there to do those things at Big Lake schools. But that doesn't mean the work ends

019in Big Lake. Sherbourne County Sub-Coalition does cover us as well. And so we are going to be very strong advocates to keep going with our work. Right now, our plan is to have EPIC continue to be active in both our schools. And I am currently in the process of securing funding just to get our advisors stipend for the next year so we can find another more sustainable resource for them to use. So that's what we're doing. So that's what we're doing. So that's what we're doing. And then to talk a little bit about the last five years. And we can kind of go through those first two slides pretty quickly. But underneath this grant, the Big Lake Substance Prevention Coalition was started. The EPIC group had been around prior to the grant. But we did

020start a middle school youth group while the grant came in. So that has been really promising too. If we can go. Next slide, please. Thank you. And so one of those projects that our EPIC students did over the last five years was their photo voice. And they advocated to city council to put signage in our public parks to ask adults to refrain from using tobacco in a place that is for children. Their ordinance does not necessarily match Sherman County's, but they went back three times to advocate for these signs. And they are finally up in our parks, which will be really great additions as they start to remodel those parks as well in the community. And just to quickly go over the stuff that we have, implemented in the last five years, we've done lots

021of surveys, parents, guardians, teachers, staff, students, and we did a community survey in 2022. We've implemented positive norms messaging. If you go to the high school, you'll see it on our doors. You'll see it on our light post banners. We have advertisement in the carts at Coburn's, which has been going on for the last two years. Our PCN cornhole boards are pretty popular. They kind of run around the community. So that's really cool to see too. We can go to the next slide. With our youth, we've done a lot of building of leadership. So we have taken them to youth at the Capitol twice. They do a youth leadership academy every year with other PCN grant, grantees, tobacco workshops with Sherbourne County, presenting the city council, providing student led events. So cookies and cocoa was

022something that was done in implementation of this grant and has been a very popular event for our students. We've done a couple movie nights. And then volunteer opportunities as well. So the middle school has actually put on a food shelf. The last two, birthday cake food drive the last two years, which has been really cool to see too. And then we're around the community. We're at community events. One of those things that we implemented in the last five years was Homecoming Spirit Fest in collaboration with the MTSS coordinator and community ed. We're really proud of that event this year. It was phenomenal. We had a lot more older kids there this year, which was kind of our goal. So a really great family friendly place to be before the homecoming game. We're at conferences. We're

023at open houses. We work with the county to get compliance checks done and get our service into responsible beverage server training. I think we had 22 servers this year. So from Tootsies, Thirsty Bison and Lupulin all participate in responsible beverage server training this year. We've done a lot of training to increase capacity for prevention work and agency collaboration. And I kind of just want to leave off. If we want health, we must promote health. That's why we do the messaging that we do. I want to thank the board for advocating for this grant back in 2021 and thank all the staff that are in the room for supporting this grant for the last five years. And yeah, if there's any questions. I just I just have to say thank you to you, Danielle, for your

024leadership and your guidance through this whole process. I know you've been here, is it three years, four years? Oh, no, I've only been here for a year and a half. It feels like three years. I thought it was longer than that. Well, you graduated from here. Yes, I did in 2018. So it's been nice to be back and serve my community in this way as well. So yeah, it's fantastic. I think that's a great way to end the day. I think she deserves her own applause. Thank you. I also wanted to thank you for all the efforts that you put in. I personally met with you. We talked as part of the PCN grant. But I saw you in the community, in the farmers market, when I worked open houses at the school. I mean,

025you were always there. And so I just wanted to thank you for your dedication. Thank you. And for those who are interested, I do have the real copies of the KFRs. They just sent them to me today. So if anybody does want to see the new data from our student surveys, I do have them. So thank you. Thank you. OK, QCMP annual update. All right, Madam Chair and board members, as you know, it is a requirement of part of our QCMP for us to come and report to you. This year, we're going to do something a little different because we don't have any changes to our QCMP plan. So we have nothing that we need to submit to MDE as far as plan changes. But what we wanted to show you a little bit is

026what we do, what we do with the funding that QCMP brings. And so I am going to go ahead and get back to you. I am going to turn it over to our four peer coaches who are funded fully or partially through QCMP and let them walk you through part of what QCMP allows us to do at Big Lake Schools. Hi, everybody. My name is Laura Hines. I'm the peer coach at Independence. I'm just going to talk a little bit about the first couple slides. So here is one of the first slides that we put into our PGP. So when we walk through and have our meetings with all of our teachers, they are able to pick a district initiative, or something maybe that relates to their building. So each year, we work on making

027this kind of tailored to that adding or taking anything away that we need to. So this is the one that we had for this year. When we click on the links, teachers have access to. So if they were to click on academic conversation, there's going to be a couple different sections going to tell them what it is, why it's important, and then it'll give them some resources and maybe what it would look like if they're using it in their classroom. So each one of those will have links to it. So there's a lot of information. If you go to the next slide, this is the one that we've been working on for this coming school year. We've added some different curriculum. Everything that's highlighted is going to be the new stuff. One thing that we

028are really excited about this coming year is the building initiatives. So each building has a lot of really cool things going on, and they differ from building to building. And so I can talk a little bit about independence just because that's where I am, but we focus a lot on STEM. And so our STEM strategies could be an option for our teachers to really focus on. We try to make sure that the teachers aren't feeling like this is a big extra project, rather something that they're really going to be actually working on, so it can kind of go hand in hand with their work so that we can see the best success with it. So this is what we have for next year. And then each year, we just continue to adjust and add and

029take away as needed. Hi, I'm Sarah Edgar. I'm the proud peer coach at Liberty. We just thought we'd show you some cool examples of some goals that some of our teachers did this year. So. My first one was a kindergarten teacher. She did work on data literacy, but this also was carried over into a first grade teacher and a couple of second grade teachers where they had students actually using their FastBridge data and tracking their goals. So this is a kindergartner, and she's looking at how many letter sounds she was able to read in a minute. And then she did it again for the winter and again for the spring. And the teacher had those conversations with the kindergartner or the first grader or the second grader. And they were able to make goals and

030say, OK, here's where you were in the fall. Here's where you're going to try to get in this winter and then the spring. So the students were actually tracking their data. So they really were invested in, OK, I really have to pay attention. I really want to be engaged because I want to meet my goals. So it's kind of that student ownership over what they're doing as well. In the middle, there's some academic conversations from some kindergartners. Our CKLA curriculum has some really great turn in talks, but this teacher felt like she wanted to jazz it up a little bit. So she used our literacy playbook. That our literacy leaders had created a few years ago. And she used some different strategies and some different protocols for these kindergartners to take part in some academic

031conversations regarding the knowledge units that they were learning in CKLA. So it's kind of cool. They had these little pencils. And whoever had the pencil was the person who got the talk. And the other two had specific things that they had to do. So it took a lot of work in the beginning. But she said by the middle, they rolled with it. And whenever she said, we're going to do this protocol, they just got in their little groups. And they were able to have these conversations. And then the last one is one of our speech teachers. She wanted to try out student-led therapy for her speech students. And so she did some training. Those are some slides of the training that she did with the paraeducators. Because she wasn't always able to be with a

032student, but these students were with the paraeducators. So she did some training with the paraeducators so that they could help. And then eventually, these students were able to, and these were preschoolers and kindergartners, being able to lead their therapy. So it was really kind of cool. So. Those are some examples of some goals that people at Liberty set this year. I had a hard time picking independents. We had some really cool ones this year that teachers were excited about. But some of them that really stuck out, we have a literacy interventionist that he worked on relationship development with families and students. And so his goal was to reach out to families, I believe it was four times throughout the year, and to make positive connections. So whether it was talking to them at conferences, writing

033positive notes home through Seesaw. You can see, I know it's very, very small. But he created a little about me and then sent it home. And then the one on the left, it's actually, he has a document that records the date that he reached out to home and then what he reached out about. So that way, he wasn't doubling up and doing the same thing throughout the year. The second one is an SEL practice. One of our music teachers, we have been working on Character Strong for our morning work for SEL. And she was able to connect her music. So she went and found a song for every theme. And she has the kids get to know these songs. It's fantastic. The kids know the songs. They sing them daily. It's actually a video if

034you want to click through it and give it a listen. Shoot, shoot. OK, well, it is up there. It's really cool. It's really cute to see the kids super engaged. They're talking about whether it's empathy, it was like friendships, and how to be a good friend. There's some really, really good ones in there. And then the last one we had our Phi Ed teacher. We're focused on CKLA. And this one's always interesting because it's a good speaking point in other meetings. If maybe we have math teachers or we have some different teachers that are struggling, like how can I bring literacy into my classroom? And I'll always say, if our gym teacher can bring literacy into her classroom, we can find a way to bring it into your classroom. So it's just a really cool

035talking point. She created a relay race. So up in this one, this one's also a video. I'm assuming it's not going to work. But on the TV, she has a definition of one of the literacy vocab words. Oh, awesome. I think this is the beginning. So that's just the beginning of it. So they're starting with some physical activity. And then they're bringing letters down. And they're actually doing a word scramble. So they have to connect the word to the definition. And it's fantastic. She's got some good videos of the collaboration and the communication within the kids. So we had some really good goals this year. I'm Frosty Horton. I'm the peer coach here at the middle school. And what we've got here. We've got the three different things that we did that I'm sharing with

036you. We tried to combine what we do in our PLCs and combine that with what teachers are doing as well with their own personal goals. Kind of get them that way. So the first group is our MTSS group. And that's our interventionists and just the work that they're trying to do with the students and improve those reading skills. And then we have the other group, which is the critical thinking group. And they're trying to do a lot of things with the quarter or the trimester that they have those students. The second one is really exciting with the critical thinking piece. Our social studies department really embraced the inquiry based standards that are coming out. And really did a deep dive into getting kids to become much more critical in their thinking. And their questioning. Based

037on. And I think that much, much deeper. And it was pretty exciting when we were talking about goals today. Very few kids were able to do that at a very high level at the beginning of the year. And they had tremendous growth with the work that they did in their social studies classes. And the last one there, just looking at literacy. Literacy has been a big push within our building with the new curriculum, with the new Amplify. It's been a heavy lift. There's been a lot of work that they've done there. So those are kind of the goals and the ways that we've set things up here at the middle school. Good evening. I am Heidi Olson. And I am the peer coach at the high school. And I just want to talk briefly about

038all of us meet with 55 plus teachers four times a year. We begin in the fall. And you saw at the beginning there all the different options. And we help them decide where support, what do they want to focus on. And so as you're seeing all of these little snapshots of what teachers have chosen to work on, then some have continued on the entire year working on this through each one of the times. Otherwise, they sometimes switch it up. So at the high school, the one that I put up there is teacher as facilitator. And that one, some of you I know had your children had Mrs. Larson as their facts teacher. And in there, it was really important that she set up that the students know the routines, procedures, that they know what they're

039supposed to do. And they're facilitating their learning. And so that was her SMART goal that she wrote up there. And it's way too small for me to see right now. And then a picture. And she was so proud of how she would stand back. And they would walk in. They knew exactly. Yeah. They know exactly what to do. And you see them. They're engaged. They're doing exactly what they're supposed to be doing, that facilitator. Teacher as facilitator. And that she just continued to build on. That was at the beginning. And she continued to build on that as the year went on, which was wonderful to see. Then we have success criteria with a high school art teacher. And he wanted to lay things out that the students would have the rubric to follow so that

040they knew going on a project that this is what they were going to be working on. And then he would touch base with them midway through. And then at the end, so that they knew what the criteria was for the project, what they were working on. And then the achievable knowing at the end that they did their best work. And they know how the grading went. And that was a conversation that the students then had with the teacher. And then vocabulary expansion. If you have students in juniors or seniors, this was within the guidance counselor that they put together for the vocabulary for the specifically college career readiness terms that we know that they were realizing the vocabulary or the students didn't know it. So that they put this together for the students to be

041able to access. These are two pages. There's two other pages that go with this. And then they put together the vocabulary for the students. And then that really helped facilitate their conversations with the students as they went through that progress or the process of what did they want to, as they're looking ahead to the future, what they wanted to do. They would know the terms and what they needed to achieve. Can I move over on this? Maybe it's actually moving it. That was just for us to understand. OK. So that's kind of a quick overview of our, the, PGP, which is our professional, the PGP is Professional Growth Plan. Each teacher sets at the beginning of the year, and they work on it all year long. And we all had meetings this morning now at

042our schools to celebrate that all the growth that's taken place. So QComp goals, I'm going to go first, and then we'll work our way back up here. At the high school, the goal that we set was the percentage of all students enrolled in grades 9, 10, and 11 at Big Lake High School who are meeting or exceeding benchmarks on the FastBridge A reading assessment will increase from 77% in the fall of 2025 to 80% in the spring of 2026. Ninth grade went up 78.4 in the fall to 79.6 in the spring, with a 1.2% improvement. Tenth grade had, we started at 75.7 in the fall, and went down to 75.7 in the fall. So that's a huge improvement, and we're hoping that that helps in the fall, and we're hoping that we get a lot

043of improvement. to 67.9 percent in the spring for a minus 7.8 decrease and these numbers have just come in and this is going to be our next step forward the positive is that the ninth grade knowing all that we started to do with the literacy working on that it's working that fidelity within that literacy program and in the 10th grade we will need to meet and meet with the teachers and what what do we need to put in place to move forward and this will be a goal that we will go into next year planning to work on right and at the middle school um we had in 2025 yeah 25 26 uh blms students who uh meet or exceed on fastbridge a reading scores will increase from 64.1 in the fall to 67.1 in

044the spring unfortunately we didn't quite meet our goal however based on what we're seeing with the the new curriculum um i'm really excited i think we get another year under our belt and teachers get more comfortable with the content that they're dealing with and then we've got all the way down in our primary and intermediate building the ckla so these kids are going to be much more fluent with what what we're trying to accomplish and and i expect some really big things to happen here moving forward independence our goal was to have 95 of students who were at lower no risk in the fall remain there in the spring unfortunately we fell short of that as well we were at 87 percent that remained there kind of like what they were saying sometimes it's hard

045to look at these numbers because when you're in when you're in the classrooms and you're talking to teachers and you're listening to the conversations that students are having you're hearing the growth that they're making and you're seeing the effort that the teachers are putting in um and so i think that's a really big thing to have moving forward we're looking to add some vocabulary strategies next year and so you know as educators as as the leadership team they're always working to make sure that we are providing the best for our students and so i'm also excited to see what we have in store for next year for our kiddos at liberty our goal was focused on our second grade cbmr from fastbridge we were looking at spring of last year looking to improve it from

04654 last spring to 57 this spring and we did meet our goal we were at 54 percent in the fall and we're looking to add some vocabulary strategies to the spring and now we are at 61 percent so our students are improved by seven percent so obviously our curriculum it's working these kids also had it in kindergarten they had it in first grade and now they have in second grade and you can see those trend lines are going in the right direction so it's good news for what what's going to happen in independence and middle school and high school too because our students are moving in the right direction so all right so i just want to say that our peer coaches are highly trained as instructional coaches and so to have big lake have

047the opportunity for all of our teachers to have a trained instructional coach help them with evidence-based instructional practices four times a year is not something that all districts see and so i that's just a great part of our program i also want to explain a little bit our pgps we have a little bit more control of and so we get remember our funnel our q comp goals are mandated by the state of what we can pick from so we don't have a lot of control of what we pick on those we get to pick from this this or this whereas our pgps they really work with our pgps and they're really good at that so we're going to work with each teacher in what laura was showing you at the beginning for what can you

048do to impact that as more of a later goal and so i just want to all of our teachers work really hard and i believe we had 100 of our teachers meet their individual pgp goals and so that is a lot of work on the teachers part but also a lot of work on our peer coaches part because they're really guiding them along the way so any questions all right thank you thank you on to 612 social studies curriculum adoption all right well we did just present this to the district curriculum advisory committee so i'm going to invite up some people that are going to help me present we had a whole bunch of people on our curriculum committees um and so i've invited a couple people here to actually speak to it i am

049going to go just super fast through the fun standards part it is i'm going to go with a little bit more of a um So TJ, I'm going to really go through this quite fast. So we always align things to our strategic plan, as you know, as we're doing the work. Here's our adoption cycle. Social studies is the one that's actually supposed to be adopting this year, so implementing next fall, right on track according to MDE. The vision for social studies is for inquisitive, informed, and engaged members of society. So that's what we're trying to build in our kids. We saw this when we presented our K-5, and so these are really those shifts in the standards, centering on inquiry, emphasizing disciplinary literacy, focusing on interdisciplinary at the K-8 level, and then adding ethnic studies

050into all of the strands. Grounded in research, that C-3 framework, that's that pedagogy that we're really leaning into for more inquiry-based, also looking at having personal finance embedded. Again, that C-3 framework, you've seen that before. Those are kind of the four things that we're really honing in on. And then here's a whole bunch of things that you can look at for crisscrossing all of it. So standards. Standards versus curriculum. I'm going to pause because this is true in everything. Remember that the standards are not our curriculum. The curriculum is everything that our resources, our experiences, the things we do. That's our curriculum. And so that's what we're talking about, what we're using. Minnesota does not have a common curriculum. We are a local controlled. But we do have standards that we must adopt and all

051kids must meet by the grade that they're embedded in. So organization of standards. So we have the K-12 standards. We also have BASF. We have the K-12 standards. We have the K-12 standards. We have the K-12 standards. We have the K-12 standards. And then high school has them organized in the content areas. But we wouldn't have to do that. At Big Lake Schools, we're choosing to also do that, just kind of that more traditional way that we've seen social studies classes. High school graduation requirements, according to MDE, 3.5 credits towards social studies. And this little bit of a change, we have to move government and citizenship into 11th and 12th grades. You're going to see that come up. And then the other remaining credits can come from a combination of any of those other courses.

052Citizenship and government, economics, geography, U.S. and world history, and ethnic studies are our strands. Underneath each of those, we have anchor standards. And so I am just not even going to go over this. TJ, I'm going to just let you scroll through because you can look at all of those. Just know we have spent a lot of time on that. The adoption process, really phase one, was a needs assessment. Do we need to, what we're using, do we need to adopt new? Can we write? And you're going to hear about that in a minute. And then we really spent a lot of time on the standards and the pedagogy, that C3 framework. Really understanding what the shift is. Not so much just rote memorization, but getting kids involved in social studies. And then we went

053into implementation. A lot of us went to, or a few of us went to some MDE social studies workshops where we got to really dig in, learn more, and really learn these standards and methodologies better. So with that, I'm going to turn it over. And I'm going to turn it over to the teachers and let them speak to the resources that they chose. Good afternoon or evening, whatever it is. It's been a long day. It's been about 12 hours here for me. Northern Lights, sixth grade. They're going to continue to use this. It's a third edition. And they have made some great strides to make it more inquiry-based than what it had been in the past. They really took in the three C's framework, which you can read about. And you can see that in

054the slides we skimmed through. Other than that, seventh and eighth grade. Go ahead. Seventh and eighth grade, we are adopting Traverse social studies. Vogel and I took a very long time and looked at a few different ones. I started looking at them last year and had some delivered to the schools and to the high schools. They probably didn't know. And I did it anyways. And they're like, what is this? Anyways, here, it was really hard to find anything that would match. And I think that's because of our standards because almost everything is created for Texas, California, Florida. And so it was just really hard. These guys have a great program that really incorporates the three C's. It also talks about the inquiry-based, which is phenomenal. And Frosty had spoken a little bit ago about how

055our PLC for the middle school, we did inquiry-based. And the learning that took place was just astronomical. And so we're really excited to work with these guys even more as our base. Jeff and I will continue to do extra curriculum as well that we have found that really works in the classroom, more hands-on scenarios, simulations that we have found that really works nice in the room as well. Seventh grade is going all with U.S. history. We are going to focus on world geography. But there is a couple units in the economics and the world history as well. Those are just a couple units or a couple lessons and a couple units, I should say. We're getting actual books. And then also it's going to be online. So the books will stay in the classroom because

056it's a set to save us that money. And then they'll have access to the online book at home. Go ahead. They are aligned to the Minnesota standards. Plus they're accessible. Plus they're adding a lot more of that active learning. It's not just sitting in front of a book. We do have that. But it does also have video. It has analytic skills. It really has a point where they will give you something to discuss and talk about. So we're just having opinions and having that actual discourse in the classroom. Do you have anything else to say to that? No. Jeff Vogel, social studies, eighth grade. We really like Traverse because it does allow us to have digital access to their entire suite of materials, not just one textbook or one particular online version. So we can,

057because of the way the standards are written in terms of the five different strands, as far as geography, economy, we can utilize different units and chapters from their entire suite of curriculum to be able to utilize in our classroom. As a framework, as a foundation. And then we can, again, use our understanding of what students need to enhance their learning to add that onto what Traverse has provided as a framework for us. I think that was an important part of what we were looking at for a curriculum. One that would allow us to grow with, you know, as the students come in with different skills, we can adapt those extra skills to what they need. Rather than just having everything chunked for us within a curriculum. Correct. Go ahead, Cece. Another great aspect of Traverse

058is that it has a really strong literacy integration part of it. We have always, you know, tried our best, like all teachers do, to do this, but it's really set out in a nice format. So claim and evidence writing that I'm looking at primary and secondary school, I'm looking at primary and secondary sources. Not only that, but it's actually having the visuals part of it. So when we're looking at a primary source, it's not just a piece of paper. It could also be a visual or a audio of a speech. And it all puts it on a really great format. And we can add to it. They have support for all learners. They have differentiated reading levels that we can pick and choose, and they can pick and choose some of them. So audio and

059video, lots of special education service aspects, where you have a list of the different modifications that we need to do for an IEP, and we can just go and click on it, and it automatically shoots it out into that lesson for that student. So that's a really great aspect as well. A lot of differentiation, a lot of individual student accommodation built into the programming. And like I said, it's not an overwhelming, so many of the curriculums we looked at were just, seemed like they were just a lot. And as middle schoolers with having seven classes a day, we wanted to have something that was more of a foundational base, where then we could provide them with that, but then also allow us to be able to enhance that. Again, the main focus of all the

060new standards K through 12 is inquiry based, and getting ready to really think like a historian, really dig deep into what it is that makes up our history. And it's not just reading it, but learning why it happened and how it happened, and it really gives a good opportunity for the kids to dig in deep with that. I guess it's something you would just kind of have to see and play around with when you're able to, and if you can, it's a really great program. There's a lot of also student engagement and motivation, so there could be times where we are reading a paragraph or an excerpt from something, and then it has a stop, and then we collaborate and discuss and talk about what we learned, or they just give you an essential question,

061and the kids, it's pretty vague sometimes, which is great, because when it's so pinpointed, the kids don't have to think, they just have the answers right there. So it's a super vague, essential question. They really have to figure out what the answer is, and have that conversation with each other to see the different viewpoints. So again, I don't want to just read off all these, because you guys have this, but I think this is our last slide for us. Okay, so any questions? Do you do questions? Okay, let me give you, can I do it at the very end? Okay, anything else? Okay, thank you. All right, so our high school, we're having some changes due to some of the MDE requirements, so geography will be moving to ninth grade. It'll also be two tries

062instead of one. Our tenth grade will continue to be U.S. history for three tries, also opportunities for electives. Eleventh grade will continue to be economics as it is. Government and citizenship will get moved to eleventh grade, and then that transitional geography, because our kiddos didn't have it in ninth grade, we're going to need to offer that for a couple of years as a one-try class, and then in twelfth grade, we'll continue with world history, and kids can also take government. Okay. And then in sixth grade, we'll have government and citizenship. They just have to take it once between those two. Big Lake was ahead of the game. We've always offered, we've offered personal finance for a long time. That's also a new requirement. Another requirement is to offer ethnic studies. We don't, we don't, kids

063don't have to take it. We just have to offer it, and so we're choosing to offer it in an online option, and we'll see how many kids take it, and then we can change if needed. So that's what we're doing. So I am going to invite up the two of you to take it from there. So I'm Brittany Kohler and Melissa Larson. We're twins. In case you were wondering. Yep. And so we've kind of, based on the course, decided what we're going to do for our curriculum. And a lot of it is continuing what we're, what we've already done in terms of curriculum that's been purchased in the past versus curriculum that we've continued to locally create. And so for geography, we've been teaching this course for a long time, and so we've decided to

064continue creating it locally, implementing, of course, the new standards. So we already set up our course. We've been following the five themes that you see up there for the focused areas, but now it's just going to be, as you just heard, pushed out to two tries. And so we're excited to incorporate the new perspectives and continue with what we've been doing. We're super passionate about it. We speak at a lot of conferences. So anyway, I won't bore you with that, but that's what we're doing for geography. All right. So for U.S. history, also going to kind of piggyback off what we're doing for geography, implementing the new standards, using previously purchased curriculum, and then implementing things that essentially go correlate with the new goals of using primary sources, that critical thinking piece, et cetera. If

065you can go to the next. Yes. Okay. So the biggest shift is that we are shifting away from the rote memorization and having very small topics. Then the kids will forget it. MDE has laid out eras. I teach AP U.S. history as well. And I will tell you that this is what the AP curriculum is organized into eras. And so I'm really excited about this because even though I've already been implementing this in my classroom for my on-level U.S. histories, it really encourages kids to think beyond certain end of one specific event and see the connections between all. And again, utilizing those primary and secondary sources to make those conclusions. So that's going to be a big shift that I will do this year, especially when it comes to our assessments. Because right now our

066assessments are smaller because they're based on smaller topics. And so incorporating the new standards and incorporating more of that utilization of primary and secondary sources. So you're going to see us again in September. We have a lot of work to do this summer. And so this format, we also were given by MDE for world history. So if you want to scroll forward, we are going to take that. Yep. So those are what was given to us by MDE, which was really nice that they kind of did a little work for us. But then we will come back in September with the curriculum that we've created, including the subtopics. So those are the titles that were given to us by MDE. We will then break it down so you can see that it's not just like,

067especially in U.S. history, like it gets pretty specific on a title for their eras. We will break it down for you into like what else is covered. And so like for revolutions, empires, and nations, you'll hear like what revolutions, what we'll be looking at, et cetera. So it's not just vague. So yeah. Okay. Perfect. And then, yeah, I mean, I can, so then for econ, for the government and citizenships and economics, we've chosen curriculum for that. And so McGraw-Hill has been kind of the standby for our department for those, I like to think of them as the more concrete sequential courses. And so there they, we've been using those curriculums and they've been very, they've worked really well for us. So upgrading to the new version with the new resources and then implementing the more

068inquiry-based side of things. Yeah. That's like the next four slides, TJ. Yeah. So just going through that. Can you just clarify, so econ is currently a one-fremester class, correct? And it will still be a one-fremester? It's two tries. It's two tries. Okay. Because with your breakout, you know, there are several, there are a couple years at the end where there's like two social studies together. Are those like a combination of to get a full year? Or is it someone's going to have to double up? Well, it's to get the standards and the electives, but it's what kind of got a little is that extra geography for that extra one. Right. So that's going to take out an elective and put in something that they'll have to have with this new MBE requirement. So will our

069personal finance fit into that or not? I mean, like will our personal finance electives? Personal finance will stay where it is in our registration. So it won't count as a, you know what I mean? It doesn't like accommodate any standards. Because we have it under, because it can be a math, it can be a, you know, so it's not one of our social studies that we do. So is anything being taken away? I mean, you know, so with the addition of the extra trimester, what's being taken away? Well, civics has currently been two tries. Yeah, so we're shortening that. So we're taking away, we're shortening it, making it the upper level course. And so instead of them, and right now geography is one try. So we're flopping math. So civics is going to be one

070trimester now? Citizenship and government is one try. Okay. I'm missing one. There's one that's got to be shortened. It's confusing as in especially with the shift. With the shift it gets, yeah. Okay. Yeah. Thank you. All right. So I do want to thank our secondary curriculum committee. You saw our four, five, or our K-5 committee earlier. And so I do want to give a shout out to Dr. Patton and to Ms. Torter because they really assisted me in leading this. I couldn't be everywhere this year. And so I really had some great teachers as you just heard from, and some great leadership from our principals step up to help us. And so next slide, TJ. With that, we are recommending for adoption sixth grade Northern Lights, which actually we still have two years left. And

071so it would be, we're going to add on another four, seventh and eighth grade Imagine Learning Traverse. And then at the high school we'll be writing, we, they, we'll be writing for geography, U.S. history, world history, and then adoption of McGraw-Hill for both government and citizenship and economics. And here are your numbers. I'm sorry, I took an email because I'm still negotiating with one. And so I had to take it. Studies Weekly, we have a five years K-3 for $45,907. TCM is a Minnesota-based teacher developed curriculum. So it's a little different. And so it's our four, five, grades four, five, it's $30,253. That's for the kits and for online access forever and ever and ever and ever. So that's a little bit different than what we're used to. We hope more curriculum companies jump onto

072that bandwagon. We are able to purchase workbooks for about $8,000 a year moving forward, or we can print and we'll make that decision when we move forward of how much we use. Northern Lights is $21,040 for the additional four years. Imagine Learning Traverse for five years, $59,240. And McGraw-Hill for five years for the two content areas, $53,702. A total social studies adoption of $206,952. That was five years, yes. And that does include both the curriculum side and the professional development. That's all in the same quote. So our business person breaks that down, but for me, it's all included. Yes. That's everything. That's everything. Yes. Yep. That's everything we wanted in there. The kits, everything that the teachers are going to use and the students. Yes. Yes. So we purchased it for one year, along with

073all of the kits and the digital access for ever and ever and ever. And if we want to purchase the workbooks, which I don't know, but I don't want to spend it up front if we're not going to use them. So we'll see. All the rest of them have, no, just digital. Yep. The rest of them are paid for for those number of years. And all of them we've gotten class sets of printed books and then online access for every student. Yes. Any other questions? In 4-5, I'm assuming if there's just parts of it they use, then you could print those. Then we'll print them. And we can either print them in-house or we can send them off to a printing company, whichever is cheaper. And that's kind of what we do when we're not

074sure we're going to use a workbook in its full. Yep. Any other questions? Yes. Yep. Yep. Our old, well, so what you heard from Brittany and Alyssa, so like what they're using, they're able to take and change some of that. Allison and Jeff are also going to continue to use some of what they're doing. And one of the things we were dealing with was that needs assessment. Can we continue to use what we're doing and not cost anything? So we look at that with the huge shift in, it was really the methodology of the inquiry-based and the standards, especially K-8. Those standards really shifted around. So with that, we just said, like, we can't use what we're already doing, especially like in that K-5 world. Ours was so old. And so we knew that was

075a no. Middle school, high school, we're like, eh, some of the stuff we're doing is good. And then we settled on the U.S. and world standards. And then we settled on, like, the geography of history and the geography that we could write. And so, and that's something I don't allow easily. And they know that. And so it was really a lot of discussion about how are we going to hold fidelity to those standards and have it with a deep DOK level. And so we had a lot of discussion about that. So, and we'll be bringing it back in September for you guys to actually approve that. Thank you. Yes. Yes. Yes. That's a lot to implement in a year. So thank you very much for you and everyone involved. Can we see that last slide

076so we can make a motion to approve that part? I probably can't do it. I know they had them all listed for us. Yeah. So I can make a motion to approve the sixth grade Northern Lights, the seventh and eighth grade Traverse Social Studies, and the high school McGraw-Hill Civics and Geography, no, Civics and Economics, and then locally written curriculum for geography, U.S. history, and . Okay. Ashley made a motion. Do we have a second? Second. Second by Nelson. Any other discussion? All in favor? Aye. Aye. Opposed? Motion carries. Thank you. Is it okay if we do Chartwells? Yes. That would be wonderful. Okay. We're going to do a little turn in the agenda and do a Chartwells next. Thank you. Good evening, school board members. So Alyssa and Ani Mash from Chartwells are here

077to prevent a food service update. I'm going to let them formally introduce themselves, and they will take over the presentation, and then I'll come in at the end and just go over some financial matters. So turn over. Do you need something? So we've seen Alyssa Waxman with Chartwells. Okay. So the past year has been filled with growth, learning, and new opportunities, as I just said. I've transitioned into this new role within the school district. Starting a new position came with many challenges, but it also provided valuable experiences that helped me strengthen my leadership, communication, and operational skills. Throughout the year, I gained a deeper understanding of school nutrition operations, staff management, student engagement, and the importance of building positive relationships across all grade levels. I am proud of the progress made during my first year.

078While I have learned a tremendous amount in a short time, I also recognize there's still much to learn, and I look forward to continuing to grow professionally and contribute positively to the district in the years ahead. Next slide. Throughout the school year, Big Lake schools introduced several creative and student-focused programs designed to increase engagement and excitement around school meals. New initiatives such as Dip into Flavor, Chili Days, Warm Bellies, and Bloom into Flavor, have been introduced. These new programs, including the and Bloom into Breakfast helped bring variety, seasonal themes, and interactive experiences to students across the district. During National School Breakfast Week, we launched our first-ever Breakfast Bingo, which generated strong student participation and enthusiasm for school breakfast. In addition, students enjoyed special seasonal limited-time offerings throughout the school year, including fun-shaped pretzels, holiday-themed frozen

079juice treats. These programs helped create a sense of community and a sense of community-based community. These programs also helped create a more positive dining experience while encouraging student participation in school nutrition programs. Next slide. Participation and trends. This school year, district enrollment declined by approximately 100 students, resulting in an estimated loss of nearly 2,000 meals per month across the nutrition program. Looking ahead, the department plans to continue building on successful initiatives and programs to help maintain and increase meal participation during the next school year. The goal remains to provide positive dining experiences that encourage students to participate in school meal programs every day. With student engagement, I learned that elementary levels want to see rice on the menu. I did a sampling of Asian rice with peas and carrots, and it was a huge hit.

080I also learned that the high school students love Taco Day. We see some of our biggest participation on Taco Day, and I will be making Taco Tuesday a weekly offering. Staff might not like that so much. I'm excited. Overall, lunch participation experienced a slight decrease of 1% compared to last year, with a total of 322,695 lunches served to date. Breakfast participation showed positive growth, increasing by 3% compared to last year, reaching a total of 106,230 meals served to date. In addition to reimbursable meals, a la carte meal equivalents, totaled $1,000. The totaled $32,350 for the year to date, reflecting continued student engagement and additional food service offerings. Next slide. So, Big Lake schools continue to see positive breakfast participation trends during the 25-26 school year. Comparing participation data across the past three school years, both

081middle school and high school showed increased breakfast participation from the previous year, each growing by 2%. At the elementary level, Liberty Elementary maintained consistent participation compared to last year, while Independence Elementary experienced a slight decrease of 1%. Overall, secondary schools demonstrated encouraged growth in student breakfast participation. Big Lake schools' lunch participation showed mixed trends during the 25-26 school year. The middle school experienced a 3% increase in lunch participation, while the high school saw a 1% increase from the previous year. At the elementary level, Liberty Elementary maintained consistent participation compared to last year, while Independence Elementary experienced a slight decrease of 1%. At the elementary level, Liberty Elementary had a 2% decrease in participation, and Independence Elementary experienced a 3% decrease. Overall, secondary schools demonstrated continued growth in student lunch participation. Some engaging programs to look

082forward to in the next year is Mood Boost. It encourages students to select and eat fruits and vegetables made according to recipe development by our chefs that are colorful, delicious, and enticing. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun

083giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. When you combine the recipes with fun giveaways, and other fun activities, you can enjoy a variety of different recipes. can improve their health and mood. Global Eats is developed by Chartwell chefs and dietitians with input from students. Global Eats turns foods into a worldly adventure and encourages students to eat together and taste new foods and flavors while learning about different cultures. And then Fun Days are incorporating fun themed celebrations in the K-12 food service calendar throughout the school year. These menu days provide

084students with exciting fun options helped create a positive dining experience and encouraged participation in school meals. Fun Day celebrations also allow food service staff to the opportunity to engage the students in a in a creative and welcoming way while promoting school spirit and building enthusiasm around school nutrition programs. Thank you. Any questions? Okay yeah I just wanted to just talk talk just about some financial pieces. What I wanted to mention too with with Chartwells and working with the food service management company we really get to take advantage of the volume buying so we can purchase food at much decreased rates than we would have like if we were out on our own. And so so with that because we've been I don't know that we want to say profit but I mean we've been operating

085at a surplus so with that surplus we're able to reinvest into the program and purchase equipment. We've we've in fact I did a lot of work on the food service. We've been able to replace some kitchen flooring because that's like a new allowable expense out of food service. We've bought dish machines. We've bought combi ovens. We've are renovating walk-in freezers and coolers, middle school lunchroom tables. That was last year. So without that profitability this would have to come from from like operating capital or general funds. So so that's where having a food service management company is so advantageous because like I said we get to take advantage of the volume buying. We get to tap into their expertise because you are all over the United States. So so I just want to mention that and

086then just also want to mention what we have on the docket for next year is we're going to continue we're gonna replace some high school kitchen flooring. Look at our okay you've got we've got our we can't read my oh and then also some maybe a pizza warmer and then some gas kettles so again we have this equipment plan that I think without chart walls we weren't been able to do a lot of this. So I guess. So I guess. So I'm Animesh Goswami. I'm the area director for Minnesota and Iowa operations. I'm new to Minnesota, so I've been eight months here, but it has been a great privilege to work all the districts here. So as far as Big Lake is concerned, I think we had a strong year this year. Alyssa is doing

087a very good job. I'm very proud of her. And when it comes to looking ahead, some things that she talked about and some things that we are doing as a group in Minnesota and Iowa too is getting along the feedback that we're getting from the student community. Like Big Lake, yeah, we talked about enrollment being a little slightly below, and that is a trend that I'm observing in multiple districts. So we are coming up with programs and stuff that we are doing, pilot programs that we plan to implement in Big Lake next year to keep up the participation trend up. So the goal is to maintain that surplus finances so that we can continue the partnership. Next year is our rebid year. So we are not because it's a rebid. It's a rebid year, but

088we are looking for another five years ahead. So how can we continue that? How can we continue generating that surplus? And on top of that, when it comes to the focus groups that we are doing and the pilot programs that we are running, we are getting some really good feedback from students all across the board. For example, Global Eats, we did that in Edina this last year. It was a huge success. So that's something that is getting implemented. And we are going to continue to do that in Big Lake next year. And there is a few more other things that we are in the books for doing it next year. So hopefully our goal is to receive that 1% decrease. We can equate that to some of the enrollment loss, some of the survey loss.

089The goal is to keep up that. And we consider that that's kind of maintaining. So our goal is to go at least 3 to 4% up every year on both lunch and breakfast. So it's been a privilege to know you all. I know that you have some questions for us. Please let us know and we'll be more than happy to answer. Thank you. I have one more thing I forgot. Normally at this time we would present a contract renewal for you to approve. So as Animesh mentioned, we're allowed to do five years. So next year will be our fifth year. So then we will have to bid for the next five years next year. But the Minnesota Department of Education, for whatever reason, does not have that. They don't have the contract template out there

090yet. So I'm hoping they have it. So we'll have you approve it at the June meeting. But I still wanted them to come and do an update because we normally do a food service update at that contract renewal time. So I just want to let you know that's why we don't have that contract here at this meeting because they were waiting on MDE right now. So with that, I'll open it up for questions. Questions for me? Does anyone have any questions? I was just wondering the a la carte numbers, what's the trend in that? Are kids participating? Are kids participating more in a la carte or less? Or is that staying stable? I think it's the numbers from last year. I just took off what we had for the . It looks pretty good as

091far as the high school level. Yeah. I was just going to say, just looking at what we've received to date, it looks to be about the same. You know, when you look at total revenue side. So I mean, not seeing any large decreases, but not large increases. I mean, I think it's been about the same. Just having a little history here, I will say, like, and Angie smiles because she knows where I'm going with this. Chartful has been a blessing. You know, as a board member who was here back when, like, our general fund was supplementing for our food programs, it was a struggle. I mean, you know, the fact that we're not having to supplement from the general fund is relief in and of itself, but also to have the ability to then, you

092know, replace and upgrade items in that cafeteria. Not only that. Not only for our students, but for the staff that are working in there. So I just appreciate everything you're doing and that you're trying to keep it fresh. It really has been a blessing. So thank you very much. Thank you. Thank you. Thank you. And thank you for moving them up in the agenda because I think you've got to drive back. So thank you. Thank you, Angie. Okay. On to K-12 math curriculum adoption. All right, board members. You've been sitting a while. Let's get some little wiggles. Let's do the teacher thing. Move around a little bit. Like, whoo, because this is good stuff happening right here. So our K-12 math curriculum, a lot of this you're going to hear some of the same standards

093things. So our curriculum and standards, I'm going to go kind of fast through this, still aligned through the strategic plan. I do want to call attention to the next slide. One more, TJ. We did do this a year early. So math standards were not up for adoption until now. Standards were not up for adoption until next year. Math implementation wasn't up for implementation until fall of 2027. We moved this up one year based on our data. And so our data said, like, we needed to do something in math. So I did want to call your attention to that, which shows why we went through, looked at, we always do that needs assessment, and, yes, we needed new curriculum. So vision and goal for mathematics education from the Department of Education, I really like that second

094part, it says mathematics is the study of patterns and relationships. And so that's a lot of that shift that you're going to hear about. Next slide shows that three-legged stool, that vision for math education, that procedural skills and fluency is really what we think about when we think of math. We memorize tricks. We learn different things. But we're really shifting to that conceptual understanding, the real-world application, along with procedural skills and fluency. And then you notice the top, that mathematical rigor. So keeping that stool in mind as we talk about this. Again, I always just want to tell you a little bit about standards and what MDE expects, but I am going to go through this really fast. It's in there. If anyone wants to sit down with me, we can do that. We haven't

095had new standards since 2007. So it's been a while. But if you notice the four strands that we had, number and operation, algebra, geometry and measurement, data analysis and probability, and if you look at what it's shifted to, you can see that that big conceptual understanding, is really the focus of what we're doing. So our structure, we have three strands. We have anchor standards and then we have benchmarks. And so if you put that in your mind, the three strands, the anchor standards and the benchmarks, that's kind of a good way for me to just cruise through this pretty fast. Our anchor standards, data and probability. Next slide, TJ. So data is not merely numbers, but numbers in context. So if you let that sit a little bit, that kind of is that big change.

096Spatial reasoning is the next one. Understanding geometric relationships and arguments. And then finally we have patterns and relationships, where mathematics is the science of pattern and order. Under those three strands, we have our anchor standards. So there's seven anchor standards. So I'm just going to let TJ scroll through those. And then the benchmarks are even under that. And the benchmark is that specific knowledge or skill that students must master or complete as part of their academic standard by the end of the year. So that's the benchmark. And then the benchmark is that the student must master or complete the standard by the end of the grade where that benchmark lives. So there's a lot of learning that leads up to that, where mastery is at where that benchmark lives. Next slide. So we also, as

097part of these new standards, have some mathematical dimensions. So this is kind of new to us. There's the mathematical practices and also the benchmark context. And so the first dimension on the next slide is the standards of mathematical practice. So this is the standard of mathematical practices for students that, if you look at the standards, it will say which mathematical practice that standard is hitting. And then the next slide, we also have benchmark context, which these little symbols are also embedded in the standards. So if you look at the standards, you can see exactly what they've embedded for that standard. So with that, I'm sorry that was really fast, but it's really a lot of fun if you want to take some time. I'm going to turn it over. So Ms. Dievel was kind enough

098to lean in and share her expertise in math with us and lead our elementary process. So I'm going to turn it over to her. All right. Well, we really wanted to ensure that our teachers had the proper lens to look through when they were making this really big decision of math adoption. So for the first half of the school year from workshop week through December, all of the elementary teachers who teach math who were not part of the required literacy training, they got to spend some time with me, and we got to dig into some math PD, and it started on workshop week. So during workshop week, we spent two days together. The first day, we were digging into the new standards, so really taking a look at all the things that Minda just went

099through with you all about how are they different, what are the big changes, and then the teachers were able to dig into their specific grade level benchmarks and be able to look at how those have changed and the increase in rigor that was the big piece that they noticed. Then the second day that they spent with me in workshop, and then there was a day in October and a day in November, we dug into the eight math practices from NCTM, which is the National Council of Teachers of Mathematics. So you have some listed there, and then there were a couple on the previous slide. So the eight things that Minda showed, that's part of our new benchmarks, those are the eight practices that our students should be doing, and then these are the eight practices

100that teachers should be doing. So we dug into some specifics around that. We looked at some specifics around each of these. Our teachers really got to be students and engage in the math as a student themselves and really take in what the best practice is in math. And then we ended our time together with them taking a grade level benchmark. You can just stop there, TJ. That's a good spot. A grade level benchmark, and then they designed a lesson that ingrained all those eight practices, and we're able to present that. And then from there, they had the lens of, hey, I understand, I have a deeper understanding of the new standards, the new math standards, and I now know the best research practice out there, and I can use that then to select the resource

101that we are going to be going with. So we actually started off with ten different resources that we looked at. I had a small group that really did an alignment work on them, and from there we actually ruled out one because it really didn't align with our new math standards for Minnesota. And then we had these nine, and our big committee spent about 15 to 20 minutes with each resource where they kind of did a quick overview of all of them. How they felt it aligned to those best practices, how user-friendly it was for teachers, how engaging it was for students. And then from there, we narrowed it down to the ones that have the asterisks. And from those, we actually had presenters come. And then we had a lot of rubrics, and we had,

102I took a look from the pedagogy side. Our teachers took a look at teacher user-friendliness, student engagement. We had interventionists. We had special education teachers. So really had the whole approach of, what was that? Yes, EL. And then we had a lot of So I'll pass it over to Alicia, who will talk about what we're doing for K3. One more. Yep, one more, TJ. Hi, I'm Alicia Morrison. I work at Liberty. Why we chose Amplify Desmos. As you know, we use Amplify CKLA for literacy. And so it was something that we thought would be very easy for teachers to use, as well as for teachers to use. As well as for our subs. That way it's not additional training. Going back up to the top there, that left side, it's interactive lessons for the students.

103We can make it more engaging. They have manipulatives that we can use on the slides with the students. They're able to come up and help us manipulate. So they're also being more active into our lessons. They offer different instructional delivery. We can do whole group. We can do centers. We can do small group. We can do partners. Kind of just a variety of what the students need. Like I already mentioned, the familiar platform for teachers and for subs. It also offers that intervention with the boost, which we use with our literacy program. And it comes with preassembled center kits. With those center kits are a very specific game that will teach many different strategies throughout the year. So once we have that, we can start. Once we teach that game at the beginning of the

104year, once we are onto a new unit, the students will already be familiar with that game. And so it won't be pre-teaching over and over throughout the year, which will just help kind of speed up that process with math. And so we can get all of our content in. Every lesson starts with a math chat and a warm up. So you have that more engagement with the students to be able to turn and talk. There's differentiation with support. And strengthen for students that need it. But there's also that stretch piece for students that just need to be challenged a little bit more. The materials, we have digital access for teachers and for students. We'll come with it for more hands on learning. We will have workbooks as we know it's important for them to have

105paper and pencil, especially in those K-3 years. And so we are very excited to hopefully adopt this curriculum. So I'm Joanne Houston. I can't hear you. I teach fourth grade. John had us fourth grade teachers look and say, do we want to go with Amplify? Do we want to go with what fifth grade and on up was going to be doing? And we chose to go with what fifth grade on up is doing. Some of the reasons why we did that was after having K-3 with a lot of Amplify, similar look, you know, even the digital piece is very similar. We decided to go with this. What we really liked. What I really like is when you open the book in the beginning, the kids will get to look at like, oh, you're going to

106the grocery store and it's real life performance tasks. And there's different like three or four different options with each unit. Another thing they have is we have the games. They have the differentiating. But a big thing that we started this year in math is doing math talks. And it's really fun to just get the kids to open up and talk with what what they see. And it's already all embedded in the curriculum. So it's not a lot of extra. But one thing that I like, too, is it's very similar to what we have been doing with math and focus. The format is almost exactly the same. So teacher perspective, we're kind of used to the layout of it digitally. One thing that's really nice. We lost Ixl, which was a big sore this year because

107we didn't have that digital piece to track data. When we teach a lesson, there's going to be a five point exit slip that's done digitally so we can look the next day and be like, Tim doesn't understand this skill. And she's got it. She's got those big brains. But so we can differentiate our groups and doing that hand. We'll work with you, too. But anyway, so we got a lot of digital manipulatives. But I think the data piece, too, that we can really work with and it user friendly workbooks. What about the workbooks? There's additional practice and there's differentiated as along with the basic work and enough workspace. So it's good stuff. All right. And then for our high school, I'm going to have. We had. Two assistants help me with high school. So I

108had Ms. Routh and Mr. Klinglehut. So our deans at middle school and high school, both with nice math backgrounds, jumped in to help us. So I'll let them explain what we did there. Jake Klinglehut, I'm the dean at the high school. Math background. I taught math, high school math for ten years. So I have the background there with that. So as far as the adoption process for secondary there, really, we started school year 24, 25. We had resource training solution came in and they did a lot of training with us, really learning what the mathematical practices were, because that's an important piece of the new standards. With that, also with those evidence based teaching practices, the teacher moves, if you will, the support productive struggle, the implement tasks, the established math rules, do a lot

109of work with our teachers and us really to help get those worked into the classroom to build the math. So we had a lot of work with our teachers and us really to help get those worked into the classroom to build a solid foundation. And then we spent a lot of time looking at the standards and reading through, looking at the front matter, doing scoping and sequencing with that to get a good understanding of what the standards are. Because there's pretty significant change, you know, as we were looking at earlier there. It's the, you know, the data and probability. It goes from kind of a footnote if you get to it, you know, easy, easy chapter to cut out of a book to now it's actually the first. You know, when you look in order

110there. It's the first one. And, you know, as a former statistics teacher myself, I'm very excited about that because that's, you know, when you think about where people most interact with numbers, it is that data. It is the statistic. It's the information that you have to use and analyze to make decisions. Anyway, considerations for selections. You know, we came up with a rubric to look at all the different options that we had. Standard support application. You can read through all that. We scored all of the options. I think those are next slide. We did scoring on options. We had seven of them come in. Amplify HMH, SAVIS, Carnegie Imagine, McGraw, Hill. The finalists are the ones that are stars, the Amplify, McGraw, and SAVIS. We had reps come in and actually walk us through what

111their platform looks like and the different curriculums and how they align with the standards and with that. We will go to Kim Peters. Hi. Kim Peters, ACT. So, middle school is that interesting spot where students are switching over from learning foundational math skills to using algebra skills and problem solving and applying what they have learned. And one of the things that middle school students say is, how is this ever going to apply to me? When will I ever use this? Well, this curriculum does a great job of starting off each lesson with, hey, this is a real-life example. Let's talk about it. Here's how to problem solve it. Here's how to solve it. How would you use it? I've actually been using the test sites for a couple lessons lately. I taught Pythagorean Theorem last

112week. And so I said to the kids, hey, we've got a spot this big for a TV. What size TV can we get? You know TVs are measured from corner to corner. That's the Pythagorean Theorem. So they were able to figure out the size of a TV that would fit my box to put it in. So they were able to take that right away and apply math in their real life. So we're finding this curriculum also provides us with a lot of information. It also provides opportunities for both online paper, high-level acceleration, low-level differentiation. They've got low-stakes kinds of starters. They have opportunities for all kinds of customization. Like social studies, if we've got things and projects that we do have that work for us, we can integrate those into the different lessons. There's an

113AI component to this that allows me to go in and say, I teach special education. I've got students reading at this grade level. Create word problems for me at a third grade level that meets seven-phrase standards. And so there's a whole slew of different options to provide teachers and students with the ability to access the curriculum in a really robust way. I think my cohort here in sixth grade, do you have some things to talk about in terms of acceleration? I was just going to say that this curriculum does a really good job at meeting students where they're at. So it's like the students that need a little bit more. Yeah. I think I support those curriculum materials for that, too. And then there's an extension where if they've got the skill, they've shown that

114they know it. There's an extension part of it where they can dig deeper into whatever we're going over and just kind of be able to take their learning a little bit further after they've shown that they've met where they're supposed to be. And then also just kind of going off that first one, it builds the productive struggle where it kind of goes more away from rote memorization and just kind of like procedural. Yeah. Sorry. Procedural. Like you do this just because that's the way you do it to more of like conceptual. Like this is why we do it. This is why it's right. This is why we're doing kind of what we're doing. And like Kim said, they do that through a lot of real world examples and stuff like that. And similarly, the fourth

115grade or fifth grade, the math talks are fantastic. And so really getting those kids to talk about math, that's part of every lesson, starts off with a question. And it's not an, well, it's not a question. It's not a black or white answer. It's what do you think about this? What do you see? Where have you seen this in your life? And so I think it's got a lot of options and opportunities for our middle school. And it bridges that fourth, fifth grade experience all the way through high school, which is really a cool thing for our school. All right. Next slide, please. Who wants to speak to this? All right. So I'm Andrea Roth. I am the Dean of Students at the middle school. I taught math for eight years, seventh through twelfth. Main

116focus was seventh and eighth grade. So with this new curriculum, we are going to kind of switch from having that Excel class that we kind of have in the middle school and really focus on taking the students deeper, not necessarily the classes deeper. So this is just kind of our three-year process as far as what students are going to have the option of getting. So like last year, we had a lot of students that were in the middle school. So like Lexi and Kim mentioned, that all lessons offer an acceleration and extensions in each lesson for students to dig deeper and really focus on those standards versus kind of accelerating grade levels. They're going to stay within that grade level, within those standards, and dig deeper, more real life, things like that. So kind of

117the biggest things going forward, if you look at next year, our eighth grade, we're going to have a lot of students that are going to be in the middle school. And so we're going to have a lot of students that are going to be in the middle school. And so we're going to have a lot of students that are going to be in the middle school. And then the last thing we're going to figure out is looking at grades in our class in the Middle School. We'll have high school, which will be in the middle school. And then we'll have a mix of high school and high school. And then this is as a Troy's question, which is when I have high school grade courses, what dunnoes can we do just for those 10, 11

118or 12 that are showing to me, higher grades for us? This is just y'all know that. It's not just high school. I mean, I was talking about education, but I'm also going to talk to you about innovation. What works for you guys how you engage with, how you adapt to higher ed. So I'm interested in questions about space, how you gain söz塔' and how you do. based on courses with kids who meet criteria, things like that. If we do a class, otherwise we will always have an online option for those kids that go through math pretty fast. I'm going to just give a little, this isn't done here, but I'm going to open it up. Part of what we love about this is there is an option. So this is a three-year plan. We're going

119to step back and see how this goes. This is a whole new way to do math. It's more conceptual than it is just rote memorization and procedural. It also has a lot of opportunities for us to engage kids at where they're at. With that being said, we already have some kids that are accelerated through standards. So now we have to take and we have to look at old standards. We have to look at new standards. They really don't even align. But we know we're going to have to do something for a couple of years, just like we did with the geography at the high school. So that's why we have that online option for seventh and eighth grade for the next three years. We've got some kids that haven't been in the, the general setting

120of what we've been doing with math. So they've been accelerated. So we're going to have to do something. So we have an online option that we'll give kids if they want that. This curriculum just has so much more than what we've had before. But one of the things it also offers, it offers us, if we can get our math scores up there, the opportunity to start accelerating all kids. And so we're going to take a look at this after this three year. We didn't put four and five on there because we don't know what it looks like. The kids are going to show us what it looks like. And so we have an option of moving our kids at Big Lake even faster and deeper. We just have to have the time to see what

121it does. And we want the time to do it. But just so you know, that's only part of the picture with this opportunity. There's a lot more options out there that we might come back and tell you about later. Well, so that's what we do every year at a data dig. We look at, so we know it takes about three years. I was just talking to the superintendent at Prior Lake and he, they did math curriculum three years ago. And he said, finally, finally, we're seeing gains in our data. And it always takes about three years. That's why we went out three years. Every year we look at our data. You saw our peer coaches talk about their data. And so what we do is we look at it and then we say root cause

122analysis. Why aren't we getting what we're doing? A lot of it is, are we doing it with fidelity? Are we doing what the kids need? Is there a need that's not matched to what we're doing right now? And so that's going to, that's why we give ourselves three years, because within three years, we should be finding something. You saw our K-2 teachers talk about CKLA. That's been three years. And so it takes about that long. And so that's why we went out that far. Yep. Come on up. Mr. Ernst, come on up to the microphone. You're the one doing the schedule. So in trying to stay with four parameters for class size and how many students we have and how many kids that meet this criteria, if you don't have 26 to 30 students who

123are meeting the criteria, you're going to have a class of 15, which overloads the rest of them. Plus you've got, if you make 30 students just so you can have this class, you've got half a class of kids that can't keep up or are really having a hard time keeping up. Or you need to slow it down. Then you're not getting done with, say, Algebra 1 by the end of eighth grade, where you need to get done so they can start with Geometry. So it's just a hard, there's so many factors to it that create this scenario where it's almost. What do we do to make it all work? Yeah. Yeah. So for next year, we've got one period in a teacher's day that they have the, um, online students and knowing that we don't

124have, we're not maxed out. We've, we're going to take those students that are current seventh graders that do meet the criteria and we'll assign them to that person's period. So they'll have an in-house online class, um, with them. So that I think that we were crunching the numbers today. I think there's 14, uh, sevens going to the eights that we will put into this online situation. And then they will finish. All, all of algebra one next year as eighth graders. So they can start just where they typically have, um, as an Excel class. So it preserves what we currently have yet gives us that opportunity to, by pulling them out, we can take this new curriculum to what it's intended to do and see if it's going to work. So you were going to ask

125them to sandcock about what happens if we don't see it? Well, this should help with that. Um, we hope you're not trying to do two classes. Inside of one class, someone's suffering or someone's waiting. So this should eliminate that hopefully. And he'll in that back, we'll have other online students online so that we'll be supporting our online kids and these kids will be online sitting there because you have to have a space for them as well. We're currently, they're just supporting the online and then we're shoving all the rest of them into the other sections by pulling them out. We can make those other sections just a tiny bit smaller and there are more, um, they're all kind of more in the same spot rather than having half a class in the other section. Um,

126half a class of kids that are way farther along. No, no, they don't need to be by the time they hit high school, then they should be ready for in person geometry. Couple more slides. Yep, that's coming. Foreshadowing. The nice thing that we have a really good relationship with our online provider and we're able to really custom build classes. And so we've, Mark's been, we, Mark has been working with, um, Benji Cameron, who's our online coordinator and Benji's really been tailoring this to, um, just right for his, um, at this point. So that teacher's done all of that. Those 14 kids have done all of seventh grade and some of eighth grade. And then next year, traditionally they would finish eighth grade into all of the ninth grade curriculum. So we're going to build the

127course that does wherever they ended up this year as seventh graders doing some, some of the eighth grade done. We'll build the course to do what's left for eighth grade and all of algebra one. And they'll do that online. I think it's a good, we got pretty creative. I think it's a good solution actually. Yeah. Yeah. But they're also here with a math teacher, you know, so it's not really only online because they will have that support of a math teacher here in building. So it is a little extra. Okay. So, you know, we say, you know, I mean, I got that right. I mean, for my, my child, we have to do, we need to support staff. And my team is on the same team as you are. So we don't have to do

128that. So we don't have to do that. So we can just, we can do that. So we can do that. So, I'm excited about the regular, the regular in-person curriculum. What that has for acceleration as well. They're gonna be bored if you put 30 of them together and there's only 14 that are ready for it. They either have to wait or the other half the class is like buried. Also, four, eight will come with Success Maker and that's an individualized platform specifically for kids to either help them relearn or to engage them. So there's another piece of this that, that, um, in my negotiation process, we did like, you'll hear that we, um, for the K-3, we're pausing on that for a year to save some money just because of the time and everything. We

129think this one is so good. We're going with it the first year even. So we'll get the Success Maker right away the first year for four, eight. And then like Minda says, if this works like you, we had hoped all kids will get where those online kids are getting next year. But we got to build that capacity. We got to build it. And so, We weren't going to tell them about that. Oh, well, okay. I did, so I know. You did, yes. I did. It was me. Yeah. I almost got blamed there. That's all right. That's all right. Does that answer what you were looking for? All right. Okay. Then we move into our second grade or our secondary. I don't know if you want this to be caught up too. Okay. All right. High

130school, you're going to hear a lot of the same things. Um, you know, research-based when you look at it, it's the why over just the road procedure. Um, I was kind of going through the rubrics coming up with why this one was chosen. Some of the, some of the big, big things in an active problem solving, uh, meaningful discussion and discourse, conceptual understanding. Um, students are, they're, they're thinking math, they're talking math, they're doing math, they're practicing math. That's they're doing math, not just writing math. So they're, they're doing it. They're living it with, with the problem solving there. Um, the, the Minnesota standards, uh, the high school standards are a little bit different. They're, they're a little bit different than the, than the standards going up through the grades where, you know, sixth grade

131is six dot something, seven, seven dot eight, eight dot nine, or nine through 12. It's, here's a big blob of standards. They're all nine dot something. So the, it's, we have the, the way that we're set up is the AGA is what they call it. Algebra, uh, geometry, algebra two. So that fits into our schedule, uh, in our, in our classes, which we'll see in the next one there. Um, and then, um, we'll, we'll go through this in just a second here. But if you could pop back up to that, that previous one there, um, the, the, it takes those standards, um, and they, and they align it very nicely. And I actually brought this cause I, I, I like this. This, I reference this all the time. It's, it's a book. It has all

132the mathematical practices. It shows where they are, uh, in, in which class, um, you know, algebra one, uh, where, and then it goes through each standard individually. And it shows, you know, I can, I can find, uh, 9.2.3.7. I can find that in geometry, uh, at topic 11, less than 11. So it, it shows exactly where it is, shows the mathematical practices with that. So the alignment, that was a big, uh, a significant piece of why, of why this one is here is cause it does align so, so nicely with the, with the new standards. And, you know, we've talked already about how, uh, how flexible and engaging, uh, you know, how flexible and engaging, uh, you know, how flexible and engaging, uh, you know, similar to some of the things that you've heard with,

133with the, with the previous groups. Um, it, there's a lot of, of, of breadth to, you know, support or, uh, enrich within the lesson itself. Um, there's, there's opportunities there. The, one of the things, the adaptive practice, the, uh, uh, the new lessons, which are very similar to what we, you know, the, the common self of teacher learning, eh? Um, is that you can go in and you can create. Um, and it's got a, a generator, so it, it goes in and you can generate, um, uh, different, for different sections. You can plug in a standard and it can come up with, with questions that you can use as well. So, additional stuff like that, that you can, you can use to either support or supplement or, uh, uh, enrich as you go along. Uh,

134the curriculum materials, uh, or you can go in and you can print off, you can modify the different things and you can print those off. Otherwise, it's all digital. It's in, students have access to it. Teachers have their own kind of hub with all the lessons and the resources for all that. Each lesson comes with a teacher companion as well, kind of explaining the lesson and kind of the key points and misconceptions, different things that they can do with that. You know, and Desmos is another one. That's a big one. They have that on the MCAs as well, that, you know, the kind of the calculator, it's a utility that you can use with that. Can you flip on to the next one here? I alluded to this earlier with the setup here for the

135classes. So we have these standards, the nine dots, and we have them with three required math classes there. Intermediate algebra, geometry, advanced algebra is the, that would be kind of the standard for the nine dots. It's the standard track. You know, if you look at this, it may be slightly confusing as you're looking at it, but they're coming in at different spots. You know, they're coming into ninth grade. Some are coming in at geometry. And, you know, as we kind of talked about, some of the advanced people taking that online, where they have taken intermediate algebra, they would come into geometry because they've had the standards that are covered in intermediate algebra. They'd come in at geometry, take algebra two, and then that's where it gets a little interesting because you can either take pre-calc

136to get to calculus, or you can take a combo college algebra and trig to get there. So if you know what I'm there, it's, you have to take both. So, you know, that's kind of the red one. If you want to get to calculus, coming in at intermediate algebra is not disqualifying to get to calc, if that makes sense, because geometry and algebra two are such that you can double up different enough where you can take both of those. So if, you know, you move in from a different district and you can't hop on the advanced track or anything like that, and you're coming in, you take your intermediate algebra, or, you know, you come in at intermediate algebra and it just clicks. And then, okay, I want to get to calc now. We have

137that catch-up provision in there, if you will, where you can double up with the geometry and algebra to get to calculus. Yeah, we've got to do it. One second. I mean, all kids should have their opportunities for them. So big elementary math committee. I do want to mention that our teachers appreciated having their voices heard, and so we really did lean into our teachers and have them fill out those rubrics and have them tell us what their experience was with the curriculums as well. So a large elementary math curriculum, some of these went on to help with social studies as well. So you remember we kind of did a split in January and did that. So we did that. And did that K-5 social studies adoption. And then we have our secondary committee. And so

138we had a lot of people working on this for a lot of time. So this was a deep dive into new math. And I'm very excited for the opportunities that we are going to bring our Big Lake students. So with that, our recommendation for adoption is Amplify Desmos for grades K-3 and Savas Envision for grades 4-12. I will say, and Ashley's going to ask me this, and Ashley's going to ask me the prices, so I'll say it then. For Amplify, we are going with a six-year Amplify Desmos with a five-year boost, because we want one year of really just implementation of Tier 1. And so for that, for the Amplify itself, $210,413. And then for the five years of boost, adds on $18,550. Huge price break, because we're getting the Amplify. So, and then for

139Savas, we did go with the SuccessMaker all six years. And so, did I say five years of Amplify? Six years of Amplify, five years of boost. I'm not sure if I said that right. It's getting to be long. Savas, six years, with six years of SuccessMaker for grades 4-8, $404,430 for a total of 633,393 classroom sets, print for student, and digital for all. All class manipulatives, all class sets of kits. That's everything. That's everything, yes, that is everything we should need for six years. Total, 633,393 for math. I'll make the motion to approve Amplify Desmos, and is it, did you say Savas? Savas. Savas and Vision Math. By Sixbury, second by Shabillion. Any other discussion? Sorry, that's 412. Okay. Okay. The SuccessMaker is 4-8. The Savas part is with the AGA. That total is 412.

140Thank you for that, 412. All encompassing six years. Motion made by Sixbury, second by Shabillion. Any other discussion or questions? All in favor? Aye. Opposed? Motion carried. We are going to take a five-minute break, and then come back. Thank you. Go back to the meeting. We do not have any open forum, correct? Okay. We can move on from open forum. Next, we have the consent agenda, the previous minutes from the April 22nd regular board meeting, the May 5th special meeting, and the May 6th work session. Claims and accounts, the amount of $914,880.78. The credit card report, the personnel report, approve the Varsity and JV Varsity MSHSL Hockey Cooperative Agreement, approve the SRO contract, approve one-read policies that are limited, listed and the final read and approval of the policies that are listed. So moved. Moved

141by Shabillion. Second. Second by Nelson. Any other discussion? All in favor? Aye. Aye. Opposed? Motion carries. On to donations. I'll make a motion to approve the donations. Which one was the first one? Shabillion. Shabillion, okay. Motion made by Shabillion, second by Sixbury. Any other discussion? All in. Okay. We'll have one abstaining. All in favor? Aye. Aye. Opposed? Motion carries with Nelson abstaining. Okay. Minnesota State High School League membership resolution. Good evening, everyone. Good evening. Before you is our yearly renewal for the Minnesota State High School League. Of course, in this document, we agreed to uphold the bylaws of the Minnesota State High School League, the conduct of our student athletes. And so, we're going to be doing that. And we're going to be doing that. In person. We're going to be doing that. And we

142actually have some of our faculty and coaches and advisors through this resolution as well. We also identify people, if need be, to help us in certain situations, whether that's a parent advisory, student advisory, coaches, both male and female coaches. And they're all listed there for you currently on that resolution. And so, we're just asking for that as an approval. It normally is done about July 1, but we're ready to roll with it. And so, we figured we'd swing it over to you. Thank you, sir. nearby here tonight. MSHSL resolution for 23. Second. Motion made by Shebillion, second by Sixbury. Any other discussion? All in favor? Aye. Opposed? Motion carries. Thank you. Financial report, Angie. All right, good evening. We'll start like we normally do with enrollments and we have some good news this month on

143enrollment. We have 17, can you hear me okay? Oh, there we go. We have 17 ADM increase from, I had to revise last month. That growth was mainly in Big Lake Online and Liberty Early Childhood Special Ed students. Our average ADM is 3,053, which is 11 over our revised enrollment budgets. So you can see that graphically on the next page. And so what that means is being, we're ending the year strong. So in our general education aid, we'll probably come in a little bit over budget, which is a good thing in 25-26. And I did, so for the month or for this board meeting, I did do a, what I call a spring revision. We're kind of about a month late with this, but I just felt I had to do some revisions to more

144accurately reflect of where we'll be at for 25-26. This is the final revision for 25-26. So on the revenue side, just updated estimates, because we get updated information from MDE. That increased revenue just under 16,000, as you can see there. We've got some grants and more information on grants. And so the grant increased revenue 54,800. Various local revenues, just miscellaneous revenues, just under 44,000. So total revenue increased just under 115,000. On the expenditure side, a lot more changes here, because what we do at this time of the year, especially with operating capital, we're going to increase our revenue by about 15,000. So we're going to increase our revenue by about 15,000. So we're going to increase our revenue by about 15,000. We've got our capital and tech levy and construction fund. We go through, because

145some, like especially the construction fund, we budget by project, and which sometimes crosses fiscal years. So the budget is a guess as to what's going to happen in this fiscal year. So therefore what we do is like we will take the money back, but then we re-obligate it in the next year. So I'll just start at the top here. We did do another salaries and benefits revision, extra 62,000. The pool indoor air quality, that actually went up quite a bit. And actually TJ and I met with Sarah Miller from the Department of Education. And those extra costs, so they're LTFM, those extra costs then will be reimbursed with future levies. So just want to make sure you understand that, because it's not like we're going to go into a deficit, 673,000. Grant budgets again, updated

146that estimate, a little over 36,000. The decrease in the capital and curriculum budgets for purchasing and project timelines. Again, it's just timing. So that's a decrease of 858,000, which then gets carried forward into the next year. So when I present the 26, 27 budget, those dollars will go into that budget. We did see a decrease in transportation just because of the e-learning days, because we don't provide transportation. So that effect was 18,498. So that's a decrease of 18,498. And then just tuition billing estimates based upon, like for example, our ALC tuition, decrease of 116,000. So the total expenditure decrease, 221,667. And then if you go on to the next slide, you see the fund balance impact of which you're all aware. We have several fund balances. The most important one is the unassigned fund balance,

147small improvement, 35,202. So that's a decrease of 18,295. And then if you go on to the next slide, you see the fund balance impact of which you're all aware, we have several fund balances. The most important one is the unassigned fund balance, small improvement, 35,202. The other ones mainly impacted the restricted, The other ones mainly impacted the restricted, as well as the assigned fund balances. And as I mentioned, that negative balance in LTFM will be offset by future levies and then operating capital and capital projects levies, they'll be reallocated next year, as well as we're trying to save money for the curriculum purchases that we're gonna be making next year, as you just all heard about. Community service too did, did another update budget revision, increased revenue, revenues 41,707, expenditures increased 101,319. Again, just updating

148based on actual results versus estimates previously. Wasn't planning to go over that in any in-depth. Building construction fund, this is basically investment income just because of our updated cash flow and investment rates. And expenditures, I sat down with TJ and we kind of figured out what would be this year, what would be next year and so on. As I mentioned before, it's budgeted by projects. And then the OPEB Trust Fund, I wanna mention a couple of things here. So increased revenue, 25,000, based on current market rate. The other thing I wanted to point out is the finance committee met last month about the OPEB Trust investment allocation. Our current policy, investment policy, allows us to invest up to 40% in equities. We've been kind of running at the 30% and I had actually met with

149our financial advisor that, like she said, we wanna make your money work for you in the OPEB Trust. And what they did is they have a model, they take our OPEB Trust liabilities, they run it through the model, and then they kind of figure out like what is the best way to maximize investment revenue? And... They were- They were- were saying we could go to as high as 55% equities, but when I met with the finance committee, we were all in agreement. We weren't really comfortable going that high, but what we did decide is our policy allows us up to 40% in equities. So then I gave, we agreed that I gave them direction to slowly then, depending on the market, is then we could go up to that 40% as allowed by our investment

150policy. None of us felt comfortable going up to 55, so we're not changing our, we're not recommending changing our investment policy. Let's see, this is just our usual summary that you see every month, and then I wanted to end the financial report with, as you all know, the legislative session just adjourned, and I guess not a lot happening with finance, but three areas I just wanted to highlight. The the , so just talking about compensatory hold harmless, Big Lake was never at risk. Like, I think you heard, you might have heard a lot of districts that were set with a new formula to lose a lot of money. We were never at risk. In fact, with the runs, end of session runs, we're going to see an increase of approximately 84,000, and that's mainly due

151to increase free and reduced students, which that's the driving factor in the formula. So this, I mean, basically we're getting the same amount of revenue that we were expecting. I guess is my main point with the compensatory. Operating capital, they made a change that now utility costs could be taken out of operating capital. I'm not recommending that. We've got other things that need to be paid out of operating capital, including curriculum. So I don't foresee, at least in the foreseeable future, taking advantage of that. I mean, because I think, I think the thinking was that it could help out the general fund. We've got too many projects and other things that we need to pay for out of operating capital. Then, at least for now, I'm going to just say that's going to stay in

152the general fund or general unassigned. And then, last but not least, this is probably the best news, is they are, and you probably all heard this, they are going to put on the ballot, so a constitutional amendment on the ballot in November regarding what's called the permanent school fund. This would be additional revenue to school districts with no increases to property taxes. If this passes with the runs I have seen, this could be a potential $80,000 increase. I mean, it's not a lot, but every little bit helps. So, but this would not take effect because it's going on the ballot in November. If it does pass, it would affect not 26-27, but 27-28. So, hopefully that passes. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you.

153Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Because that would help out school districts. I guess that's all I got, unless any of you have any questions for me. Any questions for Angie? All right. Does she approve? Yeah. I will make a motion to approve the financial report and budget revisions as presented. Second by Brown. Any other discussion? All in favor? Aye. Opposed? Motion carries. Thank you, Angie. Approved June 10th work session. Second. Madam Chair, members of the board. So on June 10th, I am proposing to have a work session. I was able to catch four of you just because you were at policy committee and I was talking frequently on the phone. So Amber and Chelsea, I guess are the only ones, but the other said that they

154could make a 430 meeting. Hopeful that we can just keep the principals here. And that is at the end of the year, the principals kind of do a showcase review of their goals and kind of review how the year went. It's really kind of a celebration and an opportunity to have that discussion with principals. And it would start at 430. I would propose we continue because we've got, we have potentially an action packed evening. I would probably bring some pizza in or something. And we have some policy considerations to discuss. And we, in addition to that, there was something else we just talked about tonight. Oh, transition to the scholarship. Transitioning to like a scholarship instead of putting the ad in the paper. For graduation. Talk about that as well. And then also potential for

155an MSBA training at that time as well, into the year. So I think if we would be an extended of time, I don't know the end time of that, but once I'm hoping that Amber and Chelsea can make that work, okay. Okay, okay. Yeah, yeah. So we will try to scrunch that in as best we can. So yes, we also have to do just the one item special, special meeting that night. Yes, yes. So there's plenty to do that evening, but we should be able to take care of that relatively quickly. So I just want to let the board know. Is that an approval item? I think our principals are. I'm done with work by then. Yeah. Can you make it by 430? I'm done with kids. If that's going to be an issue, help

156me with the vote. I think the principals are pretty much just here, right? Oh, that's right. 3.30. Yeah, I think 4.30 is about as early. I would just leave early. No, no, it's fine. I'll be. No, it's okay. Is 4 o'clock a possibility? Or 4.15. 4. 4. 4. 4. 4. 4. 4. Yep. 4 o'clock it is. Woo-hoo. There we go. There we go. All right. So 4 o'clock. We were. We were going to make that work. So 4 o'clock. If we could have. Probably make a motion on that, please. Okay. I will make a motion to approve the June 10th work sessions to start at 4 o'clock in the middle school student center. Second by Saksbury. I'm like, I can't see you guys. You're down there. That's okay. No. I'm a big old head in

157the way. No, it's the table set up differently. No. Not yet. Because it's not there. Not yet. We'll post for it at that. Yep. Yep. All in favor? Aye. Aye. Aye. Opposed? Motion carries. Okay. First reading of the policies listed. Yes, Madam Chair, members of the board policy committee worked hard to bring forward to you this evening's first read of the policies attached. Please feel free to take a look at those. And obviously questions can be entertained now or even over the next couple months for the reading. On to school board committee representative updates. Finance committee. Nope. No, I think it was right at, right about the same time. Oh, you know, I think it was, it was right before. Yep. And we have met for buildings and grounds and policy. We met. You just

158met. You approved the policies. We need STEM night. STEM night. STEM night. Oh. Okay. Other committees? Just legislatively, it wrapped up. I'm just really excited because they really just didn't do anything to us, which was kind of like, if you couldn't make it better, don't do anything. Leave us alone. So, I mean, I think overall it's kind of a win that they didn't modify much, especially for a policy year. They didn't really implement new policies. So, the couple things they threw out there, we already do. Yep. So, it's not going to be. It's not going to impact us. So, the permanent school trust fund will be a constitutional amendment on the ballot. It's important for all of us to know that in our capacity as school board members, we need to remain neutral. We need

159to, we can provide accurate information. For example, it will not impact anyone in the state's taxes. I think that's a very important message for the school to put out. And MSBA is going to be giving. It's going to be giving us some kind of talking points of what we can say as far as the district goes. As individual citizens, we can, of course, tell people how we feel like they should vote. But as a school board, we need to make sure that we are neutral in our messaging and just say that it would be a benefit to the school if this passed. It does not have an impact. And we just need to stick to kind of those neutral facts from our school board voices. So, I just wanted to make sure everyone knew that.

160Because it's. It's an optimistic development. I think it's great that it's going to be able to go to all the voters for their consideration. As we move forward, it's also important to know that not voting, if you vote anywhere on the ballot, if you choose not to vote for the constitutional amendment, that is counted as a no vote. So, that's another component that we will need to make sure that our public is aware of, however they choose to vote, that if they do not vote on that section, it is considered a no vote. So, that's kind of going to be impactful for that. As we know, people tend to just stop answering as they go down the ballot. They vote for the top thing and then they often will stop there. So, just wanted to

161kind of bring that up. But that's really the highlights of the legislative session for April. Yep. And we have a staff meeting tomorrow. Yes, we do. Are you going down there? Are you? I will be attending the first grade Hornet Dash. Oh, that's great. So, I will be zooming in as soon as the Dash comes out. Okay. So, I will be doing that. Okay. So, I will be doing that. So, I will be doing that. I will be down there, actually. Okay. I will be down there, actually. Okay. Yeah. Yeah. I plan to go, but then they added this just like last week. Yeah. I'm like, oh. And then also, Linda and I on June 2nd will be attending a regional legislative update as well. There's other things, because you never know. You never know.

162You never know. But the omnibuses were huge. So, I mean, who knows what really is in there. But on the outset, it looks to be fairly minimal impact. Right. Any other board representative? I think there's some right packets. There's a lot of students who have been double-checking everything. But there really wasn't a lot. It was really just a board of thought negotiation. We were working on language. It was a group meeting. We all stood along really well. Fairly simple. They, again, they're only averaging the school district out, you know, the eighth school district, and we were the top on the bottom. Mm-hmm. For negotiations. Because we would have been the top. Yeah. We were down. Mm-hmm. On that average. So that makes more sense. Right. Yeah. We had a couple language items, really, and I

163think we did something up there. That was the main focus. We had a meeting with the principal. Yeah. And I met with, we had our meeting today. I met with Brian ahead for a cup of coffee. I'm his mentor. And I had a good conversation with him. We did talk about some adjustments. They've got some staffing. Trying to, having a hard time filling some special positions. But otherwise, trying to find some creative solutions to some staffing needs for different pieces. But I think. I think in the end, they're holding steady, and I think we're gonna be okay. So. Yeah, they have full resources. Yep. And staffing to do things. But we did not know that. They have some, so they must have some, some, they have some good candidates. Right. Exactly. Exactly. Because I think

164you, they apply, and then you call to interview, and they've got a job already. So those types of things. That's kind of how that works. Any other committees? Just one. For community. I'll keep the light on. Do you? Mm-hmm. Okay. Bear with me, because. But I think overall, it was really good. I love people. I feel like it was a. The group. Turn out. And like, you were . And then. You talked about the . Pretty good opportunities. I know. What were the other ones? There you go. Yep. Thank you. Okay. And so we all had a fun exercise, and the outcome was, we were pretty much in line with the community. We had staff, right? We had some similar questions there. And, oh, we brought in some good, so, healthy discussion from our team

165members, I think. And we had a cooperative board, and a co-op board meeting, so, a special call. We had a lot of great discussion. They're re-exampling some programs, and moving things around, and they might be able to talk over more of that food. And we had a discussion, like, when we've done the right text to feed the building, we try to go through the level four building. So, we'd like to be able to do that. And then, at some time, just be able to feed those spaces. But we had a good meeting. A lot of people have come. They're a lot of level four. If I could just update on, I'm part of the Beyond the YOLA ribbon. Met last night. Or Monday night. And there was. A graduation for those, kind of a celebration

166for those entering the military. I should have brought all the names. I will have to bring that next time. But we have a significant amount. I want to say there's 12 or 14. What's that? Yes, they do. Yes, they do. You're right. You're right. Yes. So, it was a really big deal. They had great turnout. I called each of the families to make sure they knew they were invited. It worked out really well. And then, also, one of the new, interestingly enough, one of the new legislation pieces is that a veteran that did not get their high school degree, they're going to be a veteran that did not get their high school diploma because they were deployed to Korea or Vietnam, now has a right to a diploma. Those are the things he does. I

167don't know how that's going to work. Yeah. Yeah. I don't know how that's going to work exactly. You might see some of that come through now. Right. Right. So, I don't know where that lands and I don't know how we're going to do that, but that's one of the things. But yeah. So, we're just going to report on that. They could come in for a quick exam. Yep. Yeah. Just really quick. Really quick. Yeah. So, I got to spend the evening with Lynette's husband at the Beyond the YOLA ribbon. It was lovely. He's always so nice to me. Okay. And on to Alexa's last report. Yes. So, starting off, we had obviously a song that they had kept us that week. And then we also had almost a special recognition in the first week. The

168week before, they found out that they had all the TV performance kept up. And then they found out that they had all the TV performance kept up. And then they found out that they had all the TV performance kept up. And then they found out that they had all the TV performance kept up. And then they found out that they had all the TV performance kept up. And then, they were able to tile a matchup. And it was matched up. You had to see your performance. That was cool. Your performance. They did. They did. It was so good. They did. Oh, yeah. Yeah. Yeah. So good. A lot of the students had gotten it because it was so good. Yeah. Legit. Legit. That's legit. Yeah. The play was really good. It was pretty good. Yeah.

169And then, obviously we will be doing one of these also. And then, that was really cool. We had pretty good siblings. and then obviously the students that spend their advisory period from September to November for events, and they dedicate February to 19th, there's so many charts that it links and things that they leave it out by the time they get out. Ethic has fun time for it, and also we have many different activities that have fun time out the end of the year to do that one, and even going for the end of the school year, and then we also have our band concert and choir concert this month, that went out really well, and I can say most of the music that I can say that I've heard is from Ethic. So there's all

170kinds of things that we can do with that. We also have fine arts awards, and so visual arts, instrumental, vocal, poetry, and music. We also have music, so we have a bunch of fun activities to recommend to the students, like teaching with art, and then we can actually connect with the campus and have them have that. We also have MLSF faculty and academic awards, so we do volunteer events, and then that's usually the academic, most of the teams are able to do both, the other teams are able to do all of the things that we're able to do, so we have a faculty and school and student activities. We also have a Ballet Hero Fest today, 10 out of 10, so if you could come and get some head start, and make sure they get

171a little sunburned and hot, that's nice. You know, I want to say, for it, but the band, the bands, you guys have band songs and the choir performed whatever you want, so we have a few different classes, and these are all the things that they have, and we had a fun day on my report, so we had five classrooms, and we didn't know how it was going to go, and the sun. Sun, a lot, beautiful day, great day. And we had some of their rest today. they're all seniors and staff to kind of celebrate them for their favorite students and class members. They're also doing some of the other. And then student council also did Chop It Up, which is our new magazine. So we put folks in the scholarly sidewalk and we've been doing

172a lot of the same stuff for years. And then we also have Student Excellence Awards. This month, we're at the top four of our senior staff to recognize. We're in Sheremeya, and then we have our graduate student, and then obviously, graduation magazine. And since you all are officially together, probably 10 people, 109 graduated. They come in and I'm mentioning, I think, 730. Last week, my last year here, so this is a very interesting day. I was obviously having fun. When I first started, I was real nervous and shaking in my seat over here, but it was a great experience. He did an awesome job, I'll say that. He really did a fantastic job. And he always has to follow. I know, every month, Alexis. Now I get to follow that. Well, no, good job, good

173job to you. Yes, I do have a few items to update the board, but I'm gonna actually start with a department update. Minda's got a department from Teaching and Learning. She wants to update you on some reorganization things. Well, you know what, I have to follow up with you. See? She's like the buffer. Yeah. So you don't remember and then I get to sound better. All right, so I just want to update the board a little bit. So we're always reflecting and analyzing our department work and always trying to find the best efficiencies that we can. And we found some kind of duplications of duties within our system, and so we just want to gain some efficiencies, focus on some strengths. And so when we started with MTSS, we really started building our MTSS system.

174And now we're at that point where instead of just building our system, we're ready to implement the work that we've learned. And so in doing that, we have found that we have some overlapping of duties that are happening, and so we're trying to make it more efficient so that everybody has a role in what they're doing. And so with that, I'm taking my positions that I have within my department and I'm kind of realigning the duties within those people. And so I just want to let you know just because even though there might actually be a budget savings to all of this in the end, we're kind of reallocating, reshifting some things. But what you're going to see is, you're going to see MTSS coordinator application or posting go out because we are shifting some

175things and some duties. And so I just wanted to bring that to your attention. We are still going to have support in our MTSS. We are still going to have support in our literacy, support with our data. Data really falls under MTSS, and so there was that duplication of duties that was happening. What this also does, it is going to free up some people with that now that we're making it more efficient. And so we're going to have support in our literacy. And so we are going to be able to kind of shift somebody to help us with safety and wellness. We had that conversation at policy about like that triennial wellness report and who's going to do it. And so we realized Tim and TJ and John went to the safety committee or the

176safety conference in Duluth. And one of the things that was really talked about is having a safety quarterly, having one person in our district that can really oversee that. And so as we were shifting some things around, we found a little capacity to add that to somebody, to add that to somebody's plate as it aligned really well with some things that they were doing. So you're going to see that posting go out for an MTSS coordinator. It's going to be internal only, and so it won't be outside, but it will be internal. And then there will be some shifting of duties that you'll see as we present to you next year. And depending on who fills the position, there may be a leave request, and there might be some of that information as well. There

177might be more to come. So we might be coming back. This is going to happen really fast. We're waiting for some legislation. We're waiting for some legislation to shake down that didn't come down. And so then we were able to kind of reassign some duties and come up with a plan just to make ourselves more efficient. MTSS coordinator, that was grant. That was paid for with a grant. It is grant funded. We have not yet heard. We were supposed to hear May 1st. I was going to say, I thought that you were. May 1st. Yeah. I have been. They were May 20th. I know. MDE. There were 47 schools in it, and they're giving 41. And so we keep contacting them, and they keep assuring us that we have a solid application in, and they

178will get back to us as soon as possible. So, yeah. So we'll keep you all posted on that. Yes, keep us posted. We will keep you posted. But I did want to give you a heads up just so nothing surprised you when you heard about it. Appreciate it. Yep. Thank you, Minda. Thank you. Yes, and I wanted to also just mention graduation. I will once again put the information, the specifics in my weekly update, but I want to remind you that it is at 730 sharp. And the gymnasium is air conditioned. And you should arrive no later than 715 and come to the main office. You have your pink parking pass. And make sure you have your pink parking pass. So, yes, Amber has an example right there. So we should be good to go.

179Mine is still in my vehicle. So I just want to make sure that you have that information. I hope mine's in my car. I hope mine's in my car. I put mine in my center thing. Yeah, there you go. There you go. I'm just not going to move my car. At that point, you'll park at Coburn. I'll just walk over. I'll just have someone drop me off. There you go. There you go. So it is a wonderful evening, and it's kind of what we're all about. So I'm super excited about that evening. And now for my favorite part of my report, and that is the from around the district. I want to acknowledge we had four retirees this year. John Murray, Mary Walsh, Teresa Scott, and Bill Miller. And they were all recognized at our

180end of the year recognition. So congratulations to those individuals. And then also to... At that same recognition, we did celebrate all the years of service, 5, 10, 15, 25, and 30 plus. I'm just grateful for those people for sticking around. And I tell you what, there was a large list of people. And a really neat celebration. And I couldn't leave this topic without thanking Stephanie, Morgan, and Kim for organizing that end of year recognition. So thank you for that. Thank you for that. It really is a neat recognition. And it's great. Great food style catering. I'm just saying, it is great food. And it's all free. Just come and take a look and kind of hang out and recognize that. Also want to thank Spudfest for being a sponsor, as well as Lupulin gave us

181a really good deal on the room. So all really good things. On to my calendar. We've got the 21st tomorrow. Ashley, you and I, Saf. We've got third grade musicals. Right, Jonna? Yep. 5.30 start? It's 5.30 and like 6.45 or something. Yep. So two rounds of great musicals for third grade. Yep. And then we've got no school, obviously, on Monday for Memorial. But on 27th, it's the seniors' last day, Alexis. You can't come here anymore after that day. No, I'm just kidding. You're always welcome. And then on the 28th, all students' last day and graduation on the 29th. And maybe, I'm not sure if you knew this or not, but on Saturday, May 30th, there's actually a fundraiser. It's like, it's wrestling. And it's going to be at the high school. And it's a, like

182an, what's it called, Stephanie? Is it called All-Star Wrestling or something like that? Hornet Havoc. AWA, it's a wrestling show. And it's going to be we.